Teachers_Guide_4 by fusioned1

cont ents Unit

Unit

Lesson Flow Downloadable Resources Scope & Sequence

sl- cl- f l-

pl- gl- bl-

Review 1 / Story 1

br- cr- pr-

dr- gr- tr-

Review 2 / Story 2

sm- sw- st-

6 8

Unit

sk- sn- sp-

Review 3 / Story 3

7 8

-ck -ng -nt

-mp -nd -nk

Review 4 / Story 4

9 10

-ch -th -sh

kn- wr- mb-

Review 5 / Story 5

Summary Assessment Board Game

60 61 63

Lesson Flow ‌ ly Phonics 4 focuses on the isolation and combination of sounds. Each unit F

is carefully designed so that learners can recognize the target letters and read the target words on their own. Kinesthetic learning also helps internalize phonics more effectively.

Unit

sl- cl- fl-

Listen and repeat.

•‌‌ I ntroduce the target sounds and words.

stick

CD1

sl slide

cl clam

f lute 4

Listen and repeat.

CD1

•‌‌ L earn additional target words containing the target sounds.

Unit 1

slslide

slice

sled

clam

clap

cliff

flute

flap

flat

cl-

sl- cl- fl4

•‌‌ R eview the target words and sounds through songs.

Let’s sing along.

CD1

- - ss i de s ice s e d has s s - cc am c ap c iff has c - c -ff f s a h t a f f ute f ap

f l-

sl- cl- fl-

Listen and circle.

CD1

clsl3.

f lcl6

f lsl-

clf l-

•‌‌ L isten and distinguish the correct target sounds.

Listen, circle and write.

CD1

sl -

cl -

f l-

Unit 1

•‌‌ L isten and write the missing letters.

sl- cl- fl-

•‌‌ L earn to combine letters to form the target words.

Match and write. 1.

cl fl

ute iff

sl fl

at ide

cl sl

ap ed

cl fl

ute am

cl sl

ice ap

Read and write.

Unit 1

•‌‌ R ead and complete the sentences using the target words.

slide

f lute

clam

f lap

He can play the

The goat is on the

The

is in the lake.

sl- cl- fl7

Listen and circle.

CD1

f lute

clap

clam

f lap

slice

clam

f lat

slide

clif f

slide

f lute

sled

Read aloud.

8 CD1

sl-

slide

slice

sled

cl-

clam

clap

clif f

f l-

f lute

f lap

f lat

c e ll e n t

The bees

•‌‌ L isten and distinguish the correct target words.

. sl- cl- fl-

•‌‌ P ractice reading the target sounds and words. Story Let’s read the story.

9 10 CD1

Unit 1

•‌‌ P ractice reading sentences including target and sight words through short stories.

Clara plays the flute. Cliff claps for Clara.

They eat a slice of cake and clams.

Cliff and Clara ride the sleds.

They slide down and flap.

Sight words

the for they a of and down sl- cl- fl-

Downloadable Resources ‌ Activities, Flashcards, Practices, etc., for teachers and students are available from Fly Phonics website: www.twoponds.co.kr/flyphonics

Fly Phonics 4 Unit Activities Unit

sk- sn- sp-

Craft Activities •‌‌ A dditional reviews provided with various activites

Name

Write the correct letters.

Name

Paste the correct picture in the blank.

ChooChoo!

ess

agon

Paste the picture.

Craft 4 Resources (Cut the dotted lines.) Unit 4

ill dr

ChooChoo!

ate

flat

flatflat

ape

Paste theCut out a hole. picture.

Cut out a hole.

Paste the picture.

•‌‌ I mprove phonics skills through intriguing and fun activities. The plane is big.

The clam is on the plate.

The site is flat.

plane plane Phonics Word Cards

He eats the plums.

Unit 6 Activity

plate plate

Flashcards

Cut out a hole.

Craft 4 Unit 4

The clam is on the plate.

Phonics Sentence Cards The plane is big.

plum

plum plum

He eats the plums.

flat

<back> plate

plane

•‌‌ P ractice the target words using corresponding pictures. He eats the plums.

The plane is big.

<front>

plum

<back>

<front>

•‌‌ S tudy the target words by seeing how they can be used in sentences.

Activity Cards •‌‌ U se for “Activities & Games” in Teacher’s Guide.

You can also download plane

plum

Paste the picture.

The site is flat.

plane

Phonics Sentence Cards 4

Cut out a hole.

plate

ails.

een gr ass tr

ake

Bonus : There are six

Cut out a hole.

Phonics Sentence Cards 4

Phonics 4 Phonics Word Word CardsCards 4

- ‌ Answer Keys / Curriculum / Unit Tests / MP3 Files

Listening Practice

Reading Practice

Writing Practice

Reading Practice Listen and write.

sl1.

cl2.

ide

ute 5.

drum

Check the ones that you can read.

fl-

plate

glue

black

It is my drum.

plug

glass

blue

plum

globe

blade

plane

glove

block

dress I like this dress.

iff

Listen and write. 1.

ap .

The bees 2.

The

My home is blue.

The glue is on my glove.

His blue glove hits a wolf.

dragon

put the plums on the plate.

The dragon is big.

is in the lake. ㅕ

Unit 1 Listening Practice sl-, cl-, fl-

Unit 4 Writing Practice dr-, gr-, tr-

Unit 2 pl- gl- bl-

•‌‌ A dvanced exercises to enhance listening skills

•‌‌ A dditional exercises to enhance reading skills

•‌‌ A dditional drills to reinforce writing skills

Extra Resources

Sight Sight Word Word CardsCards

This This is a is bug. a bug. a Cards SightaWord

Alphabet Cards Alphabet CardsCards Alphabet

am am

I amI Jam ames. J ames.

<front>

<back>

•‌‌ I ntroduce the sight andapple. show how Thiswords This is anisapple. an they are used in sentences.

anan

Sight Word The Worksheets The fox and fox and ox ox

and and

•‌‌ P ractice sight words by writing and reading aloud.

Sight Words Color and write.

a big bear

<back>

Bb Bb

•‌‌ R einforce letter recognition through word and picture association.

Letter Cards

Cc Cc

(Uppercase) Letter Cards

(Lowercase) Letter Cards

Letter Card Letter Card

Letter Card

A Dd Dd

bear

You can also download

- ‌ Placement Tests / Board Games / Wallcharts

d Letter Card

Letter Card Letter Card

Letter Card

Letter Card Letter Card

Letter Card

Letter Card Letter Card

Letter Card

Fill in the blank and read.

Write and read aloud.

<front>

•‌‌ P ractice forming the target sounds and words.

big big

havehave dots.dots.

AA aa

Letter Card

Scope & Sequence â&#x20AC;&#x152; Each book contains 10 units and 5 reviews. Each unit introduces two or three target sounds.

Book 1

Book 2

Book 3

Book 4

Unit 1

Aa Bb

-an -at

-ave -ake -ane

sl- cl- fl-

Unit 2

Cc Dd

-am -ap

-ape -ame -ace

pl- gl- bl-

Review 1 Unit 3

Ee Ff

-eg -et

-ive -ide -ine

br- cr- pr-

Unit 4

Gg Hh Ii

-ed -en

-ite -ike -ire

dr- gr- tr-

Review 2 Unit 5

Jj Kk Ll

-ig -ip

-one -ope -ome

sm- sw- st-

Unit 6

Mm Nn Oo

-in -it

-ole -ose -oke

sk- sn- sp-

Review 3 Unit 7

Pp Qq Rr

-og -op

-une -ube -uke

-ck -ng -nt

Unit 8

Ss Tt

-ot -ox

ai ay

-mp -nd -nk

Review 4 Unit 9

Uu Vv Ww

-ug -un

ee ea

-ch -th -sh

Unit 10

-Xx Yy Zz

-ub -ut

oa ow

kn- wr- -mb

Review 5 Assessment

Phonics Words

Sight Words

Unit 1

slide, slice, sled, clam, clap, cliff, flute, flap, flat

the, for, they, a, of, and, down

Unit 2

plate, plane, plum, glass, glove, glue, black, blue, block

I, put, the, on, away, and, help, is, my

Story 1

words in units 1-2

a, and, are, down, has, his, I, is, it, look, of, on, some, the, there, they, want

Unit 3

bread, bride, brave, crab, cream, crown, prince, prize, press

the, is, where, my, has, want, his, there, a, she, please, be

Unit 4

drum, dress, dragon, green, grass, grape, tree, train, truck

the, is, on, where, his, not

Story 2

words in units 3-4

a, and, are, away, find, fly, goes, he, her, his, in, is, on, see, she, the, to

Unit 5

drum, dress, dragon, green, grass, grape, tree, train, truck

you, have, a, my, like, to, what, does, he, do, not, your

Unit 6

skate, ski, skunk, snow, snake, snail, spoon, spin, spill

the, and, are, on, they, use, to

Story 3

words in units 5-6

a, and, at, does, fall, find, he, help, house, is, it, my, not, on, see, the, with

Unit 7

neck, duck, snack, sing, wing, string, tent, plant, giant

that, is, the, like, to, his, long, has, with

Unit 8

lamp, jump, stamp, pond, hand, wind, bank, pink, wink

the, boy, on, put, his, into

Story 4

words in units 7-8

a, and, are, away, by, can, fly, go, has, he, his, in, is, one, out, the, there, they, under, up, we

Unit 9

lunch, peach, beach, teeth, mouth, bath, wash, fish, dish

I, at, the, have, a, my, and, with, its, no, need

Unit 10

knee, knock, knit, write, wrist, wrap, lamb, comb, climb

the, on, door, and

words in units 9-10

a, and, are, away, door, find, for, he, him, his, house, is, make, my, on, the, their, there, they, three, to, up, want

Story 5

Unit 1

The objective of this section is to introduce the consonant blends “sl,” “cl,” and “fl.” • ‌ Write “l” on the board and ask students what sound

it makes. Write “sl,” “cl,” and “fl” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 2 and have students listen and

repeat a few times. Have students put their index finger under “s” and slowly move to “l” as they say the sounds. Then have them put their finger under “s” and quickly slide to “l” as they read “sl.” Repeat with the other letters.

• ‌ Have students find and put stickers in the correct

places.

Words

slide, slice, sled, clam, clap, cliff, flute, flap, flat

Materials

Flashcards, CD1, CD player

to the correct pictures. Ask individual students to read the words. Track 3

/sl/ slide, slide /sl/ slice, slice /sl/ sled, sled

/fl/ flute, flute /fl/ flap, flap /fl/ flat, flat

/cl/ clam, clam /cl/ clap, clap /cl/ cliff, cliff

Activities & Games Listen and slap Materials: flashcards

Track 2

/f/ /l/ /fl/ (x2) /fl/ flute (x2)

/c/ /l/ /cl/ (x2) /cl/ clam (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD1 Track 3 and have students listen and

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

Student Book pp. 4-11, Workbook pp. 4-7

• ‌ Read the words at random and have students point

Listen and repeat

/s/ /l/ /sl/ (x2) /sl/ slide (x2)

Pages

Put all nine flashcards of this unit on the table face up. Divide students into teams and have one student from each team come to the table. A teacher calls out a consonant blend and a word like “/sl/, slide.” Have the students listen and slap the corresponding flashcard. The first student who slaps the correct flashcard wins a point for their team.

sl- cl- f l-

Let’s sing along

Listen, circle and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD1 Track 4 and have students listen and sing

along a few times. Track 4

slide slice sled has /sl/ /sl/ /sl/ clam clap cliff has /cl/ /cl/ /cl/ flute flap flat has /fl/ /fl/ /fl/

The objective of this section is to choose the correct pictures of the target words by listening and to write the beginning letters. • ‌ Have students read the letters in boxes at the top.

Have them look at the pictures and say what they are. Play CD1 Track 6 and have students listen, circle the correct pictures and write the beginning letters. Track 6

1. slide, slide 2. flap, flap

Listen and circle The objective of this section is to choose the correct beginning letters by listening to the target words. • ‌ Have students look at the pictures and say the

words. Play CD1 Track 5 and have students listen and circle the correct beginning letters. Track 5

1. /cl/ /cl/ clap 2. /sl/ /sl/ sled

3. /fl/ /fl/ flat 4. /cl/ /cl/ cliff

3. clam, clam 4. slice, slice

Activities & Games Hopping cards game Materials: several sets of flashcards Prepare several sets of flashcards enough for the number of students in class. Distribute the cards randomly. Call out a word and the students with the corresponding card jump up and hop, repeating the word. Repeat until all students have participated. Change the cards and play again. Increase speed for a challenge.

sl- cl- f l-

Match and write The objective of this section is to match the beginning consonants with the ending letters to write the words correctly. • ‌ Have students look at the pictures, match and write

the words on the lines. Then have them read each word out loud. Ask individual students to read the words.

Read and write The objective of this section is to choose the correct words and complete the sentences to describe the pictures. Students will practice reading the sentences with sight words. • ‌ Have students read the words in the box at the top

together. Have them look at the first picture and read the sentence together. Have students choose and write the word on the lines. Ask students to do numbers 2 to 4 by themselves. Go over the answers and read the sentences together.

Activities & Games Pick and say Materials: flashcards (activity cards) Shuffle flashcards and hold three of them face down. Have one student pick and read a flashcard. If the student reads the word correctly, he or she can choose the next three cards for the next student to pick.

sl- cl- f l-

• ‌ Have students look at the pictures and say what

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD1 Track 7 and have students listen and

circle the words that they hear. Track 7

1. clap, clap 2. flap, flap 3. slice, slice

4. flat, flat 5. cliff, cliff 6. sled, sled

Read aloud Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

and then individually.

• ‌ Ask students what musical instruments they can

play. Ask them if they have received applause for playing the instrument. Give students a few more examples of words that go with “a slice of.” Encourage them to make a sentence using the phrase. Ask students if they have ridden a sled before, and when and where.

• ‌ Read the sight words out loud together. Play CD1

Track 10 and repeat after each sentence. Track 9/10

• ‌ Play CD1 Track 8 and check if they read the words

correctly. Put an “excellent” sticker if one reads all the words. Track 8

1. /sl/ slide, slice, sled 2. /cl/ clam, clap, cliff

they see. Play CD1 Track 9 and have students listen to and read together a few times. Have individual students read the story. Ask a few questions to check comprehension such as “What are the children’s names?”, “What does Clara play?”, “What do they eat?”, “What do they ride?”.

3. /fl/ flute, flap, flat

Clara plays the flute. Cliff claps for Clara. They eat a slice of cake and clams. Cliff and Clara ride the sleds. They slide down and flap.

Let’s read the story The objective of this section is to read the sentences including the target words.

Unit 2

Pages

Student Book pp. 12-19, Workbook pp. 8-11

Words

plate, plane, plum, glass, glove, glue, black, blue, block

Materials

Flashcards, CD1, CD player

• ‌ Read the words at random and have students point

Listen and repeat The objective of this section is to introduce the consonant blends “pl,” “gl,” and “bl.” • ‌ Write “pl,” “gl,” and “bl” on the board and have

students guess how they would read them.

• ‌ Play CD1 Track 11 and have students listen and

repeat a few times. Have students put their index finger under “p” and slowly move to “l” as they say the sounds. Then have them put their finger under “p” and quickly slide to “l” as they read “pl.” Repeat with the other letters.

• ‌ Have students find and put stickers in the correct

places.

/pl/ plate, plate /pl/ plane, plane /pl/ plum, plum

/bl/ black, black /bl/ blue, blue /bl/ block, block

/gl/ glass, glass /gl/ glove, glove /gl/ glue, glue

Activities & Games Materials: handouts with four by four grid

/b/ /l/ /bl/ (x2) /bl/ black (x2)

/g/ /l/ /gl/ (x2) /gl/ glass (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD1 Track 12 and have students listen and

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

Track 12

Bingo

Track 11

/p/ /l/ /pl/ (x2) /pl/ plate (x2)

to the correct pictures. Ask individual students to read the words.

Have students fill in the grid with the words learned in unit 1 and 2 at random. Call out the target words and have students cross out the words they hear. Repeat until a student has crossed out four words in a row either horizontally, vertically, or diagonally and shouts “Bingo!”. Whoever shouts first wins the game.

pl- gl- bl-

Let’s sing along

Listen, circle and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD1 Track 13 and have students listen and

sing along a few times. Track 13

plate plane plum has /pl/ /pl/ /pl/ glass glove glue has /gl/ /gl/ /gl/ black blue block has /bl/ /bl/ /bl/

The objective of this section is to choose the correct pictures of the target words by listening and to write the beginning letters. • ‌ Have students read the letters in boxes at the top.

Have them look at the pictures and say what they are. Play CD1 Track 15 and have students listen, circle the correct pictures and write the beginning letters. Track 15

Listen and circle The objective of this section is to choose the correct beginning letters by listening to the target words. • ‌ Have students look at the pictures and say the

words. Play CD1 Track 14 and have students listen and circle the correct beginning letters. Track 14

1. /gl/ /gl/ glass 2. /pl/ /pl/ plane

3. /pl/ /pl/ plate 4. /bl/ /bl/ block

1. plum, plum 2. glue, glue

3. black, black 4. glove, glove

Activities & Games Whisper game Divide the class into two teams and have students line up facing the board. A teacher whispers into the first students ear, “/bl/, /bl/, blue.” The teacher says, “Go!” and the students whisper to the next student on their team. The last students whisper to the teacher. Teams get a point for each correct word. Change the order of students and repeat the game.

pl- gl- bl-

Match and write The objective of this section is to match the beginning consonants with the ending letters to write the words correctly. • ‌ Have students look at the pictures, match and write

the words on the lines. Then have them read each word out loud. Ask individual students to read the words.

Activities & Games Word relay Materials: board, markers Divide students into two teams and have each team line up facing the board. A teacher writes a word on the back of the last students using a finger. With the word, “Go!” the last students write the word on the back of the students in front of him or her. The first students in line write the word on the board. The first team that writes the correct word on the board wins a point. Change the order of students and play again.

pl- gl- bl-

Let’s read the story

Listen and circle The objective of this section is to choose the correct target words by listening without pictures.

The objective of this section is to read the sentences including the target words.

• ‌ Play CD1 Track 16 and have students listen and

• ‌ Have students look at the pictures and say what

circle the words that they hear. Track 16

1. plane, plane 2. block, block 3. blue, blue

4. glove, glove 5. glue, glue 6. plum, plum

Read aloud Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

and then individually.

• Play CD1 Track 17 and check if they read the words ‌

correctly. Put an “excellent” sticker if one reads all the words.

• ‌ Ask a few questions to check comprehension such

as “Where does the boy put the plums?”, “What colors are the blocks?”, “What does he do to help his dad?”, “Where is the glue?”.

• ‌ Read the sight words out loud together. Play CD1

Track 19 and repeat after each sentence. Track 18/19

I put the plums on the plate. I put away the blue and black blocks. I help dad glue the plane. The glue is on my glove.

Activities & Games

Track 17

1. /pl/ plate, plane, plum 2. /gl/ glass, glove, glue

they see. Play CD1 Track 18 and have students listen to and read together a few times. Have individual students read the story.

3. /bl/ black, blue, block

Reader’s theater Pair up students and have them practice reading the story on page 19. Invite a pair and have one student read the story while the other acts out the role of the boy. Let them change roles, and then let other pairs do the same.

Review 1

Unscramble and write • ‌ Ask students what the first picture is. Have them

write the word using the clues. Ask students what the other pictures are and have them write the words correctly on the lines. Go over the answers and have students call out the correct spelling.

Listen and circle • Play CD1 Track 20 and have students listen and circle ‌ ‌ the correct beginning letters in number 1. Play the rest of the CD and have them do numbers 2 to 4. Pause after each number and check the answers together. Track 20

1. flute, flute, flap, flap 2. glove, glove, glue, glue 3. clam, clam, cliff, cliff 4. plum, plum, plate, plate

Review Activity • ‌ Have students point at “sl” under the pink rabbit

and read it together. Ask students which pictures have words with the “sl” sound and have them draw a line through them. Walk them through the maze until they reach the bottom. Have students do the rest on their own, and check the answers together.

• ‌ For further review, prepare all the flashcards from

unit 1 and 2, and show them to students one by one. Have students say the words out loud together.

Story 1

Clam Adventure kinds of seafood they like. Ask them what they would do if they met wolves.

How to teach 1. ‌ Picture walking: Ask students what words they can identify in the pictures. Write the words on the board. Help them to describe what is going on in the pictures. 2. Listen ‌ to the story: Play CD2 Track 43 and listen to the story.

8. ‌ Review vocabulary: Go to the glossary on page 52 and read the phonics words and sight words together. Make sure all the students can read the words correctly, and know the meanings. Track 43/44

3. ‌ Repeat: Play CD2 Track 44 and repeat after each sentence.

Flynn sells clams on his sled. Flynn eats a slice of plum cake. “I want some clams.” Flynn hits the sled. Flynn has a tube of glue. The dogs run and Flynn plays a flute. Black wolves chase Flynn. His blue glove hits a wolf. Look, there are glasses and blocks. Flynn slides down. Ah, it is a cliff! Flynn and the dogs flap. They are safe. Clair claps on the plane.

4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words. 5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: Ask students some questions about the story: “What is the story about?”, “What does he do?”, “What does he eat?”, “What does Clair want?”, “What happens to the sled?”, “What does he have?”, “What does he play?”, “What does he do to the wolves?”, “What does Clair do?”. 7. ‌ Application: Ask students where they think the story takes place, and how they know. Ask them whether they like clams or not, and what other

A Check what they do

Read number 1 together. Ask students which sentence is correct. Have students do the rest by themselves and go over the answers.

Circle the correct word Have students look at each picture and circle the correct words. Go over the answers.

Unit 3

Pages

Student Book pp. 22-29, Workbook pp. 14-17

Words

bread, bride, brave, crab, cream, crown, prince, prize, press

Materials

Flashcards, CD1, CD player

• ‌ Read the words at random and have students point

Listen and repeat The objective of this section is to introduce the consonant blends “br,” “cr,” and “pr.” • ‌ Write “r” on the board and ask students what sound

it makes. Write “br,” “cr,” and “pr” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 21 and have students listen and

repeat a few times. Have students put their index finger under “b” and slowly move to “r” as they say the sounds. Then have them put their finger under “b” and quickly slide to “r” as they read “br.” Repeat with the other letters.

• ‌ Have students find and put stickers in the correct

places.

Track 21

/b/ /r/ /br/ (x2) /br/ bread (x2)

/p/ /r/ /pr/ (x2) /pr/ prince (x2)

/c/ /r/ /cr/ (x2) /cr/ crab (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD1 Track 22 and have students listen and

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

to the correct pictures. Ask individual students to read the words. Track 22

/br/ bread, bread /br/ bride, bride /br/ brave, brave

/pr/ prince, prince /pr/ prize, prize /pr/ press, press

/cr/ crab, crab /cr/ cream, cream /cr/ crown, crown

Activities & Games Guessing game A teacher gives a few clues about a word such as “This is something a king or queen wears on their head. This is made of gold. What is it?”. Have students guess what the word is. If they have a hard time guessing the word, give them a clue about the beginning sound. The student who guesses correctly can give clues for the next word.

br- cr- pr-

Let’s sing along

Listen, circle and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD1 Track 23 and have students listen and

sing along a few times. Track 23

bread bride brave has /br/ /br/ /br/ crab cream crown has /cr/ /cr/ /cr/ prince prize press has /pr/ /pr/ /pr/

• ‌ Have students read the letters in boxes at the top.

Have them look at the pictures and say what they are. Play CD1 Track 25 and have students listen, circle the correct pictures and write the beginning letters. Track 25

1. bride, bride 2. cream, cream

Listen and circle The objective of this section is to choose the correct beginning letters by listening to the target words. • ‌ Have students look at the pictures and say the

words. Play CD1 Track 24 and have students listen and circle the correct beginning letters. Track 24

1. /pr/ /pr/ prize 2. /cr/ /cr/ crown

The objective of this section is to choose the correct pictures of the target words by listening and to write the beginning letters.

3. /pr/ /pr/ press 4. /br/ /br/ brave

3. prince, prince 4. crab, crab

Activities & Games Roll a dice and say a word Materials: dice, board, marker Write on the board, “1-br, 2-cr, 3-pr, 4-br, 5-cr, 6-pr.” Have a student roll a dice and say a word that begins with the letters that correspond to the number written on the board. For example, a student gets the number 2, he or she says a word that begins with “cr.” This can be played in teams.

br- cr- pr-

Match and write The objective of this section is to match the beginning consonants with the ending letters to write the words correctly. • ‌ Have students look at the pictures, match and write

the words on the lines. Then have them read each word out loud. Ask individual students to read the words.

Activities & Games Read and make a sentence Materials: flashcards (activity cards) Scatter flashcards face down. Have one student come up and pick one card. Have the student read the word and make a sentence with the word. If the sentence makes sense, the student wins a point.

br- cr- pr-

• ‌ Have students look at the pictures and say what

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD1 Track 26 and have students listen and

circle the words that they hear. Track 26

1. brave, brave 2. cream, cream 3. bride, bride

4. press, press 5. prize, prize 6. crown, crown

they see. Play CD1 Track 28 and have students listen to and read together a few times. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “What is the prince looking for?”, “Who has the crown?”, “What is the prince going to give to the one who finds the crown?”, “What does the crab have?”.

• ‌ Read the sight words out loud together. Play CD1

Track 29 and repeat after each sentence.

Read aloud Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

and then individually.

• ‌ Play CD1 Track 27 and check if they read the words

correctly. Put an “excellent” sticker if one reads all the words. Track 27

1. /br/ bread, bride, brave 2. /cr/ crab, cream, crown 3. /pr/ prince, prize, press

Let’s read the story The objective of this section is to read the sentences including the target words.

Track 28/29

The prince is sad. “Where is my crown?” The big crab has the crown. “My crown!” The prince wants his crown. “There is a prize.” She has the crown. The crab has the bread. “Please, be my bride!”

Activities & Games Role play Pair up students and have them practice reading the story on page 29. Invite pairs to the front of the class and have them perform as the prince and other characters while all the other students read the story together for them.

Unit 4

Pages

Student Book pp. 30-37, Workbook pp. 18-21

Words

drum, dress, dragon, green, grass, grape, tree, train, truck

Materials

Flashcards, CD1, CD player

• ‌ Read the words at random and have students point

Listen and repeat The objective of this section is to introduce the consonant blends “dr,” “gr,” and “tr.” • ‌ Write “dr,” “gr,” and “tr” on the board and have

students guess how they would read them.

• ‌ Play CD1 Track 30 and have students listen and

repeat a few times. Have students put their index finger under “d” and slowly move to “r” as they say the sounds. Then have them put their finger under “d” and quickly slide to “r” as they read “dr.” Repeat with the other letters.

• ‌ Have students find and put stickers in the correct

places.

/dr/ drum, drum /dr/ dress, dress /dr/ dragon, dragon

/tr/ tree, tree /tr/ train, train /tr/ truck, truck

/gr/ green, green /gr/ grass, grass /gr/ grape, grape

Activities & Games Materials: flashcards (activity cards)

/t/ /r/ /tr/ (x2) /tr/ tree (x2)

/g/ /r/ /gr/ (x2) /gr/ green (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD1 Track 31 and have students listen and

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

Track 31

Pick and say

Track 30

/d/ /r/ /dr/ (x2) /dr/ drum (x2)

to the correct pictures. Ask individual students to read the words.

Divide the class into teams. Shuffle flashcards and hold three of them face down. Have one student pick and read a card. If the student reads the word correctly, the team wins a point. Repeat until all students have participated.

dr- gr- tr-

Let’s sing along

Listen, circle and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD1 Track 32 and have students listen and

sing along a few times. Track 32

drum dress dragon has /dr/ /dr/ /dr/ green grass grape has /gr/ /gr/ /gr/ tree train truck has /tr/ /tr/ /tr/

• ‌ Have students read the letters in boxes at the top.

Have them look at the pictures and say what they are. Play CD1 Track 34 and have students listen, circle the correct pictures and write the beginning letters. Track 34

1. drum, drum 2. truck, truck

Listen and match The objective of this section is to choose the correct pictures by listening to the target words. • ‌ Play CD1 Track 33 and have students listen and

match. Go over the answers and have students say the words out loud. Track 33

1. /gr/ /gr/ green 2. /dr/ /dr/ dress

The objective of this section is to choose the correct pictures of the target words by listening and to write the beginning letters.

3. /tr/ /tr/ train

3. dragon, dragon 4. grass, grass

Activities & Games Listen and show your fingers Materials: board, marker Write “1-dr, 2- gr, 3-tr” on the board. Call out a word and have students put up their fingers to show which beginning sound the word has. Use words of this unit. Add other words such as drain, dream, drape, grow, Greek, grin, triangle, trace, and true as a challenge.

dr- gr- tr-

Choose and write The objective of this section is to choose and write the correct words for each picture. • ‌ Have students read the words in the box at the top

together. Have students look at the first picture and say what it is. Have students write the correct word on the lines. Ask students what the other pictures are and have them write the words on the lines.

Activities & Games Building blocks Materials: flashcards (activity cards) Divide the class into teams. Scatter flashcards face down. Have one student from each team come up and pick two cards each. Have them make one sentence using both of the words on the flashcards they picked. If the sentence makes sense, the team wins a point. Repeat until all students have participated.

dr- gr- tr-

Let’s read the story

Listen and circle The objective of this section is to choose the correct target words by listening without pictures.

The objective of this section is to read the sentences including the target words.

• ‌ Play CD1 Track 35 and have students listen and

• ‌ Have students look at the pictures and say what

circle the words that they hear. Track 35

1. truck, truck 2. dragon, dragon 3. grape, grape

4. dress, dress 5. grass, grass 6. train, train

Read aloud Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

and then individually.

• ‌ Play CD1 Track 36 and check if they read the words

correctly. Put an “excellent” sticker if one reads all the words.

they see. Play CD1 Track 37 and have students listen to and read together a few times. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “What is this?”, “Where is the dragon?”, “Who is the dragon’s friend?”, “Where is the frog?”.

• ‌ Read the sight words out loud together. Play CD1

Track 38 and repeat after each sentence. Track 37/38

The dragon is on the grass. Where is his friend? The green frog is not on the train. The green frog is not on the truck. The green frog is on the drum.

Track 36

1. /dr/ drum, dress, dragon 2. /gr/ green, grass, grape 3. /tr/ tree, train, truck

Review 2

Unscramble and write • ‌ Ask students what the first picture is. Have them

write the word using the clues. Ask students what the other pictures are and have them write the words correctly on the lines. Go over the answers and have students call out the correct spelling.

Listen and circle • ‌ Play CD1 Track 39 and have students listen and

circle the correct beginning letters in number 1. Play the rest of the CD and have them do numbers 2 to 4. Pause after each number and check the answers together. Track 39

1. dragon, dragon, drum, drum 2. bread, bread, bride, bride 3. crab, crab, crown, crown 4. prince, prince, prize, prize

Review Activity • ‌ Have students read the words in the box at the

top together. Have students find the things in the picture and circle them. Go over the answers together, having students describe where each item is. Help them make complete sentences.

• ‌ For further review, prepare all the flashcards from

unit 3 and 4, and show them to students one by one. Have students say the words out loud together.

Story 2

Sweet Princess how they would save the princess and what they would do if they were the princess.

3. ‌ Repeat: Play CD2 Track 46 and repeat after each sentence.

Clowns play a drum and flute. A princess eats bread and ice-cream. A dragon grabs the princess and flies away. A brave man goes to save her. “Find the princess!” The man sees grape trees on grass. He finds the dragon’s den. The man beats green trolls and red crabs. The dragon blows fire. The brave man wins. He finds the princess in a dress. She eats bread and ice-cream. The princess is his bride. Foods on trucks are his prize.

4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words. 5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: “What do the clowns do?”, “What does the princess eat?”, “What does the dragon do?”, “What does the king say?”, “Who goes to save the princess?”, “What is the princess wearing?”, “What is the prize?”. 7. ‌ Application: Identify people on page 12 and discuss their relationships. Ask students what happens to the princess in this story, and compare her with princesses in other fairy tales. Discuss

A Number the pictures in order

Have students number the pictures in the order of the story, then go over the answers.

Circle and write Ask students what each picture indicates, and have them circle and write the correct words.

Unit 5

Pages

Student Book pp. 40-47, Workbook pp. 24-27

Words

smell, smile, small, swim, sweet, sweater, stop, stone, stove

Materials

Flashcards, CD1, CD player

Listen and repeat

The objective of this section is to introduce the consonant blends “sm,” “sw,” and “st.”

The objective of this section is to learn the target words with the target sounds.

• ‌ Write “s” on the board and ask students what

• ‌ Play CD1 Track 41 and have students listen and

sound it makes. Write “sm,” “sw,” and “st” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 40 and have students listen and

repeat a few times. Have students put their index finger under “s” and slowly move to “m” as they say the sounds. Then have them put their finger under “s” and quickly slide to “m” as they read “sm.” Repeat with the other letters.

• ‌ Have students find and put stickers in the correct

places.

Track 40

/s/ /m/ /sm/ (x2) /sm/ smell (x2) /s/ /w/ /sw/ (x2) /sw/ swim (x2)

/s/ /t/ /st/ (x2) /st/ stop (x2)

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

• ‌ Read the words at random and have students point

to the correct pictures. Ask individual students to read the words. Track 41

/sm/ smell, smell /sm/ smile, smile /sm/ small, small

/st/ stop, stop /st/ stone, stone /st/ stove, stove

/sw/ swim, swim /sw/ sweet, sweet /sw/ sweater, sweater

Activities & Games Scan and slap Materials: flashcards Scatter flashcards face up on the table. Divide the class into two teams and have one student from each team come up to the table. Call out a word and have the students scan and slap the corresponding flashcard. The one who slaps the card first wins a point for their team.

sm- sw- st-

Let’s sing along

Listen, circle and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD1 Track 42 and have students listen and

sing along a few times. Track 42

smell smile small has /sm/ /sm/ /sm/ swim sweet sweater has /sw/ /sw/ /sw/ stop stone stove has /st/ /st/ /st/

The objective of this section is to choose the correct pictures of the target words by listening and to write the beginning letters. • ‌ Have students read the letters in boxes at the top.

