Written by Elizabeth Leigh Scagel and Rebecca Shivone Smith
Teacher Instructions by Megan Schmitt
A special thanks to the classroom teachers, reading specialists, special education teachers and our children for their valuable input and contributions to the writing of this curriculum.
This book belongs to:
LESSON 7: WR
•Teacher Notes Lesson 7A, 7B, 7C, 7D
•Nursery Rhyme: “The Wedding of Miss Jenny Wren”
•Picture Study: School Boy-Honor Appleton
LESSON 8: OUGH
•Teacher Notes Lesson 8A, 8B, 8C, 8D
9: TI
LESSON 10: SI
9A, 9B, 9C, 9D
Suggestion: 67- Wee Rabbit
Suggestion: 68- Mother Goose
Suggestion: 70- Flee the Bee
•Teacher Notes Lesson 10A, 10B, 10C, 10D
LESSON 11: CI
Suggestion: 71- Robin and Wren •Teacher Notes Lesson 11A, 11B, 11C, 11D
LESSON 12: Review OW, OU
12A, 12B, 12C, 12D
LESSON 13: Sounds of "O"
13A, 13B, 13C, 13D
LESSON 14: Sounds of "A"
•Teacher Notes Lesson 14A, 14B, 14C, 14D
•Nursery Rhyme: “The First of May”
Suggestion: 72- Brown Hen
Suggestion: 74- Goldenhair
LESSON 15: Syllables, Review OY, OI, TCH
•Teacher Notes Lesson 15A, 15B, 15C, 15D
•Nursery Rhyme: “Willie Boy, Willie Boy”
•Picture Study: The Wild, Spectacular Race for Dinner-N.C. Wyeth
LESSON 19: Review Sounds of “oo” Reader Suggestion: 79- Little Girl Blue •Teacher Notes
19A, 19B, 19C, 19D
LESSON 20: Review Sounds of "N" Reader Suggestion: 80- Stars in Sky
Notes Lesson 20A, 20B, 20C, 20D
Rhyme: “Do You Know What I Am?”
Study: The Doors to Fairyland-Margaret Tarrant
Introduction
Welcome to Readers in Rhyme Language Arts program Level 3. This program is designed to ensure that learning phonics is enjoyable and easy for both teacher and student. At CSS our goal is to create beautiful, rich curriculum that is comprehensive but never overwhelming.
Key Features:
Scripted Lessons: Our Language Arts curriculum features step-by-step scripted lessons. Each lesson provides clear instructions, guiding you through the material easily.
Open-and-Go Format: Easy prep and lesson planning.
Multi-Sensory Approach: Listen, see and do. Engaging more than one sense at a time helps students process and retain what they are learning. Saying the phonogram sounds while tracing or writing, building words with magnetic letters or tiles, dictation etc. are just a few examples of this. While this approach is great for all students, it is especially helpful for children that struggle with learning to read.
Color-coded phonograms aid with teaching and learning phonics: By using different colors to represent specific phonetic patterns or sounds, students can easily identify and recognize the patterns in words. This visual aid enhances phonemic awareness, improves word decoding skills, and assists in spelling. The color-coded system provides a simple and effective way for both teachers and students to navigate the complexities of the English language and master reading and writing with greater fluency. Red phonograms indicate the letter or letter group makes a vowel sound. Blue phonograms indicate the letter or letter group make a consonant sound.
Auditory and Phonemic Awareness Exercises: help with developing crucial pre-reading and prewriting skills. These exercises focus on recognizing and manipulating sounds in spoken language. By engaging in activities that require students to distinguish and manipulate sounds, they improve their phonemic awareness, which is the ability to identify and work with individual sounds (phonemes) in words.
These exercises are essential for early literacy development as they lay the foundation for reading and writing. Students learn to distinguish between different sounds, blend sounds together to form words, segment words into individual sounds, and manipulate sounds to create new words. These skills are vital for phonics instruction, spelling, and reading comprehension.
Example of auditory exercise found throughout this guide
-Auditory Exercise-
Medial Sounds
Say to the student: I’m going to say three words. Two of them will have the same MIDDLE sound. One of them will have a different middle sound. I want you to tell me which one is not like the others. Here is an example: beg, hit, met
Beg and met both have the /e/ in the middle. Hit has an /i/ in the middle. Hit is not like the others.
(It may be necessary to sound out the words slowly annunciating the vowel sound.)
• hot, hat, mop
• nap, slam, box
• dig, top, dog
• rod, sat, sock
• bad, cup, map
• mom, log, pin
Mastery Based Program: Our curriculum follows a carefully designed sequence, covering all essential phonics skills progressively. Each lesson builds upon the previous lesson and includes plenty of review.
At Classical School Solutions, we strive to offer the best from the past in art and story. Our Readers In Rhyme feature beautiful vintage illustrations carefully restored alongside newly written stories. We hope the timeless themes of virtue in every day life inspire and delight your student.
We are here to support you in any way we can. If you have questions, please feel free to contact us at info@classicalschoolsolutions.com. Or visit our website classicalschoolsolutions.com
Happy reading!
How To Use This Guide
1. Orient yourself to the flow of the pages and sequence of the activities.
• Each lesson’s material is meant to be covered in one week. Each lesson is broken down into four days of teaching material in lessons A, B, C, and D. Day five of the school week is for review. Each daily lesson has activities that include phonics review and handwriting.
• The nursery rhyme should be read to the children daily and they can work on memorizing each nursery rhyme.
• Phonics exercises can be done in various ways and ideas for activities can be found in teachers notes at the beginning of each lesson.
2. The teacher’s guide is scripted for your conversation with the students.
• The phonics lesson in total should only last 20 minutes. Follow up work with letter tiles, chalkboard, whiteboard, etc will reinforce the concepts taught.
3. Initially, work slowly to orient the children to the material.
• The goal of this program is to give children a solid phonics foundation. It is much easier to work steadily on mastery than it is to remediate skills later on that were not learned in these early years. Some students will catch on quickly and may need an option for independent work.
4. Incorporating Movement
• Try to incorporate movement when possible. Have students clap out the syllables in words. Have them stand up to practice recitation of the poem they are memorizing. When the students practice handwriting have them say the sound(s) the phonogram makes while writing.
5. Repetition is Key
• Do try to keep the same routine with the material. For those that are struggling this is very comforting. Practice makes progress!
41 Fickle Fay Introducing AY, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, WOR, OW, OU, OA
42 Daisy May Introducing AI, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OW, OU, OA, AY
43 Ahoy Roy Introducing OY, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OW, OU, OA, AY, AI
44 Noisy Pigs Introducing OI, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, WOR, OW, OU, OA, AY, AI
45 Ice Cream Introducing EA, (EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, UR, WOR, EAR, OW, OU, OA, AY, OY)
46 Paw Prints Introducing AW, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OU, OA, AY, AI, EA)
47 Maude & Claude Introducing AU, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, EAR, OW, OU, OA, AY, AI, OY, EA)
/sh/ tall letter /sh/ used at the beginning of a syllable after the first one. na-tion
si /sh/ /zh/ used at the beginning of a syllable after the first one. mis-sion vi-sion
/sh/ short letter /sh/ used at the beginning of a syllable after the first one. spe-cial Level 3 (Introducing 59-72)
Phonograms we are working on this week: IE
Nursery Rhyme: “Piggie Wiggie Willie”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Cricket in Times Square by George Selden Chapters 1-3
Reader
Readers In Rhyme Silver Set 61-70
• 61. Piggie Wiggie
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: OA /O/ (as in boat), QU /kw/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, AU /aw/ that we MAY NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word,
Sentence of the day: Ben will play at home all day.
Phonogram ie
Read to the student: The phonogram ie says /E/I/ as in “cookie” and “pie." Today we will focus on the second sound of ie /I/ First read each sound in the words below, then put them together to read the word.
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. The safe was cracked by a thief.
2. The little birdie flies across the field.
3. Annie made a batch of cookies.
4. The birthday cake had three tiers.
Have the student read the words, circle the word that matches the picture and then write the word.
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and then write three of your own.
Trace the sentence below.
Draw a bird flying across the field.
Capitalization and punctuation: Correct and rewrite the sentences below:
why did you run to the park
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence. 1.
Sam has to in the
Have the student point to the phonograms and say their sounds.
Day 2 and 4
Daily Dictation: Phonograms of the day: EI /A/ /E/ that we MAY NOT use at the end of a word, ED /ed/ /d/ /t/, CH /ch/ /k/ /sh/, EIGH /A/ the 4-letter /A/, TCH /ch/ the 3-letter /ch/, OY /oy/ that we MAY use at the end of a word
Day 3
Sentence of the day: When will you be home from the play?
2 Milk and Cookie are a match made in Heaven. Reading
Use the phonogram ie to make words below. The first one is done for you as an example. Remember the two sounds of “ie” /E/I/. Write the word and read the word out loud.
Read to the student: Copy each word on the line below and underline the phonograms in the word. Put a number 2 above each phonogram with the second sound of IE /I/. Match each word with the appropriate picture.
Underline all of the “ie” words in the poem. Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Willie Randy
Piggie Wiggie
Piggie Wiggie Willie Randy Ate too many sticks of candy
Ate too many sticks of candy
Too much ice-cream, too much cake
Too much ice-cream, too much cake
Follow the steps below to draw your own cake in the box provided.
Written Exercise - Dictation: Have your student listen as you read the lines of the poem “Piggie Wiggie Willie." Have them complete the missing words in the section below. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Wiggie Willie Randy
Ate too many of candy
Too much , too much cake
Then he kept us all
As he tossed about and With that in his inside. * * * *
It’s better not to stuff But stop you have had enough!
Have the student point to the phonograms and say their sounds.
3
Daily Dictation: Dictate the words below to the student. Have the student write each word in the column according to which sound of ie the word uses. Make sure they underline the phonogram and notate with a “2” above the second sound of ie. The first two have been completed as an example.
1. thief 2. fried 3. spies 4. yield 5. lied
grief 7. allies 8. pried 9. priest 10. cutie
Crossword ie
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word out loud as they write it.
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and then write three of your own.
Color the bunnies below.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
mr jones is my math teacher
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1. Ben and zoo sees sheep spots monkey views lion throws Nouns Verbs at the
Day 2 and 4
Have the student point to the phonograms and say their sounds.
bunny birdie baby shed ship shield
Dictation: Phonograms : OA /O/ (as in boat), CK /k/ the 2 letter /k/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, TCH /ch/ the 3-letter /ch/, OI /oy/ that we may NOT use at the end of a word Sentence of the day: We play by the hay in the barn.
Day 3
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Complete the sentences sounds of ie.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. The boy \\\\\\\\ his shoes all by himself.
3. My sister's daughter is my \\\\\\\\\.
4. My sister \\\\\\ when she can't have candy.
5. Mom says I must eat my \\\\\\\\\\.
6. I like to bake \\\\\\\\\ with Grandma.
7. I love to eat apple \\\\\\\ .
2. We will buy tickets for the \\\\\\\\. tied tail muddy movie niece nest ties cries veggies vowels babies cookies lie pie thief grief
8. The police caught the jewel \\\\\\\ .
Copy the lines below in your best handwriting.
Then he kept us all awake
As he tossed about and cried With that pain in his inside. Then he kept us all awake
As he tossed about and cried With that pain in his inside.
Draw the candy or cake that your think Piggie Wiggie Willie Randy is eating.
Read to the student: Let’s explore this picture. How many children are in the picture? What are the children doing? How many animals are in the picture? What animal is the little girl holding? Is it winter or summer? What is the woman in the picture doing? Are the children happy or sad? What do you think the children’s names are?
Home At Last Arthur J. Elsley
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and correct them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Antonyms are words with opposite meanings.
For example: fast and slow
Write the antonym for the following words from the word list below:
out
Phonograms we are working on this week: IGH
Nursery Rhyme: “Star Light Star Bright” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Cricket in Times Square by George Selden Chapters 4-6
Reader
Readers In Rhyme Silver Set 61-70
• 62. Outfoxed
Have the student point to the phonograms and say their sounds.
Day 2 and 4
Daily Dictation: Phonograms of the day: EA /E/ /e/ /A/, ED /ed/ /d/ /t/, EY /A/ /E/ that we MAY use at the end of a word, EIGH /A/ the 4-letter /A/, TCH /ch/ the 3-letter /ch/, OA /O/(as in boat)
Day 3
Sentence of the day: The cow drank water and ate hay.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram igh
Read to the student: The phonogram igh says /I/ the three letter I, as in “night." First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
n-igh-t night h-igh high l-igh-t light f-igh-t fight s-igh sigh th-igh thigh m-igh-t might t-igh-t tight
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. I will use all my might to lift the heavy logs.
2.
We went the wrong way when we turned right.
3. I can jump higher than my little sister.
4. My mom thinks highly of my dance teacher.
Have the student read the words, circle the word that matches the picture and then write the word.
feel fight fist highway hallway highly
fight flight flood thin think thigh nine nifty night light line lime
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and then write three of your own.
Trace the words below.
Draw a bag for Sly Fox to carry to catch Little Red Hen.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
did mrs vargas come
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
in the cookies ate cakes bought package made oven packed Nouns Verbs
Day 2 and 4
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OE /O/(as in toe), IE /E/ /I, UI /oo/ (as in fruit), EI /A/ /E/ that we MAY NOT use at the end of a word, TCH /ch/ the 3-letter /ch, ED /ed/ /d/ /t/
Day 3
Sentence of the day: I use worms to catch fish.
Mr. Sun shines brightly and gives daylight to the world.
Use the phonogram igh to make words below. The first two are done for you as an example. Write the word and read the word out loud.
Read to the student: Use the correct phonogram ie or igh to make words below. Write the words, read the words
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Star Light Star Bright
Star light, star bright,
Very first star I’ve seen tonight; I wish you may, I wish you might Give me the wish I wish tonight.
Say to the student: Underline all of the “igh” words in the poem. Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Star light, star bright, Very first star I've seen tonight; I wish you may, I wish you might Give me the wish I wish tonight.
Star light, star bright, Very first star I've seen tonight; I wish you may, I wish you might Give me the wish I wish tonight.
Add stars to the scene. Color the picture.
Written Exercise - Dictation: Have your student listen as you read the lines of the poem “Star Light Star Bright." Have them complete the missing words in the section below. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Star , star ,
Very star I’ve seen ;
I you may, I wish you me the wish I wish .
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EY /A/ /E/ that we MAY use at the end of a word, NG / ng/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, CH /ch/ /k/ /sh/, OY /oy/ that we MAY use at the end of a word,
Sentence of the day: Jen likes to braid her hair.
Tonight we camp here and tomorrow we will scale the highest peak.
See how many words can you make with the phonogram “igh” using the letters in the boxes below. You will need to use some of the letters more than once.
h s m r f
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word(s) out loud as they write it.
night owl fight hightop flight
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and then write three of your own.
Draw a house for Little Red Hen to stand on.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
is hope church on daisy drive
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1. A squirrel sees puppy spots tree views table throws Nouns Verbs
the a
Have the student point to the phonograms and say their sounds.
Day 2 and 4
Day 3
Dictation: Phonograms: IE /E/ /I/, IGH /I/ the 3-letter /I/, OU /ow/ /O/ /oo/ /u/, EIGH /A/ the 4letter /A/, AU /aw/ that we MAY NOT use at the end of a word, EI /A/ /E/ that we MAY NOT use at the end of a word
Sentence of the day: We will go when the rain stops.
Missing Phonograms
Use the picture clues to help you complete the words below. Use your phonogram tiles above to help you if you get stuck. Remember, all of the vowel pairs are red and all the other phonograms are blue. The first one is completed for you as an example.
