Welcome to Readers in Rhyme Language Arts program Level 1A. This program is designed to ensure that learning phonics is enjoyable and easy for both teacher and student. At CSS our goal is to create beautiful, rich curriculum that is comprehensive but never overwhelming.
Key Features:
Scripted Lessons: Our Language Arts curriculum features step-by-step scripted lessons. Each lesson provides clear instructions, guiding you through the material easily.
Open-and-Go Format: Easy prep and lesson planning.
Multi-Sensory Approach: Listen, see and do. Engaging more than one sense at a time helps students process and retain what they are learning. Saying the phonogram sounds while tracing or writing, building words with magnetic letters or tiles, dictation etc. are just a few examples of this. While this approach is great for all students, it is especially helpful for children that struggle with learning to read.
Color-coded phonograms aid with teaching and learning phonics: By using different colors to represent specific phonetic patterns or sounds, students can easily identify and recognize the patterns in words. This visual aid enhances phonemic awareness, improves word decoding skills, and assists in spelling. The color-coded system provides a simple and effective way for both teachers and students to navigate the complexities of the English language and master reading and writing with greater fluency. Red phonograms indicate the letter or letter group makes a vowel sound. Blue phonograms indicate the letter or letter group make a consonant sound.
Auditory and Phonemic Awareness Exercises: help with developing crucial pre-reading and prewriting skills. These exercises focus on recognizing and manipulating sounds in spoken language. By engaging in activities that require students to distinguish and manipulate sounds, they improve their phonemic awareness, which is the ability to identify and work with individual sounds (phonemes) in words.
These exercises are essential for early literacy development as they lay the foundation for reading and writing. Students learn to distinguish between different sounds, blend sounds together to form words, segment words into individual sounds, and manipulate sounds to create new words. These skills are vital for phonics instruction, spelling, and reading comprehension.
Example of auditory exercise found throughout this guide
-Auditory Exercise-
Medial Sounds
Say to the student: I’m going to say three words. Two of them will have the same MIDDLE sound. One of them will have a different middle sound. I want you to tell me which one is not like the others. Here is an example: beg, hit, met
Beg and met both have the /e/ in the middle. Hit has an /i/ in the middle. Hit is not like the others.
(It may be necessary to sound out the words slowly annunciating the vowel sound.)
• hot, hat, mop
• nap, slam, box
• dig, top, dog
• rod, sat, sock
• bad, cup, map
• mom, log, pin
Mastery Based Program: Our curriculum follows a carefully designed sequence, covering all essential phonics skills progressively. Each lesson builds upon the previous lesson and includes plenty of review.
At Classical School Solutions, we strive to offer the best from the past in art and story. Our Readers In Rhyme feature beautiful vintage illustrations carefully restored alongside newly written stories. We hope the timeless themes of virtue in every day life inspire and delight your student.
We are here to support you in any way we can. If you have questions, please feel free to contact us at info@classicalschoolsolutions.com. Or visit our website classicalschoolsolutions.com
Happy reading!
How To Use This Guide
1. Orient yourself to the flow of the pages and sequence of the activities.
• Each lesson’s material is meant to be covered in one week. Each lesson is broken down into four days of teaching material in lessons A, B, C, and D. Day five of the school week is for review. Each daily lesson has activities that include phonics review and handwriting.
• The nursery rhyme should be read to the children daily and they can work on memorizing each nursery rhyme.
• Phonics exercises can be done in various ways and ideas for activities can be found in teachers notes at the beginning of each lesson.
2. The teacher’s guide is scripted for your conversation with the students.
• The phonics lesson in total should only last 10 - 15 minutes at the most! Follow up work with the sandpaper letters, 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!
41 Fickle Fay Introducing AY, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, WOR, OW, OU, OA
42 Daisy May Introducing AI, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OW, OU, OA, AY
43 Ahoy Roy Introducing OY, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OW, OU, OA, AY, AI
44 Noisy Pigs Introducing OI, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, WOR, OW, OU, OA, AY, AI
45 Ice Cream Introducing EA, (EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, UR, WOR, EAR, OW, OU, OA, AY, OY)
46 Paw Prints Introducing AW, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OU, OA, AY, AI, EA)
47 Maude & Claude Introducing AU, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, EAR, OW, OU, OA, AY, AI, OY, EA)
48 Bonny Saved Bunny Introducing ED, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, UR, EAR, OW, OU, AY, AI, EA)
49 Chet Chick Introducing CH, (QU, EE, TH, SH, AR, CK, OR, OO, WH, ER, IR, UR, WOR, OW, OU, OA, AY, AI, EA, ED)
50 Long Way Home Introducing NG, (EE, TH, SH, Silent E, AR, OO, WH, UR,
/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/Sounds we are working on this week: Beginning Blends [bl], [br], short vowel sounds
Handwriting: Top Line Letters B, H, K, V
Review High Frequency Words: A, I, the, and, of, is.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
• Sylvester and the Magic Pebble by William Steig Read Aloud
Readers
Readers In Rhyme Apricot Set 11-20
• 11. Clap for Clem: Ink Blot, Bess Brags
• Read the book Sylvester and the Magic Pebble by William Steig
• 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.
-Auditory Exercise-
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.
Blending
Say to the student: I’m going to say three sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /a/, /t/.
/a/+/n/+/d/ = and
/b/+/i/+/d/ = bid
/r/+/u/+/g/ = rug
/h/+/o/+/t/ = hot
/z/+/i/+/p/ = zip
/b/
/a/
/t/ = bat
Say to the student: We are going to review High Frequency words that you will see a lot while reading. Some of these words might not follow common sound rules. The first two words below are letters of the alphabet. When they are used on their own they are a whole word. They both say their own name A and I. We always write the word I with a capital letter. You will be able to sound out some of these words. Remember when you see a number above the letter it tells you which sound the letter is making.
Sight Word Practice: Point to each word above and have the child say the sight word.
Read to the student: Find the missing vowel in the words below. Pick the right vowel and write it to complete the word. Then sound out each word.
c t \ b d \ h t \ p g \ f x \ m p \
Trace the dashed lines.
Top Line Letters ltbhk
Draw a bug on the rug. Color your 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/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Blending
Say to the student: I’m going to give you two parts of a word. You will put those two parts together to make a word. Here is an example:
I’m thinking of a word that starts with /d/ and ends with og. What’s the word? /d/+og= dog.
Beginning Blends b+l
• /f/+lip = flip
• /b/+lack = black
• /c/+rust = crust
• /c/+lap = clap
• /s/+pot = spot
Read to the student: Now we are going to work on some blends. Blends are two or more consonants that each say their own sound but say them very close together. The first blend is b+l as in black. Have the student point to each word and say the individual sounds and then have the student blend the sounds together to form the word.
Read to the student: Sound out the words below and match them to the right picture.
b-a-g
d-o-g
h-i-t
c-u-p
r-u-g
w-e-b
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 H. H says /h/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Top Line Letters
Draw a hat on the cat. Color your 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 Tom Tucker, Sings for his supper; What shall he eat?
White bread and butter.
Oral Exercise — What is the boy’s name in the rhyme? What does he sing for? What will he eat for supper? Have the student repeat the rhyme after you.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Alphabet Alliteration
Say to the student: I’m going to say a silly sentence. It is an alliteration. That means that most of the words will start with the same sound. I want you to listen to the words and then tell me what sound most of the words start with. Example:
• Baby bear buys bees.
• Close cars catch clouds.
b-l-a-b blab b-l-a-m blam b-l-i-p blip
Silly Sammy steals seals. Silly, Sammy, steals and seals all start with /s/.
• Grumpy guys go galloping.
• Meek Mary mops mold.
• Tiny Terry tricked Tina twice.
b-l-o-b blob b-l-e-d bled b-l-o-t blot
Beginning Blends b+r
Read to the student: Now we are going to work on some blends. Blends are two or more consonants that each say their own sound but say them very close together. The first blend is b+r as in brag. Have the student point to each word and say the individual sounds and then have the student blend the sound together to form the word.
b-r-a-n bran b-r-a-d brad
b-r-i-m brim b-r-a-g brag
Read to the student: Study the picture below and then read the words in the boxes. Put a token (pasta, beans, coins etc.) on words that you can find in 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 K. K says /k/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
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.
• play, dark
• stick, pick
• cab, nap
• stop, pop
• pit, fun
• met, set
Read to the student: Read the sentences below. Remember if you see a “2” above a letter, that letter is saying it’s second sound.
It is a cat. The cat is fat. The cat has a hat.
Read to the student: Can you read all of the words on the leaves? Follow the bugs from leaf to leaf. Say each sound and then blend the sounds together to read the word.
bug
Trace the dashed lines.
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/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Slant Stroke Letters
Slant Down
Trace the van. Color your picture.
Anticipation
Margaret Tarrant
Read to the student: Let’s explore this picture. How many children are in the picture? What is the little boy doing? Do you see any animals in the picture? What do you think the boy will do with the jar? Is it winter or summer? Are the children happy or sad? Point to something orange. Point to something green.
Phonograms/Sounds we are working on this week: Beginning Blends [cl], [cr], short vowel sounds
Handwriting: Top Line Letters B, H, Clock Letters C, O
Review High Frequency Words: My, you, by, to, be, as.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• Danny and the Dinosaur by Sid Hoff
Readers
Readers In Rhyme Apricot Set 11-20
• 11. Clap for Clem: Clap for Clem, Nab the Crab
• The read aloud book this week is “Danny the Dinosaur” by Syd Hoff
• 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.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /o/ = blob
Reading Warm Up: Have your child point to each phonogram and say the sounds.
-Auditory Exercise-
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
• /b/+/r/+/a/+/d/ = brad
• /c/+/l/+/i/+/p/ = clip
Sight Word Practice: Point to each word above and have the child say the sight word.
• /f/+/l/+/e/+/x/ = flex
• /b/+/r/+/a/+/g/ = brag
• /b/+/l/+/o/+/t/ = blot
/b/
/b/
Sight Word Practice: Point to each word above and have the child say the sight word.
New High Frequency Words
Sight Word Practice: Point to each word above and have the child say the sight word.
Say to the student: High Frequency words are words that we use a lot and they might not follow common sound rules. You will be able to sound out some of these words. Remember when you see a number above the letter it tells you which sound the letter is making. Sly Y is very tricky. Sly Y pretends to be a vowel.
Beginning Blends c+l
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the c+l blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
c-l-a-m clam
c-l-a-n clan
Read to the student: Practice reading the sentences below.
clog c-r-a-m cram
is a ham.
crab
is a clam.
Trace the dashed lines.
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.
Slant Stroke Letters
Slant Down
Trace and color the fish.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “flip”, now take away the /f/ what is left? “flip” take away /f/, is lip. “Lip” is the answer.
• blab - /b/ = (lab)
• clap - /c/ = (lap)
• stick - /t/ = (tick)
• grip - /g/ = (rip)
• brag - /b/ = (rag)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word crab below but leave out the /r/. Then read your new word.
Read to the student: Rewrite the word crib below but leave out the /c/. Then read your new word.
Read to the student: Rewrite the word club below but leave out the /l/. Then read your new word.
Beginning Blends c+r
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the c+r blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
c-r-a-m cram
c-r-i-b
crib
c-r-a-b crab c-r-u-x crux
c-r-a-g
crag
crud
Trace the dashed lines.
Draw six little fish in the bowl.
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.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
There was a little girl who had a little curl Right in the middle of her forehead; When she was good, she was very, very good, And when she was bad she was horrid.
Oral Exercise — The word “horrid” means very bad, not nice at all. Have you ever been horrid? Have your teacher or parent read the first line again. Can you tell which two words rhyme?
Have the student point to the phonograms and say their sounds.
Alphabet Alliteration
Say to the student: I’m going to say a silly sentence. It is an alliteration. That means that most of the words will start with the same sound. I want you to listen to the words and then tell me what sound most of the words start with. Example:
Silly Sammy steals seals. Silly, Sammy, steals and seals all start with /s/.
• Dolly digs daffodils at dawn.
• Nelly nibbles neon noodles.
• Freddy found furry frogs.
• Paper pandas pet pink pigs.
• Red rabbits race rockets rarely.
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word crab below but leave out the /c/. Then read your new word.
Read to the student: Rewrite the word crib below but leave out the /c/. Then read your new word.
Read to the student: Rewrite the word club below but change the /i/ to an /a/. Then read your new word.
Read to the student: Study the picture below and then read the words in the box . Put a token (pasta, beans, coins etc.) on words that you can find in the picture.
crab crag hat
clap cat clip sat crib clog
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 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 crab.
Have the student point to the phonograms and say their sounds.
Dictation: Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “It is a crab. /c/r/a/b/. 2. “The crab is on it. /i/t/. 3. “The crab is in it.” /i/n/.
Read to the student: Read all of the c+l and c+r blends below. Have the student point to each pail and sound out each word. Have the student do this for all pails on the path. Then, say to the student: Find a pail with sunglasses IN it. Find a pail with a crab BEHIND it.
crab clam cram
club
crib
clap
clog
Trace the dashed lines.
Trace and color the hot dog.
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 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.
Read to the student: Let’s explore this picture. How many children are in the picture? Do you see any animals in the picture? What are the children looking at? What are the children sitting in? Find a bird. Find two hats. Find a shovel. Find a pail. What color do you see more of in the painting Blue or red?
Phonograms/Sounds we are working on this week: Beginning Blends [dr], [tr], short vowel sounds
Handwriting: Top Line Letters D, A, Clock Letters G, S
Review High Frequency Words: Has, was, do, he, or, for.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
• Happy Birthday, Danny and the Dinosaur by Syd Hoff Read Aloud
Readers
Readers In Rhyme Apricot Set 11-20
• 12. Fred Frets: Big Drum, Tess Trips
• The read aloud book is Happy Birthday, Danny and the Dinosaur! by Syd Hoff
• 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.
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.
-Auditory Exercise-
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
/d/+/r/+/a/+/b/ = drab
/c/+/l/+/a/+/p/ = clap
Sight Word Practice: Point to each word above and have the child say the sight word.
/f/+/l/+/i/+/p/ = flip
/d/+/r/+/o/+/p/ = drop
/t/+/r/+/o/+/t/ = trot
Sight Word Practice: Point to each word above and have the child say the sight word.
New High Frequency Words
Sight Word Practice: Point to each word above and have the child say the sight word.
Say to the student: High Frequency words are words that we use a lot and they might not follow common sound rules. You will be able to sound out some of these words. Remember when you see a number above the letter it tells you which sound the letter is making. Remember the second sound of S is /z/.
3 2 2 2
Beginning Blends d+r
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the d+r blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
d-r-i-p drip d-r-u-g drug d-r-u-m drum
d-r-a-b drab
d-r-o-p drop
Read to the student: Practice reading the sentences below.
t-r-i-p trip t-r-a-p trap t-r-e-k trek
t-r-i-m trim t-r-o-t trot
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.
Complete the maze to help the car get to the Gas Station.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “flip”, now take away the /f/ what is left? “flip” take away /f/, is lip. “Lip” is the answer.
• trim - /t/ = (rim)
• slap - /s/ = (lap)
• stop - /s/ = (top)
• drip - /d/ = (rip)
• drug - /d/ = (rug)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word drag below but leave out the / d/. Then read your new word.
Read to the student: Rewrite the word drip below but leave out the / d/. Then read your new word.
Read to the student: Rewrite the word dig below but change the /d/ to a /p/. Then read your new word.
Beginning Blends t+r
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the t+r blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
t-r-i-p trip t-r-a-p trap t-r-e-k trek
t-r-i-m trim
Read to the student: Practice reading the sentences below.
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 in the box 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.
Rub-a-dub-dub-three men in a tub, And who do you think they be?
The butcher, the baker, the candle-stick maker, Turn ‘em out, knaves all three.
Oral Exercise — The word “knave” describes a tricky or dishonest man. Have your teacher or parent read the first line again. Can you tell which words rhyme?
Have the student point to the phonograms and say their sounds.
Alphabet Alliteration
Say to the student: I’m going to say a silly sentence. It is an alliteration. That means that most of the words will start with the same sound. I want you to listen to the words and then tell me what sound most of the words start with. Example: Silly Sammy steals seals. Silly, Sammy, steals and seals all start with /s/.
• Lazy ladies love low lamps.
• Surly sailors sell stinky socks.
• True teachers taste trees.
• Violent vegetables value vests.
• Gold girls grab green goats.
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word trap below but leave out the /t/. Then read your new word.
Read to the student: Rewrite the word trim below but leave out the /t/. Then read your new word.
Read to the student: Rewrite the word pot below but change the /p/ to a /h/. Then read your new word.
Read to the student: Study the picture below and then read the words in the box . Put a token (pasta, beans, coins etc.) on words that you can find in the picture. trim trip drum sit
Trace the dashed lines.
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. Trace the letters and then write one of your own starting on the dot.
Draw a piece of cheese for the rat.
Have the student point to the phonograms and say their sounds.
Dictation: Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “It is a rat.” /r/a/t/. 2. “It is a cat.” /c/a/t/. 3. “The cat can trap the rat.” /c/a/n/, /t/r/a/p/.
Read to the student: Read all of the d+r and t+r blends below. Have the student point to each drum and sound out each word. Have the student do this for all drums on the path.
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Color the picture.
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 in the boxes starting on the dot.
Read to the student: Let’s explore this picture. What is happening in the picture? Do you think it is Spring or Fall? Find an orange bird. Find a boy with a pie. Find a frog and a mouse. What color do you see more of in the painting blue or green?
Phonograms/Sounds we are working on this week: Beginning Blends [fl], [fr], short vowel sounds
Handwriting: Top Line Letters F, I, R, N
Review High Frequency Words: No, so, we, me, are, her.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
• Danny and the Dinosaur Go To Camp by Syd Hoff Read Aloud
Readers
Readers In Rhyme Apricot Set 11-20
• 12. Fred Frets: Fix a Flat, Fred Frets
• The read aloud book is Danny and the Dinosaur Go To Camp by Syd Hoff
• 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.
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.
-Auditory Exercise-
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
• /f/+/l/+/a/+/p/ = flap
• /g/+/r/+/i/+/d/ = grid
• /c/+/r/+/a/+/b/ = crab
• /f/+/l/+/o/+/p/ = flop
Sight Word Practice: Point to each word above and have the child say the sight word.
• /t/+/r/+/o/+/t/ = trot
Sight Word Practice: Point to each word above and have the child say the sight word.
New High Frequency Words
Sight Word Practice: Point to each word above and have the child say the sight word.
Say to the student: High Frequency words are words that we use a lot and they might not follow common sound rules. You will be able to sound out some of these words. Remember when you see a number above the letter it tells you which sound the letter is making.
Beginning Blends f+l
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the f+l blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
f-l-e-x flex
f-l-a-g flag
f-l-a-p flap f-l-i-p flip
f-l-e-d fled f-l-a-t flat
Read to the student: Practice reading the sentences below. It is a flag.
f-r-a-p frap
f-r-a-g frag
f-r-o-g frog f-r-e-t fret
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. 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.
Clock Stroke Letters
cogdasf
Trace the castle and color the flags.
Have the student point to the phonograms and say their sounds.
-Auditory Exercise-
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “flip”, now take away the /f/ what is left? “flip” take away /f/, is lip. “Lip” is the answer.
• clap - /c/ = (lap)
• trot - /t/ = (rot)
• slot - /s/ = (lot)
• drip - /d/ = (rip)
• slug - /s/ = (lug)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word drag below but leave out the / d/. Then read your new word.
Read to the student: Rewrite the word drip below but leave out the / d/. Then read your new word.
Read to the student: Rewrite the word dig below but change the /d/ to a /p/. Then read your new word.
Beginning Blends f+r
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the f+r blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
f-r-a-p frap f-r-a-g frag
f-r-o-g frog f-r-e-t
fret
Read to the student: Practice reading the sentences below.
The frog can hop.
The frog is on the dog. 2
Trace the dashed lines.
Trace and color the pig that sits.
Short Line Letters
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.
To market, to market, to buy a fat pig, Home again, home again, jiggety jig; To market, to market, to buy a fat hog, Home again, home again, jiggety jog.
Oral Exercise — What kind of pig were the children going to buy at the market? Have your teacher or parent read the last two lines again. Can you tell which word rhymes with hog?
Have the student point to the phonograms and say their sounds.
Alphabet Alliteration
Say to the student: I’m going to say a silly sentence. It is an alliteration. That means that most of the words will start with the same sound. I want you to listen to the words and then tell me what sound most of the words start with. Example: Silly Sammy steals seals. Silly, Sammy, steals and seals all start with /s/.
• Big babies buy baked bananas.
• Lucky ladies love lace lions.
• Cozy cats carry cash cows.
• Damp dogs dash down daisies.
• Mary makes muddy moth mix.
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word drag below but leave out the / d/. Then read your new word.
Read to the student: Rewrite the word drip below but leave out the / d/. Then read your new word.
Read to the student: Rewrite the word dig below but change the /d/ to a /p/. Then read your new word.
Read to the student: Study the picture below and then read the words in the box . Put a token (pasta, beans, coins etc.) on words that you can find in the picture.
flag trip fret sit
flop flap run hat
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.
Midline
Color the ram.
Have the student point to the phonograms and say their sounds.
Dictation: Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “It is a rat.” /r/a/t/. 2. “It is a cat.” /c/a/t/. 3. “The cat can trap the rat.” /c/a/n/, /t/r/a/p/.