Have them look at the pictures and say what they are. ‌Play CD1 Track 44 and have students listen, circle the correct pictures and write the beginning letters. Track 44

1. smile, smile 2. stop, stop

Listen and match

3. swim, swim 4. small, small

The objective of this section is to choose the correct pictures by listening to the target words. • ‌ Play CD1 Track 43 and have students listen and

match. Go over the answers and have students say the words out loud. Track 43

1. /sm/ /sm/ smell 2. /sw/ /sw/ sweater

3. /st/ /st/ stove

sm- sw- st-

Choose and write The objective of this section is to choose and write the correct words for each picture. • ‌ Have students read the words in the box at the top

Activities & Games Charades Materials: flashcards, board, markers Divide students into two teams. A student from each team picks a flashcard and acts out the word for their team. The students may draw pictures on the board if the teams have a hard time guessing the word. Repeat until all students have participated.

sm- sw- st-

• ‌ Have students look at the pictures and say what

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD1 Track 45 and have students listen and

circle the words that they hear. Track 45

1. stove, stove 2. smile, smile 3. sweater, sweater

4. sweet, sweet 5. small, small 6. stone, stone

Read aloud Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

and then individually.

• ‌ Play CD1 Track 46 and check if they read the words

correctly. Put an “excellent” sticker if one reads all the words. Track 46

1. /sm/ smell, smile, small 2. /sw/ swim, sweet, sweater 3. /st/ stop, stone, stove

Let’s read the story The objective of this section is to read the sentences including the target words.

they see. Play CD1 Track 47 and have students listen to and read together a few times.

• ‌ Ask a few questions to check comprehension such

as “What does the boy have?”, “What does the dog like to do?”, “What does the dog like to smell?”, “How do the roses smell?”.

• Read the sight words out loud together. Play ‌

CD1 Track 48 and repeat after each sentence. Track 47/48

“You have a small dog!” “My dog likes to smell.” “What does he like to smell?” “He likes to smell stones.” “He likes to smell roses.” “Roses smell sweet.” “Do not smell my sweater.” “Your sweater smells sweet?”

Activities & Games Sentence strip Materials: ‌ strips of paper with the sentences from the story on page 47, scissors Pair up students and give each pair a sentence strip. Have them cut the sentence in the middle into phrases and exchange the phrase sets with other pairs. Read the story and have the pairs work together to put the sentences in order.

Unit 6

Pages

Student Book pp. 48-55, Workbook pp. 28-31

Words

skate, ski, skunk, snow, snake, snail, spoon, spin, spill

Materials

Flashcards, CD1, CD player

• ‌ Read the words at random and have students point

Listen and repeat The objective of this section is to introduce the consonant blends “sk,” “sn,” and “sp.” • ‌ Write “sk,” “sn,” and “sp” on the board and have

students guess how they would read them.

• ‌ Play CD1 Track 49 and have students listen and

repeat a few times. Have students put their index finger under “s” and slowly move to “k” as they say the sounds. Then have them put their finger under “s” and quickly slide to “k” as they read “sk.” Repeat with the other letters.

• ‌ Have students find and put stickers in the correct

places.

/sk/ skate, skate /sk/ ski, ski /sk/ skunk, skunk

/sp/ spoon, spoon /sp/ spin, spin /sp/ spill, spill

/sn/ snow, snow /sn/ snake, snake /sn/ snail, snail

Activities & Games Materials: two sets of flashcards (activity cards)

/s/ /p/ /sp/ (x2) /sp/ spoon (x2)

/s/ /n/ /sn/ (x2) /sn/ snow (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD1 Track 50 and have students listen and

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

Track 50

Concentration

Track 49

/s/ /k/ /sk/ (x2) /sk/ skate (x2)

to the correct pictures. Ask individual students to read the words.

Shuffle two sets of flashcards and place them face down on the table. Have students take turns flipping two cards at a time saying the words. If the cards have words that rhyme, the student keeps the cards. When all the cards are gone, the student with the most cards wins. Mix up cards and repeat.

sk- sn- sp-

Let’s sing along

Listen, circle and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD1 Track 51 and have students listen and

sing along a few times. Track 51

skate ski skunk has /sk/ /sk/ /sk/ snow snake snail has /sn/ /sn/ /sn/ spoon spin spill has /sp/ /sp/ /sp/

• ‌ Have students read the letters in boxes at the top.

Have them look at the pictures and say what they are. Play CD1 Track 53 and have students listen, circle the correct pictures and write the beginning letters. Track 53

1. skate, skate 2. spill, spill

Listen and match The objective of this section is to choose the correct pictures by listening to the target words. • Play CD1 Track 52 and have students listen and ‌

match. Go over the answers and have students say the words out loud. Track 52

1. /sk/ /sk/ skunk 2. /sp/ /sp/ spin

The objective of this section is to choose the correct pictures of the target words by listening and to write the beginning letters.

3. /sn/ /sn/ snail

3. spoon, spoon 4. snake, snake

Activities & Games Guess the word Materials: flashcards Cover a flashcard with a book and show students only a part of the picture. Have students guess the word and say it out loud. For a challenge, have students spell the word as well.

sk- sn- sp-

Choose and write The objective of this section is to choose and write the correct words for each picture. • ‌ Have students read the words in the box at the top

Activities & Games Writing on the board Materials: board, markers Divide students into 3 to 4 teams. Have one student from each team come up to the board and pick up a marker. Call out a word and have the students repeat and write the word. Each correct word gives their team a point.

sk- sn- sp-

• ‌ Have students look at the pictures and say what

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD1 Track 54 and have students listen and

circle the words that they hear. Track 54

1. skunk, skunk 2. snake, snake 3. spill, spill

4. ski, ski 5. spin, spin 6. snail, snail

they see. Play CD1 Track 56 and have students listen to and read together a few times. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “What animals are in the story?”, “What do they use to ski and slide?”, “What does the skunk hit?”, “What does the skunk do?”.

• Read the sight words out loud together. Play ‌

CD1 Track 57 and repeat after each sentence. Track 56/57

Read aloud Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

The skunk, snake and snail are on the snow. They use spoons to ski and slide. The skunk hits the tree. The skunk spins and sits on the snow.

and then individually.

• ‌ Play CD1 Track 55 and check if they read the words

correctly. Put an “excellent” sticker if one reads all the words. Track 55

1. /sk/ skate, ski, skunk 2. /sn/ snow, snake, snail

3. /sp/ spoon, spin, spill

Let’s read the story The objective of this section is to read the sentences including the target words.

Activities & Games Spelling bee Materials: blank sheets of paper Divide students into teams of 3 or 4 and have each team sit around a desk. Distribute blank sheets of paper. Call out a word and have them discuss and write the word. Let one of the students from each team put up the paper for everyone to see. The team with the correct spelling wins a point. Include words from the previous units for a challenge.

Review 3

Unscramble and write • ‌ Ask students what the first picture is. Have them

write the word using the clues. Ask students what the other pictures are and have them write the words correctly on the lines. Go over the answers and have students call out the correct spelling.

Listen and circle • ‌ Play CD1 Track 58 and have students listen and

circle the correct beginning letters in number 1. Play the rest of the CD and have them do numbers 2 to 4. Pause after each number and check the answers together. Track 58

1. stone, stone, stop, stop 2. skate, skate, ski, ski 3. sweater, sweater, swim, swim 4. stove, stove, stop, stop

Review Activity • ‌ ‌ Have students look at the pictures and say what

they are. Have them find the words in the apple. Tell them that the words are located horizontally and vertically. Go over the answers together.

• ‌ For further review, prepare all the flashcards from

unit 5 and 6, and show them to students one by one. Have students say the words out loud together.

Story 3

Smelly Gold have seen a skunk before.

How to teach 1. ‌ Picture walking: Ask students what words they can identify in the pictures. Write the words on the board. Help them to describe what is going on in the pictures.

8. ‌ Review vocabulary: Go to the glossary on page 53 and read the phonics words and sight words together. Make sure all the students can read the words correctly, and know the meanings.

2. Listen ‌ to the story: Play CD2 Track 47 and listen to the story.

Track 47/48

“My gold!” Steve and Spike stop at a shop. It does not smell sweet. “Help! Help!” “He is smelly.” Steve sniffs and smells. Steve stops at a house. Steve and Spike see Smelly. Smelly runs on the snow. “Hey, stop!” Smelly is on a sled. Steve is on skis with spoons. The sled hits a stone. Smelly the skunk falls on ice. “Oh, skates!” The skunk sprays and smiles. A sweater hits the skunk. The skunk spins and falls. Spike finds the gold.

3. ‌ Repeat: Play CD2 Track 48 and repeat after each sentence. 4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words. 5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: Ask students some questions about the story: “Where does the story take place?”, “What do Steve and Spike do?”, “How does it smell?”, “Where do they go?”, “What do they see?”, “What does the sled hit?”, “What happens to Smelly?”, “What animal is Smelly?”, “What hits the skunk?”. 7. ‌ Application: Ask students what smells sweet/ smelly. Ask them if they have skied before, and where/when/how they went skiing. Ask them if they

A Check what they do

Read number 1 together. Ask students which sentence is correct. Have students do the rest by themselves and go over the answers.

Match the word with the picture Read the words on the left side together, and have students match the words with the pictures.

Unit 7

Pages

Student Book pp. 58-65, Workbook pp. 34-37

Words

neck, duck, snack, sing, wing, string, tent, plant, giant

Materials

Flashcards, CD2, CD player

• ‌ Read the words at random and have students point

Listen and repeat The objective of this section is to introduce the consonant digraph “ck” and the consonant blends “ng” and “nt.” • ‌ Write “ck,” “ng,” and “nt” on the board and have

students guess how they would read them.

• ‌ Play CD2 Track 2 and have students listen and

repeat a few times. Have students put their index finger on the arrow under “neck” and move their finger along as they read. Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

/ck/ neck, neck /ck/ duck, duck /ck/ snack, snack

/nt/ tent, tent /nt/ plant, plant /nt/ giant, giant

/ng/ sing, sing /ng/ wing, wing /ng/ string, string

Activities & Games Materials: handouts with four by four grid

/nt/ /nt/ tent (x2)

/ng/ /ng/ sing (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD2 Track 3 and have students listen and

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

Track 3

Bingo

Track 2

/ck/ /ck/ neck (x2)

to the correct pictures. Ask individual students to read the words.

Have students fill in the grid with the words learned in unit 6 and 7 at random. Call out the target word and have students find and cross out the words they hear. Repeat until a student has crossed out four words in a line, horizontally, vertically, or diagonally and shouts “Bingo!”. Whoever shouts first wins the game.

-ck -ng -nt

Let’s sing along

Listen, match and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD2 Track 4 and have students listen and sing

along a few times. Track 4

neck duck snack has /ck/ /ck/ /ck/ sing wing string has /ng/ /ng/ /ng/ tent plant giant has /nt/ /nt/ /nt/

Listen and circle The objective of this section is to choose the correct ending letters and pictures by listening to the target words. • ‌ Play CD2 Track 5 and have students circle the

correct ending letters and corresponding pictures. Go over the answers and have students say the words out loud. Track 5

1. /ck/ /ck/ snack 2. /nt/ /nt/ giant

3. /ng/ /ng/ string

The objective of this section is to listen to the target words, choose the correct pictures and complete the words. • ‌ Play CD2 Track 6 and have students match the

target sounds with the correct pictures and write the missing letters. Track 6

1. sing, sing 2. duck, duck

3. plant, plant 4. neck, neck

Activities & Games Whisper game Divide the class into two teams and have students line up facing the board. A teacher whispers into the first students ear, “/ck/, /ck/, duck.” The teacher says, “Go!” and the students whisper to the next student on their team. The last students whisper to the teacher. Teams get a point for each correct word. Change the order of students and repeat the game.

-ck -ng -nt

Choose and write The objective of this section is to choose and write the correct words for each picture. • ‌ Have students read the words in the box at the top

Activities & Games Line up Materials: flashcards Give each student a flashcard, and say the words in any order. Have students listen and stand in a line in the order of words the teacher calls out. Have students exchange cards and repeat the game, changing the order of the words. This can be played in teams with more than one set of flashcards.

-ck -ng -nt

• ‌ Have students look at the pictures and say what

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD2 Track 7 and have students listen and

circle the words that they hear. Track 7

1. string, string 2. duck, duck 3. giant, giant

4. snack, snack 5. wing, wing 6. plant, plant

they see. Play CD2 Track 9 and have students listen to and read together a few times. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “What animals are in the story?”, “What does the giant duck like to do?”, “What is long?”, “What does the giant duck like to eat?”, “What does the giant duck have?”.

• Read the sight words out loud together. Play ‌

CD2 Track 10 and repeat after each sentence.

Read aloud

Track 9/10

Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

and then individually.

• ‌ Play CD2 Track 8 and check if they read the words

correctly. Put an “excellent” sticker if one reads all the words.

Activities & Games Make your own story

Track 8

1. /ck/ neck, duck, snack 2. /ng/ sing, wing, string

That is the giant duck. The giant duck likes to sing. His neck is long. The giant duck likes to eat snacks. The giant duck has giant wings with strings.

3. /nt/ tent, plant, giant

Let’s read the story The objective of this section is to read the sentences including the target words.

Materials: blank sheets of paper Hand out blank sheets of paper and have students write “Giant Duck” as a title. Let them think of something that a giant duck can do, and draw a picture. Have students write a sentence to describe their picture. Encourage them to present their picture and read their sentence to others.

Unit 8

Pages

Student Book pp. 66-73, Workbook pp. 38-41

Words

lamp, jump, stamp, pond, hand, wind, bank, pink, wink

Materials

Flashcards, CD2, CD player

• ‌ Read the words at random and have students point

Listen and repeat The objective of this section is to introduce the consonant blends “mp,” “nd,” and “nk.” • ‌ Write “mp,” “nd,” and “nk” on the board and have

students guess how they would read them.

• ‌ Play CD2 Track 11 and have students listen and

repeat a few times. Have students put their index finger on the arrow under the “lamp” and move their finger along as they read. Repeat with the other words.

to the correct pictures. Ask individual students to read the words. Track 12

/mp/ lamp, lamp /mp/ jump, jump /mp/ stamp, stamp

/nk/ bank, bank /nk/ pink, pink /nk/ wink, wink

/nd/ pond, pond /nd/ hand, hand /nd/ wind, wind

• ‌ Have students find and put stickers in the correct

places.

Activities & Games Speed game

Track 11

/mp/ /mp/ lamp (x2)

/nk/ /nk/ bank (x2)

/nd/ /nd/ pond (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD2 Track 12 and have students listen and

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

Materials: flashcards, stopwatch Divide the class into two teams. Prepare 10 different flashcards for each team without showing them. Have a student come up to the front, facing the other team members. Have another student from the other team time one minute using a stopwatch. A teacher shows the first student one flashcard at a time. The student quickly describes or mimes the words so the team members can guess as many words as possible in the given time. The team that guesses the most words correctly wins the game.

-mp -nd -nk

Let’s sing along

Listen, match and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD2 Track 13 and have students listen and

sing along a few times. Track 13

lamp jump stamp has /mp/ /mp/ /mp/ pond hand wind has /nd/ /nd/ /nd/ bank pink wink has /nk/ /nk/ /nk/

Listen and circle The objective of this section is to choose the correct ending letters and pictures by listening to the target words. • ‌ Play CD2 Track 14 and have students circle the

correct ending letters and corresponding pictures. Go over the answers and have students say the words out loud. Track 14

1. /nk/ /nk/ bank 2. /nd/ /nd/ hand

3. /mp/ /mp/ lamp

The objective of this section is to listen to the target words, choose the correct pictures and complete the words. • ‌ Play CD2 Track 15 and have students match the

target sounds with the correct pictures and write the missing letters. Track 15

1. pond, pond 2. jump, jump

3. wink, wink 4. wind, wind

-mp -nd -nk

Choose and write The objective of this section is to choose and write the correct words for each picture. • ‌ Have students read the words in the box at the top

Activities & Games Shuffle game Materials: several sets of flashcards Have students sit in a circle. Distribute flashcards randomly. Calls out a word like “pink” and all the students with the “pink” flashcard stand up and change seats. Play a few times with each word and then challenge them by calling out two words at the same time, such as “pink” and “bank.”

-mp -nd -nk

Let’s read the story

Listen and circle The objective of this section is to choose the correct target words by listening without pictures.

The objective of this section is to read the sentences including the target words.

• ‌ Play CD2 Track 16 and have students listen and

• ‌ Have students look at the pictures and say what

circle the words that they hear. Track 16

1. wink, wink 2. hand, hand 3. jump, jump

4. pink, pink 5. stamp, stamp 6. wind, wind

Read aloud Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

and then individually.

• ‌ Play CD2 Track 17 and check if they read the words

correctly. Put an “excellent” sticker if one reads all the words. Track 17

1. /mp/ lamp, jump, stamp 2. /nd/ pond, hand, wind 3. /nk/ bank, pink, wink

they see. Play CD2 Track 18 and have students listen to and read together a few times. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “What does the boy do?”, “What does the boy rip?”, “Where does the boy put his hand?”.

• Read the sight words out loud together. Play ‌

CD2 Track 19 and repeat after each sentence. Track 18/19

The boy jumps on the bed. The boy rips the stamps. The boy hits the pink lamp. “Hot!” The boy puts his hand into the pond.

Activities & Games Act it out Pair up students and have them practice reading the story on page 73. Invite pairs to come up to the front and present the story with one student reading it while the other student acts it out.

Review 4

Unscramble and write • ‌ Ask students what the first picture is. Have them

write the word using the clues. Ask students what the other pictures are and have them write the words correctly on the lines. Go over the answers and have students call out the correct spelling.

Listen and circle • ‌ Play CD2 Track 20 and have students listen and

circle the correct ending letters in number 1. Play the rest of the CD and have them do numbers 2 to 4. Pause after each number and check the answers together. Track 20

1. neck, neck, duck, duck 2. lamp, lamp, stamp, stamp 3. pond, pond, wind, wind 4. wink, wink, bank, bank

Review Activity • ‌ Have students read the ending letters written on the

top of the page. Tell them to choose the pictures whose words end with “nt” or “mp” and draw a line through them. Check the answers and have students say the words out loud.

• ‌ For further review, prepare all the flashcards from

unit 7 and 8, and show them to students one by one. Have students say the words out loud together.

Story 4 How to teach 1. ‌ Picture walking: Ask students what words they can identify in the pictures. Write the words on the board. Help them to describe what is going on in the pictures.

Fine Friends 8. ‌ Review vocabulary: Go to the glossary on page 53 and read the phonics words and sight words together. Make sure all the students can read the words correctly, and know the meanings. Track 49/50

2. Listen ‌ to the story: Play CD2 Track 49 and listen to the story.

Ten ducks swim in a pond. Nine ducks sing and eat snacks. One duck is alone. He is pink. The pink duck is sad. He has a short neck and wings. The duck leaves his home. He meets a friend. “We are small.” There is rain and wind. The duck and ant are in a tent. “Oh, the lamp is out.” The wind blows the tent away. They hide under a giant leaf. The sun is up. The duck and ant jump. Ten days go by. The ant is a queen. The duck and ant can fly.

3. ‌ Repeat: Play CD2 Track 50 and repeat after each sentence. 4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words. 5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: Ask students some questions about the story: “What animals are in the story?”, “What colors are they?”, “What do they do?”, “How is the weather?”, “What happens to the tent?”. 7. ‌ Application: Discuss which story is similar to this story. Compare the nine ducks and the pink duck. Ask students what they would do if they were the pink duck. Ask them what they like to do on sunny/ rainy days.

A Circle True(T) or False(F)

Have students read number 1 together and ask them if it is true or false. Have students do the rest by themselves.

Circle the correct word Identify each picture together, and have students circle the correct words.

Unit 9

Pages

Student Book pp. 76-83, Workbook pp. 44-47

Words

lunch, peach, beach, teeth, mouth, bath, wash, fish, dish

Materials

Flashcards, CD2, CD player

• ‌ Play CD2 Track 22 and have students listen and

Listen and repeat The objective of this section is to introduce the consonant digraphs “ch,” “th,” and “sh.” • ‌ Write “ch,” “th,” and “sh” on the board and have

students guess how they would read them. Show students how to put their tongue between their teeth to pronounce “th.” Tell students to put their hand on their neck and say the sounds, so they can understand that all these sounds are voiceless.

• ‌ Play CD2 Track 21 and have students listen and

repeat a few times. Have students put their index finger on the arrow under the “lunch” and move their finger along as they read. Repeat with the other words.

• ‌ Have students find and put stickers in the correct

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary.

• ‌ Read the words at random and have students point

to the correct pictures. Ask individual students to read the words. Track 22

/ch/ lunch, lunch /ch/ peach, peach /ch/ beach, beach

/sh/ wash, wash /sh/ fish, fish /sh/ dish, dish

/th/ teeth, teeth /th/ mouth, mouth /th/ bath, bath

places.

Activities & Games

Track 21

/ch/ /ch/ lunch (x2)

/sh/ /sh/ wash (x2)

/th/ /th/ teeth (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds.

Word formation activity Materials: several sets of letter cards Scatter letter cards on the table. Divide students into two teams and have one student from each team come to the table. Call out a word and have those students find and arrange letter cards to spell the word. If the spelling is correct, their team wins a point. Repeat until all students have had a chance to participate.

-ch -th -sh

Let’s sing along

Listen, match and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD2 Track 23 and have students listen and

sing along a few times. Track 23

lunch peach beach has /ch/ /ch/ /ch/ teeth mouth bath has /th/ /th/ /th/ wash fish dish has /sh/ /sh/ /sh/

Listen and circle The objective of this section is to choose the correct ending letters and pictures by listening to the target words. • ‌ Play CD2 Track 25 and have students circle the

correct ending letters and corresponding pictures. Go over the answers and have students say the words out loud. Track 24

1. /ch/ /ch/ lunch 2. /th/ /th/ mouth

3. /sh/ /sh/ dish

The objective of this section is to listen to the target words, choose the correct pictures and complete the words. • ‌ Play CD2 Track 25 and have students match the

target sounds with the correct pictures and write the missing letters. Track 25

1. wash, wash 2. beach, beach

3. teeth, teeth 4. fish, fish

Activities & Games Writing on the board Materials: board, markers Divide students into 3 to 4 teams. Have one student from each team come up to the board and pick up a marker. Call out a word and have the students repeat and spell the word. Each correct word gives their team a point. Repeat until all students have participated.

-ch -th -sh

Choose and write The objective of this section is to choose and write the correct words for each picture. • ‌ Have students read the words in the box at the top

Activities & Games Pick and say Materials: flashcards (activity cards) Divide the class into teams. Shuffle flashcards and hold three of them face down. Have one student pick a card and read the word. If the student reads the word correctly, the team wins a point. Repeat until all students have participated. For a challenge, have students read the word on the flashcard and say another word that has the same ending sound.

-ch -th -sh

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD2 Track 26 and have students listen and

circle the words that they hear. Track 26

1. bath, bath 2. fish, fish 3. beach, beach

4. dish, dish 5. peach, peach 6. mouth, mouth

Read aloud Through this section students will review the target words once again.

they see. Play CD2 Track 28 and have students listen to and read together a few times. • ‌ Ask a few questions to check comprehension such

as “Where is the girl?”, “What does the girl do?” “What does she have?”, “What does she wash?”.

• Read the sight words out loud together. Play ‌

CD2 Track 29 and repeat after each sentence. Track 28/29

I eat lunch at the beach. I have a peach. I wash my mouth and peach. The fish bites my peach with its teeth! Oh, no. I need a bath.

Activities & Games

• ‌ Have students read the words together rhythmically

and then individually.

• Play CD2 Track 27 and check if they read the words ‌

correctly. Put an “excellent” sticker if one reads all the words. Track 27

1. /ch/ lunch, peach, beach 2. /th/ teeth, mouth, bath 3. /sh/ wash, fish, dish

Let’s read the story The objective of this section is to read the sentences including the target words. • ‌ Have students look at the pictures and say what

Reading with emotions Materials: ‌ ‌ paper cup, strips of paper with the words “happy,” “sad,” “angry,” “sleepy,” and “surprised” written on one end of the strip with pictures of faces Ex :

happy sad

Show students each strip of paper and teach them the five emotion words. Put the strips of paper in a paper cup so the students cannot see the words and faces. Have each student pull out a strip and read the story on page 83 in the voice of the emotion they picked.

Unit 10

Pages

Student Book pp. 84-91, Workbook pp. 48-51

Words

knee, knock, knit, write, wrist, wrap, lamb, comb, climb

Materials

Flashcards, CD2, CD player

Listen and repeat

The objective of this section is to introduce the silent letters in “kn,” “wr,” and “mb.”

The objective of this section is to learn the target words with the target sounds.

• ‌ Write “kn,” “wr,” and “mb” on the board and have

• ‌ Play CD2 Track 31 and have students listen and

• ‌ Play CD2 Track 30 and have students listen and

• ‌ Read the words at random and have students point

students guess how they would read them. Ask students which letters they do not hear. Tell them that the letters “k,” “w,” and “b” are silent in these cases. repeat a few times. Have students put their index finger on the arrow under the “knee” and move their finger along as they read. Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

Track 30

/kn/ /kn/ knee (x2) /wr/ /wr/ write (x2)

/mb/ /mb/ lamb (x2)

repeat a few times. Let students point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meanings of the target words if necessary. to the correct pictures. Ask individual students to read the words. Track 31

/kn/ knee, knee /kn/ knock, knock /kn/ knit, knit

/mb/ lamb, lamb /mb/ comb, comb /mb/ climb, climb

/wr/ write, write /wr/ wrist, wrist /wr/ wrap, wrap

kn- wr- -mb

Let’s sing along

Listen, match and write

The objective of this section is to review the target words and sounds through a song. • ‌ Play CD2 Track 32 and have students listen and

sing along a few times. Track 32

knee knock knit has /kn/ /kn/ /kn/ write wrist wrap has /wr/ /wr/ /wr/ lamb comb climb has /mb/ /mb/ /mb/

The objective of this section is to listen to the target words, choose the correct pictures and complete the words. • ‌ Play CD2 Track 34 and have students match the

target sounds with the correct pictures and write the missing letters. Track 34

1. knee, knee 2. wrap, wrap

3. comb, comb 4. write, write

Listen and circle The objective of this section is to choose the correct letters and pictures by listening to the target words. • ‌ Play CD2 Track 33 and have students circle the

correct letters and corresponding pictures. Go over the answers and have students say the words out loud. Track 33

1. /wr/ /wr/ wrist 2. /mb/ /mb/ lamb

3. /kn/ /kn/ knock

kn- wr- -mb

Choose and write The objective of this section is to choose and write the correct words for each picture. • ‌ Have students read the words in the box at the top

Activities & Games Listen and show your fingers Materials: board, marker Write on the board, “1-k, 2-w, 3-b.” Call out a word and have students put up the correct number of fingers to show the correct silent letter. For a further challenge, write additional words with silent letters on the board such as know, knob, wreck, wrestle, limb, crumb

kn- wr- -mb

Let’s read the story

Listen and circle The objective of this section is to choose the correct target words by listening without pictures.

The objective of this section is to read the sentences including the target words.

• ‌ Play CD2 Track 35 and have students listen and

• ‌ Have students look at the pictures and say what

circle the words that they hear. Track 35

1. climb, climb 2. knock, knock 3. wrap, wrap

4. comb, comb 5. knit, knit 6. wrist, wrist

Read aloud Through this section students will review the target words once again. • ‌ Have students read the words together rhythmically

and then individually.

• ‌ Play CD2 Track 36 and check if they read the words

correctly. Put an “excellent” sticker if one reads all the words. Track 36

1. /kn/ knee, knock, knit 2. /wr/ write, wrist, wrap 3. /mb/ lamb, comb, climb

they see. Play CD2 Track 37 and have students listen to and read together a few times. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “Who is in the story?”, “What does the lamb do?”, “What does the lamb have?”.

• ‌ Read the sight words out loud together. Play CD2

Track 38 and repeat after each sentence. Track 37/38

The lamb knocks on the door. The lamb wraps the cape. The lamb combs and cuts. The lamb knits the sweater.

Activities & Games Writing race Materials: blank sheets of paper, stopwatch Divide the class into teams of 3 or 4. Distribute blank sheets of paper. Have students write as many four-letter words as they can in one minute. Let teams exchange papers and count the words for the other teams. The team with the most correct words wins. Play again with words that have three letters, five letters, etc.

Review 5

Unscramble and write • ‌ Ask students what the first picture is. Have them

write the word using the clues. Ask students what the other pictures are and have them write the words correctly on the lines. Go over the answers and have students call out the correct spelling.

Listen and circle • ‌ Play CD2 Track 39 and have students listen and

circle the correct letters in number 1. Play the rest of the CD and have them do numbers 2 to 4. Pause after each number and check the answers together. Track 39

1. lunch, lunch, beach, beach 2. knit, knit, knee, knee 3. teeth, teeth, mouth, mouth 4. lamb, lamb, comb, comb

Review Activity • ‌ Have students find six differences and circle them.

Go over the answers and have students describe the differences. Some examples are: “The girl’s mouth is different.”, “The girl has a bracelet.”, “The peach has a worm.”, “The comb is small.”, “The fish is skinless.”, “The cat has a ball of yarn and a piece of knitting.”

• ‌ For further review, prepare all the flashcards from

unit 9 and 10, and show them to students one by one. Have students say the words out loud together.

Story 5

Lunch for Wolf

How to teach 1. ‌ Picture walking: Ask students what words they can identify in the pictures. Write the words on the board. Help them to describe what is going on in the pictures.

8. ‌ Review vocabulary: Go to the glossary on page 53 and read the phonics words and sight words together. Make sure all the students can read the words correctly, and know the meanings. Track 51/52

2. Listen ‌ to the story: Play CD2 Track 51 and listen to the story.

There are three lambs. They leave their house. There is a black wolf. He wants to eat lunch. The wolf wants to blow the house away. The wolf wants to wreck the house. The wolf knocks on the door. The wolf climbs up the house. The wolf finds peaches. “Ouch, my teeth! They are hot stones.” The lambs wrap his mouth and wrist. They make him lunch. The wolf eats fish and bread. He washes the plates and spoons. The lambs wrap up the food for the wolf. Bye bye, Wolf!

3. ‌ Repeat: Play CD2 Track 52 and repeat after each sentence. 4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words. 5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: “What animals are in the story?”, “What do the lambs do?”, “What does the wolf want to do?”, “What does he do?”, “What does he find?”. 7. ‌ Application: Compare and contrast this story with “Three Little Pigs”. Ask students which story they like better. Ask them what they would do if they were the lambs/wolf. Ask students if they have washed the dishes at home.

A Number the pictures in order

Have students number the pictures in the order of the story, then go over the answers.

Write the correct word Read the words at top together. Have students look at each picture, choose the correct words and write them.

Summary Summary

l blends sl-

cl slide

pl-

f lclam

glplate

r blends br-

flute

cr-

black

skate

-ng -ck -nd -ch

prcrab

sn-

spsnow

spoon

consonant blends consonant digraphs

blglass

bread

sk-

prince

sing neck

pond lunch

-nt -ng -nk -th

tent sing

bank teeth

-mp -nt -ck -sh

lamp tent

neck wash

consonant digraphs

dr-

grdrum

s blends sm-

green

tree

sw-

lamp lunch

kn-

st-

-nd -th

pond teeth

swim

stop

wr-

-nk -sh

bank wash

knee

-mb write

• ‌ Have students see how different sounds are

marked in different colors. Have students read the target sounds and words together.

• ‌ Call out the letters like “br” and have students point

to the picture and read the word. Have one student play the role of the teacher and call out the letters while other students point and read the words. Have a few other students do the same.

lamb Summary Summary

Summary

This is a summary page of the target sounds learned throughout this book.

-mp -ch

silent letters

smell 94

tr-

95 95

Activities & Games Speedy reading Materials: stopwatch Divide students into teams. Have one team read the target words and sounds on page 94 and 95 together. Have a student from a different team time them using a stopwatch. If they make a mistake, they need to read the word again. The team that reads all the sounds and words correctly in the shortest time wins.

Assessment

Circle the correct letters

Circle the correct picture

The section is to assess if students can find the correct letters of each picture.

This section is to assess students’ vocabulary built up throughout this book.

• ‌ Have students look at the pictures and circle the

• ‌ Have students read the words on the left and circle

correct beginning or ending letters.

the correct pictures.

Assessment

Listen and circle

This section is to assess the ability to find the correct pictures by listening.

This section is to assess the ability to find the correct words by listening.

• ‌ Play CD2 Track 40 and have students listen and

• ‌ Play CD2 Track 41 and have students listen and

circle the correct pictures.

circle the words that they hear.

Track 40

Track 41

1. swim, swim 2. dragon, dragon 3. prince, prince 4. plate, plate 5. snake, snake 6. string, string

1. stop, stop 2. write, write 3. lamp, lamp 4. glove, glove 5. bath, bath

Listen and write This section is to assess the ability to figure out the target sounds to complete the words by listening to the target words. • ‌ Play CD2 Track 42 and have students listen and

write the letters to complete each word. Track 42

1. neck 2. drum 3. clap 4. spill 5. knit 6. wing

Board Game B oar d Game Help the prince get his crown. Roll a dice and say a word with the letters on the space.

100

Board Game

Board Game Through this board game, students will be able to review the target words and sounds learned throughout this book.

101

Dice Fly Phonics 4 Board Game Dice

• ‌ Divide students into teams of 2 or 3, and set the

order of playing the game. Have students roll a dice and move their marker, using any small objects such as coins, erasers, buttons, etc., and say a word that has the letters written on the space.

• ‌ When a student lands on a space that says, “move

2 spaces,” the student moves 2 spaces forward as indicated. When a student lands on a space that says, “skip a turn,” the student skips a turn.

• ‌ When a student fails to say a word which has the

letters written on the space, the student cannot move forward but needs to go back to their original place. The first student who gets through the path and arrives at the “crown” wins the game.

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