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Lesson 111

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Objectives
Phonemic Awareness: Listen for the sounds of ed in past tense words.

Vocabulary: Learn the past tense.

phonograms: Learn ed .

Spelling: done, planted, pushed, called, tunnels

Comprehension: Practice reading three-syllable words. Pre-reading

Writing: Write descriptive words.

Materials
Needed: 2-4 LOE Whiteboard, Phonogram Cards including ed , 3 sheets of paper, scis-
sors, index cards, red and blue dry erase markers, Lazy Vowel Chart, world map

Optional: Letter tiles, finger paint, laser pointer, Bob Books from Sets 2 and 3

Phonograms
The Phonogram ed
Phonogram Card ed
Show the Phonogram Card ed . Whiteboard
This says /ĕd-d-t/. What does it say?  /ĕd-d-t/
How many sounds is /ĕd-d-t/?  three
Write /ĕd-d-t/ three times on your whiteboard.

179
180  Lesson 111

Phonemic Awareness
Listening for the Sounds of ed
Phonogram Card ed
I will say two words. Tell me what is different between them.

need needed One means I need it now, the other means I


needed it in the past. The sound /ĕd/ is different.
Teacher Tip
want wanted One means I want it now, the other means I
wanted it in the past. The sound /ĕd/ is different. Young children will probably not use the
word "past" but rather "yesterday" or "be-
jump jumped One means I jump now, the other means I fore." That is fine. Your goal is to be sure
they understand the meaning of -ED.
jumped in the past. The sound /t/ is different.

/ed-d-t/ is called the past tense ending because it tells us that


something happened in the past.

Past Tense Words


Phonogram Card ed
111.1 ED Words
scissors
Show the Phonogram Card ed . 3 sheets of paper or
3 whiteboards
Write "ed" on one piece of paper. Write "d" on a second
piece of paper. Write "t" on a third piece of paper. Put
the papers in three different areas in the room. Cut out Challenge
the words from the worksheet. Place them in a pile face
down in the center of the room. Place a whiteboard or a piece of a paper
at each station. Ask the student to write
All of these words end in the phonogram /ĕd-d-t/. Read the the words at the station with the correct
word. Run and put the word in this pile if the ending ED says sound.
/ĕd/. Put the word in this pile if it says /d/. Put the word in
this pile if the phonogram says /t/.
Teacher Tip
ed d t To play a non-active version of this game,
cut out the words and place them in a
started owned picked pile. Draw the three columns on the
needed called helped board. Ask the student to draw a word
shouted filled jumped and write it under the correct column.
waited opened asked
wanted signed locked
Teacher Tip
missed
Save the cards from 111.1 to use in Lesson
112.

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Lesson 111  181

Reading -ED Words Teacher Tip


111.2 Reading Practice
If your students do not know the sports
Read each paragraph. Draw a line to match the correct pic- terms: net, slam dunk, pitch, base, court…
ture to the words. discuss the sports and words before as-
signing the activity by showing pictures
of the various sports and discussing them.

Phonogram Practice
Phonogram Treasure Hunt - Individual
Phonogram Cards
Hide the Phonogram Cards that need additional practice
Whiteboard
around the room. Direct students to run and find the
hidden phonograms. When they find one, they should
bring it to you, write the letter on the whiteboard, and
read the sound(s).

Phonogram Treasure Hunt - Classroom


2-4 whiteboards
Divide the class into two teams. Set up 2-4 whiteboards Write the phonograms learned so far on
in the front of the room. Choose 2-4 students to check 15-20 index cards.
the phonograms. Direct one team to cover their eyes.
The second team should hide phonograms throughout
the room. The first team then opens their eyes and searches for phonograms. When a stu-
dent finds a phonogram, he must bring it to one of the checkers, read it, and write it on the
whiteboard. If it was read correctly, the checker awards one point. If it was written cor-
rectly, the checker awards a second point.

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182  Lesson 111

Spelling
Spelling List
Red and blue dry erase markers
Dictate the words for the students to write on their
Lazy Vowel Chart
whiteboards or with letter tiles.

Say Spelling
Word Sentence to Spell Markings Hints
Double underline the silent
1. done What time will you be done? dŏn done final E. Unknown reason. Add
done to the Lazy Vowel Chart.

2. planted We planted beans. plăn tĕd plan ted Underline /ed/.

Put two dots over /ü/. /ŭ-ū-


3 oo-ü/ said its broad sound.
3. pushed Tucker pushed the shopping cart. püsht püsh ed Underline /sh/. Underline /t/
and put a 3 over it. /ed-d-t/
said its third sound.

Put two dots over /ä/. /ă-ā-ä/


2 said its broad sound. Under-
4. called "Wait for me!" I called. käld cälled line /d/ and put a 2 over it.
/ed-d-t/ said its second
sound.

2 Put a 2 over /z/. /s-z/ said its


5. tunnels We can make snow tunnels. tŭn nĕlz tun nels second sound.

done
The first word is done.  What time will you be done?  done Multi-Sensory Fun
Place your hand under your chin and say done. How many Write the words with finger paint.
syllables in done?  one
Now hum done.  /hm/
How many syllables? one
Do you hear a lazy vowel sound?  yes
I will say the word and pronounce the vowel clearly. /dŏn/
Sound it out. /d-ŏ-n/
Add a silent final E. Multi-Sensory Fun
The student writes done on her whiteboard.
Provide the student with a laser pointer.
Ask him to point to a word on the Lazy
It is now my turn to write done. Drive my marker by sounding Vowel Chart and read it.
it out.
The teacher writes done on the board.

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Lesson 111  183

/d-ŏ-n/
What do we need to underline?  Double underline the silent final E.
Why do we have a silent final E in done?  We can't see the reason.

Let’s read it together.  /d-ŏ-n/ dŎne


How do we usually say this word?  done
Let’s add it to our Lazy Vowel Chart.

planted Teacher Tip


The next word is planted.  We planted beans.  planted
Place your hand under your chin and say planted. How many Mastering how to spell past tense words
when the ED sounds like /d/ or /t/ re-
syllables in planted?  two quires a high level of linguistic sophistica-
Now hum planted.  /hm-hm/ tion. The student must not only recog-
How many syllables? two nize the sounds, but also notice that it is a
past tense verb. At this stage the goal is to
Sound out the first syllable plan. /p-l-ă-n/ help students to read these words cor-
Sound out the second syllable ted. /t-ĕ-d/ rectly and become aware of them in writ-
Use /ĕd-d-t/. ing. Later levels of Foundations will work
towards developing greater accuracy
Write the first syllable in red and the second syllable in blue. while writing.
The student writes planted on her whiteboard.

It is now my turn to write planted. Drive my marker by


sounding it out.
The teacher writes planted on the board.
/p-l-ă-n-t-ĕ-d/
What do we need to underline?  Underline the /ĕd/.
Let’s read it together.  /p-l-ă-n-t-ĕ-d/ planted
Cover up the -ED with your hand.
What does this say?  plant
How are plant and planted different?  ED means it happened in the past.

pushed
The next word is pushed.  Tucker pushed the shopping cart.  pushed
Place your hand under your chin and say pushed. How many syllables in pushed?  one
Does pushed mean that it happened in the past?  yes
What is /ĕd-d-t-/ saying in pushed?  /t/
What does pushed say if we take off the /t/?  push
Sound out pushed /p-ü-sh-t/
Use /ĕd-d-t/.
The student writes pushed on her whiteboard.

It is now my turn to write pushed. Drive my marker by sounding it out.

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184  Lesson 111

The teacher writes pushed on the board.


/p-ü-sh-t/
What do we need to underline?  Underline the /ĕd/ and put a 3 over it. /ĕd-d-t/ said its third sound.
Cover up the -ED with your hand.
What does this say?  push
How are push and pushed different?  ED means it happened in the past.

Fluency
Three-Syllable Words Teacher Tip
111.3 Three-Syllable Words
In later levels students will learn the syl-
You have been learning so many phonograms and rules that labication rules. At this time, help the stu-
now you are ready to learn to read bigger words. dent to systematically sound out the
word from left to right. If the student
needs help, mark the multi-letter phono-
When you see a big word there are different strategies you grams, vowels, silent E's… and have him
can try. try again.

First, begin at the beginning and try to sound out each pho-
nogram.

If you do not recognize the word, then look at the word and see if you can find any multi-letter phono-
grams and underline them, then try to sound it out again.

Read each of the words aloud. Then match it to the picture.

Comprehension
Pre-Reading
World map
111.4 Pre-Reading
Look at the pictures. What do you see?

This is a place called Ha Long Bay which is in Vietnam. Teacher Tip


People in this part of the world live on houseboats and in
floating houses. Save the images in this activity for use
with Lesson 115.
Can you find a house in one of the pictures?
What do you think it would be like to live on a houseboat?
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Lesson 111  185

How would it be different from where you live now?


How would you get from house to house?
Would you be able to drive cars?
Show the students where Vietnam is on a map. Point to Ha
Long Bay. Compare this to where you live on the map. Readers
What is a bay?  Bob Books Set 2
A place where the land curves around the ocean (or a lake). Bed Bugs (If needed, help the
student to read the contraction don't.)
Point to bays on the map. Bob Books Set 3
Red Car
In the next lesson we will learn more about Ha Long Bay.

Writing & Comprehension


Descriptive Words Challenge
Good writers use descriptive words to describe their subject.
I will read a sentence. Put your thumbs up if it is a sentence Ask the students to make up sentences
aloud that are descriptive and ones that
that is descriptive and helps you to imagine the place. Put are boring. Be aware that many children
your thumbs down if the sentence does not give details and will not have a complete sentence or will
does not help you imagine the place. make a run-on sentence. Do not focus on
this. Rather focus on whether they use
The clear blue water is surrounded by enormous descriptive language.
rocks.  thumbs up

There is water.  thumbs down

It is a house.  thumbs down

The small blue house with a red roof is floating on the water.  thumbs up

The bird flew.  thumbs down

The red bird with a black head darted from tree to tree in search of the perfect place to build its
nest.  thumbs up

111.4 Pre-Reading
Teacher Tip
Let's look at the pictures again. This looks like a very beautiful
place. Tell me a sentence that describes something you see. Accept any attempts to describe that in-
clude details. Do not worry about proper
Be sure to include descriptive words. grammar, complete sentences, etc. at this
time. The goal is to encourage the stu-
dent to explore descriptive language.

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Lesson 112
Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.

Objectives
Phonograms: Learn aw .

Vocabulary: Match the past and present tense forms of a word.

Spelling: missed, saw, draw, person, followed

Comprehension: Reader 7 - Ha Long Bay

Writing: Copywork

Materials
Needed: LOE Whiteboard, Phonogram Cards including aw , sidewalk chalk, beanbag,
paper plates, crayons or makers, words from worksheet 111.2, red and blue dry erase
markers, Lazy Vowel Chart, /er/ Poster, Reader 7, map

Optional: Letter tiles, Bob Books from Set 2

Phonograms
The Phonogram aw
Phonogram Card aw
Show the Phonogram Card aw .
This says /ä/. What does it say?  /ä/
Is it a vowel or a consonant sound? vowel
How many letters are in this spelling of /ä/? two
May we use it at the end of English words?  yes
We will call this two-letter /ä/ that may be used at the end of English words. What is it called? two-letter
/ä/ that may be used at the end of English words

Write two-letter /ä/ three times on your whiteboard.


Which one is the neatest?
Put a smiley face next to it.

186
Lesson 112  187

Phonogram Practice
Phonogram Hopscotch - Individual
Draw a hopscotch board without anything in the squares. Phonogram Cards
Show the student a Phonogram Card. Have him read it, Sidewalk chalk
then write it in the square of his choice. Fill in all the Beanbag
squares in this manner. Direct the student to toss a bean-
bag onto one of the squares. He must hop to the bean-
bag, reading each phonogram he passes, pick up the beanbag, and hop back again reading
each of the sounds.

Indoor Phonogram Hopscotch


Phonogram Cards
Provide the student with seven pieces of paper. Show
Paper
the student a Phonogram Card. Have him read it, then
Crayons or markers
write one phonogram on each piece of paper. Continue
until all seven phonograms have been used. Arrange the Beanbag
papers to play Phonogram Hopscotch or Phonogram
Relay.

Phonogram Relay - Classroom


One set of paper plate phonograms per
Divide students into teams of 2-4 students. Each team
team
should set out one set of Phonogram Plates on the floor.
Each team then lines up behind their plates. When the
teacher says, “go,” the first student should hop onto each
plate and read the sound(s). When he reaches the end, he turns around, runs back, and tags
the next person in line.

Vocabulary
Past Tense Memory Game
Past Tense Words from 111.2
112.1 Past Tense Memory
Arrange the words from 111.2 and 112.1 upside down in
rows on the table. Challenge
We will play a game of memory. Turn over a yellow card. Read
Put the word cards upside down in a pile.
the word. Then turn over an orange card and read it. If they Draw a card, read it, then think of a sen-
are related words you may keep the cards and play again. tence that uses the word.
Otherwise turn the cards over and the play moves to the
next player.

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188  Lesson 112

Spelling
Spelling List Red and blue dry erase markers
Dictate the words for the students to write on their Lazy Vowel Chart
whiteboards or with letter tiles. /er/ Poster

Say Spelling
Word Sentence to Spell Markings Hints
Double the S. We often
double F, L, and S after a single
Yesterday I missed class because I 3 vowel at the end of a base
1. missed was sick.
mĭst missed word. Underline /t/ and put a
3 over it. /ed-d-t/ said its third
sound.

Underline two-letter /ä/ that


2. saw I saw a frog catch a fly. sä saw may be used at the end of
English words.

3. draw Draw a picture of a tree. drä draw Underline two-letter /ä/.

Underline /er/. Use the /er/


4. person Alex is a nice person. per sŏn per son of her. Add to the /er/ Poster.
Add to the Lazy Vowel Chart.

Underline /ō/ and put a 2


2 2 over it. /ow-ō/ said its second
5. followed I followed Mr. Fitz out of the room. fŏl lōd fol low ed sound. Underline /d/ and put
a 2 over it. /ed-d-t/ said its
second sound.

missed
The first word is missed.  Yesterday I missed class because I was sick.  missed
Place your hand under your chin and say missed. How many syllables in missed?  one
Yesterday I missed class. This happened in the past.
What ending do I add to a word to make it past?  /ed-d-t/

What do I get if I take the ED off of missed?  miss


Let's sound out miss. /m-ĭ-s/
/s/. Double the /s/ because it is after a single short vowel.
What do we add to make it missed?  /ed-d-t/
Emphasize the /t/ sound at the end of missed.
The student writes missed on her whiteboard.

It is now my turn to write missed. Drive my marker by sounding it out.


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Lesson 112  189

The teacher writes missed on the board.


/m-ĭ-s-s-t/
What do we need to underline?  Underline the /t/ and put a 3 over it. /ed-d-t/ said its third sound /t/.
Cover up the ed with your hand.
What does this say?  miss
How are miss and missed different?  ED means it happened in the past.

person
The next word is person.  Alex is a nice person.  person
Place your hand under your chin and say person. How many syllables in person?  two
Now hum person.  /hm-hm/
How many syllables? two
Do you hear a lazy vowel sound?  yes
I will say the word and pronounce the vowel clearly. /persŏn/
Sound out the first syllable /per/. /p-er/
Use the /er/ of her.
Sound out the second syllable /sŏn/. /s-ŏ-n/
Write persŏn with each syllable in a different color.
The student writes person on her whiteboard.

It is now my turn to write person. Drive my marker by sounding it out.


The teacher writes person on the board.
/p-er-s-ŏ-n/
What do we need to underline?  Underline /er/.

Let’s read it together.  /p-er-s-ŏ-n/ persŏn


How do we usually say this word?  persәn
Let’s add it to our Lazy Vowel Chart.

Comprehension
More About This Reader
Ha Long Bay is on the northern coast of Vietnam in the Gulf of Tonkin. With at least 1600
limestone islands and islets that are mostly uninhabited, it has been listed as a UNESCO
World Heritage Site and as one of the World's New Seven Wonders of Nature. Although it is a
popular tourist site, the four “floating” villages there still depend largely on fishing for their
livelihood. Ha Long Bay is a perfect example of this world's amazing beauty and diversity in
both geographical features and cultures!

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190  Lesson 112

Ha Long Bay
Map
Reader 7: Ha Long Bay
What is the title of this book?  Ha Long Bay
What is a bay?  A body of water surrounded by land. Teacher Tip
What is the name of the bay we will learn about?  Ha Long
Do you think this is an English word? Ha is pronounced Hä. If students mispro-
nounce it, draw two dots over the A. Dis-
Ha Long is Vietnamese. cuss how A usually says /ä/ at the end of
a base word.
Show the students where Ha Long Bay is located on a map.

What will we learn about as we read this book?  We will learn


about Ha Long Bay.
Readers
Read the book aloud to me.
Bob Books Set 2
Would you like to visit Ha Long Bay? Pip and Pog
What would you want to see there? Sox the Fox
The Red Hen
Without reading the text, retell what you learned in this OK, Kids
book. The Sad Cat

Writing
Copywork
112.2 Handwriting
Read the sentence aloud. Copy it on the lines in your workbook using your best handwriting.

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Lesson 113

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Objectives
Spelling Rules: Y says /ē/ only at the end of a multi-syllable word.

Vocabulary: Past tense, antonyms

Spelling: city, invented, happy, area, instead

Comprehension: Re-reading

Writing: Dictation

Materials
Needed: LOE Whiteboard, playdough, popsicle sticks, Phonogram Card y , scissors,
red, blue, and green dry erase markers, Lazy Vowel Chart, map, highlighter, big and tiny
stuffed animals, something soft and something hard, Reader 7

Optional: Letter tiles, timer, limestone, 2-3 other rocks, dragon fruit, papaya, persim-
mons, jack fruit, pineapple, or mangoes, table, blanket, video about Vietnam, books about
caves or Vietnam, Bob Books from Sets 2, 3, and 4

Phonogram Practice
Texture Writing Playdough
Provide students with playdough and a popsicle stick. Popsicle sticks
Roll the playdough out flat. Call out a phonogram for
the students to write in the dough using the popsicle
stick.

Vocabulary
Past Tense
113.1 Past Tense
Read the sentence. Write the word that completes the sentence in the blank.

191
192  Lesson 113

Spelling Rule
When Y Says /ē/
Phonogram Card y
Show the Phonogram Card y . Red and blue dry erase markers
What does this say?  /y-ĭ-ī-ē/
Today we are going to talk about when Y says /ē/.
I will write a word on the board. I will sound it out as I write it.
Write baby.
/b-ā-b-ē/
What does this say?  baby
What did Y say?  /ē/
How many syllables in baby?  two
I will write another word.
Write ugly.
/ŭ-g-l-ē/
What does this say?  ugly
How many syllables in ugly?  two

This is the new rule: Y says /ē/ only at the end of a multi-syllable word. Let's say it together.
Write cry.
What does this say?  cry
What did the Y say?  /ī/
How many syllables in cry?  one

What is the rule that tells us what sound Y makes at the end of a one-syllable word?  When a one-syllable
word ends in Y it says /ī/.
Write sandy.
What does this say?  sandy
How many syllables in sandy?  two
What is the rule?  Y says /ē/ only at the end of a multi-syllable word.
Write fly.
What does this say?  fly
How many syllables in fly?  one
What is the rule?  When a one-syllable word ends in Y it says /ī/.

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Lesson 113  193

Reading Y Words
Scissors
113.2 Y Words Timer
Cut out the words. Put them in a pile face down. Desig-
nate a spot in the room to bring words where Y is saying
/y/, a different place to bring words where Y is saying Challenge
/ī/, and a third area for words where Y is saying /ē/. Set a timer. See how many words the stu-
Pick a word. Read it aloud. If the Y said /y/, run and put it dent can sort in a given time. Or time
how long it takes. Can he beat his time?
here. If the Y said /ī/ put it here. If the Y said /ē/ put it here. In a classroom, form relay teams.
Then run back and pick up a new word.

Teacher Tip
Save the words for use with Lesson 114.

Spelling List
Spelling List
Red, blue, and green dry-erase markers
Dictate the words for the students to write on their
Lazy Vowel Chart
whiteboards or with letter tiles.

Say Spelling
Word Sentence to Spell Markings Hints
C softens to /s/ before an E, I,
or Y. Otherwise C says /k/. Y
1. city This city has many good schools. sĭ tē ci ty says /ē/ only at the end of a
multi-syllable word.

You invented a new ice cream


2. invented flavor.
ĭn vĕn tĕd in ven ted Underline /ed/.

Y says /ē/ only at the end of a


3. happy I am so happy to see you! hăp pē hap py multi-syllable word.

Put a line over the /ā/ and the


/ē/. A E O U usually say their
long sounds at the end of the
4. area Let's sit in this shady area. ā rē ä ā rē ä syllable. Put two dots over /ä/.
/ă-ā-ä/ said its broad sound.
Add to the Lazy Vowel Chart.

2 Underline /ĕ/ and put a 2


5. instead Let's take a hike instead. ĭn stĕd in stead over it. /ē-ĕ-ā/ said its second
sound.

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194  Lesson 113

area Teacher Tip


The third word is area.  Let's sit in this shady area.  area
Place your hand under your chin and say area. How many Some children may hear area as a two-
syllable word pronounced /ār-yә/. To
syllables in area?  three help them distinguish each syllable, clear-
Now hum area.  /hm-hm-hm/ ly articulate each syllable. Dictionaries in-
How many syllables? three dicate three syllables in the pronuncia-
tion of this word.
Do you hear a lazy vowel sound?  yes
I will say the word and pronounce the vowel clearly. /ā-rē-ä/
Say /ā-rē-ä/ with me.  /ā-rē-ä/
Sound out the first syllable /ā/. /ā/
Sound out the second syllable /rē/.  /r-ē/
Sound out the third syllable /ä/.  /ä/
How do we usually spell /ä/ at the end of the word?  with an A
Write each syllable in a different color.
The student writes area on her whiteboard.
Teacher Tip
It is now my turn to write area. Drive my marker by sounding Remember schwa is technically an unac-
it out. cented vowel sound. Therefore in multi-
The teacher writes area on the board. syllable words the schwa is the most
/ā-r-ē-ä/ commonly heard sound.
How do we mark area?  Put a line over the /ā/.

Why did A say its long sound /ā/?  A E O U usually say their long sounds at the end of the syllable.
Put a line over the /ē/.
Why did E say its long sound /ē/?  A E O U usually say their long sounds at the end of the syllable.
Put two dots over the /ä/.
Why did the A say /ä/?  When a word ends with the phonogram A it says /ä/.
Let’s read it together.  /ā-r-ē-ä/ area
Let’s add area to our Lazy Vowel Chart.

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Lesson 113  195

Comprehension & Fluency


Re-Reading
Map
Reader 7: Ha Long Bay Reader 7
Read page 1. Highlighter
What does enormous mean?  huge, large, giant Limestone
Samples of 2-3 other types of rock
Locate Ha Long Bay on the map.
Dragon fruit, papaya, persimmons, jack
What sea does Ha Long Bay border?  South China Sea fruit, pineapple, or mangoes
Trace the edge of the land with your finger and show how Table
the bay curves inward. Point out the islands. Imagine the Blanket
enormous rocks on the islands.

Look at the picture. How does it relate to what you


read?  The picture shows an enormous rock.
Find one or two words on the page that describe Ha Long Bay and highlight them.

Read page 2.
Multi-Sensory Fun
What are the rocks made of? limestone
There are many types of rock. The rocks in Ha Long Bay are Place a blanket over a table and read the
limestone. book in the "cave." Imagine that you are
in one of the limestone caves around Ha
If available, show the students a piece of limestone and two Long Bay.
or three other types of rock such as granite, sandstone, and
quartz.
Look at the picture. How does it relate to what you read?  The picture shows a cave.
Find one or two words on the page that describe Ha Long Bay and highlight them.

Read page 3.
Look at the picture. How does it relate to what you read?  There is a boat in a tunnel in the rock.
Find one or two words on the page that describe Ha Long Bay and highlight them.

Read page 4.
Multi-Sensory Fun
How do people in Ha Long Bay travel?  by boat
How do you travel?  by car, walking, bike, bus, train, airplane Buy dragon fruit, papaya, persimmons,
How is the man paddling his boat?  with his feet jack fruit, pineapple, or mangoes to share
with the children. Imagine how in Ha
Pretend to paddle a boat with your feet. Long Bay someone would travel by boat
Look at the picture. How does it relate to what you selling the fruits. Discuss how the fruits
read?  The picture shows a man paddling a boat with his are grown on land and sold to the people
on Ha Long Bay who then sell fish to the
feet. people who live on the land.
Read page 5.
What is a merchant?  someone who sells things
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196  Lesson 113

We do not use the word merchant very often. What are clues in the story that tell us what merchant
means?  The story says the merchant buys and sells

Look at the pictures of the fruit in her boat. Do you recognize any of these fruits?
There are many different types of food in the world.

Read page 6.
What is the most common job in Ha Long Bay?  fishing

Read page 7.
Where do people live in Ha Long Bay?  in houseboats or in floating houses
Look at the picture. What do you think it would be like to live in a houseboat?

Read page 8.
Teacher Tip
That smaller boat is probably someone's home. Compare the
houseboat on page 8 to the houseboat on page 9. Would Ask students to consider the fact that for
you want to live in one? someone who is born in Ha Long Bay and
spends their whole life there, they are not
likely to see anything unusual or particu-
Read page 9. larly interesting about their own environ-
What did the people on this page do?  They connected their ment and culture. Use this reader as a
houseboats together to make a village. starting point to help students notice
and appreciate the value in places out-
What do you think it would be like to live in a village of side of their own environment.
houseboats?
How would it be different from where you live?
How would it be the same?

Read page 10.


Readers
Would you want to visit Ha Long Bay?
Why or why not? Bob Books Set 2
0 to 10
Close your eyes. Imagine that you grew up in a village in Ha Bob Books Set 3
Floppy Mop
Long Bay. You traveled to your neighbor's house by boat. Summer
Your dad went fishing every day for his job. You fished off the Kittens
side of your house to catch dinner. The lady with the fruit Funny Bunny
Bob Books Set 4
boat came by each week to sell fruits. This is all normal to Bump!
you. You have always lived in Ha Long Bay. Cat and Mouse
The Swimmers (Happily has I
Now imagine that you came for a visit to _____ (fill in the saying /ĭ/ at the end of the syllable.)
blank with where you live). Which things would be strange
and new to you?

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Lesson 113  197

Writing
Dictation
113.3 Dictation
Dictate the sentence for students to write on their worksheet.
In Ha Long Bay neighbors visit each other by boat

Vocabulary
Antonyms
Big stuffed animal
Show the students the two stuffed animals.
Tiny stuffed animal
This one is big. This one is tiny. Big and tiny are the opposite.
Something soft
Show the students something hard and something soft. Something hard
This is hard. This one is soft.

We call words which are opposites antonyms. Let's say ant-


onym together.  antonym

What does antonym mean?  opposite

I will say a word. I want you to say a word that means the opposite.

slow  fast opened  closed

tall  short good  bad

thin  fat hot  cold

Look around the room and find two objects that are somehow opposite.

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Lesson 114
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Objectives
Phonograms: Learn au .

Spelling Rules: Practice Y says /ē/ only at the end of a multi-syllable word.

Spelling: baby, twelve, copy, because, story

Comprehension: Read a myth.

Writing: Write using descriptive words.

Materials
Needed: LOE Whiteboard, words from 113.2, scissors, towels or small blankets, small
ropes or strings, Phonogram Cards including au and aw , stick with string and magnet,
paper clips, red and blue dry erase markers

Optional: Letter tiles, timer, paper and markers

Spelling Rule
Y Boats
Scissors
114.1 Y Words Words from 113.2
Cut out the words from 114.1. Add the words from 113.2. Towels or small blankets
Small ropes or strings
Today we will pretend that we live in a floating village of
Timer
houseboats in Ha Long Bay. Lay out the towels as if they are
different houses. Use the ropes to tie some houses together.

I will show you a word. Read it. If you read it correctly you
Challenge
may step to the next houseboat.
Set a timer. See how many words the stu-
dent can sort in a given time. Or time
how long it takes. Can he beat his time?
In a classroom, form relay teams.

198
Lesson 114  199

Phonograms
The Phonogram au
Phonogram Cards au and aw
Show the Phonogram Card au . Whiteboard
This says /ä/.  /ä/
Can you sing the sound /ä/? yes
Is it a vowel or a consonant sound? vowel

Can you use it at the end of the word?  no


Why?  English words do not end in I, U, V, or J

Show the Phonogram Cards au and aw .


How are these the same?  They both start with an A. They both say /ä/.
How are they different?  One ends in a U and one ends in a W.
Which one may I use at the end of the word? AW
Why can't I use AU?  English words do not end in I, U, V, or J.

Write two-letter /ä/ that you may not use at the end of English words three times on your whiteboard.
Which one is the neatest?
Put a smiley face next to it.

Phonogram Practice
Phonogram Fishing
15-20 Phonogram Game Cards
Tie a string to the stick and add a small magnet to the
Stick with string and magnet tied to it
bottom. Attach a paper clip to each phonogram game
Paper clips
card. Place 4-8 cards face up on the floor facing the stu-
dents. Call out a phonogram and direct the students to
catch the correct phonogram on the magnet. If the stu-
dent catches the correct one, he keeps it. Replace the Teacher Tip
card with a new phonogram.
As students play the game, imagine to-
gether they are fishing in Ha Long Bay.

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200  Lesson 114

Spelling
Spelling List
Red and blue dry erase markers
Dictate the words for the students to write on their
whiteboards or with letter tiles.

Say Spelling
Word Sentence to Spell Markings Hints
Put a line over the /ā/. A E
O U usually say their long
1. baby My sister is a tiny baby. bā bē bā by sounds at the end of the
syllable. Y says /ē/ only at the
end of a multi-syllable word.

Underline the V and double


underline the silent E. English
2. twelve We need twelve pencils. twĕlv twelve words do not end in V; add a
silent final E.

Y says /ē/ only at the end of a


3. copy Copy the words onto your paper. kŏp ē cop y multi-syllable word. C softens
to /s/ only before an E, I, or Y.

Put a line over the /ē/. A E


O U usually say their long
sounds at the end of the syl-
2 lable. Underline /ä/. Underline
Rob ate a snack because he was
4. because hungry.
bē käz bē cau  se /z/, put a 2 over it, and double
underline the silent final E.
Add an E to keep singular
words that end in -s from
looking plural.

Underline /or/. Y says /ē/ only


Tell me the story of how you got a
5. story pet turtle.
stor ē stor y at the end of a multi-syllable
word.

Teacher Tip
In baby the syllable breaks after the A be-
cause the A is saying its long sound. In
copy the syllable breaks after the P be-
cause the O is saying its short sound.
Some programs teach that a double con-
sonant is needed to close the syllable.
Though this sometimes occurs, there are
countless exceptions such as copy.

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Lesson 114  201

Comprehension
Reading Paper and markers
114.2 The Myth of Ha Long Bay
Read the myth about Ha Long Bay. Teacher Tip
Is this a true story?  no In Vietnamese, Ha Long literally means
What provides clues that this story is not true?  There are Descending Dragon. This has been sim-
dragons who spit jewels. The jewels turn into rocks. plified to swooping due to the ages of the
students. There are many variations on
This type of story is called a myth. Many cultures have myths the myth told about Ha Long Bay.
that are told to explain parts of the world around them.
Multi-Sensory Fun
Digging Deeper
Ask students to illustrate the Myth of Ha
There are many ways to learn more about the themes Long Bay.
covered in Reader 7: Ha Long Bay. Read a book about
caves. Visit a cave. Learn about stalagmites and stalac-
tites. Eat Vietnamese food. Watch a travel video about Vietnam. Watch one of the many free
online videos about Ha Long Bay. Go fishing.

Writing & Comprehension


Descriptive Words Teacher Tip
114.3 Descriptive Words
The goal of this activity is for children to
Look at the picture in your workbook. This picture was taken explore descriptive language. At this
in Hoi An, Vietnam. Describe the picture to me. stage, some children will be able to write
a complete sentence to describe the pic-
As the student describes the image, take notes on the ture, others will only write phrases or in-
dividual words. Affirm all attempts at ex-
board by writing down the keywords. pression. Do not overly emphasize correct
spelling or usage. Writing correct sen-
tences is a complex activity requiring stu-
Man in Boat dents to understand subjects, verbs, and
round boat complete thoughts. This will develop
with time and further instruction.
basket of tiny fish
green water
pink round bucket
Choose words that you think best describe the picture and write them on the lines.

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Lesson 115
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Objectives
Phonograms: Learn augh .

Spelling: laugh, many, taught, here, there

Fluency: High frequency words

Writing: Write descriptive words to create a travel brochure.

Materials
Needed: LOE Whiteboard, Phonogram Cards augh and au , scissors, red and blue dry
erase markers, game pieces, die, High Frequency Words from previous lessons, 111.4 Pre-
Reading worksheet, 1/2 sheet of paper

Optional: Letter tiles, ziplock bag filled with tempera paint, timer, travel brochures

Phonograms
The Phonogram augh
Phonogram Cards augh , au
Show the Phonogram Card augh .
This says /ä-ăf/. What does it say?  /ä-ăf/

Show the Phonogram Cards augh , au


How are these the same?  They both say /ä/. They both have the letters A and U.
How are they different?  One ends in GH and also says /ăf/.

Write /ä-ăf/ three times on your whiteboard.


Which one is the neatest?
Put a smiley face next to it.

202
Lesson 115  203

Phonogram Practice
Phonogram Flip
115.1  Phonogram Flip
Scissors
Cut along the green dotted lines to create flaps. Stop at the
solid red line. Fold the page in half along the solid red line.
Ask the student to choose a flap, read the phonogram, then
open the flap and write the phonogram on the line.

Spelling
Spelling List Red and blue dry erase markers
Dictate the words for the students to write on their Ziplock bag filled with tempera paint
whiteboards or with letter tiles.
Multi-Sensory Fun
Write the words with your pointer finger
on a ziplock bag filled with tempera
paint.

Say Spelling
Word Sentence to Spell Markings Hints

2 Underline /af/ and put a 2


1. laugh My baby brother makes me laugh. lăf laugh over it. /ä-af/ said its second
sound.

Y says /ē/ only at the end of a


2. many Many hands make light work. măn ē man y multi-syllable word.

3. taught Mike taught me a yo-yo trick. tät taught Underline /ä/.

Put a line over the /ē/. Double


underline the silent final E.
4. here We will eat here. hēr hēre The vowel said its long sound
because of the E.

Underline /TH/ and put a 2


2 over it. /th-TH/ said its sec-
5. there We will meet you there. THĕr there ond sound. Double underline
the silent final E. Unseen
reason.

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204  Lesson 115

many
The second word is many.  Many hands make light Teacher Tip
work.  many
Be sure to exaggerate the /ă/ sound.
Place your hand under your chin and say many. How many There is not a known reason for the dif-
syllables in many?  two ference in pronunciation. Some teachers
Hum many. How many syllables?  /hm-hm/ two may choose to mark it with an X as an
exception.
This word has a sound that is not pronounced clearly. I will
say the word again. /măn  ē/
What is the first syllable?  /măn/
Sound out /măn/.  /m-ă-n/
What is the second syllable? /ē/
Use /y-ĭ-ī-ē/.
Now write /măn  ē/. Write the first syllable in red and the second syllable in blue.
The student writes many on her whiteboard.

It is now my turn to write many. Sound it out as I write it on the board.


The teacher writes many on the whiteboard.
First syllable /măn/.  /m-ă-n/
Second syllable /ē/.  /ē/

Why did the Y say /ē/?  Because it is at the end of a two-syllable word.
What is the rule?  Y says /ē/ only at the end of a multi-syllable word.
Let’s read it together.  /m-ă-n-ē/ many

there
The last word is there.  We will meet you there.  there
Place your hand under your chin and say there. How many syllables in there?  one
Sound out there.  /TH-ĕ-r/
Silent final E.
The student writes there on her whiteboard.

It is now my turn to write there. Sound it out as I write it on the board.


The teacher writes there on the whiteboard.
/TH-ĕ-r/ silent final E.
How do we mark it?  Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Double underline
the silent final E.
Do you see a reason for the E?  no
This is an unseen reason.
Write here on the board.
How are here and there related?  They are related in meaning. They are spelled the same except for the T.
One way I remember that there is a silent final E in there is to remember that it is related to here.
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Lesson 115  205

Fluency
High Frequency Board Game
Scissors
115.2 High Frequency Words Game pieces
Cut out the words and place them upside down alongside Die
the game board. Add high frequency words from previous High Frequency Words from previous
lessons that need additional practice. Ask each student to lessons
choose a game piece. Place them at the beginning of the Timer
board, on the blue sunburst.
Today we will practice reading words. Roll the die. Then
Multi-Sensory Fun
choose a word. If you read it correctly you may move the
number or spaces shown on the die in the direction of the Set a timer for each turn. The student
small arrows. If you land on a long arrow going up, move up may read as many words as possible dur-
ing his turn. He moves forward one space
to where the arrow ends. If you land on a long arrow going for each word he reads correctly.
down, follow it to where it lands. When you reach the white
sunburst, you win!

Comprehension
Reading -ED Words
115.3 Ball Game
Read what happened during the game. Draw a line to show where the ball is traveling.

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206  Lesson 115

Writing & Comprehension


Descriptive Words
Scissors
Get travel brochures and show them to the students. These
111.4 Pre-Reading
may be about parks, attractions, hotels, museums, or any-
4 1/4 X 11 sheet of paper (1/2 sheet)
thing else in your area. These are commonly found in gas
stations, hotel lobbies, restaurants, and libraries. Glue or tape
What are these? Travel brochures
Why did someone write these?  They advertise various things
to do, places to stay, and places to eat.
Discuss the brochures.
The past few lessons we have been learning about Ha Long Bay. Every year more than 1 million people visit
Ha Long Bay as tourists.

Today we will write a travel brochure for Ha Long Bay.


Let's think of words to describe Ha Long Bay together.
Challenge
Write a sentence that describes the pic-
Ha Long Bay ture.

enormous rocks
dragon boats
excellent fishing

Teacher Tip
Write the words on the board as the students describe Ha
The goal of this activity is for children to
Long Bay. Leave the words as a reference while they create explore descriptive language. At this
their travel brochures. stage, some children will be able to write
You have a piece of paper to create your own brochure to tell a complete sentence to describe the pic-
ture, others will only write phrases or in-
others about Ha Long Bay. Cut out pictures from 111.4. Glue dividual words. Affirm all attempts at ex-
them into your brochure and write words to describes Ha pression. Do not overly emphasize correct
Long Bay. spelling or usage. Writing correct sen-
tences is a complex activity requiring stu-
dents to understand subjects, verbs, and
complete thoughts. This will develop
with time and further instruction.

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Review G

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Area Skill Mastery

Handwriting Copy a sentence with an uppercase letter and


1
punctuation.

Phonograms Read ew, ui, oe. 1

Read ed, aw, au, augh. 2

Spelling Spell words by choosing the correct phonograms from


1
a limited set of options.

Reading Read past tense words which use the suffix -ED. 2

Read silent final E words with seven reasons for the E. 2

Read two-syllable words ending in a single vowel Y. 2

Read three-syllable words. 3

207
208  Review G

Phonogram Assessment
Reading Phonograms
Ask the students to read each of the phonogram cards. Phonogram Cards ew , ui , oe ,
(ew, ui, oe, ed, aw, au, augh) ed , aw , au , augh

What's That Phonogram?


Highlighter
G.1 What's That Phonogram?
On your page are groups of four phonograms. I will say a
phonogram's sound(s). Color the correct phonogram with your highlighter.

1. /ō-oo/
2.  /ed-d-t/ past tense ending.
3.  /ä/ that you may use at the end of English words.
4.  /oo-ū/ that you may use at the end of English words.
5.  /ä/ that you may not use at the end of English words.
6. /ä-ăf/

Spelling Assessment
Spelling
Scissors
G.2 Spelling
Cut out the phonogram tiles and place them on the table in
front of the student so that every letter is oriented correctly.
I will say a word. Using the phonograms, drag them into place to spell the word.

saw eight

give planted

Handwriting Assessment
Copywork
G.3 Handwriting
Choose the line size that you prefer. Copy the sentence.
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Review G  209

Reading Assessment
Comprehension
Index cards
G.4 Matching
Match the sentences to the pictures. Teacher Tip
Listen to students read each sentence
aloud. Note how the student reads the
various types of words. Many students at
this stage will still struggle with two-sylla-
High Frequency Words ble words.

G.5 High Frequency Words


Read each word aloud. Multi-Sensory Fun
Write each word on an index card. Ask
the student to read it, then run across the
room and put it in a pile.

Practice Ideas
Handwriting
If the student continues to struggle with writing, review how to form each of the letters
using either Foundations A and B or The Rhythm of Handwriting. Incorporate daily handwriting
games as found in Foundations A and B to provide additional practice.

Phonograms
"Matching Phonograms" on page 150
"Blind Writing" on page 155
"Go Fish" on page 160
"Phonogram Tic-Tac-Toe" on page 164
"Dolphin Phonogram Hunt" on page 169
"Phonogram Treasure Hunt" on page 181
"Phonogram Hopscotch" on page 187
"Texture Writing" on page 191
"Phonogram Fishing" on page 199
"Phonogram Flip" on page 203

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210  Review G

Words with the Schwa Sound


Squirt gun
Practice reading the words on the Lazy Vowel Chart
each day for a month.
Multi-Sensory Fun
Past Tense Words
Write words with a schwa on a white-
"Reading -ED Words" on page 181
board. Provide students with a squirt gun.
"Past Tense Memory Game" on page 187 Ask the student to read the word, then
"Reading -ED Words" on page 205 squirt it.

Words Ending in Y
"Reading Y Words" on page 193
"Y Boats" on page 198

Silent Final E Words


"Silent E Ladders and Slides" on page 130
"Creating New Words" on page 152
"Silent Final E Game" on page 156
"Silent E Ladders and Slides" on page 170

Reading Comprehension
Have the student re-read one of the readers or texts from the workbook. Discuss the text
together.
Practice reading the Bob Books listed in previous lessons. Discuss the stories together.
"On the Farm" on page 109
"Following Directions" on page 122

High Frequency Words


"High Frequency Word Game" on page 113
"High Frequency Word Race" on page 145
"Reading Basketball" on page 172
"High Frequency Board Game" on page 205

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Lesson 116

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Objectives
Phonograms: Learn ie .

Phonemic Awareness: Learn about words with a silent L.

Vocabulary: Learn the meaning of the prefix UN-.

Spelling: fields, walking, talked, early, fullest

Comprehension: Pre-reading

Writing: Keywords

Materials
Needed: LOE Whiteboard, Phonogram Card ie , Bingo game pieces, 3 colors of high-
lighters, red and blue dry erase markers, /er/ Poster, heavy box, wagon or cart, rug, rope

Optional: Letter tiles, Bob Books from Sets 3 and 4

Phonograms
The Phonogram ie
Phonogram Card ie
Show the Phonogram Card ie . Whiteboard
This says /ē/. What does it say? /ē/

How many letters are in /ē/?  two


Do we have other ways to spell long /ē/ that have two letters?  yes
What are they?  ee, ea, ey
So we need a name for this phonogram.
I will write a word on the board. I want you to read it.

field  /f-ē-l-d/ field

We will call this the /ē/ of field.


Write the /ē/ of field three times on your whiteboard.
Which one is the neatest?

211
212  Lesson 116

Phonogram Practice
Phonogram Bingo
Bingo game pieces
116.1  Phonogram Bingo
Using the Bingo cards provided, call out sounds while
the students cover them. Play until the board is covered. Direct the students to read the pho-
nograms back as they uncover each square on the board.

Vocabulary
The Prefix un-
3 colors of highlighters
116.2  The Prefix UN-
In the last lesson we learned about reading three-syllable
words. Today we will practice reading three-syllable words. Teacher Tip
When you see a big word, it is a good idea to look for parts of If a student struggles to read a three syl-
the word you recognize. lable word, cover the second and third
syllable with a piece of paper and ask the
Read the first sentence aloud.  Dad is unplugging the lights. student to read the first syllable. Then un-
What does unplugging mean?  to take the plug out cover the second syllable, etc.
What part of the word means "not"?  un-
Highlight the un-.
Highlight the word plug in a different color.
What does -ing mean?  It is happening now.
Highlight -ing in a third color.
Unplugging has three morphemes or units of meaning.

As you read each sentence, match the sentence to the correct picture. Then highlight each of the mor-
phemes in the three-syllable words. All the three-syllable words are in red.

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Lesson 116  213

Phonemic Awareness
Silent L Teacher Tip
I will write three words on the board. Try to read them to
yourself. I will give you two hints. First, these words all have Give students a chance to try to figure
out the words on their own. Tell them to
one letter that is silent. Second, these words all rhyme. try all the sounds of /ă-ā-ä/.
talk chalk
walk

Let's sound out each word together.  /t-ä-k/


Which sound of /ă-ā-ä/ do we hear in talk? /ä/
How do we mark /ä/?  put two dots over it
Which letter is silent? /l/
I will double underline the L to show that it is silent.

tälk

Let's try to say talk with the /l/ sound.  /tälk/


Now let's say it with the /l/ faster and faster.  /tälk/ /tälk/ /tälk/ /tälk/
It is difficult to pronounce the /l/ sound clearly and quickly.
Maybe at one time people pronounced the /l/ but it was easier to pronounce it without the /l/.
Continue in the same manner with walk and chalk.
What do you notice about these words?  /l/ is silent. /ă-ā-ä/ is saying /ä/.

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214  Lesson 116

Spelling
Spelling List
Red and blue dry erase markers
Dictate the words for the students to write on their white-
/er/ Poster
boards or with letter tiles.

Say Spelling
Word Sentence to Spell Markings Hints

2 Underline the /ē/. Put a 2 over


1. fields The corn is growing in the fields. fēldz fields the /z/. /s-z/ said its second
sound.

Put two dots over the /ä/.


/ă-ā-ä/ said its broad sound.
2. walking Dad is walking on the path. wä kĭng wäl king Double underline the silent L.
Underline /ng/.

Put two dots over the /ä/.


/ă-ā-ä/ said its broad sound.
3 Double underline the silent
3. talked The boys talked to their teacher. täkt tälked L. Underline /t/ and put a 3
over it. /ed-d-t/ said its third
sound.

Underline /er/. Use the /er/ of


search. Y says /ē/ only at the
4. early I want to be home early. er lē ear ly end of a multi-syllable word.
Add it to the /er/ Poster.

Put two dots over the /ü/.


/ŭ-ū-oo-ü/ said its broad
5. fullest The fullest cup is Ashley's. fül lĕst fül lest sound. We often double F, L,
and S after a single vowel at
the end of a base word.

walking
The next word is walking.  Dad is walking on the path.  walking
Place your hand under your chin and say, walking. How many syllables in walking?  two
Hum walking. How many syllables?  /hm-hm/ two
This word has a silent letter. What is it?  /l/
What is the first syllable?  /wälk/
Sound out /wälk/.  /w-ä-l-k/
What is the second syllable? /ĭ-ng/
Write the first syllable in red and the second syllable in blue.
The student writes walking on her whiteboard.

It is now my turn to write walking. Sound it out as I write it on the board.


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Lesson 116  215

The teacher writes walking on the whiteboard.


First syllable /wälk/.  /w-ä-l-k/
Second syllable /ĭng/.  /ĭ-ng/

How do we mark it?  Put two dots over the /ä/. /ă-ā-ä/ said its broad sound after a W and before an L.
Double underline the /l/. It is silent. Underline the /ng/.

Comprehension
Pre-Reading
Heavy box
Place a heavy object such as a large box of books in front
Rope
of the child. The object should be too heavy for the child to
Rug
carry.
Wagon or cart with wheels
This is very heavy. I cannot carry it very far.
I need to bring it to ____. (Choose a place about 100 yards
away.) What are some options for how I could move it there?

Let's try to push it. Try to push the box across the room.
Readers
Let's try to tie a rope around it and drag it. You try to pull it. Bob Books Set 3
Lolly-Pops
Maybe we could drag it on a rug. I will put the box on the Bob Books Set 4
rug. Now you try to drag it. Willy's Wish
Jumper and the Clown
Let's put it on this wagon (cart). Now try to move it.

Which way is the easiest?  the wagon or cart


Why?  The wheels make it easier.

Wheels are a great way to transport something that is heavy. Wheels make it easier to move a heavy load.
What are some things that use wheels to help us move things more easily?  stroller, car, train, truck, gro-
cery cart, wheelbarrow

Reading Comprehension
116.3  Move It
Read the words in the blue box. Think what you would do if you had to move it a long distance. What
would be the best way? Match the words in the blue box to the tool in the green box you would use.

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216  Lesson 116

Writing & Comprehension


Reading Comprehension and Writing
116.4 Gondola
Highlighter
Read the paragraph. Circle the picture that shows a gondola.
Highlight the five words that helped you the most.

Point to the first picture. Why is this not a gondola? It is not a boat. The driver does
not have a paddle. There is no one riding in it.

Point to the second picture. Why is this not a gondola? The driver is not paddling
with a long oar. There is more than one driver.

Point to the third picture. Why is this a gondola? It is a long, skinny boat. The driver is
standing in back with a long oar. People are sitting in front.

What words in this paragraph were the most helpful to you in learning how a gondola
is different from other boats.
Write the words on the board as students identify them.

Gondola
long
skinny
boat
long oar

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Lesson 117

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Objectives
Phonemic Awareness: Read words with a silent L.

Vocabulary: The prefix UN-.

Spelling: would, could, should, each, hold

Comprehension: Reader 8: Rickshaws. Draw a picture of a rickshaw based on the


description in the book.

Writing: Copywork

Materials
Needed: LOE Whiteboard, 2 sets of Phonogram Game Cards, Reader 8, paper and mark-
ers

Optional: Letter tiles, Bob Books from Set 4

Phonogram Practice
Phonogram Memory
Two sets of 15-25 Phonogram Game
Mix two sets of Phonogram Game Cards. Lay all the
Cards in two different colors
cards face down in rows in the middle of the table. The
first player chooses a card and flips it upright so every-
one may see it and reads the sound(s). He then chooses
a second card, flips it upright, and reads the sounds. If Multi-Sensory Fun
the phonograms match, he keeps the pair and goes again.
If the phonograms do not match, he turns them face If teaching cursive, use one set of cards
with cursive phonograms and one set
down and play passes to the next player. The game ends with bookface.
when all the pieces are matched. The player with the
most phonograms wins.

217
218  Lesson 117

Phonemic Awareness
Silent L
I will quietly write three words on the board. I want you to try to read them to yourself. I will give you two
hints. First, these words all have one letter that is silent. Second, these words all rhyme.

Which letter would you guess is silent?  answers will vary

could should
Teacher Tip
would
Provide students a chance to figure out
Did you figure out what these words say? the words on their own. These words are
Let's sound out each word together.  /k-ü-d/ an exception to ou 's usual sounds
Which sound of /ow-ō-oo-ŭ/ do we hear in could?  None of /ow-ō-oo-ŭ/.
them.
Most words will follow the rules. Sometimes there will be an
exception. These three words are an exception. When we hear a sound that does not match we will put
an x over it.

Which sound is silent? /l/


Let's double underline it to show that it is silent.
X
co uld
Continue in the same manner with would and should.

What do you notice about these words?  The /l/ is silent. /ow-ō-oo-ŭ/ is saying /ü/.

Reading Could, Would, Should


117.1 Matching
When we have a problem, it is a good idea to think of ways to solve it.
For example, if I am hungry what should I do? You should eat something.
If I am sick, what should I do? You could take some medicine. You could see a doctor.
Today you need to read the problem and match it to a possible solution.

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Lesson 117  219

Vocabulary
The Prefix UN-
117.2 The Prefix UN-
Read the sentence. Write the word that completes the sentence in the blank.

Spelling
Spelling List
Dictate the words for the students to write on their whiteboards or with letter tiles.

Say Spelling
Word Sentence to Spell Markings Hints
Underline the /ü/ and put an
x X over it. /ow-ō-oo-ŭ/ said a
1. would Would you please close the door? wüd would sound that is an exception.
Double underline the silent L.

Underline the /ü/ and put an


X over it. /ow-ō-oo-ŭ/ said a
x sound that is an exception.
You could invite your sister to
2. could come.
küd could Double underline the silent L.
C always softens to /s/ before
an E, I, or Y. Otherwise, C says
/k/.

Underline /sh/. Underline


x the /ü/ and put an X over it.
3. should I should take a break now. shüd sh ould /ow-ō-oo-ŭ/ said a sound
that is an exception. Double
underline the silent L.

You will each need one sheet of


4. each paper.
ēch ea ch Underline /ē/. Underline /ch/.

Put a line over the /ō/. I and


5. hold Hold the ball over your head. hōld hōld O may say /ī/ and /ō/ before
two consonants.

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220  Lesson 117

Comprehension
Rickshaws
Paper and markers
Reader 8: Rickshaws
What is the title of this book?  Rickshaws
What is a rickshaw?
Look at the picture on the cover. What do you think a rick- Readers
shaw is by looking at the picture?  Bob Books Set 4
By reading this book you will learn more about rickshaws. Samantha! (Eyes is a highly ir-
regular word. Help students to decode it.)
When the students have finished reading the book ask: Max and the Tom Cats
What is a rickshaw?
Draw a picture of a rickshaw.

Writing
Copywork
117.3 Handwriting
Read the sentence aloud. Copy it on the lines in your workbook using your best handwriting.

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Lesson 118

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Objectives
Phonograms: Learn ti .

Spelling: better, action, station, away, across

Comprehension: Re-reading

Writing: Dictation

Materials
Needed: LOE Whiteboard, Phonogram Card ti , large whiteboard, ball or nerf gun,
index cards, red and blue dry erase markers, Lazy Vowel Chart, /er/ Poster, world map,
highlighter, paper and pencil, Reader 8

Optional: Letter tiles, squirt gun

Phonograms
The Phonogram ti
Phonogram Card ti
Show the Phonogram Card ti .
This says /sh/.  /sh/
Can you sing the sound /sh/? no
Is it a vowel or a consonant sound? consonant

Can we use this /sh/ at the end of the word?  no


Why not?  English words do not end in I, U, V, or J.

What other way do we know to spell /sh/? SH


Write sh on the board next to ti.
Since the T is taller than the S, we will call this tall /sh/. Write tall /sh/ three times on your whiteboard.
Which one is the neatest?

221
222  Lesson 118

Phonogram Practice
Phonogram Target
Large whiteboard
Read the phonogram sound(s) while the student writes
Small, soft ball or
them on a large whiteboard to create a target. When all
Nerf® guns with suction cup darts
the phonograms have been written, tell the student to
step back 3-5 paces. Provide the student with a small, Squirt gun
soft ball or a nerf gun. Read a phonogram. The student
should try to hit the phonogram by throwing the ball at Multi-Sensory Fun
it or by shooting it with the nerf gun.
Write the phonograms on a whiteboard.
Target Station Provide the students with a squirt gun to
spray the phonogram.
Create a Phonogram Target Station. Write the phono-
grams on index cards and tape them on a blank wall. As
an activity, have students read a phonogram and toss a Ball
ball at it. Award one point for reading it correctly and Index Cards
one point for hitting it with the ball.

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Lesson 118  223

Spelling
Spelling List
Red and blue dry erase markers
Dictate the words for the students to write on their
Lazy Vowel Chart
whiteboards or with letter tiles.
/er/ Poster

Say Spelling
Word Sentence to Spell Markings Hints
Underline /er/. Use the /er/ of
1. better The second picture is better. bĕt ter bet ter her. Add to the /er/ Poster.

C always softens to /s/ before


2. action Lights, camera, action! ăk shŏn ac  tion an E, I, or Y. Otherwise, C says
/k/. Underline tall /sh/.

Put a line over the /ā/. A E


O U usually say their long
3. station We walked to the subway station. stā shŏn stā  tion sounds at the end of the syl-
lable. Underline tall /sh/.

Put a line over the /ā/. A E


O U usually say their long
sounds at the end of the syl-
4. away Joe went away on a trip. ā wā ā way lable. Underline two-letter /ā/
that may be used at the end
of English words. Add to the
Lazy Vowel Chart.

Put a line over the /ā/. A E


O U usually say their long
sounds at the end of the
I waved to my teacher across the
5. across street.
ā krŏs ā cross syllable. We often double F, L,
and S after a single vowel at
the end of a base word. Add
to the Lazy Vowel Chart.

away
The next word is away.  Joe went away on a trip.  away
Place your hand under your chin and say away. How many syllables in away?  two
Now hum away.  /hm-hm/
How many syllables? two
Do you hear a lazy vowel sound?  yes
I will say the word and pronounce the vowel clearly. /āwā/
Sound out the first syllable /ā/. /ā/
Sound out the second syllable /wā/. /w-ā/
Use two-letter /ā/ that you may use at the end of English words.

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224  Lesson 118

Write away with each syllable in a different color.


The student writes away on her whiteboard.

It is now my turn to write away. Drive my marker by sounding it out.


The teacher writes away on the board.
/ā-w-ā/
What do we need to mark?  Put a line over the /ā/. A E O U usually say their long sounds at the end of
the syllable. Underline two-letter /ā/ that you may use at the end of English words.
Let’s read it together.  /ā-w-ā/ āway
How do we usually say this word?  әway
Let’s add it to our Lazy Vowel Chart.

across
The next word is across.  I waved to my teacher across the street.  across
Place your hand under your chin and say across. How many syllables in across?  two
Now hum across.  /hm-hm/
How many syllables? two
Do you hear a lazy vowel sound?  yes
I will say the word and pronounce the vowel clearly. /ākros/
Sound out the first syllable /ā/. /ā/
Sound out the second syllable cross. /k-r-ŏ-s/
/s/. Double the /s/.

Write across with each syllable in a different color.


The student writes across on her whiteboard.

It is now my turn to write across. Drive my marker by sounding it out.


The teacher writes across on the board.

/ā-k-r-ŏ-s-s/
What do we need to mark?  Put a line over the /ā/. A E O U usually say their long sounds at the end of
the syllable.
Let’s read it together.  /ā-k-r-ŏ-s-s/ ācross
How do we usually say this word?  әcross
Let’s add it to our Lazy Vowel Chart.

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Lesson 118  225

Comprehension
Re-Reading
World map
Reader 8: Rickshaws Highlighter
Read page 1.
This is a picture of one of the first rickshaws.
Where were rickshaws invented?  Japan
Find Japan on a map. Mark Japan.

Notice under the picture, it also says Japan. This means the picture was taken in Japan.
How were the first rickshaws pulled?  They were pulled by a man walking or running in front.

Read page 2.
How did rickshaws change?  They were pulled by bikes instead of by people.
Where was this picture taken?  Nepal
Mark Nepal on the map.

Read page 3.
What is different about this rickshaw?  It is pushed from behind.
This picture was taken in Indonesia.
Mark Indonesia on the map.

Read page 4.
How are rickshaws with motors different from cars?  They are smaller. They have only three wheels. They
are open on the side.
Where was this picture taken?  Sudan
Mark Sudan on the map.

Read page 5.
Where are rickshaws used?  All over the world.
Have you ever been in a place where the roads are packed with rickshaws?

Read page 6.
Why are rickshaws popular?  They are quick. They can move through small spaces. They are cheap to buy
and do not use much gas.
Where was this picture taken?  India
Mark India on the map.
Teacher Tip
Read page 7.
What are rickshaws used for?  Carrying people, bringing kids Notice the phonogram i said its long
to school, carrying heavy loads. /ē/ sound in India.
What do you think the man is carrying?
Where was this picture taken?  India
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226  Lesson 118

Read page 8.
Teacher Tip
What is unusual about the rickshaw on this page?  It is going
through water. TH has an advanced phonogram sound
Why is there water on the street?  It is flooded. /t/ as in Thailand and Thomas. Explain to
students this does not occur in many
Where was this picture taken?  Thailand words and will be taught later.
Mark Thailand on the map.

Read page 9.
What type of rickshaw is in this picture?  a bike rickshaw
What do you notice about this rickshaw?
Where was this picture taken?  Netherlands
Mark the Netherlands on the map.

Read page 10.


Vocabulary
How is this rickshaw powered?  by the sun
Sol means sun. Highlight SOL in solar. Other words that use the root sol include:
Solar panels can collect energy from the sun and turn it into solarium and solstice.
electricity. Have you ever seen a solar panel?
Where are the solar panels on this rickshaw?  on the top, on
the roof
Point to them.
What do the solar panels do?  Collect energy from the sun to power the rickshaw.
Where was this picture taken?  Netherlands
Do you want to ride in or drive a rickshaw someday?
What kind would you drive?
Without reading the text, retell what you learned in this book.

Writing
Dictation
Paper and pencil
118.1 Dictation
Dictate the sentence for students to write on their work-
sheet.
All rickshaws have three wheels.

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Lesson 119

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Objectives
Phonograms: Learn si .

Spelling: most, confusion, party, might, window

Comprehension: Read a non-fiction article about the history of bikes and answer
questions.

Writing: Practice describing an object.

Materials
Needed: LOE Whiteboard, Phonogram Cards si and ti , box, Phonogram Game
Cards, bags for half of the students, timer, Lazy Vowel Chart, Rickshaw Girl by Mitali Per-
kins, Legos®, scissors, 3 colors of dry erase markers

Optional: Letter tiles, wheels of various sizes, small rocks

Phonograms
The Phonogram si
Phonogram Cards si and ti
Show the Phonogram Card si .
This says /sh-ZH/.  /sh-ZH/
What is the same about /sh/ and /ZH/? The position of my mouth.
Place your hand on your throat as you say /sh/ and /ZH/. How are these sounds different?  /ZH/ is voiced.
/sh/ is unvoiced.

Can you sing the sound /sh/? no


Is it a vowel or a consonant sound? consonant
Can you sing the sound /ZH/? no
Is it a vowel or a consonant sound? consonant

Show the Phonogram Cards si and ti .


What is the same about these?  They both say /sh/. They both end in an I.
Write /sh-ZH/ three times on your whiteboard.
Which one is the neatest?

227
228  Lesson 119

Phonogram Practice
Phonogram Collection - Individual
Box
119.1 Phonogram Collection Phonogram Game Cards
Hide the 25 Phonogram Cards from Foundations C
throughout the room. Provide the student with a box.
He should go around the room collecting. Each time one is found, he must read it correctly to
add it to his box. If he misreads the phonogram, he gives it to you to re-hide.

Phonogram Collection - Classroom


Bags for half of the students
119.1 Phonogram Collection 1 set of Phonogram Game Cards for
Organize the 25 Phonogram Game Cards from Founda- every 4 students.
tions C. There should be one set for every 4 students. Mix Timer
the sets together. Divide the class into two groups - the
collectors and the sellers. Divide the Phonogram Game
Cards evenly amongst the sellers. Provide the collectors with a list of phonograms. The col-
lectors are to travel from seller to seller asking for phonograms by sound and spelling hint. If
the seller has it, they are to give it to the collector. If the seller does not have that phonogram,
they should say, "Go collect elsewhere." Set a timer. Who can collect the most phonograms?

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Lesson 119  229

Spelling
Spelling List
Red and blue dry erase markers
Dictate the words for the students to write on their
Lazy Vowel Chart
whiteboards or with letter tiles.

Say Spelling
Word Sentence to Spell Markings Hints
Put a line over the /ō/. I and
1. most Most trees are very tall. mōst mōst O may say /ī/ and /ō/ before
two consonants.

C always softens to /s/ before


an E, I, or Y. Put a line over the
/ū/. A E O U usually say their
Her question revealed her 2 long sounds at the end of the
2. confusion confusion.
kŏn fū ZHŏn con fū sion syllable. Underline /ZH/ and
put a 2 over it. /sh-ZH/ said
its second sound. Add to the
Lazy Vowel Chart.

Underline /ar/. Y says /ē/ only


You are invited to my birthday
3. party party.
par tē par ty at the end of a multi-syllable
word.

4. might I might ride my bike. mīt might Underline three-letter /ī/.

2 Underline /ō/ and put a 2


5. window The man washed the window. wĭn dō win dow over it. /ow-ō/ said its second
sound.

Comprehension
The History of Bikes
Wheels of various sizes
119.2 The History of the Bike Small rocks
Read the story.

What was a boneshaker?  a bike that was very bumpy to ride


Why were the first bikes so bumpy?  They had metal wheels Multi-Sensory Fun
and a metal seat.
Using various sizes of wheels and small
How did people try to fix that problem?  They made bikes rocks, conduct an experiment. Which
with big wheels. size of wheel rolls over the bumps most
What was wrong with the high wheeler bikes?  People fell off easily?

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230  Lesson 119

of them.
What type of bike is the bike today based upon?  the safety bike

Have you ever ridden a bike?


Do you own a bike?
Describe your bike to me.
What color is it?
How many wheels does it have?
Legos® or other building toys

Going Deeper
Ride a rickshaw. Many cities have rickshaws in parks or urban
Read Aloud
areas as a form of transport for tourists. Ask the students to
build a model rickshaw using Legos® or other building toys. Rickshaw Girl by Mitali Perkins

Writing & Comprehension


Writing 4 colors of dry erase markers

Today we will learn a really big word!


Write transportation on the board.
Teacher Tip
Let's read this word together.
What is transportation? Sound it out syllable by syllable.
Underline port.
Port means to carry.
Underline trans.
Trans means across. Therefore transportation is something that carries across a distance. For example, a
bus carries people from one place to the next. A bus is one form of transportation.
What is another form of transportation?
Write the students' ideas on the board.

travel
car
boat
truck
airplane
rickshaw

These are all different forms of transportation.

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Lesson 119  231

Describing
119.3 Transportation
Scissors
Cut out the words. Place them face down in a pile.
Today we will play a game. You will choose a word. Read it
quietly to yourself. Then write a clue on the board and I (or
the class) will try to guess what kind of transportation you are describing. If we cannot guess, then write
another clue.
For example: airplane
Teacher Tip
wings
If this is difficult, modify the activity by
either asking the student to give an oral
description or asking the student to spell
the clue using letter tiles.

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Lesson 120
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Objectives
Phonograms: Learn ci .

Spelling: special, chicken, caution, never, country

Comprehension: Read and follow directions.

Fluency: Practice reading high frequency words.

Writing: Write a description.

Materials
Needed: LOE Whiteboard, Phonogram Cards including ci , obstacles for obstacle
course, red and blue dry erase markers, Lazy Vowel Chart, /er/ Poster, highlighter, scis-
sors, 4 dice, High Frequency Words from previous lessons, bag, timer

Optional: Letter tiles, paper and clipboard

Phonograms
The Phonogram ci
Phonogram Card ci
Show the Phonogram Card ci .
This says /sh/.  /sh/
Can you sing the sound /sh/? no
Is it a vowel or a consonant sound? consonant

Can we use this /sh/ at the end of the word?  no


Why not?  English words do not end in I, U, V, or J.

What other way do we know to spell /sh/?  SH, TI, SI

Write ti on the board next to ci.

Since the C is shorter than the T we will call this short /sh/. Write short /sh/ three times on your white-
board.
Which one is the neatest?

232
Lesson 120  233

Phonogram Practice
Phonogram Obstacle Course - Individual
Whiteboard and marker
Set up nine stations around the room. At each station
or blank paper and clipboard
put a phonogram card and marker. Between each of the
Phonogram Cards
stations place an obstacle to run around, a table to crawl
under, something to balance on, or something to climb Obstacles for obstacle course
over. Demonstrate to the students how to go through the
obstacle course. Provide each student with a whiteboard
or a clipboard with paper. When they see a phonogram, they need to stop, read it, write it on
the whiteboard while saying the short directions aloud, and show it to you. When you nod
"yes," they can go on to the next obstacle.

Obstacle Course - Classroom


Assign a student referee to each phonogram station. The
Teacher Tip
referee needs to make sure the phonogram is read and Students who act as referees gain a lot of
written correctly. When one student finishes the course, repeated exposure to the phonogram at
he then moves into the position of referee for the first their station. This is a great way to help
students who are struggling with a pho-
station and all the referees move forward one station.
nogram to gain additional practice and
This will free one referee to move into the line to com- confidence.
plete the obstacle course.

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234  Lesson 120

Spelling
Spelling List
Red and blue dry erase markers
Dictate the words for the students to write on their
Lazy Vowel Chart
whiteboards or with letter tiles.
/er/ Poster

Say Spelling
Word Sentence to Spell Markings Hints

1. special Sam is my special guest. spĕ shăl spe  cial Underline /sh/. Use short /sh/.

Underline /ch/. Underline /k/.


The chicken sandwiches were Use two-letter /k/ used only
2. chicken delicious.
chĭk ĕn chick en after a single, short vowel.
Add to the Lazy Vowel Chart.

Underline two-letter /ä/ that


may not be used at the end of
3. caution The caution light was blinking. kä shŏn cau  tion English words. Underline /sh/.
Use tall /sh/. Add to the Lazy
Vowel Chart.

Underline /er/. Use the /er/ of


4. never Never play with fire. nĕv er nev  er her. Add to the /er/ Poster.

C always softens to /s/ before


an E, I, or Y. Otherwise, C says
4 /k/. Underline /ŭ/ and put a
5. country My country has many rivers. kŭn trē coun try 4 over it. /ow-ō-oo-ŭ/ said its
fourth sound. Y says /ē/ only
at the end of a multi-syllable
word.

special
The first word is special.  Sam is my special guest.  special
Place your hand under your chin and say special. How many syllables in special?  two
Now hum special.  /hm-hm/
How many syllables? two
Do you hear a lazy vowel sound?  yes
I will say the word and pronounce the vowel clearly. /spĕ-shăl/
Sound out the first syllable /spĕ/. /s-p-ĕ/
Sound out the second syllable /shăl/. /sh-ă-l/
Use short /sh/.

Write special with each syllable in a different color.


The student writes special on her whiteboard.

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Lesson 120  235

It is now my turn to write special. Drive my marker by sounding it out.


The teacher writes special on the board.
/s-p-ĕ-sh-ă-l/
What do we need to mark?  Underline /sh/.

Let’s read it together.  /s-p-ĕ-sh-ă-l/ speciăl


There is something special about the word special. Can you find it?  The E says /ĕ/ at the end of the syl-
lable. This does not happen very often. It is an exception.
How do we usually say this word?  speciәl
Let’s add it to our Lazy Vowel Chart.

Comprehension
Reading
Highlighter
120.1 Reading
Read the description of the boat. Match it to the correct
picture. Highlight the keywords in each sentence that helped you to match it correctly.

Writing
Rickshaws Teacher Tip
120.2 Rickshaws
Some students may choose to write sen-
In the last few lessons we have learned a lot about rickshaws. tences, others may write only phrases.
Though rickshaws are very common in some places in the Though you may choose to inform them
about the need to capitalize the first let-
world, they are quite rare in the United States. This means ter in the sentence and use an end mark,
that many people do not know what a rickshaw is. be careful to not rob them of the creativ-
ity of writing.
Draw a picture of a rickshaw. Then in your own words de-
scribe what a rickshaw looks like and what it is used for.

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236  Lesson 120

Fluency
High Frequency Word Race
Scissors
120.3  High Frequency Words 4 dice
Cut out the words. Divide the high frequency word cards High Frequency Words from previous
between four locations in the room. Place one die at each lessons
location. Bag
I will set a timer for 2 minutes. When I say, "go," run to the first Timer
spot, roll the die, then select that many cards. Read each card
aloud. If you read it correctly the first time you get to put it
in your bag. If you do not read it correctly, put it back in the pile. Then run to the next station, roll the die,
and read that many cards. Continue until the timer beeps. Then we will count how many words you have
read.

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Review H

Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
Area Skill Mastery

Handwriting Copy a sentence with an uppercase letter and


1
punctuation.

Phonograms Read ed, aw, au, augh. 1

Read ie, ti, ci, si. 2

Spelling Spell words by choosing the correct phonograms from


1
a limited set of options.

Reading Read words with a silent L. 3

Read two-syllable words ending in Y. 2

237
238  Review H

Phonogram Assessment
Reading Phonograms
Ask the students to read each of the phonogram cards. Phonogram Cards ed , aw , au ,
(ed, aw, au, augh, ie, ti, ci, si) aw , augh , ie , ti , ci ,
si
What's That Phonogram?
H.1 What's That Phonogram?
Highlighter
On your page are groups of four phonograms. I will say a
phonogram's sound(s). Color the correct phonogram with
your highlighter.

1.  /ē/ the /ē/ of field.


2.  /ä/ that you may not use at the end of English words.
3.  /ä/ that you may use at the end of English words.
4. /ä-ăf/
5.  /ed-d-t/ past tense ending.
6.  /sh/ tall /sh/
7.  /sh/ short /sh/
8. /sh-ZH/

Spelling Assessment
Spelling
H.2 Spelling
Cut out the phonogram tiles and place them on the table in front of the student so that every letter
is oriented correctly.
I will say a word. Using the phonograms, drag them into place to spell the word.

unkind might
baby early

Handwriting Assessment
Copywork

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Review H  239

H.3 Handwriting
Choose the line size that you prefer. Copy the sentence.

Reading Assessment
Comprehension Teacher Tip
H.4 Ball
Listen to students read each sentence
Read the story. Draw a line to show how the players passed aloud. Note how the student reads the
the ball. various types of words. Many students at
this stage will still struggle with two-sylla-
ble words.

High Frequency Words Multi-Sensory Fun


H.5 High Frequency Words
Write each word on an index card. Ask
Read each word aloud. the student to read it, then run across the
room and put it in a pile.

Practice Ideas
Handwriting
If the student continues to struggle with writing, review how to form each of the letters
using either Foundations A and B or The Rhythm of Handwriting. Incorporate daily handwriting
games as found in Foundations A and B to provide additional practice.

Phonograms
"Phonogram Treasure Hunt - Individual" on page 181
"Phonogram Hopscotch" on page 187
"Texture Writing" on page 191
"Phonogram Fishing" on page 199
"Phonogram Flip" on page 203
"Phonogram Bingo" on page 212
"Phonogram Memory" on page 217
"Phonogram Target" on page 222
"Phonogram Collection - Individual" on page 228
"Phonogram Obstacle Course" on page 233

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240  Review H

Words with the Schwa Sound Multi-Sensory Fun


Practice reading the words on the Lazy Vowel Chart
each day for a month. Write words with a schwa on a white-
board. Provide students with a squirt gun.
Ask the student to read the word, then
Words with a Silent L squirt it.
"Silent L" on page 213
"Silent L" on page 218

Past Tense Words


"Reading -ED Words" on page 181
"Past Tense Memory Game" on page 187
"Reading -ED Words" on page 205

Words Ending in Y
"Reading Y Words" on page 193
"Y Boats" on page 198

Silent Final E Words


"Silent E Ladders and Slides" on page 130
"Creating New Words" on page 152
"Silent Final E Game" on page 156
"Silent E Ladders and Slides" on page 170

Reading Comprehension
Have the student re-read one of the readers or texts from the workbook. Discuss the text
together.
Practice reading the Bob Books listed in previous lessons. Discuss the stories together.
"On the Farm" on page 109
"Following Directions" on page 122

High Frequency Words


"High Frequency Word Race" on page 145
"Reading Basketball" on page 172
"High Frequency Board Game" on page 205
"High Frequency Word Race" on page 236

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Index Collection 228
Dolphin Hunt 169
Fishing 199
Flip 203
Go Fish 62, 94, 160
A Hopscotch 118, 203
A E O U Usually Say Their Long Sounds at the End of the Indoor Hopscotch 118, 187
Syllable 88, 89 Kangaroo 125
Last One! 69
B Light Up 42
Matching 150
Broad A 17
Memory 99, 217
C Obstacle Course 233
Race 23
Compound Words 2, 7, 13, 24 Relay 119, 181
Comprehension Game 5, 35, 51, 63, 122, 215 Sensory Box 81
Could 218 Slap 49, 110
C softens to /s/ 119, 123, 124, 136 Sprint 38
Stop and Go 130
D Target 222
Double Consonant 43 Texture Writing 191
Tic-Tac-Toe 13, 164
G Tight Rope 129
Train 7
G Softens to /j/ 135 Treasure Hunt 187
Phonograms
H AU 199
High Frequency Word Game 25, 82, 113, 172, 205, 236 AUGH 202
AW 186
I BU 93
CEI 142
I and O Before Two Consonants 60, 61, 64
CI 232
K DGE 106
EAR 11
Keywords 55, 92, 104, 137, 162, 173, 174, 216 ED 179
EI 124
L EIGH 134
Long Vowel Game 65, 95, 99, 107 EW 152
Long Vowels 88 EY 128
GN 79
O GU 98
IE 210
O 30 IR 1
KN 74
P OE 168
Past Tense 180, 187, 191 OO 52, 53
Phonogram Games PH 110
Basketball 32 SI 227
Bingo 2, 76, 134, 212 TI 221
Blind Writing 155 UI 159
Board Game 53 UR 6
Bowling 106 WOR 23
Choo-Choo 17 WR 37
Ciruit 142 Plurals 68, 164
Collage 65 Prefix
RE- 129
UN- 160, 212, 219

R
Race 87
Reader
Dolphins 158, 162
Firefly 41, 47
Ha Long Bay 190, 195
Kids Can Do Great Things 67, 71
Ostriches 97, 104, 113
Rickshaws 220, 225
Robots 127, 132
Trains 10, 15

S
Schwa 18, 22, 30, 100
Short and Long Vowels 49
Should 218
Silent Final E
Every Syllable Needs a Vowel 151, 156
The C says /s/ and the G says /j/ 123, 141
To Keep a Singular Word from Looking Plural 165
To Make a Word Look Bigger 160
Unseen Reason 169
Silent Final E Games 152, 156
Ladders and Slides 130, 170
Silent L 213, 218
Suffix
-ED 180, 187
-ER 66
-EST 50
-ING 32, 38, 44, 120
Syllables 80, 139

T
Three-Syllable Words 184
Two-Syllable Words 94

W
Would 218
Writing 25, 55, 82, 174, 185, 201, 206, 230, 235

Y
Y at the End of a Two-Syllable Word 192, 193, 198