LESSON 6: Lowercase Top Line Letters b, h, k, Lowercase Slant Stroke Letter v
6A, 6B, 6C, 6D
LESSON 7: Lowercase Slant Stroke Letter w, x, Uppercase Clock Letters C, O
7A, 7B, 7C, 7D
With Mother- Edith F.
LESSON 8: Uppercase Clock Letter G, S, Uppercase Top Line Letters D, A •Teacher
8A, 8B, 8C, 8D
Line Letters F, I, R, N
10: Uppercase
Line Letters M, U, Y, J
LESSON 11: Uppercase Top Line Letters P, E, Z, L
LESSON 12: Uppercase Top Line Letters T, B, H, K •Teacher
12A, 12B, 12C, 12D
LESSON 13: Uppercase Top Line Letters V, W, X, Phonogram QU
15: Vowel A Reader Suggestion: Fat Cat, Bad
Run Sun, Fun Cub
Introduction
Welcome to Readers in Rhyme Language Arts program Level KA. This program is designed to ensure that learning phonics is enjoyable and easy for both teacher and student. At CSS our goal is to create beautiful, rich curriculum that is comprehensive but never overwhelming.
Key Features:
Scripted Lessons: Our Language Arts curriculum features step-by-step scripted lessons. Each lesson provides clear instructions, guiding you through the material easily.
Open-and-Go Format: Easy prep and lesson planning.
Multi-Sensory Approach: Listen, see and do. Engaging more than one sense at a time helps students process and retain what they are learning. Saying the phonogram sounds while tracing or writing, building words with magnetic letters or tiles, dictation etc. are just a few examples of this. While this approach is great for all students, it is especially helpful for children that struggle with learning to read.
Color-coded phonograms aid with teaching and learning phonics: By using different colors to represent specific phonetic patterns or sounds, students can easily identify and recognize the patterns in words. This visual aid enhances phonemic awareness, improves word decoding skills, and assists in spelling. The color-coded system provides a simple and effective way for both teachers and students to navigate the complexities of the English language and master reading and writing with greater fluency. Red phonograms indicate the letter or letter group makes a vowel sound. Blue phonograms indicate the letter or letter group make a consonant sound.
Auditory and Phonemic Awareness Exercises: help with developing crucial pre-reading and prewriting skills. These exercises focus on recognizing and manipulating sounds in spoken language. By engaging in activities that require students to distinguish and manipulate sounds, they improve their phonemic awareness, which is the ability to identify and work with individual sounds (phonemes) in words.
These exercises are essential for early literacy development as they lay the foundation for reading and writing. Students learn to distinguish between different sounds, blend sounds together to form words, segment words into individual sounds, and manipulate sounds to create new words. These skills are vital for phonics instruction, spelling, and reading comprehension.
-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 through the website:
Schools: classicalschoolsolutions.com
Homeschoolers: theclassicalcottage.com
Happy reading! Example of auditory exercise found throughout this guide
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 10 - 15 minutes at the most! Follow up work with the sandpaper letters, letter tiles, 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 letter 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 K
Readers In Rhyme-Level 1
Readers In Rhyme-Level 2
BLUEBONNET - Books 41-50
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)
/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: c, o, g, d
Handwriting: Clock Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress!
Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• The Little House by Virginia Lee Burton
Notes
• The read aloud book this week is: The Little House by Virginia Lee Burton
• As you read, allow your students to enjoy the illustrations.
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Color the picture below.
Do not be concerned with the student learning the letter name. Some students may know the name already. We are more concerned with them learning the sounds the letters make.
Each day you will have the student point to the phonograms and practice saying all their sounds.
Reading 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.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. Point to the letter C and say: This letter says /k/ /s/. Now it’s your turn. Have the student repeat the sounds /k/ /s/.
Have the student circle all the items that start with C /k/ sound.
Have the student do something hands on and fun to help with learning the letter sounds. Have them trace the letter in a sand tray or shape it out of playdough. Have them repeat the sounds the letter makes when doing the activity.
Handwriting warm up. Trace the dashed lines.
Clock Letters
Clock Letters
cogdasf
ccogdasf ogdasf
cogdasf
Read to the student: Today we will learn the first of the clock letters. Clock letters all start at 2 O’clock and go around the clock. The first clock letter is C it says /k/ /s/. First finger trace the clock below. Then trace the letter C’s below starting on the blue dot. Remember to practice the sounds out loud as you write.
Phonics
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Good and the Beautiful — Pre-K
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning the sounds the letters make.
LESSON 34
Items needed: "Number Slider" (from the Actvity Packet), "Swat the Fly" game (from the Actvity Packet), fy swater, a penny, a nickel, a dime, scissors
o Practce leters and sounds using the Leter Flip Book M–S.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
o Have the child trace the lowercase Qs. Make sure the child holds the pencil correctly and follows the numbers and arrows.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. This letter is a vowel. It is very special. Point to the letter O and say: This letter says /o/ /O/ /oo/ /u/. Now it’s your turn. Have the student repeat the sounds /o/ /O/ /oo/ /u/.
o Have the child practce numbers using the "Number Slider" (from the Actvity Packet).
o Say a shape name and have the child point to the shape. Do this several tmes for each shape. Then, give the child a penny, a nickel, and a dime. Ask the child how many cents each coin is worth. Read to the child: Put the penny on the circle. Put the nickel on the rectangle. Put the dime on the square. Put the penny on the diamond. Put the nickel on the triangle. Put the dime on the circle. Put the penny on the star. Put the nickel on the square. Put the dime on the triangle. Put the penny on the rectangle.
Point to the shapes below and name them. Then ask the student which shape looks like /o/ /O/ /oo/ /u/
o Have the child play “Swat the Fly” (from the Actvity Packet). Lay out each of the six cut-out sets of leters in random order. Say a leter name, and then have the child swat that leter with a fy swater. Repeat for all leters in random order. Then, say a leter sound and have the child swat the leter with that sound. Repeat for all leters in random order.
Handwriting warm up. Trace the dashed lines.
Clock Letters
Clock Letters
cogdasf
Read to the student: Today we will practice more clock letters. Clock letters all start at 2 O’clock and go around the clock. Today’s clock letter is O. O is a vowel and says /o/ /O/ /oo/ /u/ Remember to practice the sounds out loud as you write.
Drawn a ball of yarn for the cat. Color the picture.
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.
Once I saw a little bird Come hop, hop, hop; So I cried, "Little bird, Will you stop, stop, stop?"
Oral Exercise — What was the little bird doing? What did the girl say to the bird? Have the student repeat the rhyme after you. Ask the student, “Can you tell which word rhymes with hop?”
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning the sounds the letters make.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. Point to the letter G and say: This letter says /g/ /j/. Now it’s your turn. Have the student repeat the sounds /g/ /j/.
your child point to each phonogram and say the sounds.
Have the student circle all the items that start with G /g/ sound.
Handwriting warm up. Trace the dashed lines.
Clock Letters
Clock Letters
cogdasf
cogdasf
Read to the student: Today we will practice more clock letters. Clock letters all start at 2 O’clock and go around the clock. Today’s clock letters are O /o/ /O/ /oo/ and G. G says /g/ /j/ Remember to practice the sounds out loud as you write.
Trace the cats tail. What does it remind you of?
Reading Warm Up: Have your child point to each phonogram and say
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning the sounds the letters make.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. Point to the letter D and say: This letter D says /d/. Now it’s your turn. Have the student repeat the sounds /d/.
sounds.
Say to the student: What animal do you see in the picture? What is the animal doing? Have the student color the picture.
Handwriting warm up. Trace the dashed lines.
Clock Letters
Clock Letters
cogdasf
Read to the student: Today we will practice more clock letters. Clock letters all start at 2 O’clock and go around the clock. Today’s clock letters are G /g/ /j/ and D /d/. Remember to practice the sounds out loud as you write.
Trace the bone and color the picture.
Read to the student: Let’s explore this picture. What are the children doing? Are they eating dinner or dessert? Is the older girl being nice? Point to something yellow. Point to something red. Point to the cat. What is the cat playing with? What do you think the children’s names are?
Phonograms we are working on this week: a, s, f, q
Handwriting: Clock Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Frog and Toad are Friends by Arnold Lobel
Notes
• The read aloud book is Frog and Toad are Friends by Arnold Lobel.
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your student color the picture below.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. This letter is a vowel. It is very special. Point to the letter A and say: This letter says /a/ /A/ /ah/. Now it’s your turn. Have the student repeat the sounds /a/ /A/ /ah/.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
your child point to each phonogram and say the sounds. Have the student circle all the items that start with first sound of A /a/.
Ask the student: What color is the Alligator? What color are the shoes? How many animals are there? Are the shoes over or under the alligator?
Color by Sounds of A. Have the student say each sound as they color. /a/ /A/ /ah/
Clock Letters
Clock Letters
Read to the student: Today we will practice more clock letters. Clock letters all start at 2 O’clock and go around the clock. Today’s clock letter is A. A is a vowel and says /a/ /A/ /ah/. Remember to practice the sounds out loud as you write. Handwriting warm up. Trace the dashed lines.
cogdasf
Drawn an apple for the hedgehog to eat. Color the picture.
Do not be concerned with your students learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. Point to the letter S and say: This letter says /s/ /z/. Now it’s your turn. Have the student repeat the sounds /s/ /z/.
Have the student circle all the items that start with S /s/ /z/ sound.
Point to the sounds in the bubble and read the sounds to the student. Have the student match the sounds with each letter. The first one has been completed as an example.
/k/ /s/
/a/ /A/ /ah/
/d/
/g/ /j/
/o/ /O/ /oo/ /u/
/s/ /z/
Handwriting warm up. Trace the dashed lines.
Clock Letters
Clock Letters
cogdasf
Read to the student: Today we will practice another clock letter. This letter starts at 2 o’clock but then curves back like a snake. Today’s clock letter is /s/ /z/ like “snake” or “sun”. Remember to practice the sounds out loud as you write.
Trace the sun and give him a face. Color the picture.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Little Boy Blue, come blow your horn. The sheep's in the meadow; the cow's in the corn. Where is the little boy, that looks after the sheep? He's under the haystack, fast asleep.
Oral Exercise — Where is Little Boy Blue? Why do you think he fell asleep? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with horn? What word rhymes with sheep?”
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. Point to the letter F and say: This letter says /f/ as in fun. Now it’s your turn. Have the student repeat the sounds /f/.
Have the student circle all the items that start with the /f/ sound.
Have the student do something hands on and fun to help with learning the letter sounds. Have them trace the letter in a sand tray or shape it out of playdough. Have them repeat the sounds the letter makes when doing the activity.
Read to the student: The Fantastic Fun Time Frogs have lost their shadows. Can you help them find their shadows? Match each frog with his shadow.
Handwriting warm up. Trace the dashed lines.
Clock Letters
Clock Letters
cogdasf
Read to the student: Today we will practice another clock letter. Clock letters all start at 2 O’clock and go around the clock. Today’s clock letter is /f/. Remember to practice the sounds out loud as you write.
Draw a lily pad for the frog to sit on. Color the picture.
We will not be working with multi letter phonograms until later. This exercise is just to introduce the student to the concept that Q is always followed by U.
Point to the single letter Q and say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound.Sometimes letters have to be together to say a sound. This is the letter Q. The letter Q is very shy, he only speaks when he has his best friend U by his side. Point to the phonogram QU and say: This phonogram says /kw/ as in quit. Now it’s your turn. Have the student repeat the sound /kw/.
Have the student circle all the items that start with /kw/ sound.
Ask the student: What is the queen wearing on her head? What is the heaviest thing in the picture?
Have the student practice letter recognition for 10 minutes. (Ideas in the resources tab in Google Classroom.)
Have the student circle the beginning sound of each picture. Make sure they practice saying all the sounds of each vowel [A /a/ /A/ /ah/ and O /o/ /O/ /oo/]
Handwriting warm up. Trace the dashed lines.
Clock Letters
Clock Letters
cogdasf
Read to the student: Today we will practice another clock letter. Our letter today is Q. It only speaks when it is with U and then it says /kw/ as in “queen” or “quail”. Trace the quail. Color the picture.
Read to the students: Let’s explore this picture. How many children are in the picture? What are the children doing? Do you think it is hot or cold outside? What kind of animal is in the picture? [dog] What sound does that start with? [/d/] point to the fence and ask: what is this? [fence] What sound does that start with? [/f/] Point to the grass and ask: what is this? [grass] What sound does that start with [/g/ /j/]. Point to something green. Point to something pink.
Phonograms we are working on this week: i, r, n m
Handwriting: Lowercase short line letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print Read Aloud
• Frog and Toad Together by Arnold Lobel
Notes
• The read aloud book is Frog and Toad Together by Arnold Lobel.
• You may wish to stop and discuss the characters or have your students retell parts of the story.
• Have the students color the picture below.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Do not be concerned with your students learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. This letter is a vowel. It is very special. Point to the letter I and say: This letter says /i/ /I/ /E/. Now it’s your turn. Have the students repeat the sounds /i/ /I/ /E/.
Read to the students: Sometimes the vowel sound is not at the beginning but in the middle of the word. See if you can find the /i/ vowel sound in the middle of the words below. Have the students circle all the items that have the short i /i/ vowel sound in them.
Color by Sounds of I. Have the students say each sound as they color. /i/ /I/ /E/
Short Line Letters
Midline
Short Line Letters
Midline
Short Line Letters
Short Line Letters
Midline
Midline
Read to the students: Today we will practice short line letters. Short line letters all start at the midline and go down to the baseline. Today’s short line letter is I. I is a vowel and says /i/ /I/ /E/ Remember to practice the sounds out loud as you write.
Color
Do not be concerned with your students learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the students: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. Point to the letter R and say: This letter says /r/. Now it’s your turn. Have the students repeat the sounds /r/.
Have the student circle all the items that start with the /r/ sound.
Have the student circle the beginning sound of each picture. Make sure they practice saying all the sounds of each letter.
Draw a leaf for the ladybugs to sit on. Color the ladybugs red for the sound /r/.
Short Line Letters
Midline
Read to the student: Today we will practice short line letters. Short line letters all start at the midline and go down to the baseline. Today’s short line letter is R. R says /r/ Remember to practice the sound out loud as you write.
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.
Humpty-Dumpty sat on a wall, Humpty-Dumpty had a great fall; All the King's horses, and all the King's men, Could not put Humpty-Dumpty together again.
Oral Exercise — Where did Humpty-Dumpty sit? What happened to him? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with wall?”
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
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.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. Point to the letter N and say: This letter says /n/. Now it’s your turn. Have the student repeat the sounds /n/.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Have the students circle all the items that start with the /n/ sound.
Pizza
blue orange red green
Short Line Letters
Midline
Read to the student: Today we will practice short line letters. Short line letters all start at the midline and go down to the baseline. Today’s short line letter is N. N says /n/ Remember to practice the sound out loud as you write.
The kids are missing their noses. Draw noses on the kids.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
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.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. Point to the letter M and say: This letter says /m/. Now it’s your turn. Have the student repeat the sounds /m/.
Have the student circle all the items that start with the /m/ sound.
Say to the student: Can you help the hedgehog find his apples by reading all the letters on the leaves? Have the student point to the letter on each leaf and say all the sounds for each letter. Have the student do this for all letters on the path. When they have finished, ask them to find the red leaves and do those sounds again. Ask: What is special about the letters on the red leaves? [vowels]
i f s m g r d c n a o
Short Line Letters
Read to the student: Today we will practice short line letters. Short line letters all start at the midline and go down to the baseline. Today’s short line letter is M. M says /m/ Remember to practice the sound out loud as you write.
Read to the student: Let’s explore this picture. How many children are in the picture? What are they doing? [picking apples] What sound do you hear at the beginning of the word apples? [/a/] Point to a child wearing red. What sound is at the beginning of the word red? [/r/] What do you think the children will do with the apples? [make a pie, apple sauce] What is your favorite apple food?
Phonograms we are working on this week: u, y, j, p
Handwriting: Short line letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Frog and Toad All Year by Arnold Lobel
Notes
• The read aloud book is Frog and Toad All Year by Arnold Lobel.
• You may wish to stop and discuss the characters or have your students retell parts of the story.
• Have the students color the picture below.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Reading 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.
Reading 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.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. This letter is a vowel. It is very special. Point to the letter U and say: This letter says /u/ /U/ /OO/. Now it’s your turn. Have the student repeat the sounds /u/ /U/ /OO/.
Reading Warm Up: Have your child point to each phonogram and say the
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Have the student circle all the items that start with the /u/ sound.
Phonics
Have the student cut out the picture below and paste each strip in the proper place.
Short Line Letters
Midline
Short Line Letters
Short Line Letters
Short Line Letters
Midline
Midline
Midline
Read to the student: Today we will practice short line letters. Short line letters all start at the midline and go down to the baseline. Today’s short line letter is U. U says /u/ /U/ /OO/ Remember to practice the sounds out loud as you write.
Draw something UNDER the UMBRELLA.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Some letters like to play tricks. This is “Sly Y.” He is a consonant but sometimes he sneaks around in words and pretends to be a vowel. You will learn all of his sounds so you will be able to spot him. Point to the letter Y and say: This letter says /y/ /i/ /I/ /E/. Now it’s your turn. Have the student repeat the sounds /y/ /i/ /I/ /E/.
y y 2 y 3 y 4
/y/ /i/ /I/ /E/
Have the student circle all the items that start with the /y/ sound.
Color by Sounds of Y. Have the student say each sound as they color. Ask the student which color starts with the first sound of Y.
Trace the dashed lines.
Short Line Letters
Midline
Trace the yak’s horns. Color the picture.
Read to the student: Today we will practice short line letters with a tail. Short line letters all start at the midline and short line letters with a tail go below the baseline. Today’s short line letter is Y. Y says /y/ /i/ /I/ /E/ . Remember to practice the sounds out loud as you write.
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.
Oral Exercise — What has Little Bo-Peep done? Where do you think her sheep have gone? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with peep?”
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter J and say: This letter says /j/. Now it’s your turn. Have the student repeat the sounds /j/.
Have the student circle all the items that start with the /j/ sound.
Phonics
Have the student circle the beginning sound of each picture. Make sure they practice saying all the sounds of each letter.
Trace the dashed lines.
Read to the student: Today we will practice short line letters with a tail. Short line letters all start at the midline and short line letters with a tail go below the baseline. Today’s short line letter is J. J says /j/ Remember to practice the sounds out loud as you write.
Short Line Letters
Midline
Trace the jellyfish. Color the picture.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter P and say: This letter says /p/. Now it’s your turn. Have the student repeat the sounds /p/.
Have the student circle all the items that start with the /p/ sound.
Say to the student: Can you help the panda find all the hidden letters in the bamboo leaves? Have the student start at the first stalk of bamboo and say all the letters sounds on each leaf. Do this for all the leaves. Then ask the student to point out the special vowel letters.
s
i n u u y j p p
Trace the dashed lines.
Short Line Letters
Midline
Trace the pumpkin. Color the picture.
Read to the student: Today we will practice short line letters with a tail. Short line letters all start at the midline and short line letters with a tail go below the baseline. Today’s short line letter is P. P says /p/ Remember to practice the sound out loud as you write.
Read to the student: Let’s explore this picture. What is happening in this picture? Does the little boy look happy or sad? Why do you think so? What is the boy carrying? Find an animal that swims. Point to something in the picture that is red. Find a toy with wheels. Do you think the boy wants the rain to go away? Why do you think so?
Phonograms we are working on this week: e,z,l,t
Handwriting: Dash Line Letters, Top Line Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Little Bear by Elsa Holmelund Minarik
Notes
• This week read the book of Little Bear by Elsa Holmelund Minarik.
• Have the students color the picture below.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: This is a letter. It is a picture of a sound. Sometimes a letter has more than one sound. This letter is a vowel. It is very special. Point to the letter E and say: This letter says /e/ /E/. Now it’s your turn. Have the student repeat the sounds /e/ /E/.
Have the student circle all the items that start with the /e/ sound.
Color by Sounds of E. Have the student say each sound as they color.
Trace the dashed lines.
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. Today’s Dash Line letter is E. E says /e/ /E/ Remember to practice the sounds as you write.
Trace the elephant and draw a hat on his head.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter Z and say: This letter says /z/. Now it’s your turn. Have the student repeat the sounds /z/.
Have the student circle all the items that start with the /z/ sound.
Read to the student: The Big Zoo Band have lost their shadows. Can you help them find their shadows? Match each zoo animal with his shadow.
Trace the dashed lines.
Trace and color the zebra’s stripes.
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. Today’s Dash Line letter is Z. Z says /z/. Remember to practice the sound as you write.
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.
Oral Exercise — What did Tom Tom the Piper’s son learn to do? Was he young or old when he learned to play? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with play?”
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter L and say: This letter says /l/. Now it’s your turn. Have the student repeat the sounds /l/.
Have the student circle all the items that start with the /l/ sound.
Have the student circle the BEGINNING sound of each picture. Make sure they practice saying all the sounds of each letter.
Trace the dashed lines.
Top Line Letters
ltbhk
Top Line Letters
Top Line Letters
Top Line Letters
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. Today’s Top Line letter is L. L says /l/. Remember to practice the sound as you write.
Draw a leaf or flower for the ladybugs to sit on.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter T and say: This letter says /t/. Now it’s your turn. Have the student repeat the sounds /t/.
Have the student circle all the items that start with the /t/ sound.
Say to the student: It’s time for breakfast. Can you gather all the eggs and toast for breakfast? Have the student say all of the sounds for each letter on the path. Then have the student take a red crayon and underline the egg or toast with the vowels on them.
g s n i z d o c e y f Start
Trace the dashed lines.
Top Line Letters
Trace and color the turtle.
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. Today’s Top Line letter is T. T says /t/. Remember to practice the sound as you write.
Read to the student: Let’s explore this picture. What is happening in this picture? Does the baby elephant look happy or sad? Why do you think so? Find a brush. Point to something in the picture that is red. Point to something that is yellow. Find a watering can. What do you think the mother elephant’s name is? Why do you think the baby elephant’s name is?
Phonograms we are working on this week: b,h,k,v Handwriting: Top Line Letters, Slant Line Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Father Bear Comes Home by Elsa Holmelund Minarik
Notes
• This week read Father Bear Comes Home by Elsa Holmelund Minarik
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your student color the picture below.
Phonics
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Reading 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.
Reading 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.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter B and say: This letter says /b/. Now it’s your turn. Have the student repeat the sounds /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Have the student circle all the items that start with the /b/ sound.
Color by Sounds of U. Have the student say each sound as they color.
Trace the dashed lines.
Top Line Letters
Top
Top Line Letters
Line Letters
Top Line Letters
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. Today’s Top Line letter is B. B says /b/. Remember to practice the sound as you write.
Color the picture.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter H and say: This letter says /h/. Now it’s your turn. Have the student repeat the sounds /h/.
Have the student circle all the items that start with the /h/ sound.
Say to the student: Cut out the pieces below on the dashed lines and paste them over the picture to complete the puzzle. Name the animals in the picture. What sound do they start with [/b/]? What is the bear eating? What sound does that start with [/h/]
Trace the dashed lines.
Draw clouds above the helicopter. Color the picture.
Top Line Letters
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. Today’s Top Line letter is H. H says /h/. Remember to practice the sound as you write.
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.
Oral Exercise — Who did Simple Simon meet? Where was Simple Simon going? Have the student repeat the first four lines of the rhyme after you. Ask the student “Can you tell which word rhymes with fair? Which word rhymes with penny?”
Do not be concerned with your student learning the letter name. Some student may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter K and say: This letter says /k/. Now it’s your turn. Have the student repeat the sounds /k/.
Have the student circle all the items that start with the /k/ sound.
Have the student circle the beginning sound of each picture. Make sure they practice saying all the sounds of each letter.
Trace the dashed lines.
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. Today’s Top Line letter is K. K says /k/. Remember to practice the sound as you write.
Complete the dot-to-dot
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter V and say: This letter says /v/. Now it’s your turn. Have the student repeat the sounds /v/.
Have the student circle all the items that start with the /v/ sound.
Say to the student: Can you help the bees gather pollen from the flowers? Have the student say all of the sounds for each letter on the path. Then ask the student: Show me the bee that is IN a flower. Find the bee ON a flower. Find a bee in FRONT of a flower. Find a bee BEHIND a flower. Find a bee UNDER a flower.
Start End k
a y l
e s v p i h
Trace the dashed lines.
Color the volcano and draw lava all around it.
Slant Stroke Letters
Slant Down Slant
Slant Stroke Letters
Stroke Letters
Slant Stroke Letters
Slant Down
Slant Down
Slant Down
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. Today’s Slant Line letter is V. V says /v/. Remember to practice the sound as you write.
Read to the student: Let’s explore this picture. The little boy is watching the butterflies. What are the butterflies doing? How many butterflies can you find in the whole picture? Point to something in the picture that is blue. Point to something that is purple. Find a cat. What stuffed animal is the child holding and what sound does it start with?[/b/] What name do you think the little boy gave his teddy bear?
Phonograms we are working on this week: w,x,c,o Handwriting: Slant Stroke Letters, Clock Stroke Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Little Bear's Friend by Elsa Holmelund Minarik
Notes
• This week read the book Little Bear’s Friend by Elsa Holmelund Minarik
• Color the picture below.
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter w and say: This letter says /w/. Now it’s your turn. Have the student repeat the sounds /w/.
Have the student circle all the items that start with the /w/ sound.
Point to the sounds in the bubble and read the sounds to the student. Have the student match the sounds with each letter. The first one has been completed as an example.
/k/ /s/
/a/ /A/ /ah/
/f/
/w/
/o/ /O/ /oo/ /u/
/s/ /z/
Trace the dashed lines.
Slant Stroke Letters
Slant Down
Slant Stroke Letters
Slant Stroke Letters
Slant Stroke Letters
Slant Down
Slant Down
Slant Down
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. Today’s Slant Line letter is W. W says /w/. Remember to practice the sound as you write.
Trace the watermelons and add the seeds.
Phonics
Do not be concerned with your student learning the letter name. Some students may know the name already. We are more concerned with them learning all the sounds the letters make.
Reading 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.
Reading 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.
Say to the student: This is a letter. It is a picture of a sound. Point to the letter x and say: This letter says /ks/. Now it’s your turn. Have the student repeat the sounds /ks/.
Reading 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.
Have the student circle ONE item that begins with /ks/ and TWO items that END in /ks/
Color by Sounds of the vowel O. Point to the word below and help the student sound out each sound and then blend them together. “/f/-/o/-/ks/ FOX” Ask the student: which sound is at the beginning of the word? /f/. Which sound is at the end of the word? /ks/. What sound is in the middle? /o/. Yes /o/, what kind of special letter is /o/? (vowel). Have the student say each sound of /o/ /O/ /oo/ /u/ as they color.
Trace the dashed lines.
Color the x-ray fish and add water or waves.
Slant Stroke Letters
Slant Down
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. Today’s Slant Line letter is X. X says /ks/. Remember to practice the sound as you write.
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.
Oral Exercise — Who did the little girl see in London? What did the Queen give the little girl? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with you?”
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: We have learned the sounds for all 26 letters of the alphabet. The letters we have learned to write are called lowercase letters. We learned to write lowercase letters first because we use them the most in reading and writing. All lowercase letters have an uppercase or CAPITAL letter. The capital letter may look very much like the lowercase or it may look very different. Point to the capital c and say: The letter C says /k/ /s/. Then point to the lowercase c and repeat the sounds. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sounds.
Say to the student: Circle all of the cats with uppercase C’s. How many cats have uppercase C’s on them? Find two cats that are exactly the same. Find a cat with spots.
Have the student circle the beginning sound of each picture. Make sure they practice saying all the sounds of each letter.
Trace the dashed lines. cogdasf
Clock Stroke Letters cogdasf
Clock Stroke Letters
Clock Stroke Letters
cogdasf
Read to the student: Today we will practice clock stroke letters again. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is C. C says /k/ /s/. Both the capital and lowercase C use the same clock stroke. Remember to practice the sounds as you write.
Color the cat in a party hat.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) The letters we have learned to write first are called lowercase letters. All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital O and say: The letter O is a vowel. It says /o/ /O/ /oo/ /u/. Then point to the lowercase o and repeat the sounds. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sounds.
Say to the student: Circle all of the octopi with Capital O’s. How many octopi have 4 arms? How many have 5 arms? How many have 7 arms? O O O O O o o o o o
Say to the student: Can you help the cat follow the seeds to find all of the watermelon? Have the student say all of the sounds for each letter on the path. Then ask the student: What sound does “watermelon” start with? Find a cat IN a watermelon. Find a cat ON a watermelon.
Start
s C c u b e t m h O o r i z a e w v f b p n
Trace the dashed lines.
Color the fox in the box. What is the middle sound of the words fox and box?
Clock Stroke Letters
cogdasf
Read to the student: Today we will practice clock stroke letters again. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is O. O says /o/ /O/ /oo/ /u/. O is one of the five special letters. Do you remember what we call them? (vowels) Both the capital and lowercase O use the same clock stroke. Remember to practice the sounds as you write.
Read to the student: Let’s explore this picture.
Here is a mother playing with her daughters. What are they making with the blocks? What do you think will happen? Do they look happy or sad? What animal pictures are painted on the blocks? Point to the girl wearing a red hat. What color is her dress? Point to the girl wearing blue socks. Point to the girl in the red dress. How many girls have golden yellow hair?
Phonograms we are working on this week: G,D,A,S Handwriting: Clock Stroke Letters, Top Line Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• The Little Island by Margaret Wise Brown
Notes
• This week read The Little Island by Margaret Wise Brown
• Color the picture below of the two kingfishers who come from the South to build their nest on The Little Island..
Have the student point to the phonograms and say their sounds.
GReading 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.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital G and say: The letter G says /g/ /j/. Then point to the lowercase g and repeat the sounds. The capital G looks very different form the lowercase G. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sounds.
Say to the student: See the geese below? Color all of the uppercase G geese GRAY. Color all of the lowercase G geese GREEN. What sound do the colors Gray and Green start with? g g g g g g
Have the student circle the ENDING sound of each picture. Sound out the word for them so they hear the sounds individually. Ex: F-R-O-G Frog
Clock Stroke Letters
Trace the dashed lines. cogdasf
Clock Stroke Letters
Clock Stroke Letters cogdasf
Clock Stroke Letters
cogdasf
cogdasf
Read to the student: Today we will practice clock stroke letters again. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is G. G says /g/ /j/. Both the capital and lowercase G use the same clock stroke. Remember to practice the sounds as you write.
Draw a leaf for the grasshopper to eat or sit on. Color the picture.
Have the student point to the phonograms and say their sounds.