Read to the student: Read all of the d+r and t+r blends below. Have the student point to each flag and sound out each word. Have the child do this for all flags on the path.
flex flag frap
frag
flip frog
Trace the dashed lines.
Draw nuts for the squirrel.
Short Line Letters
Midline
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.
Read to the student: Let’s explore this picture. What is the little fairy doing? Do you think it is Spring or Fall? Find a bumble bee. Find a frog. Find a snail and a mouse. What is the fairy using for a table? What color do you see more of in the painting blue or yellow?
Phonograms/Sounds we are working on this week: Beginning Blends [gl], [gr], short vowel sounds
Handwriting: Top Line Letters M, U, Y, T
Review High Frequency Words: See, she, go, come, all, you.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
• Mouse Soup by Arnold Lobel Read Aloud
Readers
Readers In Rhyme Apricot Set 11-20
• 13. Glad Glen: Glad Glen, Greg Grins
• The read aloud book is Mouse Soup 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.
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.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
-Auditory Exercise-
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
Reading Warm Up: Have your child point to each phonogram and say the sounds. /b/
• /f/+/l/+/a/+/p/ = flap • /g/+/r/+/i/+/d/ = grid
• /c/+/r/+/a/+/b/ = crab
Sight Word Practice: Point to each word above and have the child say the sight word.
• /f/+/l/+/o/+/p/ = flop
• /t/+/r/+/o/+/t/ = trot
New High Frequency Words
Sight Word Practice: Point to each word above and have the child say the sight word.
Say to the student: High Frequency words are words that we use a lot and they might not follow common sound rules. You will be able to sound out some of these words. Remember when you see a number above the letter it tells you which sound the letter is making.
Sight Word Practice: Point to each word above and have the child say the sight word.
Beginning Blends g+l
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the g+l blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
g-l-u-m glum
g-l-o-p
g-l-a-m glam g-l-o-b glob
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.
Trace and color the mushroom man below.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “flip”, now take away the /f/ what is left? “flip” take away /f/, is lip. “Lip” is the answer.
• clap - /c/ = (lap)
• trot - /t/ = (rot)
• slot - /s/ = (lot)
• drip - /d/ = (rip)
• slug - /s/ = (lug)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word glum below but leave out the /l/. Then read your new word.
Read to the student: Rewrite the word glad below but leave out the / g/. Then read your new word.
Read to the student: Rewrite the word gun below but change the /g/ to an /f/. Then read your new word.
Beginning Blends g+r
g-l-o-p glop g-l-a-d glad g-l-e-n glen
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the g+r blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
g-r-u-b grub g-r-a-b grab g-r-i-m grim
g-r-i-p grip g-r-i-d grid
Read to the student: Practice reading the sentences below.
can grin.
Jan can grab. Jan can grab a cab.
Trace the dashed lines.
Trace and color the unicorn.
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.
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.
Rain, rain, go away, Come again another day; Little Johnny wants to play.
Oral Exercise — What does Little Johnny want the rain to do? Can you think of another word that rhymes with day and play?
Have the student point to the phonograms and say their sounds.
Alphabet Alliteration
Say to the student: I’m going to say a silly sentence. It is an alliteration. That means that most of the words will start with the same sound. I want you to listen to the words and then tell me what sound most of the words start with. Example: Silly Sammy steals seals. Silly, Sammy, steals and seals all start with /s/.
• Big babies buy baked bananas.
• Lucky ladies love lace lions.
• Cozy cats carry cash cows.
• Damp dogs dash down daisies.
• Mary makes muddy moth mix.
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word grin below but change the /n/ to a /d/. Then read your new word.
Read to the student: Rewrite the word grip below but leave out the / g/. Then read your new word.
Read to the student: Rewrite the word grub below but leave out the / g/. Then read your new word.
Read to the student: Study the picture below and then read the words in the box . Put a token (pasta, beans, coins etc.) on words that you can find in the picture.
grab crag hat
glum cat grin sit
grip flap
Trace the dashed lines.
Short Line Letters
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.
Complete the dot-to-dot.
Midline
Have the student point to the phonograms and say their sounds.
Dictation: Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “Jan can grin.” /c/a/n/, /g/r/i/n/. 2. “Jan can grab.” /g/r/a/b/. 3. “Jan can grab a cab.” /c/a/n/, /c/a/b/ 2. “It is a cat.” /c/a/t/. 3. “The cat can trap the rat.” /c/a/n/, /t/r/a/p/.
Read to the student: Can you help Jan grab a cab? Read all of the g+l and g+r blends below. Have the student point to each sign and sound out each word. Have the student do this for all signs on the path.
Trace the dashed lines.
Draw clouds and color the jet.
Short Line Letters
Midline
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.
Read to the student: Let’s explore this picture. What is the lady doing? Are the birds scared of her? Find a black bird. Find a green and yellow bird. Find running water. What do you think the lady’s name is? Do you think she feeds these birds very often?
Phonograms/Sounds we are working on this week: Beginning Blends [pl], [pr], adding S to form plural words.
Handwriting: Top Line Letters P, E, Z, L
Review High Frequency Words: Two, when, than, what, there, like.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• Madeline by Ludwig Bemelmans
Readers
Readers In Rhyme Apricot Set 11-20
• 13. Glad Glen: Pat’s Plan, Miss Priss
Read Aloud
• Read Madeline by Ludwig Bemelmans
• 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.
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.
-Auditory Exercise-
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
• /r/+/r/+/a/+/p/ = trap
• /p/+/r/+/e/+/p/ = prep
• /s/+/t/+/e/+/m/ = stem
• /p/+/l/+/o/+/p/ = plop
Sight Word Practice: Point to each word above and have the child say the sight word. 2 2 3
/b/
Sight Word Practice: Point to each word above and have the child say the sight word.
• /t/+/r/+/i/+/p/ = trip
New High Frequency Words
Say to the student: High Frequency words are words that we use a lot and they might not follow common sound rules. You will be able to sound out some of these words. Remember when you see a number above the letter it tells you which sound the letter is making.
Sight Word Practice: Point to each word above and have the child say the sight word.
Read to the student: The letter S is special. When you add it to the end of words it can change the word. Point to the word cat below and say: The word cat mean we are talking about one cat. Point to the words cats and say: The word cats means we are talking about more than one cat. Remember S says /s/ /z/.
cat cats
Read the words below
bug bugs
Trace the dashed lines.
Top Line Letters
Add water around the boy. 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. First trace the letters and write one of your own in the box.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “flip”, now take away the /f/ what is left? “flip” take away /f/, is lip. “Lip” is the answer.
• crib - /c/ = (rib)
• drip - /d/ = (rip)
• flap - /f/ = (lap)
• drip - /d/ = (rip)
• grim - /g/ = (rim)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word hats below but change the /h/ to a /p/. Then read your new word.
Read to the student: Rewrite the word cans below change the /c/ to a / f/. Then read your new word.
Read to the student: Rewrite the word logs below but change the /o/ to an /e/. Then read your new word.
Beginning Blends p+l
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the p+l blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
p-l-a-n
p-l-o-t plot
Read to the student: Practice reading the sentences below.
plug
p-r-a-m pram p-r-e-p prep p-r-i-m prim
p-r-o-m prom p-r-o-d prod
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. First trace the letters and write one of your own in the box.
Dash Line Letters
Dash Forward
Trace the chicken in the egg.
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 Jack Horner sat in a corner
Eating a Christmas pie; He put in his thumb, and pulled out a plum, And said, “What a good boy am I!”
Oral Exercise — Where did Little Jack Horner sit? What did he eat? Can you read the word at the end of line three? Which word rhymes with plum, “thumb” or “thank”?
Have the student point to the phonograms and say their sounds.
Alphabet Alliteration
Say to the student: I’m going to say a silly sentence. It is an alliteration. That means that most of the words will start with the same sound. I want you to listen to the words and then tell me what sound most of the words start with. Example: Silly Sammy steals seals. Silly, Sammy, steals and seals all start with /s/.
• Tiny toys took tacos Tuesday.
• Fairy folk find funny foxes.
• Nice ninjas name nosy neighbors.
• Slimy slugs smell stinky swamps.
• Puppies pick pizza piñatas .
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word plum below but change the /m/ to a /s/. Then read your new word.
Read to the student: Rewrite the word plug below but leave out the /l/. Then read your new word.
Read to the student: Rewrite the word plus below but change the /s/ to an /m/. Then read your new word.
Beginning Blends p+r
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the p+r blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names. p-r-a-m
Read to the student: Practice reading the sentences below.
(Teacher note: Explain that pram is a British term for stroller)
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. First trace the letters and write one of your own in the box.
Dash Line Letters
Dash Forward
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “I see a plum.” /s/ E/, /p/l/u/m/, 2. “It is a pram.” /i/z/, /p/r/a/m/. 3. “Pam and her pram can go.” /a/n/d/, /c/a/n/, /g/O/
Read to the student: Can you help collect the plums into the basket? Read all of the p+l and p+r blends below. Have the student point to each plum and sound out each word. Have the student do this for all plums on the path.
Trace the dashed lines.
Top Line Letters
Complete the leopard dot-to-dot.
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. First trace the letters and write one of your own in the box.
Read to the student: Let’s explore this picture. The picture shows a lady surrounded by geese. Is it day or night? What color is the lady’s dress? Point to another person in the picture. How many geese are in the picture? What do you think the lady’s name is? Find a book. Find a cottage. Find water.
Phonograms/Sounds we are working on this week: Beginning Blends [sc], [sk], double consonant L
Handwriting: Top Line Letters T, B, H, K
Review High Frequency Words: His, play, have, this, boy, girl
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• White Snow, Bright Snow by Alvin Tresselt
Readers
Readers In Rhyme Apricot Set 11-20
• 14. Snug as a Bug: Nat the Cat, Skip, Kip, Skip
• The Read Aloud book is White Snow, Bright Snow by Alvin Tresselt
• 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.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /o/ = blob
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
Reading Warm Up: Have your child point to each phonogram and say the sounds.
/p/+/l/+/a/+/n/ = plan
/s/+/t/+/o/+/p/ = stop
/g/+/l/+/u/+/m/ = glum
/s/+/t/+/e/+/m/ = stem • /c/+/l/+/a/+/p/ = clap
/b/
/b/
Sight Word Practice: Point to each word above and have the child say the sight word.
Sight Word Practice: Point to each word above and have the child say the sight word.
New High Frequency Words
Sight Word Practice: Point to each word above and have the child say the sight word.
Say to the student: High Frequency words are words that we use a lot and they might not follow common sound rules. You will be able to sound out some of these words.
Read to the student: Today we will learn about words that end in LL, FF or SS. You only say the one sound for the letters. Practice the double LL words below.
b-e-ll b-i-ll d-o-ll
f-e-ll f-i-ll h-i-ll
b-e-ll b-i-ll
f-e-ll f-i-ll
g-i-ll p-i-ll s-e-ll
Read to the student: Practice reading the sentences below.
g-i-ll p-i-ll
Trace the dashed lines.
Top Line Letters
Trace and color the top.
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.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “doom”, now take away the /m/ what is left? “doom” take away /m/, is doo. “Doo” is the answer.
• bump - /p/ = (bum)
• send - /d/ = (sen)
• part - /t/ = (par)
• punt - /t/ = (pun)
• risk - /k/ = (ris)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word bell below but change the /b/ to a /f/. Then read your new word.
Read to the student: Rewrite the word doll below but change the /o/ to an /u/. Then read your new word.
Read to the student: Rewrite the word hill below but change the /h/ to a /p/. Then read your new word.
Beginning Blends s+c
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the s+c blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
Trace the dashed lines.
Top Line Letters
Trace the bull’s horns.
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/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Bye, baby bunting, Daddy's gone a-hunting, To get a little rabbit's skin, To wrap a baby bunting in.
Oral Exercise — Where has Daddy gone? Can you read the word at the end of line three? Which word rhymes with skin, “wrap” or “in?”
Phonics
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Beginning
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “bat”. Take away the /b/ and use the /h/ sound at the beginning. Now your word is “hat”.
• cat - /c/ + /m/ = (mat)
• pot - /p/ + /c/ = (cot)
• deck - /d/ + /n/ = (neck)
• wish - /w/ + /f/ = (fish)
• lick - /l/ + /t/ = (tick)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word skull below but change the /u/ to an /i/. Then read your new word.
Read to the student: Rewrite the word scab below but leave out the /s/. Then read your new word.
Read to the student: Rewrite the word logs below but change the /o/ to an /e/. Then read your new word.
s-c-a-t scat
Beginning Blends s+k
s-c-u-d scud s-c-u-m scum
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the s+k blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
s-k-i-d skid
s-k-i-p skip
s-k-i-m skim
s-k-i-t skit
Read to the student: Practice reading the sentences below.
Jill can hop.
Jill can skip.
s-k-i-n skin
s-k-u-ll skull
Jill can hop and skip.
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 H. H says /h/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Top Line Letters
Trace the flower. Color your picture.
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “I see a plum.” /s/ E/, /p/l/u/m/, 2. “It is a pram.” /i/z/, /p/r/a/m/. 3. “Pam and her pram can go.” /a/n/d/, /c/a/n/, /g/O/
Read to the student: Jill likes to skip in all the rain puddles. Read all of the s+c and s+k blends below to help Jill skip in all the puddles. Have the student point to each puddle and sound out each word. Have the student do this for all puddles on the path.
Trace the dashed lines.
Draw water spraying out of the elephant’s trunk.
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/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Read to the student: Let’s explore this picture. How many children are in the picture? What are the children doing? Are they happy or sad? Can you find two cats in the picture? Can you find the bird? Point to a child wearing pink. Point to the fruit. Point to someone wearing blue. Point to something round.
Ruth Mary Hallock
Phonograms/Sounds we are working on this week: Beginning Blends [sl], [sn], double consonant F. Handwriting: Top Line Letters V, W, X, Clock Stroke Letter: Q
Review High Frequency Words: could, little, been, here, with, where.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• Stone Soup by Marcia Brown
Readers
Readers In Rhyme Apricot Set 11-20 14. Snug as a Bug: The Pets Slip, Snug as a Bug
• The Read Aloud book is Stone Soup 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.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /o/ = blob
-Auditory Exercise-
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
Reading Warm Up: Have your child point to each phonogram and say the sounds. /b/
• /p/+/l/+/o/+/t/ = plot
• /c/+/r/+/o/+/p/ = crop
• /f/+/l/+/u/+/b/ = flub
• /s/+/l/+/a/+/p/ = slap
• /s/+/n/+/o/+/t/ = snot
Sight Word Practice: Point to each word above and have the child say the sight word.
Sight Word Practice: Point to each word above and have the child say the sight word. 2 /b/
New High Frequency Words
Say to the student: High Frequency words are words that we use a lot and they might not follow common sound rules. Remember when you see a number above the letter it tells you which sound the letter is making.
Sight Word Practice: Point to each word above and have the child say the sight word.
Read to the student: Today we will learn about words that end in FF. You only say the one sound for the letters. Practice the double FF words below. o-ff
h-u-ff j-i-ff m-u-ff
p-u-ff g-u-ff t-i-ff
Read to the student: Practice reading the sentences below.
Nell has a hat.
Nell has a hat and a muff. Nell has a muff.
Trace the dashed lines.
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/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Slant Stroke Letters
Slant Down
Trace the vegetable. What is it? Hint: it ’s in a salad.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “boom”, now take away the /m/ what is left? “boom” take away /m/, is boo. “Boo” is the answer.
• sent - /t/ = (sen)
• cart - /t/ = (car)
• frog - /g/ = (fro)
• fist - /t/ = (fis)
• musk - /k/ = (mus)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word nap below but change the /n/ to an /l/. Then read your new word.
Read to the student: Rewrite the word off below but change the two ff’s to an /n/. Then read your new word.
Read to the student: Rewrite the word sniff below but change the /n/ to a /k/. Then read your new word.
Beginning Blends s+l
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the s+l blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
s-l-a-b slab s-l-a-m slam s-l-a-p slap
s-l-e-d sled s-l-i-p slip s-l-u-g slug
Read to the student: Practice reading the sentences below.
s-n-a-g
Trace the dashed lines.
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.
Slant Stroke Letters
Slant Down
Trace and color the worm.
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.
I, 2, 3, 4, 5!
I caught a hare alive; 6, 7, 8, 9, 10!
I let her go again.
Oral Exercise — What did the boy catch? A “hare” is like a rabbit but they are larger and and have longer ears. Have your parent read the first two lines and you try to repeat them.
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Beginning
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “bat”. Take away the /b/ and use the /h/ sound at the beginning. Now your word is “hat”.
• pack - /p/ + /s/ = (sack)
• trip - /t/ + /c/ = (clip)
• slam - /s/ + /c/ = (clam)
• rush - /r/ + /h/ = (hush)
• slick - /s/ + /c/ = (click)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word slip below but change the /i/ to an /a/. Then read your new word.
Read to the student: Rewrite the word slug below but change the /u/ to an /o/. Then read your new word.
Read to the student: Rewrite the word logs below but change the /e/ to an /i/. Then read your new word.
Beginning Blends s+n
s-l-e-d sled s-l-i-p slip s-l-u-g slug
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the s+n blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
s-n-a-g snag s-n-a-p snap s-n-i-p snip
s-n-o-b snob
s-n-o-t snot s-n-u-g snug
Read to the student: Practice reading the sentences below.
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 X. X says /ks/. Remember to practice the sound as you write.
Trace the balloons and add three more. How many balloons do you have now?
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “Dot did snip and cut.” /d/i/d/, /c/u/t/, 2. “Tiff and Ned can go on the sled.” /c/a/n/, /s/l/e/d/. 3. “Nell has a muff.” /m/u/f/f/.
Read to the student: Fred the fox likes to read a lot of books. Read all of the s+l and s+n blends below to help Fred gather all of the books. Have the student point to each book and sound out each word. Have the student do this for all books on the path. Gather blue and red crayons. Then, say to the student: Now let’s do the path again but this time we will circle all the s+l words in green and circle all the s+n words in red.
Trace the dashed lines.
Trace the dashed lines and draw a pond for the duck. What do ducks say?
Read to the student: Clock stroke letters all start at 2 O’clock and go around the clock. Today’s clock stroke letter is Q. Q with U says /kw/. Remember to practice the sounds as you write. Trace the Q’s and then write one of your own starting on the dot.
Read to the student: Let’s explore this picture. How many children are in the picture? What are they doing? Is it hot or cold? Where do you think they are? Are the children happy or sad? Point to something red. Point to something green. Find a basket. Find a shovel. Find the yellow hat.
Phonograms/Sounds we are working on this week: Beginning Blends [sp], [st], double consonant S. Handwriting: Clock Stroke Letter: C, O, G, Top Line Letters D
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• Old Tales Retold by Frederick Richardson
Readers
Readers In Rhyme Apricot Set 11-20 15. Stop Don Stop: Nell Sped, Stop Don Stop
• The Read Aloud stories are “Chicken Licken” and “The Old Woman and her Pig from Old Tales Retold by Frederick Richardson
• 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.
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.
-Auditory Exercise-
Sight Word Practice: Point to each word above and have the child say the sight word.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /b/
Sight Word Practice: Point to each word above and have the child say the sight word.
Sight Word Practice: Point to each word above and have the child say the sight word.
Say to the student: Can you remember these high frequency words we worked on weeks ago? See if you can remember the words below. Keep practicing any words you have trouble with.
Read to the student: Today we will learn about words that end in SS. You only say the one sound for the letters. Practice the double SS words below.
Read to the student: Practice reading the sentences below. b-o-ss b-a-ss f-u-ss
k-i-ss l-e-ss m-e-ss
l-o-ss p-a-ss t-o-ss
Jess has a cat. Jess will kiss the cat. The cat will not fuss.
Trace the dashed lines.
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 three of your own in the boxes starting on the dot.
Clock Stroke Letters
cogdasf
Color the hermit crab.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “boom”, now take away the /m/ what is left? “boom” take away /m/, is boo. “Boo” is the answer.
• trust - /t/ = (trus)
• snap - /p/ = (sna)
• burp - /p/ = (bur)
• trim - /m/ = (tri)
• mask - /k/ = (mas)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word “spin” below but change the /n/ to a /t/. Then read your new word.
Read to the student: Rewrite the word "pot” below but change the o to an /e/. Then read your new word.
Read to the student: Rewrite the word “spot” below but change the /p/ to an /n/. Then read your new word.
Beginning Blends s+p
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the s+p blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
s-p-i-n spin
s-p-e-d sped
s-p-a-n span s-p-a-t slap
s-p-o-t spot s-p-i-t spit
Read to the student: Practice reading the sentences below.
s-t-a-b stab
s-t-a-g stag s-t-e-m stem
s-t-o-p stop s-t-u-n stun
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Trace the frog and draw a log for him to sit on.
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/. Remember to practice the sounds as you write. Trace the O’s and then write three of your own in the boxes 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.
Rock-a-bye, baby, on the tree-top!
When the wind blows, the cradle will rock; When the bough breaks, the cradle will fall, Down will come baby, cradle and all!
Oral Exercise — A “bough” is a main branch of a tree. What will happen when the wind blows? What will happen when the bough breaks? Have your teacher read the first two lines and you try to repeat them.