Complete the sentences sounds of igh.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. I will compete in the \\\\\\\ jump.
3. I wear sun glasses when it is very
4. My \\\\\\ leaves Miami at 6:00pm.
5. I don't like driving on the \\\\\\\\\\.
6. There is a \\\\\\\ wind blowing today.
7. I like to watch the stars shine at \\\\\\\ .
2. My pants from last year are too \\\\\\\\. light tight high hail bride bright flight fight highway hike meaty mighty night nest highly hightop
.
8. I wear \\\\\\\ sneakers when I play basketball.
Copy the lines below in your best handwriting.
Star light, star bright, Very first star I've seen tonight; I wish you may, I wish you might Give me the wish I wish tonight.
Draw a night sky.
Read to the student: Let’s explore this picture. How many children are in the picture? What are the children doing? See the rosy color in the girls cheeks. Do you think they are cold or warm? Do you think they are being quiet or loud? Why do you think so? Find a teacup. Find doll shoes. What do you think the girl’s names are?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite correctly.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Synonyms are words with similar meanings.
For example: fast and quick
Write the synonym for the following words from the word list below:
Phonograms we are working on this week: EW
Nursery Rhyme: “Little Robin Redbreast” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Cricket in Times Square by George Selden Chapters 7-9
Reader
Readers In Rhyme Silver Set 61-70
• 63. Three Kittens
Have the student point to the phonograms and say their sounds.
Day 2 and 4
Day 3
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: TCH /ch/ the 3-letter /ch/, IE /E/ /I/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, EI /A/ /E/ that we MAY NOT use at the end of a word, OI /oy/ that we may NOT use at the end of a word Sentence of the day: The little boy likes to play in the park.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram ew
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: The phonogram ew “/ oo/, /U/ that we MAY use at the end of a word” can make two different sounds /oo/, / U/ as in new and few. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. The jewel thief snuck around in the dark.
2. The ship's crew was tossed around in the storm.
3. Our family sits in the same pew each Sunday.
4. My mom makes a nice beef stew.
Have the student read the words, circle the word that matches the picture and then write the word.
braid bird blew green grass grew
chew chair chore
stay stick stew
Trace each letter and then write one of your own in the box provided.
Trace the phonograms and then write three of your own.
Trace the words below.
Color the plants and draw your own in the pots below.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: Capitalize the name of a city, state or country. Place a comma between the name of a city and state. Example: I am from Phoenix, Arizona
mr smith lives in fort worth texas
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Nouns Verbs to the
1.Tom and caught pond went park drove turtles ran fish walked
Day 2 and 4
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), EA /E/ /e/ /A/, TCH /ch/ the 3letter /ch/, OU /ow/ /O/ /oo/ /u/, NG /ng/, ED /ed/ /d/ /t/
Day 3
vine
Sentence of the day: Soon we will set sail on the sea.
Pete Pretzel is quite a chewy fellow.
Use the phonogram ew to make words below. The first two are done for you as an example. Write the word and read the word out loud.
Read the words on the list. Put a checkmark by words that can be found in the picture.
blew
finger bench sock teapot
girl honey coat hair
toes boy brush new
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. The children sat on the bench and blew bubbles.
2. There are pigs behind the children in the garden.
3. The boy is pointing at a a bubble that flew high in the air.
4. The little boy has a nice new orange coat on.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Little Robin Redbreast
Little Robin Redbreast Sat upon a tree; Up went Pussy Cat, Down went he Down went Pussy Cat, Away Robin ran; Said Little Robin Redbreast, “Catch me if can.”
Little Robin Redbreast Jumped upon a wall; Pussy Cat jumped after him, And almost got a fall.
Little Robin chirped and sang, And what did Pussy Cat do? Pussy Cat said, “Mew, mew,” And away Robin flew.
Say to the student: Underline all of the “ew” words in the poem. Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Little Robin Redbreast
Jumped upon a wall; Pussy Cat jumped after him,
And almost got a fall. Little Robin Redbreast Jumped upon a wall; Pussy Cat jumped after him,
And almost got a fall.
Draw a wall for Little Robin to sit on. Color the picture.
Written Exercise - Dictation: Have your student listen as you read part of the rhyme “Little Robin Redbreast." Have them complete the missing words in the section below. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Little Robin Redbreast upon a wall;
Pussy Cat jumped him,
And got a fall.
Little Robin chirped and ,
And did Pussy Cat do?
Pussy Cat , “Mew, mew,”
And away Robin .
Have the student point to the phonograms and say their sounds.
Daily Dictation: Dictate the words below to the student. Have the student write each word in the column according to which sound of ew the word uses. Make sure they underline the phonogram and notate with a “2” above the second sound of ew. The first two have been completed as an example.
Read to the student: Copy each word on the line below and underline the phonogram in the word. Match each word with the appropriate picture.
news blew flew
cashew
Trace each letter and then write one of your own in the box provided.
Trace the words below.
Draw the bubbles the children blew. Color the picture.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: Capitalize the name of a city, state or country. Place a comma between the name of a city and state. Example: I am from Phoenix, Arizona
i want to go to miami florida
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1. We can and catch pond go park walk frogs run beetles drive Nouns Verbs to the
Day 2 and 4
Have the student point to the phonograms and say their sounds.
b-l-ew blew
Use the picture clues to help you complete the words below. Use your phonogram tiles above to help you if you get stuck. Remember, all of the vowel friends are red. The first one is completed for you as an example. Have your child point to each phonogram and say the sound.
c-r-ew crew
Daily Dictation: Phonograms of the day: NG /ng/, EIGH /A/ the 4-letter /A, TCH /ch/ the 3-letter / ch/, CH /ch/ /k/ /sh/, IE /E/ /I/, IGH /I/ the 3-letter /I/
Day 3
ch-ew chew
g-r-ew grew
Sentence of the day: I will take a nap on this rainy day.
The wind blew the last few leaves away.
Missing Phonograms
Complete the sentences sounds of ew.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. The shark has sharp teeth to \\\\\ his prey.
2. The geese \\\\\\ south for winter.
3. I \\\\\\ my mom a picture.
4. The wind \\\\\\ the candle flame out.
5. The \\\\\\ worked hard to sail the ship.
cake
6. Drew made beef \\\\\ for dinner.
7. I will \\\\\ the coffee for Mom and Dad.
grew crew stew skew blew brew news fuse chair chew chew flew drew brew flew blew Reading Warm Up: Have your child point to each phonogram and say the sound.
8. I will watch the \\\\\ to see who won the game.
Copy the lines below in your best handwriting.
Little
Robin chirped and sang,
And what did Pussy Cat do?
Pussy Cat said, “Mew, mew,"
Pussy Cat said, “Mew, mew,"
And away Robin flew. Little Robin chirped and sang, And what did Pussy Cat do?
And away Robin flew.
Draw Little Robin flying away. Color the picture.
Read to the student: Let’s explore this picture. This picture reminds us of a nursery rhyme about a little boy. What is the little boy doing? What color is the boy wearing? Do you know his name?
“Little Boy ___” Do you think the hay is soft or scratchy? Find a horn. Find a pumpkin. What time of day do you think it is?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Homonyms are words that sound the same but have different meanings
For example: site and sight
Write the homonym for the following words from the word list below: right rode cell write road sell
Phonograms we are working on this week: EU, DGE
Poem: “The Torn Dress”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Cricket in Times Square by George Selden Chapters 10-12
Reader
Readers In Rhyme Silver Set 61-70
• 64. Billy Goats Gruff
Day 2 and 4
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EW /oo/ /U/ that we MAY use at the end of a word, IGH / I/ the 3-letter /I/, UI /oo/ (as in fruit), TCH /ch/ the 3-letter /ch/, CH /ch/ /k/ /sh/, ED /ed/ /d/ /t/
Day 3
Sentence of the day: Troy likes to play the drums.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram eu
Read to the student: The phonogram eu “/oo/, /U/ that we may NOT use at the end of a word” can make two different sounds /oo/, /U/ as in neutral and feud. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. A number two playing card is called a deuce.
2. The sleuth looked for clues to solve the crime.
3. Zeus was the king of the Greek gods.
4. My mom told my brother and I to end our feud.
s-l-eu-th sleuth
Read to the student: Use the phonogram ew or eu make words below. Remember ew MAY be used at the end of a word but eu may NOT be used at the end of a word.
st\\\ sl\\th d\\ce gr\\\ f\\d fl\\\ n\\tral ch\\\
f e u d n z p z d f d e s v c s l e u t h h j e u t g d e i w c r r p w k o e a e j s t e w l w t
Trace each clock letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the EU phonograms.
Trace the EU words below and then write them on the lines in Alphabetical order. To find the alphabetical order look at the first letter of the word. The letter that comes first in the alphabet will go on the first line.
Draw a lighting bolt in Zeus’ hand. Color the picture.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
brother dan my miami lives in
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Have the student point to the phonograms and say their sounds.
Lesson C
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: OA /O/ (as in boat), OO /oo/ /OO/, NG /ng/, EIGH /A/ the 4-letter /A/, AU /aw/ that we MAY NOT use at the end of a word, OI /oy/ that we may NOT use at the end of a word
Sentence of the day: The queen of hearts ate some tarts.
Phonogram dge
Read to the student: The phonogram dge says /j/ the three letter j as in “edge” or “badger." First read each sound in the words below, then put them together to read the word.
b-a-dge-r badger j-u-dge judge
l-o-dge lodge w-e-dge wedge
Underline all of the phonograms and draw arrows for the “Silent E” words in the sentences below. Read the sentences out loud. The first sentence has been completed for you.
1. We made a wedge salad for dinner tonight.
2. There is a sheer drop at the cliff edge.
3. The door was stuck and would not budge.
4. Midge and Mary crossed the high bridge.
5. This garden hedge grows very fast.
Have the student read the words, circle the word that matches the picture and then write the word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Torn Dress
It was really quite a shock
To Jane to find she’d torn her frock, It caught upon the briar hedge
And left an ugly ragged edge;
Her eyes from weeping had grown red When Betty very gently said.
“I know, my dear that you're in trouble, But crying only makes it double, Tears won't help: let’s try instead, A needle and a spool of thread!”
Say to the student: Frock is an old fashioned word for a dress. Underline all of the “dge” words in the poem. Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
It was really quite a shock To Jane to find she'd torn her frock, It caught upon the briar hedge And left an ugly ragged edge;
It was really quite a shock To Jane to find she'd torn her frock, It caught upon the briar hedge And left an ugly ragged edge;
Draw a hedge for the squirrels to play in or on.
Written Exercise - Dictation: Have your student listen as you read part of the rhyme “The Torn Dress." Have them complete the missing words in the section below and mark the number of the sound the phonogram uses above it in the word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly. *It may help after you dictate a word to give the phonogram sound used in the word for example: “double (OU- /ow/O/oo/u/)
It was really quite a
To Jane to find she’d torn her , It caught upon the briar
And left an ugly ragged ;
Her eyes from weeping had red
When Betty very gently said.
“I know, my dear that you're in , But crying only makes it , Tears won't help: let’s try instead, A needle and a spool of thread!”
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), CH /ch/ /k/ /sh/, IE /E/ /I, EIGH /A/ the 4-letter /A/, OI /oy/ that we may NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word,
Sentence of the day: My big brother is in the army.
Read to the student: How many words can you make using the letters in the boxes below. Sounds
Crossword eu and dge
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word out loud as they write it.
Trace each clock letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the DGE phonograms and then write two of your own.
The troll is hiding under the bridge. Draw a bridge over the troll for the goats to cross.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
clouds the covered sky the
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1.The down the sled went wagon drove hill ran road fell Nouns Verbs
Have the student point to the phonograms and say their sounds.
Lesson C
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), QU /kw/, UI /oo/ (as in fruit), EIGH / A/ the 4-letter /A/, AU /aw/ that we MAY NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word,
Sentence of the day: The pilot flew the airplane.
The sleuth found clues to lead him to the truth.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Complete the sentences sounds of dge.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
“ I know, my dear that you're in trouble, But crying only makes it double, Tears won't help: let's try instead, A needle and a spool of thread!"
Draw a hedge for the squirrels to play in or on. “ I know, my dear that you're in trouble, But crying only makes it double, Tears won't help: let's try instead, A needle and a spool of thread!" “ I know, my dear that you're in trouble, But crying only makes it double, Tears won't help: let's try instead, A needle and a spool of thread!" “ I know, my dear that you're in trouble, But crying only makes it double, Tears won't help: let's try instead, A needle and a spool of thread!"
Read to the student: Let’s explore this picture. This picture represents a famous old tale? Do you know who the girl is? What animal is in the picture? Does he seem friendly or dangerous? What do you think Little Red Riding Hood has in the basket? Tell the story that this picture shows.
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Place a period after Mr. and Mrs. but not Miss. Write the correct abbreviation for the names below.
example: Mister Brown = Mr. Brown
Mister Plum Miss Jones
Mistress Smith
Phonograms we are working on this week: KN, GN
Nursery Rhyme: “Ride, Ride Away” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Cricket in Times Square by George Selden Chapters 13-15
Reader
Readers In Rhyme Silver Set 61-70
• 65. Lion and Mouse
Lesson B and D
Have the student point to the phonograms and say their sounds.
Lesson C
Daily Dictation: Phonograms of the day: IE /E/ /I/, IGH /I/ the 3-letter /I/, EW /oo/ /U/ that we MAY use at the end of a word, EIGH /A/ the 4-letter /A/, EU /oo/ /U/ that we MAY use at the end of a word, CH /ch/ /k/ /sh/
Sentence of the day: We will plant our crop in the soil.
Read to the student: The phonogram kn says /n/ the 2-letter n, used only at the beginning of a word as in “knight”. First read each sound in the words below, then put them together to read the Phonogram kn
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
cake
knot
c-a-k-e cake
game
Reading Warm Up: Have your child point to each phonogram c-a-k-e cake g-a-m-e game
cave
game
cave
safe v-i-n-e vine
life
fine
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words. 2
1. The king made him a knight and gave him land. 2. Dwight untied the knot from the rope. 3. The storms here can knock over trees. 4. I kneel by my bed to say my prayers at night.
life
Reading Warm Up: Have your child point to each phonogram c-a-k-e cake g-a-m-e game v-i-n-e vine l-i-f-e life bake
wipe
safe v-i-n-e vine
fine
v-i-n-e vine l-i-f-e life bake
wipe
Have the student read the words, circle the word that matches the picture and then write the word.
knob night note nail knot
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the sentence below.
Trace the KN phonograms.
Draw a bone for the dog and add anything else you’d like to the scene.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
will do that josh
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1.We at the
Have the student point to the phonograms and say their sounds.
Lesson C Lesson B and D
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), TCH /ch/ the 3-letter /ch/, UI /oo/ (as in fruit), IGH /I/ the 3-letter /I/, AU /aw/ that we MAY NOT use at the end of a word, AU /aw/ that we MAY NOT use at the end of a word
Sentence of the day: I will feast on steak and rice.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram gn
Read to the student: The phonogram gn says /n/ the 2-letter n, that MAY be used at the beginning or end of a word as in “gnome” or “sign”. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound. c-a-k-e cake
game
gn-o-m-e gnome gn-aw gnaw s-i-gn sign
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
cave v-i-n-e vine
life
1. Mother tells me stories about elves and gnomes.
2. Our dog will gnaw his bone until there is nothing left.
3. There is a stop sign at the end of our street.
4. The artist drew a design for a new painting.
fine
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture.
kneel
gnaw
knock
gnat
knife knees
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Ride, Ride Away
RIDE, ride away, Our horsey’s Dapple Gray, And Baby’s on his back, O where shall he ride today?
