Level 1 ELA by Classical School Solutions

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. Classical School Solutions ©2023 Classical School Solutions|classicalschoolsolutions.com

This book belongs to:

LESSON 7: Phonogram AR.

•Teacher Notes Lesson 7A, 7B, 7C, 7D

•Nursery Rhyme: “Twinkle Twinkle Little Star”

Reader Suggestion: 27- Barb and Carl

•Picture Study: What the Sun Looks Like When It’s Asleep-Willy Pogany

LESSON 8: Phonogram CK

•Teacher Notes Lesson 8A, 8B, 8C, 8D

•Nursery Rhyme: “Hickory Dickory Dock”

•Picture Study: The Farmer’s Boy-Randolph Caldecott

LESSON 9: OR, Silent E #2

•Teacher Notes Lesson 9A, 9B, 9C, 9D

•Nursery

“Little Boy Blue”

•Picture Study: Ride to Banbury Cross-Joyce Mercer

LESSON 10: Phonogram OO

•Teacher Notes

10A, 10B, 10C, 10D

Reader Suggestion: 28- Lucky Duck

Reader Suggestion: 29- Hobby Horse

Reader Suggestion: 30- By the Brook

•Picture

LESSON 11: Phonogram WH

•Teacher

11A, 11B, 11C, 11D

LESSON 12: Phonogram ER

•Teacher Notes Lesson 12A, 12B, 12C, 12D

•Nursery Rhyme: “Peter, Peter Pumpkin Eater”

•Picture Study: Old Woman in the Shoe-Jessie Willcox Smith

LESSON 13: Phonogram IR, Silent E #3

•Teacher Notes Lesson 13A, 13B, 13C, 13D

•Nursery Rhyme: “Once I saw a little Bird”

•Picture Study: Lady with bird and children-Ruth Mary Hallock

Suggestion: 31-Whale Tale

Suggestion: 32- Little Lads

Suggestion: 33-Sir Rook

LESSON 14: Phonogram UR Reader Suggestion: 34-Turtle Dove

•Teacher Notes Lesson 14A, 14B, 14C, 14D

•Nursery Rhyme: “Little girl with a curl”

•Picture Study: boys about to hit girls with snowballs-Jenny Nystrom

LESSON 15: Phonograms WOR, EAR

Suggestion: 35- Pop Pine Cone •Teacher Notes

15A, 15B, 15C, 15D

“The Man in the Moon”

LESSON 16: Sounds of ER

Suggestion: 36- Fern and Vern •Teacher

16A, 16B, 16C, 16D

17: Phonogram OW

17A, 17B, 17C, 17D

19: Phonogram OA

LESSON 20: Phonogram OE

Suggestion: 37- Bow Wow

Suggestion: 39-All Afloat

Suggestion: 40-Little Joe’s Toe

Introduction

Welcome to Readers in Rhyme Language Arts program Level 1A. 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 students 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 15-20 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 to as much of the sound and letter recognition as you are able. Tracing the letter into the air as you say the sound is an easy activity they are able to do standing up. 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!

Readers In Rhyme-Level 1

Readers In Rhyme-Level 2 Scope and

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)

48 Bonny Saved Bunny

Introducing ED, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, UR, EAR, OW, OU, AY, AI, EA)

49 Chet Chick Introducing CH, (QU, EE, TH, SH, AR, CK, OR, OO, WH, ER, IR, UR, WOR, OW, OU, OA, AY, AI, EA, ED)

50 Long Way Home Introducing NG, (EE,

AI, OY, EA, AW, ED, CH, NG, TCH

53 On the Rocks Review QU, EE, TH, SH, AR, CK, OR, OO, WH, UR, OW, OU, OA, OE, AY, EA, ED, CH,

SILVER SET - Books 61-70

61 Piggie Wiggie

62 Outfoxed

63 Three Kittens

64 Billy Goats Gruff

65 Lion & Mouse

66 Chicken Little

Introducing IE, (EE, TH, SH, AR, OR, OO, WH, ER, OW, OU, AI, EA, AW, ED, CH, NG)

Introducing IGH, (QU, EE, TH, SH, AR, CK, OR, OO, WH, ER, WOR, OW, OU, AY, AI, OI, EA, AW, NG, TCH, IE)

Introducing EW, (EE, TH, SH, AR, OO, WH, ER, UR, OW, OU, OI, EA, ED, CH, NG, TCH, EY, EI, IE, IGH)

Introducing DGE, (EE, TH, SH, AR, OO, IR, OU, OA, AY, OI, EA, AW, ED, NG, EY, EI, IGH)

Introducing KN, GN, (QU, EE, TH, SH, AR, CK, OR, OO, WH, ER, UR, EAR, OU, OA, AY, AI, EA, AW, ED, CH, NG, EY, IE, IGH, EW)

Introducing GU, (QU, TH, SH, AR, CK, OR, OO, WH, ER, UR, EAR, OW, OU, AY, AI, OI, EA, AW, ED, CH, NG, EY, KN)

67 Wee Rabbit Introducing WR, (QU, EE, TH, SH, CK, OR, OO, WH, ER, EAR, OW, OU, OE, AY, AI, OI, EA, AW, ED, CH, NG, IGH, EW)

68 Mother Goose Introducing OUGH, (EE, TH, SH, AR, CK, OR, OO, WH, ER, EAR, OW, OU, AY, AI, OI, EA, AW, ED, CH, NG, EY, IE, IGH, EW, KN)

69 Home at Last Introducing TI, (EE, TH, SH, AR, CK, OR, OO, WH, ER, IR, OW, OU, OA, AY, EA, AW, ED, CH, NG, EY, EI, IE, KN, GN, WR, OUGH)

70 Flee the Bee

Introducing SI, (EE, TH, SH, AR, OR, OO, ER, UR, OW, OU, OA, OE, AY, AI, OY, EA, AW, AU, ED, NG, TCH, EY, IE, EW)

CHERRY SET - Books 71-80

71 Robin & Wren Introducing CI, (QU, EE, TH, SH, AR, CK, OR, WH, ER, IR, OW, OU, AY, AI, OY, EA, AW, ED, CH, NG, TCH, IE, IGH, EW, KN, WR, OUGH)

72 Brown Hen QU, EE, TH, SH, AR, CK, OR, OO, WH, ER, OW, OU, OA, AY, EA, AW, AU, ED, CH, NG, EY, EI, KN, OUGH

73 Mouse Tale EE, TH, SH, AR, CK, OR, OO, WH, ER, WOR, OW, OU, OE, AY, AI, EA, ED, CH, IE, OUGH

74 Goldenhair EE, TH, SH, AR, CK, OR, OO, WH, ER, IR, OW, OU, AY, AI, EA, AW, ED, CH, NG, EY, EI, IE, IGH, DGE, OUGH

75 Chicken Scratch EE, TH, SH, AR, CK, OR, OO, ER, OW, OU, OA, AY, OI, EA, AW, ED, CH, NG, TCH, IE, IGH, EW

76 Clever Pig EE, TH, AR, CK, OO, ER, OW, OU, AY, AI, OI, EA, AW, EY, IE, EW

77 Bluebird EE, TH, SH, AR, OR, OO, WH, ER, IR, UR, WOR, EAR, OW, OU, AY, AI, EA, AW, AU, ED, NG, TCH, EY, IE, IGH, EW, DGE, KN, OUGH

78 Jack-o-Lantern QU, EE, TH, SH, AR, CK, OR, OO, WH, ER, EAR, OW, OU, AY, AI, OY, EA, AW, ED, CH, NG, EY, EI, IE, IGH, GU, OUGH

79 Little Girl Blue QU, EE, TH, SH, AR, CK, OR, OO, WH, IR, WOR, EAR, OW, OU, AY, AI, EA, AW, ED, CH, NG, TCH, EY, EI, IE, IGH, KN, OUGH

80 Stars in the Sky EE, TH, SH, AR, CK, OR, OO, WH, ER, UR, OW, OU, OA, AY, AI, EA, AW, ED, CH, NG, EY, IE, IGH, EW, KN, OUGH

46 oy /oy/ that we MAY use at the end of a word. boy

oi /oy/ that we may NOT use at the end of a word. boil 48 ea /E/ /e/ /A/ eat, bread, steak 49 aw /aw/ that we MAY use at the end of a word saw

50 au /aw/ that we may NOT use at the end of a word sauce 51 ed /ed/ /d/ /t/ melted, warmed, baked 52 ch /ch/ /k/ /sh/ child, school, chef

ng /ng/ song

tch /ch/ 3-letter ch hatch

ui /oo/ fruit

eigh /A/ four letter / A/ weight 57 ey /A/ /E/ that we MAY use at the end of a word they, key

ei /A/ /E/ that we may NOT use at the end of a word veil, ceiling

/U/ that we MAY use at the end of a word. new, few

eu /oo/ /U/ that we may NOT use at the end of a word. neutral, feud

dge /j/ 3-letter /j/ badge

/n/ 2-letter /n/ used only at the beginning of a word knee

gn /n/ 2-letter /n/ used both at the beginning and end of a word. gnat, sign

gu /g/ 2-letter /g/ guest

ough /O/ /oo/ /uff/ /off/ /aw/ /ow/ though, through, tough, cough, thought, bough

/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: Review blends and double consonants

Handwriting: Clock Letters

Nursery Rhyme: “To Market, To Market” 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 Velveteen Rabbit by William Nicholson

Reader

Readers In Rhyme Teal Set 21-30

• 21. Pam’s Pram

Pam’s Pram

Review Phonograms 1-31 from Level K with the students each day.

Daily Dictation: Phonograms of the day: G /g/ /j/, QU /kw/, A /a/ /A/ /ah/, O /o/ /O/ /oo/ /u/

Sentence of the day: See the cat Pat.

Warm Up: Have your child point to each phonogram and say the sounds.

Reading Warm Up: Have your child point to each phonogram and say the sounds.

Warm Up: Have your child point to each phonogram and say the sounds.

Auditory Exercise—Blending

Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.

• /t/+/r/+/a/+/p/ = trap

• /p/+/r/+/e/+/p/ = prep

• /s/+/t/+/e/+/m/ = stem

• /p/+/l/+/o/+/p/ = plop

• /t/+/r/+/i/+/p/ = trip

Read to the student: Today we will learn about words that end in LL. You only say the one sound for the letters. Practice the double LL words below.

Word Practice: Point to each word above and have the child say the sight word.

Read to the student: Practice reading the sentences below. Nell has a bell.

Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.

Read to the student: Rewrite the word bell below but change the /b/ to a /f/. Then read your new word.

Read to the student: Rewrite the word doll below but change the /o/ to an /u/. Then read your new word.

Read to the student: Rewrite the word hill below but change the /h/ to a /p/. Then read your new word.

Read to the student: Today we will practice some of the clock stroke letters. The clock stroke letters begin at 2 O’clock and go around the clock. Trace the letters below and then write your own starting on the dot. Remember to practice the sounds as you write.

Clock Letters cogdasf

Trace the numbers and then write your own starting on the dot.

Observation: Can you spot the ten differences between the pictures?

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

bill can hop to bob

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Noun Verb Personal Noun

hill box fell doll

Review Phonograms 1-31 from Level K with the students each day.

Dictation: Phonograms: EE “E double E always says /E/”, U /u/ /U/ /OO/, H /h/, TH /th/ /TH/, Sentence of the day: It is not a cat!

Auditory Exercise—Phoneme Deletion

Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “flip”, now take away the /f/ what is left? “flip” take away /f/, is lip. “Lip” is the answer.

Review Beginning Blends

Read to the student: Now we will review more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.

• crib - /c/ = (rib)

• drip - /d/ = (rip)

• flap - /f/ = (lap)

• drip - /d/ = (rip)

• grim - /g/ = (rim)

Have the student read the words, circle the word that matches the picture and then write the

desk drop doll

skunk sip skip sniff slap snap snip slip sniff

slam skin slip stun spill skull

Say the poem 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.

To Market, To Market

To market, to market, to buy a fat pig; Home again, home again, jiggety-jig.

To market, to market, to buy a fat hog; Home again, home again, jiggety-jog.

To market, to market, to buy a plum bun; Home again, home again, market is done.

Oral Exercise — What animal did the boy buy at the market? What sweet thing did he buy? listen again and tell which words at the end of each line rhyme? Have the students memorize the poem over the the week.

Clock Letters

Clock Letters cogdasf Clock Letters cogdasf

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

prim has pet cats

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

skip cat mat bell

Noun Verb Personal Noun

Review Phonograms 1-31 from Level K with the students each day.

Daily Dictation: Phonograms of the day: G /g/ /j/, QU /kw/, A /a/ /A/ /ah/, O /o/ /O/ /oo/ /u/ Sentence of the day: See the cat Pat.

Auditory Exercise—Alphabet Alliteration

Say to the student: I’m going to say a silly sentence. It is an alliteration. That means that most of the words will start with the same sound. I want you to listen to the words and then tell me what sound most of the words start with. Example: Silly Sammy steals seals. Silly, Sammy, steals and seals all start with /s/.

• Tiny toys took tacos Tuesday.

• Fairy folk find funny foxes.

• Nice ninjas name nosy neighbors.

• Slimy slugs smell stinky swamps.

• Puppies pick pizza piñatas .

Read to the student: Review words that end in FF. You only say the one sound for the letters. Practice the double FF words below.

Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.

Read to the student: Rewrite the word nap below but change the /n/ to an /l/. Then read your new word.

Read to the student: Rewrite the word off below but change the two ff’s to an /n/. Then read your new word.

Read to the student: Rewrite the word sniff below but change the /n/ to a /k/. Then read your new word.

Clock Letters cogdasf

Read to the student: Today we will practice more clock stroke letters. The clock stroke letters begin at 2 O’clock and go around the clock. Trace the letters below and then write your own starting on the dot. Remember to practice the sounds as you write. D- /d/, A- /a/ /A/ /ah/, S- /s/ /z/ F- /f/

Draw a log for the frog to sit on. Add anything else to complete the scene. Color the picture.

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

mom is mad at sad dot

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Verb

Noun Verb Personal Noun

Mom sad snip Dad

Review Phonograms 1-31 from Level K with the students each day.

Daily Dictation: Phonograms of the day: G /g/ /j/, QU /kw/, A /a/ /A/ /ah/, O /o/ /O/ /oo/ /u/

Sentence of the day: It is a skunk!

Auditory Exercise—Phoneme Deletion

Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer.

• tale - /t/ = (ale)

• tart - /t/ = (art)

• feel - /f/ = (eel)

• sore - /s/ = (ore)

• mist- /m/ = (ist)

Read to the student: Read the words below. Using a red crayon, color the vowels in the words below. The first word has been completed for you as an example.

Review Blends p+l

Read to the child: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the p+l blend and have the child practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.

p-l-o-t plot p-l-u-s plus

p-r-a-m

Read to the student: Rewrite the word plum below but change the /m/ to a /s/. Then read your new word.

Read to the student: Rewrite the word plug below but leave out the /l/. Then read your new word.

Read to the student: Rewrite the word plus below but change the /s/ to an /m/. Then read your new word.

Short Line Letters

Midline

Short Line Letters

Midline

Read to the student: Today we will practice short line letters. The short line letters begin at the midline and go down to the baseline. Trace the letters below and then write your own starting on the dot. Remember to practice the sounds as you write.

I- /i/ /I/ /E/, R- /r/,

Trace the short line strokes to give the goat grass to eat. Add anything else to complete the scene. Color the picture.

Read to the child: Let’s explore this picture. What are the children doing? Are they happy or sad? Who do you think the woman in the picture is? How many children are in the picture? Point to the child wearing a hat. Find an animal in the picture. Point to someone wearing a belt. Point to someone wearing a hat. What do you think the children’s names are?

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

cam

and sam sit in the pram.

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Noun Verb Personal Noun

Phonograms we are working on this week:

Handwriting: Clock Letters

Nursery Rhyme: “Baa, Baa, Black Sheep” 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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• Winnie the Pooh Chapters 1-2 by A. A Milne Read Aloud

Reader

Readers

• 22. Clint and Flint

Review Phonograms 1-31 from Level K with the students each day.

Dictation: Phonograms: EE “E double E always says /E/, TH /th/ /TH/, U /u/ /U/ /OO/, I /i/ /I/ /E/ Sentence of the day: Dan has a Net.

Review Phonogram qu

Read to the students: A phonogram is a letter or group of letters that represent a sound. The phonogram qu says /kw/ as in quit. First read each sound in the words below, then put them together to read the word.

qu-e-ll quell qu-i-ll quill

Say to the students: Practice reading the sentences below.

can nap.

qu-i-l-t quilt

can nap with the quilt.

Quinn

Quinn has a quilt.

Ending Blends n+d

Read to the student: Now we will work on ending blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the n+d blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.

b-a-n-d

l-a-n-d

Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.

j-u-n-k junk s-k-u-n-k skunk t-r-u-n-k trunk

Read to the student: Rewrite the word “hand” below but change the /h/ to an /l/. Then read your new word.

Read to the student: Rewrite the word “band” below but leave out the / b/. Then read your new word.

Read to the student: Rewrite the word “sand” below but change the /s/ to a /w/. Then read your new word.

*Remember the 3rd sound of A is /ah/ 3

Short Line Letters

Add rain and puddles to complete the scene. Color the picture.

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

dan runs fast on the sand

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Verb

Noun Verb Personal Noun

Review Phonograms 1-31 from Level K with the students each day.

Daily Dictation: Phonograms of the day: SH /sh/, X /x/, AR /ar/, X /x/

Sentence of the day: See the dog run.

Auditory Exercise—Blending

Reading Warm Up: Have your child point to each phonogram and say the sounds. /b/ Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/ Reading Warm Up: Have your child point to each phonogram and say the sounds.

/s/+/l/+/i/+/p/ = slip

/h/+/u/+/l/+/k/ = hulk

/d/+/r/+u/+/m/ = drum

/s/+/e/+/n/+/d/ = send

/w/+/i/+/m/+/p/ = wimp

Read to the student: Now we are going to talk about a tricky fellow called “Sly Y." Sly Y has four different sounds /y/ /i/ /I/ /E/. Most phonograms say their first sound most of the time and if you see “Sly Y” at the beginning of a word he says /y/ as in “yes” or “yo-yo”. “Sly Y” will sometimes hide out at the end of a word and pretend to be a vowel. Point to sounds of Y below and have your student repeat the sounds /y/ /i/ /I/ /E/ /y/ /i/ /I/ /E/

Reading Warm Up: Have your child point to each phonogram and say the sounds.

Read to the student: Read the picture sentences below with the sound of “Sly Y.”

Ending Blends m+p

Read to the student: Let’s review ending blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the m+p blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.

b-u-m-p bump c-a-m-p camp d-u-m-p dump

h-u-m-p hump j-u-m-p jump l-i-m-p limp

Read to the student: Practice reading the sentences below.

Boys and girls, come out to play, The moon doth shine as bright as day, Leave your supper and leave your sleep, Come with your play-fellows into the street.

Oral Exercise — What shines as bright as day? Have your parent or teacher read the first two lines and you try to repeat them.

Short Line Letters

Midline

Short Line Letters

Midline

Y-/y/ /i/ /I/ /E/ J-/j/ P- /p/

Draw apples on the tree. Color the picture.

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

meg runs and jumps

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Noun Verb Personal Noun

jump hop sun Meg

Review Phonograms 1-31 from Level K with the students each day.

Daily Dictation: Phonograms of the day: SH /sh/, QU /kw/, I /i/ /I/ /E/, O /o/ /O/ /oo/ /u/

Sentence of the day: Dot is hot a lot.

Phoneme Substitution - Middle

Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in its place. For example: The word is “hat”. Take away the /a/ and use the / o/ sound in its place. Now your word is “hot”.

• pack - /a/ + /i/ = (pick)

• slip - /i/ + /a/ = (slap)

• mock - /o/ + /u/ = (muck)

• spit - /i/ + /o/ = (spot)

• stamp - /a/ + /u/ = (stump)

Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.

Read to the student:

Rewrite the word “jump” below but change the /j/ to a /b/. Then read your new word.

Read to the student:

Rewrite the word “stamp” below but change the /a/ to an /u/. Then read your new word.

Read to the student:

Rewrite the word “lamp” below but change the /l/ to a /d/. Then read your new word.

Have the student read the words, circle the word that matches the picture and then write the

pest

Dash Line Letters

Dash Forward

Dash Line Letters

Dash Forward

Read to the student: Today we will practice dash line letters. The dash line letters begin at the midline or between the midline and the baseline. Trace the letters below and then write your own starting on the dot. Remember to practice the sounds as you write. E-/e/ /E/ Z-/z/

Draw a nest for the chicken and her chicks. Color the picture.

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

Parts of Speech: Nouns

stan ran as fast as he can went dog

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Verb

Noun Verb Personal Noun

Review Phonograms 1-31 from Level K with the students each day.

Daily Dictation: Phonograms of the day: Y /y/ /i/ /I/ /E/, QU /kw/, SH /sh/, U /u/ /U/ /OO/

Sentence of the day: See it drip and melt.

Phoneme Substitution - Middle

Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in its place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound at the beginning. Now your word is “hot”.

• last - /a/ + /o/ = (lost)

• crush - /u/ + /a/ = (crash)

• flop - /o/ + /a/ = (flap)

• send - /e/ + /a/ = (sand)

• stick - /i/ + /u/ = (stuck)

Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.

Read to the student: Rewrite the word “tent” below but change the first /t/ to a /v/. Then read your new word.

Read to the student: Rewrite the word “hunt” below but change the /h/ to a /p/. Then read your new word.

Read to the student: Rewrite the word “mint” below but change the /t/ to a /d/. Then read your new word. *Remember the 2nd sound of I is /I/ 2

Have the students read the sentence below.

The frog had a fly for a snack.

Read to the students: Using a red crayon, color the vowels and the “Sly Ys” in the words below. Color the vowels and the “Sly Ys” red. Mark a “3” over the y’s to show that Sly Y is making his third sound. The first two have been completed for you as an example. Read the words out loud as you

Top Line Letters

ltbhk

Top Line Letters ltbhk

Read to the student: Today we will practice top line letters. The top line letters begin at the top line and go down to the baseline. Trace the letters below and then write your own starting on the dot. Remember to practice the sounds as you write. L-/n/ t-/t/ B- /b/ H- /h/

Complete the leaf mazes below.

Read to the child: Let’s explore this picture. How many children are in the picture? What are the children doing? Are they happy or sad? What song do you think they are singing? Find a horn. Find a picture of a bird. Make up a story to tell you parent that starts: Once upon a time the children set sail for…

The Children Set Sail With Music by Willy Pogany

Grammar

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug

clint has a pet dog flint

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Noun Verb Personal Noun

gold romp Flint gift

Phonograms we are working on this week: Review-EE

Handwriting: Slant Stroke Letters

Nursery Rhyme: “This Little Pig Went to Market”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• Winnie the Pooh Chapters 3-4 by A. A Milne

Reader

Readers In Rhyme Teal Set 21-30

• 23. See the Bees

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: A /a/ /A/ /ah/, EE “E” double E always says /E/, QU /kw/, V /v/, X /x/ Sentence of the day: I fly up to the sky.

Phonogram ee

Read to the student: The phonogram ee says E double E always says E as in bee or see. Have the student repeat it back “E double E always says E”. 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 sounds. s-ee see

Read the sentences below. All phonograms have been underlined for you. The sounds of vowels and “Sly Y” are marked above. Y says /y/ /i/ /I/ /E/, A says /a/ /A/ /ah/

1. I see a bee by the tree.

2. The tan jeep went beep beep!

3. The tree is ten feet tall.

Read to the student: Use the phonogram ee to make words below. Underline the double ee phonogram in each word. Write the words, sound out the words and then match each word with the correct picture.

s\\\ds

Read to the student: The slant stroke letters begin at the midline and slant down to the baseline. Trace the letters below and then write your own starting on the dot. Trace the letters below and then write your own starting on the dot. Remember to practice the sounds as you write. V-/v/ W-/w/

Slant Down

Slant Stroke Letters

Slant Down

Dash Line Letters

Dash Forward

Dash Line Letters

Dash Forward

Read to the student: The dash line letters begin at the midline or between the midline and the baseline. Trace the letters below and then write your own starting on the dot. Remember to practice the phonogram sound as you write.

“E double E always says E”

Draw a big flower for the bee. Color the picture.

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

the

bee’s

name is bill

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

bee hive fly wing

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Dictation: Phonograms: AR /ar/, EE “E double E always says /E/, I /i/ /I/ /E/, O /o/ /O/ /oo/ /u/ Sentence of the day: Stan had a plan.

Phonogram qu

Read to the student: The phonogram qu says /kw/ as in “quit”. First read each sound in the words below, then put them together to read the word.

Read the sentences below. All phonograms have been underlined for you. The sounds of vowels and “Sly Y” are marked above. Y says /y/ /i/ /I/ /E/.

1. I see the queen in the green grass.

2. I am on a quest to see a deer.

3. The squid and eel are by the reef.

Have the student write out the picture sentence below. Make sure the student writes out the words represented by the pictures.

I see the queen . \\\\\\\\\\\\\\\\\\\\

Read to the student: Add ee or qu to form words below. Read the words out loud as you write them.

THIS little pig went to market; This little pig stayed at home; This little pig had roast beef; This little pig had none; This little pig said, ‘Wee, wee, wee!

I can’t find my way home!”

Oral Exercise — Where did Little Pig One go? What did Little Pig Three eat?

Underline all of the ee phonograms in the rhyme.

Handwriting

Read to the student: Today we will practice slant stroke letters. The slant stroke letters begin at the midline and slant down to the baseline. Trace the letters below and then write your own starting on the dot. Remember to practice the sounds as you write. X-/ks/ V-/v/

Slant Stroke Letters

Slant Down

Slant Stroke Letters

Slant Down

Read to the student: The clock stroke letters begin at 2 O’clock and go around the clock. When Q and U are together they say /kw/ and in queen. Remember to practice the sound as you write QU /kw/

Draw happy little bees all around the queen. Color the picture.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

the queen ate tarts

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

tart queen ate tree

Noun Verb Personal Noun

Example: i ran to hug jan.

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: SH /sh/, QU /kw, EE “E double E always says /E/”, U /u/ /U/ /OO/ Sentence of the day: The swan swam to me.

The wee bees are glad to see the queen.

Read to the student: How many words can you make with the phonogram “ee” using the letters in the boxes below.

s n t d r f

Read to the student: Underline the two letter phonograms in each word. Read the words by each picture and write the word that matches the picture on the line below it.

quilt quit grit quest queen teen

Complete the maze to help the bee get to the flower.

Grammar

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

i see the bee

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

mouse see go cat

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: EE “E double E always says /E/”, QU /kw/, SH /sh/, AR /ar/ Sentence of the day: I saw a jar of jam.

The queen keeps her bees at the top of the green trees.

Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. If “Sly Y” is pretending to sound like a vowel, color him red. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.

Read to the student: The bees have been very busy making honey. Follow the trail of the bees and read all of the double E and QU words to collect all the jars of honey. Use pasta, coins, tokens and have the student place them on each word as they read.

Read to the student: The clock stroke letters begin at 2 O’clock and go around the clock. When Q and U are together they say /kw/ and in queen. Remember to practice the sound as you write QU /kw/

Color the picture.

Read to the student: Let’s explore this picture. who is in the picture? Are they happy or sad? Why do you think so? Is there an animal in the picture? What do you think the lady’s name is? Find a bee. Count how many golden tassels are in the picture. (You may wish to look up the story of this illustration. It is from the Queen Bee Grimm's Fairy Tales)

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

the queen sleeps

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Phonograms we are working on this week: Review-TH

Handwriting: Top Line Letters

Nursery Rhyme: “Three Little Kittens” 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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• Winnie the Pooh Chapters 5-6 by A. A Milne Read Aloud

Reader

Readers In Rhyme Teal Set 21-30

• 24. Seth and Cass

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: TH /th/ /TH/, QU /kw, Y /y/ /i/ /I/ /E/, U /u/ /U/ /OO/ Sentence of the day: The dog went yap, yap.

Review Phonogram th

Reading Warm Up: Have your child point to each phonogram and say the sounds.

Read to the student: The phonogram th says /th/- /th/ as in “thin” and “this”. First read each sound in the words below, then put them together to read the word.

th’s first sound is /th/ as in:

th’s second sound is /th/ as in:

Read the sentences below. All phonograms have been underlined for you.

1. The cat had three naps on my bed.

2. Beth walks on the path by the pond.

3. Seth lost three teeth this month.

4. I see a dog that needs a bath.

Have the student read the words, circle the word that matches the picture and then write the

with math moth

thin thumb

bath thank math path cloth sloth

Read to the student: The top line letters begin at the top line and go down to the baseline. Trace the letters below and then write your own starting on the dot. Remember to practice the phonogram sounds as you write.

Top Line Letters

Draw a path for the pigs to follow. Color the Picture

Capitalization and punctuation: Correct the sentence below:

Noun Verb Personal Noun

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Grammar Symbols: May be found to cut out in your google classroom.

Example: i ran to hug jan.

the big pig’s name was ben

Verb Personal Noun

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Verb Personal Noun

Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: AR /ar/, TH /th/ /TH/, S /s/ /z/, O /o/ /O/ /oo/ /u/

Sentence of the day: Jen and Ben are twins.

Read to the student: Add th to form words below. Read the words out loud as you write them. The th phonogram is underlined to help you remember if it’s the first or second sound of th.

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture. 3

suds rug feet dog bath tub dry cloth

thumb tree green quit wet them cry three

Choose words from the list that are found in the picture and write them below.

Write an “ee” word.

Write a “Sly Y” word.

Write an “th” word.

Write a what you think the dog’s name is:

Three little kittens, they lost their mittens

And they began to cry

"Oh, mother dear, we sadly fear

We've lost our mittens by"

"What! Lost your mittens? you naughty kittens

Then you shall have no pie"

"Meow, meow, meow, my"

Three little kittens, they found their mittens

And they began to cry

"Oh, mother dear, see here, see here

We've found our mittens by"

"Put on your mittens, you silly kittens

And you shall have some pie"

"Meow, meow, meow, my"

Three little kittens put on their mittens

And soon ate up the pie

"Oh, mother dear, we greatly fear

We've soiled our mittens by"

"What! Soiled your mittens? You naughty kittens"

Then they began to sigh

"Meow, meow, meow, my"

Three little kittens, they washed their mittens

And hung them out to dry

"Oh, mother dear, do you not hear

We've washed our mittens by?"

"What! Washed your mittens? Then you're good kittens

And you shall have more pie"

"Meow, meow, meow, my"

Handwriting

Compete the maze below.

Written Exercise - Dictation: Have your student listen as you read the excerpt below of the poem “Three Little Kittens.” Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

Noun Verb Personal Noun

Grammar Symbols: May be found to cut out in your google classroom.

little kittens, they lost their

mittens and they began cry

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Verb Personal Noun

kitten cry lost mitten

Noun

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: S /s/ /z/, QU /kw/, AR /ar/, O /o/ /O/ /oo/ /u/ Sentence of the day: See the bees by me.

Use the picture clues to help you complete the words below. Use your phonogram tiles above to help you if you get stuck. The first one is completed for you as an example.

s\\\ds

ba\\\

s\\id tr\\\ b\\\

ilt f\\\t mo\\\ p\\\l \\umb

Have the student read the th words from the list and then write them in the columns below according to which sound of th the word uses. The first two words have been completed as an example. Have the student practice feeling their voicebox to see which sound of the is made. 1. the 2. with 3. than

th’s 1st sound

th’s 2nd sound

Read to the student: The clock stroke letters begin at 2 O’clock and go around the clock. Trace the letters below and then write your own starting on the dot. Remember to practice the sounds as you write.

Clock Letters

Complete the dot-to-dot.

Capitalization and punctuation: Correct the sentence below:

Personal Noun

Grammar Symbols: May be found to cut out in your google classroom.

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

i see ned in bed

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns.

Noun Verb

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: TH /th/ /TH/, CK /k/ the 2 letter /k/, A /a/ /A/ /ah/, U /u/ /U/ /OO/

Sentence of the day: Dan has a crab in his net.

Seth the moth was happy to meet the queen bee. 4

Read to the student: Seth the sloth is taking a bath. Read all the th words on the trail of bubbles starting at Seth the sloth. Watch out for vowels that say their second sound and “Sly Y.”

Read to the student: Trace the letters below and then write your own starting on the dot. Remember to practice the phonogram sounds as you write.

The three little kittens have lost their mittens. Draw mittens for the kittens.

Read to the student: Let’s explore this picture. What are the children doing? What do you think they are supposed to be doing? Do you think it is morning or night? Are the children happy or sad? What do you think will happen if their mother hears them? What do you think the children’s names are?

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

Example: i ran to hug jan.

the kids jump on the bed

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Phonograms we are working on this week: Silent E

Handwriting: Top Line Letters

Nursery Rhyme: “Pat-aCake”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• Winnie the Pooh Chapters 7-8 by A. A Milne Read Aloud

Reader

Readers In Rhyme Teal Set 21-30

• 25. Wake Up Jake

Have the student point to the phonograms and say their sounds.

r-u-d-e rude

Dictation: Phonograms: G /g/ /j/, TH /th/ /TH/, CK /k/ the 2 letter /k/, EE “E double E always says /E// Sentence of the day: The dog fell in the mud.

c-u-t-e cute

Reading Warm Up: Have your child point to each phonogram and say the sounds.

Silent E (Job #1)

Read to the student: Let’s learn about silent E. “Silent E” has many jobs. Today we will learn about “Silent E’s” job #1. You will find many words with the pattern consonant/vowel/consonant/e. C/V/C/e. We call these “Silent E” words because the E is silent and it makes the vowel before it say it’s name or it’s second sound. Here is an example. Point to each letter in the word bake and show the consonant/vowel/ consonant/e pattern.

Now practice reading the “silent e” words below. The arrow will remind you that the E is silent and that the vowel before it says its own name.

c-a-k-e cake g-a-m-e game c-a-v-e cave s-a-f-e safe

c-a-k-e cake

g-a-m-e game

c-a-k-e cake

c-a-v-e cave

vine

c-a-v-e cave

g-a-m-e game

c-a-k-e cake g-a ga

s-a-f-e safe

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

life

1. Jake went to see the cave by the camp.

v-i-n-e vine

c-a-k-e cake g-a-m-e game v-i-n-e vine l-i-f-e life

s-a-f-e safe

c-a-v-e cave

fine

v-i-n-e vine

bake

4. Take care not to be late to see the Queen. v-i-n-e vine l-i-f-e life

bake

2. I will bake a cake for Jane.

bake

bake v-i-n-e vine l-i-f-e life

v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe J

fine

v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

l-i-f-e life

v-i-n-e vine

bake

fine w-i-p-e wipe J

v-i-n-e vine l-il

l-i-f-e life f-i-n-e fine w-i-p-e wipe

v-i-n-e vine l-i-f-e life f-i-n-e fine w-iwi J

l-i-f-e life

3. Dale made a lot of sweets for the bake sale.

l-i-f-e life f-i-n-e fine w-i-p-e wipe J

bake

f-i-n-e fine w-i-p-e wipe

f-i-n-e fine

bake

Find the missing vowels below. Add the vowel and “Silent E.” Remember, “Silent E” makes the vowel before it say its name. Missing vowels A and “Silent E”

m z c k c p r k s f RIP gr v

Read to the student: Today we will practice some of the clock stroke letters and their capitals. The clock stroke letters begin at 2 O’clock and go around the clock. Trace the letters below and then write your own starting on the dot.

Clock Letters

Finish drawing a cake below and color the picture.

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

jake has a dog named wags

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns. (

e r-u-d-e rude

Have the student point to the phonograms and say their sounds.

c-u-t-e cute

Daily Dictation: Phonograms of the day: G /g/ /j/, QU /kw/, A /a/ /A/ /ah/, O /o/ /O/ /oo/ /u Sentence of the day: Trent put up a big tent to camp.

h-i-d-e hide m-imi p-i-l-e pile

Silent E (Job #1)

Read to the student: Let’s learn about silent E. “Silent E” has many jobs. Today we will learn about “Silent E’s” job #1. You will find many words with the pattern consonant/vowel/consonant/e. C/V/C/e. We call these “Silent E” words because the E is silent and it makes the vowel before it say its name or its second sound. Here is an example. Point to each letter in the word hive and show the consonant/vowel/ consonant/e pattern.

Now practice reading the “silent e” words below. The arrow will remind you that the e is silent and that the vowel before it says its own name.

h-i-v-e hive b-i-k-e bike

dive

h-i-d-e hide m-i-l-e mile

p-i-l-e pile

c-a-k-e cake g-a-m-e game

v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

life

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

1. Mike will ride his bike home.

2. I went on a one mile hike.

3. I like to see the sun rise.

bake v-i-n-e vine

bake v-i-n-e vine l-i-f-e life

4. We had a flat tire on the drive.

bake

bake c-a-k-e cake g-a-m-e game v-i-n-e vine l-i-f-e life bake c-a-k-e cake g-a-m-e game v-i-n-e vine l-i-f-e life bake

v-i-n-e vine l-i-f-e life f-i-n-e fine w w

fine

bake v-i-n-e vine l-i-f-e life f-i fi bake v-i-n-e vine l-i-f-e life f-i-n-e fine

bake

5. I like to sit by the camp fire.

bake v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

cave v-i-n-e vine l-i-f-e life f-i-n-e fine bake c-a-k-e cake g-a-m-e game c-a-v-e cave s-a-f-e safe v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

bake v-i-n-e vine l-i-f-e life f-ifi

Missing vowels I and “Silent E”

Find the missing vowels below. Add the vowel and silent e. Remember, “silent e” makes the vowel before it say its name.

b k h v k t f r h k l m

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.

PAT-A-CAKE

PAT-A-CAKE, pat-a-cake, baker’s man!

Bake me a cake as fast as you can; Prick it, and pat it, and mark it with a T, And put it in the oven for Tommy and me.

Oral Exercise — How quickly do the children want the baker to make the cake? Underline all of the Silent E words in the rhyme. Play the clapping game and practice the rhyme. Can you say the whole thing by yourself?

Clock

Letters cogdasf

Finish drawing a kit for the boy to fly.

Capitalization and punctuation: Write the missing words in the poem below:

Read to the student: Capitalize the first letter of the first word of every line in a poem.

My thoughts are little _________that ________

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns. (

ships wave ride sea

Have the student point to the phonograms and say their sounds.

r-u-d-e rude

c-u-t-e cute

Daily Dictation: Phonograms of the day: SH /sh/, AR /ar, E /e/ /E/, Y /y/ /i/ /I/ /E/

Sentence of the day: Can I go to the moon?

Read to the student: Let’s learn about silent E. “Silent E” has many jobs. Today we will learn about “Silent E’s” job #1. You will find many words with the pattern consonant/vowel/consonant/e. C/V/C/e. We call these “Silent E” words because the E is silent and it makes the vowel before it say its name or its second sound. Here is an example. Point to each letter in the word rope and show the consonant/vowel/consonant/ e pattern. Silent E (Job #1)

Now practice reading the “Silent E” words below. The arrow will remind you that the E is silent and that the vowel before it says its own name.

r-o-p-e rope p-o-k-e poke

home

j-o-k-e joke b-o-n-e bone

h-o-l-e hole

Phonics Practice

cake g-a-m-e game

v-i-n-e vine

life

cake

1. I hope to go home this week.

vine

life

cake

fine w-i-p-e wipe

game

cave

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

vine

life

vine

life

game

vine

4. Jo fell in a hole and broke his bone. v-i-n-e vine

fine

life

2. I see that the mole dug a hole in the grass.

bake v-i-n-e vine l-i-f-e life f-i-n-e fine bake

cave

wipe

fine

life f-i-n-e fine ww

life f-i-n-e fine w-i-p wip

vine

life

3. I will take a rose home to Mom.

life bake cold cone cove no nope nose rope rose roll bone bold both

saf v-i-n-e vine

fine

fine w J bake

Have the student read the words, circle the word that matches the picture and then write the

Clock Letters

Draw ice cream for the cones. Color the picture.

Capitalization and punctuation: Correct the sentence below:

Read to the student: Capitalize the first letter of the first word of every sentence. Capitalize someone’s name. Place a period (.) at the end of a sentence.

i see the sun in the sky

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Read the following words aloud to your student and have them draw or place a black triangle above all the nouns. (

Have the student point to the phonograms and say their sounds.

r-u-d-e rude

Daily Dictation: Phonograms: SH /sh/, U /u/ /U/ /OO/, EE “E double E always says /E/”, S /s/ /z/ Sentence of the day: Jan is so fast.

c-u-t-e cute

Silent E (Job #1)

Read to the student: Let’s learn about silent E. “Silent E” has many jobs. Today we will learn about “Silent E’s” job #1. You will find many words with the pattern consonant/vowel/consonant/e C/V/C/e. We call these “Silent E” words because the E is silent and it makes the vowel before it say its name or its second sound. Here is an example. Point to each letter in the word cube and show the consonant/vowel/consonant/e pattern.

Now practice reading the “silent e” words below. The arrow will remind you that the E is silent and that the vowel before it says its own name. c-u-b-e cube

c-a-k-e cake g-a-m-e game

c-a-k-e cake g-a-m-e game c-a-v-e cave

c-a-k-e cake g-a-m-e game cc

cave s-a-f-e safe

c-a-k-e cake g-a-m-e game c-a-v-e cave ss

c-a-k-e cake g-a-m-e game c-a-v-e cave s-a-f-e safe

life

c-a-k-e cake g-a-m-e game c-a-v-e cave

fine

vine

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

v-i-n-e vine l-i-f-e life

1. Cole likes to run up the sand dune.

v-i-n-e vine

bake v-i-n-e vine

c-a-k-e cake g-a-m-e game c-a c

life bake v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

v-i-n-e vine l-i-f-e life f-i-n-e fine

2. Mike will ride an old a mule.

wipe J bake

bake

4. Jude can be a rude brute at times. v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

bake

v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe J

l-i-f-e life f-i-n-e fine w-i-p-e wipe

3. Kate will bake a cute cake.

bake

v-i-n-e vine l-i-f-e life ff

bake

c-a-k-e cake g-a-m-e game v-i-n-e vine

v-i-n-e vine l-i-f-e life f-i-n-e fine w w

bake v-i-n-e vine l-i-f-e life f-i-n-e fine w-i w J

bake

Missing Letters: Silent E

v-i-n-e vine l-i-f-e life f-i-n-e fine bake

v-i-n-e vine l-i-f-e life f-i f

bake

life bake

Use vowels to fill in the missing letters. Remember, “Silent E” makes the vowel before it say its name.The first one is completed for you as an example.

i n n e v n f v t b st v br d c b r d

Clock Letters

Help the dog drive his car to the finish line. Color the picture.

Read to the student: Let’s explore this picture. How many children are in the picture?What are the children doing? Do they look bored or afraid? Why do you think so? Do you think it a windy or calm day? Is this the city or the country? What do you think the children’s names are?

Capitalization and punctuation: Correct the sentence below:

the kite is in the sky

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Phonograms we are working on this week: SH

Handwriting: Top Line Letters

Nursery Rhyme: “The Birdies Bath”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• Winnie the Pooh Chapters 9-10 by A. A Milne Read Aloud

Reader

Readers In Rhyme Teal Set 21-30

• 26. Shep and Shelly

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: I /i/ /I/ /E/, C /c/ /s/, Y /y/ /i/ /I/ /E/, TH /th/ /TH/

Sentence of the day: Dad and I will go see the fish.

Phonogram sh

Read to the student: The phonogram sh says /sh/ as in “fish”. Read the sh words below. First read each sound in the words below, then put them together to read the word.

Up: Have your child point to each

cake

c-a-k-e cake g-a-m-e game c-a-v-e cave s-a-f-e safe v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

cake g-a-m-e game c c

c-a-k-e cake g-a-m-e game c-a-v-e cave s-a-f-e safe

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words. 1. Josh will fish for bass in the pond. 2. The small ship made a big splash in the lake. 3. I like to sit on the grass in the shade of the tree. 4. I will make a dish of crab in fish broth.

vine l-i-f-e life f

v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

Reading Warm Up: Have your child point to each phonogram and say the sound.

Reading Warm

Reading Warm Up: Have your child point to each phonogram and

Reading Warm Up: Have your child point to each phonogram and say the sound.

Have the student read the words, circle the word that matches the picture and then write the

shop ship shape

Trace the letters and then write your own starting on the dot.

Trace the sh Phonograms and then write your own starting on the dots.

Draw an underwater scene surrounding the fish.

Trace the sentence below.

Verb Personal Noun P

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

jon went to the game

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing. A PROPER noun is the name of a PARTICULAR person place or thing. Play the grammar game below by making up a proper noun for the common nouns below:

Play the grammar game. Read the following words aloud to your student and have them tell a proper noun to fill in each blank space. (

Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: Y /y/ /i/ /I/ /E/, O /o/ /O/ /oo/ /u/, K /k/, CK /k/ the 2 letter /k/ Sentence of the day: My cat is so fat.

The cats are happy to see the dish full of fish.

Read to the student: How many words can you make with the phonogram “sh” using the vowels in the boxes below.

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

Choose words from the list that are found in the picture and write them below.

Write an “ee” word.

Write a “th” word.

Write a “sh” word. Write a “Silent E” word.

The Birdies’ Bath

Splashety splash in the birdies' bath, How Robin splutters about!

Swishety swash with his little brown wings, Till he's clean as a whistle, no doubt.

Then out on the stump of the old apple tree, In the warmth of the bright shiny sun.

With his neat little bill his feathers he combs.

Till they're all nice and dry every one.

Trace the letters and then write your own starting on the dot.

Trace the sh Phonograms and then write your own starting on the dots.

Draw a birdbath for the bird to sit on. Add grass and trees to complete the scene.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct the sentence below: Rewrite the sentence correctly.

Read to the student: 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 (.).

the bird splashed in the bath

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing. A proper noun is the name of a particular person place or thing. Play the grammar game below by making up a proper noun for the common nouns below:

Play the grammar game. Read the following words aloud to your student and have them tell a proper noun to fill in each blank space. (

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: Y /y/ /i/ /I/ /E/, E /e/ /E/, QU /kw/, TH /th/ /TH/

Sentence of the day: My hat has a big rip.

Review “Silent E”

Read to the student: Read all of the words on the list. Then add and E to the end of each word and draw the arrow from the “Silent E” to the vowel that will say its name. Then read all of the words again. See the example below. The word mad becomes made.

made

mad

Read to the student: Use the phonogram sh to make words below. Underline the sh phonogram in each word. Write the words, sound out the words and then match each word with the correct picture.

Trace the letters and then write your own starting on the dot.

Trace the th Phonograms and then write your own starting on the dots.

Trace the words and the sentence below.

Draw fish in the bowl below.

Noun Verb Personal Noun P

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

i like bill and tim

Parts of Speech: Nouns

Play the grammar game. Read the following words aloud to your student and have them tell a proper noun to fill in each blank space. (

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: AR /ar/, CK /k/ the 2 letter /k/, G /g/ /j/, O /o/ /O/ /oo/ /u/

Sentence of the day: Jan sat in the hot bath.

Shep the sheep takes a bath to wash his feet.

Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.

Read to the student: Can you help Dash the fish swim through all the bubbles? Read all of the sh phonogram words to help Dash. Have the student point to each bubble and sound out each word. Have the student do this for all bubbles on the path. Gather a dark blue crayon. Then, say to the student: Now let’s read the path again but this time we will underline the sh phonogram.

Trace the letters and then write your own starting on the dot.

Trace the ee Phonograms and then write your own starting on the dots.

Trace the sentence below.

Draw the curly wool on the sheep.

Read to the student: Let’s explore this picture. What are the children doing? Have you ever had a picnic? What kind of fruit tree are the children sitting under? Find a teddy bear. Find a cake. Find a jar of honey. What season do you think it is? Why do you think so? What do you think the children’s names are?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

the cat ran away

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: AR

Handwriting: Clock Letters

Nursery Rhyme: “Twinkle, Twinkle Little Star” by Jane Taylor

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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 Adventures of Happy Jack Chapters 1-5 by Thornton Burgess Read Aloud

Reader

Readers In Rhyme Teal Set 21-30

• 27. Barb and Carl

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: Y /y/ /i/ /I/ /E/, QU /kw/, C /c/ /s/, W /w/

Sentence of the day: I did wish upon a star.

Phonogram ar

Read to the student: The phonogram ar says /R/ as in “star”. Read the ar words below. 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.

cake

game

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

1. The stars will shine in the dark.

2. I will make a wish on a star.

3. I will take my dog Bart to the park.

4. Mark has a scar on his arm from a fall.

Have the student read the words, circle the word that matches the picture and then write the word.

art part party 4

Trace the letters and then write your own starting on the dot.

Trace the phonogram ar below and then trace the ar words.

Add animals and fields to complete the farm scene below.

Clock Letters

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

like to fly a kite

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did.

Play the grammar game. Read the following words aloud to your student and have them tell a verb to go with the noun above it. (

The girl The tree A bird

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: TH /th/ /TH/, X /x/, E /e/ /E/, SH /sh Sentence of the day: It is my ball and bat.

Mark the shark had a party with all his fishy pals.

Read to the student: Add ar to form words below. Read the words out loud as you write them. The first one has been completed for you.

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

Choose words from the list that are found in the picture and write them below. Write a “ar” word. Write a “Silent E” word.

Write an “ee” word.

Twinkle, Twinkle, Little Star

Twinkle, twinkle, little star, How I wonder what you are! Up above the world so high, Like a diamond in the sky.

When the blazing sun is gone, When he nothing shines upon, Then you show your little light, Twinkle, twinkle, all the night.

Then the traveler in the dark Thanks you for your tiny spark, How could he see where to go, If you did not twinkle so?

In the dark blue sky you keep, Often through my curtains peep For you never shut your eye, Till the sun is in the sky.

As your bright and tiny spark Lights the traveler in the dark, Though I know not what you are, Twinkle, twinkle, little star.

by Jane Taylor

Trace the letters and then write your own starting on the dot.

Trace the first line of Twinkle, twinkle, little star below.

Trace the moon and stars. Color the picture.

Written Exercise - Dictation: Have your student listen as you read the excerpts below of the poem “Twinkle, Twinkle, Little Star. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly. 3

Twinkle, twinkle, little star,

How I wonder what you

Up above the world so high,

Like a diamond in the

In the dark blue sky you keep, Often through my curtains

As your bright and tiny spark Lights the traveler in the

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: U /u/ /U/ /OO, C /c/ /s/, CK /k/ the 2 letter /k/, O /o/ /O/ /oo/ /u/

Sentence of the day: Let us go walk by the trees.

Sparky barks to tell me he wants to go for a walk in the park.

Read to the student: How many words can you make with the phonogram “ar” using the letters in the box below. You may use a letter more than once.

n k c b m f d

ar \ar\

shark

Trace the letters and then write your own starting on the dot.

Trace the AR words below.

Draw a yard or a park for the dog to play in.

Noun Verb Personal Noun

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

i see the sun

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did.

Play the grammar game. Read the following words aloud to your student and have them tell a verb to go with the noun above it. (

The boy

A fish The man The cat

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: AR /ar/, QU /kw/, OR /or/, EE “E double E always says /E/”

Sentence of the day: Pam will push the pram.

Bart will take Barb on a ride in the cart.

bake

Read to the student: Can you help Noah gather all of the animals into the ark? Read all of the AR phonogram words to help Noah. Have the student point to each animal and sound out each word. Gather a dark blue crayon. Then, say to the student: Now let’s read the path again but this time we will underline the AR phonograms. Circle an animal that has an AR name.

Trace the letters and then write your own starting on the dot.

Short Line Letters

Midline

Trace the AR phonograms and then trace the sentence below.

Short Line Letters

Midline

Draw a road for the car to drive on. Color the picture.

Short Line Letters

Short Line

Midline

Read to the student: Let’s explore this picture. Is it day or night? Who is sleeping in this picture? If the sun is asleep at night who is awake at night? What is the sun sleeping on? Find a house? Find a window. Find the stars.

What the sun looks like when it’s asleep by Willy Pogany

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

the sun was asleep

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: CK

Handwriting: Short Line Letters

Nursery Rhyme: “Hickory Dickory Dock” 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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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 Adventures of Happy Jack Chapters 6-11 by Thornton Burgess Read Aloud

Reader

Readers In Rhyme Teal Set 21-30

• 28. Lucky Duck

Lucky Duck

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: SH /sh/, QU /kw/, U /u/ /U/ /OO/, O /o/ /O/ /oo/ /u/ Sentence of the day: The dog and cat sat on the mat.

Phonogram ck

Read to the student: The phonogram ck says /k/ 2-letter /k/ as in “duck”. “CK” is used only after a single vowel that says it’s first sound /a/ /e/ i/ /o/ /u/. Read the ck words below. First read each sound in the word, then blend them together to read the whole word.

Reading Warm Up: Have your child point to each phonogram and say the sound. d-u-ck duck

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

1. The duck will swim back to land.

2. I see a pack of sheep on the hill.

3. I will find rocks on the path.

4. My socks got wet in the pond.

Have the student read the words, circle the word that matches the picture and then write the

tock sock lock

sack back stack

rock sock lock

luck stuck duck

Trace the letters and then write your own starting on the dot.

Short Line Letters

Midline

Color the picture of Jack jumping over the candlestick.

Short Line Letters

Jack be nimble coloring

Midline

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

dan is a big kid

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did.

Play the grammar game. Read the following words aloud to your student and have them tell a verb to go with the noun above it. (

The boys Joe The dog

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: TH /th/ /TH/, QU /kw/, A /a/ /A/ /ah, AR /ar/ Sentence of the day: The queen is not far.

Tick tock went the clock.

Read to the student: Write the phonogram “ck” on the lines below and read the words out loud

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

“Jack be nimble, Jack be quick, Jack jump over the candlestick.”

Write an “ee” word.

kick Jack feet socks jar share nose black lamp dog green bee snack flame cry jump

Write a “mp” blend word. 3 c-a-k-e cake g-a-m gam

Write a “ck” word. Write a “Silent E” word.

Hickory, Dickory, Dock

Hickory, dickory, dock, The mouse ran up the clock; The clock struck one, And down he run, Hickory, dickory, dock.

Mother Goose

Oral Exercise — Where did the mouse run? What time did the clock strike? Underline all CK phonograms in each word. How many lines are in the poem?

Trace the letters and then write your own starting on the dot.

Short Line Letters

Midline

Trace the words below.

Jack be nimble coloring

Draw a little mouse running up the clock.

Written Exercise - Dictation: Have your student listen as you read the excerpts below of the poem “Hickory, Dickory, Dock”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

stru ck run clock dock

Hickory, dickory, ,

The mouse ran up the , The clock one,

And down he .

Hickory, dickory, ,

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: CK /k/ the 2 letter /k/, AR /ar/, A /a/ /A/ /ah/, CK /k/ the 2 letter /k/ Sentence of the day: Do not go far to see me.

Quack, quack went the wee duck.

Read to the student: How many words can you make using the letters in the box below. You may use a letter more than once. s l p d

Read to the student: Copy the words on the lines below. Underline the ck phonogram in each word and then match each word with the correct picture.

sick lick clock kick neck black

Trace the letters and then write your own starting on the dot.

Short Line Letters

Midline

Trace the sentence below.

Draw a pond for the ducks to swim in. Color the picture.

Jack be nimble coloring

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

the duck walks fast

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did.

Play the grammar game. Read the following words aloud to your student and have them tell a verb to go with the noun above it. (

The

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: Y /y/ /i/ /I/ /E, QU /kw/, M /m/, U /u/ /U/ /OO/ Sentence of the day: See the wet dog in the park.

Jack will take a bath with his duck Quack.

Read to the student: Can you read the CK words on all the ducks in the pond? Read all of the CK phonogram words on the trail of ducks. Have the student point to each duck and sound out each word. Gather a dark blue crayon. Then, say to the student: Now let’s read the path again but this time we will underline the CK phonograms.

Trace the letters and then write your own starting on the dot.

Dash Line Letters

Dash Forward

Dash Line Letters

Trace the sentence below.

Dash Forward

Dash Line Letters

Trace and color the ducks below.

Dash Forward

Read to the student: Let’s explore this picture. Is it day or night? What is happening in the picture? What kind of animals are in the water? What kind of animals are crossing the bridge? Does it seem to be a windy day or a calm day? Why do you think so? What do you think the farmer boy’s name is?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

the dog likes sticks

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: OR, Silent E #2

Handwriting: Top Line Letters

Nursery Rhyme: “Little Boy Blue” 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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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 Adventures of Happy Jack Chapters 12-17 by Thornton Burgess Read Aloud

Reader

Readers In Rhyme Teal Set 21-30

• 29. Hobby Horse

Hobby Horse

Reading Warm Up: Have your child point to each phonogram and say the sound.

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: O /o/ /O/ /oo/ /u/, AR /ar, SH /sh/, S /s/ /z/

Sentence of the day: Jan and Jet ran so fast.

Phonogram or

Read to the student: The phonogram or says /or/ as in “fork”. Read the or words below. First read each sound in the word, then blend them together to read the whole word.

Reading Warm Up: Have your child point to each phonogram and say the sound.

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words. h-or-s-e horse

1. Ben is a sports fan.

2. Corn on the cob is sweet.

3. I ride my horse in the park.

4. I see a storm to the north of us.

Have the student read the words, circle the word that matches the picture and then write the word.

corn crust cord

Top line letters start at the top line and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the OR phonograms below.

Finish drawing the rails for the rocking horse below. Color the picture.

Top Line Letters

Line Letters

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

the horse has socks

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech.

Noun Verb Personal Noun

e r-u-d-e rude

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: S /s/ /z/, AR /ar/, A /a/ /A/ /ah/, Y /y/ /i/ /I/ /E/ Sentence of the day: Do not go fast or far.

Silent E (Job #2)

Read to the student: “Silent E” has many jobs. We have already learned that in words with a consonant/vowel/consonant/e pattern, the E is silent and makes the vowel before it say its name. Today we will learn about “Silent E’s” job #2. English words do not end in a V or U so “Silent E” sits at the end of these words.

cake

c-u-t-e cute 1. I see the sun in a blue sky.

Reading Warm Up: Have your child point to each phonogram and say the sound.

game

Read the sentences below. All phonograms and “Silent E” words have been marked for you.

2. I live on a farm.

3. I have a horse on my farm.

4. My wife is my true love.

Read to the student: Copy the words on the lines below. Match each word with the correct picture.

glue love clue argue

Little Boy Blue

Little boy blue,

Come blow your horn,

The sheep's in the meadow,

The cow's in the corn.

But where is the boy

Who looks after the sheep?

He's under a haystack,

Fast asleep. Mother Goose

Oral Exercise —Where do you think little boy blue is? Why do you think he needs to blow his horn? Where are the sheep? Where are the cows?

Underline the words that have the phonogram “or” in them. How many lines are in the poem?

Top Line Letters

Top line letters start at the top line and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the “Silent E” and OR words below.

Draw thew haystack that little boy blue fell asleep under. Color the picture.

Written Exercise - Dictation: Have your student listen as you read the excerpts below of the poem “Little Boy Blue”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

asl ee p blue c or n sh ee p h or n

Little

boy ,

Come blow your ,

The sheep's in the meadow,

The cow's in the .

But where is the boy Who looks after the ? He's under a haystack, Fast .

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: EE “E double E always says /E/”, G /g/ /j/, E /e/ /E/, SH /sh/ Sentence of the day: The barn is so cold.

Read to the student: How many words can you make with the letters or phonograms in the boxes below? Hint: match the same colors to make words.

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture. Phonics

kick home feet trees horse share nose black wall neck green hor n snack ride sky jump

Choose words from the list that are found in the picture and write them below.

Write an “ee” word.

Write a “ck” blend word.

Write an “or” word. Write a “Silent E” word.

Slant line letters slant down from the midline.

Slant Stroke Letters: Slant down from the midline

Trace the letters and then write your own starting on the dot.

Slant Stroke Letters: Slant down from the midline

Oh no! The cow and buffalo are missing their horns. Draw their horns and color the picture.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

the bull has horns

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech.

Noun Verb Personal Noun

Ford across the

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: SH /sh/, QU /kw/, O /o/ /O/ /oo/ /u, TH /th/ /TH/ Sentence of the day: The fish flips and flops.

Jack the stork wore a hat and a scarf in the cold storm.

Read to the student: Porky Pete loves popcorn. Help Porky get all the popcorn by following the popcorn trail and reading the or words. Have the student point to each box of popcorn and sound out each word. Gather a dark blue crayon. Then, say to the student: Now let’s read the path again but this time we will underline the OR phonograms.

Trace the numbers and then write your own starting on the dot.

Trace the OR phonograms below.

Write two or words on the line below.

Draw something for the horse to jump over. Color the picture.

Read to the student: Let’s explore this picture. Is it day or night? What is happening in the picture? How many animals are in the picture? What is the little boy doing? Does it seem to be a windy day or a calm day? Why do you think so? Where do you think the lady is going? Find a feather. Find three flowers. Find two hats.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

i have a red hat

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: OO

Handwriting: Clock Letters

Nursery Rhyme: “Hey Diddle Diddle” 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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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 Adventures of Happy Jack Chapters 18-23 by Thornton Burgess Read Aloud

Reader

Readers In Rhyme Teal Set 21-30

• 30. By the Brook

By the Brook

Have the student point to the phonograms and say their sounds.

Phonograms of the day: U /u/ /U/ /OO, M /m/, AR /ar/, OR /or/

Sentence of the day: Bill fell on the hill.

Reading Warm Up: Have your child point to each phonogram and say the sound.

Phonogram oo

Read to the student: The letters OO can make two different sounds as in the GOOSE is GOOD. The most common sound of OO is /oo/ as in FOOD. First read each sound in the pictures below, then put them together to read the word. Then read the sentences.

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 see the moon in the sky.

2. We will have a pool party next week.

3. I will use the broom to sweep the room.

4. I lost a baby tooth at noon.

Oh no! The goose is on the loose!

Read to the student: Add OO to make words below. Remember the sounds of /oo/ /OO/. Read the words out loud as you write.

f t b t w d g d l p

r m h k m se br m st l

Clock letters start at 2 o'clock and go around the clock.

Trace the letters and then write your own starting on the dot.

Draw a hat on the silly goose.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

the bear has a red hat

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech.

Jan her bike.

Nan walks to the

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

cake

Phonograms of the day: U /u/ /U/ /OO/, QU /kw/, M /m/, TH /th/ /TH/

Sentence of the day: Bill is sad he got a scab.

Brook likes to cook food for the family.

How many words can you make with the phonogram “OO” using the letters in the boxes below.

t l k c b n

cave

The Cat and the Fiddle

Hey, diddle, diddle!

The cat and the fiddle, The cow jumped over the moon; The little dog laughed To see such sport, And the dish ran away with the spoon.

Mother Goose

Oral Exercise — Where do you think the dish and the spoon are going? Underline the words that have the phonogram “oo” in them.

Clock letters start at 2 o'clock and go around the clock.

Trace the letters and then write your own starting on the dot.

Trace the OO phonograms and then trace the sentence below.

Color the picture.

spoo n di sh moo n spor t

Hey, diddle, diddle!

The cat and the fiddle,

The cow jumped over the ; The little dog laughed

To see such

And the ran away with the .

Have the student point to the phonograms and say their sounds. 1. moon

Phonograms of the day: EE “E double E always says /E/”, S /s/ /z/, QU /kw/, O /o/ /O/ /oo/ /u/ Sentence of the day: Jill can hop and skip.

Dictate the list of words to the student one at a time. Have the student write each word in the proper column according to the sound of OO that the word uses. The first one has been completed as an example.

foot

pool

mood

booth 8. took

OO’s 1st sound /oo/

good

look

wood

room

OO’s 2nd sound /OO/

Read to the student: Use the phonogram ee or oo to make words below. Underline the phonogram in each word. Write the words, sound out the words and then match each word with the correct picture.

s\\\ds

sp\\\n

d\\\r

b\\\ br\\\m

Clock line letters start at 2 o'clock and go around the clock.

Trace the letters and then write your own starting on the dot.

Draw clouds around Mother Goose.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

the rain is cold Cora

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech.

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Phonograms of the day: TH /th/ /TH/, CK /k/ the 2 letter /k/, A /a/ /A/ /ah//, Y /y/ /i/ /I/ /E/

Sentence of the day: Nell has a hat and muff.

Lucky Duck took his book to the barn.

Read to the student: The goose is on the loose again. Follow the trail of the goose and read all the words with the first sound of OO. Have the student sound out each word. Gather a RED crayon. Then, say to the student: Now let’s read the path again but this time we will underline the OO phonograms.

Short line letters start at the midline and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the words below.

Draw faces on the dish and the spoon.

Read to the student: Let’s explore this picture. Is it day or night? What are the children doing? How many animals are in the picture? Do you recognize any of the characters in the picture? What story do you think the boy is reading? Find a goose. Find a black cat. Find a sword. Find a Queen. What is your favorite story to read?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

cora is a good cook

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: WH

Handwriting: Short Line Letters

Nursery Rhyme: “Ding, Dong Bell”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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 Adventures of Happy Jack Chapters 24-28 by Thornton Burgess Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 31. Whale Tale

Reading Warm Up: Have your child point

Have the student point to the phonograms and say their sounds.

c-a-k-e cake g-a-m-e game c-a-v-e cave

Phonograms of the day: O /o/ /O/ /oo/ /u/, QU /kw/, I /i/ /I/ /E/, SH /sh/ Sentence of the day: Ned is on the sled.

Phonogram wh

c-a-k-e cake g-a-m gam

Read to the student: The phonogram wh says /w/ as in when. First read each sound in the words below, then put them together to read the word.

v-i-n-e vine

Reading Warm Up: Have your child point to each phonogram and say the sound.

l-i-f-e life f-i-n-e fine bake

Reading Warm Up: Have your child point to each phonogram and say

Reading Warm Up: Have your child point to each phonogram

Reading Warm Up: Have your child point to each phonogram and say the sound.

wh-a-l-e whale

Reading Warm Up: Have your child point to each phonogram and say the

wh-ee-l wheel wh-e-n when wh-e-r-e where

wh-a-t what

wh-i-f-f whiff

Reading Warm Up: Have your child point to each phonogram

c-a-k-e cake g-a-m-e game c-aca

c-a-k-e cake g-a-m-e game

c-a-k-e cake g-a-m-e game c-a-v-e cave s-a-f-e safe

c-a-k-e cake g-a-m-e game c-a-vcave

wh-i-t-e white wh-i-s-k whisk

c-a-k-e cake g-a-m-e game

Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

v-i-n-e vine l-i-flife bake

1. When will Whit be home from the wharf?

v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p-e wipe

2. I will try my best not to whine.

v-i-n-e vine l-i-f-e life

3. I like to whistle while I cut the grass.

v-i-n-e vine l-i-f-e life f-i-n fin bake

4. We help Mom whisk the cake mix.

bake

v-i-n-e vine l-i-f-e life bake

v-i-n-e vine l-i-f-e life f-i-n-e fine

Have the student read the words, circle the word that matches the picture and then write the

whisk where wheel white what whale

whack what why why whip whim whisk when what

Short line letters start at the midline and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Draw wheels on the covered wagon below. Add anything you like to the scene. Color the picture.

Noun Verb Personal Noun

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

the mouse is fast

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech.

The mouse his food.

The boy plays with the

Have the student point to the phonograms and say their sounds.

Phonograms of the day: I /i/ /I/ /E/, Y /y/ /i/ /I/ /E/, CK /k/ the 2 letter /k/, E /e/ /E/ Sentence of the day: Dot did snip and cut.

Read to the child: Add wh to form words below. Read the words out loud as you write them.

there

them

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

cake

three smile wheel shorts cart dog blooms tree brush socks rake white path tools

vine

whelp dart

Choose words from the list that are found in the picture and write them below.

Write an “ee” word.

Write an “oo” word.

Write an “wh” word.

Write a “silent e” word.

game

Ding, Dong Bell

Ding, dong bell,

The cat’s in the well!

Who put her in?

Little Johnny Green. Who pulled her out?

Little Tommy Stout. What a naughty boy was that,

To drown poor pussy cat, Who never did any harm, And killed the mice in his father’s barn.

Oral Exercise — Who put the cat in the well? Who pulled her out?

Underline the words that have the phonogram “wh” in them.

Mother Goose

Short line letters start at the midline and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the “wh” words below.

Draw the cat that was thrown in the well.

Written Exercise - Dictation: Have your student listen as you read the excerpts below of the poem “Ding, Dong Bell”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

barn Who Green harm What

Ding, dong bell,

The cat's in the well! put her in?

Little Johnny . Who pulled her out?

Little Tommy Stout. a naughty boy was that,

To drown poor pussy cat, Who never did any , And killed the mice in his father's .

Have the student point to the phonograms and say their sounds.

cake

game

Phonograms of the day: I /i/ /I/ /E, TH /th/ /TH/, A /a/ /A/ /ah/, CK /k/ the 2 letter /k/ Sentence of the day: Jess will kiss the cat.

vine

Willy the whale is happy to give his pal a ride when he needs one.

bake

Use the picture clues to help you complete the words below. Use your phonogram tiles above to help you if you get stuck. The first one is completed for you as an example.

bake

Dictate the words from the list to the student. Have the student write the words in the columns corresponding to the phonogram sound. Direct the student to watch the different shape your mouth makes when pronouncing the “th” sound (tongue against top teeth) and the “wh” sound. The first two have been completed as an example.

Short line letters start at the midline and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the “wh” words below.

Complete the maze. Color if desired.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

mary loves her lamb

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech.

The

robin to her

Noun Verb Personal Noun

Reading Warm Up: Have your child point to each phonogram and say the sound.

Have the student point to the phonograms and say their sounds.

Phonograms of the day: CK /k/ the 2 letter /k/, QU /kw/, E /e/ /E/, SH /sh/

Sentence of the day: The dog has spots.

Whoosh went the wheels on the bike as Bunny went by.

Read to the student: Can you help whisk the batter? Read all of the wh words on the mixing bowls below. After you have completed the trail, go back through and underline all of the phonograms in the words.

Dash line letters dash forward.

Trace the letters and then write your own starting on the dot.

Trace the numbers then write one of your own starting on the dot.

Trace the sentence below.

Draw and underwater scene for the whale.

Read to the student: Let’s explore this picture. The picture shows a girl and a boy in the woods. What are they doing? What book do you think the girl is reading to the boy? How many animals are in the picture? Are the children afraid of the animals? Find an owl. Find a mouse. Find a squirrel. Find two birds.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

the white whale is big

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: ER

Handwriting: Short Line Letters

Nursery Rhyme: “Little Jack Horner”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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 Adventures of Happy Jack Chapters 29-33 by Thornton Burgess Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 32. Little Lads

Have the student point to the phonograms and say their sounds.

Phonograms of the day: S /s/ /z/, Y /y/ /i/ /I/ /E, CK /k/ the 2 letter /k/, QU /kw/

Sentence of the day: It is a warm quilt.

Phonogram er

Read to the student: The phonogram er says /er/ as in “her”. First read each sound in the words below, then put them together to read the word. 2

Reading Warm Up: Have your child point to each phonogram and say the sound. h-er her e-v-er ever o-v-er over u-n-d-er under

Reading Warm Up: Have

cake

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. When will Whit come over to see us?

2. I am sick with a cold and fever.

3. I see a herd of sheep in the grass.

vine

4. We ran under the tree when the storm came.

Have the student read the words, circle the word that matches the picture and then write the

Top Line Letters

Top line letters start at the top line and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the “er” phonograms below.

Draw the missing antlers on the deer.

Noun Verb Personal Noun

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

my name is tom

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech.

Tom after the ball and put it in the

Have the student point to the phonograms and say their sounds.

Phonograms of the day: O /o/ /O/ /oo/ /u/, AR /ar/, X /x/, OR /or/

Sentence of the day: The swan swims fast.

viper is quite a scary serpent.

Read to the student: Add er to form words below. Read the words out loud as you write them.

Study the picture below with the student. Have the student read the list of words and and circle words that are found in the picture.

green smile wheel she water dogs

Reading Warm Up: Have your child point to each

stick tree

brush socks over under ships pool white black

Choose words from the list that are found in the picture and write them below.

Write an “ee” word.

Write an “ck” word.

Write an “wh” word.

Write an “er” word.

game

Peter, Peter Pumpkin Eater

PETER, Peter, pumpkin eater, Had a wife and couldn’t keep her; He put her in a pumpkin shell, And there he kept her very well.

Oral Exercise — What did Peter eat? Where did he put his wife? Underline the “ER” phonograms in the poem.

Mother Goose

Top line letters start at the top line and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Top Line Letters

Trace the words below. Color the picture.

Written Exercise - Dictation: Have your student listen as you read the excerpts below of the poem “Little Jack Horner”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

PETER, Peter, pumpkin ,

Had a and couldn't keep ; He put her in a pumpkin ,

And there he kept very . well her eater shell wife

Have the student point to the phonograms and say their sounds.

Phonograms of the day: EE “E double E always says /E/, OO /oo/ /OO/, K /k/, C /c/ /s/ Sentence of the day: The twins are my pals.

the

Read to the student: Read the words on the list on the left. Then add “er” to the words on the right and read the list again. Did the words change meaning?

Read to the student: Underline the er phonograms in each word. Copy the words on the lines below. Match each word with the correct picture.

\\\\\\\\\ \\\\\\\\\ hammer river ladder baker blender slippers

\\\\\\\\\ \\\\\\\\\ \\\\\\\\\ \\\\\\\\\

Slant line letters slant down from the midline.

Slant Stroke Letters: Slant down from the midline

Trace the letters and then write your own starting on the dot.

Trace the words below.

Draw the roots of the tree under the ground.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

jill likes her doll

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech.

Noun Verb Personal Noun

Have the student point to the phonograms and say their sounds.

Phonograms of the day: OO /oo/ /OO, Y /y/ /i/ /I/ /E/, WH /wh/, OR /or/

Sentence of the day: Run fast to see the bees.

The cat was happy to get a letter from her pal the rat.

Read to the student: Esther is safe under her umbrella. Read all of the er words on the clouds below. After you have completed the trail, go back through and underline all of the er phonograms in the words.

Trace the numbers and then write your own starting on the dot.

Trace the “er” phonograms and then write three of your own starting on the dots.

Trace the sentence below.

Write the name of someone you will send your letter to. Draw a picture for the stamp.

Read to the student: Let’s explore this picture. What are the children doing? Are they happy or sad? Who do you think the woman in the picture is? What is their house made out of? Find a child holding a cat. Find a child with a lamb on a leash. How many children are looking out of the windows in the shoe?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

her dog wants food

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: IR, Silent E #3

Handwriting: Clock Letters

Nursery Rhyme: “Once I Saw a Little Bird”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• A Bear Called Paddington Chapters 1-2 by Michael Bond Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 33. Sir Rook

Sir Rook

Have the student point to the phonograms and say their sounds.

Phonograms of the day: OO /oo/ /OO/, QU /kw/, U /u/ /U/ /OO/, TH /th/ /TH/ Sentence of the day: Jan has a doll.

Reading Warm Up: Have your child point to each phonogram and say the sound.

Phonogram ir

Read to the student: The phonogram ir says /er/ as in “bird”. 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.

b-ir-d bird

f-ir-st first

c-a-k-e cake

g-ir-l girl

v-i-n-e vine

Reading Warm Up: Have your child point to each phonogram and say the

g-a-m-e game

sh-ir-t shirt

c-a-k-e cake

Reading Warm Up: Have your child point to each

d-ir-t dirt

c-a-v-e cave

c-a-k-e cake

g-a-m-e game

ch-ir-p chirp

s-a-f-e safe

g-a-m-e game

c-a-v-e cave

Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

l-i-f-e life f-i-n-e fine w-i-p-e wipe

v-i-n-e vine

1. When can we feed the birds at the park?

2. I gave Kirk a bath after he got dirty.

3. My pig won first prize at the state expo.

4. I will stir the batter until it is smooth.

bake

l-i-f-e life

v-i-n-e vine l-i-f-e life f-i-n-e fine bake

Have the student read the words, circle the word that matches the picture and then write the word.

herd bird birth

stir girl nerd

bird

third dirt

first stir dirt

stir skirt first dirt first shirt

Clock letters start at 2 o’clock and go around the clock.

Trace the letters and then write your own starting on the dot.

Trace the phonogram and then write three of your own starting on the dot.

Trace the sentence and then write it on the line below.

Draw a worm in the mother bird’s beak for her to feed her little birds. Color the picture.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

she is a nice old lady

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

The likes to hen strut lady runs Nouns Verbs all over the farm.

Have the student point to the phonograms and say their sounds.

Phonograms of the day: TH /th/ /TH/, WH /wh/, W /w/, OR /or/

Sentence of the day: Jan can jump and skip.

Read to the student: Add ir to form words below. Read the words out loud as you write them.

Silent E (Job #3)

Read to the student: “Silent E” has many jobs. We have already learned that in words with a consonant/vowel/consonant/e pattern, the E is silent and makes the vowel before it say its name. Today we will learn about “Silent E’s” job #3. “Silent E” makes C and G say their “soft” or second sound C /s/, G /j/

Reading Warm Up: Have your child point to each phonogram

Reading Warm Up: Have your child point

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

Reading Warm Up: Have your child point to each phonogram

Reading Warm Up: Have your child point to each phonogram and say the sound.

Read the sentences below. All phonograms and “Silent E” words have been marked for you.

1. I see the bird in the cage.

2. The girl had a big smile on her face.

3. I ride my horse on the range.

4. The mice were in a race for the cheese.

Once I saw a little bird

Come hop, hop, hop; So I cried, “Little bird, Will you stop, stop, stop?”

I was going to the window

To say, “How do you do?” But he shook his little tail, And away he flew.

Mother Goose

Oral Exercise — Where did the little girl see the bird? What was the little girl going to say to the bird? Underline the “IR” phonograms in the poem.

Clock line letters start at 2 o’clock and go around the clock.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write two of your own starting on the dot.

Trace the words and the sentence. Then copy the sentence on the line below.

Draw a bird on the window sill. Color the picture.

Written Exercise - Dictation: Have your student listen as you read the excerpts below of the poem “Once I Saw a Little Bird”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

Once I saw a little Come hop, hop, hop;

So I cried, “ bird,

Will you stop, stop, stop?"

I going to the window

say, "How do you do?"

flew.

Have the student point to the phonograms and say their sounds.

Phonograms of the day: G /g/ /j/, TH /th/ /TH/, A /a/ /A/ /ah/, S /s/ /z/ Sentence of the day: The three pigs went on a walk.

The birds were set free from the cage.

Read to the student: Add a or i to form words below. Then mark the number two above the C or G.

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

Choose words from the list that are found in the picture and write them below.

Write an “ee” word.

Write a “Sly Y” word.

Write an “er” word.

Write an “ir” word.

Clock line letters start at 2 o'clock and go around the clock.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write two of your own starting on the dot.

Trace the sentence and then copy is on the line below.

Where are the birds flying? Draw clouds or anything in the sky to complete the scene.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

he is not a kind bird

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Sir Rook in front of bird struts

hen runs

Nouns Verbs

Have the student point to the phonograms and say their sounds.

Phonograms of the day: OR /or/, CK /k/ the 2 letter /k/, SH /sh/, WH /wh/ Sentence of the day: See Jan jump and hop.

The girl met a bird on her walk after the storm.

Read to the student: Help the mother bird get to her baby bird. Read the words on the clouds and underline the phonograms in each word.

Clock line letters start at 2 o'clock and go around the clock.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write two of your own starting on the dot.

Trace the words and the sentence. Then copy the sentence on the line below.

Color the picture.

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? Can you find the bird and the birdcage? Find the food in the picture. What is the woman in the picture doing? Have you ever held a bird? What do you think the children’s names are?

Ruth Mary Hallock

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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 (.).

the pretty bird will fly

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: UR

Handwriting: Top Line Letters

Nursery Rhyme: “Little Girl With a Curl”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• A Bear Called Paddington Chapters 3-4 by Michael Bond Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 34. Turtle Dove

Have the student point to the phonograms and say their sounds.

Phonograms of the day: OR /or/, OO /oo/ /OO/, ER /er/, IR /er/ Sentence of the day: She will fix the dish.

Phonogram ur

Read to the student: The phonogram ur says /er/ as in “turtle”. 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. f-ur fur b-ur-p burp c-ur-b curb

Reading Warm Up: Have your child point to each phonogram and say the sound.

Reading Warm Up: Have your child point to each

b-ur-n burn

h-ur-t hurt t-ur-t-l-e turtle

cake

game

cake

cave

game

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

1. My kitty has soft fur and purrs when you pet her.

vine

life

vine

2. The car slid on the wet street and hit the curb.

3. My brother Arthur likes to surf big waves.

4. Wilbur will plant turnips on his farm.

fine bake

Have the student read the words, circle the word that matches the picture and then write the word.

Trace the letters and then write your own starting on the dot.

Trace the phonogram and then write two of your own starting on the dot.

Trace the sentence and then write it on the line below.

Draw a rock for the turtle to sit on or pond for him to swim in. Color the picture.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

my mom's name is pat

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

The likes to bird get loon take

Nouns

Verbs

Have the student point to the phonograms and say their sounds.

c-a-k-e cake g-a-m-e game

c-a-v-e cave

Phonograms of the day: EE “E double E always says /E/“, OO /oo/ /OO/, WH /wh/, ER /er/ Sentence of the day: See Carl play on the farm.

v-i-n-e vine

Arthur Turtle likes to surf big waves.

l-i-f-e life f-i-n-e fine bake

Read to the student: Add ur to from words below. Read the words out loud as you write them. f\\ b\\p c\\b p\\ple l\\k c\\t b\\st c\\ve

“Silent E” Missing Vowels

Find the missing vowels below. Add the vowel and silent e. Remember, “silent e” makes the vowel before it say its name.

t p n c p b k c n

THE LITTLE GIRL WITH A CURL

There was a little girl who had a little curl

Right in the middle of her forehead; When she was good, she was very, very good, And when she was bad she was horrid.

Oral Exercise — Where was the curl on the girls head? In the picture does she look happy or mad? Underline the “IR” and “UR” phonograms in the poem.

3. Handwriting

Short line letters start at the midline and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the phonogram and then write two of your own starting on the dot.

Trace the words below.

Draw a curl in the middle of the girl’s forehead. Is she being good or horrid?

Written Exercise - Dictation: Have your student listen as you read the excerpts below of the poem “The Little Girl With a Curl”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

There was a little who had a little

Right in the middle of forehead;

When she was , she was very, very good, And she was bad she was horrid. her when curl good girl 2

Have the student point to the phonograms and say their sounds.

c-a-k-e cake g-aga

c-a-k-e cake g-a-m-e game c-a-v-e cave

Phonograms of the day: AR /ar/, WH /wh/, ER /er/, CK /k/ the 2 letter /k/

Sentence of the day: See the nest in the tree.

I see a pack of purple grapes on the vine.

Read to the student: How many words can you make using the letters in the boxes below.

v-i-n-e vine l-ilif bake

k m l

v-i-n-e vine l-i-f-e life f-i-n-e fine bake

Read to the student: Underline the ur phonograms in each word. Copy the words on the lines below. Match each word with the correct picture.

\\\\\\\\\ burn turtle turn purple nurse yogurt

\\\\\\\\\ \\\\\\\\\ \\\\\\\\\ \\\\\\\\\

Short line letters start at the midline and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the words below. Color the fox.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

the fox is in the tree

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

acts like a cat

bird sings dog runs

Nouns Verbs when she

Have the student point to the phonograms and say their sounds.

Phonograms of the day: CK /k/ the 2 letter /k/, QU /kw/, WH /wh/, TH /th/ /TH/

Sentence of the day: The eggs are in the nest.

Buddy Burger and Freddy Fry are the best of pals.

Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first one has been completed for you as an example.

Read to the student: Ursula and her family are making butter on the farm today. Read all of the ur words and underline the phonograms on the pails to help Ursula carry all the milk to the butter churn.

Short line letters start at the midline and go down to the baseline.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and the sentence below.

Draw bird for the cat to look at. Color the picture.

Read to the student: Let’s explore this picture. What season is shown in the picture? How many children are in the picture? What are the boys doing? Will the girls be happy or mad when the boys throw snowballs at them? Have you ever had a snowball fight? What do you think the children’s names are?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

purple martin likes his tree

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: WOR, EAR

Handwriting: Dash Line Letters

Nursery Rhyme: “The Man in the Moon”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

Reader

Readers In Rhyme Olive Set 31-40

• 35. Pop Pine Cone

• A Bear Called Paddington Chapters

5-6 by Michael Bond Read Aloud

Pop Pine Cone

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.

Dictation: Phonograms of the day: I /i/ /I/ /E/, OO /oo/ /OO/, SH /sh/, WH /wh/

Sentence of the day: The sky has stars.

Phonogram wor

Read to the student: The phonogram wor says /wer/ as in “worm”. 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.

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

1. We will dig for worms in the dirt.

2. My horse is worth a lot to me.

vine

3. The storms in the Fall are the worst!

4. I will work hard to make a fort in the yard.

Read to the student: Use the phonogram wor to make words in the box. Then find those words in the word search below.

w o r s t j o

w c w o r l d

o w o j w a u

r o r w o r d m r k i r s h

p t w o r s e

i h e b y o c

Dash line letters dash forward.

Trace the letters and then write your own starting on the dot.

Trace the numbers and then write your own starting on the dot.

Trace the phonograms below.

Complete the Worm dot-to-dot.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

jane ate a cupcake

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Have the student point to the phonograms and say their sounds.

Dictation:Phonograms of the day: WH /wh/, ER /er/, IR /er/, CK /k/ the 2 letter /k/

Sentence of the day: The yard is all wet.

Phonogram ear

Reading Warm Up: Have your child point to each phonogram and say the sound.

Read to the student: The phonogram ear says /er/ as in “earth”. 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

cake

cave

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

1. I will work and earn a trip to the zoo.

2. I heard the rooster early this morn.

3. Pearl will learn to ride a bike soon.

4. The earth has more water than land.

Complete the sentences phonograms ear. Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.

The girl \\\\\ the tweet tweet of the birds. heard word

Curt will

to drive a car. ear n lear n

The Man in the Moon

The man in the moon looked out of the moon , Looked out of the moon, and said:

"It's

time for all children upon the earth

To

think about going to bed.”

Oral Exercise —

How many lines are in the poem? What story do you think the poem tells? Underline the “EAR” phonogram in the poem.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and words below.

Complete the maze.

Written Exercise - Dictation: Have your student listen as you read the “The Man in the Moon”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

think time

The man in the looked out of the moon , Looked out of the moon, and said:

"It's for all children upon the

To about going to bed." moon world

Have the student point to the phonograms and say their sounds.

Dictation: Phonograms of the day: ER /er/, OR /or/, WH /wh/, IR /er/ Sentence of the day: We like to play in mud.

Earl the worm likes to learn from books.

Read to the student: How many words can you make using the letters in the boxes below.

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

Write an “ur” word.

Write an “ear” word.

girl curls

Reading Warm Up: Have

earth curve her girl

water stone

gate shirt

ur n work tur nip lear n

wor m rake

Choose words from the list that are found in the picture and write them below.

Write an “wor” word.

Write a “silent e” word.

Trace the letters and then write your own starting on the dot.

Trace and read the words below.

Trace the earth below and draw clouds or anything you like to complete the scene.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

my brother's name is jim

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: WH /wh/, QU /kw/, SH /sh/, OO /oo/ /OO/

Sentence of the day: My sock has a rip.

The early bird gets the worm.

Read to the student: Everyone in this little town is getting ready for Christmas.First read all of the wor and ear words in the chimney smoke from all the houses in the village. Then go through again and underline the phonograms in blue.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and words below.

Add faces to the gingerbread men. Color the picture.

Read to the student: Let’s explore this picture. A royal lady is riding on a horse. Do you think she is a princess or a queen? See how her cape blows in the wind. What are the men with horns doing? Do you think the people are happy or sad to see her? Why do you think so? Where do you think this fine lady is going? What do you think her name is?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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

james is very tall.

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: Sounds of ER

Handwriting: Dash Line Letters

Nursery Rhyme: “Little Miss Muffet”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• A Bear Called Paddington Chapters 7-8 by Michael Bond Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 36. Fern and Vern

Pop Pine Cone

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: TH /th/ /TH/, WH /wh/, UR /er/, AR /ar/ Sentence of the day: See us play with the ball.

Review: Sounds of er, ir, ur, wor, ear

Reading Warm Up: Have your child point to each phonogram and say the sound. h-er her f-ir-s-t first n-ur-s-e nurse wor-k-s works ear-l-y early

Read to the student: The phonograms above are all the different sounds er as in “her” “first” “nurse” “works” “early”. Read the sounds of er words below. First read each sound in the words below, then put them together to read the word. This week we will review the last two sounds wor,

Read to the student: Read the sentences below. The phonograms have been underlined for you.

for work.

Have the student read the words, circle the word that matches the picture and then write the word.

Dash line letters dash forward.

Trace the letters and then write your own starting on the dot.

Trace the numbers and then write your own starting on the dot.

Trace the phonograms below.

Draw a pond for Fern to skate on. Or draw little dog Nate.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

fern and vern left early

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Nouns Verbs

Have the student point to the phonograms and say their sounds.

Daily Dictation:Phonograms of the day: OR /or/, QU /kw/, ER /er/, WOR /wor/ Sentence of the day: The cat wants the milk.

The little bird sits in a tree and tweet, tweet, tweets to me.

Read to the student: Add the phonograms to the words and read the words out loud.

Read to the student: Read the words one the chart below. Use the words to help you write out the picture sentences in your best handwriting.

wor m girl turtle bird nurse dirt

The sees a in the .

The sees a on the .

Say the poem together daily and have the students learn it 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 Miss Muffet

Little Miss Muffet, Sat on a tuffet, Eating her curds and whey; Along came a spider, And sat down beside her, And frightened Miss Muffet away.

Oral Exercise —

A “tuffet” is a low seat. Miss Muffet is eating “curds and whey” which is when milk starts to separate into little clumps. You might know it as Cottage cheese. Why was Miss Muffet so frightened? Underline all the sounds of “er” phonograms in the rhyme.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and words below.

Draw the web above Miss Muffet that the spider is hanging on to.

Written Exercise - Dictation: Have your student listen as you recite “Little Miss Muffet”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

curds her spider came Miss

Little Muffet, Sat on a tuffet, Eating and whey;

Along a ,

And sat down beside her, And frightened Muffet away.

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: CK /k/ the 2 letter /k/, OO /oo/ /OO, SH /sh/, WOR /wor/ Sentence of the day: We sit on the tall wall.

vine

Bert and Bertha Bird like to take naps in winter when it is cold.

Read to the student: How many words can you make using the phonograms wor and ear

cave

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

Write an “er” word.

Write an “ur” word.

home curls

earth fur feet girl her trees

bake

flakes shirt

birds work scurry lear n

bake

wor m rake

bake 4

Choose words from the list that are found in the picture and write them below.

Write an “ir” word.

Write a “silent e” word.

Trace the letters and then write your own starting on the dot.

Trace the words below.

Starting on the red dot, use the grid to help you make a copy of the turtle on the left.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

my brother's name is jim

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Barb asks her mom if she can

Nouns

Verbs

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: OO /oo/ /OO/, QU /kw/, UR /er/, OR /or/

Sentence of the day: I walk with mom to the park.

Pearl set the bird free from his cage.

Read to the student: Bert, Bertha, Curt, Earl, and Irma Bird have stacked their gifts into the shape of a Christmas tree. Help them trim the tree by reading all of the sounds of “er” words starting at the top. Once you have read all the way through, use a blue crayon to underline the phonograms in each word. Some words have other phonograms in them besides the sounds of “er.” Underline

Trace the letters and then write your own starting on the dot.

Trace the words below.

Can you spot the five differences in the pictures below.

Read to the student: Let’s explore this picture. What are the children doing? What kind of celebration is going on? Who’s birthday party do you think it is? How old do you think the little girl is? Why do you think so? Give the birthday girl a name and tell the story of her party.

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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 (.).

hal ran fastest.

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: OW

Handwriting: Clock Letters

Nursery Rhyme: “Mary, Mary Quite Contrary”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• My Father's Dragon Chapters 1-5 by Ruth Stile Gannett Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 37. Bow Wow

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: TH /th/ /TH/, WH /wh/, ER /er/, CK /k/ the 2 letter /k/ Sentence of the day: The ice melts in the sun.

Reading Warm Up: Have your child point to each phonogram and say the sound. b-ow bow sh-ow show gr-ow grow

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.

Phonogram ow 2 /O/ 1 /ow/ 2 2 2

b-ow bow sh-ow show gr-ow grow c-ow cow d-ow-n down n-ow now

c-ow cow d-ow-n down n-ow now

Read to the student: Underline all of the two letter ow phonograms in the sentences below. Read the sentences.

1. The clown fell down and hurt his leg.

2. The farmer plows his land to plant his crops.

4. My cow Bess has brown and black spots. 2

3. The car broke down and needs a tow truck.

Have the student read the words, circle the word that matches the picture and then write the word.

clown crown cow

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write your own starting on the dots.

Trace the sentence and then copy it on the line below.

Color the cow and then add a barn or hills to the scene.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

fred ate the apple

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Mike the bike rode car

Washed

Nouns

Verbs

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: EAR /er/, QU /kw/, UR /er/, WOR /wor/ Sentence of the day: My dog licks my chin.

Reading Warm Up: Have your child point to each phonogram and say the sound.

The owl hoots in front of the moon.

Read to the student: How many words can you make using the phonograms ow.

b-ow bow sh-ow show sn-ow snow gr-ow grow c-ow cow n-ow now t-ow-n down d-ow-n down

Read to the student: Use the phonogram ow to make words below. Underline the phonogram in each word. Write the words, sound out the words and then match each word with the correct picture.

Mary, Mary, Quite Contrary

MARY, Mary, quite contrary, How does your garden grow, With cockle shells and silver bells, And pretty maids all in a row?

Oral Exercise — Someone who is “contrary” does the opposite of what you tell them to do. Underline all the sounds of “ow” phonograms in the poem. If the “ow” phonogram makes its second sound /O/ mark a small 2 above it. Ex: snow

Mother Goose

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write your own starting on the dots.

Trace the words below.

Draw flowers for Mary below to water.

Written Exercise - Dictation: Have your student listen as you read the first verse below of “Mary, Mary Quite Contrary”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

Mary, Mary, contrary, does your garden , With cockle shells and silver bells,

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: ER /er/, QU /kw/, I /i/ /I/ /E/, EAR /er/ Sentence of the day: You can ride in the cart.

The cow got loose from the barn.

See how many words can you make with the phonogram “OW” using the letters in the box below. You may use the same letter more than once.

Dictate the list of words to the student one at a time. Have student write each word in the proper column according to the sound of OW that the word uses. The first two have been completed as an example. /ow/ /O/

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write your own starting on the dots.

Trace the sentence and then copy it on the line below.

Color the picture.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

my last name is arno

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Barb asks her mom if she can

Nouns

Verbs

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: EAR /er/, QU /kw/ UR /er/, OO /oo/ /OO/

Sentence of the day: I wish upon a star.

The cow put on a show for the farmer and his wife.

Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.

The mommy goose has lost her geese. Read the words on the ponds to help her find her way to her geese.

Trace the letters and then write your own starting on the dot.

Trace the words below.

Trace the sentence and then copy it on the line below.

Draw balls in the air for the clown to juggle.

Read to the student: Let’s explore this picture. How many children are in the picture? What are the children doing? Are they happy or sad? Have you ever flown a kite? Do you think it is Summer or Fall? Find an animal in the picture. What do you think the children’s names are?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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 (.).

ned is the best

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: OU

Handwriting: Top Line Letters

Nursery Rhyme: “Old King Cole”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• My Father's Dragon Chapters 6-10 by Ruth Stile Gannett Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 38. Mouse House

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: CK /k/ the 2 letter /k/, QU /kw/, EAR /er/, WOR /wor/ Sentence of the day: I told the baby not to cry.

Reading Warm Up: Have your child point to each phonogram and say the sound.

Phonogram ou 1 /ow/ 2 /O/ 3 /oo/ 4 /u/

Read to the student: OU can make the sound /ow/-/O/-/oo/-/u/ 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.

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

cave

cake

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

1. I will shout with my

mouth.

I found a mouse is in our house.

Jan's hound digs holes in the ground.

I can count to twenty-five.

Have the student read the words, circle the word that matches the picture and then write the word.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write your own starting on the dots.

Trace the sentence and then copy it on the line below.

Trace the mouse and draw a house for him.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

see matty mouse

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

lots of mice.

Nouns

Verbs

Have the student point to the phonograms and say their sounds.

c-a-k-e cake g-a-m-e game v-i-n-e vine l-i-f-e life

Daily Dictation: Phonograms of the day: OW /ow/ /O/, QU /kw/, IR /er, OO /oo/ /OO/ Sentence of the day: I see you fly the kite.

Buddy the hound likes to roll around on the ground.

bake

See how many words can you make with the phonogram “OU” using the letters in the boxes below.

r h s m p f

\ound \ound

\ound \

ound

Study the picture below with the student. Have the student read the list of words and and circle words that are found in the picture. Reading Warm Up:

mouse green brick spoon fire plate brown stove soup town stone house

Write an “ck” word. Choose words from the list that are found in the picture and write them below.

Write an “ow” word.

Write an “ou” word.

Write a “silent e” word. Reading Warm Up: Have

King Cole

Old King Cole

Was a merry old soul

And a merry old soul was he; He called for his pipe

And he called for his bowl

And he called for his fiddlers three!

Goose

Oral Exercise — The word merry means cheerful and lively. Underline all the sounds of “ou” phonograms in the poem. If the “ou” phonogram makes its second sound /O/ mark a small 2 above it. Ex: soul

Mother

Old

Trace the letters and then write your own starting on the dot.

Trace the sentence below.

Color the picture.

Written Exercise - Dictation: Have your student listen as you read the first verse below of “Old King Cole”. Have them fill in the missing words from the options below. Gently have your student erase 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: G /g/ /j/, QU /kw/, A /a/ /A/ /ah/, O /o/ /O/ /oo/ /u/

Sentence of the day: See the cat Pat.

Mac is the first mouse to wake up in the house.

Read to the student: How many words can you make using the phonogram ou. f\\nd fl\\r p\\nd s\\r m\\nd

f\\l

l\\d

d\\r m\\se

h\\se

Read to the student: Use the phonogram ou to make words below. Underline the phonogram in each word. Write the words, sound out the words and then match each word with the correct picture.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write your own starting on the dots.

Trace and read the words below.

Color the picture.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

master mouse is firm

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

The wee are mice loud pigs silly

Nouns

Verbs

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: UR /er, CK /k/ the 2 letter /k/, WH /wh/, EAR /er/ Sentence of the day: Let us walk to the park.

Polly Pig uses her snout to sniff out the best apple cider in town. 2

Read to the student: Can you help Buddy the hound collect all the juicy bones? Read all of the ou words on the bones to help Buddy gather the bones and put them in his dog house. Use a red pencil/crayon to underline the ou phonogram in each word.

Trace the letters and then write your own starting on the dot.

Trace the phonograms and then write your own starting on the dots.

Trace the sentence below.

Complete the maze to help the owls find each other.

Read to the student: Let’s explore this picture. How many children are in the picture? What is the boy doing? Look at how he is dressed. Do you think it is warm or cold outside? Find a rabbit. Find a bird. Is the bird singing? Why do you think so? What do you think the boy’s name is?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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 (.).

misty drinks coffee

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: OA

Handwriting: Top Line Letters

Nursery Rhyme: “The Squirrel Went Out To Cut The Hay”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• Elmer and the Dragon Chapters 1-5 by Ruth Stile Gannett Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 39. All Aﬂoat

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms: EAR /er/, OW /ow/ /O/, OU /ow/ /O/ /oo/ /u/, O /o/ /O/ /oo/ /u/

Sentence of the day: I hold and hug my dog Sam.

Phonogram

Read to the student: The phonogram oa makes the long sound of /O/ as in GOAT. For each of the words below, have the student read each sound, 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. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

1. I wash my hands with soap and water.

2. I will float by the boat.

3. I will put on my coat when it is cold.

4. Joan found a toad in the road.

Have the student read the words, circle the word that matches the picture and then write the word.

tone toad road

corn coal coat

toast post coast

snow soap stone

fold frog foal float coat frost

Trace the letters and then write your own starting on the dot.

Trace the numbers and then write your own starting on the dots.

Trace the oa phonograms below.

Trace and color the goat in the boat.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

jan will float the boat

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

We will to the park run pond skip Nouns Verbs to play.

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: UR /er/, OU /ow/ /O/ /oo/ /u/, OA /O/, EAR /er/ Sentence of the day: See the ice drip and melt.

Read to the student: How many words can you make using the phonogram oa. f l l n t d c t g l

f m l d s k m t r d

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

Write an “ir” word.

Write an “oa” word.

duck curls

boat foam feet girl

face tree

flakes shirt

birds coat row soak

wor m lake

Choose words from the list that are found in the picture and write them below.

Write an “ow” word.

Write a “silent e” word.

The Squirrel Went Out To Cut The Hay

The squirrel went out to cut the hay;

Did you hear how he chattered and chattered away?

The blackbird raked, the crow pulled the load,

And pussy-cat drove the cart way down the road!

—Ekont, hangik ut i enga og slog

Oral Exercise — Who cut the hay? Who pulled the load?

Underline all of the “oa” phonograms in the poem.

Trace the letters and then write your own starting on the dot.

Trace the oa phonograms below.

Trace and read the words below.

Complete the maze to help Mr. and Mrs. Toad find each other.

Written Exercise - Dictation: Have your student listen as you read the first verse below of “The Squirrel Sent Out To Cut The Hay”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

road crow how load out

The squirrel went to cut the hay; Did you hear he chattered and chattered away?

The blackbird raked, the pulled the , And pussy-cat drove the cart way down 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: OW /ow/ /O/, QU /kw/, WOR /wor/, OO /oo/ /OO/

Sentence of the day: I swim in the sea.

Mister

Toast has coffee and oats in the morn.

See how many words can you make with the phonogram “oa” using the letters in the boxes below. You may use the same letter more than once.

\ b t c f d l n m

Read to the student: Use the phonogram oa to make words below. Underline the phonogram in each word. Write the words, sound out the words and then match each word with the correct picture.

g\\t r\\d b\\t

g\\l r\\st

\\k

Trace the letters and then write your own starting on the dot.

Trace the oa phonograms below.

Trace and read the sentence below.

Complete the dot-to-dot.

Capitalization and punctuation: Rewrite the sentence correctly.

Read to the student: 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 (.).

joan found a toad

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Nouns

Verbs

Have the student point to the phonograms and say their sounds.

goat

boat

road

Daily Dictation: Phonograms of the day: OU /ow/ /O/ /oo/ /u/, WH /wh/, IR /er/, UR /er/

Sentence of the day: I walk with mom to the shop.

Todd the toad rides his bike down the road.

Read to the student: Can you help Tommy Toad sail his boat through the rough seas? Using a red crayon, underline the OA phonograms and read all the words on the waves to help Tommy reach the shore safely.

Trace the letters and then write your own starting on the dot.

Trace the oa phonograms below.

Draw water and fish under the boat. Color the picture.

Read to the student: Let’s explore this picture. How many children are in the picture?What is the boy doing? Do you think he is afraid of the goat? Why do you think so? Why do you think the goat has disturbed the boy’s picnic? What is the dog doing? What season do you think it is? What do you think the boy’s name is? What do you think the dog’s name is?

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Correct and rewrite the sentence below.

Read to the student: 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 (.).

john likes tea

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Noun Verb Personal Noun

Phonograms we are working on this week: OE

Handwriting: Clock Letters

Nursery Rhyme: “It Snows and It Blows”

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

Phonics Bingo

• Play games of phonics bingo.

Dictation-On a separate piece of lined paper

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

• Elmer and the Dragon Chapters 6-10 by Ruth Stile Gannett Read Aloud

Reader

Readers In Rhyme Olive Set 31-40

• 40. Little Joe’s Toe

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: IR /er/, OU /ow/ /O/ /oo/ /u/, AR /ar/, OO /oo/ /OO/

Sentence of the day: Do not hurt your hand.

Reading Warm Up: Have your child point to each phonogram and say the sound.

Read to the student: The phonogram oe says /O/ as in TOE. First read each sound in the words below, then put them together to read the word. Phonogram oe

Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.

I hope I will not stub my toe.

I will hoe the weeds in the garden.

I see a doe in the woods.

Mom put aloe on my burn.

Read to the student: Use the phonogram oe to make words in the box. Then find those words in the word search below.

f t d w h g s al ob

s i f t o e d

i z a l o e z

j h k m w w f

s o y f o l o k e g o e s e

d o b o e p m d v a d o e v

Trace the letters and then write your own starting on the dot.

Trace the numbers and then write your own starting on the dots.

Trace the oe phonograms below.

Color the plants and then draw your own in the pots 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 (.)

up the hill joe ran

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: OU /ow/ /O/ /oo/ /u/, QU /kw/, EAR /er/, OA /O/ Sentence of the day: Do not fall from the tall wall.

Little Alice Aloe takes the hurt out of burns.

See how many words can you make with the phonogram “oe” using the letters in the boxes below. You may use the same letter more than once.

Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.

Write an “ee” word.

Choose words from the list that are found in the picture and write them below. Write an “ow” word.

Write an “oe” word. Write a “silent e” word.

It

Snows and it Blows

It snows and it blows, and it cuts off my nose,

So pray, little girl, let me in;

I’ll light my pipe and warm my toes, And then I’ll be gone again!

Oral Exercise — Tell which words rhyme in the first line. Underline all of the “oe” phonograms and the “ow” phonograms. Mark a 2 above the “ow” phonograms that make the second sound of “ow” /O/.

Handwriting

Trace the letters and then write your own starting on the dot.

Trace the oa phonograms below.

Trace and read the words below.

Complete the maze to help the baby deer find the doe.

Written Exercise - Dictation: Have your student listen as you read “It Snows and it Blows”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.

It and it , and it cuts off my ,

So pray, little , let me in;

Have the student point to the phonograms and say their sounds.

Daily Dictation: Dictate the following words to the student one at a time. Have student write each word in the proper column according to which phonogram that the word uses. Have the student underline the phonogram in each word and mark a 2 above the “ow” phonogram. If the student is unsure, say “/O/ as in toe” or “/O/ as in crow” Words: doe, show, blow, hoe, crow, goes.

Complete the sentences phonograms oe.

Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.

I hurt my big \\\\\ when I ran into the bed. bow toe

hole

Joe will use the \\\\\ to weed the garden.

I see a \\\\\ and her baby in the woods. doe foe

Trace the letters and then write your own starting on the dot.

Trace the oe phonograms below.

Trace and read the sentence below.

Draw a soft bed of leaves for the doe and her baby. Color the picture.

Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.

into the hut the cat snuck.

Parts of Speech: Verbs

Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.

Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.

Have the student point to the phonograms and say their sounds.

Daily Dictation: Phonograms of the day: OU /ow/ /O/ /oo/ /u/, QU /kw/, EAR /er/, OA /O/, Sentence of the day: The child is very quick.

Sweet Rose likes to dance on her toes.

Read to the student: Little Alice Aloe has lots of house plant pals. Using a red crayon, underline the OE phonograms and read all the words on the plants.

Handwriting

Trace the letters and then write your own starting on the dot.

Trace the oe phonograms below.

Trace the words below.

Draw balloons for the little girl. Color the picture.

Read to the student: Let’s explore this picture. What is the lady in the picture doing? What is the title girl doing? Do you think the mother notices what the girl is doing?Do you think it is a windy or a calm day? Why do you think so? Give the girl and the dog a name and tell the story of this picture.

Noun Verb Personal Noun

Grammar Symbols: May be found to cut out in your google classroom.

Capitalization and punctuation: Unscramble and Rewrite the sentence correctly.

good is the cat

Parts of Speech: Nouns

Read to the student: A noun is the name of a person, place or thing.

Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Phonograms

Dictation

Name:

Phonograms

Date:

Dictation

Name:

Draw a picture of the sentence.

Phonograms

Date: