2
Table of Contents BACKGROUND………………………………………………………………………...………………
8
Teaching Tips……………………………..…………………………………………...………………
10
Rreading Readiness………………..………………………………………………...………………
12
Unit 1 Introducing the /ă/ Sound …………………………………………………………………………
16
Introducing the /t/ Sound ……………………………….…………………………………………
42
Introducing the Word /ăt/ …………………………………………………………………………
55
Sounding Out Words Activity #1 ……………………………………………………….…………
56
Introducing the /b/ Sound …………………………………………………………………………
65
Word Building Activity ……………………………..…………………………………..……………
77
Teaching Sight Words …………………………………………………………….…………………
82
Introducing the /n/ Sound …………………………………………………………………………
91
Introducing the Word /ăn/ ………………………………………………………………………… 103 Word Building Activity 2 ……………………………………………………………….……………
111
Unit 2 Introducing the /e/ Sound …………………………………………………………………………
116
Introducing the /s/ Sound ……………………………….…………………………………………
128
Introducing the /m/ Sound ……………………………….……….………………………………
140
Introducing the Word /ăm/ …………….……………………………………………….…………
152
Introducing the /p/ Sound …………………………………………………………………………
161
Word Building Activity ………………..………………………………………………..……………
172
3
Table of Contents (cont inued) Unit 3 Introducing the /o/ Sound ………………………….……………………………………………
178
Introducing the /d/ Sound ……………………………….………………………………………
190
Word Building Activity ……………………………………….……….……………………………
202
Introducing the /r/ Sound ……………………………...………………………………………… 204 Word Building Activity ………………………………………………………………..……………
215
Introducing the /g/ Sound ……………………………...………………………………………
217
Word Building Activity ………………………………………………………………..……………
228
Unit 4 Introducing the /u/ Sound ………………………….…………………………………….……… 235 Word Building Activity ……………………………………….……….……………………………
246
Introducing the /l/ Sound ……………………………...…………………………………………
248
Word Building Activity ……………………………………….……….……………………………
259
Introducing the /h/ Sound ……………………………...………………………………..………
262
Word Building Activity ………………………………………………………………..……………
273
Introducing the /j/ Sound ……………………………...…………………………………………
275
Word Building Activity ………………………………………………………………..……………
286
Introducing the /v/ Sound ……………………………...………………………………..………
288
Word Building Activity ……………………………………….……….……………………………
299
Introducing the /w/ Sound ……………………………...………………………….……………
301
4
Table of Contents (cont inued) Unit 5 Introducing the /i/ Sound ………………………….…………………………………..…………
316
Introducing the /f/ Sound ……………………………...………………………………………… 328 The Blends……………………………...…………………………….………………………………
339
Word Building Activity ……………………………………….……….……………………………
340
Introducing the /y/ Sound …………………...…………...……………………………………… 342 Word Building Activity ………………………………………………………………..……………
352
Introducing the /c/ Sound ……………………………...……………………………..…………
355
Word Building Activity ………………………………………………………………..……………
366
Introducing the /k/ Sound ……………………………...……………………………..…………
368
Introducing the /ck/ Sound ……………………………...………………………………………
379
Introducing the /q/ Sound ……………………………...……………………………..…………
383
Introducing the /x/ Sound ……………………………...……………………………..….……… 387 Introducing the /z/ Sound ……………………………...……………………………..….………
394
Unit 6 Breaking the Code ………………………………….…………………………………..…………
404
The Short-Vowel Sounds ……………………………...………………………………..…………
405
The Long-Vowel Sounds ……………………………...………………………………..…………
406
The Vowel Patterns ……………………………………….……….………………….……………
407
New Sounds………………………………….……….…………………………………..….……… 415 Syllabication……………………..……………………...………………………………...………… 418
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6
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7
Introduction
Background Congratulations! You have purchased a superbly designed reading program created especially for emergent readers. This developmentally appropriate course will teach your child to read fluently in thirty or more structured, phonetic lessons based on modern reading theory. Its innovative guided practice approach will help your child learn to read with ease. The program offers explicit, systematic phonics instruction taught in a logical sequence. The alphabet is introduced in sets of four to six consonants and one vowel. Each letter is introduced individually, as the child learns the sound of the letter, its formation and its name simultaneously. (Links to online multimedia resources make the sounds of letters and words come alive.) As each new set of letters is introduced, it is added to those previously learned. Learners are taught to combine the consonants with the vowel sound, building and blending from individual letters to whole words and sentences. Next, a five-step decoding system is mastered so that readers can correctly sound out new words based on the most common vowel patterns. This is followed by introductions to the remaining forty-two sounds, including digraphs, diphthongs, and r-controlled vowels. Finally, a two-step syllabication technique is taught, enabling students to break words into syllables and apply the decoding skills they've learned to read words of any length. As students move through the logical sequence of the course, they experience learning success in incremental steps, becoming increasingly self-motivated as they receive continuous, positive reinforcement of previously learned skills.
8
While there are several alternate schools of thought regarding how to best teach beginning readers, the only constant we have found is that initiating instruction by teaching the alphabet creates, for at least some emergent readers, unnecessary confusion. Many beginning readers experience difficulty decoding words due to the strong association they form between letters of the alphabet and their corresponding names. For example, when such learners are presented with the word bat, the letters fail to trigger the anticipated response because what the child perceives as “bee-aye-tee” obviously sounds nothing at all like the desired: /băt/. Nonetheless, reading instruction for most American children still begins with the “Alphabet Song” sung to the tune of “Twinkle, Twinkle, Little Star,” so while this program teaches the sound, formation and name of the letters concurrently, we leave it to you as to whether or not you will begin instruction with your own child using the more traditional method, or focus instead on insuring that your son or daughter is first familiar with all of the sounds. However, in that we do not endorse the traditional approach, you will find that it is not incorporated in our system. Research has shown that phonemic awareness is the best predictor of reading success, so your learner will begin by practicing the identification and manipulation of individual phonemes to firmly establish familiarity with the foundational letter-sound relationships, with additional concepts progressing from simple to complex, each skill building upon the next until, by the end of the course, your child will be able to decode virtually any word, regardless of its length or complexity.
9
Helpful Hints
Teaching Tips Please note that when letters appear inside of slash marks / / you should pronounce their sounds and not their names. Also, when teaching the sounds of the consonants, probably the best way to demonstrate each phoneme is to have your learner listen to what it sounds like at the end of a word; then isolate it from the rest of that word, articulating it in its “purist” form. In other words, you need, as best you can, to ensure that you do NOT make the mistake of injecting the nonexistent vowel element “uh” after the consonant sound. For example, when pronouncing the sound of the consonant T, avoid saying “tuh!” The “uh” (schwa) sound is not a part of the sound, so pronouncing it in this manner can only serve to hinder the process of learning to read—making it much more difficult than it actually needs to be, with your child trying to sound out words like pat by uttering /pŭhă-tŭh/ instead of articulating it properly as /păt /. Moreover, your instinct may be to call the letters by their alphabetic names, but try to avoid this as much as possible. In this program, you are going to focus on the sounds of the letters. As already mentioned in the background information, the names of the letters and their sounds are almost always different, and mastering the names before the sound can often lead to unnecessary confusion. It will be easy enough to learn the “Alphabet Song” after your child knows all of the sounds. Each time you introduce a new letter/sound combination, point out the letter’s location on the Alphabet Sound Chart. Give your child the corresponding Letter Cards (pictured above) and have him or her keep it in a safe place to be reviewed on a daily basis. 10
Also point out the letter/sound combination on the vowel chart noting the key word for the sound. And finally, take every opportunity to prompt and praise your child. (As you are undoubtedly aware, the amount of time you will need to spend introducing each letter and sound will be totally dependent on your child’s individual ability. If your child experiences difficulty learning any particular letter, make a practice sheet or practice sheets for that letter modeled after the activities you will find on pages 16 and 17. SOUNDING OUT WORDS When the time comes to begin decoding, you may want to start initially by slowly sliding your finger under the letters, moving from left to right, elongating each sound without stopping in between to make sure your child recognizes each individual symbol in a given word. Then go back and slide your finger under the word faster, reading the sounds a bit more quickly to approximate normal speech. After that, ask your child to read the same way. When your child reads correctly without stopping in between, the resulting sound should be very close to the way the word is normally read. Though this procedure may seem a bit cumbersome at first, you will soon recognize how effective it is. NOTE: In that the program builds in plenty of practice and review, there are some exercises following the intial introduction of a given sound or word which you may consider optional. Feel free to exercise your own discretion in deciding what, and what not, to use. FINAL THOUGHT Teaching someone how to read is a very rewarding and satisfying experience, and this is a book that starts simple, is easy to use (most of the pages are scripted) and reinforces key concepts so that you and your child can maximize every moment.
11
Concepts About Print
Reading Readiness IDENTIFYING WORDS IN SENTENCES One of the first steps in understanding language is the ability to tell one word from another. The ability to identify individual words within a sentence precedes the ability to identify individual sounds within a word, so you may wish to provide your child with practice using an activity called “Froggy.” FROGGY Place lily pads you cut out from green construction paper on the floor. Direct your child to hop from one lily pad to the next for each word in the sentence (that you make up). Instruct your learner to make sure to count how many times he or she hops. HOW MUCH IS THIS SENTENCE Another fun activity is: “How Much Is This Sentence?” Say: “I'm going to give you real (or play) pennies. Then I’m going to say a sentence and have you count the number of words in that sentence to see how much the sentence is worth. Each word is worth one penny, and I want you to figure out how much the whole sentence is worth by counting the words. Listen to the number of words I say in the sentence and count them. The sentence is…” If your learner comes up with the correct number of pennies, he or obviously counted the words accurately. AURAL SEGMENTATION Given that a phoneme is the smallest unit of sound, you will want to help your learner be able to hear and identify those sounds and how they affect words. (It will be easier for your child to read if he or she is able to hear, identify, and separate individual sounds.) To help your child develop the ability to hear these individual sounds, you might give him or her different colored sponges or construction paper cut into small squares. When you say a word, ask you child to listen for the individual sounds within the word, and to pull down one colored square for each sound heard. 12
After your learner gets good at this, you might suggest using a separate color for the vowels. Also, if a consonant sound is repeated, as in the word “dad,� you can suggest pulling down the same color for the sounds that are alike.
13
U N IT 1
14
The Short-A Sound
Lesson 1
15
Identifying Sounds
Lesson 1a
Introducing the /ă/ Sound
a Today is the day we're going to begin learning how to match letters to their sounds so that you can read words. Have you ever thought about the fact that words are really just sounds? And the neat thing about the sounds in our language is...each one has one or more symbols that stand for it. We call these symbols letters! When letters are printed on paper, they tell us what sounds to make with our voices. We call that reading! So, let’s start reading! We’ll begin with a really good sound to help us read words. The sound this letter makes is /ă/.
16
Did you hear that sound? (Wait for a response.) Great, listen carefully as I make it again. Then I'm going to ask you to repeat it after me. /ă / Now you say it… Super! We hear the sound /ă / at the beginning of certain words, like: am, an, as, at, and ax. You can also hear it in the middle of words like: cat, bat, and mat. The letter that stands for the sound /ă / looks like this:
So, when you see this symbol, you know to make the sound /ă /. Reading out loud will help you to remember the sounds of all the letters, so let’s practice reading /ă/…
17
Identifying Sounds
Activity 1b Reading from Left to Right When we read, all we're doing is making the sound that each symbol tells us to say. For example, look at this line of letters. I’m going to say the sound of the letters that are placed close together, one right after the other. But I’m going to stop, and be quiet for just a moment, between the groups of letters separated by a space, like this...
Now this time, I want you read too. Each time I point to a group of letters, I need you to make the sounds along with me. Are you ready? Okay, let's go.
That’s wonderful. You’re learning how to connect sounds to their letters so that you will be able to read words! And now it’s YOUR turn. I want you to read this next line all by yourself. Are you ready? Okay, go ahead and read.
18
Variations Optional Activities: •
Dictate the sounds to your learner, who then points to the letters as you say them.
•
Point to the letters while your pupil reads the sounds.
•
Have you child write the letters, and pronounce them as he or she does so.
•
Dictate “sentences” (like the ones on the previous page) a single “word” at a time, and have you learner write each “word” as you recite it.
•
Instruct your learner to make up his or her own “sentences,” uttering each “word” as he or she writes it down on paper.
•
Take turns with your student writing original “sentences” without uttering any sounds, and then hand the sentence to the other person to read what was written aloud.
(These supplemental activities can be used in the future with any letter or sound needing additional reinforcement.) 19
Identifying Sounds
Activity 1c Another look for the /ă/ Sound
a Sometimes the symbol for /ă /is printed like this.
It looks a little different, but it still makes the same sound: /ă / Now it’s time to practice finding the symbol for /ă /. I’m going to show you a page with different letters on it, and each time you see the symbol for /ă /, I want you to circle it with your pencil and also make the sound /ă /. Are you ready? Okay, let's go.
20
Identifying Sounds
Lesson 1d Find the /ă/ Sound
a
v
c
s
x
a
s
z
s
c
v
a
Say: Circle the letter in each row that says /ă/ and make the sound /ă/ as you circle it. 21
Identifying Sounds
Lesson 1e Find the /ă/ Sound
x
a
s
v
o
c
d
a
b
a
s
d
Say: That was very good! Now once again, I want you to circle the letter in each row that says /ă/ and make the sound /ă/ as you circle it. 22
Practicing Manuscript
Handwriting / Activity 1f Super! Writing the letters will also help you to recognize them when you see them. So, let’s learn how to write /ă / on paper. When we write letters, we usually write them between lines that look like this. (Display page 25.) We call paper that has these kinds of lines handwriting paper. Here is a sheet just for you. Now how you sit is very important in writing letters neatly, so make sure you’re sitting straight with both feet flat on the floor. The position of your paper is important too. Tilt it (at a 45 degree angle) toward the writing-hand side of your body so that it almost matches the position of your writing hand's forearm, like this (demonstrate). We will be concentrating on three things: 1. How to make each letter 2. The size of the letters 3. And how much space to leave between words But, we will only concentrate on one thing at a time, starting with how to make each letter. Let’s begin by learning /ă /’s starting and stopping points. To do that, the first thing we will do is trace over the letter with an index finger… Okay, now I think we are ready to write /ă / using a pencil.
23
How you hold the pencil is another one of the important things that can help you to practice good handwriting. So, you should hold the pencil close to the writing tip with your thumb and index finger, like this… Your middle finger should be curved under the pencil, so that the pencil is resting lightly on the area between its tip and first knuckle. Your fourth finger and pinky should be curved in toward your palm.
(When your child begins to write words, the space between each should always be about the same. He or she can place a pinky finger between words to measure the correct distance. Also, this is the only model for a handwriting lesson that this book will provide, but please note that free handwriting paper, tips and worksheets for a variety of grades and skill levels can be found at the following URLs.) • http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html 24
Practicing how to write the letters will help you to remember them better, so let’s learn how to write the symbol for /ă /. The symbol that says /ă / is called “A.” But, even though the name of the letter is “A,” /ă / is the sound that it makes in many words. When we write letters, we usually draw them between lines that look like this:
To write the letter A, start at the dashed line that is half way between the two solid blue lines.
Use your pencil to begin drawing a line that curves down and to the left.
Continue drawing the line until it begins to curve back to the right.
By the time you touch the bottom line, you should have drawn a half circle.
Now begin to curve up and to the right.
As you head near the middle, begin going back to your starting point to the left.
Form a complete circle by closing the curved line.
For your second stroke, return to the dashed line half way between the solid blue lines.
Draw a vertical line the drops straight down and touches the right side of the circle you drew.
Continue drawing the straight vertical line until it touches the solid blue line on the bottom.
25
About Capitals
Capitalization Capitalize the 1st Word in a Sentence You may wish to begin familiarizing your learner with uppercase, as well as lower-case, letters. If so, you might say something like… It won’t be too long before you start to put several words together to write complete thoughts. We call that—a sentence—and sentences begin with a special kind of letter called a “capital letter.” You see, each letter in the alphabet can me written in two (different) ways: lower case and upper case. So far, you have only learned how to write a lower-case letter. But now, let’s begin learning how to write using upper-case letters too. Upper-case letters are also called capital letters, and when a group of words form a complete thought, they begin with a capital letter. The letter you just learned to write is called “lower case A,” So, now you are going to learn how to write a capital A. Then, when it is time to start writing sentences, you will know how to begin them correctly—using capital letters.
26
Remember, the symbol that says /ă / is named “A,” but /ă / is the sound that it makes in many words. So, we will say the /ă / sound as we finish each letter. (A ready-to-print handwriting practice sheet is provided on page 28.)
To write a capital A, start from the solid blue line at the top.
Begin drawing a diagonal line that slants down and two the left.
Continue past the dashed line half way down.
Keep going until you have reached the sold blue line at the bottom.
For your second stroke, return to the solid blue line at the top and begin drawing a line the slants down and to the right.
Continue approaching the dashed line half way down.
Pass the dashed line.
Keep going until you have reached the sold blue line at the bottom.
For your third and final stroke, start from the diagonal line on the left and begin drawing a horizontal line a little belowthepink dashed line.
Continue from left to right.
27
Keep going until you have reached the diagonal line on the left.
About Capitals
Capitalization Capitalize Names There are some names that have the /ă/ sound in them. For example, the name Ann begins with the sound /ă/. But, when we write names, we always begin them with a capital letter, just like we do at the beginning of a sentence. So, the name Ann looks like this…
Ann
Practice will help you remember the letters. So, let’s practice writing upper and lower case A and syaing the /ă / sound as we finish each letter.
(A printable handwriting practice sheet is provided on the next page for your convenience.)
28
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_____________________________________________________________________________________________________ 29 _____________________________________________________________________________________________________
Letter Recognition
Lesson 1g
Sometimes /ă/ May Look Like This
a a a
a
Say: Three of these examples look a little different from the way /ă / looked before, but it’s still the same letter, and it still makes the same sound: /ă /. I’m sure you’ll have no problem at all recognizing it. But even so, it is important to make sure you can identify the letter, no matter the style in which it is written, so let’s practice!
30
Letter Recognition
Lesson 1h Which Says /ă/?
o d c
d a q
p
a
b
o
a
d
Say: Circle the letter in each row that says /ă/ and say the sound /ă/ as you circle it. 31
Letter Recognition
Lesson 1i
Which Is Different?
d
a
a
a
a
a
d
a
a
d
a
a
Say: That was great. Now I’d like for you to cross out the letter in each row that does NOT say /ă/. (Point out distinguishing features if necessary.) 32
Identifying Sounds
Lesson 1j
Finding Sounds in Words
shack graph actor Say: The sound you learned is in many words. This is the word _______. Find the /ă/ in _______ and circle it, saying the sound as you do. (Repeat) 33
Identifying Sounds
Lesson 1k
Find the Word with the Sound
in
cat
set
pot men ask tan bug sip Say: That was awesome! Again, the sound you learned is in many words, so let’s find it. Please circle the WORD in each row that has the sound /ă/. 34
Identifying Sounds
Lesson 1l
Find the Word with the Sound
sun pat win ant sob odd dot ten asp Say: Great! Now I’d like for you to circle the word in each row that has the /ă/ sound again. 35
Identifying Sounds
Activity 1m Sounds in Words The sound you just learned is in many other words too. Let’s find it. Circle the /ă / in clap.
clap Great! That's the /ă / in clap. Now, circle the /ă / in apple.
apple That’s super! You found the /ă / in apple. Okay, circle the /ă / in ramp.
ramp Wonderful! That's the /ă / in ramp. Now, circle the /ă / in flaps
flaps Yeah! That's the /ă / in flaps. You really know how to find that sound in words! 36
Now circle the sound you just learned in this word.
scrabble Good! That's the /ă / in scrabble.
And finally, circle the sound you learned in this last word.
quack Fantastic! That's the /ă / in quack. You did a great job finding sounds in words!
37
Identifying Sounds
Activity 1n More Sounds in Words Say: Now I want you to circle every /ă /, and nothing else. See how many you can circle in ten seconds. Get as many as you can. Say the sound /ă / each time you circle it. Ready…begin.
clasp
pact
sap
pal
pass
lap
clack
pat
pants
stack
scraps
Okay…stop.
38
Name: _________________________________________
Sound/Letter Search
Lesson 1o DIRECTIONS: Look carefully at each word on this page. Find the words that have the letter which says /ă / at the beginning, in the middle, or at the end of the word. Circle every /ă /you find, but nothing else. If a word does not have the /ă / sound, skip it. Find as many as you can. You may begin.
mop
man
sag
cab
slant
nasty
red
anthem
send
camp
pig
axe
tab
grant
sassy
answer
fan
punt
candy
angry
wrap
39
Identifying Sounds
Activity 1p The sound /ă / is called a short vowel sound. There are five short vowel sounds altogether. The other four short vowel sounds are /ĕ/, /ĭ/, /ŏ/, and /ŭ/ Vowels mainly tell us what to do with our vocal cords. Vocal cords are the things that vibrate in our throats to make sounds. Put your hand on your throat and go “baaaaaa,” like a lamb. Yeah! Could you feel the vibration (movement) in your throat? Well, all vowels make your throat vibrate like that. Another thing that all vowels can do is stretch out their sounds. Here, let me show you how I can make the /ă / sound much longer.
(Demonstrate by elongating the short-A sound and holding it.)
Go ahead, you try it. Yeah! All vowels can do that too. To help us remember the sound of short-A, we’re going to learn a song that goes with it. (Teach the short-A song.) You can find the short-A song demonstrated at… http://www.starfall.com/n/level-k/song-sa/load.htm?f
40
Identifying Sounds
Lesson 2
41
Identifying Sounds
Activity 2a
Introducing the /t/ Sound
t Say: Yesterday we learned the symbol for the sound /ă/. Only, /ă/ doesn't mean anything all by itself. However, sounds that do mean something we call words, and today you're going to learn the symbol for a new sound that we can put together with /ă/ in order to make our first word: /ăt/. The sound this letter makes is /t/. We hear that sound at the beginning of certain words, like: toy and top. You can also hear it at the end of words like: hat and sit Listen carefully as I make the sound again: /t/ Can you make that sound? Yeah, that was great!
42
Variations Optional Activities: You may (or may not) wish to provide your learner with practice activities like those described on pages 16 and 17.
43
Identifying Sounds
Activity 2b
Find the /t/ Sound
t
l
d
a
i
a
t
z
s
t
v
f
Say: Circle the letter in each row that says /t/ and say the sound /t/ as you circle it. 44
Identifying Sounds
Activity 2c
Find the /t/ Sound
x
t
s
l
j
k
v
t
z
t
f
d
Say: Super! Now circle the letter in each row that says /t/ again and remember to make the sound /t/ as you circle it. 45
Practicing Manuscript
Handwriting / Activity 2d Now let’s learn how to write /t / on paper… Roughly follow the same handwriting routine as established back on pages 22 through 28. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the normal way to write /t / on paper, we are going to look at some variations.
46
Letter Recognition
Activity 2e
Sometimes /t/ May Look Like This
t
t
t
t
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /t/. I’m sure you’ll have no problem at all recognizing it. But even so, it is important to make sure you can identify the letter, no matter the style in which it is written, so let’s practice!
47
Letter Recognition
Activity 2f
Which Says /t/?
t l k
l i t
f
j
t
f
f
l
Say: Circle the letter in each row that says /t/ and say the sound /t/ as you circle it. 48
Letter Recognition
Activity 2g
Which Is Different?
f
t
t
t
t
t
l
t
t
1
t
t
Say: Now I’d like for you to cross out the letter in each row that does NOT say /t/. (Point out the distinguishing features if necessary.) 49
Identifying Sounds
Activity 2h
Finding Sounds in Words
stack graf t actor Say: The sound you learned is in many words. This is the word _______. Find the /t/ in _______ and circle it, saying the sound as you do. 50
Identifying Sounds
Activity 2i
Find the Word with the Sound
in
can
set
pot men ask tan bug sip Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /t/. 51
Identifying Sounds
Activity 2j
Find the Word with the Sound
sun pat win ant sob odd dot hen asp Say: Now I’d like for you to circle the word in each row that has the letter which says /t/ again. 52
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 2k DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter which says /t/ at the beginning, in the middle, or at the end. Circle every /t/ you find, but nothing else. Find as many as you can. You may begin.
top
mat
sat
cat
slant
nasty
red
after
tend
camp
tip
axe
tab
grant
task
answer
fat
punt
candy
angry
wrap
53
Identifying Sounds
Lesson 3
54
Identifying Sounds
Activity 3a
Introducing the Word /ăt/
at Directions You already learned the symbols for the sounds /ă/ and /t/. Only, those sounds don’t mean anything all by themselves. Sounds that do mean something, we call words, and today you're going to put /ă/ together with /t/ in order to make our first word: /ăt/. /ă/ and /t/ together say /ăt/. Listen as I say the sound again: /ăt/ Now it’s your turn. Point to the letters and say the sound /ăt/. Yeah, that was great!
55
Decoding Words
Sounding Out Words - Activity 3b Alright! Now we are ready to learn how to sound out words. We’ll practice beginning with the word /ăt/. Watch and listen carefully. To sound out a word, I say each sound as my finger slides under each letter. Then, I say the whole word fast. Like this... (Use the previous page to demonstrate how to sound out words by slowly pronouncing the initial, medial (none in this case), and final sounds while carefully blending them together. Then repeat the pronunciation in a normal manner.) Watch and Listen again. I’ll say each sound for as long as my finger points to it. Then, I’ll say the word again—fast. (Demonstrate once more, as described on page 11.) Now it’s your turn to sound it out. Say each sound for as long as your finger is under it. Then say the whole word fast…
That’s super! Like I said, many words have the sound /ăt/. So, now would be a good time to practice finding it. But, let’s practice writing it first.
56
Practicing Manuscript
Handwriting / Activity 3c Let’s practice writing /ăt / on paper… Roughly follow the same handwriting routine as established on pages 22 through 24. When finished, Say: Very good! So, if we want to write the word “at” we have to write the letter for the sound /ă/ and then write the letter for the sound /t/ right next to it because these are the letters that stand for the sounds in the word “at.” Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
57
Identifying Words
Activity 3d
Find the Word /ﾄフ/
at st al ad et sl ah at ao at ot al Say: Look carefully at each line of letters. Every time you see the word /ﾄフ/, circle it. Also, say its sound each time you circle the word. 58
Identifying Sounds
Activity 3d
Find the Word /ﾄフ/
st ah ai at at et al st ot at et ct Say: Again, look carefully at each line of letters, and every time you see the word /ﾄフ/, circle it. Also, say its sound each time you circle the word. 59
Reviewing Sounds
Activity 3e
Find the Sound: /t/
ai
t
al
at
a
ah
t
at
a
a t ot
Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /t/, and nothing else. Say /t/ as you circle the letter or 60 letters.
Reviewing Sounds
Activity 3e
Find the Sound /ă/
ai
t
al
at
a
ah
t
at
a
a t ot
Say: Now look carefully at these lines of symbols. Circle the letter or letters in each row that say /ă/, and nothing else. Say /ă/ as you circle the letter or 61 letters.
Reviewing Sounds
Activity 3e
Find the Sound: /ﾄフ/
al
t
at
at
a
ah
t
at
a
a t ot
Say: Again, look carefully at each line of symbols and circle the letter or letters in each row that say /ﾄフ/. And don窶冲 forget to say /ﾄフ/ as you circle 62 the letter or letters.
Name: _________________________________________
Identifying Sounds
Sound/Letter Search - Activity3f DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letters which say /ﾄフ/ at the beginning, in the middle, or at the end. Circle every /ﾄフ/ you find, but nothing else. Find as many as you can. You may begin.
bat
mat
grab
slats
slab
satin
atom
data
vats
spat
chat
axe
tab
at
patent
atlas
bat
bunt
candy
patio
stats
63
Identifying Sounds
Lesson #4
64
Identifying Sounds
Activity 4a
Introducing the /b/ Sound
b Say: Yesterday you learned that when we put the sound /ă/ together with the sound /t/, we make our first word: /ăt/. Well, today we are going to learn a new sound that will enable us to make two more words. The sound this letter makes is /b/. You can hear it at the beginning of words like: ball, boy and box. You also hear it at the end of words like: job and tab. Listen carefully while I make the sound again: /b/ Can you make that sound? 65
Identifying Sounds
Activity 4b
Find the /b/ Sound
a
l
o
b
b
c
e
z
p
t
b
f
Say: Super, Now I want you to circle the letter in each row that says /b/ and say the sound /b/ as you circle the letter. 66
Identifying Sounds
Activity 4b
Find the /b/ Sound
q
t
b
a
c
k
e
b
o
b
f
d
Say: Again, circle the letter in each row that says /b/ and make the sound /b/ as you circle the letter. 67
Practicing Manuscript
Handwriting / Activity 4c Let’s practice writing /b / on paper… Roughly follow the handwriting routine established on pages 22 through 28. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
When finished with practicing handwriting, you might say something like… Now that you know the standard (or normal) way to write both a capital and lower-case B, we are going to look at some different variations.
68
Letter Recognition
Activity 4d
Sometimes /b/ May Look Like This
b
b b
b
Say: Each of these looks a little different from the way /b/ looked before, but it’s still the same letter, and it still makes the same sound: /b/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
69
Letter Recognition
Activity 4e
Which Says /b/?
b a l
a q b
p
o
b
e
c
a
Say: Circle the letter in each row that says /b/ and say the sound /b/ as you circle the letter. 70
Letter Recognition
Activity 4f
Which Is Different?
a
b
b
b c
b
b
b
b
p
b
b
Say: Now I’d like for you to cross out the letter in each row that does NOT say /b/. 71
Identifying Sounds
Activity 4g
Finding Sounds in Words
crabs rob back Say: The sound you learned is in many words. This is the word _______. Find the /b/ in _______ and circle it, saying the sound as you do. 72
Identifying Sounds
Activity 4h
Find the Word with the Sound
in
cab
set
pot men bat ban bug sip Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /b/. 73
Identifying Sounds
Activity 4h
Find the Word with the Sound
bun pat win ant sob odd dot hen tab Say: Now I’d like for you to circle the word in each row that has the letter that says /b/. 74
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 4i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /b/ at the beginning, in the middle, or at the end. Circle every /b/you find, but nothing else. Find as many as you can. You may begin.
band
mat
grab
crab
slab
back
bed
bask
bend
camp
bit
axe
tab
grant
sassy
answer
bat
bunt
candy
lab
rob
75
Word Building
Making a “Pocket” for Strips This program uses word building activities that provide practice with encoding words through phoneme manipulation and substitution. To make the “pocket” for holding the Letter Strips (see page 76) begin by “valley folding” an 8½ × 11 inch sheet of card stock in half. Then “mountain fold” the top ¼ of the paper down (as illustrated below) and staple, tape or glue the ends. (The end result is pictured on the next page.)
If you choose to make the Letter Strips for phoneme manipulation by printing two copies of the “back” side of the template (which has the guide lines) and then printing the other pages (the “front” sides with the letters), on the reverse side of the same two sheets, you will then be able to cut out the strips accurately with no visible lines on the front side of the finished product. 76
Phoneme Manipulation
#
Word Building Activity 1
Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Obtain the a and t Strips and Say: Now I’m going make the word /ăt/ using these two sounds. Use the phoneme manipulation pocket and the Letter Strips in a manner similar to that indicated below, and Say:
77
Encoding Words
Word Building Activity #1
Forming Words with a, t, and b The sound I hear at the beginning of the word /ăt/ is /ă/. And the sound I hear next is /t/. Together, they say /ăt/. And like I said before, many words have the sound /ăt/ in them, which is really two sounds. In fact, most words have at least three sounds: A beginning sound, a middle sound, and an ending sound. Let’s see if I can make another word that has /ăt/ in it. Look at this. If I add /b/ as a new beginning sound to the word /ăt/, I get the word /băt/.
78
Encoding Words
Word Building Activity #1
Forming Words with a, t, and b That was kind of cool, but I have another idea. Watch this. What if I switch the beginning sound with the ending sound? Look. If I do that, I can use these very same letters to change the word /bﾄフ/ into the word /tﾄッ/.
That was kind of neat, huh?
79
Phoneme Manipulation
#
Word Building Activity 2 1.
Hand the Letter Strips for a, t and b to your learner and Say:
2.
Now it’s your turn.
3.
See if you can make the word /ăt/ using the sounds /ă/ and /t/.
4.
Very good! What sound do you hear at the beginning of the word /ăt/?
5.
Excellent! And what sound do you hear next?
6.
That’s great.
7.
Now, most words have at least three sounds…a beginning sound, a middle sound, and an ending sound.
8.
Can you add a beginning sound to /ăt/ in order to change the word to /băt/?
9.
Wonderful! Now can you use those very same letters to change the word /băt/ into the word /tăb/?
10. Cool! What sound do you hear at the beginning of /tăb/? 11. Yeah! And what sound do you hear at the end of /tăb/? 12. Great! And finally, what sound do you year in the middle of /tăb/? 13. That was awesome! 80
Sight Words
Lesson 5
81
Sight Words
Activity 5a
Introducing Sight Words
the Say: Wow! You know how to join sounds to make new words. Now you are almost ready to read sentences. A sentence is a group of words that expresses a complete thought. But, before you can read sentences you will need to learn how to read a special group of words, some of which cannot be sounded out. They are called “sight words.” Once you begin reading sight words, you will be able to start reading sentences. That makes sight words very important. But, unlike the words you’ve learned to read so far, when you read sight words you don’t sound out each letter. Instead, you learn how to read the whole word all at once. It’s almost like the whole word makes one sound. So, let’s read our first sight word. It’s the word “the” and it looks like this. Point to “the” and read the word as you point to it. 82
Sight Words
Activity 5b
Finding the Word
this the tin t wo out the the she but Say: Perfect! Now circle the word “the” in each row of symbols and read the word as you circle it. 83
Sight Words
Activity 5b
Finding the Word
the get but tin she the the two out Say: That was excellent. Now do the same thing here. Circle the word “the� in each row of symbols and read the word as you circle it. 84
Sight Words
Teaching Sight Words In the future, all sight words will be introduced using flashcards. The goal of teaching sight words is to provide your child with repetitive exposure to common words so that he or she can easily recognize the words in text. Sight words are vital for fluency and comprehension and should be recognized and read without hesitation! Never let your learner guess at a sight word. If your child guesses a word wrong, it will take longer to learn it. If he or she hesitates, give the length of time it takes you to count 1, 2, 3 slowly to yourself, then say the word for your learner. INSTRUCTIONAL PROCEDURE Teach no more than five to six sight words at a time. Cut the words apart and arrange the cards in order. (Write the number of its group on the back of each card.) 4
Group the words in order, about five at a time (modify the amount of words to be introduced depending on the ability of your child). Do not ask your reader to try to sound them out. Rather, establish a routine similar to the one outlined on the next page. Carry out the procedure with five previous sight words that need to be reviewed, and five new sight words. When your child has almost learned the words, switch roles and have your learner be the teacher, saying the word card that you are to pick up (see page 85). You should continue this activity long enough for your child to learn the words, but he or she should always pick up the cards and say the words on them at least three times during the activity to maximize the likelihood of remembering them. Repeat these activities each day until all sight words are read without hesitation.
85
Sight Words
Model Activity
High Frequency Words I'm going to say each word as I lay its card on the desk in front of you and I want you to repeat the word after me.
the
After that I will mix the cards again, lay them back on the table, and then ask you to pick up each one as I say it. When you pick up the one I ask, say the word and lay its card down in front of you… (end of first activity).
Now I'm going to mix together eight or twelve word cards and lay them face up on the table in four columns. (You may have to start with just four cards in the beginning). Then I'm going to make an imaginary little man with my index and middle fingers and place him at the edge of the table so we can have a race to see who can get the most words. I will say a word, then you see if you can get it before my little man does. Now, let’s both placed our hands on the edge of the table. Are you ready…
I
a 86
Sight Words
Sight Word Games Of course, when playing the game on the previous page you will need to hesitate so that your child's little man reaches the words first. The game will also allow you to gently correct your child’s errors. If your learner obtains the wrong card, and your little man continues on to obtain the correct one, you can award yourself the point so your child recognizes he or she made a mistake. Use the activities below as alternates to maintain interest and excitement by varying your instructional approach. LETTER SCRAMBLE Write sight words on 3 x 5 cards. Cut the letters apart and have your child unscramble the letters to form the words. 4
FILL IN THE BLANKS Write a short sentence with a blank space for the sight word. Then This time, write the word in the blank and read the sentence aloud. 4
WORD SEARCH Create a word search by writing a long string of letters and asking your child to circle the hidden sight word (or words) among the sequence. Make sure the letters are sequenced from left to right. 4
BINGO/DOMINOES Create a sight word bingo game or site word dominoes. 4
SHADOW WRITING Provide visual, auditory and kinesthetic practice by having your learner write the words in the air while saying them to you aloud. 4
Save the sight word cards and review them each day! (You probably won’t finish teaching sight words until the second or third grade.)
87
Applied Skills & Concepts
Guided Practice At the end of most units and certain selected lessons, your child will be given the opportunity to apply the information that he or she has learned, including the recognition of new sight words, by reading a small group of phrases and/or sentences. You may wish to create additional sentences that you feel would be appropriate for your learner based on the sight words that you have introduced up to that point. With a little extra effort, you may even be able to construct simple little stories. For the sentences that follow, your child will need to have been familiarized with the following sight words: the and a.
Say: Now that you've learned your first sight words, I bet you are ready to begin reading sentences. The words you will be reading next are not exactly sentences, but they are very close. If you don’t know a word, please do not guess. Instead, sound out the word as best you can. If you still cannot read the word, I will help you, but remember, don't guess. Now, let’s practice reading sentences. What does this sentence say…
88
Reading Practice Skill Application: a bat
a tab
a bat at the tab
Wow! You did a great job reading sentences. 89
Identifying Sounds
Lesson #6
90
Identifying Sounds
Activity 6a
Introducing the /n/ Sound
n Say: The sound this letter makes is /n/. We hear the sound /n/ at the beginning of certain words, like: now, nine and nice. You can also hear it the end of words like: man and in the middle of words like banana. Listen carefully as I make the sound again: /n/ Now YOU make the sound?
91
Identifying Sounds
Activity 6b
Find the /n/ Sound
a
l
n
b
n
c
m
z
p
u
b
n
Say: Circle the letter in each row that says /n/ and say the sound /n/ as you circle the letter. 92
Identifying Sounds
Activity 6b
Find the /n/ Sound
q
t
n
a
a
u
e
n
n
b
f
m
Say: Great! Now circle the letter in each row that says /n/ again, and say the sound /n/ each time you circle the letter. 93
Practicing Manuscript
Handwriting 6c Now let’s learn how to write /n/ on paper… Roughly follow the same handwriting routine as established on pages 22 through 28 and encourage your learner when finished. Very Good! Remember that free handwriting paper, tips and worksheets for a variety of grades and skill levels can be found at the following URLs.) • http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know how to write both a capital /n / and small /n/ on paper, we are going to look at some variations.
94
Letter Recognition
Activity 6d
Sometimes /n/ May Look Like This
n
n n
n
Say Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /n/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
95
Letter Recognition
Activity 6e
Which Says /n/?
b n a
p
n
h
m
n m
u
u v
Say: Circle the letter in each row that says /n/ and say the sound /n/ as you circle it. 96
Letter Recognition
Activity 6f
Which Is Different?
u
n
n
n m
n
n
n
n
n
h
n
Say: Now I’d like for you to cross out the letter in each row that does NOT say /n/. (Point out distinguishing features if necessary.) 97
Identifying Sounds
Activity 6g
Finding Sounds in Words
snap ran not Say: Say:the sound you learned is in many words. This is the word _______. Find the /n/ in _______ and circle it, saying the sound as you do. 98
Identifying Sounds
Activity 6h
Find the Word with the Sound
in
cab
set
pot men bat ban bug sip Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /n/. 99
Identifying Sounds
Activity 6h
Find the Word with the Sound
bus pat win ant sob odd dot hen tab Say: Now I’d like for you to circle the word in each row that has the letter that says /n/ again. 100
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 6i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /n/ at the beginning, in the middle, or at the end. Circle every /n/ you find, but nothing else. Find as many as you can. You may begin.
band
man
grand
crab
snack
ants
bed
bask
bend
can
bin
axe
tan
grant
fan
answer
ban
bunt
candy
nab
not
101
Identifying Sounds
Lesson 7
102
Blending Sounds
Activity 7a
Introducing the Word /ăt/
an Say: You already learned the symbols for the sounds /ă/ and /n/. Only, those sounds don’t mean anything all by themselves. Sounds that do mean something, we call words, and today you're going to put /ă/ together with /n/ in order to make the word: /ăn/. /ă/ and /n/ together say /ăn/. Listen as I say the sound again: /ăn/ Now it’s your turn. Point to the letters and say the sound /ăn/. Yeah, that was great!
103
Practicing Manuscript
Handwriting / Activity 7b Now let’s learn how to write /ăn/ on paper… Roughly follow the same handwriting routine as established back on pages 22 through 24. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know how to write /ăn/ on paper, let’s practice finding it.
104
Identifying Sounds
Activity 7c
Find the Word /ﾄハ/
am an al ad au on an at an am to on Say: Look carefully at each line of letters. Every time you see the word /ﾄハ/, circle it. Also, read the word /ﾄハ/ each time you circle it. 105
Identifying Sounds
Activity 7c
Find the Word /ﾄハ/
an am ai at am on an at ot at et an Say: Yeah! Again, look carefully at each line of letters. Every time you see the word /ﾄハ/, circle it. Also, say its sound each time you circle the word. 106
Reviewing Sounds
Activity 7d
Find the Sound: /n/
u m n am am n u m m u am n Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /n/, and nothing else. Say /n/ as you circle the letter or 107 letters.
Reviewing Sounds
Activity 7e
Find the Sound /n/
ai
o
al
d
a
p
a at
b am a at Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /ă/, and nothing else. Say /ă/ as you circle the letter or 108 letters.
Reviewing Sounds
Activity 7f
Find the Sound: /ﾄハ/
an m at a at
a
an
t
t
an
a
at
Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /ﾄハ/. Say /ﾄハ/ as you circle the letter or letters. 109
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 7g DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letters that say /ăn/ at the beginning, in the middle, or at the end. Circle every /ăn/ you find, but nothing else. Find as many as you can. You may begin.
van
banter
satin
man
slant
pants
ant
ham
vats
spat
chance
plant
tab
an
scan
answer
brand
rant
plan
fan
stand
110
Phoneme Manipulation
Word Building Activity Words with a, b, n and t 1.
Organize the Letter Strips in alphabetical order using only the sounds learned thus far (listed above). Make the Letter Strips available to your learner and Say:
2.
See if you can make the word /ăn/ using the sounds /ă/ and /n/.
3.
That’s great.
4.
Now, most words have at least three sounds…a beginning sound, a middle sound, and an ending sound.
5.
Can you add a new ending sound to the end of /ăn/ in order to change the word to /ănt/?
6.
Wonderful! Now can you use those very same letters to change the word /ănt/ into the word /tăn/?
7.
Cool! Now see if you can substitute a beginning sound to change /tăn/ into /băn/.
8.
Alright! What sound do you hear at the beginning of /băn/?
9.
Yeah! And what sound do you hear at the end of /băn/?
10. Great! And finally, what sound do you year in the middle of /băn/? 11. Wow! You learned today’s lesson really well. 111
Applied Skills & Concepts
Guided Practice That was really good! And I bet you are ready to read even more new sentences now. If you don’t know a word, please do not guess. Instead, sound out the word as best you can. If you still cannot read the word, I will help you, but remember, don't guess. Now, let’s practice reading more sentences.
What does this sentence say…
112
Reading Practice
Lesson 7h Applying Skills an ant
a tan ant
the tan ant at the bat
a bat at the tab
the tan bat 113
U N IT 2
114
Identifying Sounds
Lesson 8
115
Identifying Sounds
Activity 8a
Introducing the /ĕ/ Sound
e Say: Here is our second vowel sound! It is another really good sound to help us read words. The sound this letter makes is /ĕ/. Listen carefully as I say the sound again: /ĕ/ You hear /ĕ/ at the beginning of words like: elephant and egg, and in the middle of words like: leg. Listen carefully as I make the sound one more time: /ĕ/ Can you make that sound?
116
Identifying Sounds
Activity 8b
Find the /ĕ/ Sound
a
v
e
s
x
e
s
z
s
c
v
e
Say: Circle the letter in each row that says /ĕ/ and say the sound /ĕ/ as you circle it. 117
Identifying Sounds
Activity 8b
Find the /ĕ/ Sound
o
e
s
c
o
c
e
a
e
a
g
d
Say: Circle the letter in each row that says /ĕ/ and say the sound /ĕ/ as you circle it. 118
Practicing Manuscript
Handwriting / Activity 8c Now let’s learn how to write /ĕ/ on paper… Roughly follow the same handwriting routine previously established and then transition to the next activity. …Now that you know the way both capital and lower-case E are normally written, let’s take a look at some of the other ways /ĕ/ sometimes appears.
119
Letter Recognition
Activity 8d
Sometimes /ĕ/ May Look Like This
e e e
e
Say: Each of these examples looks a little different from the way /ĕ/ looked before, but it’s still the same letter, and it still makes the same sound: /ĕ/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
120
Letter Recognition
Activity 8e
Which Says /ĕ/?
o e c
e a q
p
a
b
o
a
e
Say: Circle the letter in each row that says /ĕ/ and say the sound /ĕ/ as you circle it. 121
Letter Recognition
Activity 8f
Which Is Different?
c
e
e
e
e
c e
e
e
o
e
e
Say: This time, cross out the letter in each row that does NOT say /Ä•/. 122
Identifying Sounds
Activity 8g
Finding Sounds in Words
speck eggs slept Say: The sound you learned is in many words. This is the word _______. Find the /Ä•/ in _______ and circle it, saying the sound as you do. 123
Identifying Sounds
Activity 8h
Find the Word with the Sound
in
cat
set
pot men ask tan beg sip Say: Like I said, the sound you learned is in many words. But this time, please circle the word in each row that has the letter that says /Ä•/. 124
Identifying Sounds
Activity 8h
Find the Word with the Sound
sun pet win pen sob odd dot tan wed Say: Again, I’d like for you to circle the word in each row that has the letter that says /ĕ/. 125
Name: _________________________________________
Identifying Sounds
Sound/Letter Search = Activity 8i DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that makes the sound /ĕ/ at the beginning, in the middle, or at the end. Circle every /ĕ/ you find, but nothing else. If a word does not have the /ĕ / sound, skip it. Find as many as you can.
met
men
sag
cab
slant
nasty
red
anthem
send
camp
pig
empty
tab
tent
sassy
anchor
fence
went
bed
angry
fed
126
Identifying Sounds
Lesson 9
127
Identifying Sounds
Activity 9a
Introducing the /s/ Sound
s Say: The sound this letter makes is /s/. Listen: /s/ You hear it at the beginning of words, like: snake, sick and sad. You can also hear it at the end of words like: bus and pass; or in the middle of words like: messy. Listen carefully as I make the sound again: /s/ Can you make that sound?
128
Identifying Sounds
Activity 9b
Find the /s/ Sound
s
l
x
b
e
c
s
z
z
s
b
x
Say: Great! Now circle the letter in each row that says /s/ and say the sound /s/ as you circle the letter. 129
Identifying Sounds
Activity 9b
Find the /s/ Sound
q
s
b
a
x
z
e
s
s
c
y
d
Say: Again, circle the letter in each row that says /s/ and say the sound /s/ as you circle the letter. 130
Practicing Manuscript
Handwriting / Activity 9c Now let’s learn how to write /s/ on paper… Roughly follow the same handwriting routine previously established. When finished, encourage your learner with praise. Then transition to the next activity… Now that you know the way /s / is normally written, let’s take a look at some of the other ways it may appear sometimes.
131
Letter Recognition
Activity 9d
Sometimes /s/ May Look Like This
s
s s
s
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /s/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
132
Letter Recognition
Activity 9e
Which Says /s/?
s x z
a z s
p
3
s
c
c
a
Say: Circle the letter in each row that says /s/ and say the sound /s/ as you circle it. 133
Letter Recognition
Activity 9f
Which Is Different?
s
s
s
c
s
e
s s
s
s
s
z
Say: Now I’d like for you to cross out the letter in each row that does NOT say /s/. 134
Identifying Sounds
Activity 9g
Finding Sounds in Words
rags sock ask Say: The sound you learned is in many words. This is the word _______. Find the /s/ in _______ and circle it, saying its sound as you do. 135
Identifying Sounds
Activity 9h
Find the Word with the Sound
in
cab
set
sun men bat ban asp lip Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /s/. 136
Identifying Sounds
Activity 9h
Find the Word with the Sound
bun
pat
si t
ant sob odd dot hen sad Say: Now I’d like for you to circle the word in each row that has the letter that says /s/. 137
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 9i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /s/ at the beginning, in the middle, or at the end. Circle every /s/you find, but nothing else. Find as many as you can. You may begin.
sap
mast
grab
scrap
slab
stack
pads
bask
best
asp
bits
axe
taps
grant
cost
ants
slat
fast
panda
last
sob
138
Identifying Sounds
Lesson 10
139
Identifying Sounds
Activity 10a
Introducing the /m/ Sound
m Say: The sound this letter makes is /m/. Listen: /m/ You can hear it at the beginning of words like: mother and man. You can also hear it at the end of words like: gum and ham; or in the middle of words like: tummy. Listen carefully as I make the sound again: /m/. Can you make that sound?
140
Identifying Sounds
Activity 10b
Find the /m/ Sound
m
l
n
b
n
u
m
h
h
m
u
n
Say: Circle the letter in each row that says /m/ and say the sound /m/ as you circle it. 141
Identifying Sounds
Activity 10b
Find the /m/ Sound
n
m
b
h
n
y
m
h
u
u m n
Say: Circle the letter in each row that says /m/ and say the sound /m/ as you circle it. 142
Practicing Manuscript
Handwriting / Activity 10c Now let’s learn how to write /m/ on paper… Roughly follow the same handwriting routine previously established. When finished, encourage your learner with praise. Then transition to the next activity… Now that you know the way /m / is normally written, let’s take a look at some of the other ways it may appear sometimes.
143
Letter Recognition
Activity 10d
Sometimes /m/ May Look Like This
m m m m
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /m/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
144
Letter Recognition
Activity 10e
Which Says /m/?
m
h
u
h m n
u n
h m n
u
Say: Circle the letter in each row that says /m/ and say the sound /m/ as you circle it. 145
Letter Recognition
Activity 10f
Which Is Different?
m m h m m
n
m
m m u
m
m
Say: This time, cross out the letter in each row that does NOT say /m/. 146
Identifying Sounds
Activity 10g
Finding Sounds in Words
rams mock spam Say: The sound you learned is in many words. This is the word _______. Find the /m/ in _______ and circle it, saying the sound as you do. 147
Identifying Sounds
Activity 10h
Find the Word with the Sound
in
map
set
sun men bat jam asp sip Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /m/. 148
Identifying Sounds
Activity 10h
Find the Word with the Sound
ham pat si t ant sob mod in map sad Say: Now I’d like for you to circle the word in each row that has the letter that says /m/ again. 149
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 10i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /m/ at the beginning, in the middle, or at the end. Circle every /m/ you find, but nothing else. Find as many as you can. You may begin.
man
mist
gram
scam
slam
stack
beds
mask
mess
chasm
bits
mats
map
grant
cost
amps
slat
moss
cast
must
mob
150
Identifying Sounds
Lesson 11
151
Blending Sounds
Activity 11a
Putting Sounds Together
am Say: You already learned the symbols for the sounds /ă/ and /m/. Only, those sounds don’t mean anything all by themselves. Sounds that do mean something, we call words, and today you're going to put /ă/ together with /m/ in order to make the word: /ăm/. /ă/ and /m/ together say /ăm/. Listen as I say the sound again: /ăm/ Now it’s your turn. Point to the letters and say the sound /ăm/. Yeah, that was great!
152
Practicing Manuscript
Handwriting / Activity 11b Let’s practice writing /ăm/ on paper… Roughly follow the same handwriting routine as established on pages 22 through 24. When finished, Say: Very good! So, if we want to write the word “am” we have to write the letter for the sound /ă/ and then write the letter for the sound /m/ right next to it because these are the letters that stand for the sounds in the word “am.”
153
Identifying Sounds
Activity 11c
Find the Word /ăm/
am an al ad au om am at an am to on Say: Look carefully at each line of letters. Every time you see the word /ăm/, circle it. Also, read the word each time you circle it. 154
Identifying Sounds
Activity 11c
Find the Word /ăm/
an am ai at am on om at ot at et am Say: Again, look carefully at each line of letters. Every time you see the word /ăm/, circle it. Also, say its sound each time you circle the word. 155
Reviewing Sounds
Activity 11d
Find the Sound: /m/
u m n am am n u m m u am h Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /m /, and nothing else. Say /m/ as you circle the letter or 156 letters.
Reviewing Sounds
Activity 11e
Find the Sound /ă/
ai
o
al
d
a
p
a at
b am a at Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /ă/, and nothing else. Say /ă/ as you circle the letter or 157 letters.
Reviewing Sounds
Activity 11f
Find the Sound: /ăm/
am m at a at
a
am
t
t
am
a
at
Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /ăm/. Say /ăm/ as you Circle the letter or letters. 158
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 11g DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letters that say /ăm/ at the beginning, in the middle, or at the end. Circle every /ăm/ you find, but nothing else. Find as many as you can. You may begin.
slam
mat
gram
jam
slab
satin
atom
wham
vats
spam
chat
axe
tab
am
lamb
atlas
clam
bunt
dam
patio
stats
159
Identifying Sounds
Lesson 12
160
Identifying Sounds
Activity 12a
Introducing the /p/ Sound
p Say: The sound this letter makes is /p/. Listen: /p/ You can hear it at the beginning of words like: pet and peaches. You can also hear it at the end of words like: cap and top, or in the middle of words like: happy and hippoponomus. Listen carefully as I make the sound again: /p/ Can you make that sound?
161
Identifying Sounds
Activity 12b
Find the /p/ Sound
p
e
o
b
c
a
p
d
d
p
b
a
Say: Fantastic! Now circle the letter in each row that says /p/ and say the sound /p/ as you circle it. 162
Identifying Sounds
Activity 12b
Find the /p/ Sound
q
p
b
a
p
z
e
s
s
b
p
d
Say: Again, circle the letter in each row that says /p/ and say the sound /p/ as you circle it. 163
Practicing Manuscript
Handwriting / Activity 12c Now let’s learn how to write /p/ on paper… Roughly follow the same handwriting routine previously established. When finished, encourage your learner with praise. Then transition to the next activity… Now that you know the way /p/ is normally written, let’s take a look at some of the other ways it may appear sometimes.
164
Letter Recognition
Activity 12d
Sometimes /p/ May Look Like This
p
p p
p
Directions Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /p/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
165
Letter Recognition
Activity 12e
Which Says /p/?
s p z
p
o
b
c
e
q
c
p
a
Say: Circle the letter in each row that says /p/ and say the sound /p/ as you circle it. 166
Letter Recognition
Activity 12f
Which Is Different?
p
d
p
q
p
p p
p
p
p
p
q
Say: This time, cross out the letter in each row that does NOT say /p/. (Point out its distinguishing features if necessary.) 167
Identifying Sounds
Activity 12g
Finding Sounds in Words
pads stamp caps Say: The sound you learned is in many words. This is the word _______. Find the /p/ in _______ and circle it, saying the sound as you do. 168
Identifying Sounds
Activity 12h
Find the Word with the Sound
in
cap
set
pet men bat ban asp sod Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /p/. 169
Identifying Sounds
Activity 12h
Find the Word with the Sound
bun
pat
si t
asp sob odd dot hen pad Say: Now I’d like for you to circle the word in each row that has the letter that says /p/ again. 170
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 12i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /p/ at the beginning, in the middle, or at the end. Circle every /p/ you find, but nothing else. Find as many as you can. You may begin.
sap
mast
grab
scrap
slab
stack
pads
bask
pest
asp
pit
axe
taps
grant
cost
ants
slap
flop
panda
past
sap
171
Phoneme Manipulation
Word Building Activity Words with a, b, m, n, p, s and t 1.
Here is /ă/ and /m/.
2.
Can you make the word /ăm/ using these two letters?
3.
That’s great. Now, most words have at least three sounds...a beginning sound, a middle sound, and an ending sound.
4.
Can you add a beginning sound to /ăm/ in order to change the word to /Săm/? (Substitute a capital /s/ if necessary.)
5.
Wonderful! Now, how can you change the word /Săm/ into the word /Păm/? (Substitute a capital /p/ if necessary.)
6.
Cool! Now, can you use those very same letters, but rearrange them so that /Păm/ changes into /măp/?
7.
Yeah! Now, how can you change the word /măp/ into the word /năp/?
8.
Wonderful! And what letter can you add onto the beginning of /năp/ to change the word into /snăp/?
9.
Yeah! Now, how can you change /snăp/ into the word /tăp/?
10. Now, can you use those very same letters, but rearrange them so that you change /tăp/ into /păt/? 11. Super! Now how can you change the word /păt/ into the word /măt/? 12. Yeah! And finally, how can you change the word /măt/ into the word /săt/? 172
Phoneme Manipulation
Word Building Activity Words with a, b, e, m, n, p, s, t 1.
Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Make them available to your learner and Say:
2.
Most words have at least 3 sounds. Here are the sounds /t/, /ĕ/ and /n/.
3.
See if you can you make the word ten using these 3 sounds?
4.
That’s great!
5.
Now, see if you can use those very same letters, but rearrange them so that you change /tĕn/ into /nĕt/?
6.
Sweet! Now how can you change the word /nĕt/ into the word /mĕt/?
7.
That’s terrific. Can you change the word /mĕt/ into the word /pĕt/?
8.
Yeah! Now change the word /pĕt/ into /sĕt/.
9.
Awesome! Let’s see you change the word /sĕt/ into /bĕt/.
10. Fantastic. And finally, let’s see you add one letter to the word /bĕt/ that changes it into the word /bĕst/. Wow! You did the really well. And congratulations! You finished today’s lesson. 173
Applied Skills & Concepts
Guided Practice That was fantastic! And I bet you are ready to read even more new sentences now. If you don’t know a word, please do not guess. Instead, sound out the word as best you can. If you still cannot read the word, I will help you, but remember, don't guess. Now, let’s practice reading more sentences.
What does this sentence say…
174
Reading Practice Skill Application: a pen a man a tan man an ant at the pan an ant at the mat the best bat. Sam sat at the net. The man naps. 175
#
U N IT 3
176
Identifying Sounds
Lesson 13
177
Identifying Sounds
Activity 13a
Introducing the /ŏ/ Sound
o Say: Today we are going to learn our third vowel sound. The sound this letter makes is: /ŏ/. You can hear it at the beginning of the word: octopus and in the middle of words like: fox and pot. Listen carefully as I say it once again: /ŏ/ Can you make that sound?
178
Identifying Sounds
Activity 13b
Find the /ŏ/ Sound
o
a
c
e
a
e o
c
c
o
a
e
Say: Circle the letter in each row that says /ŏ/ and say the sound /ŏ/ as you circle it. 179
Identifying Sounds
Activity 13b
Find the /ŏ/ Sound
q
o
b
a
p
d
e
o
o
b
p
d
Say: Circle the letter in each row that says /ŏ/ and say the sound /ŏ/ as you circle it. 180
Practicing Manuscript
Handwriting / Activity 13c Now let’s learn how to write /ŏ/ on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the normal way to write /ŏ / on paper, we are going to look at some variations.
181
Letter Recognition
Activity 13d
Sometimes /ŏ/ May Look Like This
o
o o
o
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /ŏ/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
182
Letter Recognition
Activity 13e
Which Says /ŏ/?
c o a
o
p
c
e
q
o
c
g
e
Say: Circle the letter in each row that says /ŏ/ and say the sound /ŏ/ as you circle it. 183
Letter Recognition
Activity 13f
Which Is Different?
o
c
o
a
o
o o
e
o
o
o
o
Say: This time, cross out the letter in each row that does NOT say /Ĺ?/. (Point out its distinguishing features if necessary.) 184
Identifying Sounds
Activity 13g
Finding Sounds in Words
got logs opt Say: The sound you learned is in many words. This is the word _______. Find the /Ĺ?/ in _______ and circle it, saying the sound as you do. 185
Identifying Sounds
Activity 13h
Find the Word with the Sound
on pegs set bag lot bar rod asp gap Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /Ĺ?/. 186
Identifying Sounds
Activity 13h
Find the Word with the Sound
run pat got leg sob lap rod ten lad Say: Now I’d like for you to circle the word in each row that has the letter that says /Ĺ?/. 187
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 13i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /ŏ/ at the beginning, in the middle, or at the end. Circle every /ŏ/ you find, but nothing else. Find as many as you can. You may begin.
sap
mast
opt
cob
slob
rod
par
bask
best
jot
lots
fox
top
grant
cost
art
slot
far
font
scar
rob
188
Identifying Sounds
Lesson 14
189
Identifying Sounds
Activity 14a
Introducing the /d/ Sound
d Say: The sound this letter makes is: /d/. You can hear it at the beginning of words like: dog and duck and at the end of words like: hand and red. Listen carefully as I make the sound again: /d/ Can you make that sound?
190
Identifying Sounds
Activity 14b
Find the /d/ Sound
d
v
e
s
x
e
d
z
d
c
v
e
Say: Circle the letter in each row that says /d/ and say the sound /d/ as you circle it. 191
Identifying Sounds
Activity 14b
Find the /d/ Sound
b
e
d
c
p
c
b
d
d
a
p
b
Say: Circle the letter in each row that says /d/ and say the sound /d/ as you circle it. 192
Practicing Manuscript
Handwriting / Activity 14c Now let’s learn how to write /t / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the normal way to write /d / on paper, we are going to look at some variations.
193
Helpful Hint
TEACHING TIP Distingusihing “b” from “d” Many children mix up the letter “b” and “d.” If your child has this problem you might want to point out how a lower-case-b can be changed into an upper-case-b by adding a top “loop.” However, if you try this with a lower-case-d you get something weird. Hopefully, your child will find it helpful to visualize a capital-B whenever attempting to distinguish between these two very similar letters.
GUESSING AT WORDS There are some learners whose difficulty with reading is due to their guessing at words rather than taking the time or making the effort to sound them out properly. However, once your child has completed this program, if he or she exhibits such behavior, you can easily discourage the folly and set your son or daughter back on track by simply uttering the words, “break the code.” (See pages 384-391.)
194
Letter Recognition
Activity14d
Sometimes /d/ May Look Like This
d d d
d
Say: Each of these examples looks a little different from the way /d/ looked before, but it’s still the same letter, and it still makes the same sound: /d/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
195
Letter Recognition
Activity 14e
Which Says /d/?
o p d
d q p
a
p
d
o
q
b
Say: Circle the letter in each row that says /d/ and say the sound /d/ as you circle it. 196
Letter Recognition
Activity 14f
Which Is Different?
b
d
d
d
d
d
b
d
d
d
d
b
Say: Now I’d like for you to cross out the letter in each row that does NOT say /d/. Point out its distinguishing features if necessary. 197
Identifying Sounds
Activity 14g
Finding Sounds in Words
beds damp sled Say: The sound you learned is in many words. This is the word _______. Find the /d/ in _______ and circle it, saying the sound as you do. 198
Identifying Sounds
Activity 14h
Find the Word with the Sound
den cat sat pot fed ask tan dot sip Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /d/. 199
Identifying Sounds
Activity 14h
Find the Word with the Sound
sun pet dog pen sob ad lot tan wed Say: Now I’d like for you to circle the word in each row that has the letter that says /d/. 200
Name: _________________________________________
Practicing Manuscript
Sound/Letter Search = Activity 14i DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /d / at the beginning, in the middle, or at the end. Circle every /d /you find, but nothing else. If a word does not have the /d/ sound, skip it. Find as many as you can. You may begin.
debt
men
sad
cab
slant
dusty
red
and
send
damp
dig
axe
dab
dent
sassy
fad
fence
punt
candy
angry
wrap
201
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, m, n, p, s and t 1. Here is /ă/ and /d/. 2. Can you use these two sounds to make the word /ăd/ (which is short for advertisement)? 3. Yeah! That’s great. Now, most words have at least three sounds...a beginning sound, a middle sound, and an ending sound. 4. Can you add a beginning sound to /ăd/ in order to change the word to /săd/? 5. How can you change the word /săd/ into the word /dăd/?
(You may wish to continue the above pattern to include words like: mad, bad and pad.)
Identifying Sounds
202
Lesson #15
203
Identifying Sounds
Activity 15a
Introducing the /r/ Sound
r Say: The sound this letter makes is /r/. You can hear it at the beginning of words like: run and red. Listen carefully as I make the sound again: /r/ Can you make that sound?
204
Identifying Sounds
Activity 15b
Find the /r/ Sound
r
s
t
i
t
f
r
l
l
r
i
t
Say: Circle the letter in each row that says /r/ and say the sound /r/ as you circle it. 205
Identifying Sounds
Activity 15b
Find the /r/ Sound
q
r
b
a
p
z
r
s
p
d
r
b
Say: Circle the letter in each row that says /r/ and say the sound /r/ as you circle it. 206
Practicing Manuscript
Handwriting / Activity 15c Now let’s learn how to write /r / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write a capital and lower-case /r /, we are going to look at some variations.
207
Letter Recognition
Activity 15d
Sometimes /r/ May Look Like This
r
r r
r
Say:
Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /r/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice! 208
Letter Recognition
Activity 15e
Which Says /r/?
y r f
r
l
l
f
t
y
t
r
f
Say: Circle the letter in each row that says /r/ and say the sound /r/ as you circle the letter. 209
Letter Recognition
Activity 15f
Which Is Different?
r
f
r
r
t
r
r
r
r
r
r
y
Say: This time, cross out the letter in each row that does NOT say /r/. (Point out its distinguishing features if necessary.) 210
Identifying Sounds
Activity 15g
Finding Sounds in Words
ram cars star Say: The sound you learned is in many words. This is the word _______. Find the /r/ in _______ and circle it, saying the sound as you do. 211
Identifying Sounds
Activity 15h
Find the Word with the Sound
in
rap
set
pet men bar ran asp sod Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /r/. 212
Identifying Sounds
Activity 15h
Find the Word with the Sound
run
pat
si t
asp sob or rot hen pad Say: Now I’d like for you to circle the word in each row that has the letter that says /r/. 213
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 15i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /r/ at the beginning, in the middle, or at the end. Circle every /r/ you find, but nothing else. Find as many as you can. You may begin.
sap
mast
grab
scrap
slab
star
par
bark
best
harp
rat
axe
tarp
grant
cost
art
slat
far
panda
scar
rob
214
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, m, n, p, s and t 1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Say: 2. Here is /ă/ and /n/. 3. Can you make the word /ăn/ using these two letters? 4. That’s great. Now, most words have at least three sounds...a beginning sound, a middle sound, and an ending sound. 5. Can you add a beginning sound to /ăn/ in order to change the word to /răn/? 6. Wonderful! Now, how can you change the word /răn/ into the name /Dăn/? 7. Cool! Now, can you use those very same letters, but rearrange them so that /Dăn/ changes into /ănd/? 8. Wonderful! And what letter can you add onto the beginning of /ănd/ to change the word into /bănd/? 9. Yeah! Now, how can you change /bănd/ into the word /sănd/? (End of activity)
215
Identifying Sounds
Lesson #16
216
Identifying Sounds
Activity 16a
Introducing the /g/ Sound
g Say: The sound this letter makes is /g/. You can hear it at the beginning of words like: girl and go. You can also hear it at the end of words like: bug and leg and in the middle of words like: baggy. Listen carefully as I make the sound again: /g/ Can you make that sound?
217
Identifying Sounds
Activity 16b
Find the /g/ Sound
g
s
t
i
t
f
g
l
l
g
i
t
Say: Circle the letter in each row that says /g/ and say the sound /g/ as you circle it. 218
Identifying Sounds
Activity 16b
Find the /g/ Sound
q
g
b
a
p
z
e
g
g
b
p
d
Say: Circle the letter in each row that says /g/ and say the sound /g/ as you circle it. 219
Practicing Manuscript
Handwriting / Activity 16c Now let’s learn how to write /g / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case/g /, we are going to look at some variations.
220
Letter Recognition
Activity 16d
Sometimes /g/ May Look Like This
g
g g
g
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /g/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
221
Letter Recognition
Activity 16e
Which Says /g/?
y g o
g
p
l
d
a
g
c
p
b
Say: Circle the letter in each row that says /g/ and say the sound /g/ as you circle it. 222
Letter Recognition
Activity 16f
Which Is Different?
g
p
g
q
g
g g
g
g
g
g
q
Say: This time, cross out the letter in each row that does NOT say /g/. (Point out its distinguishing features if necessary.) 223
Identifying Sounds
Activity 16g
Finding Sounds in Words
gum rags bug Say: The sound you learned is in many words. This is the word _______. Find the /g/ in _______ and circle it, saying the sound as you do. 224
Identifying Sounds
Activity 16h
Find the Word with the Sound
in
pegs
set
bag men bar ran asp gap Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /g/. 225
Identifying Sounds
Activity 16h
Find the Word with the Sound
run
pat
go
leg sob lap gas hen lad Say: Now I’d like for you to circle the word in each row that has the letter that says /g/. 226
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 16i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /g/ at the beginning, in the middle, or at the end. Circle every /g/ you find, but nothing else. Find as many as you can. You may begin.
beg
gap
grab
scrap
logs
star
dog
bask
best
girl
get
figs
tarp
grant
cost
lag
slat
peg
pig
grip
rob
227
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, g, m, n, p, s and t 1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Say: 2. Find the letters that make the sounds /ă/, /b/ and /g/. 3. Use those three sounds (or letters) to make the word: rag 4. Yeah! Now, how can you change the word rag into the word snag? 5. Super! Now change snag into tag. 6. Wonderful! Can change tag into bag? 7. Fantastic! Now see if you can change the word bag so that it becomes the word beg. 8. Sweet!
228
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, m, n, p, s and t 1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Spell the word /gĕt/ and say: 2. I bet you can sound out this word. 3. You’re right! That word says /gĕt/. 4. Can you change the middle sound in /gĕt / in order to make the word say /gŏt/? 5. Yeah! Now, how can you change /gŏt/ into the word /Gŏd/? 6. Awesome!
229
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, m, n, p, s and t 1.
Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Spell the word “at” and say:
2.
You know this word. When you put /ă/ together with /t/ what word do you get?
3.
That’s right, you get the word /ăt/. Can you add a beginning sound to /ăt/ to change /ăt/ into /răt/?
4.
Now, how can you change the word /răt/ into the word /rŏt/?
5.
Yeah! Now, how can you change /rŏt/ into the word /dŏt/?
6.
Super! And how can you change the word /dŏt/ into the word /pŏt/?
7.
Fantastic! What sound (or letter) can you add to the word /pŏt/ so that it becomes the word /spŏt/?
8.
Awesome! Now, can you rearrange these same four sounds so that /spŏt/ becomes /stŏp/?
9.
Terrific. How can you change /stŏp/ into /mŏp/?
10. That’s right. And can you add a sound to /mŏp/ so that it becomes /mŏps/? 11. Wow! You know how to change sounds to make words really well. 230
Applied Skills & Concepts
Guided Practice That was really good! And I bet you are ready to read even more new sentences now. If you don’t know a word, please do not guess. Instead, sound out the word as best you can. If you still cannot read the word, I will help you, but remember, don't guess. Now, let’s practice reading more sentences.
What does this sentence say…
231
232
Reading Practice Skill Application: I pet the dog. The dog begs. Grab the mop. Dad and Dan mop the den. Pam dots on the map. Sam ran on the mat. The ant ran on top. Stop the ant at the bat. Mom and I got a pen and a rag.
#
U N IT 4
234
Identifying Sounds
Lesson 17
235
Identifying Sounds
Activity 17a
Introducing the /큼/ Sound
u Say:
The sound this letter makes is /큼/. You can hear it at the beginning of the word: umbrella. You can also hear it in the middle of words like: bus and jump. Listen carefully as I say the sound again: /큼/
Can you make that sound?
236
Identifying Sounds
Activity 17b
Find the /큼/ Sound
u
v
e
s
x
e
u
z
u
c
v
e
Say: Circle the letter in each row that says /큼/ and say the sound /큼/ as you circle it. 237
Identifying Sounds
Activity 17b
Find the /큼/ Sound
b
u
d
h
u
c
v
d
n
a
p
u
Say: Circle the letter in each row that says /큼/ and say the sound /큼/ as you circle the letter. 238
Practicing Manuscript
Handwriting / Activity 17c Let’s practice writing /ŭ / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case U, we are going to look at some variations.
239
Letter Recognition
Activity17d
Sometimes /ŭ/ May Look Like This
u u u
u
Say: Each of these examples looks a little different from the way /ŭ/ looked before, but it’s still the same letter, and it still makes the same sound: /ŭ/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
240
Letter Recognition
Activity 17e
Which Says /큼/?
u n d
d h u
n
p
d
u
n
b
Say: Circle the letter in each row that says /큼/ and say the sound /큼/ as you circle it. 241
Letter Recognition
Activity 17f
Which Is Different?
n
u
u
u
h
u u
u
u u
u
h
Say: Now I’d like for you to cross out the letter in each row that does NOT say /Ĺ/. (Point out its distinguishing features if necessary.) 242
Identifying Sounds
Activity 17g
Finding Sounds in Words
buds ump f un Say: The sound you learned is in many words. This is the word _______. Find the /큼/ in _______ and circle it, saying the sound as you do. 243
Identifying Sounds
Activity 17h
Find the Word with the Sound
den cu t sat us
fed
ask
an dot mud Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /Ĺ/. 244
Identifying Sounds
Activity 17h
Find the Word with the Sound
sun pet dog pen sob up nut tan wed Say: Now I’d like for you to circle the word in each row that has the letter that says /Ĺ/. 245
Name: _________________________________________
Practicing Manuscript
Sound/Letter Search – Activity 17i DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /ŭ/ at the beginning, in the middle, or at the end. Circle every /ŭ/ you find, but nothing else. If a word does not have the /d/ sound, skip it. Find as many as you can. You may begin.
debt
men
ump
cub
slant
dusty
rud
and
send
dump
uncle
rug
dab
dent
wax
us
lug
punt
sun
bus
just
246
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, f, g, m, n, o, p, r, s, t or u 1.
Arrange the Letter Strips for /b/, /ŭ/ and /g/ to spell /bŭg/. Say: I bet you can sound out this word.
2.
That’s right, /b/, /ŭ/ and /g/ spell the word: bug.
3.
How can you change the word so that /bŭg/ becomes /plŭg/? (Have you introduced the L-blends?)
4.
That’s great.
5.
How can you change /plŭg/ into /rŭg/.
6.
Yeah! Can you add two new beginning sounds to change /rŭg/ into /snŭg/?
7.
Sweet. And how can you change /snŭg/ into /tŭg/.
8.
Wonderful. What about changing /tŭg/ into /mŭg/?
9.
Now, can you rearrange those same three sounds so that the word /mŭg/ becomes the word /gŭm/?
10. Cool! Now see if you can substitute two beginning sounds to change /gŭm/ into /drŭm/. 11. Alright! Here is a hard one. See if you can change /drŭm/ into /strŭm/. 12. Great! And finally, how can you /strŭm/ into /sŭm/? 13. That was tremendous! 247
Identifying Sounds
Lesson 18
248
Identifying Sounds
Activity 18a
Introducing the /l/ Sound
l Say: The sound this letter makes is /l/. You can hear it at the beginning of words like: laugh and long. You can also hear it at the end of words like: pill and in the middle of words like: jolly. Listen carefully as I say the sound again: /l/ Can you make that sound?
249
Identifying Sounds
Activity 18b
Find the /l/ Sound
r
l
t
i
t
f
r
l
l
r
i
t
Say: Circle the letter in each row that says /l/ and say the sound /l/ as you circle it. 250
Identifying Sounds
Activity 18b
Find the /l/ Sound
l
r
b
i
t
z
l
s
r
j
p
l
Say: Circle the letter in each row that says /l/ and say the sound /l/ as you circle it. 251
Practicing Manuscript
Handwriting / Activity 18c Let’s practice writing /l / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case L, we are going to look at some variations.
252
Letter Recognition
Activity 18d
Sometimes /l/ May Look Like This
l
l
l
l
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /l/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
253
Letter Recognition
Activity 18e
Which Says /l/?
y r f
r
l
l
f
t
y
l
r
f
Say: Circle the letter in each row that says /l/ and say the sound /l/ as you circle it. 254
Letter Recognition
Activity 18f
Which Is Different?
l
i
l
l
t
l
l
l
l
l
l
j
Say: This time, cross out the letter in each row that does NOT say /l/. Point out its distinguishing features if necessary. 255
Identifying Sounds
Activity 8g
Finding Sounds in Words
lamp mel t pal Say: The sound you learned is in many words. This is the word _______. Find the /l/ in _______ and circle it, saying the sound as you do. 256
Identifying Sounds
Activity 8h
Find the Word with the Sound
in
lap
set
let men bar ran asp alp Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /l/. 257
Identifying Sounds
Activity 18h
Find the Word with the Sound
run
pat
li t
sob milk or lot hen pad Say: Now I’d like for you to circle the word in each row that has the letter that says /l/. 258
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 18i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /l/ at the beginning, in the middle, or at the end. Circle every /l/you find, but nothing else. Find as many as you can. You may begin.
psalm
mast
grab
slap
slab
flex
pal
bask
best
latch
lit
knelt
snarl
grant
cost
art
slat
let
walk
scar
lob
259
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, g, m, l, n, p, s or t 1.
Hand the Letter Strips for a and n to your learner and Say:
2.
See if you can make the word /ăn/ using the sounds /ă/ and /n/.
3.
That’s great.
4.
Can you add sounds to the word /ăn/ in order to change it into the word /sănd/?
5.
Great! Now, how can you change the word /sănd/ into the word /lănd/?
6.
Can you change the word /lănd/ into the word /lĕnd/?
7.
Super! Now see if you can change /lĕnd/ into /lĕnt/.
8.
Fantastic
260
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, g, m, l, n, p, s or t 1. Put all those away and get Letter Strips for /ă/ and /d/. 2. Make the word: /ăd/. 3. Now, change it into /lăd/ 4. Change /lăd/ into the word /băd/. 5. Change the word /băd/ into the word /săd/ 6. And finally, change the word /săd/ into the word /dăd/.
261
Identifying Sounds
Lesson 19
262
Identifying Sounds
Activity 19a
Introducing the /h/ Sound
h Say: The sound this letter makes is /h/. You can hear it at the beginning of the words: happy and hot. Listen carefully as I say the sound again: /h/ Can you make that sound?
263
Identifying Sounds
Activity 19b
Find the /h/ Sound
h
s
t
i
t
f
h
l
l
h
i
t
Say: Circle the letter in each row that says /h/ and say the sound /h/ as you circle it. 264
Identifying Sounds
Activity 19b
Find the /h/ Sound
q
h
b
a
p
z
e
h
h
b
p
d
Say: Circle the letter in each row that says /h/ and say the sound /h/ as you circle it. 265
Practicing Manuscript
Handwriting / Activity 19c Now let’s learn how to write /h/ on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case H, we are going to look at some variations.
266
Letter Recognition
Activity 19d
Sometimes /h/ May Look Like This
h
h h
h
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /h/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
267
Letter Recognition
Activity 19e
Which Says /h/?
y
b
h
p
h
l
d
a
o
h
c
p
Say: Circle the letter in each row that says /h/ and say the sound /h/ as you circle it. 268
Letter Recognition
Activity 19f
Which Is Different?
h
n
h
n
h
h h
h
h
h
h
n
Say: This time, cross out the letter in each row that does NOT say /h/. (Point out its distinguishing features if necessary.) 269
Identifying Sounds
Activity 19g
Finding Sounds in Words
hum hags hug Say: The sound you learned is in many words. This is the word _______. Find the /h/ in _______ and circle it, saying the sound as you do. 270
Identifying Sounds
Activity 19h
Find the Word with the Sound
in
pegs
set
bag men bar ran asp gap Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /h/. 271
Identifying Sounds
Activity 19h
Find the Word with the Sound
hut
pat
go
leg sob hop gas hen lad Say: Now I’d like for you to circle the word in each row that has the letter that says /h/. 272
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 19i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /h/ at the beginning, in the middle, or at the end. Circle every /h/you find, but nothing else. Find as many as you can. You may begin.
hop
mast
his
scrap
slab
star
par
hark
he
harp
hit
axe
tarp
grant
host
hart
slat
far
pant
hint
rob
273
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, g, h, m, n, p, s or t 1.
Start with the word: /ăt/.
2.
Change at into /hăt/.
3.
How can you change /hăt/ into /hŏt/?
4.
Now change the word /hot/ into the word /hŏp/.
5.
Can you change /hŏp/ into the word /hŏg/?
6.
How about changing /hŏg/ into /hŭg/?
7.
And finally, what do you do to change the word /hŭg/ into the word /hŭt/?
Wow! You know how to change sounds to make words really well. And you also finished today’s lesson.
274
Identifying Sounds
Lesson 20
275
Identifying Sounds
Activity 20a
Introducing the /j/ Sound
j Say: The sound this letter makes is /j/. You can hear it at the beginning of words like: jump and jelly. Listen carefully as I say the sound again: /j/ Can you make that sound?
276
Identifying Sounds
Activity 20b
Find the /j/ Sound
d
j
e
s
j
e
d
z
v
j
d
c
Say: Circle the letter in each row that says /j/ and say the sound /j/ as you circle it. 277
Identifying Sounds
Activity 20b
Find the /j/ Sound
b
e
j
c
j
c
b
d
d
j
p
b
Say: Circle the letter in each row that says /j/ and say the sound /j/ as you circle it. 278
Practicing Manuscript
Handwriting / Activity 20c Now let’s learn how to write /j / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case J, we are going to look at some variations.
279
Letter Recognition
Activity20d
Sometimes /j/ May Look Like This
j
j j
j
Say: Each of these examples looks a little different from the way /j/ looked before, but it’s still the same letter, and it still makes the same sound: /j/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
280
Letter Recognition
Activity 20e
Which Says /j/?
o p j
j q p
a
p
d
j
q
b
Say: Circle the letter in each row that says /j/ and say the sound /j/ as you circle it. 281
Letter Recognition
Activity 20f
Which Is Different?
i
j
j
j
j
j
i
j
i
j
j
j
Say: Now I’d like for you to cross out the letter in each row that does NOT say /j/. Point out its distinguishing features if necessary. 282
Identifying Sounds
Activity 20g
Finding Sounds in Words
jet jump job Say: The sound you learned is in many words. This is the word _______. Find the /j/ in _______ and circle it, saying the sound as you do. 283
Identifying Sounds
Activity 20h
Find the Word with the Sound
den jot sat jut fed ask tan dot jay Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /j/. 284
Identifying Sounds
Activity 20h
Find the Word with the Sound
sun pet jog pen jib ad lot tan jam Say: Now I’d like for you to circle the word in each row that has the letter that says /j/. 285
Name: _________________________________________
Practicing Manuscript
Sound/Letter Search – Activity 20i DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /j / at the beginning, in the middle, or at the end. Circle every /j /you find, but nothing else. If a word does not have the /d/ sound, skip it. Find as many as you can. You may begin.
jab
jet
sad
cab
slant
jug
jump
jot
send
job
dig
junk
jam
dent
jag
fad
fence
axe
jog
jay
jack
286
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, f, g, m, n, o, p, r, s, t or u 1. Arrange the Letter Strips for am. 2. How can you change the word so that am becomes jam? 3. How about changing the word jam into the word jump?
287
Identifying Sounds
Lesson 21
288
Identifying Sounds
Activity 21a
Introducing the /v/ Sound
v Say: The sound this letter makes is /v/. You can hear it at the beginning of words like: violin Listen carefully as I say the sound again: /v/ Can you make that sound?
289
Identifying Sounds
Activity 21b
Find the /v/ Sound
r
v
t
i
x
f
r
v
y
v
i
t
Say: Circle the letter in each row that says /v/ and say the sound /v/ as you circle it. 290
Identifying Sounds
Activity 21b
Find the /v/ Sound
q
y
v
a
v
w
r
s
x
y
w
v
Say: Circle the letter in each row that says /v/ and say the sound /v/ as you circle it. 291
Practicing Manuscript
Handwriting / Activity 21c Now let’s learn how to write /v / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case V, we are going to look at some variations.
292
Letter Recognition
Activity 21d
Sometimes /v/ May Look Like This
v
v v
v
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /v/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
293
Letter Recognition
Activity 21e
Which Says /v/?
f v f
r
l
r
f
t
y
t
v
v
Say: Circle the letter in each row that says /v/ and say the sound /v/ as you circle it. 294
Letter Recognition
Activity 21f
Which Is Different?
v
y
v
w
v
v v
v
y
v
v
v
Say: This time, cross out the letter in each row that does NOT say /v/. (Point out its distinguishing features if necessary.) 295
Identifying Sounds
Activity 21g
Finding Sounds in Words
van rev vex Say: The sound you learned is in many words. This is the word _______. Find the /v/ in _______ and circle it, saying the sound as you do. 296
Identifying Sounds
Activity 21h
Find the Word with the Sound
in
vat
set
vet men bar van asp sod Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /v/. 297
Identifying Sounds
Activity 21h
Find the Word with the Sound
run
vim
si t
asp vow or vex hen pad Say: Now I’d like for you to circle the word in each row that has the letter that says /v/. 298
Name: _________________________________________
Identifying Sounds
Sound/Letter Search Activity 21i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /v/ at the beginning, in the middle, or at the end. Circle every /v/you find, but nothing else. Find as many as you can. You may begin.
sap
vast
grab
vex
slab
very
par
bask
vest
van
vets
axe
tarp
grant
cost
vow
slat
far
panda
vat
rob
299
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, g, h, l, m, n, p, r, s, t and u 1.
Hand the Letter Strips for a and n to your learner and Say:
2.
See if you can make the word /ăn/ using the sounds /ă/ and /n/.
3.
That’s great.
4.
Now, most words have at least three sounds…a beginning sound, a middle sound, and an ending sound.
5.
Can you add a new beginning sound to the word /ăn/ in order to change it into the word /văn/?
6.
Good! How can you change the word /văn/ into the word /văt/?
7.
Wonderful! And finally, what can you do to change the word /văt/ into the word /vĕt/?
300
Identifying Sounds
Lesson 22
301
Identifying Sounds
Activity 22a
Introducing the /w/ Sound
w Say: The sound this letter makes is /w/. You can hear it at that beginning of words like: white and wagon Listen carefully as I say the sound again: /w/ Can you make that sound?
302
Identifying Sounds
Activity 22b
Find the /w/ Sound
w
v
x
y
v
y
w
x
w
x
y
v
Say: Circle the letter in each row that says /w/ and say the sound /w/ as you circle it. 303
Identifying Sounds
Activity 22b
Find the /w/ Sound
x
v
w
y
y
w
v
x
x
y
w
v
Say: Circle the letter in each row that says /w/ and say the sound /w/ as you circle it. 304
Practicing Manuscript
Handwriting / Activity 22c Now let’s learn how to write /w / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case W, we are going to look at some variations.
305
Letter Recognition
Activity 22d
Sometimes /w/ May Look Like This
w w w w
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /w/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
306
Letter Recognition
Activity 22e
Which Says /w/?
y w
v
x
y
x
w
w x
y
v
v
Say: Circle the letter in each row that says /w/ and say the sound /w/ as you circle it. 307
Letter Recognition
Activity 22f
Which Is Different?
w v
w w w
y
w
w w
w
x
w w
Say: This time, cross out the letter in each row that does NOT say /w/. Point out its distinguishing features if necessary. 308
Identifying Sounds
Activity 22g
Finding Sounds in Words
wins wet wag Say: The sound you learned is in many words. This is the word _______. Find the /w/ in _______ and circle it, saying the sound as you do. 309
Identifying Sounds
Activity 22h
Find the Word with the Sound
van win his bag on war wet ask vet Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /w/. 310
Identifying Sounds
Activity 22h
Find the Word with the Sound
run pat web wit sob lap an wag lad Say: Now I’d like for you to circle the word in each row that has the letter that says /w/. 311
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 22i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /p/ at the beginning, in the middle, or at the end. Circle every /p/you find, but nothing else. Find as many you can. You may begin.
saw
mast
grab
wrap
slab
star
war
whisk
west
warp
wits
wax
tarp
grant
cow
wart
slaw
far
wand
scar
rob
312
Applied Skills & Concepts
Guided Practice That was really good! And I bet you are ready to read even more new sentences now. If you don’t know a word, please do not guess. Instead, sound out the word as best you can. If you still cannot read the word, I will help you, but remember, don't guess. Now, let’s practice reading more sentences. (Remember the a-r-e is the sight word “are.”)
Now, what does this sentence say…
313
Reading Practice Skill Application: Hop on the mat, Sam Bang on the drum. Dan went in the van. The net Pam had got wet. Tap the bell. A bat fell in the bin. Sam and Pam are twins. Did Sam slam the bat? Put the rug in the den.
U N IT 5
315
Lesson 23
316
Identifying Sounds
Activity 23a
Introducing the /ĭ/ Sound
i Say: The sound this letter makes is /ĭ/. You can hear it at the beginning of words like: insect and igloo You can also hear it in the middle of words like: stick and lid Listen carefully as I say the sound again: /ĭ/ Can you make that sound?
317
Identifying Sounds
Activity 23b
Find the /ĭ/ Sound
l
v
i
s
i
e
f
z
d
j
v
i
Say: Circle the letter in each row that says /ĭ/ and say the sound /ĭ/ as you circle it. 318
Identifying Sounds
Activity 23b
Find the /ĭ/ Sound
t
e
d
i
j
f
i
t
i
j
l
t
Say: Circle the letter in each row that says /ĭ/ and say the sound /ĭ/ as you circle it. 319
Practicing Manuscript
Handwriting / Activity 23c Now let’s learn how to write /ĭ/ n paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case I, we are going to look at some variations.
320
Letter Recognition
Activity23d
Sometimes /ĭ/ May Look Like This
i
i
i
i
Say: Each of these examples looks a little different from the way /ĭ/ looked before, but it’s still the same letter, and it still makes the same sound: /ĭ/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
321
Letter Recognition
Activity 23e
Which Says /ĭ/?
i j l
l l i
f
j
i
f
j
t
Say: Circle the letter in each row that says /ĭ/ and say the sound /ĭ/ as you circle it. 322
Letter Recognition
Activity 23f
Which Is Different?
i
l
i
i
l
i
i
i
i
j
i
i
Say: Now I’d like for you to cross out the letter in each row that does NOT say /Ä/. Point out its distinguishing features if necessary. 323
Identifying Sounds
Activity 23g
Finding Sounds in Words
bids it slip Say: The sound you learned is in many words. This is the word _______. Find the /Ä/ in _______ and circle it, saying the sound as you do. 324
Identifying Sounds
Activity 23h
Find the Word with the Sound
den cat sit pin fed ask tan dot sip Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /Ä/. 325
Identifying Sounds
Activity 23h
Find the Word with the Sound
in pet dog pen bid ad lot tin wed Say: Now I’d like for you to circle the word in each row that has the letter that says /Ä/. 326
Name: _________________________________________
Practicing Manuscript
Sound/Letter Search – Activity 23i DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /ĭ / at the beginning, in the middle, or at the end. Circle every /d /you find, but nothing else. If a word does not have the /ĭ/ sound, skip it. Find as many you can. You may begin.
debt
lint
rid
cab
slant
gust
rid
in
tint
damp
dig
bin
dibs
dent
sit
fad
limp
win
wind
pin
fin
327
Identifying Sounds
Lesson 24
328
Identifying Sounds
Activity 24a
Introducing the /f/ Sound
f Say: The sound this letter makes is /f/. You can hear it at the beginning of words like: fox and funny and at the end of the word: off Listen carefully as I say the sound again: /f/ Can you make that sound?
329
Identifying Sounds
Activity 24b
Find the /f/ Sound
f
s
t
i
t
f
f
l
l
f
i
t
Say: Circle the letter in each row that says /f/ and say the sound /f/ as you circle it. 330
Identifying Sounds
Activity 24b
Find the /f/ Sound
q
f
b
a
p
z
e
f
b
p
d
f
Say: Circle the letter in each row that says /f/ and say the sound /f/ as you circle it. 331
Practicing Manuscript
Handwriting / Activity 24c Now let’s learn how to write /f / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case F, we are going to look at some variations.
332
Letter Recognition
Activity 24d
Sometimes /f/ May Look Like This
f
f
f
f
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /f/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
333
Letter Recognition
Activity 24e
Which Says /f/?
y f o
f
p
l
d
a
f
c
p
b
Say: Circle the letter in each row that says /r/ and say the sound /r/ as you circle it. 334
Letter Recognition
Activity 24f
Which Is Different?
f
f
t
f
t
f
f
f
f
t
f
f
Say: This time, cross out the letter in each row that does NOT say /f/. Point out its distinguishing features if necessary. 335
Identifying Sounds
Activity 24g
Finding Sounds in Words
fig if sof t Say: The sound you learned is in many words. This is the word _______. Find the /p/ in _______ and circle it, saying the sound as you do. 336
Identifying Sounds
Activity 24h
Find the Word with the Sound
f in
peg
set
bag men far an raf t gap Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /f/. 337
Identifying Sounds
Activity 24h
Find the Word with the Sound
run
fat
go
leg elf tan fan hen lad Say: Now I’d like for you to circle the word in each row that has the letter that says /f/. 338
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 24i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /f / at the beginning, in the middle, or at the end. Circle every /f /you find, but nothing else. Find as many you can. You may begin.
sap
fast
graft
scarf
flab
star
far
bask
fest
harp
fits
fax
fork
grant
foist
art
if
for
fan
scar
rob
339
Consonant Blends
The Blends At this time a prescribed sequence for the systematic introduction of sight words and consonant blends has yet to be developed for this program. Rather, this information is introduced as dictated by the vocabulary our students run across in their day-to-day reading activities. We suggest you keep track of such words as they occur in text encountered by your child and that you incorporate them into the reading curriculum side-by-side with the skills and concepts you are currently teaching from this publication.
340
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, f, h, j, l, m, n, o, r, p, s, t, u, v, w 1.
Hand the Letter Strips for b, e and ll to your learner and Say:
2.
See if you can make the word /bĕl/ using these three sounds.
3.
That’s great.
4.
Now, how can you change /bĕl/ to say /dwĕl/.
5.
…can you change /dwĕl/ to say /sĕl/.
6.
…add one sound to make /sĕl/ say /spĕl/.
7.
Now, how can you change the word /dwĕl/ to say /spĕl/.
8.
…/spĕl/ to say /fĕl/.
9.
the word /fĕl/ into the word /f ĭ l/.
10. And finally, how can you change the word /f ĭ l/ into the word /h ĭ l/.
341
Identifying Sounds
Lesson 25
342
Identifying Sounds
Activity 25a
Introducing the /y/ Sound
y Say: The sound this letter makes is /y/.
You can hear it at the beginning of words like: yarn and yellow
Listen carefully as I say the sound again: /y/
Can you make that sound?
343
Identifying Sounds
Activity 25b
Find the /y/ Sound
g
s
y
v
y
p
g
x
v
q
u
y
Say: Circle the letter in each row that says /y/ and say the sound /y/ as you circle it. 344
Identifying Sounds
Activity 25b
Find the /y/ Sound
y
g
v
w
v
y
w
x
w
j
y
v
Say: Circle the letter in each row that says /y/ and say the sound /y/ as you circle it. 345
Practicing Manuscript
Handwriting / Activity 25c Now let’s learn how to write /y/ on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case Y, we are going to look at some variations.
346
Letter Recognition
Activity 25d
Sometimes /y/ May Look Like This
y
y y
y
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /y/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
347
Letter Recognition
Activity 25e
Which Says /y/?
g y o
y
p
l
d
a
y
c
p
j
Say: Circle the letter in each row that says /y/ and say the sound /y/ as you circle it. 348
Letter Recognition
Activity 25f
Which Is Different?
g
y
y
y
v
y y
y
y
y
y
v
Say: This time, cross out the letter in each row that does NOT say /y/. Point out its distinguishing features if necessary. 349
Identifying Sounds
Activity 25g
Finding Sounds in Words
yams yarn yet Say: The sound you learned is in many words. This is the word _______. Find the /y/ in _______ and circle it, saying the sound as you do. 350
Identifying Sounds
Activity 25h
Find the Word with the Sound
in pegs yet yarn men an ran asp yes Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /y/. 351
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 25i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /p/ at the beginning, in the middle, or at the end. Circle every /p/you find, but nothing else. Find as many you can. You may begin.
sap
mast
grab
scrap
slab
star
par
bask
best
harp
bits
axe
tarp
grant
cost
art
slat
far
panda
scar
rob
352
Phoneme Manipulation
Word Building Activity Words with a, b, d, e, g, m, n, p, s or t 1.
Use the sounds / ĭ / and /n / to make the word / ĭ n/?
2.
How can you change / ĭ n/ to /b ĭ n/?
3.
…/b ĭ n/ to /f ĭ n/?
4.
…/f ĭ n/ to /tw ĭ n/?
5.
…/tw ĭ n/ to /p ĭ n/?
6.
How can you rearrange these same three sounds so that /p ĭ n/ becomes /n ĭ p/?
7.
How can you use a consonant blend so that /n ĭ p/ becomes /tr ĭ p/?
8.
How can you change /tr ĭ p/ into /l ĭ p/?
9.
How can you use a consonant blend to change /l ĭ p/ into /bl ĭ p/?
10. How can you use a consonant blend to change /bl ĭ p/ into /sl ĭ p/? 11. Change a vowel and consonant sound so the /sl ĭ p/ becomes /slăm/. 12. How can you change /slăm/ into /yăm/? 353
Consonant Blends
I bet you can sound outsequence these words: At this time a prescribed for the systematic introduction of the sight words and consonant blends has yet to be developed.
fled
In our program, this information is introduced as dictated by the vocabulary our students run across in their day-today reading activities.
flat
slat We suggest you keep track of such words as they occur in text encountered by your child and that you incorporate them into the reading curriculum side-by-side with the skills and concepts you are currently teaching from this publication.
slot
354
Identifying Sounds
Lesson 26
355
Identifying Sounds
Activity 26a
Introducing the /c/ Sound
c Say: This letter is a consonant letter that has two sounds. To know which sound to make, you have to look at the vowel that follows. If is followed by a letter that stands for /ă/, /ŏ/ or /ŭ/ sound, it is pronounced /k/, like in: cat. Listen: /k/ Can you make that sound? Super! But, if it is followed by the letter that stands for /ĕ/ or /ĭ/ (the two vowels that almost sound alike), it is pronounce /s/, like in: city.
356
Identifying Sounds
Activity 26b
Find the /k/ Sound
d
v
e
c
c
e
d
z
d
c
v
e
Say: Circle the letter in each row that sometimes says /k/ and say the sound /k/ as you circle it. 357
Identifying Sounds
Activity 26b
Find the /k/ Sound
b
e
d
c
p
c
b
d
d
a
c
b
Say: Circle the letter in each row that sometimes says /k/ and say the sound /k/ as you circle it. 358
Practicing Manuscript
Handwriting / Activity 26c Now let’s learn how to write /t / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case C, we are going to look at some variations.
359
Letter Recognition
Activity 26d
Sometimes /k/ May Look Like This
c c c
c
Say: Each of these examples looks a little different from the way /k/ looked before, but it’s still the same letter, and it still makes the same sound: /k/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
360
Letter Recognition
Activity 26e
Which Says /k/?
o c d
c q p
a
p
d
o
q
c
Say: Circle the letter in each row that says /k/ and say the sound /k/ as you circle it. 361
Letter Recognition
Activity 26f
Which Is Different?
o
c
c
c
c
c
c
q
c
c
e
c
Say: Now I’d like for you to cross out the letter in each row that does NOT say /k/. Point out its distinguishing features if necessary. 362
Identifying Sounds
Activity 26g
Finding Sounds in Words
cup cod cast Say: The sound you learned is in many words. This is the word _______. Find the /k/ in _______ and circle it, saying the sound as you do. 363
Identifying Sounds
Activity 26h
Find the Word with the Sound
den cot sat can fed ash tan dot cut Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /k/. 364
Identifying Sounds
Activity 26h
Find the Word with the Sound
sun pet cop cat sob an to am cap Say: Now I’d like for you to circle the word in each row that has the letter that says /k/. 365
Name: _________________________________________
Practicing Manuscript
Sound/Letter Search – Activity 26i DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /d / at the beginning, in the middle, or at the end. Circle every /d /you find, but nothing else. If a word does not have the /d/ sound, skip it. Find as many you can. You may begin.
debt
not
cod
cob
clod
crust
rod
rot
send
clump
dig
cop
dot
slop
past
fad
can
punt
can
cot
cap
366
Phoneme Manipulation
Word Building Activity Words with a, b, c, d, f, e, g, h, I, j, l, m, n, o, p, r, s, t, u, or v 1. You know this word: /ăn/. 2. Add a consonant sound to change /ăn/ into /scăn/ 3. Now take away one sound to change /scăn/ into /căn/. 4. How can you change /căn/ into /căb/? 5. How can you change /căb/ into /căp/? 6. How can you add one sound to change /căp/ into /clăp/?
367
Identifying Sounds
Lesson 27
368
Identifying Sounds
Activity 27a
Introducing the /k/ Sound
k Say: The sound this letter makes is /k/. You can hear it at the beginning of words like: kitten and kind, or at the end of words like: park and book. Listen carefully as I say the sound again: /k/ Can you make that sound?
369
Identifying Sounds
Activity 27b
Find the /k/ Sound
k
h
t
f
k
r
t l
i k
i
t
Say: Circle the letter in each row that says /k/ and say the sound /k/ as you circle it. 370
Identifying Sounds
Activity 27b
Find the /k/ Sound
q
k
b
l
k
j
r
s
l
i
h
k
Say: Circle the letter in each row that says /k/ and say the sound /k/ as you circle it. 371
Practicing Manuscript
Handwriting / Activity 27c Now let’s learn how to write /k/ on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case K, we are going to look at some variations.
372
Letter Recognition
Activity 27d
Sometimes /k/ May Look Like This
k
k k
k
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /k/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
373
Letter Recognition
Activity 27e
Which Says /k/?
y r k
r
l
l
f
k
y
t
r
k
Say: Circle the letter in each row that says /k/ and say the sound /k/ as you circle it. 374
Letter Recognition
Activity 27f
Which Is Different?
k
f
k
h
k
k k
k
k
k
k
h
Say: This time, cross out the letter in each row that does NOT say /k/. Point out its distinguishing features if necessary. 375
Identifying Sounds
Activity 27g
Finding Sounds in Words
kin keg kit Say: The sound you learned is in many words. This is the word _______. Find the /k/ in _______ and circle it, saying the sound as you do. 376
Identifying Sounds
Activity 27h
Find the Word with the Sound
in
kid
set
pet men ken kelp cat in Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /k/. 377
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 27i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /k/ at the beginning, in the middle, or at the end. Circle every /k/you find, but nothing else. Find as many you can. You may begin.
keep
mast
grab
kin
ken
kelp
par
bask
best
harp
kit
key
keg
rant
cost
art
slat
far
kale
kid
keen
378
Identifying Sounds
Lesson 28
379
Identifying Sounds
Activity 28a
Introducing the /ck/ Sound
ck Say: The sound these letters make is /k/. You can hear it at the end of words like: duck and black. Listen carefully as I say the sound again: /k/ Can you make that sound?
380
Identifying Sounds
Activity 28b
Find the /ck/ Sound
ck
nk
ng
ng
nk
ck
nk
ck
ng
Say: Circle the letters in each row that say /k/ and say the sound /k/ as he or she points to them. 381
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 28i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letters that say /k/ at the beginning, in the middle, or at the end. Circle every /k/you find, but nothing else. Do NOT circle /nk/! You may begin.
black
mast
spunk
sink
rock
lack
ring
bask
best
rack
click
reck
sung
stack
fang
sick
flick
seek
stick
check
sock
382
Identifying Sounds
Lesson 29
383
Identifying Sounds
Activity 29a
Introducing the /kw/ Sound
q Say: The letter you see above can only have a sound when it is follow by a second letter. Together, they make the sound /kw/. Listen: /kw/ Can you make that sound?
Normally, the second letter is a vowel, but when it follows the letter you see above, it is not acting as a vowel. It is only there to give the first letter a sound. See if you can figure out what that letter is by looking carefully at the words on the next page.
384
Practicing Manuscript
Handwriting / Activity 29c Now let’s learn how to write /kw / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case Q, we are going to look at some variations.
385
Name: _________________________________________
Identifying Sounds
Sound/Letter Search – Activity 29i DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the two letters that say /kw/ together. Circle every /kw/ you find, but nothing else. Find as many you can. You may begin.
back
queen
clock
snack
click
quiver
quack
lick
quick
quick
kick
slock
386
Identifying Sounds
Lesson 30
387
Identifying Sounds
Activity 30a
Introducing the /x/ Sound
x Say: The sound this letter makes at the end of a word is /ks/. You can hear it at the end of words like: fox and max. Listen carefully as I say the sound again: /ks/ Can you make that sound? When it is the first letter in a word, the sound it usually makes is /z/, like in the word: xylophone And when it comes in the middle of a word, it usually makes the sound /gz/, like in the word: exit. 388
Identifying Sounds
Activity 30b
Find the /x/ Sound
y
v
x
s
x
e
d
z
d
x
v
y
Say: For now, we’re going to concentrate on the sound it makes at the END of a word, so circle the letter in each row that says /ks/ and say the 389 sound /ks/ as you circle it.
Identifying Sounds
Activity 30b
Find the /x/ Sound
x
e
d
y
v
y
x
d
y
x
p
v
Say: Very good! Again, circle the letter in each row that says /ks/ and say the sound /ks/ as you circle the letter. 390
Practicing Manuscript
Handwriting / Activity 30c Now let’s learn how to write /x / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case X, we are going to look at some variations.
391
Letter Recognition
Activity 30d
Sometimes /x/ May Look Like This
x x x
x
Say: Each of these examples looks a little different from the way /ks/ looked before, but it’s still the same letter, and it still makes the same sound: /ks/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
392
Name: _________________________________________
Practicing Manuscript
Sound/Letter Search – Activity 30e DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /ks/ in the middle or at the end of words. Circle every /ks/ you find, but nothing else. If a word does not have the /ks/ sound, skip it. Find as many you can. You may begin.
fox
men
six
cab
max
dust
mix
and
send
say
fax
axe
dot
dent
mast
fad
fence
punt
fix
angry
vex
393
Identifying Sounds
Lesson 31
394
Identifying Sounds
Activity 31a
Introducing the /z/ Sound
z Say: The sound this letter makes is /z/. You can hear it at the beginning of words like: zoo and zebra or at the end of words like: fuzz Listen carefully as I say the sound again: /z/ Can you make that sound?
395
Identifying Sounds
Activity 31b
Find the /z/ Sound
z
s
t
i
s
x
r
z
z
r
x
t
Say: Circle the letter in each row that says /z/ and say the sound /z/ as you circle it. 396
Identifying Sounds
Activity 31b
Find the /z/ Sound
x
r
s
z
y
z
r
s
s
x
z
y
Say: Very good! Again, circle the letter in each row that says /z/ and say the sound /z/ as you circle it. 397
Practicing Manuscript
Handwriting / Activity 31c Now let’s learn how to write /t / on paper… Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…
• http://www.handwritingforkids.com/handwrite/m anuscript/alphabets/index.htm • http://www.jjmdesigns.com/cursivewriting&learnt oprintfreeworksheets.htm • http://zippers.warren.k12.il.us/jnelson/Handwriting/ handwriting.html • http://www.geocities.com/sparkiesplace2000/myabc-book.pdf • http://www.auburn.edu/~murraba/letters.html
Now that you know the correct way to write both a capital and a lower-case Z, we are going to look at some variations.
398
Letter Recognition
Activity 31d
Sometimes /z/ May Look Like This
z
z z
z
Say: Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /z/. I’m sure you’ll have no problem at all recognizing it. Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!
399
Letter Recognition
Activity 31e
Which Says /z/?
z y s
s
y
v
z
x
z
y
v
x
Say: Circle the letter in each row that says /z/ and say the sound /z/ as you circle it. 400
Identifying Sounds
Activity 31g
Finding Sounds in Words
zip zoom zest Say: The sound you learned is in many words. This is the word _______. Find the /z/ in _______ and circle it, saying the sound as you do. 401
Applied Skills & Concepts
Guided Practice That was really good! And I bet you are ready to read even more new sentences now. If you don’t know a word, please do not guess. Instead, sound out the word as best you can. If you still cannot read the word, I will help you, but remember, don't guess. Now, let’s practice reading more sentences. (Remember that t-o is the sight word “to.”)
Now, what does this sentence say…
402
Reading Practice Skill Application: Get in the back, Sam. We had to clap hands. I will slap the mat. Can I stop the clock? Jan will get on the cot. The cap had dots on it. I can zip the top. Jim and Tom get in the cab. Hit the can and it will spill the slop.
U N IT 6
404
Breaking the Code
Breaking the Code Every vowel has at least two sounds—a long-vowel sound and a short-vowel sound. So, how do we know which sound a particular vowel is supposed to make? Well, there are certain common vowel patterns that we see again and again, and knowing these patterns is extremely helpful when sounding out words. From now on, we will “break the code” when sounding out words. The patterns enable us (help us) to know whether a vowel should make its long sound or its short sound. For example, Why does this word say met and not meet? We will find out the answer as soon as we become familiar with: “the single-vowel pattern.” When we use these patterns to sound out words, we say that we are decoding the words. From now on, we will “break the code” whenever we need to sound out new or unfamiliar words. To break the code, we will need to learn a special system for marking syllables. Whether a vowel makes it short-vowel or long-vowel sound depends on the letter that follows it, so our first step is to mark all of the vowels in the syllable. 405
The ShortVowel Sounds
The Short-Vowel Sounds We still have a big problem here. These vowels look just alike. We need a marking system to show which vowels are long and which vowels are short. I once saw a teacher suggest that you can remember which symbol marks a long vowel and which symbol marks a short vowel by erasing almost all of the word “Long” and almost all of the word “Short.”
Erase everything except the bottom of the “S” in the word “Short” and you are left with a little curved mark called a breve. A breve identifies a vowel as short.
Let’s put a breve above each vowel to show that each one says its short-vowel sound.
ă ĕ ĭ ŏ ŭ 406
Breaking the Code
Long-Vowel Sounds Now let’s do the same thing with the word “Long.” We will erase all but the bottom of the “L.”
We are left with a short straight line, called a macron, which identifies vowels as long. Each long vowel says its own name.
Let’s put a macron above each vowel to show that each one says its long-vowel sound.
ā ē ī ō ū We will use these marks to remind us when a vowel has its short vowel sound, and when it has its long vowel sound. By the way, you need to know that a long-u will often say /oo/ instead of /yoo/. (Give sufficient time to master this new info. )
407
Breaking the Code
The Vowel Patterns Whether a vowel makes its short-vowel or long-vowel sound depends on the letter or letters that follow it. Together, they may form certain common vowel patterns that we see again and again. Knowing these patterns is extremely helpful when sounding out words, so let’s learn the special system we use for marking and identifying these patterns. However, before we begin we need to be aware of an important guideline, which follows: RULE When breaking the code, always try to underline two letters, but never underline more than two letters.
408
Breaking the Code
The Middle-Vowel Pattern (CLOSED SYLLABLES) Step 1: Our first step is to mark all the vowels in each syllable. (At this time however, most of our words will only be one syllable long anyway.) We mark the vowels by underlining them with a straight line.
met Step 2: Our rule says that we must try to underline two letters, so we mark the next letter that comes right after the first vowel as well. The next letter is a consonant. We mark a consonant by underlining it with a curved line.
met Step 3: We code the vowel by copying the last mark made. Since the last mark we made was a curved line, we write a breve above the vowel, which tells us that it makes its short-vowel sound.
met 409
So, according to the middle-vowel pattern, when a single vowel appears in the middle of a syllable, that vowel is usually short. The “technical” name for this kind of syllable is “closed.” Hence, the vowel in a closed syllable is usually short.
410
Breaking the Code
The End-Vowel Pattern (OPEN SYLLABLES) What do we do when we have a word that ends with a vowel—a word like: go? Step 1: First mark all of the vowels in each syllable.
go Step 2: Since there is no letter to mark right after the first (and only) vowel, we skip directly to step three.
Step 3: Remember that we code the vowel by copying the last mark made. Since the last mark we made was a straight line, we write a macron above the vowel, which tells us that it makes its long-vowel sound.
go So, according to the end-vowel pattern, when a vowel ends a syllable, that vowel is usually long. The “technical” name for this kind of syllable is “open.” Hence, the vowel in an open syllable is usually long. 411
Breaking the Code
The Double-Vowel Pattern (SIDE-BY-SIDE VOWELS) Many instructors teach that: When two vowels go walking, the first one does the talking—that it says its own name, and that the second vowel is silent. But, this rule really only applies to the six common patterns listed below. You should memorize them! ai
ay
ea
ee
oa
ui
Step 1: First mark all of the vowels in each syllable. (Mark them by underlining them with a straight line.)
g o at Step 2: Since the vowels are side-by-side, we’ve already marked the letter following the first vowel, so we can now go to step three. Step 3: We code the vowel by copying the last mark we made…
g o at Step 4: …and finish by crossing out the second vowel (the silent vowel).
g o all t 412
So whenever we see the following pairs of vowels in a word, we should know automatically that the first vowel will be long (will say its own name) and the second vowel will be silent. ai
ay
ea
ee
oa
ui
(Unfortunately, there are a few exceptions, such as the word: been.)
413
Breaking the Code
The Silent-E Pattern The Silent-E Pattern The last pattern we will look at is the one in which a vowel, a consonant, and a silent-e comes at the end of a word. Step 1: First mark all of the vowels in each syllable. (But remember, you are only allowed to underline two letters at the most.)
plane Step 2: Since you have already underlined two letters, you are not permitted to underline any more, so skip directly to Step 3. Step 3: We code the first vowel by copying the last mark we made...
plane Step 4: …and cross out the second vowel (the silent-e).
Planell 414
Breaking the Code
Powerless E SILENT-E EXCEPTIONS
dance The a is short because there are TWO consonant between the silent-E and the first vowel, which prevents E from controlling the vowel.
EXCEPTIONS TO THIS TWO-CONSONANT EXCEPTION: -ange range change strange -aste paste haste waste
415
Breaking the Code
Cc and Gg NEW SOUNDS
Whenever c is followed by i or e, it will take the sound of /s/. This is sometimes referred to as the soft sound of c.
EXAMPLES: splice cent twice cease lace
Gg says its hard sound, /guh/, when it is followed by a, o, or u. Gg usually has the soft sound of J /juh/ when it is followed by e or i, but this is not 100% true. It’s true only about 98% of the time. EXAMPLES: gage gist page gin stage gent wage Exceptions: get give girl giggle
416
SPECIAL VOWEL SOUNDS (diphthongs) au aw
ou ow
oi oy
(See the charts.)
417
oo
oo ew
RULES OF Y Y is a consonant when it begins a word. Anywhere else in a word and it will be a vowel, following the four code breaking patterns. When y is the only working vowel in a word, it will always act as an i.
418
Breaking the Code
Syllabication Learning to tell one word from another is probably one of the first steps you took in developing the ability to understand language. And just as sentences are made up of smaller parts called words, many words are also made up of smaller parts called syllables. Syllables can be both heard and felt. You could say that syllables are kind of like the beats in a word. But, rather than try to explain what syllables are, it is probably easier to understand syllables through demonstration. We will begin by clapping syllables, starting with your own name and the names of animals. (Demonstrate how to clap out, for example, the single syllable in mouse, the four syllables in alligator, etc.) When you were learning to read one-syllable words, you discovered that there are certain common vowel patterns that help us to sound out words by telling us whether a vowel should make its long- or short-vowel sound. We called that “breaking the code.” But, to identify the patterns (or to “break the code”) in words with more than one syllable, we need to know where their syllables should be separated. Generally speaking, one rule will cover the vast majority of all situations: 419
Breaking the Code
2-Step Rule Unless they come at the beginning of a word, almost ALL syllables begin with a consonant. Therefore‌ 1. When a vowel is followed by just one consonant, the word is almost always divided AFTER the vowel and BEFORE the consonant. 2. And when a vowel is followed by two (or more) consonants, the word is usually divided BETWEEN the first two consonants. Look carefully at how theses nonsense words below were divided into syllables to see how this rule is applied.
EXAMPLES: mogin
mo/gin
Rule 1
ulist
u/list
Rule 1
infoad
in/foad
Rule 2
epperton
ep/per/ton
Rule 2
admofide
ad/mo/fide
Rule 2
noputo
no/pu/to
Rule 1
ludatto
lu/dat/to
Rules 1 & 2
420
Breaking the Code
Once we have used the syllabication rule to divide longer words into syllables, we “break the code” in each syllable to help us to sound out the words. For example, by dividing the nonsense word “ludatto” into syllables and decoding each syllable separately, we discover that the word should be pronounced: lū/dăt/tō. Here is a list of real words you can use to practice dividing words into syllables, and then breaking the code in each syllable individually in order to sound out the word:
beacon contemplate sailboat gyrate emergency conversation missile hibiscus hibernate interlude enterprise encumber egocentric
421
Breaking the Code
When the grand rule applies in the vast majority of cases, it will not apply to EVERY situation. Consequently, we are providing the following information just in cause you would like to know ALL of the syllabication rules.
ADDITIONAL SYLLABICATION RULES A one-syllable word is never divided. When a single consonant comes between two vowels in a word, if the first vowel is short, the word is usually divided after the consonant. When a single consonant comes between two vowels in a word, if the first vowel is long, the word is usually divided before the consonant. When a vowel is sounded alone in a word, it forms a syllable in itself. When two vowels come together in a word and are sounded separately, divide the word between the two vowels. Divide a compound word between the words that make the compound word. When a word has a prefix, divide the word between the prefix and the base word. When a word has a suffix, divide the word between the base word and the suffix. When a word ends in -le preceded by a consonant, divide the word before that consonant.
422
Breaking the Code
More About Syllabication WHAT TO DO WITH Y You already know that the letter y acts as a consonant at the beginning of words, and as a vowel in the middle and at the end of words. You also know that sometimes in a closed syllable (see page ?), -y has the sound of short-i. However, in an open syllable, there are two different possibilities for how -y may be pronounced—either as a long-i or a long-e. So, how do we know which it should be? Well, at the end of a one syllable word, it is pronounced like long-i, as in: my why fly spy by try However, at the end of a multi syllable word, it is pronounced like long-e, as in: happy funny psychology lady There are exceptions however, which some refer to as the NFL VERBS. (NFL is easy to remember because it is an abbreviation for National Football League.) In multi-syllable verbs that end with the letter y, immediately preceded by the consonant n, f or l‌the y is often pronounce like long-i, as in: defy imply deny
423
Breaking the Code
Unstressed Syllable Rule You learned that when a vowel is followed by just one consonant, the word is normally divided after the vowel and before the consonant. Take the word signature, for example. Since the letter a is followed by just one consonant (t), we divide the word between the a and the t: sig/na/ture In “breaking the code” it would seem that the a should be pronounce using its long-vowel sound. However, a vowel in an unstressed (unaccented) syllable is often pronounced with the short-u sound of /uh/. This happens so often that such vowels are given a special name and symbol, called a schwa: ə It looks like an upside down e. So, instead of pronouncing the word sĭg/nā/cher, it is pronounced sĭg/nŭ/cher.
424