To the King’s Castle And knock, knock, knock! Nobody home! Nobody home!
Only two little dogs are there, Lying together under the chair, One little dog says,“Woof!” The other says, “Woof, woof, woof!”
Say to the student: A “Dapple Gray” is a white or gray horse with darker spots of color. Underline all of the “kn” phonograms in the poem. Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Ride, ride away, Our horsey's Dapple Gray, And Baby's on his back,
O where shall he ride today? Ride, ride away, Our horsey's Dapple Gray, And Baby's on his back,
O where shall he ride today?
Study the rocking horse on the left and draw the missing parts on the horse on the right.
Written Exercise - Dictation: Have your student listen as you read the rhyme “Ride, Ride Away." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Ride, ride , Our horsey’s Dapple , And Baby’s on his ,
O shall he ride today?
To the King’s Castle
And knock, knock, ! Nobody home! Nobody home!
Only two little dogs are , Lying together under the , One little dog says,“Woof!”
The says, “Woof, woof, woof!”
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AU /aw/ that we MAY NOT use at the end of a word, QU /kw/, EW /oo/U/ that we MAY use at the end of a word, DGE /j/ the 3-letter /j/, AU /aw/ that we MAY NOT use at the end of a word, EU /oo/ /U/ that we MAY use at the end of a word
Sentence of the day: I like bread with butter and jam.
Read to the student: Use the phonograms to make words below. When you fill in the phonogram, underline it and any other phonograms in the word.
Crossword kn and gn
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word out loud as they write it.
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the GN phonograms below.
Trace the sentence below.
Draw a big mushroom house for the gnome. Color the picture.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
yellow the flowers are
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Nouns Verbs
trees dropping leaves losing ground laying grass flying
1.The
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.) are
on the
D
Have the student point to the phonograms and say their sounds.
Daily Dictation:Phonograms of the day: OA /O/ (as in boat), KN /n/ 2-letter /n/ used only at the beginning of a word, IGH /I/ the 3-letter /I/, EIGH /A/ the 4-letter /A/, IE /E/ /I/, OY /oy/ that we MAY use at the end of a word
Lesson C
Sentence of the day: Josh will sail east on the sea.
The little gnome knows how to make a mushroom home.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Complete the sentences sounds of kn and gn.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
gnat knot
1. That tiny flying insect is a \\\\\.
mine sign
2. The \\\\\\ showed which way to go.
knot knit
3. Grandma will \\\\\\ me a pair of socks.
knotted gnawed
4. The rats \\\\\\\\\ the rope in the night.
knee tree
5. I skinned my \\\\\\ on the sidewalk.
gnome gnat
6. There is a little \\\\\\ statue in the garden.
knight knife
7. I will use my \\\\\\ to cut an apple.
right knight
8. The blacksmith made the armor for a \\\\\\\.
Copy the lines below in your best handwriting.
To the King's Castle And knock, knock, knock! Nobody home! Nobody home! To the King's Castle And knock, knock, knock! Nobody home! Nobody home!
Finish drawing the hill the castle sits on. Add a path to the doors and anything else you’d like.
Read to the student: Let’s explore this picture. What is your eye drawn to first in the picture? The knight has a beautiful golden cloak and shield. What are the other knights doing in the background? See how they are in shadow? This puts the focus on the knight in front who is about to engage in combat. Give the knight a name. Who or what do you think the knight is facing?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or crossout and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Can means to be able to. May asks permission. Circle the correct word below:
You (may, can) win the race! (may, can) I go with you? Mr. Smith (can, may) be there tomorrow.
Phonograms we are working on this week: GU, PH, Poem: “The Make Believe Express”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Stuart Little by E.B. White Chapters 1-3
Reader
Readers In Rhyme Silver Set 61-70
• 66. Chicken Little
Have the student point to the phonograms and say their sounds.
Lesson C
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: IGH /I/ the 3-letter /I/, EI /A/ /E/ that we MAY NOT use at the end of a word, EW /oo/ /U/ that we MAY use at the end of a word, EIGH /A/ the 4-letter /A/, AW /aw/ that we MAY use at the end of a word, OY /oy/ that we MAY use at the end of a word
Sentence of the day: Ben likes mint ice cream in a cone.
Phonogram gu
Read to the student: The phonogram gu says /g/ the u is silent as in “guest”or “guitar." You will know it is the GU phonogram when it is followed by a vowel. If GU is followed by a consonant it is not the GU phonogram. First read each sound in the words below, then put them together to read the word.
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. I will ask Annie to be my guest at the lake.
2. Jake will be our guide for the hike.
3. Rex is the best guard dog ever.
4. Gus is learning to play the guitar.
5. Midge felt guilty for eating the last piece of cake.
Have the student read the words, circle the word that matches the picture and then write the word.
guess guilt guitar
guest guard gold
guilty gifted gutsy girl fly guy
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the GU phonograms.
Trace the words below and then write them on the lines in alphabetical order. To find the alphabetical order look at the first letter of the word. The letter that comes first in the alphabet will go on the first line.
Color the flamingo with the guitar. Add anything you’d like to the scene.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
barks the dog loudly
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
B
Have the student point to the phonograms and say their sounds.
Lesson c
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: EA /E/ /e/ /A, IE /E/ /I/, UI /oo/ (as in fruit), IGH /I/ the 3-letter /I/, EW /oo/ /U/ that we MAY use at the end of a word, DGE /j/ the 3-letter /j/
Sentence of the day: The seal likes to eat fish for lunch.
Phonogram ph
Read to the student: The phonogram ph says /f/ the two letter f as in “phone." First read each sound in the words below, then put them together to read the word.
Lesson D
d-o-l-ph-i-n dolphin
ph-o-t-o photo
ph-o-n-e phone
g-r-a-ph graph
Lesson
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. My phone kept ringing during dinner.
2. Daphne won a trophy at the track meet.
3. My little brother sings the alphabet song.
bake
4. Phil is going to visit his nephew in Austin.
5. Aunt Kate's cake is a triumph!
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture.
gopher
graph
photo trophy
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Make Believe Express
THIS is the Make-Believe Express
Where is it going? Can’t you guess?
To the quaint old town of May-Be-So, Where beautiful Dreams and Wishes grow,
So hurry aboard and hold on tight. We're going by way of Candle Light. Into the valley of Sweet Content, And over the mountain Merry-ment.
So it's Toot! Toot! Toot! and off we go
To the magic town of May-Be-So!
Say to the student: What is the “Express”? Hint: It rides on rails. The word “quaint” means old fashioned and pleasing. Underline all of the “gu” phonograms in the poem. Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Express
This is the Make-Believe
Where is it going? Can't you guess?
To the quaint old town of May-Be-So, Where beautiful Dreams and Wishes grow,
Fill the train cars with kids and toys.
Written Exercise - Dictation: Have your student listen as you read the rhyme “The Make Believe Express." Have them complete the missing words in the section below.After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
This is the Make-Believe Express is it going? Can’t you ?
To the quaint old of May-Be-So,
Where beautiful and Wishes grow,
So hurry aboard and hold on .
We're going by way of Candle .
Into the valley of Content, And the mountain Merry-ment.
So it's Toot! Toot! Toot! and off we go
To the magic of May-Be-So!
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), IGH /I/ the 3-letter /I/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, KN /n/ 2-letter /n/ used only at the beginning of a word, OY /oy/ that we MAY use at the end of a word,
Lesson D
Sentence of the day: The owl flew across the dark sky.
One day I will go to Egypt and see the great Sphinx of Giza.
Use the phonogram ph to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask you parent to explain the meaning of any words you don’t know.
Crossword Ph and Gu
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word out loud as they write it.
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the PH phonograms and the write three of your own.
Trace the sentence below.
The elephant on the right is missing parts. look closely and draw the missing parts to match the elephant on the left. Color the picture.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
i go with you can 1.The on
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
the flowers blooming leaves falling ground laying
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: KN /n/ 2-letter /n/ used only at the beginning of a word, IE /E/ /I/, EY /A/ /E/ that we MAY use at the end of a word, EIGH /A/ the 4-letter /A/, EW /oo/ /U/ that we MAY use at the end of a word, OY /oy/ that we MAY use at the end of a word
Sentence of the day: The baby crawls all over the house.
Guy Gator played a guitar solo at the rock concert.
Use the phonogram gu to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask you parent to explain the meaning of any words you don’t know.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. The tour \\\\\\ led us up the hill.
nephew phony gopher guitar guide guard Phonics Practice-Complete the sentences sounds of gu and ph.
2. The jury found the man \\\\\\\ at the trial.
3. My sister's son Jack is my \\\\\\\\\ .
4. I want to learn to play the \\\\\\\\.
dolphin gopher guest guilt
5. The \\\\\\\\ jumped over the waves.
6. There was only one \\\\\\\ at the hotel.
triumph typhoon guide guess girly guilty
7. The winning team held up the cup in \\\\\\\.
8. You will never \\\\\\ who I saw today.
Copy the lines below in your best handwriting.
Into the valley of Sweet Content, And over the mountain Merry-ment.
Into the valley of Sweet Content, And over the mountain Merry-ment.
So it's Toot! Toot! Toot! and off we go
So it's Toot! Toot! Toot! and off we go
To the magic town of May-Be-So!
To the magic town of May-Be-So!
Draw your own train on the tracks..
Read to the student: Let’s explore this picture. What is your eye drawn to first in the picture? What season do you think it is? Why do you think so? See how the darker shades of green on the hills in the back show you that the clouds are casting shadows? Find two children. Find a cowboy hat. Find a dog. What do you think the dog’s name is?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: WR
Nursery Rhyme: “The Wedding of Miss Jenny Wren” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Stuart Little by E.B. White Chapters 4-7
Reader
Readers In Rhyme Silver Set 61-70
• 67. Wee Rabbit
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonograms of the day: OA /O/ (as in boat), DGE /j/ the 3-letter /j/, KN /n/ 2-letter /n/ used only at the beginning of a word, EIGH /A/ the 4-letter /A/, IE /E/ /I, NG /ng
Sentence of the day: We sled down the hill in the snow.
Reading Warm Up: Have your child point to each phonogram and say the sound.
cake g-a-m-e game c-a-v-e cave s
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram wr
Read to the student: The phonogram wr says /r/ 2-letter /r/ as in “write." First read each sound in the words below, then put them together to read the word.
cake g-a-m-e game c-a-v-e cave s-
v-i-n-e vine
l-i-f-e life
f-i-n-e fine w
write
vine
bake
wreck
wrong
wrist
fine w w
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. I will write to Mom and Dad from camp.
c-a-k-e cake g-a-m-e game c-a-v-e cave v-i-n-e vine l-i-f-e life f-i-n-e fine
2. We saw the cop wrestle with the thief.
3. I do not like to admit when I am wrong.
bake
4. Mom and I saw a bad wreck on the road.
Have the student read the words, circle the word that matches the picture and then write the word.
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the sentence below.
Trace the WR phonograms.
Complete the scene by adding rocks, water or whatever you like.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
kite i fly in sky the
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Nouns Verbs
garden drops yard puts ground plants
1. Joe in the
pumpkins
B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: KN /n/ 2-letter /n/ used only at the beginning of a word, IE /E/ /I/, GU /g/ 2-letter /g/, PH /f/ 2-letter /f/, GN /n/ 2-letter /n/ used both at the beginning and end of a word, OY /oy/ that we MAY use at the end of a word
C
Sentence of the day: I saw a huge hawk land on the tree.
Gary and Larry like to arm wrestle for fun.
Use the phonogram wr to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask you parent to explain the meaning of any words you don’t know.
Lesson
Lesson
Read the words on the list. Put a checkmark by words that can be found in the picture.
horse pillow
wrist hair
toes boy
brush bench
chair toes
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. The boy is sitting at the table thinking and writing.
2. The other children are wrestling on the floor.
3. There is a warm fire burning in the fireplace.
4. The mother watches the boy as she sits in her chair.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Wedding of Miss Jenny Wren
AT the wedding of Miss Jenny Wren,
The bridegroom was so wee.
“Go ask the wedding guests to come To the wedding feast,” said he.
O come to the wedding, birdies all And each a present bring!
“I’ll come,” said the rooster. “I’ll come, come, come! “And before the feast, I’ll sing!”
“I’ll come! I’ll come!” said the big black crow, “And bring the pair some meat!”
“I’ll come, too,” said the nightingale, “I’ll sing ‘Tweet-tweet! Tweet-tweet!’
“I’ll bring wood,” the woodpecker said, “For Jenny and her little spouse!”
“And I’ll come, too,” the swallow said, “I’ll twitter on top of the house!”
At the wedding of Miss Jenny Wren, The bridegroom was so wee, But one and all the birdies came That wedding for to see.
Say to the student: Wrens are little brown birds. The word “spouse” means the person you married. Underline all of the “wr” phonograms in the poem. Can you name the different birds mentioned in the poem? Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
"I'll bring wood," the woodpecker said, "For Jenny and her little spouse!"
"And I'll come, too," the swallow said, "I'll twitter on top of the house!"
"I'll bring wood," the woodpecker said, "For Jenny and her little spouse!" "And I'll come, too," the swallow said, "I'll twitter on top of the house!"
Draw a little bird on the roof of the house.
Written Exercise - Dictation: Have your student listen as you read the first three stanzas of “The Wedding of Jenny Wren." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
At the wedding of Miss Jenny , The bridegroom was so wee.
“Go ask the wedding to come To the wedding ,” said he.
O come to the wedding, all
And a present bring!
“I’ll come,” said the .
“I’ll come, come, come!
“And before the , I’ll sing!”
“I’ll come! I’ll come!” said the big black , “And bring the some meat!”
“I’ll come, too,” the nightingale,
“I’ll ‘Tweet-tweet! Tweet-tweet!’
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: IE /E/ /I/, PH /f/ 2-letter /f/, DGE /j/ the 3-letter /j/, EIGH /A/ the 4-letter /A/, EI /A/ /E/ that we MAY NOT use at the end of a word, GU /g/ 2-letter /g/
Sentence of the day: The tiger has a mouth full of sharp teeth.
Homophones
Read to the student: Homophones are words that are pronounced the same but may be spelled differently and have a different meaning. Read the homophones and use them to fill in the blanks in the sentences right: correct or true
write: to form letters on paper
1. The boy was asked to \\\\\\ his answer.
2. He knows what is \\\\\\ and what is wrong.
3. Beth hopes she got the answers \\\\\\\ on her math test.
4. I will \\\\\\ a get well card for Grandma.
Crossword kn and wr
Read to the student: When you see the phonograms kn or wr you know that the first letter is silent. Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word out loud as they write it.
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the WR phonograms below.
Trace the saying below.
Draw something the owl is looking at.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
cries baby the at night
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Nouns Verbs
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: WR /r/ 2-letter /r/, GU /g/ 2-letter /g/, UI /oo/ (as in fruit), KN /n/ 2-letter /n/ used only at the beginning of a word, IE /E/ /I, PH /f/ 2-letter /f/
Lesson C
Sentence of the day: Jack went to fetch a pail of water.
Earl Turtle will use a wrench to fix the broken bench.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Phonics Practice- Complete the sentences sounds of wr.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. Please \\\\\\ to me when you go away.
2. I saw a ship \\\\\\\ on the reef.
3. We can \\\\\ the gift in gold paper.
wrench wreck wrap wrestle write wrist write fight
4. She wore a pretty bracelet on her \\\\\\.
5. Mom will iron the \\\\\\\\ out of my shirt.
6. I will say sorry when I know I am \\\\\\\.
wrinkles writers wreck wrong wrestle wrist
7. The boys like to \\\\\\\\ in the yard.
wrung wrote
8. Grandma \\\\\\ the water out of our soaked clothes.
Copy the lines below in your best handwriting.