Phonics
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Beginning
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “bat”. Take away the /b/ and use the /h/ sound at the beginning. Now your word is “hat”.
• tick - /t/ + /s/ = (sick)
• trip - /t/ + /g/ = (grip)
• slop - /s/ + /c/ = (clop)
• rash - /r/ + /g/ = (gash)
• crash - /c/ + /t/ = (trash)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student:
Rewrite the word “pass” below but change the /p/ to an /l/. Then read your new word.
Read to the student: Rewrite the word “kiss” below but change the /k/ to an /h/. Then read your new word.
Read to the student: Rewrite the word “mess” below but change the /e/ to an /o/. Then read your new word.
s-p-e-d sped
Beginning Blends s+t
s-p-o-t spot s-p-i-t spit
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the s+t blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
s-t-a-b stab s-t-a-g stag s-t-e-m stem
s-t-e-p step
s-t-o-p stop s-t-u-n stun
Read to the student: Practice reading the sentences below.
This is Fran and Stan.
Stan had a plan.
Stan had a plan to kiss Fran.
Trace the dashed lines.
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 three of your own in the boxes starting on the dot.
Clock Stroke Letters
cogdasf
Draw a bowl or tank for the goldfish.
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “Jess will kiss her cat.” /k/i/ss/, /c/a/t/, 2. “The dog can beg.” /d/o/g//. 3. “The dog has lots of spots” /l/o/t/s/, /s/p/o/t/s/.
Read to the student: Spot the squirrel is collecting acorns. Read all of the s+p and s+t blends below to help Spot gather all of the acorns. Have the student point to each tree trunk and sound out each word. Have the student do this for all tree trunks on the path. Gather blue and red crayons. Then, say to the student: Now let’s do the path again but this time we will circle all the s+p words in green and circle all the s+t words in red.
spin
stab
step spat
stop
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Complete the dot-to-dot.
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 three of your own in the boxes starting on the dot.
Read to the student: Let’s explore this picture. The picture shows a girl and a boy in the woods. What are they doing? What book do you think the girl is reading to the boy? Point to something green. Find an owl. Find a bunny. Find a fox. Find two birds.
Phonograms/Sounds we are working on this week: Phonogram QU, Beginning Blends [sw], [tw].
Handwriting: Clock Stroke Letter: S, Top Line Letters A, F, I Review High Frequency Words: my, you, by, to, be, as.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Readers
Readers In Rhyme Apricot Set 11-20 15. Stop Don Stop: Swim Kim, The Twins
Read Aloud
• Old Tales Retold by Frederick Richardson
• The Read Aloud stories are “The House On the Hill” and “The Three Little Pigs” from Old Tales Retold by Frederick Richardson
• 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.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /o/ = blob
-Auditory Exercise-
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
Reading Warm Up: Have your child point to each phonogram and say the sounds. /b/
/f/+/i/+/s/+/t/ = fist
/c/+/u/+/s/+/p/ = cusp
Sight Word Practice: Point to each word above and have the child say the sight word.
/d/+/r/+o/+/p/ = drop
/c/+/r/+/a/+/b/ = crab
/s/+/w/+/i/+/m/ = swim
Sight Word Practice: Point to each word above and have the child say the sight word.
Sight Word Practice: Point to each word above and have the child say the sight word.
Review High Frequency Words
Say to the student: Can you remember these high frequency words we worked on weeks ago? See if you can remember the words below. Keep practicing any words you have trouble with.
Phonogram qu
Read to the student: We have been practicing phonograms every day and now we are going to start reading words with 2-letter phonograms. A phonogram is a letter or group of letters that represent a sound. The phonogram qu says /kw/ as in quit. First read each sound in the words below, then put them together to read the word.
Read to the student: Practice reading the sentences below.
can nap.
has a quilt.
can nap with the quilt.
Quinn
Quinn
Quinn
Trace the dashed lines.
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. Trace the letters and then write one of your own starting on the dot.
Trace and color the watering can.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “doom”, now take away the /m/ what is left? “doom” take away /m/, is due. “Due” is the answer.
• rust - /t/ = (rus)
• lamp - /p/ = (lam)
• card - /d/ = (car)
• lint - /t/ = (lin)
• spark- /k/ = (spar)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word “quilt” below but leave out the /l/. Then read your new word.
Read to the student: Rewrite the word “squid” below but change the /i/ to an /a/. Then read your new word.
Beginning Blends s+w
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Remember the third sound of “A” is /ah/ Point to the first word below with the s+w blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
3 3 3
s-w-i-m swim s-w-i-g swig
Read to the student: Practice reading the sentences below.
Trace the dashed lines.
Complete the dot-to-dot
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 S. S says /s/ /z/. Both the capital and lowercase S use the same clock stroke. Trace the letters and then write your own in the boxes 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.
Pussy-cat, pussy-cat, where have you been?
I've been to London to see the Queen.
Pussy-cat, pussy-cat, what did you there?
I frightened a little mouse under the chair.
Oral Exercise — Where had the pussy-cat been? What did the pussy-cat do in London? Can you tell which word rhymes with there?
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Beginning
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “bat”. Take away the /b/ and use the /h/ sound at the beginning. Now your word is “hat”.
• last - /l/ + /p/ = (past)
• cry - /c/ + /d/ = (dry)
• slow - /s/ + /g/ = (glow)
• fish - /f/ + /w/ = (wish)
• press - /p/ + /d/ = (dress)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student:
Rewrite the word “swan” below but change the /n/ to a /p/. Then read your
Read to the student: Rewrite the word “swim” below but change the /i/ to an /a/. Then read your new word. 3 3 3
Read to the student: Rewrite the word “swat” below but change the /t/ to an /g/. Then read your new word.
Beginning Blends t+w
Read to the student: Now we will work on more blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the t+w blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
Read to the student: Practice reading the sentences below.
3
I see Jen by Ben.
Jen and Ben are twins.
3
The twins are my pals.
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. 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.
Clock Stroke Letters
cogdasf
Trace and color the bird.
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “Ben and Jen are twins.” /t/w/i/n/s/. 2. “Quinn has a quilt.” /h/a/z/, /kw/i/l/t/. 3. “The swan can swim” /s/w/ah/n/, /s/w/i/m/.
2
Read to the student: Follow the trail of swans and read all of the s+w and t+w blends. Remember the third sound of A is /ah/.
Trace the dashed lines.
Draw a face on the second push pin. Color the picture.
Short Line Letters
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.
Read to the student: Let’s explore this picture. What are the children doing? Are they happy or sad? Who do you think the woman in the picture is? What is their house made out of? Point to a child wearing blue. Find a girl holding a cat. Point to someone wearing green coat. Find a child in a window.
Phonograms/Sounds we are working on this week: Phonogram EE, Ending Blends [nd], [nk].
Handwriting: Top Line Letters R, N, M, U
Review High Frequency Words: has, was, do, he, or, for.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• Old Tales Retold by Frederick Richardson
Readers
Readers In Rhyme Apricot Set 11-20
16. Hank’s Prank: Sun and Sand, The Franks
• The Read Aloud stories are “Goldilocks and the Three Bears” and “The Little Red Hen” from Old Tales Retold by Frederick Richardson
• 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.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /o/ = blob
-Auditory Exercise-
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
Reading Warm Up: Have your child point to each phonogram and say the sounds. /b/
Sight Word Practice: Point to each word above and have the child say the sight word.
Sight Word Practice: Point to each word above and have the child say the sight word.
Review High Frequency Words
Say to the student: Can you remember these high frequency words we worked on weeks ago? See if you can remember the words below. Keep practicing any words you have trouble with.
3 2 2 2
Phonogram ee
Read to the student: We are going to learn another phonogram. A phonogram is a group of letters that represent a sound. The phonogram ee says “/ee/ double ee always says /ee/ as in BEE.” First read each sound in the words below, then put them together to read the word.
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 a fish at the end of the line. Color the picture.
Midline
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Phonics
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer.
• sleep - /s/ = (eep)
• lamp - /l/ = (amp)
• part - /p/ = (art)
Sight Word Practice: Point to each word above and have the child say the sight word. 2 2
• spin - /s/ = (pin)
• mend- /m/ = (end)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
2 2 2
Read to the student: Rewrite the word “deer” below but change the /r/ to a /p/. Then read your new
Read to the student: Rewrite the word “tree” below but leave out the /r/. Then read your new word.
3
Read to the student: Rewrite the word “jeep” below but change the /j/ to a /k/. Then read your new word.
Ending Blends n+d
Read to the student: Now we will work on ending blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the n+d blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
b-a-n-d
Read to the student: Practice reading the sentences below.
Dan has a net.
Dan has a crab in his net. 2 2
t-r-u-n-k trunk Dan is on the sand.
Trace the dashed lines.
Color the picture.
Short Line Letters
Midline
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.
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.
Boys and girls, come out to play, The moon doth shine as bright as day, Leave your supper and leave your sleep, Come with your play-fellows into the street.
Oral Exercise — What shines as bright as day? Find and underline the two “Double E” words in the poem. Have your parent read the first two lines and you try to repeat them.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Phonics
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Middle
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound at the beginning. Now your word is “hot”.
• last - /a/ + /o/ = (lost)
• crush - /u/ + /a/ = (crash)
• flop - /0/ + /a/ = (flap)
Sight Word Practice: Point to each word above and have the child say the sight word. 2 2 2 3
• send - /e/ + /a/ = (sand)
• stick - /i/ + /u/ = (stuck)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
2 2 2
Read to the student: Rewrite the word “hand” below but change the /h/ to an /l/. Then read your new word.
Read to the student: Rewrite the word “band” below but leave out the / b/. Then read your new word.
3
Read to the student: Rewrite the word “sand” below but change the /s/ to a /w/. Then read your new word.
*Remember the 3rd sound of A is /ah/ 3
Ending Blends n+k
l-a-n-d land s-a-n-d sand w-i-n-d wind
Read to the student: Now we will work on ending blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the n+k blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
b-u-n-k bunk d-u-n-k dunk h-o-n-k honk
j-u-n-k junk
s-k-u-n-k skunk t-r-u-n-k trunk
Read to the student: Practice reading the sentences below.
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.
Trace and color the picture.
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Phonics
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “See the skunk Nat.” /s/E/. 2. “See the bees by me.” /b/E/z/. 3. “Dan has a crab in his net” /c/r/a/b/, /n/e/t/.
Sight Word Practice: Point to each word above and have the child say the sight word. 2 2
Read to the student: Little Bee is buzzing from flower to flower. Read all of the double ee words on the flowers to follow Little Bee back to the hive. Have the student point to each flower and sound out each word. Have the student do this for all the flowers on the path. Gather a red crayon. Then, say to the student: Now let’s read the path again but this time we will underline the double ee phonograms.
Trace the dashed lines.
Complete the dot-to-dot.
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.
Read to the student: Let’s explore this picture. What is the girl doing? Do you think she is calm or frustrated? Why do you think she is frustrated? How would you feel if a baby was crying and screaming? Find a clock. Find a bottle. What do you think the girl’s name is? Is the baby a boy or a girl? Why do you think so?
Phonograms/Sounds we are working on this week: Phonogram TH, Ending Blend [nt]
Handwriting: Top Line Letters Y, J, P, E
Review High Frequency Words: no, so, we, me, are, her.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• A House is a House for Me by Mary Ann Hoberman
Readers
Readers In Rhyme Apricot Set 11-20 16. Hank’s Prank: Lend a Hand, Hank’s Prank
• The read aloud book this week is A House is a House For Me by Mary Ann Holberman
• 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.
A House Is A House For Me
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.
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.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /o/ = blob
Reading Warm Up: Have your child point to each phonogram and say the sounds.
/s/+/t/+/e/+/p/ = step
/m/+/e/+/l/+/t/ = melt
/c/+/r/+u/+/m/ = crum
/s/+/e/+/n/+/t/ = sent
Sight Word Practice: Point to each word above and have the child say the sight word.
Sight Word Practice: Point to each word above and have the child say the sight word.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
/w/+/e/+/n/+/t/ = went
Sight Word Practice: Point to each word above and have the child say the sight word.
Review High Frequency Words
Sight Word Practice: Point to each word above and have the child say the sight word.
Say to the student: Can you remember these high frequency words we worked on weeks ago? See if you can remember the words below. Keep practicing any words you have trouble with.
3 2 2 2
2 2 2 2
Phonogram th
Read to the student: We are going to learn another phonogram. A phonogram is a group of letters that represent a sound. The phonogram th says “/th/TH/ as in “math” or “them.” Read each sound in the words below, then put them together to read the word.
Voice box off for th’s 1st sound /th/ as in:
Voice box on for th’s 2nd sound /TH/ as in:
this 2
Read to the student: Practice reading the sentences below. This is the dog Bud. Bud fell in the mud.
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
Midline
Complete the dot-to-dot.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer.
• tale - /t/ = (ale)
• tart - /p/ = (art)
• feel - /p/ = (eel)
• sore - /s/ = (ore)
• mist- /m/ = (ist)
Read to the student: Trace the letters and fill in the missing phonogram below. Sound out the word as you write.
Read to the student: Rewrite the word “moth” below but change the /o/ to an /a/. Then read your new word.
Read to the student: Rewrite the word “three” below but leave out the H. Then read your new word.
Read to the student: Rewrite the word “path” below but change the /p/ to a /b/. Then read your new word.
Ending Blends n+t
Read to the student: Now we will work on more ending blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the n+t blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
Trace the dashed lines.
Short Line Letters
Color jam in the jar. What kind of jam is it?
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.
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.
Baa, Baa, Black Sheep, have you any wool?
Yes, sir, yes, sir, three bags full: One for my master, one for my dame, But none for the little boy who cries in the lane.
Oral Exercise — How many bags of wool do the sheep carry? Find and underline the “th” phonograms in the poem. Have your parent read the first two lines and you try to repeat them.
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Middle
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound at the beginning. Now your word is “hot”.
• last - /a/ + /o/ = (lost)
• crush - /u/ + /a/ = (crash)
• flop - /o/ + /a/ = (flap)
• send - /e/ + /a/ = (sand)
• stick - /i/ + /u/ = (stuck)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word “tent” below but change the first /t/ to a /v/. Then read your new word.
Read to the student: Rewrite the word “hunt” below but change the /h/ to a /p/. Then read your new word.
Read to the student: Rewrite the word “mint” below but change the /t/ to a /d/. Then read your new word.
*Remember the 2nd sound of I is /I/ 2
Ending Blends n+t
Read to the student: Now we will work on more n+t blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the n+t blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
r-a-n-t rant
r-e-n-t rent s-e-n-t sent t-e-n-t tent
w-e-n-t went
v-e-n-t vent
Read to the student: Practice reading the sentences below.
p-a-n-t pant
h-i-n-t hint
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. First trace the letters and write one of your own in the box.
Short Line Letters
Midline
Draw a path to the house. Color the picture.
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “See the three pigs.” 2. “Trent has a tent.” /t/e/n/t/. 3. “Bud is in the bath”.
Read to the student: Can you follow the moth on the trail and read all of the TH phonogram words? Have the student read all the words on each flower. Then, say to the student: Which flower has words with the second sound of TH? Remember the second sound make our voice box wiggle. Which flowers use the the first sound of TH?
start end
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. First trace the letters and write one of your own in the box.
Dash Line Letters
Dash Forward
Trace and color the three pigs.
Read to the student: Let’s explore this picture. What are the boys doing? What do you think the dog is barking? What are the men in the background doing? What do you think they will do with the hay they are gathering? Find a play horse. Find real horses. Find a big rake. What do you think the boys’ names are? What do you think the dog’s name is?
Phonograms/Sounds we are working on this week: Phonogram SH, Ending Blend [mp]
Handwriting: Phonogram SH, Top Line Letters L, T, B
Review High Frequency Words: two, when, than, what, there, like.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• Frog Went A-Courtin' by John Langstaff
Readers
Readers In Rhyme Apricot Set 11-20 17. Romp and Stomp: Ted Trent, The Gifts
• The read aloud book is Frog Went A-Courtin’ by John Langstaff
• 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.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/ Reading Warm Up: Have your child point to each phonogram and say the sounds.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /b/
/l/+/a/+/m/+/p/ = lamp
Reading Warm Up: Have your child point to each phonogram and say the sounds.
/m/+/i/+/s/+/t/ = mist
/b/+/r/+a/+/g/ = brag
/s/+/t/+/e/+/m/ = stem • /f/+/l/+/u/+/b/ = flub
Reading Warm Up: Have your child point to each phonogram and say the sounds.
= blob
Sight Word Practice: Point to each word above and have the child say the sight word.
Review High Frequency Words
Say to the student: Can you remember these words we worked on weeks ago? See if you can say all the words below. Do you see that now you know some of the phonograms in these words. What are the two sounds of TH? /th/TH/
Sight Word Practice: Point to each word above and have the child say the sight word.
Phonogram sh
Read to the student: We are going to learn another phonogram. A phonogram is a group of letters that represent a sound. The phonogram sh says /sh/ as in ship. First read each sound in the words below, then put them together to read the word.
Read to the student: Practice reading the sentences below.
Trace the dashed lines.
Read to the student: The phonogram sh is a combination of a clock stroke letter and a top line letter. Clock stroke letters all start at 2 O’clock and go around the clock. Top line letters start at the top and go down to the baseline. Trace the sh phonograms and sh word below.
Color the shrimp character below.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer.
• feet - /f/ = (eet)
• spin - /s/ = (pin)
• bold - /b/ = (old) • mask - /m/ = (ask)
• fish- /f/ = (ish)
Read to the student: Trace the letters and fill in the missing phonogram below. Sound out the word as you write.
Read to the student: Rewrite the word “shed” below but leave out the d. Then read your new word. *Remember the 2nd sound of E is /E/
Read to the student: Rewrite the word “ship” below but leave out the s. Then read your new word.
Read to the student: Rewrite the word “path” below but change the /r/ to a /b/. Then read your new word.
Ending Blends m+p
Read to the student: Now we will work on m+p blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the m+p blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
b-u-m-p bump c-a-m-p camp d-u-m-p dump
h-u-m-p hump j-u-m-p jump l-i-m-p limp
Read to the student: Practice reading the sentences below.
Trace the dashed lines.
Top Line Letters
Trace the lion and 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 L. L says /l/. Remember to practice the sound as you write. First trace the letters and write one of your own in the box.
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.
Here's Sulky Sue, What shall we do?
Turn her face to the wall Till she comes to.
Oral Exercise — To “sulk” mean to pout and be in a bad mood. Where was Sulky Sue supposed to turn her face to? Find and underline the “sh” phonograms in the poem. Have your parent read the first two lines and you try to repeat them.
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Middle
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound in its place. Now your word is “hot”.
• pack - /a/ + /i/ = (pick)
• slip - /i/ + /a/ = (slap)
• mock - /o/ + /u/ = (muck)
• spit - /i/ + /o/ = (spot)
• stamp - /a/ + /u/ = (stump)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student:
Rewrite the word “jump” below but change the /j/ to a /b/. Then read your new word.
Read to the student: Rewrite the word “stamp” below but change the /a/ to an /u/. Then read your new word.
Read to the student: Rewrite the word “lamp” below but change the /l/ to a /d/. Then read your new word.
Phonogram sh
Read to the student: We are going to practice more phonogram SH words. A phonogram is a group of letters that represent a sound. The phonogram sh says /sh/ as in ship. First read each sound in the words below, then put them together to read the word.
Read to the student: Practice reading the sentences below.
A dash of this.
She will fix a dish of fish. A dash of that.
Trace the dashed lines.
Color the tiger.
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 T. T says /t/. Remember to practice the sound as you write.
Phonics
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “See Jan jump and skip.” 2. “Josh and Trish will go fish.” 3. “She will fix a dish of fish”.
Read to the student: Shep and his friends ran home from the candy shop and dropped their cotton candy. Help Shep pick up all the cotton candy they dropped by reading all of the sh words. Have the student point to each cotton candy and sound out each word. Have the student do this for all the candy on the path. Gather a dark blue crayon. Then, say to the student: Now let’s read the path again but this time we will underline the sh phonograms.
Trace the dashed lines.
Complete the butterfly maze.
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/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Read to the student: Let’s explore this picture. The picture shows a party with little girls in fine dresses. How many girls are holding baskets with eggs? What event do you think the girls celebrating? Find a kitty with a bow. Find two bunnies. Find a cake. Find a vase of flowers. Find a book.
Phonograms/Sounds we are working on this week: Phonogram AR, Ending Blend [st]
Handwriting: Top Line Letters H, K, V, W
Review High Frequency Words: see, she, go, come, all, you.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• Millions of Cats by Wanda Gág
Readers
Readers In Rhyme Apricot Set 11-20 17. Romp and Stomp: Romp and Stomp, Call For Help
• The read aloud book is Millions of Cats by Wanda Gág
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your child 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.
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.
Blending
Reading Warm Up: Have your child point to each phonogram and say the sounds.
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Sight Word Practice: Point to each word above and have the child say the sight word.
• /l/+/a/+/n/+/d/ = land
• /m/+/u/+/s/+/t/ = must
• /b/+/l/+i/+/p/ = blip
• /v/+/e/+/s/+/t/ = vest
• /b/+/a/+/n/+/d/ = band
Sight Word Practice: Point to each word above and have the child say the sight word. 2 2
Review High Frequency Words
Say to the student: Can you remember these words we worked on weeks ago? See if you can say all the words below. Do you see that now you know some of the phonograms in these words.
Phonogram ar
Read to the student: We are going to learn another phonogram. A phonogram is a group of letters that represent a sound. The phonogram ar says “/R/ the /R/ of CAR.” First read each sound in the words below, then put them together to read the word.
Read to the student: Practice reading the sentences below. f-ar j-ar ar-m
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 H. H says /h/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Top Line Letters
Complete the dot-to-dot below.
Phonics
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer. • jeep - /j/ = (eep) • spit - /s/ = (pit) • cost - /c/ = (ost) • math - /m/ = (ath) • fox- /f/ = (ox)
Read to the student: Trace the letters and fill in the missing phonogram below. Sound out the word as you write.
Read to the student: Rewrite the word “jar” below but change the /j/ to a /c/. Then read your new word.
Read to the student: Rewrite the word “barn” below but change the /n/ to a /k/. Then read your new word.
Read to the student: Rewrite the word “cart” below but change the /t/ to a /d/. Then read your new word.
Ending Blends s+t
Read to the student: Now we will work on more s+t blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the s+t blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
b-e-s-t best
m-u-s-t must
n-e-s-t nest p-e-s-t pest w-e-s-t west
f-a-s-t fast
Read to the student: Practice reading the sentences below.
See the tree.
See the nest in the tree.
See the eggs in the nest in the tree.
Trace the dashed lines.
Top Line Letters
Trace the kayak and oar 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 K. K says /k/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Queen of Hearts, she made some tarts, All on a summer's day; The Knave of Hearts, he stole the tarts, And took them clean away.
Oral Exercise — A “Knave” is a tricky or dishonest guy. What kind of day did the Queen of Hearts make the tarts on? Find and underline the “ar” phonograms in the poem. Have your parent read the first two lines and you try to repeat them.
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Middle
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound instead. Now your word is “hot”.
• mast - /a/ + /i/ = (mist)
• trip - /i/ + /a/ = (trap)
• flip - /i/ + /o/ = (flop)
• vest - /e/ + /a/ = (vast)
• last - /a/ + /o/ = (lost)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student:
Rewrite the word “nest” below but change the /n/ to a /r/. Then read your new word.
Read to the student: Rewrite the word “fist” below but change the /i/ to an /a/. Then read your new word.
Read to the student: Rewrite the word “vest” below but change the /v/ to a /p/. Then read your new word.
Phonogram ar
Read to the student: We are going to practice more ar phonogram words. A phonogram is a group of letters that represent a sound. The phonogram ar says “/R/ the /R/ of CAR.” First read each sound in the words below, then put them together to read the word.
b-ar ar-k c-ar
l-ar-k h-ar-d y-ar-d
d-ar-t c-ar-d s-t-ar
Read to the student: Practice reading the sentences below.
Trace the dashed lines.
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/. Trace the letters and then write one of your own in the box. Then trace and sound out the words below.
Slant Stroke Letters
Slant Down
V is for veggies. Color the picture.
Phonics
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “See the nest in the tree.” 2. “See them play on the farm.” 3. “Dee sees the stars”.
Read to the student: Can you read all of the ar words on the ice cream cones before they melt? Gather a dark colored crayon. Have the student point to each ice cream cone and sound out each word and underline the ar phonogram.
Trace the dashed lines.
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.
Slant Stroke Letters
Slant Down
Trace and color the watermelon below.
Read to the student: Let’s explore this picture. Who is in the picture? Do the children look happy or sad? Are the animals afraid of the children? Is it cool or warm outside? Why do you think so? Find two squirrels. Find a fox. Find a crow. Find two hats. What do you think the children’s names are?
Phonograms/Sounds we are working on this week: Phonogram CK, Ending Blend [sk]
Handwriting: Clock Letters: C, O, G, Top Line Letter D
Review High Frequency Words: his, play, have, this, boy, girl.
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• The Happy Lion by Louise Fatio
Readers
Readers In Rhyme Apricot Set 11-20 18. Dust We Must: Dust We Must, Grin and Jest
Read Aloud
• The read aloud book is The Happy Lion by Louise Fatio
• Have your student color the lion mask and help them cut it out.
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.
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.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/. • /b/+/u/+/s/+/t/ = bust • /m/+/a/+/s/+/k/ = mask • /b/+/l/+a/+/b/ = blab • /c/+/a/+/s/+/t/ = cast • /s/+/e/+/n/+/d/ = send
= blob
Sight Word Practice: Point to each word above and have the child say the sight word.
Review High Frequency Words
Say to the student: Can you remember these words we worked on weeks ago? See if you can say all the words below. Do you see that now you know some of the phonograms in these words.
Sight Word Practice: Point to each word above and have the child say the sight word.
Phonogram ck
Read to the student: We are going to learn our first phonogram. A phonogram is a group of letters that represent a sound. The phonogram ck says /k/ as in duck. First read each sound in the words below, then put them together to read the word.
b-a-ck b-u-ck d-u-ck
k-i-ck j-a-ck l-i-ck
l-u-ck
l-o-ck n-e-ck
Read to the student: Practice reading the sentences below. 2 2 3
I see Peg Duck.
Trace the dashed lines.
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 three of your own in the boxes starting on the dot.
Clock Stroke Letters
cogdasf
Color the corn cob.
Phonics
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer.
• farm - /f/ = (arm)
• tend - /t/ = (end)
• mesh - /m/ = (esh)
• path - /p/ = (ath)
• stick- /s/ = (tick)
Read to the student: Trace the letters and fill in the missing phonogram below. Sound out the word as you write.
Read to the student: Rewrite the word “lock” below but change the /l/ to a /s/. Then read your new word.
Read to the student: Rewrite the word “duck” below but change the /u/ to an /e/. Then read your new word.
Read to the student: Rewrite the word “kick” below but change the /k/ to a /p/. Then read your new word.
Ending Blends s+k
Read to the student: Now we will work on s+k blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the s+k blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
Read to the student: Practice reading the sentences below.
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Trace and color the lock
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. Remember to practice the sounds as you write. Trace the O’s and then write three of your own in the boxes 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.
Hickory, dickory, dock! The mouse ran up the clock; The clock struck one, And down he run, Hickory, dickory, dock!
Oral Exercise — Where did the mouse run? Find and underline the “ck” phonograms in the poem. Have your parent read the first two lines and you try to repeat them.
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Middle
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound instead. Now your word is “hot”.
• lump - /u/ + /i/ = (limp)
• slip - /i/ + /a/ = (slap)
• fist - /i/ + /a/ = (fast)
• truck - /u/ + /i/ = (trick)
• flock - /o/ + /i/ = (flick)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word “desk” below but change the /e/ to an /i/. Then read your new word.
Read to the student: Rewrite the word “tusk” below but change the /u/ to an /a/. Then read your new word.
Read to the student: Rewrite the word “mask” below but change the /a/ to an /u/. Then read your new word.
Phonogram ck
Read to the student: We are going to practice more ck phonogram words. A phonogram is a group of letters that represent a sound. The phonogram ck says /k/ as in duck. First read each sound in the words below, then put them together to read the word.
r-o-ck p-e-ck s-a-ck
t-i-ck s-o-ck w-i-ck
s-t-i-ck
s-l-i-ck t-r-i-ck
Read to the student: Practice reading the sentences below.
Trace the dashed lines.
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 three of your own in the boxes starting on the dot.
Clock Stroke Letters
cogdasf
Draw and color gumballs in the machine.
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “Dot will fix the rip in her sock” 2. “This is my cat mask.” 3. “Peg Duck is all wet”.
Read to the student: Follow the trail of ducks and read all of the ck phonogram words. Remember ck says /k/ as in duck. Gather a dark colored crayon. Have the student point to each duck and sound out each word and underline the ck phonogram.
Trace the dashed lines.
Clock Stroke Letters
cogdasf
Help the deer get to the flowers.
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 three of your own in the boxes starting on the dot.
Read to the student: Let’s explore this picture. Who is in the picture? What is the girl looking at? What rhyme is this picture of? Can you remember the first two lines of the rhyme? Is it day or night? What do you think so? Find a mouse. Find a clock. Find a doll. Find a window. What do you think the girl’s name is?
Phonograms/Sounds we are working on this week: Sounds of A, Ending Blends [lk], [ld]
Handwriting: Clock Letters: A, S, Top Line Letters: F, I,
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Read Aloud
• Petunia by Roger Duvoisin
Readers
Readers In Rhyme Apricot Set 11-20 18. Dust We Must: Tisk, Tisk, Poll, Dip and Dot
• The read aloud book this week is Petunia by Roger Duvoisin
• 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.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /o/ = blob
Reading Warm Up: Have your child point to each phonogram and say the sounds.
-Auditory Exercise-
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sounds. /l/
/b/
• /r/+/u/+/s/+/t/ = rust
• /m/+/e/+/l/+/t/ = melt
• /g/+/l/+u/+/m/ = glum
• /p/+/a/+/s/+/t/ = past
• /f/+/l/+/a/+/t/ = flat
/b/ Sounds of A
Sight Word Practice: Point to each word above and have the child say the sight word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Say to the student: You have now learned five multi-letter phonograms. The short vowel sounds are the first sound of each vowel. Each of the vowels have more than one sound. Today we will learn the different sounds of A. Point to the a tile below and say “A says /a/A/ah/ as in bat, game and ball. Have the student repeat after you “/a/A/ah/“
Trace the dashed lines.
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. Trace the letters and then write one of your own starting on the dot.
Trace and color the ball.
Phonics
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer.
boat - /b/ = (oat)
free - /f/ = (ree)
melt - /m/ = (elt)
trick - /t/ = (rick)
slap- /s/ = (lap)
Read to the student: Trace the letters and fill in the missing phonogram below. Sound out the word as you write.
Read to the student: Rewrite the word “ball” below but change the /ah/ to an /e/. Then read your new word.
Read to the student: Rewrite the word “wall” below but change the /w/ to a /t/. Then read your new word. 3 3 3
Read to the student: Rewrite the word “fall” below but change the /ah/ to an /i/. Then read your new word.
Ending Blends l+k
Read to the student: Now we will work on l+k blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the l+k blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
h-u-l-k hulk
m-i-l-k milk
w-a-l-k walk
b-u-l-k bulk
s-i-l-k silk t-a-l-k talk
Trace the dashed lines.
Trace and color the swim ring.
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 S. S says /s/ /z/. Both the capital and lowercase S use the same clock stroke. Trace the letters and then write your own in the boxes 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.
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? Find all the words in the rhyme that use the third sound of A /ah/ isn them. Have your parent read the first two lines and you try to repeat them.
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Middle
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound instead. Now your word is “hot”.
