The Decodables - Things We Like to Do (Set 3) - Teacher's Guide by Norwood House Press

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TABLE OF CONTENTS GENERAL INFORMATION 1–2 Series/Set Descriptions 3–5 Lesson Components and Resources 6 Series Overview THINGS WE LIKE TO DO 7 SET OVERVIEW 8 Swimming at the Lake 12 Camping with Grandma and Grandpa 16 Blake Digs for Clams 19 Sounds of the Band 21 Hank Plays Ice Hockey 23 Let’s Craft a Sun Catcher 25 Mom’s Guitar 27 Hank Plays Pickleball 29 LETTER TILES 37 DIGRAPH TILES 39 BLEND CARDS

While you’re there, check out our video about

The Decodables, featuring Emily!

She talks about the science of reading, why decodable texts work, and how to use these notes along with the books to further enhance learning in the classroom and at home.

Emily Nudds is a literacy coach and is certified to provide ongoing professional development in the Science of Reading. She holds a Masters degree in Literacy and is certified in childhood education, special education and literacy education and has taught first through fourth grades. She specializes in reading and writing instruction in the primary grades and identification and intervention of struggling readers. She lives with her husband, three children and golden retriever in Pittsford, NY.

N ORWOODH OUSE

P RESS

Introduction Series Description The Decodables series contains books following a systematic, cumulative phonics scope and sequence aligned with the science of reading. Each book allows its reader to apply their phonics knowledge in engaging and relatable texts. The words within each text have been carefully selected to ensure that readers can rely on their decoding skills as they encounter new or unfamiliar words. They also include high-frequency words appropriate for the target skill level of the reader. The lesson plans in this guide follow the scope and sequence of The Decodables and can be used as a supplement to any core phonics program. The lessons are designed using a phonics lesson plan template that requires explicit instruction. Following similar routines in each lesson allows the student to focus their energy on learning new phonic decoding skills. The lessons are systematic and cumulative, building new skills on skills that have been previously taught. They allow for a gradual release of responsibility (I do, We do, You do). The lessons provide opportunities to build spelling skills and increase vocabulary. The lessons are aligned with standards addressing foundational language and literacy skills. By following these lesson plans, teachers can ensure their students have the skills necessary to accurately, automatically, and fluently read the texts in The Decodables series. Set Descriptions Search for Sounds — In this set of lessons and texts, students will be introduced to all consonants and vowels that make up our alphabet. They will engage with the text by listening to the story read aloud, listening for words with target sounds in them and identifying the picture of the word that makes the target sound. Teachers and/or caregivers will support students in identifying the letter that makes the target sound. Afterwards, Reading Activities are provided to build vocabulary knowledge, work on comprehension skills and build early reader response skills. Friends and Family Fun — In this set of lessons and decodable texts, students will be introduced to all five short vowel sounds. They will begin reading consonant-vowel-consonant (CVC) words and move towards reading CVC words containing consonant digraphs and suffix -s. Following an explicit phonics lesson plan, students will engage their phonological processor through a phonemic awareness warm-up. From there, they will practice decoding and encoding at the word level before moving to the sentence and story level. Students will apply their phonic knowledge as they fluently read The Decodables. Things We Like to Do — In this set of lessons and decodable texts, students will be introduced to consonant blends as well the suffixes -ing and -ed. They will read words containing two and three letter blends found at both the beginning and ending of words. Students will continue to build their phonemic awareness skills through segmenting, blending and manipulating phonemes. They will decode and encode individual words before reading and spelling in sentences and stories. Students will apply their cumulative phonic knowledge as they read The Decodables.

Activities with Friends — In this set of lessons and decodable texts, students will be introduced to long vowel sounds spelled using a vowel-consonant-e (VCe) spelling pattern. Students will increase their phonemic awareness skills, focusing mostly on the advanced phonemic awareness skill: phoneme manipulation. Students will strengthen their reading and spelling skills at the word, sentence and story level. Students will build automaticity and fluency as they apply their knowledge while reading The Decodables. Discover Plants and Animals — In this set of lessons and decodable texts, students will be introduced to the many vowel teams of the English language as well as the suffix -y. Students will strengthen their advanced phonemic awareness skills through phoneme manipulation tasks, but will remove all scaffolds. Students will continue to strengthen their reading and spelling skills in multi-syllabic words containing vowel teams, suffix -y and all previously taught phonics skills. Students will continue to apply their cumulative phonics skills as they read The Decodables. Fables and Folktales — In the final set of lessons and decodable texts, students will learn about r-controlled vowels, diphthongs and complicated vowel teams. Students will continue to strengthen their phonemic awareness skills through blending, segmenting and manipulating phonemes within words without the use of scaffolds. Students will apply their increased phonic knowledge as they decode and encode multi-syllabic words, sentences and stories containing r-controlled vowels, diphthongs, complicated vowel teams and all previously taught skills. They will apply their skills in connected text while reading The Decodables.

Lesson Components and Resources This section provides an explanation of the instructional routines found in each component of the lesson plans. Lesson components are color coded for ease in use. Phonological Awareness Warm-Up: • Scaffolds: Use plastic chips, discs, cubes, etc. as scaffolds to represent the individual phonemes (sounds) in each word. Fingers may also be used to tap the individual sounds. Starting with the pointer finger, use your thumb to tap one sound per finger. To blend the sounds, sweep your thumb across each finger while saying the whole word. When a 5th sound is present, return to the pointer finger to make the final sound before sweeping your thumb to blend the whole word. • Syllable Counting: Teacher says a multisyllabic word. Students repeat the word and count the number of syllables. • Syllable/Affix Addition: Teacher says a base word. Students repeat the base word. Teacher adds a prefix or a suffix and the students blend to make a new word. (Ex: Teacher says “hope”. Students say “hope”. Teacher says “Add -ful to the end, and the word is…” Students say “hopeful”.) • Word Blending: Teacher pushes 1 chip up while saying each sound in the word. Students then blend the sounds to make a word. (Ex: Teacher says “/m/ /a/ /t/” while pushing up a disc for each sound. Students say “mat”.) • Word Segmenting: Teacher says a word. Students repeat that word. Students then push up a disc to represent each sound in the word. (Ex: Teacher says “mat”. Students repeat “mat” then push up a disc while saying “/m/ /a/ /t/”.) • Sound Deletion: Teacher (T) says a word. Students (S) repeat the word. Teacher says “Without /_/ what’s left is…” Ex: T- Say: play S- play T- Say: Without /l/ what’s left is… S- pay • Sound Substitution: Teacher says a word. Students repeat the word. Teacher says “Change /_/ to /_/ and the word is...” Students substitute the initial, medial or final sound as directed by the teacher and state the new word. Use scaffolds to indicate the position of the sound being changed as needed. Ex: T- Say: bug S- bug T- Say: Change /b/ to /r/ and the word is… S- rug • When no longer needed, remove the scaffolds. 3

Introduce New Concept: • Always model the concept being taught using multiple examples of words that fit the concept. • Letter tiles are used to show individual sounds. We’ve included 2 sets of letter tiles: larger tiles for teachers to use and smaller tiles for students. We’ve also broken the letters up by color: vowels are red and consonants are blue. • Digraphs are represented with 2 letters on 1 tile to represent 1 sound. Guided Practice: • Teacher and students should complete these activities simultaneously. • Teacher models the work while students practice using their own materials. • Teacher gives immediate, corrective feedback. • Students should correct their work. • Word Building: – Use letter tiles to build words for students to decode. – Each sound in the word should be represented with one tile. Each consonant and vowel should have its own tile. Each digraph and vowel team should be represented with its own tile. • Word Chaining: – Use tiles to build words for students to decode. – Change only one tile in the word to make a new word. Ex: bug-> rug-> rig-> jig-> jog Extended Practice: • Students complete these tasks independently while the teacher circulates and listens to individual students. • Teachers may consider pulling a small group of students to complete these tasks. • Immediate, corrective feedback should be provided. • Word Cards: – Word cards are created to move students from individual sound segmentation and blending to fluent decoding of words. – Students read the cards one at a time. – Students should be able to quickly blend the words rather than segment each sound. – Word cards can be used for a variety of games. – Word cards should not be used to flash for memorization. Their purpose is to present a word in its entirety rather than in segmented sound tiles. If students need to segment and blend the sounds on the cards, they may.

• Word Lists: – S tudents highlight the target sound within each of the words. – Students read the words across the page or down the page, as indicated by the worksheet. – Students should notice the parts of the words that remain the same and those that change. – S tudents should reread these lists for additional fluency practice. Dictation Practice: • Teacher dictates the word or sentence and students repeat the word or sentence back. • Students write the word or sentence on a piece of paper or a dry erase board. • Immediate, corrective feedback is given to the students. Connection to Word Meaning: • A student-friendly definition of identified words should be given. • Use visuals to deepen students’ understanding of word meaning whenever possible. • Students should make appropriate personal connections to the word whenever possible. Connected Text: • Students practice applying the skills that have been taught throughout the lesson in connected text. • Students should be encouraged to reread the text multiple times to build fluency. • Comprehension questions may be asked at the end of reading; however, students should have ample practice decoding prior to being asked comprehension questions.

The Decodables — Series Overview The Decodables series contains books following a systematic, cumulative phonics scope and sequence aligned with the science of reading. Each book allows its reader to apply their phonics knowledge in engaging and relatable texts. The words within each text have been carefully selected to ensure that readers can rely on their decoding skills as they encounter new or unfamiliar words. They also include high-frequency words appropriate for the target skill level of the reader. Within the 6 different sub series, readers grow comfortable with a mix of formats; wordless books and fiction and nonfiction with photos or original art illustration. Readers will also learn various components of books such as chapters, tables of contents, and word lists.

Search for Sounds

Friends and Family Fun

Fables and Folktales

Activities with Friends

Things We Like to Do

Discover Plants and Animals

The Decodables — Complete Series Search for Sounds Friends and Family Fun Things We Like to Do Activities with Friends Discover Plants and Animals Fables and Folktales

Grade K Grade K-1 Grade 1 Grade 1 Grade 2 Grade 2

Set 1 (8 books) Set 2 (12 books) Set 3 (8 books) Set 4 (6 books) Set 5 (9 books) Set 6 (9 books)

Things We Like to Do — Overview This series of decodable books for early readers explore activities that offer a mix of the familiar and a little bit new. Each cumulative book helps readers learn to incorporate consonant blends and key suffixes in their reading. The books introduce each new blend while incorporating patterns that were previously taught in this set of books and earlier Decodables sets. Examples of high-frequency words are also included. The Things We Like to Do series offers intriguing books with ample opportunities to practice the central blend. Each title includes a note to the caregiver and a word list organized by Focus words, High-Frequency words and Challenge words.

Camping with Grandma and Grandpa

Blake Digs for Clams

The Decodables — Things We Like to Do (Set 3)

Phonics Focus

Swimming at the Lake Camping with Grandma and Grandpa Blake Digs for Clams Sounds of the Band Hank Plays Ice Hockey Let’s Craft a Suncatcher Mom’s Guitar Hank Plays Pickleball

Consonant blends _s blends Consonant blends _r blends Consonant blends _l blends -ng blends -nk blends Final blends 3 letter blends All blends

Swimming at the Lake (s blends) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

n/a

Use fingers to tap the individual sounds of each word. Blend: skip, slap, spin, smack, fast Segment: stack, step, smell, stop, stub, stand

Review Previous Lesson

● Letter tiles on pages 29–36

Review all short vowel sounds and digraphs as needed by your students. Using the letter tiles, build words with review sounds for students to decode: run, rub, then, top, fish, back

Introduce New Concept (I do)

● Letter tiles on pages 29–36

Introduce s blends: sc, sk, sl, sm, sp, st Explain that a blend has 2 or 3 consonants right next to each other in a word. Each consonant makes its own sound but your mouth moves quickly from one sound to the next. Some blends can be found at the beginning and the end of words. Practice reading the blends in isolation, quickly moving from one sound into the next.

Guided Practice (We do)

● Letter tiles on pages 29–36

Use letter tiles to spell the words while students spell the words using their own letter tiles. Together, segment each word into its individual sounds, then blend the sounds together to read the word. Focus Words: skip, slap, spin, smack, fast

Extended Practice (You do)

● Word Cards on pages 9–11

Flash the word cards and have students read the whole word, only segmenting if they need to. Repeat as needed until students are able to read the words without segmenting. Focus Words: Scott, skip, slip, slap, smack, smell, best, fast, stand, Steff, step, stick, still, stop, stub

Dictation Practice

● Dry erase board/ marker

Dictate 4 words for spelling and 1 sentence. Words: stick, smack, slips, fast Sentence: Steff spins and slaps the water. (Provide spelling of water)

Connect to Word Meanings

Connected Text

sloshes - when liquid moves irregularly with a splashing sound Discuss the morpheme “-es” as a suffix that changes to base word in the same way “-s” does. Adding “-es” to the end of a word makes the word plural or a verb in the present tense. Use “-es” with words that end in s, sh, ch, x, or z. ● The book Swimming at the Lake

Before reading, have students find the focus words they have been reading and spelling in the text. Explain that they should be able to read them right away, but if they need to, they may segment the sounds. Chorally read the story. Ask students to whisper-read one more time for fluency.

Scott

skip

slip

slap

smack

smell

best

fast

stand

Steff

step

stick

still

stub

stop

Camping with Grandma and Grandpa (r blends) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

n/a

Use fingers to tap the individual sounds of each word. Blend: brush, cram, drag, frog, prep, tramp Segment: drift, grass, grill, trap, tramp

Review Previous Lesson

● Letter tiles on pages 29–36

Review all vowel sounds and s blends. Using letter tiles, build words with review sounds for students to decode: skip, slip, slap, smack, smell, fast, step, stick

Introduce New Concept

● Letter tiles on pages 29–36

Introduce r blends: br, cr, dr, fr, gr, pr, tr Review that a blend has 2 or 3 consonants right next to each other in a word. Each consonant makes its own sound but your mouth moves quickly from one sound to the next. Some blends can be found at the beginning and the end of words. Practice reading the blends in isolation, quickly moving from one sound into the next.

● Letter tiles on pages 29–36

● Word Cards on pages 13–14

Flash the word cards and have students read the whole word, only segmenting if they need to. Repeat as needed until students are able to read the words without segmenting. Focus Words: brush, cram, drag, drift, frog, grab, grass, grill, prep, trap, tramp

Dictation Practice

● Dry erase board/ marker

Dictate 4 words for spelling and 1 sentence. Words: frog, brush, grill, prep Sentence: We grab sticks to grill the hot dogs.

Connect to Word Meanings

● Vocabulary Web Graphic Organizer page 15 (teacher only)

Write “drift” in the center of the graphic organizer Have students share all the definitions they know of the word drift and draw a sketch to represent each definition. - To be carried slowly by a current of air or water (as used in text) - A large pile of snow, leaves or sand carried by wind or water - To fall asleep (drift off) - To slowly become less friendly (drift apart) Have students draw pictures to represent each definition.

Connected Text

● The book Camping with Grandma and Grandpa

(I do)

Guided Practice (We do)

Extended Practice (You do)

brush

cram

drag

drift

frog

grab

grass

grill

prep

trap

tramp

Name:

Date: Graphic Organizer

Blake Digs for Clams (l blends) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

n/a

Use fingers to tap the individual sounds of each word. Blend: black, clam, flip, glad, plan, slip Segment: blast, clasp, plop, slips

Review Previous Lesson

●B lend Cards on pages 39–43

Review all vowel sounds, s blends and r blends using cards: sc, sk, sl, sm, sp, st, br, cr, dr, fr, gr, pr, tr Flash the cards and have students read them fluently.

Introduce New Concept (I do)

●B lend Cards on pages 39–43

Introduce l blends: bl, cl, fl, gl, pl, sl Review that a blend has 2 or 3 consonants right next to each other in a word. Each consonant makes its own sound but your mouth moves quickly from one sound to the next. Some blends can be found at the beginning and the end of words. Practice reading the blends in isolation, quickly moving from one sound into the next.

Guided Practice (We do)

● L etter tiles on pages 29–36

Extended Practice (You do)

●W ord Cards on pages 17–18

Flash the word cards and have students read the whole word, only segmenting if they need to. Repeat as needed until students are able to read the words without segmenting. Focus Words: blast, black, clam, clasp, flip, glad, plan, plop, slip

Dictation Practice

●D ry erase board/ marker

Dictate 4 words for spelling and 1 sentence. Words: black, clasp, flip, slip Sentence: She plans to dig for clams. cluster - a group of similar things or people positioned closely together.

Connect to Word Meanings Connected Text

Have students share examples of things that can be found in a cluster. ● T he book Blake Digs for Clams

blast

black

clam

clasp

flip

glad

plan

slip

plop

Sounds of the Band (-ng blends) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

● Plastic chips (4 per student) See page 3 for instructions on how to use

Introduce the /ng/ sound to students by bringing attention to the place and manner of articulation: the back of the tongue lifts to the top of the throat; voice is on; sound comes from the nose. Use mirrors so students can see how their mouth is creating the sound. Blend: bang, lung, song, zing, clang, bling Segment: bong, gong, sing, pling, swing, clang

● Handheld Mirrors (1 per student -or- 1 per group to share) Review Previous Lesson

●B lend Cards on pages 39–43

Review all vowel sounds, s blends, r blends and l blends using cards: sc, sk, sl, sm, sp, st, br, cr, dr, fr, gr, pr, tr, bl, cl, fl, gl, pl, sl Flash the cards and have students read them fluently.

Introduce New Concept

● L etter tiles on pages 29–36

Introduce -ng blend as a blend with two consonants that are so closely made they actually make one sound. Show the letter tiles for n and g. Model segmenting to read words using letter tiles. Focus Words: bang, lung, song, pling

● L etter tiles on pages 29–36

●W ord List on page 20 organized by vowel sound

Have students read the word list by reading the whole word, only segmenting if they need to. Students may reread to build automaticity and fluency. Focus Words: bang-> clang; bling-> pling-> sing-> swing-> string-> ting-> ling-> zing; long-> bong-> gong-> song; lung

●D ry erase board/ marker

Dictate 4 words for spelling and 1 sentence. Words: bang, pling, string, lung Sentence: The strings we pluck go pling, pling.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

Connect to Word Meanings

Connected Text

Introduce -ing as a suffix that makes a verb happen in the present tense. Discuss the meaning of the following words: banging, playing, singing, clanging. Have students act out each word. ● T he book Sounds of the Band

Word List for Sounds of the Band

bang clang long bong gong song lung 20

bling pling sing swing string ting ling zing

Hank Plays Ice Hockey (-nk blends) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

● Plastic chips (4 per student) See page 3 for instructions on how to use

Introduce the /nk/ sound to students by bringing attention to the place and manner of articulation: the back of the tongue lifts to the top of the throat; voice is on; sound comes from the nose, followed by /k/. Use mirrors so students can see how their mouth is creating the sound. Contrast the /nk/ sound with /ng/ sound. Blend: Hank, thank, rink, honk, dunk, clunk, plunk Segment: sank, tank, drink, sink, think, honk, spunk, stunk

Review Previous Lesson

●B lend Cards on pages 39–43

Review sounds that students continue to struggle with: all vowel sounds, s blends, r blends and l blends. Be sure to include the newly taught ng sound. Flash the cards and have students read them fluently.

Introduce New Concept

● L etter tiles on pages 29–36

Introduce -nk blend as a blend with two consonants. Each consonant makes its own sound. When n is followed by k, it makes the /ng/ sound. Show the letter tiles for n and k. Model segmenting to read words using letter tiles. Focus Words: rink, honk, dunk

● L etter tiles on pages 29–36

● Word List on page 22

Have students read the word list by reading the whole word, only segmenting if they need to. Students may reread to build automaticity and fluency. Focus Words: Hank, thank, rink, honk, dunk, clunk, plunk, sank, tank, drink, sink, think, spunk, stunk

Dictation Practice

● Dry erase board/ marker

Dictate 4 words for spelling and 1 sentence. Words: drink, plunk, thank, stunk Sentence: Hank sinks the puck in the net.

Connect to Word Meanings

● The book Hank Plays Ice Hockey

Help students build background knowledge before reading. Hockey has a lot of equipment. Take a picture walk through the book and point out the following: rink, hockey stick, skates, goal/net, Zamboni

Connected Text

● The book Hank Plays Ice Hockey

Before reading, have students find the focus words they have been reading and spelling in the text. Explain that they should be able to read them right away, but if they need to, they may segment the sounds. This text has a number of not-yet-decodable words that students will need support reading.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Chorally read the story. Ask students to whisper-read one more time for fluency.

Word List for Hank Plays Ice Hockey

Hank

sank

thank

tank

rink

drink

honk

sink

dunk

think

clunk

spunk

plunk

stunk

Let’s Craft a Sun Catcher (final blends) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

n/a

Blend: fact, soft, cold, gold, ask, best, cast, fest Segment: tact, lift, craft, hold, mold, told, disk, task, list, must, rest

Review Previous Lesson

● Blend Cards on pages 39–43

Review sounds that students continue to struggle with: all vowel sounds, s blends, r blends and l blends. Be sure to include the newly taught ng and nk sounds. Flash the cards and have students read them fluently.

Introduce New Concept

● Letter tiles on pages 29–36

Review that a blend has 2 or 3 consonants right next to each other in a word. Each consonant makes its own sound but your mouth moves quickly from one sound to the next. The blends we will focus on today are found at the end of words. Build words for decoding. Focus Words: ask, best, soft

● Letter tiles on pages 29–36

● Word List on page 24 organized by ending blend

Have students read the word list by reading the whole word, only segmenting if they need to. Students may reread to build automaticity and fluency. Focus Words: fact-> intact; lift-> soft-> craft; cold-> gold-> hold-> mold-> told; ask-> disk-> task; cast-> best-> rest-> list-> just-> must

● Dry erase board/ marker

Dictate 4 words for spelling and 1 sentence. Words: fact, lift, cold, just Sentence: The craft will hang in the gold sun.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

intact - not touched by anything, especially something that would harm the object. Share a few examples of an item remaining intact. - The snowman stayed intact throughout the blizzard. - The tornado tore through the town, but the brick schoolhouse stayed intact. - When my little brother came running into my room, I protected the block creation I was working so hard on, so it stayed intact.

Connect to Word Meanings

Connected Text

● T he book Let’s Craft a Sun Catcher

Before reading, have students find the focus words they have been reading and spelling in the text. Explain that they should be able to read them right away, but if they need to, they may segment the sounds. This text has a number of not- yet- decodable words that students will need support reading. Chorally read the story. Ask students to whisper-read one more time for fluency.

Word List for Let’s Craft a Sun Catcher

fact intact lift soft craft could gold hold mold told 24

ask disk task cast best rest list just must

Mom’s Guitar (3 letter blends) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

n/a

Blend: scrub, shrug, spring, squish, string, three Segment: scrub, shrug, spring, squish, strong, strum, thrill

Review Previous Lesson

● Blend Cards on pages 39–43

Introduce New Concept

● Letter tiles on pages 29–36

Review that a blend has 2 or 3 consonants right next to each other in a word. Each consonant makes its own sound but your mouth moves quickly from one sound to the next. The blends we will focus on today have 2 and 3 sounds. Some have a blend at the end of the word as well. Focus Words: scrub, shrug, spring

● Letter tiles on pages 29–36

● Word List on page 26

Have students read the word list by reading the whole word, only segmenting if they need to. Students may reread to build automaticity and fluency. Focus Words: scrub, shrug, spring, squish, strap, string, strong, strum, thrill, three

Dictation Practice

● Dry erase board/ marker

Dictate 4 words for spelling and 1 sentence. Words: scrub, shrug, strum, strong Sentence: Mom can strum with a pick.

Connect to Word Meanings

● The book Mom’s Guitar

splay - to spread out and apart Look at the picture on page 8 and notice mom’s fingers splayed across the strings. Talk about other things that can be splayed (splaying across the bed to sleep, splaying your legs to stretch, etc.)

Connected Text

● The book Mom’s Guitar

(I do)

Guided Practice (We do)

Extended Practice (You do)

Word List for Mom’s Guitar

scrub

string

shrug

strong

spring

strum

squish

thrill

strap

three

Hank Plays Pickleball (All blends) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

● Plastic chips (4 per student) See page 3 for instructions on how to use

Delete consonant blend: ex- “Say clap. Without /l/, what’s left is___.” (cap) Remove the plastic chip that represents the deleted sound. c(l)ap-> cap he(l)d-> head p(l)ay-> pay s(w)ing-> sing s(m)ack-> sack

Review Previous Lesson

●B lend Cards on pages 39–43

Review sounds that students continue to struggle with: all vowel sounds, s blends, r blends, l blends, ng and nk. Flash the cards and have students read them fluently.

Introduce New Concept

● L etter tiles on pages 29–36

Review that a blend has 2 or 3 consonants right next to each other in a word. Each consonant makes its own sound but your mouth moves quickly from one sound to the next. The blends we will focus on today have 2 and 3 sounds. Focus Words: ask, clap, pong, smack

● L etter tiles on pages 29–36

● Word List on page 28

Have students read the word list by reading the whole word, only segmenting if they need to. Students may reread to build automaticity and fluency. Focus Words: ask, clap, held, must, ping, play, pong, smack, stood, swing, thank, dink, whack

● Dry erase board/ marker

Dictate 4 words for spelling and 1 sentence. Words: ping, swing, whack, dink Sentence: Swing your paddle to hit the ball. (Provide spelling of paddle.)

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

Connect to Word Meanings

Connected Text

Introduce -ed as a suffix that makes a verb past tense. It can make the sounds /d/, /t/, or /id/ depending on what letter it follows. Identify the root word and the sound -ed makes in the following words: asked, clapped, dinked, played, smacked, whacked ● The book Hank Plays Pickleball

Word List for Hank Plays Pickleball

ask

smack

clap

stood

held

swing

must

thank

ping

dink

play

whack

pong 28