At the wedding of Miss Jenny Wren, The bridegroom was so wee, But one and all the birdies came
At the wedding of Miss Jenny Wren, The bridegroom was so wee, But one and all the birdies came That wedding for to see.
That wedding for to see.
Color the birds.
Read to the student: Let’s explore this picture. What is the little boy doing? Is he writing or is he distracted? What do you think is in the cage? Why do you think so? What is the boy sitting on? Why do you think he’s sitting on the books? What colors do you see more of in this painting Blues/Purples or Yellows/Orange?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: OUGH
Poem: “Our Dog” Popular
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Stuart Little by E.B. White Chapters 8-10
Reader
Readers In Rhyme Silver Set 61-70
• 68. Mother Goose
Lesson B and D
Have the student point to the phonograms and say their sounds.
Lesson C
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: WR /r/ 2-letter /r/, GU /g/ 2-letter /g/, KN /n/ 2-letter /n/ used only at the beginning of a word, IGH /I/ the 3-letter /I/, EW /oo/ /U/ that we MAY use at the end of a word, EI / A/ /E/ that we MAY NOT use at the end of a word
Sentence of the day: I do not want to wait to go to the show.
Phonogram ough
Read to the student: The phonogram ough has six sounds! It says /O/,/oo/,/uff/,/off/,/aw/,/ow/. For this phonogram, the numbers will help you remember which sound it makes. First read each sound in the words below, then put them together to read the word. Ask your teacher to explain the meanings of any words you don’t know.
Read to the student: Read the silly sentences below and fill in the missing words with ough. The sentences contain other words that make the same sound of “ough” in the sentence. Use the chart to help you mark which sound of ough is in the sentence.
1 /O/ 2 /oo/ 3 /uff/ 4 /off/ 5 /aw/ 6 /ow/
I saw lots of spots on the pot that I b\\\\\t.
I have a r\\\\\ and t\\\\\ scruffy dog Muff.
How art thou brown cow on the b\\\\\\?
I flew thr\\\\\\ a sky of blue hue.
I will go throw it in the snow.
The pig gave a c\\\\\ and said buzz off to the fly in his tr\\\\\\. Th\\\\\ I am slow to make d\\\\\
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the ough phonograms.
Trace the words below.
Write the words in alphabetical order below. Pick three doughnuts to copy in the box below.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
wolf the lives the in woods
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Bears with their
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EI /A/ /E/ that we MAY NOT use at the end of a word, WR /r/ 2-letter /r/, PH /f/ 2-letter /f/, EIGH /A/ the 4-letter /A/, DGE /j/ the 3-letter /j/, GU /g/ 2letter /g/
Lesson C
Sentence of the day: Jack likes to fish and hunt.
Read to the student: Use the phonogram ough to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask you parent to explain the meaning of any words you don’t know.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Our Dog
OUR dog, Ben, looks very wise, And he has such kindly eyes That I loved him from the day Father brought him home to stay. He was just a tiny pup.— We never thought that he'd grow up To look so like a big, brown bear. With sturdy legs and shaggy hair. Ben's as gentle as can be, He’s a loyal pal to me.
Say to the student: Underline all of the “ough” phonograms in the poem. What other animal does Ben the dog look like? Can you tell the words at the end of the lines that rhyme?
handwriting.
Copy the lines below in your best
Our dog, Ben, looks very wise, And he has such kindly eyes That I loved him from the day Father brought him home to stay. Our dog, Ben, looks very wise, And he has such kindly eyes That I loved him from the day Father brought him home to stay.
Draw the missing parts of the dog faces below.
Written Exercise - Dictation: Have your student listen as you read the poem “Our Dog." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Our dog, Ben, very wise, And he has kindly eyes
That I him from the day
Father him home to stay.
He was just a pup.—
We never that he'd grow up
To look so like a big, brown . With sturdy legs and shaggy . Ben's as gentle as can be, He’s a pal to me.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: WR /r/ 2-letter /r, GU /g/ 2-letter /g/, KN /n/ 2-letter /n/ used only at the beginning of a word, EU /oo/ /U/ that we MAY use at the end of a word, IE /E/ /I/, DGE /j/ the 3-letter /j/
Sentence of the day: Meg baked a cake with mom.
Homophones
Read to the student: Homophones are words that are pronounced the same but may be spelled differently and have a different meaning. Read the homophones and use them to fill in the blanks in the sentences
through: into one side and out the other side of (something) 2
threw: past tense of throw (to move something out of your hand into the air quickly)
Read to the student: Read all of the ough words on the chart below. Then pick one example of each sound of ough to write on each line.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the words below.
Trace the sentence below.
Pick two items to copy in the box.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
cat mouse chased the the
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: KN /n/ 2-letter /n/ used only at the beginning of a word, WR /r/ 2-letter /r/, PH /f/ 2-letter /f/, EU /oo/ /U/ that we MAY use at the end of a word, IGH /I/ the 3-letter /I/, OY /oy/ that we MAY use at the end of a word
Lesson C
Sentence of the day: We will ride the trail on our bikes.
Missing Phonograms
Read to the student: Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
1.
2.
3. The meat was too
4. He kicked the ball
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write. 8.
handwriting.
lines below in your best
the
Copy
He was just a tiny pup.
We never thought that he'd grow up
We never thought that he'd grow up
To look so like a big, brown bear. With sturdy legs and shaggy hair.
To look so like a big, brown bear. With sturdy legs and shaggy hair. He was just a tiny pup.
dogs.
Draw faces on the
Read to the student: Let’s explore this picture. What is the little girl doing? What is the dog doing? Do you think the girl is warm or cold? Why do you think so? Which way is the light coming from? See how the fire warms her cheeks. Do you think she knows that the dog is chewing the book? What do you think the dog’s name is?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or crossout and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: TI
Nursery Rhyme: “Old Mother Goose” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Sarah Plain and Tall by E.B. White Chapters 1-4
Reader
Readers In Rhyme Silver Set 61-70
• 69. Home at Last
Lesson B and D
Have the student point to the phonograms and say their sounds.
Lesson C
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: IGH /I/ the 3-letter /I/, IE /E/ /I/, PH /f/ 2-letter /f/, EIGH /A/ the 4-letter /A/, GU /g/ 2-letter /g/, KN /n/ 2-letter /n/ used only at the beginning of a word
Sentence of the day: I saw three mice on the stairs.
Syllables
Read to the student: You have learned almost all of the seventy-two phonograms. The last three phonograms you will learn are found in longer words with multiple syllables. So let’s talk a bit about what syllables are. A syllable is a letter or combination of letters that are uttered together or in one effort. Syllables are the pieces or chucks of the word. Syllables contain a vowel and the consonants that are spoken with it. You can think of syllables as the drum beats of words. Let’s practice finding the syllables in words. Here’s a helpful Video To Watch
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say candy, you say and clap
Phonogram ti
Read to the student: The phonogram ti says “/sh/ the tall-letter sh” used at the beginning of any syllable after the first as in “na•tion." First read the sounds in each syllable and then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound. na•tion nation
Read to the student: Read the sentences below. Underline and mark all the phonograms in the sentences. The first sentence has been completed for you. The “ti” words are broken up by syllables to help you. Remember the phonogram ti says /sh/.
The wheels on the car are always in mo•tion.
My mom puts lo•tion on her dry hands.
Soon I will be old enough to vote in an e•lec•tion.
We must use cau•tion when driving in the rain.
We cut the cake into six equal por•tions.
1.
2.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the “ti” phonograms.
Trace the words below.
Draw lines to make it look like the bike is in motion. Add anything you like to complete the scene.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
a-lot toys of i have
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1. My cat is in the
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation Phonograms of the day: GN /n/ 2-letter /n/ used both at the beginning and end of a word, PH /f/ 2-letter /f/, WR /r/ 2-letter /r, KN /n/ 2-letter /n/ used only at the beginning of a word, DGE /j/ the 3-letter /j/
Lesson C
Sentence of the day: I took the train to the state fair.
Laura was happy to solve the ad•di•tion problem on the board.
Use the phonogram ti to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask you parent to explain the meaning of any words you don’t know.
fic\on ac\\on na\\on
on
Have the student read the words, circle the word that matches the picture and then write the word.
po•tion patch por•tion
suc•tion fic•tion slush person po•tion por•tion mash mo•tion motor
crash cause cau•tion matches e•mo•tions marshes
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
OLD Mother Goose, when She wanted to wander, Would ride through the air On a very fine gander.
Mother Goose had a house, ’Twas built in a wood, Where an owl at the door For sentinel stood.
Say to the student: A “sentinel” is someone that stands guard. What animal stood sentinel at Mother Goose’s house? What animal did Mother Goose ride? Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Old Mother Goose, when She wanted to wander, Would ride through the air, On a very fine gander.
Old Mother Goose, when She wanted to wander, Would ride through the air, On a very fine gander.
Draw clouds around Mother Goose. Color the picture.
Written Exercise - Dictation: Have your student listen as you read the poem “Old Mother Goose." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Old Goose, when
She wanted to ,
Would ride the air
On a very fine .
Mother Goose had a ,
’Twas built in a , Where an owl at the
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EU /oo/ /U/ that we MAY use at the end of a word, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow, IGH /I/ the 3-letter /I/, PH /f/ 2-letter /f/, AU /aw/ that we MAY NOT use at the end of a word, KN /n/ 2-letter /n/ used only at the beginning of a word
Sentence of the day: I got milk and eggs from the store.
Use the phonogram ti to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask you parent to explain the meaning of any words you don’t know.
Read to the student: Study the picture below. Read the words from the list and circle words that can be found in the picture.
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines
1. The boy is chasing the children away from the giant apple pie.
2. The birthday party is filled with pretty de•cor•a•tions.
3. The children are sitting down to a giant feast.
4. The picture shows six boys and two girls in mo•tion.
5. The boy with the stick does not want to share any por•tion of the pie.
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the “ti” phonograms.
Trace the sentence below.
Finish the drawing to show the eruption. Color the picture.
Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
house big a i live in
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that names a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: KN /n/ 2-letter /n/ used only at the beginning of a word, IE /E/ /I/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, PH /f/ 2-letter /f/, /GU /g/ 2-letter /g, DGE /j/ the 3-letter /j/
Lesson C
Sentence of the day: Sam brushed his teeth and his hair.
Missing Phonograms
Use the picture clues to help you complete the words below. Use your phonogram tiles above to help you if you get stuck. All of the vowel phonograms have been included below. Your answers will be from blue phonograms. The first one is completed for you as an example.
Crossword Clues ti
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word out loud as they write it.
Copy the lines below in your best handwriting.
Mother Goose had a house,
'Twas built in a wood,
Mother Goose had a house, 'Twas built in a wood,
Where an owl at the door
Where an owl at the door
For sentinel stood.
For sentinel stood.
The owl is standing sentinel at Mother Goose’s house. Draw the house behind the owl.
Read to the student: Let’s explore this picture. Who’s house is this do you think? Who do you think the lady in the window is? Can you find the sentinel? What does a sentinel do? Find a goose and a gander. Count all of the different birds in the picture. What name do you think Mother Goose gave her owl?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or crossout and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: SI
Nursery Rhyme: “There
was an old Woman tossed up in a Basket”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Sarah Plain and Tall by E.B. White Chapters 5-9
Reader
Readers In Rhyme Silver Set 61-70
• 70. Flee the Bee
Lesson B and D
Have the student point to the phonograms and say their sounds.
Lesson C
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: KN /n/ 2-letter /n/ used only at the beginning of a word, PH /f/ 2-letter /f/, GU /g/ 2-letter /g/, WR /r/ 2-letter /r/, GU /g/ 2-letter /g/, IGH /I/ the 3-letter /I/
Sentence of the day: We had a great meal of steak and shrimp.
Syllables
Read to the student: We will practice more words that have multiple syllables. Remember, a syllable is a letter or combination of letters that are uttered together or in one effort. Syllables are the pieces or chucks of the word. Syllables contain a vowel and the consonants that are spoken with it. You can think of syllables as the drum beats of words. Let’s practice finding the syllables in words. Here’s a helpful Video To Watch
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say person, you say and clap
Phonogram si
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: The phonogram si says /sh/-/zh/ used at the beginning of any syllable after the first as in “mis•sion” and “vi•sion." First read each syllable in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
mis•sion mission
mis•sion mission
Read to the student: Read the sentences below. Underline and mark all the phonograms in the sentences. The first sentence has been completed for you. Remember the phonogram si says /sh/-/ zh/. *Check the last page in packet for answers.
1. The as•tro•naut got ready for his mis•sion to the moon.
2. The man gave a con•fes•sion of the crime.
3. I must get Mother's per•mis•sion to eat cookies.
4. There was an in•va•sion of ants at our picnic.
5. I must make a de•ci•sion about what to wear tonight.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the “ti” phonograms.
Trace the words below.
Draw the earth or planets behind the spaceship or anything you’d like to complete the scene.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Bob hit the ball. He hit it hard.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Birds sit in trees.
2. Jo ran after the ball.
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: IGH /I/ the 3-letter /I/, EU /oo/ /U/ that we MAY use at the end of a word, KN /n/ 2-letter /n/ used only at the beginning of a word, EIGH /A/ the 4-letter / A/, KN /n/ 2-letter /n/ used only at the beginning of a word, WR /r/ 2-letter /r/
Lesson C
Sentence of the day: I will stay and eat dinner with you.
Use the phonogram si to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask you parent to explain the meaning of any words you don’t know.
Have the student read the words, circle the word that matches the picture and then write the word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
THERE WAS AN OLD WOMAN TOSSED UP IN A BASKET
THERE was an old woman tossed up in a basket, Seventy times as high as the moon, And where she was going, I couldn’t but ask it; For in her hand she carried a broom.
“Old woman, old woman, old woman,” quoth I, “Whither, Oh whither, Oh whither so high?’”
“To sweep the cobwebs out of the sky!
“And I’ll be with you by and by.”
Say to the student: “Whither” means to what place; where. How many times as high as the moon did the lady in the basket go? What was the old lady going to sweep with her broom? Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
There was an old woman tossed up in a basket, Seventy times as high as the moon,
There was an old woman tossed up in a basket, Seventy times as high as the moon,
Draw the moon and stars under the old woman. Color the picture.
Written Exercise - Dictation: Have your student listen as you read the poem “There Was an Old Woman Tossed Up in a Basket." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
There was an old woman up in a basket, Seventy times as as the moon, And she was , I couldn’t but ask it;
For in her she carried a .
“Old woman, old woman, old woman,” quoth I,
“Whither, Oh whither, Oh whither so ?”
“To the cobwebs out of the sky!
“And I’ll be you by and by.”
Have the student point to the phonograms and say their sounds.
Daily Dictation: Say to the student: I will read the si words from the list below and then you will write them in the columns according to which sound of si the word uses. The first two words have been completed as an example. (Be sure to sound out the words by syllable to the student)
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. The mother is in the kitchen cooking a turkey for a special oc•ca•sion.
2. The neighbor’s children are dancing on the roof.
3. The man•sion has a total of thirteen rooms in it.
4. There is a te•le•vi•sion hanging on the wall in the living room.
5. There is a man in the basement sawing logs for the fire.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the sentence below.
Pick two items below and copy them in the box.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The baby cried. The baby threw a rattle
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Paper fell on the floor.
2. The kite flies in the sky.
Nouns Verbs
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: PH /f/ 2-letter /f/, IE /E/ /I/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, PH / f/ 2-letter /f, GU /g/ 2-letter /g/, KN /n/ 2-letter /n/ used only at the beginning of a word
Lesson C
Sentence of the day: I can see smoke from the fireplace.