• stamp - /a/ + /u/ = (stump)
• trick - /i/ + /a/ = (track)
• flip - /i/ + /o/ = (flop)
• lend - /e/ + /a/ = (land)
• rash - /a/ + /u/ = (rush)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student: Rewrite the word “talk” below but change the /l/ to a /c/. Then read your new word. What sound of A is your new word?
Read to the student: Rewrite the word “salt” below but change the /s/ to an /h/. Then read your new word. 3 3 3 3 3
Read to the student: Rewrite the word “walk” below but change the /k/ to an /l/. Then read your new word.
Say to the student: Let’s practice reading words with the third sound of A /ah/
Read to the student: Practice reading the sentences below.
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. 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.
Clock Stroke Letters
cogdasf
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “See us sit on the wall” 2. “See us play with the ball.” 3. “The cats want the milk”.
Color by Vowel Sound A
Trace the dashed lines.
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.
Short Line Letters
Midline
Trace and color the squid.
Read to the student: Let’s explore this picture. Who is in the picture? Where are the children? What is the girl doing? What season do you think it is? Why do you think so? Find a shell. Find a shovel. Find a seahorse. Find a pail. What do you think the girl’s name is?
Phonograms/Sounds we are working on this week: Sounds of O, Ending Blends [lt], [ld]
Handwriting: Top Line Letters: R, N, M, U
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper String
• Have the student 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 student 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” Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Readers
Readers In Rhyme Apricot Set 11-20 19. Hog Wild
Read Aloud
• Over in the Meadow by John Langstaff
• The read aloud book is Over In the Meadow by John Langstaff
• 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.
Reading Warm Up: Have your child point to each phonogram
Sounds of O
Reading Warm Up: Have your child point to each phonogram
Say to the student: The short vowel sounds are the first sound of each vowel. Each of the vowels have more than one sound. Today we will review the different sounds of O. Point to the a tile below and say “O says /o/O/oo/ as in not, no and to.
Sight Word Practice: Point to each word above and have the child say the sight word.
Read to the student: Now we will work on words with the second and third sound of O. Remember O says /o/O/oo/.
Ending Blends l+d
Read to the student: Now we will work on l+d blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the l+t blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
Trace the dashed lines.
Short Line Letters
Midline
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 letters and then write your own in the boxes.
Draw dough under the rolling pin. Color the picture.
Phonics
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left. For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer.
• brash - /b/ = (rash)
• speak - /s/ = (peak)
• hear - /h/ = (ear)
• sock - /s/ = (ock)
• step- /s/ = (tea)
Read to the student: Trace the letters and fill in the missing phonogram below. Sound out the word as you write.
Read to the student:
Rewrite the word “fold” below but change the /f/ to an /s/. Then read your new word.
Read to the student: Rewrite the word “gold” below but leave out the / g//. Then read your new word.
2
Read to the student: Rewrite the word “cold” below but change the /c/ to a /b/. Then read your new word.
Ending Blends l+t
Read to the student: Now we will work on l+t blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the l+t blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
f-e-l-t
m-e-l-t melt
p-e-l-t pelt
Read to the student: Practice reading the sentences below.
Trace the dashed lines.
Complete the maze to help the squirrel find the nut.
Short Line Letters
Midline
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. Trace the letters and then write your own in the boxes.
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.
Pease porridge hot, pease porridge cold, Pease porridge in the pot nine days old.
Some like it hot, some like it cold, Some like it in the pot nine days old.
Oral Exercise — “Porridge” is a dish like oatmeal that is mashed up. Pease Porridge is made by mashing up peas. Would you eat “Pease Porridge?” Why or why not?
Find all the words in the rhyme that use the second sound of O /O/. Have your parent read the first two lines and you try to repeat them.
Have the student point to the phonograms and say their sounds.
Phoneme Substitution - Middle
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound instead. Now your word is “hot”.
• clump - /u/ + /a/ = (clamp)
• stick - /i/ + /a/ = (stack)
• flash - /a/ + /u/ = (flush)
• lump - /u/ + /i/ = (limp)
• trap - /a/ + /i/ = (trip)
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
Read to the student:
Rewrite the word “belt” below but change the /b/ to a /f/. Then read your new word.
Read to the student:
Rewrite the word “melt” below but change the /t/ to a /d/. Then read your new word.
Read to the student: Rewrite the word “colt” below but change the /c/ to a /b/. Then read your new word.
Ending Blends l+d
Read to the student: Let’s read more l+d blends. Blends are two or more consonants that each say their own sound but say them very close together. Point to the first word below with the l+t blend and have the student practice saying the blend after you. Make sure they say the sounds the letters make together and not the letter names.
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 M. M says /m/. Uppercase M starts at the top line. Remember to practice the sound out loud as you write. Trace the letters and then write your own in the boxes.
Short Line Letters
Midline
Color the moose below.
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “See us sit on the wall” 2. “See us play with the ball.” 3. “The cats want the milk”.
Color by Vowel Sound O
Trace the dashed lines.
Short Line Letters
Trace and color the bug below.
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.
Midline
Read to the student: Let’s explore this picture. Who is in the picture? What are the children doing? What game do you think they are playing? See the giant pot on the table? What do you think is in it? The steam is rising from the bowls on the table. Does that mean the food in it is holt or cold? Do you remember what the food is called that is made of mashed grains? Find red shoes. Find bricks. Find a hat. What do you think the children’s names are? Can you name the rhyme that this picture shows? For a hint look at Day 2.
Phonograms/Sounds we are working on this week: Sounds of Y, Handwriting: Top Line Letters: Y, J, P, E
Sandpaper letters
• Have the student use their index (pointer) finger to trace the letters in the exact motions used to write on paper
String
• Have the student 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 student 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”
Chalkboard
• (small is fine). The texture forces the child to write more slowly.
If students are struggling with Apricot Readers, have them continue with Goldenrod Readers until they show mastery. Students should practice with the readers repeatedly. Repetition is key! Consult the Reader Guides that come with each set of readers for helpful vocabulary and comprehension questions.
To Print
• Worksheets
• Letter Tiles
Readers
Readers In Rhyme Apricot Set 11-20 20. Plum Buns
Read Aloud
• Miss Rumphius by Barbara Cooney
• The read aloud book is Miss Rumphius by Barbara Cooney
• You may wish to stop and discuss the characters or have your student retell parts of the story.
• Have your student color the picture of a lupine below.
Have the student point to the phonograms and say their sounds.
What is the weather like today?
Write your name
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.
Blending
Say to the student: I’m going to say four sounds. I want you to put the sounds together to say a word. Each time you say a sound, put one finger up. Then say the sounds together. The sounds are /b/, /l/, /o/, /b/.
Reading Warm Up: Have your child point to each phonogram and say the sound.
/f/+/l/+/a/+/t/ = flat
/m/+/u/+/s/+/t/ = must
/s/+/l/+i/+/m/ = slim
/g/+/r/+/u/+/b/ = grub
/l/+/o/+/s/+/t/ = lost
= blob
/b/ Sounds of Y
Reading Warm Up: Have your child point to each phonogram and say the sound.
Sight Word Practice: Point to each word above and have the child say the sight word.
Say to the student: Now we will learn about “Sly Y”. Y is a consonant but sometimes acts like a vowel. Today we will learn the different sounds of Y. Point to the a tile below and say “Y says /y/i/I/ E as in yes, gym, my and baby. Have the student repeat after you “/y/i/I/E/“
Say
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
Midline
Trace and color the ball of yarn.
Have the student point to the phonograms and say their sounds.
Phoneme Deletion
Say to the student: I’m going to say a word. Then I’m going to ask you to take away part of the word and tell me what is left.
For Example: If I say “hand”, now take away the /h/ what is left? “hand” take away /h/, is and. “and” is the answer.
• brush - /b/ = (rush)
• stamp - /s/ = (tamp)
• click - /c/ = (lick)
• start - /s/ = (tart)
• block- /b/ = (lock)
Read to the student: Trace the letters and fill in the missing phonogram below. Sound out the word as you write.
Read to the student: Rewrite the word “yolk” below but change the /y/ to an /f/. Then read your new word.
Read to the student: Rewrite the word “yak” below but change the /k/ to an /m/. Then read your new word.
Read to the student: Rewrite the word “yarn” below but change the /y/ to a /b/. Then read your new word.
Say to the student: Let’s practice reading words with the third sound of Y /I/
Read to the student: Practice reading the sentences below.
Trace the dashed lines.
Short Line Letters
Complete the maze to help the baby jellyfish find his mom.
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.
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.
Hush, baby, my dolly, I pray you don't cry, And I'll give you some bread, And some milk by and by.
Oral Exercise — What will the title girl give her doll if she doesn’t cry? Find two words in the rhyme that use the 4th sound of Y /E/ in them. Then find the words that use the 3rd sound of Y /I/ in them. Have your parent read the poem again and you try to repeat it.
Have the student point to the phonograms and say their sounds.
l-a-z-y lazy
lazy
Phoneme Substitution - Middle
navy l-a-z-y lazy
Say to the student: We are going to play a sound puzzle game. I am going to say a word and then I will ask you to take away a sound and put a new sound in it’s place. For example: The word is “hat”. Take away the /a/ and use the /o/ sound instead. Now your word is “hot”.
rosy
rosy
• crash - /a/ + /u/ = (crush)
• slip - /i/ + /a/ = (slap)
baby c-o-z-y cozy
• stuck - /u/ + /a/ = (stack)
• step - /e/ + /o/ = (stop)
• stack - /a/ + /o/ = (stock)
rosy n-o-s-y nosy
Read to the student: Trace and fill in the missing letters below. Sound out the word as you write.
baby c-o-z-y cozy r-o-s-y rosy n-o-s-y nosy
Read to the student: Rewrite the word “fly” below but change the /l/ to an /r/. Then read your new word.
Read to the student: Rewrite the word “cry” below but change the /c/ to a /t/. Then read your new word.
Read to the student: Rewrite the word “salt” below but change the /s/ to an /h/. Then read your new word. n-a-v-y navy
Say to the student: Let’s practice reading words with the fourth sound of Y /E/ Read
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. First trace the letters and write one of your own in the box.
Short Line Letters
Midline
Color the peacock below.
Have the student point to the phonograms and say their sounds.
Read to the student: I am going to dictate three sentences to you. You will write the words you hear in the boxes provided. Then match each sentence with the right picture. 1. “I see you fly in the sky” 2. “Yap, yap went the dog.” 3. “Do not cry baby”.
Color by Sounds of Y
Trace the dashed lines.
Dash Line Letters
Dash Forward
Complete the dot-to-dot and color the picture.
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. First trace the letters and write
Read to the student: Let’s explore this picture. Who or what is in the picture? What are the fairies doing? Are the fairies the only creatures in the picture? Find bubbles. Find a butterfly. Find water. Find a flower hat. How many fairies are in the picture? Give them each a name. Tell a story of this picture.