Reading 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.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital D and say: The letter D says /d/. Then point to the lowercase D and repeat the sound. The capital D looks very different form the lowercase D. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sounds.
Say to the student: Circle all of the dinosaurs with uppercase D’s. How many dinosaurs have uppercase D’s on them? Find two dinosaurs that are exactly the same. Find a dinosaur with horns. Color if desired.
D D D d d d D d d d
Read to the student? What sound does “dolphin” start with? Point to the sounds in the bubble and read the sounds to the student. Have the student match the sounds with each uppercase and lowercase letter.
/g/ /j/ /k/ /s/ /d/
/O/ /oo/ /u/
Trace the dashed lines.
Clock Stroke Letters
The dinosaur lost his tail! Draw a tail for the Dinosaur.
Read to the student: Today we will practice Clock Stroke and Top Line Stroke. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is D. D says /d/. The uppercase D is a Top Line Letter. Remember to practice the sounds as you write.
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.
Oral Exercise — Where did Jack and Jill go? What happened to Jack? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with Jill? Which word rhymes with down?”
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital A and say: The letter A is a vowel. It says /a/ /A/ /ah/. Then point to the lowercase A and repeat the sounds. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sounds.
Say to the student: Can you match the lowercase letters with their capitals? Draw a line to connect each lowercase letter with its capital. Point out which letters are vowels. Find one alligator that is different from the rest and circle him.
A g O
C D o G c d
Color by Sounds of the vowel A. Ask the student: what is the sound at the beginning of the word alligator? Have the student say each sound /a/ /A/ /ah/ as they color.
Clock Stroke Letters
cogdasf
Read to the student: Today we will practice Clock Stroke and Top Line Stroke. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is A. A says /a/ /A/ /ah/. The uppercase A is a Top Line Letter. Remember to practice the sounds as you write.
Draw a worm coming out of the apple.
Warm Up: Have your child point to each phonogram and say the sounds.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital S and say: The letter S says /s/ /z/. Then point to the lowercase S and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say
Say to the student: What sound does the word “snail” start with? Match the uppercase letters with their lowercase letters. Remember to say all of the sounds of each letter. Which letters are vowels? Find one snail that is different than the others.
c a g o d C S A s O D G
Say to the student: Can you help the squirrel through the leaves to reach the acorns? Have the student say all of the sounds for each letter on the path. Then ask the student: What sound does “squirrel” start with?
d C A s S l k h r D n y p g f
G A
Trace the dashed lines.
Trace the sun and give him a face.
Clock Stroke Letters
Read to the student: Today we will practice clock stroke letters again. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is S. S says /s/ /z/. Both the capital and lowercase S use the same clock stroke. Remember to practice the sounds as you write.
Read to the student: Let’s explore this picture. What is the girl doing? What animals are around her? What sound does “Girl” and “Goose” start with? Can you find a man chasing his hat? Does it seem like a windy day or a calm day? Find a comb. Find a rock. Find flowers. Point to something orange. What do you think the girl is thinking about? What do you think her name is?
Phonograms we are working on this week: F, I, R, N
Handwriting: Top Line Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Blueberries For Sal by Robert McCloskey
Notes
• This week read the book Blueberries For Sal by Robert McCloskey
• Color the picture below.
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital F and say: The letter F says /f/. Then point to the lowercase F and repeat the sounds. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: What sound does FISH start with? Circle the uppercase F fish. Color all of the lowercase F fish BLUE. How many uppercase F fish are there? Find two matching fish. F f F F F F f f f
Phonics
Have the student circle the ENDING sound of each picture. Sound out the word for them so they hear the sounds individually. Ex: F-R-O-G Frog (leaf, dress, bed, car, pig, scarf)
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Read to the student: Today we will practice clock stroke letters again. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is F. F says /f/. Uppercase F starts at the top line. Remember to practice the sounds as you write.
Finish drawing the tail of the fish.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital I and say: The letter I is a vowel. It says /i/ /I/ /E/. Then point to the lowercase I and repeat the sounds. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sounds.
Say to the student: Can you match the lowercase letters with their capitals? Draw a line to connect each lowercase letter with its capital. Point out which letters are vowels.
A s i C O F a S I c o
Color by Sounds of the vowel I. Point to the word below and help the student sound out each sound and then blend them together. “/p/-/i/-/g/ PIG” Ask the student: which sound is at the beginning of the word? /p/. Which sound is at the end of the word? /g/. What sound is in the middle? /i/. Yes /i/, what kind of special letter is /i/? (vowel). Have the student say each sound of /i/ /I/ /E/ as they color.
Trace the dashed lines.
Short Line Letters
Draw ice cream on the cone.
Short Line Letters
Short Line Letters
Midline
Short Line Letters
Midline
Midline
Read to the student: Today we will practice short line and top line letters. Today’s letter is I. I says /i/ /I/ /E/. What kind of special letter is I? Remember to practice the sound out loud as you write.
Midline
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.
Oral Exercise — Locks is another word for hair. Swine is another word for pig. What kind of hair does Curlylocks have? What will Curlylocks not have to wash? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with mine? Which word rhymes with seam?”
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital R and say: The letter R says /r/. Then point to the lowercase R and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does RABBIT start with? Circle the uppercase R rabbits. Underline all of the lowercase R rabbits. How many lowercase R rabbits are there? Find one rabbit that is different than all the rest. Color that rabbit any color you wish
R R r r r r r r r
Read to the student? What sound does “robot” start with? Point to the sounds in the bubble and read the sounds to the student. Have the student match the sounds with each uppercase and lowercase letter.
/n/ /r/ /f/
/i/ /I/ /E/
Trace the dashed lines.
Short Line Letters
Read to the student: Today we will practice short line and top line letters. Today’s letter is R. R says /r/. Remember to practice the sound out loud as you write.
Draw some carrots for the rabbit. Color the picture.
Midline
Have the student point to the phonograms and say their sounds.
Warm Up: Have your child point to each phonogram and say the sounds. N N N n n n n n n
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital N and say: The letter N says /n/. Then point to the lowercase N and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does NARWHAL start with? Color all of the lowercase N narwhals blue and the uppercase N narwhals Gray. How many uppercase N Narwhals are there?
Say to the student: Can you help Freddy the Frog hop through the forrest to catch flies? Have the student say all of the sounds for each letter on the path. Then ask the student: What sound does “FROG” start with? What is the ending sound? What is the middle or vowel sound?
Start
Finish a d c A N p G i b g R n F
Trace the dashed lines.
Short Line Letters
Read to the student: Today we will practice short line and top line letters. Today’s letter is N. N says /n/. Remember to practice the sound out loud as you write.
Draw the tusk on the Narwhal. Color the picture.
Midline
Read to the student: Let’s explore this picture. What is the boy doing? What time of day do you think it is? Is the sun high or low in the sky? What sound does “Rabbit” start with? What sound does “Frog” start with? Does it seem like a windy day or a calm day? How many rabbits are in the picture? How many frogs are in the picture? Find a mouse. Point to something blue. Find two squirrels. What story do you think the boy is reading?
Phonograms we are working on this week: M, U, Y, J
Handwriting: Short line letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Mike Mulligan and his Steam Shovel by Virginia Lee Burton
Notes
• This week read the book Mike Mulligan and his Steam Shovel by Virginia Lee Burton
• Color the picture below.
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital M and say: The letter M says /m/. Then point to the lowercase M and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: What sound does MOUSE start with? Circle all of the uppercase M’s. How many uppercase Ms are there? Find and color the one mouse that is different than all of the rest. M M M M m m m m m M m
Phonics
Have the student circle the ENDING sound of each picture. Sound out the word for them so they hear the sounds individually. Ex: F-R-O-G Frog (sun, dress, milk, tent, frog, drum)
Trace the dashed lines.
Short Line Letters
Midline
Read to the student: Short line letters all start at the midline and go down to the baseline. Today’s short line letter is M. M says /m/. Uppercase M starts at the top line. Remember to practice the sound out loud as you write.
Color the picture.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital U and say: The letter U is a vowel. It says /u/ /U/ /OO/. Then point to the lowercase U and repeat the sounds. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sounds.
Say to the student: What sound does UMBRELLA start with? Color all of the lowercase U umbrellas yellow and the uppercase U umbrellas green. How many uppercase U umbrellas are there? Find one umbrella that is different from the rest and color it red
Color by Sounds of the vowel U. Ask the student: what are the mice using for a boat? (umbrella). Which sound is at the beginning of the word “umbrella?” What sound is at the beginning of the word “mouse?” What kind of special letter is /U/? (vowel). Have the student say each sound of U /u/ /U/ /OO/ as they color.
Trace the dashed lines.
Short Line Letters
Midline
Short Line Letters
Midline
Draw something in the umbrella.
Read to the student: Today we will practice short line letters. Short line letters all start at the midline and go down to the baseline. Today’s short line letter is U. U says /u/ /U/ /OO/ Uppercase U starts at the top line. Remember to practice the sounds out loud as you write.
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.
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.
Oral Exercise — Fiddle is another word for violin. What is the cat playing? What did the cow jump over? Who did the dish run away with? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with moon?”
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. This is “Sly Y.” He is a consonant but sometimes he sneaks around in words and pretends to be a vowel. Point to the capital Y and say: This letter says /y/ /i/ /I/ /E/. Then point to the lowercase Y and repeat the sounds. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sound.
Say to the student: What sound does YARN start with? Color the uppercase Y balls of yarn yellow. How many lowercase Y yarns are there? y y y y y y Y Y Y Y Y Y Y
First have the student cut out all the pictures below. Then dictate the sounds and have the student glue/paste the capital and lowercase letter for the sounds into the appropriate boxes. Dictate the sounds to the student: Box 1- M /m/, Box 2- N /n/, Box 3- Y /y/ /i/ /I/ /E/, Box 4- U /u/ /U/ /OO.
1 3 2 4 N
m y Y n M
Trace the dashed lines.
Read to the student: Today we will practice short line letters with a tail. Short line letters all start at the midline and short line letters with a tail go below the baseline. Today’s short line letter is Y. Y says /y/ /i/ /I/ /E/ Uppercase Y starts at the top line. Remember to practice the sounds out loud as you write.
Short Line Letters
Color the cat that got tangled in the yarn.
Midline
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital J and say: The letter J says /j/. Then point to the lowercase J and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound. y y y y y y Y Y Y Y Y Y Y Y N n R r m M y j
Say to the student: Can you match the lowercase letters with their capitals? Draw a line to connect each lowercase letter with its capital. Point out which letters are vowels.
Say to the student: Can you help the snail make it through the forest by reading all the letters on the mushrooms? Have the student point to the letter on each mushroom and say the letter sounds. Have the student do this for all letters on the path. Then ask the student: Which letters are capitals?
start
C j t M h m s
r p y c
Trace the dashed lines.
Read to the student: Short line letters all start at the midline and short line letters with a tail go below the baseline. Today’s short line letter is J. J says /j/ Uppercase J starts at the top line. Remember to practice the sounds out loud as you write.
Short Line Letters
Midline
Draw the jellyfish’s missing tentacles. Color the picture.
Read to the student: Let’s explore this picture. How many people are in the picture? What season is it? Why do you think so? What is the man in the picture doing? Is the front door open or closed? Find a dog. Find yellow leaves. What sound does yellow start with? Point to something blue. Find a broom. Look at the shadows in the picture. Do you think they show that it is the middle of the day or almost night?
Phonograms we are working on this week: P, E, Z, L
Handwriting: Top Line Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Ox Cart Man by Donald Hall
Notes
• This week read “Ox-Cart Man” By Donald Hall.
• You may wish to stop and discuss the characters or have your students retell parts of the story.
• Have your students color the picture of the ox below.
• Ask them to name things the Ox-Cart Man took to town to sell.
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital P and say: The letter P says /p/. Then point to the lowercase P and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does PENGUIN start with? What color are the penguin’s balloons? What sound does PINK start with? Circle all of the uppercase P’s. How many uppercase P’s are there?
Reading Warm Up: Have your child point to each phonogram and say the sounds. P P P P P P P P p p p p
Phonics
Have the student circle the ENDING sound of each picture. Sound out the word for them so they hear the sounds individually. Ex: F-R-O-G Frog (duck, drum, scarf, pepper, lemon, drum)
Trace the dashed lines.
Read to the student: Short line letters all start at the midline and go down to the baseline. Today’s short line letter is P. P says /p/. Uppercase P starts at the top line. Lowercase P has a tale that goes below the baseline. Remember to practice the sound out loud as you write.
Color the penguin.
Short Line Letters
Midline
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds. P P P P P P P P p p p p E E e e e e e e E E E E E
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital E and say: The letter E is a vowel. It says /e/ /E/. Then point to the lowercase E and repeat the sounds. Now it’s your turn. Have the student point to the capital and say the sounds and point to the lowercase letter and say the sounds.
Say to the student: What sound does EGG start with? Circle all of the uppercase E’s. How many uppercase E eggs are there? Find the two eggs that are exactly the same and color them blue.
Color by Sounds of the vowel E. Point to the word below and help the student sound out each sound and then blend them together. “/h/-/e/-/n/ HEN” Ask the student: which sound is at the beginning of the word? /h/. Which sound is at the end of the word? /n/. What sound is in the middle? /e/. Yes /e/, what kind of special letter is / e/? (vowel). Have the student say each sound of /e/ /E/ as they color.
Trace the dashed lines.
Dash Line Letters
Dash Forward
Draw eggs in the nest.
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. Today’s Dash Line letter is E. E says /e/ /E/ Uppercase E starts at the top line. Remember to practice the sounds as you write.
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.
Oral Exercise — A sixpence was an old english coin like a penny or a nickel. What was baked into the pie? What happened when the pie was opened? Who was the pie for? Hint:he wears a crown. Have the student repeat the first four lines of the rhyme after you. Ask the student “Can you tell which word rhymes with rye?”
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital Z and say: The letter Z says /z/. Then point to the lowercase Z and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: Can you match the lowercase letters with their capitals? Draw a line to connect each lowercase letter with its capital. Point out which letter is a vowel. What sound does ZEBRA start with? What sound does ELEPHANT start with? What sound does PIG start with? What sound does LION start with?
First have the student cut out all the pictures below. Then dictate the sounds and have the student glue/paste the capital and lowercase letter for the sounds into the appropriate boxes. Dictate the sounds to the student: Box 1- J /j/, Box 2- P /p/, Box 3- E /e/ /E/, Box 4- Z /z/.
1 3 2 4 P
j z E e p Z
Trace the dashed lines.
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. Today’s Dash Line letter is Z. Z says /z/. Uppercase Z begins on the top line. Remember to practice the sound as you write.
Dash Line Letters
Dash Forward
Draw the Zebra’s stripes.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: What sound does LADYBUG start with? What sound does LEAF start with? Circle all of the uppercase L’s. How many uppercase L’s are there? Find the ladybug missing her spots and color them in. Z L z l p P E e l l l l L L L L L L
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital L and say: The letter L says /l/. Then point to the lowercase L and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Read to the student: Leo the Lion loves balloons. Can you help Leo catch all the balloons? Have the student point to the letter on each balloon and say the letter sounds. Have the student do this for all letters on the path. Then ask the student: Which letters are capitals?
L r l n g j P N F E Z d e m p
Trace the dashed lines.
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. Today’s Top Line letter is L. L says /l/. Remember to practice the sound as you write.
Top Line Letters
Draw the Leopard’s spots.
Read to the student: Let’s explore this picture. What is the little boy doing? Does it look like fun? What is the little girl holding? Are the children happy or sad? Point to the child wearing red. Point to the child wearing green. What do you think the children’s names are?
Phonograms we are working on this week: T, B, H, K
Handwriting: Top line letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• Chanticleer and the Fox by Geoffrey Chaucer
Notes
• This week read “Chanticleer and the Fox” by Geoffrey Chaucer
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your student color the picture below.
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital T and say: The letter T says /t/. Then point to the lowercase T and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does TURTLE start with? Color all of the uppercase T turtle dark green and all of the lowercase T turtles light green. How many uppercase T’s are there? Find one turtle who is different from all the rest.
Reading Warm Up: Have your child point to each phonogram and say the sounds. T t t t T T T t T T t t
Color by the letter T. How many words can you think of that start with the sound of T?
Top Line Letters
Top Line Letters
Topltbhk
Line Letters
Line Letters
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. Today’s Top Line letter is T. T says /t/. Remember to practice the sound as you write.
Draw a pattern on the turtle’s shell.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital B and say: The letter B says /b/. Then point to the lowercase B and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does Bananas start with? What color are bananas? Circle all of the uppercase B’s. How many uppercase B’s are there? Find one banana that is different than the rest. Color it yellow.
T t t t T T T t T T t t b b b b b B B B B B B B
Phonics
Have the student circle the ENDING sound of each picture. Sound out the word for them so they hear the sounds individually. Ex: F-R-O-G Frog (duck, crab, sun, hug, club, six)
Trace the dashed lines.
Top Line Letters
Trace the lines on the butterfly. Color the picture.
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. Today’s Top Line letter is B. B says /b/. Remember to practice the sound as you write.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Old Mother Hubbard went to the cupboard
To get her poor dog a bone, But when she got there, The cupboard was bare, And so the poor dog had none.
Oral Exercise — What did Mother Hubbard go to find in the cupboard? Did she find a bone? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with there?”
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital H and say: The letter H says /h/. Then point to the lowercase H and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does HAT start with? What season do you most often wear a hat? Circle all of the uppercase H’s. How many uppercase H’s are there? h h h h h h h H H H H H H H
First have the student cut out all the pictures below. Then dictate the sounds and have the student glue/paste the capital and lowercase letter for the sounds into the appropriate boxes. Dictate the sounds to the student: Box 1- T /t/, Box 2- B /b/, Box 3- H /h/, Box 4- L /l/.
1 3 2 4 B
L
t T l H h b
Trace the dashed lines.
Top Line Letters
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. Today’s Top Line letter is H. H says /h/. Remember to practice the sound as you write.
Use
a yellow crayon to fill the jar with honey.
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital K and say: The letter K says /k/. Then point to the lowercase K and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does Kangaroo start with? Circle all of the uppercase K’s. How many uppercase K’s are there? Find one kangaroo that is different from the rest. Color him orange. h h h h h h h H H H H H H H K K K K K k k k
Read to the student: Can you help catch the butterflies? Have the student point to the letter on each butterfly and say the letter sounds. Have the child do this for all letters on the path. Then ask the child: Which letters are capitals?
c t y f b e L T B k H g E
Trace the dashed lines.
Top Line Letters
Color the Koala bear.
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. Today’s Top Line letter is K. K says /k/. Remember to practice the sound as you write.
Read to the student: Let’s explore this picture. What are the animals doing? Does it look like fun? What season do you think it is? Find a lizard on a rock. Point to the mouse carrying a basket. Find a butterfly. Find a mouse on a flower? What song do you think the bunnies are playing? Find a drum. Find a triangle. What two colors are the drum that the bunny is playing?
Phonograms we are working on this week: V, W, X, Q
Handwriting: Slant stroke letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes” Allow the child “free writing” with paper. They will begin to create the letters on their own. Mistakes are ok! They are absorbing the knowledge and learning how to use it. Practice makes progress! Chalkboard (small is fine). The texture forces the child to write slowly.
If a child is already reading beyond the first lesson, offer the practice sheets anyway. The review is helpful and boosts their self-esteem!
• Worksheets
• Letter Tiles To Print
Read Aloud
• The Thanksgiving Story by Alice Dalgliesh
Notes
• The read aloud book is The Thanksgiving Story By Alice Dalgliesh
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your student color the picture below.
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital V and say: The letter V says /v/. Then point to the lowercase V and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does VULTURE start with? Can you match the lowercase letters with their capitals? Draw a line to connect each lowercase letter with its capital.
Reading Warm Up: Have your child point to each phonogram and say the sounds. V k K H b B v h
Phonics
Have the student circle the ENDING sound of each picture. Sound out the word for them so they hear the sounds individually. Ex: F-R-O-G Frog (box, walrus, web, tent, bus, egg)
Trace the dashed lines.
Slant Stroke Letters
Slant Stroke Letters
Slant Down
Slant Stroke Letters
Slant Down
Slant Stroke Letters
Slant Down
Slant Down
Draw a nest for the vulture. Color the picture. Read to the student: Today we will practice slant stroke letters. Slant stroke letters begin at the midline and slant down to the baseline. Today’s Slant Line letter is V. V says /v/. Remember to practice the sound as you write.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital W and say: The letter W says /w/. Then point to the lowercase W and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does Whale start with? Circle all of the uppercase W’s. How many uppercase W’s are there?
Color by the letter W. How many words can you think of that start with the sound of W?
Trace the dashed lines.
Slant Stroke Letters
Slant
Down
Read to the student: Today we will practice slant stroke letters. Slant stroke letters begin at the midline and slant down to the baseline. Today’s Slant Line letter is W. W says /w/. Remember to practice the sound as you write.
Draw a spider hanging from the web.
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.
Doodle Doodle Doo. The Princess lost her shoe.
Her Highness hopped—the fiddler stopped, Not knowing what to do.
Oral Exercise — What did the Princess lose? What did the fiddler do? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with doo? What word rhymes with hopped?”
Have the student point to the phonograms and say their sounds.
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital X and say: The letter X says /ks/. Then point to the lowercase X and repeat the sound. Now it’s your turn. Have the student point to the capital and say the sound and point to the lowercase letter and say the sound.
Say to the student: What sound does FOX end with? Color all of the uppercase X foxes orange. How many uppercase X’s are there?
Reading Warm Up: Have your child point to each phonogram and say the sounds. X X X X X x x x x
First have the student cut out all the pictures below. Then dictate the sounds and have the student glue/paste the capital and lowercase letter for the sounds into the appropriate boxes. Dictate the sounds to the student: Box 1- V /v/, Box 2- W /w/, Box 3- K /k/, Box 4- Qu /kw/.
1 3 2 4 W
Trace the dashed lines.
Complete the dot-to-dot of the fox. Color the picture.
Slant Stroke Letters
Slant Down
Read to the student: Today we will practice slant stroke letters. Slant stroke letters begin at the midline and slant down to the baseline. Today’s Slant Line letter is X. X says /ks/. Remember to practice the sound as you write.
Have the student point to the phonograms and say their sounds.
Say to the student: What phonogram sound does QUEEN start with? /kw/. Can you match the lowercase letters with their capitals? Draw a line to connect each lowercase letter with its capital. X X X X X x x x x
Say to the student: How many letters are in the alphabet?(26) All lowercase letters have an uppercase or CAPITAL letter. What do all lowercase letters have? (A capital letter) The capital letter may look very much like the lowercase or it may look very different. Point to the capital Q and say: This is the letter Q. Q is always with U and together they say /kw/. Now it’s your turn. Have the student point to the capital and say this is the letter Q. Together with U it says /kw/.
Read to the student: Can you help Felicity Fox read all the letters in the trees? Have the student point to the letter on each tree and say the letter sounds. Have the student do this for all letters on the path. Then ask the student: Which letters are capitals? If desired, have the student place a dried piece of pasta on each tree after the student says the letter or phonogram sound.
n B L W M k
P X z y f e d x
Trace the dashed lines.
Color the picture of the queen.
Clock Letters
cogdasf
Read to the student: Today we will practice a clock letter. Our later today is Q. It only speaks when it is with U and then it says /kw/ as in “queen” or “quail”. Remember to practice the sound as you write.
Read to the student: Let’s explore this picture. What are the children doing? Do you think they are eating breakfast or dinner? Point to a bowl of fruit. Point to a doll. Do you think the children live by the ocean or by mountains? Why do you think so? The girl has golden hair. What do you think her name is? What color is the boy’s hair? The boy has the nickname of “Carrots” why do you think that is?
Phonograms we are working on this week: Vowel O
Handwriting: Clock Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes”
If students excel with book 1. Hot Dot, have them practice with book 6. Top Dog. Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions. Students should practice with the readers repeatedly. Repetition is key!
To Print
• Worksheets
• Letter Tiles
Read Aloud
• The Gingerbread Boy by Paul Galdone
Readers
Readers In Rhyme Goldenrod Set 1-10
• 1. Hot Dot (6. Top Dog)
• Over days 1-4 read “The Gingerbread Boy” by Paul Galdone
• Color the picture below.
Have the student point to the phonograms and say their sounds.
Say to the student: Do you remember how many letters there are in the alphabet? (/26/) Out of the 26 there are 5 special letters called vowels. All of the other letters are called consonants. When you practice your phonograms you will notice the vowels in red and the consonants in blue. When we form the sounds of vowels our mouth makes an open shape. When we form the sounds of consonants, our mouth has a more closed shape. Look at the children below. They are saying the sounds of the vowels. Can you say all of the sounds of each vowel with them? Have the student say all the sounds of each vowel. ( A - /a/ /A/ /ah/, E - /e/ /E/, I - /i/ /I/, O - /o/ /O/ /oo/, U - /u/ /U/ /OO/)
Reading Warm Up: Have your child point to each phonogram and say the sounds.
-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.)
Say to the student: This is Dot. Her favorite vowel is O. What are all the sounds of O? ( O - /o/ /O/ /oo/ /u/ as is not, no, too and love) Can you help Dot find all the pictures below that have the /o/ vowel sound? Circle all the pictures below with an /o/ vowel sound in them. (dog, sock, six, duck, bat, mop)
Clock Stroke Letters
Clock Stroke Letters
Trace the dashed lines. cogdasf
Clock Stroke Letters
Clock Stroke Letters
cogdasf
cogdasf
cogdasf
Read to the student: Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is C. C says /k/ /s/. Remember to practice the sounds as you write. Trace the C’s and then write one of your starting on the dot.
Trace and color the mittens.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Beginning Sounds
Say to the student: I’m going to say three words. Two of them START with the same sound. One of them starts with a different sound. I want you to tell me which one is not like the others. Here is an example: baby, towel, bottle
Baby and bottle both start with /b/ and towel starts with /t/. Towel is not like the others.
• hair, heat, swim
• rat, leaf, ripe
• pants, zip, zoo
• cave, catch, rock
• hand, leg, heart
• man, wife, mess
Have the student trace the o vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
h t j g h g
Have the student circle the BEGINNING sound of each picture. Sound out the word for them so they hear the sounds individually. Ex: D-O-G Dog (bed, crab, sun, bell, cat, six)
Say to the student: 1. Draw a line to match the pictures that have the same beginning sounds. 2. Can you find the two pictures that have the same middle sound of /e/?
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Color the picture.
Read to the student: Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is O. O says /o/ /O/ /oo/ /u/. O is one of the five special letters. Do you remember what we call them? (vowels) Both the capital and lowercase O use the same clock stroke. Remember to practice the sounds as you write. Trace the letters and write one of your own starting on the dot.
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.
Oral Exercise — The fleece is the soft covering all over the sheep or lamb? What was the lamb’s fleece like? Where did the lamb go? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with snow?”
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Ending Sounds
Say to the student: I’m going to say three words. Two of them END with the same sound. One of them ends with a different sound. I want you to tell me which one is not like the others. Here is an example: fall, week, pill
Fall and pill both end with /l/ and week ends with /k/. Week is not like the others.
• star, head, bear
• card, bean, hand
• plant, lion, spin
• bump, clap, stiff
• chin, hair, clean
• fast, scarf, pet
Have the student trace the o vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
Ending Sounds
First have the student cut out all the pictures below. Then dictate the sounds and have the student glue/paste the pictures into the appropriate boxes according to their ending sound. Box /g/ - frog, hog, Box /n/ - wagon, lemon, Box /m/ - drum, mushroom, Box /f/ - scarf, leaf.
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Read to the student: Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is G. G says /g/ /j/. Both the capital and lowercase G use the same clock stroke. Remember to practice the sounds as you write. Trace the letters and then write one of your own starting on the dot.
Trace the lines and color the picture.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Identifying Rhymes
Say to the child: Rhyming words are words that sound the same at the end. For example, “bed” and “head” both say “ed” at the end. I am going to say two words. You will repeat the words after me. If they sound the same at the end they rhyme. Give me a thumbs up if they rhyme. If they do not sound the same at the end, they do not rhyme. Give me a thumbs down if they do not rhyme.
• sack, black
• rope, ride
• cat, mat
• sun, sock
• six, sticks
• bread, barn
Using a red crayon, have the child underline the correct vowel in each word.
Read to the child: Can you help Professor Fox match all his socks? Have the child point to the vowel on each sock and say all of the sounds. Have the child do this for all the socks. Then have the child match the uppercase and lowercase pairs of socks. ( A - /a/ /A/ /ah/, E - /e/ /E/, I - /i/ /I/, O - /o/ /O/ /oo/, U - /u/ /U/ /OO/)
Read to the student: Let’s explore this picture. What are the children doing? Have you ever built a snowman? What things would you use to decorate a snowman? Do you think it is summer or winter? Are the children happy or sad? Point to the child in the green coat. What is he standing on? Point to the child wearing a blue bow. Point to the child in a red coat. What do you think the children’s names are?
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Color the picture.
Read to the student: Today we will practice Clock Stroke and Top Line Stroke. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is D. D says /d/. The uppercase D is a Top Line Letter. Remember to practice the sounds as you write. Trace the letters and write one of your own starting on the dot.
Phonograms we are working on this week: Vowel A
Handwriting: Clock Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes”
If students excel with book 2. Fat Cat, have them practice with 7. Bad Tad. Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions. Students should practice with the readers repeatedly. Repetition is key!
• Worksheets
• Letter Tiles To Print Readers
Readers In Rhyme Goldenrod Set 1-10
• 2. Fat Cat 7. Bad Tad
Read Aloud
• Cinderella by Marcia Brown
• The read aloud book is “Cinderella” By Marcia Brown.
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your student color the picture below.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: Do you remember how many letters there are in the alphabet? (/26/) Out of the 26 there are 5 special letters called vowels. All of the other letters are called consonants. When you practice your phonograms you will notice the vowels in red and the consonants in blue. When we form the sounds of vowels our mouth makes an open shape. When we form the sounds of consonants, our mouth has a more closed shape. Look at the children below. They are saying the sounds of the vowels. Can you say all of the sounds of each vowel with them? Have the student say all the sounds of each vowel. (A - /a/ /A/ /ah/, E - /e/ /E/, I - /i/ /I/, O - /o/ /O/ /oo/ /u/, U - /u/ /U/ /OO/)
a-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.)
mat, hat, top
hip, pat, kid
mug, bell, cut
sun, jet, men
lid, dip, nap
gas, nip, bad
aSay to the student: This is Nat. Her favorite vowel is A as in apple. What are all of the sounds of A? ( A- /a/ /A/ /ah/) Can you help Nat find all the pictures below that have the /a/ vowel sound in them? Circle all the pictures below with an /a/ vowel sound in them. (cat, boat, hat, pickle, present, tree, bag/sack)
Read to the student: Today we will practice Clock Stroke and Top Line Stroke. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is A. A says /a/ /A/ /ah/. The uppercase A is a Top Line Letter. Remember to practice the sounds as you write. Trace the letters and then write one of your own starting on the dot.
Clock Stroke Letters
Trace the dashed lines. Color the picture.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Beginning Sounds
Say to the student: I’m going to say three words. Two of them START with the same sound. One of them starts with a different sound. I want you to tell me which one is not like the others. Here is an example: big, tree, brain
Big and brain both start with /b/ and tree starts with /t/. Tree is not like the others.
• bean, ball, tail
• door, cat, doll
• man, sink, sand
• love, lake, win
• yes, ten, yap
• dog, feed, far
Have the student trace the a vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
h m j m n p
Have the student circle the BEGINNING sound of each picture. You may wish to annunciate the beginning sounds for them. Pictures: (pencil, mittens, boat, snowman, target, cat)
Trace the dashed lines.
Read to the student: Today we will practice clock stroke letters again. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is S. S says /s/ /z/. Both the capital and lowercase S use the same clock stroke. Trace the letters and then write your own starting on the dot.
Trace and color the stockings.
Clock Stroke Letters
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.
Mary had pretty bird, Feathers bright and yellow, Slender legs—upon my word, He was a pretty fellow.
Oral Exercise — Tell about Mary’s bird. What did it look like? Where does Mary keep the bird? What do you think would happen if Mary opened the birdcage? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with bird?”
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Ending Sounds
Say to the student: I’m going to say three words. Two of them END with the same sound. One of them ends with a different sound. I want you to tell me which one is not like the others. Here is an example: fall, week, pill
Fall and pill both end with /l/ and week ends with /k/. Week is not like the others.
• stop, pill, cap
• jam, toss, pass
• sad, feed, week
• brave, stem, give
• well, pig, leg
• steal, fin, barn
Have the student trace the a vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
Read to the student: Callie went skating and forgot her mittens. Can you help Callie match the mittens and choose a pair to wear? Have the student point to the vowel on each mitten and say all of the sounds. Have the student do this for all of the mittens. Then have the student draw lines to match the Capital letters with their lowercase letters. ( A - /a/ /A/ /ah/, E - /e/ /E/, I - /i/ /I/, O - /o/ /O/ /oo/ /u/, U - /u/ /U/ /OO/)
Trace the dashed lines.
Clock Stroke Letters
Read to the student: Today we will practice Clock Stroke and Top Line Stroke. Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is F. F says /f/. Uppercase F starts at the top line. Remember to practice the sounds as you write. Trace the letters and then write one of your own starting on the dot.
start end
Complete the maze.
start end
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Identifying Rhymes
Say to the student: Rhyming words are words that sound the same at the end. For example, “bed” and “head” both say “ed” at the end. I am going to say two words. You will repeat the words after me. If they sound the same at the end they rhyme. Give me a thumbs up if they rhyme. If they do not sound the same at the end, they do not rhyme. Give me a thumbs down if they do not rhyme.
• log, dog
• tree, tack
• cat, mat
• green, gray
• sack, track
• sent, tent
Using a red crayon, have the student underline the correct vowel in each word.
a e o e a u a i a o e u
Read to the student: Alice and Albert Alpaca gathered all of their gifts to give to to their family. Alice accidentally dropped all of the gifts she was carrying. Can you help collect all of the dropped gifts? Have the student point to the letter on each gift and say the letter sounds. Have the student do this for all letters on the path. Then ask the student: Which letters are capital letters? Which letters are vowels?
Trace the dashed lines.
Read to the student: Today we will practice Clock Stroke and Top Line Stroke. Clock stroke letters all start at 2 O’clock and go around the clock. Remember to practice the sounds of the letters as you write. Trace the letters and then write one of your own starting on the dot.
Clock Stroke Letters
Color the ornaments.
Read to the student: Let’s explore this picture. What are the girls doing? Do you think it is warm or cold outside? Why do you think so? What holiday are the children celebrating? Find three candles. How many girls are in the picture? How many girls have yellow hair? What do you think the girl’s names are?
Phonograms we are working on this week: Vowel I
Handwriting: Short line letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud. Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes”
If students excel with book 3. Big Pig, have them practice with 8. Will the Pill. Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions. Students should practice with the readers repeatedly. Repetition is key!
• Worksheets
• Letter Tiles To Print Readers
Readers In Rhyme Goldenrod Set 1-10
• 3. Big Pig 8. Will the Pill
Read Aloud
• The Fox Went out on a Chilly Night by Peter Spier
• The read aloud book is “The Fox Went Out On a Chilly Night” By Peter Spier
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Color the picture below.
Have the student point to the phonograms and say their sounds.
Say to the student: Do you remember how many letters there are in the alphabet? (/26/) Out of the 26 there are 5 special letters called vowels. All of the other letters are called consonants. When you practice your phonograms you will notice the vowels in red and the consonants in blue. When we form the sounds of vowels our mouth makes an open shape. When we form the sounds of consonants, our mouth has a more closed shape. Look at the children below. They are saying the sounds of the vowels. Can you say all of the sounds of each vowel with them? Have the student say all the sounds of each vowel. (A - /a/ /A/ /ah/, E - /e/ /E/, I - /i/ /I/ /E/, O - /o/ /O/ /oo/ /u/, U - /u/ /U/ /OO/)
Reading Warm Up: Have your child point to each phonogram and say the sounds.
-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.)
rip, hat, kid
lap, pat, top
mitt, pit, cut
cot, men, mop
lip, dip, cap
rig, met, dip
iSay to the student: This is Tim. His favorite vowel is I as in insect. What are all of the sounds of I? ( I- /i/ /I/ /E/) Can you help Tim find all the pictures below that have the /i/ vowel sound in them? Circle all the pictures below with an /i/ vowel sound in them.
(Pig, Fan, Gift, Hat, Six, Jam)
Trace the dashed lines.
Short Line Letters
Read to the student: Today we will practice short line and top line letters. Today’s letter is I. I says /i/ /I/ /E/. What kind of special letter is I? Remember to practice the sound out loud as you write.
Complete the dot-to-dot.
Midline
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Beginning Sounds
Say to the student: I’m going to say three words. Two of them START with the same sound. One of them starts with a different sound. I want you to tell me which one is not like the others. Here is an example: big, tree, brain
Big and brain both start with /b/ and tree starts with /t/. Tree is not like the others.
• doll, ball, den
• fire, fast, cake
• band, sink, bleed
• rake, lake, rib
• ten, nail, nose
• bar, car, cab
Have the student trace the a vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
x
Read to the student: Look at the pretty tree below. Can you match the uppercase and lowercase vowel ornament pairs together? Have the student point to the vowel on each ornament and say all the sounds for each letter. Have the student do this for all of the ornaments. Then have the student draw lines to match the Capital letters with their lowercase letters.
A E U n i e a
Handwriting
Trace the dashed lines.
Short Line Letters
Read to the student: Today we will practice short line and top line letters. Today’s letter is R. R says /r/. Remember to practice the sound out loud as you write.
Trace the dashed lines.
Midline
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The North Wind doth blow, and we shall have snow, And what will poor Robin do then, poor thing? He'll sit in a barn, and keep himself warm, And hide his head under his wing, poor thing!
Oral Exercise — What kind of wind blows? What kind of bird is in the rhyme? How will the robin keep himself warm? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with blow?”
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Ending Sounds
Say to the student: I’m going to say three words. Two of them END with the same sound. One of them ends with a different sound. I want you to tell me which one is not like the others. Here is an example: fall, week, pill
Fall and pill both end with /l/ and week ends with /k/. Week is not like the others.
• stun, pill, spin
• jam, tock, pack
• man, fled, pin
• bee, hen, groan
• bus, fun, pass
• arm, fin, him
Have the student trace the a vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
lp p g s x
Have the student circle the BEGINNING sound of each picture. You may wish to annunciate the beginning sounds for them. Pictures: (rabbit, candle, tree, soap, hat, light)
Trace the dashed lines.
Short Line Letters
Read to the student: Today we will practice short line and top line letters. Today’s letter is N. N says /n/. Remember to practice the sound out loud as you write.
Midline
Color the gingerbread house.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Identifying Rhymes
Say to the student: Rhyming words are words that sound the same at the end. For example, “bed” and “head” both say “ed” at the end. I am going to say two words. You will repeat the words after me. If they sound the same at the end they rhyme. Give me a thumbs up if they rhyme. If they do not sound the same at the end, they do not rhyme. Give me a thumbs down if they do not rhyme.
• rip, dip
• bet, him
• pan, nip
• flag, wag
• stop, flop
• stud, hid
Using a red crayon, have the student underline the correct vowel in each word.
a e o e a u a i a o e u
Read to the student: Santa is driving the Christmas train. Can you tell the sounds for the letters on each train car? Have the student point to each train car and say all the letter sounds. Have the student do this for all letters on the path. Then ask the student: Which letters are capital letters? Which letters are vowels?
a E p f K S R d f r i g i T H O n B V W L j P m
Trace the dashed lines.
Short Line Letters
Midline
Color the picture.
Read to the student: Short line letters all start at the midline and go down to the baseline. Today’s short line letter is M. M says /m/. Uppercase M starts at the top line. Remember to practice the sound out loud as you write.
Read to the student: Let’s explore this picture. What are the children doing? Do you think it is Fall or Winter? Who do you think has surprised the children? In many old stories you will hear him referred to as Jack Frost. See how the artist has given him a cool icy appearance. Find the sun. Do you think it is coming up or going down for the night? Why do you think so? Find a child ice skating.
Phonograms we are working on this week: Vowel U
Handwriting: Clock Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud.
Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes”
If students excel with book 4. Run Sun, have them practice with 9. Fun Cub. Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions. Students should practice with the readers repeatedly. Repetition is key!
• Worksheets
• Letter Tiles To Print Readers
Readers In Rhyme Goldenrod Set 1-10
• 4. Run Sun 9. Fun Cub
Read Aloud
• Harry the Dirty Dog by Gene Zion
• The read aloud book is “Harry the Dirty Dog” By Gene Zion
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your student color the picture below.
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: Do you remember how many letters there are in the alphabet? (/26/) Out of the 26 there are 5 special letters called vowels. All of the other letters are called consonants. When you practice your phonograms you will notice the vowels in red and the consonants in blue. When we form the sounds of vowels our mouth makes an open shape. When we form the sounds of consonants, our mouth has a more closed shape. Look at the children below. They are saying the sounds of the vowels. Can you say all of the sounds of each vowel with them? Have the student say all the sounds of each vowel. (A - /a/ /A/ /ah/, E - /e/ /E/, I - /i/ /I/ /E/, O - /o/ /O/ /oo/ /u/, U - /u/ /U/ /OO/)
a-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.)
Say to the student: This is Bud. His favorite vowel is U as in “up” or “umbrella”. What are all of the sounds of U? ( U- /u/ /U/ /OO/) Can you help Bud find all the pictures below that have the /u/ vowel sound in them? Circle all the pictures below with an /u/ vowel sound in them.
Trace the dashed lines.
Short Line Letters
Midline
Read to the student: Today we will practice short line letters. Short line letters all start at the midline and go down to the baseline. Today’s short line letter is U. U says /u/ /U/ /OO/ Uppercase U starts at the top line. Remember to practice the sounds out loud as you write. Color the picture.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Beginning Sounds
Say to the student: I’m going to say three words. Two of them START with the same sound. One of them starts with a different sound. I want you to tell me which one is not like the others. Here is an example: big, tree, brain
Big and brain both start with /b/ and tree starts with /t/. Tree is not like the others.
• fun, bat, fish
• pick, pot, cat
• mess, mad, red
• sip, lake, sink
• bet, net, nose
• toss, tar, cab
Have the student trace the a vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
bs s n h g
Have the student circle the BEGINNING sound of each picture. Sound out the word for them so they hear the sounds individually. (house, bee, spoon, mushroom, rabbit, pumpkin)
Trace the dashed lines.
Read to the student: Today we will practice short line letters with a tail. Short line letters all start at the midline and short line letters with a tail go below the baseline. Today’s short line letter is Y. Y says /y/ /i/ /I/ /E/ Uppercase Y starts at the top line. Remember to practice the sounds out loud as you write.
Trace and color the rainbow.
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.
Oral Exercise — To be contrary means you are not agreeable or tend to you misbehave? Is Mistress Mary contrary? Why do you think so? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with grow?”
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Ending Sounds
Say to the student: I’m going to say three words. Two of them END with the same sound. One of them ends with a different sound. I want you to tell me which one is not like the others. Here is an example: fall, week, pill
Fall and pill both end with /l/ and week ends with /k/. Week is not like the others.
• pick, pill, stack
• jump, toss, lip
• mad, far, head
• bee, her, far
• big, rug, pan
• arm, fun, hen
Have the student trace the a vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
m
g h t
Ending Sounds
First have the student cut out all the pictures below. Then dictate the sounds and have the student glue/paste the pictures into the appropriate boxes according to their ending sound. Box /g/ - log, hog, Box /n/ - pan, fan, Box /l/ - snail, owl, Box /f/ - wolf, leaf.
Trace the dashed lines.
Read to the student: Short line letters all start at the midline and short line letters with a tail go below the baseline. Today’s short line letter is J. J says /j/ Uppercase J starts at the top line. Remember to practice the sounds out loud as you write.
Color the picture.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Identifying Rhymes
Say to the student: Rhyming words are words that sound the same at the end. For example, “bed” and “head” both say “ed” at the end. I am going to say two words. You will repeat the words after me. If they sound the same at the end they rhyme. Give me a thumbs up if they rhyme. If they do not sound the same at the end, they do not rhyme. Give me a thumbs down if they do not rhyme.
• run, fun
• bid, hike
• pat, nap
• zip, flip
• stop, flick
• stump, jump
Using a red crayon, have the student underline the correct vowel in each word.
e i e e u
i a o e u
Read to the student: Look at the mother and baby Penguins below. Can you match the uppercase and lowercase vowel pairs together? Have the student point to the vowel on each penguin and say all the sounds for each letter. Have the student do this for all of the penguins. Then have the student draw lines to match the Capital letter mother penguins with their lowercase letter baby penguins.
Trace the dashed lines.
Trace and color the picture.
Read to the student: Short line letters all start at the midline and go down to the baseline. Today’s short line letter is P. P says /p/. Uppercase P starts at the top line. Lowercase P has a tale that goes below the baseline. Remember to practice the sound out loud as you write.
Read to the student: Let’s explore this picture. What is the little boy doing? What does he see? Do you know what kind of bird is in the window? (robin) Look outside the window. Do you think it is winter or spring? Point to something in the picture that is green. Find a horse. Find a picture of a peacock. What color is the boy’s shirt?
Phonograms we are working on this week: Vowel E
Handwriting: Clock Letters
Sandpaper letters
• Have the child use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the child create the letters using a piece of yarn (red or dark blue) – 3-6” in length
Sandbox
• Create a sand tray or sand box using colored sand with a different colored tray or box (white tray/blue sand)
• Demonstrate to the child using their index finger to create the letters or words in the sand. Create the letters as you would on paper (same strokes).
Jump and Clap Game
• Show a card with the letter of the alphabet. Have the children jump and clap, saying the sound out loud.
Playdough
• Demonstrate to the child creating the letters with playdough. Say the sound as they roll the dough into “snakes”
If students excel with book 5. Peg Egg, have them practice with 10. Wet Pet. Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions. Students should practice with the readers repeatedly. Repetition is key!
• Worksheets
• Letter Tiles To Print Readers
Readers In Rhyme Goldenrod Set 1-10
• 5. Peg Egg 10. Wet Pet
Read Aloud
• Harry and the Lady Next Door
• by Gene Zion
• Read the book Harry and the Lady Next Door by Gene Zion
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your student color the picture below.
Have the student point to the phonograms and say their sounds.
Say to the student: Do you remember how many letters there are in the alphabet? (/26/) Out of the 26 there are 5 special letters called vowels. All of the other letters are called consonants. When you practice your phonograms you will notice the vowels in red and the consonants in blue. When we form the sounds of vowels our mouth makes an open shape. When we form the sounds of consonants, our mouth has a more closed shape. Look at the children below. They are saying the sounds of the vowels. Can you say all of the sounds of each vowel with them? Have the student say all the sounds of each vowel. (A - /a/ /A/ /ah/, E - /e/ /E/, I - /i/ /I/ /E/, O - /o/ /O/ /oo/ /u/, U - /u/ /U/ /OO/)
Reading Warm Up: Have your child point to each phonogram and say the sounds.
-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.)
pet, hat, net
lab, pat, fuss
cat, rug, fun
hot, bag, top
fit, hut, zip
bed, met, not
Say to the student: This is Ned. His favorite vowel is E as in egg. Can you help Ned find all the pictures below that have the /e/ vowel sound? Circle all the pictures below with an /e/ vowel sound in them.
Trace the dashed lines.
Read to the student: Today we will practice dash line letters. Trace the letters and then write one of your own in the box starting on the dot. Today’s Dash Line letter is E. E says /e/ /E/ Uppercase E starts at the top line. Remember to practice the sounds as you write.
Dash Line Letters
Dash Forward
Follow the steps to draw a snail below.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Beginning Sounds
Say to the student: I’m going to say three words. Two of them START with the same sound. One of them starts with a different sound. I want you to tell me which one is not like the others. Here is an example: big, tree, brain
Big and brain both start with /b/ and tree starts with /t/. Tree is not like the others.
• dig, fall, fish
• lid, pot, less
• net, mad, nice
• tip, dug, tale
• car, bus, bite
• gas, gate, net
Have the student trace the a vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
bd h n n t
Have the student circle the BEGINNING sound of each picture. (flamingo, bike, windmill, turtle, alligator, popsicle)
Trace the dashed lines.
Read to the student: Today we will practice dash line letters. Trace the letters and then write one of your own in the box starting on the dot. Today’s Dash Line letter is Z. Z says /z/. Uppercase Z begins on the top line. Remember to practice the sound as you write.
Dash Line Letters
Dash Forward
Trace and color the picture.
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.
Oral Exercise — Who has come up to town? What color is Daffy-Down-Dilly’s petticoat? What color is her gown? Have the student repeat the rhyme after you. Ask the student “Can you tell which word rhymes with town?”
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Ending Sounds
Say to the student: I’m going to say three words. Two of them END with the same sound. One of them ends with a different sound. I want you to tell me which one is not like the others. Here is an example: fall, week, pill
Fall and pill both end with /l/ and week ends with /k/. Week is not like the others.
• bug, pat, twig
• rib, tot, lab
• run, fix, pen
• bed, hid, far
• nat, rut, pal
• jam, mob, sub
Have the student trace the a vowel sound in the words below. Then help the student sound out the words and match them to the correct picture.
Ending Sounds
First have the student cut out all the pictures below. Then dictate the sounds and have the student glue/paste the pictures into the appropriate boxes according to their ending sound. *Reminder 2nd sound of O is /O/ long O sound. Box /X/ - box, fox, Box /O/ - volcano, tornado, Box /T/ - feet, hat, Box /D/ - hand, bed.
2
Trace the dashed lines.
Top Line Letters
Follow the steps to draw the bee below.
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. Today’s Top Line letter is L. L says /l/. Remember to practice the sound as you write.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Identifying Rhymes
Say to the student: Rhyming words are words that sound the same at the end. For example, “bed” and “head” both say “ed” at the end. I am going to say two words. You will repeat the words after me. If they sound the same at the end they rhyme. Give me a thumbs up if they rhyme. If they do not sound the same at the end, they do not rhyme. Give me a thumbs down if they do not rhyme.
Using a red crayon, have the child underline the correct vowel in each word.
• run, stick
• wish, fish
• jab, nap
• try, fly
• run, bug
• toss, floss
e i e e u
Read to the child: Look at the mother and baby owls below. Can you match the uppercase and lowercase vowel pairs together? Have the child point to the vowel on each owl and say all the sounds for each letter. Have the child do this for all of the owls. Then have the child draw lines to match the Capital letter mother owls with their lowercase letter baby owls.
Trace the dashed lines.
Top Line Letters
Color the picture.
Read to the child: Today we will practice top line letters. The top line letters begin at the top line and go down to the baseline. Today’s Top Line letter is T. T says /t/. Remember to practice the sound as you write.
A Girl With a Cat
Jessie Wilcox Smith (1932)
Read to the child: Let’s explore this picture. What is the girl doing? How many animals are in the picture? What is the little girl writing? Is it winter or summer? Point to something red. Point to something green. What do you think the girl’s name is? What do you think her cat’s name is?