Missing Phonograms tch or dge
Read to the student: Use the picture clues to help you complete the words below. Use your phonogram tiles above to help you if you get stuck.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. I got glasses to help correct my \\\\\\\.
2. The class went out on an \\\\\\\\\\.
3. We must ask \\\\\\\\\\ to walk to the park alone.
4. At the baseball game we get hot dogs from the \\\\\\\\\\ stand.
5. We had a very loud \\\\\\\\\\ in class today.
6. The bomb caused a huge \\\\\\\\\\.
Copy the lines below in your best handwriting.
And where she was going, I couldn't but ask it; For in her hand she carried a broom.
And where she was going, I couldn't but ask it; For in her hand she carried a broom.
Draw the basket for the old woman to sit in. Draw the cobwebs in the sky.
Read to the student: Let’s explore this picture. Here we see a girl sitting under a tree sewing. See how the tree is in full bloom. What season do you think it is? Do you see the shadows that the sun makes through the tree? If the sun is right over the girls head, high in the sky, what time of day do you think it is? Find a tail. Find scissors. Find dandelions.
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: CI
Nursery Rhyme: “The Cry Baby” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Boxcar Children by Gertrude Chandler
Warner Chapters 1-4
Reader
Readers In Rhyme Cherry Set 61-70
• 71. Robin and Wren
Lesson B and D
Have the student point to the phonograms and say their sounds.
Lesson C
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: KN /n/ 2-letter /n/ used only at the beginning of a word, PH /f/ 2-letter /f/, GU /g/ 2-letter /g/, WR /r/ 2-letter /r/, GU /g/ 2-letter /g/ OY /oy/ that we MAY use at the end of a word
Sentence of the day: I saw a funny monkey at the zoo.
Syllables
Read to the student: We will practice more words that have multiple syllables. Remember, a syllable is a letter or combination of letters that are uttered together or in one effort. Syllables are the pieces or chucks of the word. Syllables contain a vowel and the consonants that are spoken with it. You can think of syllables as the drum beats of words. Let's practice finding the syllables in words.
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say person, you say and clap
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram ci
Read to the student: The phonogram ci says /sh/ the short-letter sh used at the beginning of any syllable after the first as in “special." First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
/sh/
spe•cial special so•cial social mu•si•cian musician
safe
Read to the student: Read the sentences below. The phonograms have been u declined for you.
1. We have a spe•cial dinner on Christmas Eve.
vine
life
2. I want to have a ma•gi•cian at my next party.
Reading Warm Up: Have your child point to each phonogram and say c-a-k-e cake g-a-m-e game c-a-v cav v-i-n-e vine l-i-f-e life f-i-nfine
4. The cake Grandma made was de•li•cious 2
fine w-i-p-e wipe
3. Our new football field has ar•ti•fi•cial turf.
cake g v-i-n-e vine bake
Read to the student: underline the sounds of /sh/. Remember SH says /sh/ and CI says /sh/
bake
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the “ci” phonograms.
Trace the words below. Then rewrite the words on the lines below in alphabetical order.
Pick one or more of the animals to copy in the box and draw a scene around.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The castle is old. The castle is made of stone.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
Nouns
Verbs
1. The man climbed the ladder.
2. Jo yelled at her dog.
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, UI /oo/ (as in fruit), GN /n/ 2-letter /n/ used both at the beginning and end of a word, OUGH /O/ /oo/ /uff/ /off/ /aw/ / ow/, IE /E/ /I/
Lesson C
Sentence of the day: The bear stole honey from the bees.
Read to the student: Use the phonogram ci to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask you parent to explain the meaning of any words you don’t know.
Have the student read the words, circle the word that matches the picture and then write the word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
THE CRY BABY
WHEN Tom fell down and bumped his head, He cried until his face was red. He said it made him feel so small
To have the others see him fall. His sister stared and said: "Oh. My, You don't look pretty when you cry!"
Say to the student: Which sound of EA is used in a word in the first line? What made Tom feel small? Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
When Tom fell down and bumped his head, He cried until his face was red.
When Tom fell down and bumped his head, He cried until his face was red.
Draw Tom’s tears and color his face red.
Written Exercise - Dictation: Have your student listen as you read the poem “The Cry Baby." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
When Tom fell down and bumped his ,
He until his face was red.
He said it him feel so
To have the see him fall.
His stared and said: "Oh. My,
You don't look when you cry!"
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: IGH /I/ the 3-letter /I/, PH /f/ 2-letter /f/, OUGH /O/ /oo/ /uff/ /off/ /aw/ / ow/, EIGH /A/ the 4-letter /A/, GU /g/ 2-letter /g/, KN /n/ 2-letter /n/ used only at the beginning of a word
Sentence of the day: We will stay for the turkey feast.
Read to the student: Use the phonogram ci to make words below. The first one is done for you as an example. Write the word and read the word out loud. Ask your teacher to explain the meaning of any words you don’t know. As you read the words, clap out the syllables.
Read to the student: Study the picture below. Read the words from the list and circle words that can be found in the picture.
sound play
mu•si•cian so•cial
bows flute
ma•gi•cian smile
stairs hound
curls chairs
skirt flute
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. The young musicians are playing for a special occasion.
2. The music teacher is leading the children in their song.
3. There are six boys and two girls playing instruments.
4. The dog is playing a banjo in the corner.
5. There is a girl with a bow on her dress playing the violin.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the sentence below.
Draw faces on the piano and guitar below. Color the picture.
Trace the “ci” phonograms.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The cows are in the field. The horses are also in the field.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Joe ran to the store.
2. Mom made cookies.
Nouns
Verbs
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EU /oo/ /U/ that we MAY use at the end of a word, GU / g/ 2-letter /g/, DGE /j/ the 3-letter /j/, EW /oo/ /U/ that we MAY use at the end of a word, OUGH / O/ /oo/ /uff/ /off/ /aw/ /ow/
Lesson C
Sentence of the day: The little girl is having tea in the garden.
Missing Phonograms wh or ph
Use the picture clues to help you complete the words below. Use your phonogram tiles above to help you if you get stuck.
Phonics Practice-Complete the sentences sounds of CI.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. The table was full of \\\\\\\\\\ food.
3. There are hundreds of \\\\\\\\ of fish in our lake.
4. A newborn baby is very \\\\\\\\\\.
5. A man in a dark mask walking into the bank is very \\\\\\\\\\\.
6. The crowd cheered loudly for the
2. My birthday is a \\\\\\\\ oc•ca•sion. spe•cial spe•cies de•li•cious di•rec•tion na•tion spe•cial pre•cious neck•lace mu•si•cian e•lec•tri•cian sus•pi•cious pre•cious
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the words below. Then rewrite the words on the lines below in alphabetical order.
Draw a scene around the house. Are there woods or hills and valleys?
Read to the student: Let’s explore this picture. A mother reads to her daughters. Notice the fine details of the clothing the girls and their mother wear. Do you think the mother is reading to them in the morning or evening? Why do you think so? What do you think the girls’ names are? What is a favorite book your mother reads to you?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Review OW, OU Nursery Rhyme: “Four-And-Twenty Tailors” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Boxcar Children by Gertrude Chandler
Warner Chapters 5-8
Reader
Readers In Rhyme Cherry Set 61-70
• 72. Brown Hen
Lesson B and D
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: TI /sh/ tall letter /sh/ used at the beginning of a syllable after the first one, PH /f/ 2-letter /f//, GU /g/ 2-letter /g/, KN /n/ 2-letter /n/ used only at the beginning of a word, WR /r/ 2-letter /r/, IE /E/ /I/
C
Sentence of the day: There are dark clouds and rain outside.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Review: Phonogram ow
Read to the student: OW can make the sound /OW/-/O/ as in a “COW" with a “BOW". Read the following words. First read each sound, then put them together to read the word. Then read the sentences on the following page.
Underline all of the phonograms and draw arrows for the “Silent E” words in the sentences below. Read the sentences out loud. The first sentence has been completed for you.
2
1. The crow flew down from the tree to find food to eat.
2. The farmer plows his land to get ready to plant his crops.
3. He took his bow and arrow out to hunt for his dinner.
4. Mother says to turn my frown upside down.
Lesson
Read to the student: Read the words on the chart. Use the words to help you copy the picture sentences below.
She looked out her and saw an in the .
The girl wore a of in her hair.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace each letter set and write one of your own beside it.
cow mouse now house
Copy the words below on the lines in alphabetical order.
cow mouse now house cow mouse now house
cow
mouse now house cow mouse house now
Draw a little mouse house. Where does the mouse live? In the woods or a hole in a house?
Sentence combining: Combine the following sentences and rewrite as one sentence.
The queen wears a crown. The queen holds yellow flowers.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. An owl sleeps in the tree.
2. A farmer plows his field.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Dictation: Phonograms: KN /n/ 2-letter /n/ used only at the beginning of a word, OUGH /O/ /oo/ / uff/ /off/ /aw/ /ow/, WR /r/ 2-letter /r/, GU /g/ 2-letter /g/, IGH /I/ the 3-letter /I/, PH /f/ 2-letter /f/
Sentence of the day: The dog tries to steal food from the table.
Review: Phonogram ou
Read to the student: OU can make the sound /ow/-/O/-/oo/-/uh/ as in a MOUSE, SOUL, YOUTH, DOUBLE. The most common words say the first sound /OW/. Read the following words that make OU’s first sound. First read each sound, then put them together to read the word. Then read the sentences below.
Underline all of the phonograms and draw arrows for the “Silent E” words in the sentences below. Read the sentences out loud. The first sentence has been completed for you as an example.
1. The boy scout troop saw a group of wolves in the woods.
2. Mother was quite upset to find the mouse I kept in a box.
3. Mother told us to be nice and not to cause trouble.
4. When I am sick I like to eat soup and crackers. 3 2
Have the student read the words, circle the word that matches the picture and then write the word.
trout town trash
clown clout
town scout tower
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Four-And-Twenty Tailors
FOUR-AND-TWENTY tailors went to catch a snail; The best man amongst them durst not touch her tail; She put out her horns, like a little Kyloe cow. Run, tailors, run, or she’ll butt you all just now.
Say to the student: The word “durst” is old fashioned and means “dare." The best man amongst them dared not touch her tail. A “Kylow cow” is a type of shaggy haired cow with big curved horns from the Scottish highlands. What is a tailor? How many tailors went to catch the snail? Underline all of the OW and OU phonograms in the rhyme. Can you tell the words at the end of the lines that rhyme?
Copy the lines below
handwriting.
Four-and-twenty
Four-and-twenty tailors went to catch a snail;
tailors went to catch a snail;
The best man amongst them durst not touch her tail;
The best man amongst them durst not touch her tail;
Color the picture.
Written Exercise - Dictation: Have your student listen as you read the poem “Four and Twenty Tailors." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Four-and- tailors went to a ;
The best man amongst them durst not her ; She put out her , like a little Kyloe .
Run, , run, or she’ll butt you all just .
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: DGE /j/ the 3-letter /j/, IGH /I/ the 3-letter /I/, GU /g/ 2letter /g/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, WR /r/ 2-letter /r/, IE /E/ /I/
Sounds of “ow”- ow, ou
Read to the student: How many words can you make using the letters in the boxes below.
Sentence of the day: The hen ran away from her nest. n p s l
Read to the student: Study the picture below. Read the words from the list and circle words that can be found in the picture.
coal rocks
flowers road
clouds reins
pillows straw hat
stairs carts
castle wheel
tower painting thatched roof horse
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. A man is driving a horse-drawn cart with three ladies in it.
2. There are children fighting in the middle of the road.
3. There’s a large castle that has two round towers.
4. A girl is leading a goat down the road to the farm.
5. The houses in the picture have thatched roofs.
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the phonograms and write more of your own to fill the line.
Fill in the missing parts of the cow on the right to match the example on the left. Color if desired.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The ground is covered in snow.
The trees are covered in snow.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Crows fly around the tower.
2. A man drives the cart up the road.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: TI /sh/ tall letter /sh/ used at the beginning of a syllable after the first one, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow//, GU /g/ 2-letter /g/, EIGH /A/ the 4-letter / A/, DGE /j/ the 3-letter /j/, IE /E/ /I/
Sentence of the day: The bride wore a white dress and veil.
2 3 4
Homophones
Read to the student: Homophones are words that are pronounced the same but may be spelled differently and have a different meaning. Read the homophones and use them to fill in the blanks in the sentences
flower: the part of a plant that is often brightly colored from which the seed develops.
flour: powder made from a grain that is used in cooking for making bread. 1. Add two cups of
4. I bought a sack of \\\\\\ at the store. 5
Have the student read the words from the chart below and then use one word from each column to make two different silly sentences. Have them read the completed sentences out loud.
Copy the lines below in your best handwriting.
She put out her horns, like a little Kyloe cow.
Run, tailors, run, or she'll butt you all just now.
Run, tailors, run, or she'll butt you all just now. She put out her horns, like a little Kyloe cow.
Draw the missing parts of the snail.
Read to the student: Let’s explore this picture. The dog is sadly watching the people outside. See how the little girl is trying to quietly sneak out the door. Why do you think the dog looks sad? Do you think he wants to go with the family? Where is the light coming from in the painting? What do you think the girl’s name is? What do you think the dog’s name is? Find a ball of yarn. Find a pitcher. Find a straw hat. Find and onion.
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or crossout and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Sounds of "O"
Nursery Rhyme: “Blow, Wind, Blow” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Boxcar Children by Gertrude Chandler
Warner Chapters 9-12
Reader
Readers In Rhyme Cherry Set 61-70
• 73. Mouse Tale
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EW /oo/ /U/ that we MAY use at the end of a word, KN / n/ 2-letter /n/ used only at the beginning of a word, PH /f/ 2-letter /f/, KN /n/ 2-letter /n/ used only at the beginning of a word, WR /r/ 2-letter /r/, EW /oo/ /U/ that we MAY use at the end of a word
Sentence of the day: The kitten ran after the spool of thread.
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /O/. Read the OW words below.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: Read the sentences below and underline ALL of the phonograms in the sentences.
1. The crow will swoop down slowly from the tree.
2. The pumpkin will grow and grow to a large size.
3. He took his bow and arrow on the hunt.
4. My brother showed me how to blow a bubble.
Have the student read the words, circle the word that matches the picture and then write the word.
2
crow flow throw throw dough toe crow coach coal
blow boat boast
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace and read the words below.
Pick two items to copy into the box.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The crow flies. The crow lands in trees.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. The pumpkin sits on the bench.
2. A boy ran across the street.
Nouns Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EW /oo/ /U/ that we MAY use at the end of a word, IE / E/ /I/, PH /f/ 2-letter /f/, GU /g/ 2-letter /g/, PH /f/ 2-letter /f/, KN /n/ 2-letter /n/ used only at the beginning of a word
Sentence of the day: I wash my hands in the kitchen sink.
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /O/. Read the OA words below.
Read to the student: Read the sentences below and underline ALL of the phonograms in the sentences.
1. You must wash your hands with soap and water.
2. I shall float by the boat in the water.
3. I will put on my coat and scarf in the winter time.
4. Frogs and toads croak after it gets dark.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. I will lay on my back and \\\\\ in the water.
2. Aunt Joan says I have
3. I will plant a row of
by the road.
5. The princess rode in her \\\\\\\ to the ball. 4. I will knead the
6. Can I \\\\\\\\\ some milk from you?
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Blow, Wind, Blow
BLOW, wind, blow, and go, mill, go!
That the miller may grind his corn; That the baker may take it, And into rolls make it, And send us some hot in the morn.
Say to the student: A “miller” is someone that owned or operated a mill that grinds grain into flour. Find the words that make the sound of “O." Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Blow, wind, blow, and go, mill, go!
That the miller may grind his corn; Blow, wind, blow, and go, mill, go!
That the miller may grind his corn;
Add a scene around the windmill. Color the picture.
Written Exercise - Dictation: Have your student listen as you read the poem “Blow Wind Blow." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
, wind, blow, and go, mill, go!
That the may grind his ; That the may it,
And into make it,
And send us hot in the .
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Daily Dictation: Phonograms of the day: PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, DGE /j/ the 3-letter / j/, IE /E/ /I/, IGH /I/ the 3-letter /I/, WR /r/ 2-letter /r/
Sentence of the day: Put your drink on a coaster.
Sounds of “O”
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /O/. Read the OE words below.
c-r-ow crow b-l-ow blow sh-ow show kn-ow know t-oe toe h-oe hoe d-oe doe g-oe-s goes
Read to the student: Read the sentences below and underline ALL of the phonograms in the sentences.
1. I fell and hit my nose and a jar fell on my toes.
2. I will use a hoe to plant a row of potatoes in the garden.
3. I will tiptoe down the steps to the yard.
4. There goes the coach racing down the road.
Crossword Clues Sounds of “O”
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word(s) out loud as they write them.
Trace each letter set and write your own beside it.
Trace and read the words below.Then write the words in alphabetical order on the lines below.
Complete the dot-to-dot.
Sentence combining: Combine the following sentences and rewrite as one sentence.
My toes touch the water.
The water is warm.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
2. The ball broke my window.
Nouns
Verbs
1. The cow eats hay and oats.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), QU /kw/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, AU /aw/ that we MAY NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word,
Sentence of the day: I always run to to the store in the morning.
Sounds of “O”
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /O/. Read the OE words below.
Read to the student: Read the sentences below and underline ALL of the phonograms in the sentences.
1. Joe kept running even though he was tired.
2. Although it was cold, the kids still went out to play.
3. Mother said to give my room a thorough cleaning.
4. When Dad goes by the bakery he brings back doughnuts.
Read to the student: Study the picture below. Read the words from the list and circle words that can be found in the picture.
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. The mother is rolling the dough with a rolling pin.
2. The mother has made six batches of cookies.
3. The little baby is wailing in the background.
4. The boy is sitting on the stool eating as his mother bakes.
5. The mother is wearing a blue polka dot dress and white apron.
Copy the lines below in your best handwriting.
That the baker may take it, And into rolls make it, And send us some hot in the morn. That the baker may take it, And into rolls make it, And send us some hot in the morn.
Draw rolls on the baker’s tray. Color the picture.
Read to the student: Let’s explore this picture. The Swedish artist Carl Larsson painted many pictures of his wife and eight children and their daily life. This one is titled Esbjorn Doing His Homework. Does it look like the boy is studying hard? What is the boy doing? What do you think he is watching through the window? This painting has a hidden surprise. The artist is captured in the painting. Can you find him? Find a mirror. Find flowers. Find a globe.
Carl Larsson
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Sounds of "A" Nursery Rhyme: “The First of May” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Boxcar Children by Gertrude Chandler
Warner Chapters 13-17
Reader
Readers In Rhyme Cherry Set 61-70
• 74. Goldenhair
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: WR /r/ 2-letter /r/, EU /oo/ /U/ that we MAY use at the end of a word, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, IGH /I/ the 3-letter /I//, EU /oo/ /U/ that we MAY use at the end of a word, PH /f/ 2-letter /f/
Sentence of the day: We will stay at the park to play.
Sounds of “A”
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /A/. Read the AY, AI and third sound of EA words below.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: Read the sentences below and underline ALL of the phonograms in the sentences.
1. It was a long way to drive in the rain for a steak.
2. We can go play in the hay after it stops raining. 3. It was a great day to see the main event.
4. Mother may I ride the train to Grandma's today?
Have the student read the words, circle the word that matches the picture and then write the word.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace and read the words below.
Trace the phonograms below.
Draw smoke coming the the smokestack. Add a scene around the locomotive.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Janet woke up. Janet took
a shower.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Bess walked to the store.
2. Mary plays in the sand and sea.
Nouns Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: TI /sh/ tall letter /sh/ used at the beginning of a syllable after the first one, GU /g/ 2-letter /g/, WR /r/ 2-letter /r/, KN /n/ 2-letter /n/ used only at the beginning of a word, IE /E/ /I, IGH /I/ the 3-letter /I/
Sentence of the day: Let us camp by the great lake. 3
Review Phonogram eigh
Read to the student: The phonogram eigh says /A/ the four letter A as in “eight”. First read each sound in the words below, then put them together to read the word.
n-eigh neigh w-eigh weigh eigh-t eight
Read to the student: Read the sentences below and underline ALL of the phonograms in the sentences.
1. I had eight candles on my birthday cake.
2. Santa packed his sleigh with gifts for Christmas day.
3. I saw a freight train that pulled eighty cars today.
4. My horse Nate neighs when he sees me at the gate.
Homophones
Read to the student: Homophones are words that are pronounced the same but may be spelled differently and have a different meaning. Read the homophones and use them to fill in the blanks in the sentences below.
ate: (past tense of eat) to take food into your mouth and swallow it
1. It was already nearing \\\\\ o'clock.
2. I \\\\\\ a while ago on my break.
eight: the number 8 3 n-eigh neigh w-eigh weigh eigh-t eight
3. He \\\\ a cookie very loudly.
4. Chasing after \\\\\\ kids keeps her busy.
way: A road, track or path or a style or method of doing something.
weigh: to find out how heavy something is.
1. I will \\\\\ this sack of flour.
2. Do you know the \\\\\ to the church?
3. Grandpa has his own \\\\ of grilling steaks.
4. Farmer Brown must \\\\\\ the cows today.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The First of May
The
fair maid who, the first of May, Goes to the fields at break of day, And washes in dew from the hawthorn-tree, Will
ever after handsome be.
Say to the student: A “maid” in poems usually means a girl or woman who is unmarried. Find and underline the phonograms that make the sound of “A." Can you tell the words at the end of the lines that rhyme?
The
Copy the lines below in your best handwriting. Goes to the fields at The fair maid who, the first of May break of day,
Goes
fair maid who, the first of May break of day,
Color the picture.
to the fields at
Written Exercise - Dictation: Have your student listen as you read the poem “The First of May." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
The who, the first of , to the fields at of ,
And washes in from the hawthorn- , Will ever handsome be.
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonograms of the day: OA /O/ (as in boat), QU /kw/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, AU /aw/ that we MAY NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word,
Sentence of the day: We will take the subway to the show.
Sounds of “A”
Read to the student: All of the phonograms below make the sound of /A/. Read the EY, EI words below.
3 3 3
Read to the student: The phonogram ey can make two different sounds /A/, /E/ that we MAY use at the end of a word as in “THEY” and “KEY." First read each sound in the words below, then put them together to read the word.
Read to the student: The phonogram ei says /A/E/ that we MAY NOT use at the end of a word, as in “veil” and “weird." First read each sound in the words below, then put them together to read the word.
Read to the student: Read the sentences below and underline ALL of the phonograms in the sentences.
1. The bride wore a beige dress with a pretty veil.
2. My horse neighed as I pulled on the reins.
3. The Bible says to obey your mother and father.
4. They hope to change the beige color paint.
5. The eagle swooped down to catch his prey.
Kay the cat likes to help Leila roll her skein of yarn.
Use the phonogram ey or ei make words below. Remember ey MAY reused at the end of a word and ei MAY NOT be used at the end of a word. Write the word and read the word out loud.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace the phonograms below.
Fill in the missing parts of the fox on the right to match the one on the left. Color if desired.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The coupon is on the table. The coupon is for milk.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. The bus arrived at the stop.
2. Dad read a book to Mary.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: SI /sh/ /zh/ used at the beginning of a syllable after the first one, WR /r/ 2-letter /r/, DGE /j/ the 3-letter /j/, EIGH /A/ the 4-letter /A/, GU /g/ 2-letter /g/, IGH /I/ the 3-letter /I/
Sentence of the day: Little boy blue fell asleep in the hay.
Missing Phonograms Sounds of “A”
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Crossword Clues Sounds of “A”
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word(s) out loud as they write them.
crayons
Copy the lines below in your best handwriting.
The fair maid who, the first of May break of day,
The fair maid who, the first of May break of day, Goes to the fields at
Goes to the fields at
Draw a tree blooming behind the girl. Color the picture.
Read to the student: Let’s explore this picture. What are the children doing? What are they so interested in? Who do you think the lady in the picture is? Do you think it is warm or cold outside? Why do you think so? Find a doll. Find a book. Find a vase of flowers. What do you think the children’s names are?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or crossout and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Syllables, Review OY, OI, TCH
Nursery Rhyme: “Willie Boy, Willie Boy” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Charlotte's Web by E. B. White Chapters 1-3
Reader
Readers In Rhyme Cherry Set 61-70
• 75. Chicken Scratch
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: IGH /I/ the 3-letter /I/, IE /E/ /I/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, PH /f/ 2-letter /f/, GU /g/ 2-letter /g, GN /n/ 2-letter /n/ used both at the beginning and end of a word
Sentence of the day: We will go to the beach in May.
Syllables Review
Read to the student: You have learned all 72 phonograms. As we review these phonograms we can practice reading longer words. Let’s review what syllables are. A syllable is a letter or combination of letters that are uttered together or in one effort. Syllables are the pieces or chucks of the word. Syllables contain a vowel and the consonants that are spoken with it. You can think of syllables as the drum beats of words. Let's practice finding the syllables in words.
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say radio, you say and clap
If you are not sure, you can put your hand under chin as you repeat the word. Your mouth opens to utter each vowel sound. Count how many times your jaw opens to count the syllables.
happy
destroy
bouncing
needle
coiled
happily
invoice
giraffe
every
exploited
pointy
battle
enjoyment
loyal
Review: Phonogram OY, OI
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: The phonogram oy says /oy/ that we MAY use at the end of a word as in “toy." The phonogram oi says /oy/ that we MAY NOT use at the end of a word as in “coin." First read each sound in the words below, then put them together to read the word.
Read the sentences below. The syllables are marked for you. Underline all phonograms in the words and mark their sounds.
Handwriting
Trace each letter and write two lowercase and one uppercase letter in the boxes provided.
Trace and read the words below.
Trace the phonograms below.
Fill in all the missing part to complete the mirror image of the boot on the left.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The bear eats berries. The bear also eats honey.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Bill owns a car and a bike.
2. Bob walked and climbed the hill.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: SI /sh/ /zh/ used at the beginning of a syllable after the first one, QU /kw/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, AU /aw/ that we MAY NOT use at the end of a word, DGE /j/ the 3-letter /j/
Sentence of the day: I found a snail in the soil today.
Read to the student: Use the phonograms oy and oi to make words below. Remember, oy MAY be used at the end of a word but oi may NOT be used at the end of a word. Clap out the syllables to each word as you read it.
Read to the student: Study the picture below. Read the words from the list and circle words that can be found in the picture.
roy•al•ty king flow•ers crown clouds curls clo•ver danc•ing
2 2
stairs beard fan queen sash face spade horse
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. The Queen of Hearts is not mak•ing tarts, she’s danc•ing with the King.
2. The prince snuck out of his bed to join in the roy•al part•y.
3. The peo•ple of the court are watch•ing the roy•al coup•le dance.
4. The Queen wears a long dress of white with red hearts.
5. The Court jes•ter is do•ing flips in the cor•ner of the room.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
WILLIE boy, Willie boy, Where are you going?
Oh, let us go with you, This sunshiny day.
I’m going to the meadow, To see them a-mowing, I’m going to help the girls Turn the new hay.
Say to the student: A “maid” in poems usually means a girl or woman who is unmarried. Find and underline the phonograms that make the sound of “A." Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Willie boy, Willie boy,
Where are you going?
Oh, let us go with you,
Oh, let us go with you, This sunshiny day.
This sunshiny day. Willie boy, Willie boy, Where are you going?
Pick two items to copy in the box.
Written Exercise - Dictation: Have your student listen as you read the poem “Willie Boy, Willie Boy." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
WILLIE , Willie boy, are you ?
Oh, let us go you, sunshiny day.
I’m going to the ,
To see them a- , I’m going to help the the new .
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), PH /f/ 2-letter /f/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, AU /aw/ that we MAY NOT use at the end of a word, OUGH /O/ / oo/ /uff/ /off/ /aw/ /ow/
Sentence of the day: Rain, rain go away!
Review Phonogram ch
Read to the student: The phonogram ch can make three different sounds /CH/, /K/, /SH/ as in chick, school and chef. First read each sound in the words, then put them together to read the word.
1 /ch/ 2 /k/ 3 /sh/
Review Phonogram tch
Read to the student: The phonogram tch says /ch/ the 3 letter /ch/ used after a single vowel as in “hatch”. First read each sound in the words below, then put them together to read the word.
Read to the student: Read the words and underline the phonograms in each word. Circle the word that matches the picture and write it on the line below.
Trace each letter pair and write one pair of your own beside it.
Trace and read the words below.
Spot the ten differences in the pictures.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Mom drives slowly. Mom also drives carefully.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Tim sings to the baby.
2. The family walks to the lake to swim.
Nouns Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AY /A/ the two letter /A/ that we MAY use at the end of the word, QU /kw/, EU /oo/ /U/ that we MAY use at the end of a word, PH /f/ 2-letter /f, OUGH / O/ /oo/ /uff/ /off/ /aw/ /ow/, DGE /j/ the 3-letter /j/
Sentence of the day: The girl smiles and waves at me.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. I gather the eggs my \\\\\\\\\ lays.
kitch•en chick•en charg•ing chew•ing
2. Mom is \\\\\\\\\ the hole in my pants.
3. My dog Shep is \\\\\\\\\ on my shoes.
patch•ing hatch•ing beach batch scratched hatched
5. My dog likes to be \\\\\\\ behind the ears. 4. We will go to the \\\\\\ for spring break.
launched
6. We \\\\\\\\ our rocket into the sky.
Copy the lines below in your best handwriting.
I'm going to the meadow, To see them a-mowing, I'm going to help the girls, Turn the new hay. I'm going to the meadow, To see them a-mowing, I'm going to help the girls, Turn the new hay.
Draw the stacks of hay that Willie Boy raked.
Read to the student: Let’s explore this picture. Who is in the picture? Does this scene seem calm or full of action? See how the horse looks like he is about to gallop out of the painting? Look at the shadows in the painting. Do you think the sun is high overhead or about to set? Find a red bandana. Find a lasso. Tell what you think happened right before the scene in this painting.
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or crossout and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Syllables, Review AW, AU, ED
Nursery Rhyme: “The Butterfly” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Charlotte's Web by E. B. White Chapters 4-7
Reader
Readers In Rhyme Cherry Set 61-70
• 76. Clever Pig
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: WR /r/ 2-letter /r/, KN /n/ 2-letter /n/ used only at the beginning of a word, WR /r/ 2-letter /r/, EIGH /A/ the 4-letter /A/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, IGH /I/ the 3-letter /I/
Sentence of the day: Do not forgot to put the milk in my tea.
Syllables Review
Read to the student: You have learned all 72 phonograms. As we review these phonograms we can practice reading longer words. Let’s review what syllables are. A syllable is a letter or combination of letters that are uttered together or in one effort. Syllables are the pieces or chucks of the word. Syllables contain a vowel and the consonants that are spoken with it. You can think of syllables as the drum beats of words. Let's practice finding the syllables in words.
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say radio, you say and clap ra•di•o
If you are not sure, you can put your hand under chin as you repeat the word. Your mouth opens to utter each vowel sound. Count how many times your jaw opens to count the syllables.
scrawny
destruct
applaud
beetle
seesaw
audio
pause
automotive
sausage
enjoyed
jigsaw
cattle
celebrate
default
Reading Warm Up: Have your child point to each phonogram
Read to the student: The phonogram aw says /ah/ that we may use at the end of a word as in “paw." The phonogram au says /ah/ that we may NOT use at the end of a word as in “auto." First read each sound in the words below, then put them together to read the word. Review Phonogram aw, au
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound. fawn fawn hawk hawk aw•ful awful jig•saw jigsaw
The as•tro•naut drinks his milk•shake with a straw. 2
Read the sentences below. The syllables are marked for you. Underline all phonograms in the words and mark their sounds.
1. The tiger has sharp jaws to maul his prey. 2. The sing•er bowed to sounds of ap•plause.
3. The ma•caw was squawk•ing in the jun•gle.
4. I saw mud•dy paw prints on the clean floor.
5. We watched the rocket launch on TV.
Trace each letter pair and write one pair of your own beside it.
Trace and read the words below.
Trace and read the sentence below.
Trace the AW and AU phonograms below.
Copy the geometric drawing of a crab on the grid to the right.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The dog was hungry . The dog was cold.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
Nouns
Verbs
1. Bill fishes in the river.
2. Ed lost the football.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EU /oo/ /U/ that we MAY use at the end of a word, WR / r/ 2-letter /r/, PH /f/ 2-letter /f/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, GN /n/ 2-letter /n/ used both at the beginning and end of a word, OY /oy/ that we MAY use at the end of a word
Sentence of the day: I see a real seal in the sea.
Use the phonograms aw and au to make words below. Remember, aw MAY be used at the end of a word but au MAY NOT be used at the end of a word. The first two are done for you as an example.
Read to the student: Read the words and underline the phonograms in each word. Circle the word that matches the picture and write it on the line below.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Butterfly
Flitter, flutter, butterfly, fly up high, Up! up! up! in the bright blue sky, Flicker and dip, and sparkle and float. Your golden sails like a fairy boat!
O quiver away through the deep, deep blue. And Baby will laugh and follow you!
Say to the student: What are the butterfly’s “golden sails” compared to? Can you tell the words at the end of the lines that rhyme? Clap and tell how many syllables are in these words:
Copy the lines below in your best handwriting.
Flitter, flutter, butterfly, fly up high, Up! up! up! in the bright blue sky, Flicker and dip, and sparkle and float.
Flitter, flutter, butterfly, fly up high, Up! up! up! in the bright blue sky, Flicker and dip, and sparkle and float. Your golden sails like a fairy boat!
Your golden sails like a fairy boat!
Trace both butterflies and design the one on the right to your liking.
Written Exercise - Dictation: Have your student listen as you read the poem “The Butterfly." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Flitter, flutter, butterfly, fly up ,
Up! up! up! in the blue sky,
Flicker and dip, and and . Your golden like a fairy !
O quiver through the deep, deep blue. And will laugh and you!
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: DGE /j/ the 3-letter /j/, QU /kw/, KN /n/ 2-letter /n/ used only at the beginning of a word, PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, IE /E/ /I/
Sentence of the day: I went to the shop for bread and milk.
Review Phonogram ed
Read to the student: We are going to practice words that end with ED. ED can have three possible sounds: /ed/, /d/, /t/ as in LANDED, PLAYED, and WISHED. First say the base word and then say the ending. Then put the two together
ed’s first sound is /ed/ as in:
Read to the student: Underline all of the phonograms in the sentences and mark which sound of the phonogram above. The first sentence has been completed for you.
1. I mixed the sugar and flour to bake a cake.
2. We planted turnips in the east field today.
3. My ice cream melted in the hot summer sun.
4. I washed and pressed my shirt for church.
mixed plant•ed end•ed melt•ed lift•ed horned played pulled killed washed passed asked Bun•ny picked a car•rot from the field and hap•pi•ly hopped home.
Read to the student: Add ed to form words below. Read the words out loud as you write them. Underline the phonograms and number which sound they make above.
Handwriting
Trace each letter pair and write one pair of your own beside it.
Trace the ED phonograms below.
Complete the maze below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
We are going to the park. We are going to play soccer.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
Nouns
Verbs
1. Mom made a red sweater.
2. Grandpa wore the sweater.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EU /oo/ /U/ that we MAY use at the end of a word, PH /f/ 2-letter /f/, UI /oo/ (as in fruit), OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, KN /n/ 2-letter /n/ used only at the beginning of a word, IE /E/ /I/
Sentence of the day: I plant roses and peas in my garden.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Phonics Practice-Complete the sentences sounds of “ED.”
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. The queen \\\\\\\ the kingdom when her husband died.
3. The cowboy \\\\\\\ the calf as it ran away.
4. The dog \\\\\\\\ the fence to get out of the yard.
5. My dog likes to be \\\\\\\ behind the ears.
2. The archer \\\\\\\\\ his arrow at the target. ruled schooled roped moped played aimed bumped jumped scratched hatched fuzzed buzzed
6. The fly \\\\\\\\\ around my ear.
Copy the lines below in your best handwriting.
Flitter, flutter, butterfly, fly up high, Up! up! up! in the bright blue sky,
Flitter, flutter, butterfly, fly up high, Up! up! up! in the bright blue sky,
O quiver away through the deep, deep blue. And Baby will laugh and follow you!
O quiver away through the deep, deep blue. And Baby will laugh and follow you!
Draw butterflies for the girl to chase. Color the picture.
Read to the student: Let’s explore this picture. Who is in the picture? Who is holding the baby? What is the baby trying to do? What is the man doing now? What was he working on? Find a shovel. Find a wheelbarrow. Find a gate. Tell what story you think the picture tells.
The First Steps, after Millet by Vincent Van Gough
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Syllables, Review NG, DGE
Poem: “The Wind and the Clothes Line”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Charlotte's Web by E. B. White Chapters 8-10
Reader
Readers In Rhyme Cherry Set 61-70
• 77. Bluebird
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: IE /E/ /I/, EW /oo/ /U/ that we MAY use at the end of a word, KN /n/ 2letter /n/ used only at the beginning of a word, EIGH /A/ the 4-letter /A/, WR /r/ 2-letter /r/, AW / aw/ that we MAY use at the end of a word
Sentence of the day: The king gave the queen a ring.
Syllables Review
Read to the student: You have learned all 72 phonograms. As we review these phonograms we can practice reading longer words. Let’s review what syllables are. A syllable is a letter or combination of letters that are uttered together or in one effort. Syllables are the pieces or chucks of the word. Syllables contain a vowel and the consonants that are spoken with it. You can think of syllables as the drum beats of words. Let's practice finding the syllables in words.
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say radio, you say and clap
If you are not sure, you can put your hand under chin as you repeat the word. Your mouth opens to utter each vowel sound. Count how many times your jaw opens to count the syllables.
screening
impact
apple
giraffe
popular
every
swing
bacon
happily
king
buckle
baseball
necklace
baking
Read to the student: The phonogram ng says /ng/ as is in “sing” or “ring.” First read each sound in the words, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read the sentences below. The syllables are marked for you. Underline all phonograms in the words and mark their sounds.
1. The air-plane was fly-ing high in the sky.
2. Moth-er is rock-ing the baby to sleep.
3. Beth and Josh are walk-ing to the park.
4. Mrs. Jones lost her wed-ding ring in the grass.
5. I heard the phone ring-ing down-stairs. Mark likes to play on the tire swing at the park.
Trace each letter pair and write one pair of your own beside it.
Trace and read the words below.
Trace the NG phonograms below.
Draw a jewel to complete the ring on the right. Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The pot is made of clay . It is used to plant flowers.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. The car raced down the road.
2. James will go to the mountains.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OI /oy/ that we may NOT use at the end of a word, ED / ed/ /d/ /t/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, TCH /ch/ the 3-letter /ch/, OY /oy/ that we MAY use at the end of a word
Sentence of the day: The cat plays with the toy mouse.
Read to the student: Add the phonogram ING to make words below. Read the words out loud as you write them.
Read to the student: Study the picture below with the student. Have the student read the list of words and circle or checkmark words that that are found in the picture.
sing bon-net
clouds cheeks green swing
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. There are three happy girls riding on the swing.
2. There is a little kitten chasing a bee in the flowers.
3. The clouds are dark and it looks like it will rain soon.
4. One of the girls is holding the string of her bonnet as she swings.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Wind and the Clothes Line
Did you ever see the wind come zipping Bolting with a dive, And make the washing on the line
All suddenly alive?
My sister’s footie nighties and
My long john underwear
Go dancing, skipping, jumping
Away up in the air!
Say to the student: What makes the clothes seem so alive? Underline all of the NG phonograms in the poem. Can you tell the words at the end of the lines that rhyme? Clap and tell how many syllables are in these words:
Copy the lines below in your best handwriting.
Did you ever see the wind come zipping
Bolting with a dive, And make the washing on the line All suddenly alive?
Draw socks on the clothesline. Color the picture.
Written Exercise - Dictation: Have your student listen as you read the poem “The Wind and the Clothesline." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Did you ever see the wind come
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: IGH /I/ the 3-letter /I/, EU /oo/ /U/ that we MAY use at the end of a word, UI /oo/ (as in fruit), GN /n/ 2-letter /n/ used both at the beginning and end of a word/, CH /ch/ /k/ /sh/, NG /ng/, OY /oy/ that we MAY use at the end of a word,
Sentence of the day: The king likes to play a game of cards.
Review Phonogram dge
Read to the student: The phonogram dge says /j/ the three letter j as in “edge”. First read each sound in the words below, then put them together to read the word.
Read the sentences below. The syllables are marked for you. Underline all phonograms in the words and mark their sounds.
1. Ben was work-ing to earn a scout badge.
2. The door was stuck and would not budge.
3. The judge sent the man to jail for a year.
4. Do not get close to the edge of the pool.
Read to the student: Read the words and underline the phonograms in each word. Circle the word that matches the picture and write it on the line below.
fringe fudge wedge ridge ledge judge
Handwriting
Trace each letter pair and write one pair of your own beside it.
Trace and read the words below.
Draw a scene around the castle. Include water running under the bridge.
Sentence combining: Combine the following sentences and rewrite as one sentence.
We went to a store . It was on Main Street.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
Nouns
Verbs
1. Tate walked the dog.
2. Bess watched the play.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: IGH /I/ the 3-letter /I/, EY /A/ /E/ that we MAY use at the end of a word, IGH /I/ the 3-letter /I/, EIGH /A/ the 4-letter /A/, OI /oy/ that we may NOT use at the end of a word, TCH /ch/ the 3-letter /ch
Sentence of the day: I like fruit juice with my meal.
Missing Phonograms
Read to the student: Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Practice-Complete the sentences phonograms ng and dge
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
2. She cut a \\\\\\ of lemon for her drink. wedge ledge
3. The garden \\\\\\\ grows every fast. wedge hedge
1. I felt bad about \\\\\\\\\ to my sister. flying lying bang hang
5. I must not forget to \\\\\ my coat up.
6. The \\\\\\\\ is the best part of the cake. frosting tossing
4. I woke up to the smell of eggs \\\\\\\\. frying frosting stung among
7. It hurt so bad when I was \\\\\\ by a bee.
8. I see a bird on the window \\\\\\\\. hedge ledge
Copy the lines below in your best handwriting.
My sister's footie nighties and My long john underwear
My little footie nighties and My daddy's underwear
Go dancing, skipping, jumping
Go dancing, skipping, jumping
Away up in the air!
Away up in the air!
Draw clothes flapping in the wind on the clothesline. Color the picture.
Read to the student: Let’s explore this picture. This picture shows a girl sitting in a pretty dress surrounded by grass and flowers. It depicts a famous nursery rhyme you may know. Little Miss Muffet sat on a tuffet. What does she see that scares her? Hint: it spins a web. Find two butterflies. Find a spider. Find a spoon. Find pearls. What do you think she does when she sees the spider? What do you do when you see a spider?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Review Sounds of "E" Poem: “O Daddy, Dear, Stay Home
With Me”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Charlotte's Web by E. B. White Chapters 11-14
Reader
Readers In Rhyme Cherry Set 61-70
• 78. Jack-O-Lantern
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: EY /A/ /E/ that we MAY use at the end of a word, EI /A/ /E/ that we MAY NOT use at the end of a word, KN /n/ 2-letter /n/ used only at the beginning of a word, GN /n/ 2-letter /n/ used both at the beginning and end of a word, OY /oy/ that we MAY use at the end of a word, ED /ed/ /d/ /t/
Reading Warm Up: Have your child point to each phonogram and say the sound.
Sentence of the day: Mom and dad went on a nice cruise.
Sounds of “E”
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /A/. Read the EE and EA words below.
Read to the student: Read the words and underline the phonograms in each word. Circle the word that matches the picture and write it on the line below.
peel feel teal seem beam team
leap sweep tweet
bee deer beard
teen queen bean dream ice cream team
Handwriting
Trace each letter pair and write one pair of your own beside it.
Trace the phonograms below.
Trace and read the words below.
Copy the geometric drawing of a butterfly on the grid to the right.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The waves are high.
The
waves are strong.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Carlos speaks to the children.
2. John builds a new house.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Dictation: Phonograms: GU /g/ 2-letter /g/, PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/ , EIGH /A/ the 4-letter /A/, SI /sh/ /zh/ used at the beginning of a syllable after the first one, CI /sh/ short letter /sh/ used at the beginning of a syllable after the first one
Sentence of the day: I wear a nice suit to work.
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /E/. Read the second sound of EY words below.
Read the sentences below. The syllables are marked for you. Underline all phonograms in the words and mark their sounds.
1. We will stay and eat our tur-key feast.
2. Mom gave me a hock-ey stick for my birth-day.
3. I like to see a monk-ey at the zoo.
4. The bear loves to steal hon-ey from the bees.
Read to the student: Antonyms are words that have the opposite meaning from each other, like DAY and NIGHT or HOT and COLD. Fill in the antonyms for the words below. All of the words contain the E sound. Try to think of the word on your own first and use the box full of words if you get stuck. teach-er a-gree lead
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
O Daddy, Dear, Stay Home With Me
O Daddy, dear, stay home with me, And don't go earning money I want you so to play, you see. We'll just do something funny!
If you'll stay home, I'll give to you My pennies and my tins, My shiny, shiny buckle too. And one whole card of pins!
I can arrange it all for you. Think what I'll let you take. Enough to buy us bread and meat! And mother'll give us cake!
So Daddy, dear, stay home with me, And don't go earning money!
I want you so to play, you see. We'll just do something funny!
Say to the student: What will the girl give her daddy if he stays home? Underline all of the phonograms in the poem that make the sound of E. Can you tell the words at the end of the lines that rhyme? Clap and tell how many syllables are in these words:
Copy the lines below in your best handwriting.
O Daddy, dear, stay home with me, And don't go earning money
I want you so to play, you see. We'll just do something funny!
Draw a ball for the little girl to kick. Color the picture.
Written Exercise - Dictation: Have your student listen as you read the poem “O Daddy, Dear, Stay Home With Me." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
O Daddy, , stay home with me,
And don't go earning
I want so to play, you . We'll just do something !
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: GN /n/ 2-letter /n/ used both at the beginning and end of a word, GU /g/ 2-letter /g/, PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/ CH /ch/ / k/ /sh/, NG /ng/
Sentence of the day: We went out on a ship in the blue sea.
Phonograms ei and ie
Read to the student: The phonogram ei says /A/E/ that we may not use at the end of a word, as in “veil” and “weird." The phonogram ie says /E/I/ as in “cookie” and “pie." Read the words below that all use the E sound.
ei-ther either seize seize weird weird pro-tein protein Second sound of ei /E/
2 2 2 2
movie cook-ie cookie yield yield grief grief
First sound of ie /E/ mov-ie movie cook-ie cookie yield yield grief grief ei-ther either seize seize weird weird pro-tein protein mov-ie movie cook-ie cookie yield yield grief grief ei-ther either seize seize weird weird pro-tein protein
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. I see a silly \\\\\\\\ up in the tree.
3. We run through the green \\\\\\\. chimney alley
4. The smoke goes up the \\\\\\\\\.
5. I lost my house \\\\\ in the park today.
6. The bees are buzzing and making \\\\\\\.
7. We went to see a \\\\\\\ in town.
2. I heard a \\\\\\ sound coming from the tree. honey monkey weird beard heat field key tree hockey honey Phonics Practice-Complete the sentences sounds of E.
8. We will all go to the \\\\\\ game tonight.
Trace each letter and write your own beside it.
Trace and read the words below.
Trace the EY phonograms below.
Complete the maze below to help the bee find the flowers.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The
The
phone is red.
phone is ringing.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. I gave a blue gift.
2. Mom irons the shirts.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: IE /E/ /I/, IGH /I/ the 3-letter /I/, EW /oo/ /U/ that we MAY use at the end of a word, EU /oo/ /U/ that we MAY use at the end of a word, DGE /j/ the 3-letter / j/, KN /n/ 2-letter /n/ used only at the beginning of a word
Sentence of the day: Santa put a lot of toys in his sled.
Missing Phonograms
Read to the student: Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Read to the student: Write the picture sentence below and then write a sentence of your own.
The thief seized from the in the then he ran to the field.
Write a sentence about what you think happened next.
Read to the student: Fill in the missing word below and then circle all the words on the chart that rhyme with it. Remember, words that rhyme have the same or similar ending sound but may not be spelled the same.
If you'll stay home, I'll give to you My pennies and my tins, My shiny, shiny buckle too. And one whole card of pins!
Draw some of the child’s treasures mentioned in the poem. Color the picture.
Read to the student: Let’s explore this picture. The picture shows a boy in the water. What is he doing? Is he paying attention? Do you think he is in a pond or the ocean? Why do you think so? Now close your eyes and try to see the picture in your mind. Do you remember how many animals are in the picture? Find a shoe. Find an anchor. Find a fish. What do you think the boy’s name is?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Review Sounds of "oo" Poem: “The Balloon Man”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Charlotte's Web by E. B. White Chapters 15-18
Reader
Readers In Rhyme Cherry Set 61-70
• 79. Little Girl Blue
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: GN /n/ 2-letter /n/ used both at the beginning and end of a word, GU /g/ 2-letter /g/, PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, DGE /j/ the 3-letter /j/
Sentence of the day: The family next door had a big party.
Sounds of “oo”
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /oo/. Read the OO and OU words below.
First sound of oo /OO/
Third sound of ou /OO/
Read the sentences below. The syllables are marked for you. Underline all phonograms in the words and mark their sounds.
1. My sis-ter warned me not to act fool-ish at the par-ty.
2. Mom made me chick-en noo-dle soup when I was sick.
3. I feel like a real cow-boy in my jeans and boots.
4. A wolf tried to get into the chick-en coop last night.
5. It is a nice day to sit out-side by the pool.
croup
Trace each letter pair and write one pair of your own beside it.
Trace the words below.
Trace the phonograms below. start finish start finish start finish
Rewrite the words above onto the lines below in alphabetical order. Remember if two words start with the same letter then move to the second letter in the word to determine alphabetical order. start finish
Complete the maze below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The noodle soup is hot. The noodle soup is tasty.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
2. Tom and Jack jump in the barn.
Nouns
Verbs
1. Kitty plays with a doll.
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: IE /E/ /I/, IGH /I/ the 3-letter /I/, EW /oo/ /U/ that we MAY use at the end of a word, EU /oo/ /U/ that we MAY use at the end of a word, DGE /j/ the 3-letter /j/, KN /n/ 2letter /n/ used only at the beginning of a word,
Sentence of the day: The freight train was eighty cars long.
Sounds of “oo”
Read to the student: This week we will review phonograms that make the same sound. All of the phonograms below make the sound of /oo/. Read the UI, EW and EU words below.
Read the sentences below. The syllables are marked for you. Underline all phonograms in the words and mark their sounds.
1. The chest con-tained many rare gems and jew-els.
2. Mom makes the best fresh squeezed or-ange juice.
3. The teams met on a neu-tral field to play the game.
4. I like to read books about the young sleuth Nancy Drew.
5. The puppy is cute but he drools all over my shoes.
Read to the student: How many words can you make using the letters in the boxes below.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Balloon Man
Toot toot! Balloon Man! balloon!
Who wants a balloon
That'll sail to the moon?
Balloon Man! balloon!
They're red, blue and white,
And they fly like a kite!
Who wants a balloon, balloon?
Say to the student: Where will the balloon sail to? Underline all of the WORDS in the poem that make the sound of oo. Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
Draw a bunch of balloons to help the elephant float in the air. Color the picture.
Written Exercise - Dictation: Have your student listen as you read the poem “The Balloon Man." Have them complete the missing words in the section below. After the student writes each word, have him underline the phonograms in each word. Gently have your student erase or cross out and correct any mistakes. Be sure to spell all the words correctly.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), QU /kw/, UI /oo/ (as in fruit), EIGH /A/ the 4-letter /A/, AU /aw/ that we MAY NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word,
Sentence of the day: Wen ate cake with ice cream at the party.
Pete Pretzel is quite a chewy fellow.
Read to the student: Antonyms are words that have the opposite meaning from each other, like DAY and NIGHT. Fill in the antonyms for the words below. *Hint* all of the antonyms are sounds of “oo” words.
1. Lew ate a piece of juicy
3. The roses \\\\\\ up the garden wall.
4. The new puppy \\\\\\\ on my shoes.
. 5. The de-tec-tive found \\\\\\\ of the crime.
7. Andrew made beef
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write. 8. Drew fell down and
Trace each letter and write your own beside it.
Trace the phonograms below.
Trace and read the words below.
Copy the geometric mushroom onto the grid on the right starting on the dot.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The blue bird sang. The blue bird flew by.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
Nouns
Verbs
1. Dan ran through the park.
2. Sam ate stew with beef and potatoes.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/ (as in boat), QU /kw/, UI /oo/ (as in fruit), GU / g/ 2-letter /g/, PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/,
Sentence of the day: I count eight leaves on the breeze.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Read to the student: Write the picture sentence below and then write a sentence of your own.
Read to the student: Fill in the missing word below and then circle all the words on the chart that rhyme with it. Remember, words that rhyme have the same or similar ending sound but may not be spelled the same.
Copy the lines below in your best handwriting.
Balloon Man! balloon!
They're red, blue and white,
They're red, blue and white,
And they fly like a kite!
And they fly like a kite!
Who wants a balloon, balloon?
Who wants a balloon, balloon?
The Balloon man is floating away. Draw clouds or buildings or anything you want to complete the scene. Color the picture. Balloon Man! balloon!
Read to the student: Let’s explore this picture. The picture shows a young lady sleeping in a beautiful bed. Who do you think she is? Do you think she is a princess or a peasant girl? Why do you think so? Now close your eyes and try to see the picture in your mind. Find a knight on a horse. Find a crown. Find a gold pillow. What do you think the princess’ name is?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
Phonograms we are working on this week: Review Sounds of “N" Poem: “Do You Know What I Am?”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
• The Blue Fairy Book by Andrew Lang
• Suggested stories: Prince Hyacinth and the Dear Little Princess, East of the Sun and West of the Moon Read Aloud
Reader
80. Stars in the Sky
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: IE /E/ /I/, IGH /I/ the 3-letter /I/, EW /oo/ /U/ that we MAY use at the end of a word, EU /oo/ /U/ that we MAY use at the end of a word, DGE /j/ the 3-letter / j/, KN /n/ 2-letter /n/ used only at the beginning of a word,
Sentence of the day: My favorite color is green.
Sounds of “n”
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the child: The phonogram kn says /n/ the 2-letter n, used only at the beginning of a word as in “knight”. The phonogram gn says /n/ the 2-letter n, that MAY be used at the beginning or end of a word as in “gnome” or “sign”. First read each sound in the words below, then put them together to read the word.
Read the sentences below. The syllables are marked for you. Underline all phonograms in the words and mark their sounds. *Answers at the end of the packet.
1. The king made him a knight and gave him land.
2. The artist drew a design for a new painting.
3. I kneel by my bed to say my prayers at night.
4. Mother tells me stories about elves and gnomes.
Read to the student: Read the words and underline the phonograms in each word. Circle the word that matches the picture and write it on the line below.
knob gnome note
buckles
Handwriting
Trace each letter pair and write one pair of your own beside it.
Trace the sentence below.
Pick an item to copy in the box.
Trace the phonograms below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The knight was brave. The knight was honest.
Parts of Speech Complete the following sentences using words below:
Read to the child: fill in the chart with words from the sentences below:
1. A rabbit sits by the tree and eats grass.
2. .A gnome hides in the garden.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: GN /n/ 2-letter /n/ used both at the beginning and end of a word, GU /g/ 2-letter /g/, PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, TI /sh/ tall letter /sh/ used at the beginning of a syllable after the first one
Sentence of the day: The wheels on the bus go round and round.
Read to the child: The phonogram ti says /sh/ the tall-letter sh used at the end of any syllable after the first as in “nation." First read each sound in the words below, then put them together to read the word.
na•tion nation ac•tion action mo•tion motion
Read the sentences below. Underline all of the phonograms in the sentences. Remember the phonogram ti says /sh/. The first sentence has been completed for you.
1. The wheels on the car are always in motion.
2. Mother puts lotion on her dry hands.
3. Our nation has an election to choose the president.
4. We must use caution when driving in the rain.
5. The crowd gave a standing ovation at the end of show.
Segmenting Syllables
Say to the child: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say candy, you say and clap can•dy
Synonyms ti, si, ci
Read to the child: A synonym is a word or phrase that means exactly or nearly the same as another word or phrase in the same language, for example shut is a synonym of close. Underline and mark the sounds of phonograms in the words below. Read each word out loud and match it with correct synonym from the list on the right. The first one had been completed for you.
2
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Do You Know What I Am?
Do you know what I am?
I'm a hop and a skip, I'm a run and a jump, And a dance and a trip I'm a bolt and a dive, And a flaunt and a fling. I'm a hug and a squeeze, And a stick-tight and cling!
Do you know what I am? I'm clatter and chatter. I'm sayings and questions And sillies and laughter! I'm bubblings and brightness, Half tame and half wild, But some people call me— Imagine!—a child!
Say to the child: What is the poem describing? Do some of the statements describe you? Underline all of the KN phonograms in the poem. Can you tell the words at the end of the lines that rhyme? Clap and tell how many syllables are in these words:
I'm sayings and questions And sillies and laughter! Do you know what I am? I'm clatter and chatter.
I'm sayings and questions
And sillies and laughter!
Color the picture. Add anything you’d like to the scene.
Written Exercise - Dictation: Have your child listen as you read the poem “Do You Know What I Am?." Have them complete the missing words in the section below. After the child writes each word, have him underline the phonograms in each word. Gently have your child erase and correct any mistakes. Be sure to spell all the words correctly.
Do you what I am?
I'm a hop and a skip,
I'm a run and a jump , And a and a trip
I'm a bolt and a , And a and a fling.
I'm a hug and a , And a stick-tight and cling!
Do you know what I am?
I'm clatter and . I'm sayings and questions And and laughter! I'm bubblings and brightness, tame and half wild, But some people call me— Imagine!—a !
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: PH /f/ 2-letter /f/, WR /r/ 2-letter /r/, OUGH /O/ /oo/ /uff/ /off/ /aw/ /ow/, TI / sh/ tall letter /sh/ used at the beginning of a syllable after the first one, SI /sh/ /zh/ used at the beginning of a syllable after the first one, CI /sh/ short letter /sh/ used at the beginning of a syllable after the first one
Sentence of the day: The little red hen ran across the street.
Review Phonogram si
Read to the child: The phonogram si says /sh/-/zh/ used at the beginning of any syllable after the first as in “mission” and “television." First read each sound in the words below, then put them together to read the word.
Read the sentences below. Underline all of the phonograms in the sentences.. Remember the phonogram si says /sh/-/zh/. The first sentence has been completed for you.
1. The astronauts got ready for their mission to the moon.
2. The man gave a confession of the crime.
3. I must get Mother's permission to eat cookies.
4. There was an invasion of ants at our picnic.
5. I must make a decision about which dress to wear tonight.
Read to the child: Read all of the si words on the chart. Underline the phonograms and mark which sound of the phonogram they make. Then write them on the lines below according to the sound of si as in “mission” or “television."
mansion
television vision confession
illusion session mission decision
Trace each letter and write your own beside it.
Trace and read the words below.
Pick an item to copy in the box.
Trace the phonograms below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The wise owl sits in the tree. The wise owl thinks.
Parts of Speech Complete the following sentences using words below:
Read to the child: fill in the chart with words from the sentences below:
Nouns
Verbs
1. The knight rides a white horse.
2. Jan watches the television.
Have the student point to the phonograms and say their sounds.
Daily Dictation: (When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.)
Phonograms of the day: EW /oo/ /U/ that we MAY use at the end of a word, EU /oo/ /U/ that we MAY use at the end of a word, DGE /j/ the 3-letter /j/, KN /n/ 2-letter /n/ used only at the beginning of a word, GN /n/ 2-letter /n/ used both at the beginning and end of a word, GU /g/ 2letter /g/,
Sentence of the day: We rode through the snow in a sleigh.
Review Phonogram ci
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the child: The phonogram ci says /sh/ the short-letter sh used at the beginning of any syllable after the first as in “special." First read each sound in the words below, then put them together to read the word.
Read the sentences below. Underline and mark the sound of the phonograms. Remember the phonogram ci says /sh/. The first sentence has been completed for you.
1. I am not a very social person and would rather be alone.
2. On Sunday we will have a special treat after dinner.
3. I mute the television when a commercial comes on.
4. The cookies and cakes Grandma makes are delicious.
Read to the child: Study the picture below. Read the words from the list and circle words that can be found in the picture.
Read to the child: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. There is a skunk playing the guitar by a tree.
2. The animals are gathered to hear the rabbit musicians.
3. There is a rabbit passing a hat around to collect donations.
4. There is a large group of crows sitting in the branches of the tree.
5. There is a field mouse perched on a flower in the background.
Copy the lines below in your best handwriting.
I'm bubblings and brightness, Half tame and half wild,
I'm bubblings and brightness, Half tame and half wild,
But some people call me—
But some people call me—
Imagine!—a child!
Imagine!—a child!
Draw the ocean water behind the boy. Add anything you’d like to complete the scene.
Read to the child: Let’s explore this picture. This picture is titled “Gates of Fairyland." A boy and a girl are walking through the gates. What do they find? The picture shows many fantastical creatures and characters from stories and rhymes. Study the picture and see how many you can find. Find a glass slipper. Find Little Red Riding Hood and the wolf. Find Puss in Boots. How many other things can you find?
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Teacher: Gently correct any mistakes and have your student erase or cross out and rewrite them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Find three nouns in the picture study. Write them below:
