LESSON 18: EIGH Reader suggestion: 58-Little Red Hen
•Teacher Notes Lesson 18A, 18B, 18C, 18D
LESSON 19: EY Reader suggestion: 59-Donkey Duke •Teacher Notes Lesson 13A, 13B, 13C, 13D
LESSON 20: EI Reader suggestion: 60-Gingerbread Boy
•Teacher Notes Lesson 14A, 14B, 14C, 14D
•Poem: “Who Has Seen the Wind” Christina Rossetti
•Picture Study: My Ball of Twine-Jessie Wilcox Smith
Introduction
Welcome to Readers in Rhyme Language Arts program Level 1A. This program is designed to ensure that learning phonics is enjoyable and easy for both teacher and student. At CSS our goal is to create beautiful, rich curriculum that is comprehensive but never overwhelming.
Key Features:
Scripted Lessons: Our Language Arts curriculum features step-by-step scripted lessons. Each lesson provides clear instructions, guiding you through the material easily.
Open-and-Go Format: Easy prep and lesson planning.
Multi-Sensory Approach: Listen, see and do. Engaging more than one sense at a time helps students process and retain what they are learning. Saying the phonogram sounds while tracing or writing, building words with magnetic letters or tiles, dictation etc. are just a few examples of this. While this approach is great for all students, it is especially helpful for children that struggle with learning to read.
Color-coded phonograms aid with teaching and learning phonics: By using different colors to represent specific phonetic patterns or sounds, students can easily identify and recognize the patterns in words. This visual aid enhances phonemic awareness, improves word decoding skills, and assists in spelling. The color-coded system provides a simple and effective way for both teachers and students to navigate the complexities of the English language and master reading and writing with greater fluency. Red phonograms indicate the letter or letter group makes a vowel sound. Blue phonograms indicate the letter or letter group make a consonant sound.
Auditory and Phonemic Awareness Exercises: help with developing crucial pre-reading and prewriting skills. These exercises focus on recognizing and manipulating sounds in spoken language. By engaging in activities that require students to distinguish and manipulate sounds, they improve their phonemic awareness, which is the ability to identify and work with individual sounds (phonemes) in words.
These exercises are essential for early literacy development as they lay the foundation for reading and writing. Students learn to distinguish between different sounds, blend sounds together to form words, segment words into individual sounds, and manipulate sounds to create new words. These skills are vital for phonics instruction, spelling, and reading comprehension.
Example of auditory exercise found throughout this guide
-Auditory Exercise-
Medial Sounds
Say to the student: I’m going to say three words. Two of them will have the same MIDDLE sound. One of them will have a different middle sound. I want you to tell me which one is not like the others. Here is an example: beg, hit, met
Beg and met both have the /e/ in the middle. Hit has an /i/ in the middle. Hit is not like the others.
(It may be necessary to sound out the words slowly annunciating the vowel sound.)
• hot, hat, mop
• nap, slam, box
• dig, top, dog
• rod, sat, sock
• bad, cup, map
• mom, log, pin
Mastery Based Program: Our curriculum follows a carefully designed sequence, covering all essential phonics skills progressively. Each lesson builds upon the previous lesson and includes plenty of review.
At Classical School Solutions, we strive to offer the best from the past in art and story. Our Readers In Rhyme feature beautiful vintage illustrations carefully restored alongside newly written stories. We hope the timeless themes of virtue in every day life inspire and delight your student.
We are here to support you in any way we can. If you have questions, please feel free to contact us at info@classicalschoolsolutions.com. Or visit our website classicalschoolsolutions.com
Happy reading!
How To Use This Guide
1. Orient yourself to the flow of the pages and sequence of the activities.
• Each lesson’s material is meant to be covered in one week. Each lesson is broken down into four days of teaching material in lessons A, B, C, and D. Day five of the school week is for review. Each daily lesson has activities that include phonics review and handwriting.
• The nursery rhyme or poem should be read to the children daily and they can work on memorizing each one.
• Phonics exercises can be done in various ways and ideas for activities can be found in teachers notes at the beginning of each lesson.
2. The teacher’s guide is scripted for your conversation with the students.
• The phonics lesson in total should only last 20 minutes. Follow up work with letter tiles, chalkboard, whiteboard, etc will reinforce the concepts taught.
3. Initially, work slowly to orient the children to the material.
• The goal of this program is to give children a solid phonics foundation. It is much easier to work steadily on mastery than it is to remediate skills later on that were not learned in these early years. Some students will catch on quickly and may need an option for independent work.
4. Incorporating Movement
• Try to incorporate movement when possible. Have students clap out the syllables in words. Have them stand up to practice recitation of the poem they are memorizing. When the students practice handwriting have them say the sound(s) the phonogram makes while writing.
5. Repetition is Key
• Do try to keep the same routine with the material. For those that are struggling this is very comforting. Practice makes progress!
41 Fickle Fay Introducing AY, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, WOR, OW, OU, OA
42 Daisy May Introducing AI, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OW, OU, OA, AY
43 Ahoy Roy Introducing OY, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OW, OU, OA, AY, AI
44 Noisy Pigs Introducing OI, Review QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, WOR, OW, OU, OA, AY, AI
45 Ice Cream Introducing EA, (EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, UR, WOR, EAR, OW, OU, OA, AY, OY)
46 Paw Prints Introducing AW, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, OU, OA, AY, AI, EA)
47 Maude & Claude Introducing AU, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, EAR, OW, OU, OA, AY, AI, OY, EA)
48 Bonny Saved Bunny Introducing ED, (QU, EE, TH, SH, Silent E, AR, CK, OR, OO, WH, ER, IR, UR, EAR, OW, OU, AY, AI, EA)
49 Chet Chick Introducing CH, (QU, EE, TH, SH, AR, CK, OR, OO, WH, ER, IR, UR, WOR, OW, OU, OA, AY, AI, EA, ED)
50 Long Way Home Introducing NG, (EE, TH, SH, Silent E, AR, OO, WH, UR,
/sh/ tall letter /sh/ used at the beginning of a syllable after the first one. na-tion
si /sh/ /zh/ used at the beginning of a syllable after the first one. mis-sion vi-sion
/sh/ short letter /sh/ used at the beginning of a syllable after the first one. spe-cial Level 3 (Introducing 59-72)
Phonograms we are working on this week: AY
Nursery Rhyme: “Tom, Tom the Pipers Son” Popular English Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Mouse and the Motorcycle Chapters 1-3 by Beverly Cleary
Reader
• 41. Fickle Fay
Phonics Practice
Review Phonograms from Level 1 with the students each day.
Daily Dictation: Phonograms of the day:
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram ay
Read to the student: This is the phonogram ay /A/ the two letter /A/ that we MAY use at the end of the word as in (HAY). First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound. c-a-k-e cake g-a-m-e game c-a-v-e cave
t-r-ay tray
O /o/ /O/ /oo/ /u/, OO /oo/ /OO/, OU /ow/ /O/ /oo/ /u/, OE /O/, Sentence of the day: Mom is mad at sad dot. d-ay day p-ay pay h-ay hay c-l-ay clay p-l-ay play
Reading Warm Up: Have your child point to each phonogram c-a-k-e cake g-a-m-e game
Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. Ben will stay and play at home all day.
2. The foal makes his bed in the hay.
v-i-n-e vine l-i-f-e life
3. The moose and the goose ran away on Sun-day.
Reading Warm Up: Have your child point to each phonogram c-a-k-e cake g-a-m-e game v-i-n-e vine l-i-f-e life bake
4. Do not stray on your way home from the play.
v-i-n-e vine l-i-f-e life f-i-n-e fine bake
Have the student read the words, circle the word that matches the picture and then write the word.
way track tray
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dots.
Trace the ay phonograms below.
Draw water and waves and other sea creatures.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
in the tree I climb
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
Have the student point to the phonograms and say their sounds.
Read to the student: How many words can you make using the phonogram ay.
Daily Dictation: Phonograms of the day: EAR /er/, WH /wh/, Y /y/ /i/ /I/ /E/, QU /kw/, ER /er/, OO /oo/ /OO/, Sentence of the day: Dan runs fast on the sand. r l s w p
The gray sheep likes to sleep all day.
Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture. 2
Write an “ow” word.
hay bowl boat road cows girl face trees bar n far m birds cor n play toes feed lake
Choose words from the list that are found in the picture and write them below.
Write an “oa” word.
Write an “ay” word. Write a “silent e” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Tom, Tom, the Piper’s Son
Tom, Tom, the piper’s son, Learned to play when he was young, But all the tune that he could play, Was “Over the hills and far away, Over the hills and a great way off, And the wind will blow my top-knot off.”
Oral Exercise — Tell which words rhyme at the end of each line. Underline all of the “ay” phonograms and the “ow” phonograms.
Trace the letters and then write your own starting on the dot.
Trace the ay phonograms below.
Trace the ay words below. complete the Blue Jay dot-to-dot.
Written Exercise - Dictation: Have your student listen as you read “Tom, Tom The Piper’s Son”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
Tom, Tom, the piper's son, Learned to when he was young,
But all the that he could play,
Was "Over the hills and far , Over the hills and a great off, And the wind will my top-knot off."
Reading Warm Up: Have your child point to each phonogram and say the sound.
Have the student point to the phonograms and say their sounds.
Daily Dictation:Phonograms of the day:
OU /ow/ /O/ /oo/ /u, UR /er/, CK /k/ the 2 letter /k/, OW /ow/ /O//, ER /er/, WH /wh/, Sentence of the day: The early bird gets the worm.
The cow likes to play by the stacks of hay.
See how many words can you make with the phonogram “ay” using the letters in the boxes below. You may use the same letter more than once.
Complete the sentences phonograms ay.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
Male birds do not \\\\\ eggs. pay lay
Gray May
\\\\\ I have a slice of cake?
v-i-n-e vine l-i-f-e life bake
Our rabbit likes to sleep in \\\\. clay hay
There is a \\\\\ cat that likes to come into our yard. stray tray
Trace the letters and then write your own starting on the dot.
Trace the ay phonograms below.
Trace the sentence below.
Draw bales of hay for the sheep and cow.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
on the mat sat cat the
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
The
is going to
in the sky.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day:
OE /O/, OA /O/, WOR /wor/, OW /ow/ /O, AR /ar/, UR /er/, Sentence of the day: I did not want to rip my shirt.
Blue Jay needs a bit of hay for his nest.
Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Little Fay needs our help with the hay. Help Fay gather the hay into the barn by reading all of the “AY” words. As you read, use a red crayon to underline all of the “AY” phonograms in the words on the stacks of hay.
Trace the letters and then write your own starting on the dot.
Trace the ay phonograms below.
Trace the ay words below.
Trace the sentence below.
Copy the hen in the box provided.
Read to the student: Let’s explore this picture. What is the little girl doing? Is this a quiet or a loud scene? Does the picture have more warm colors (yellow, orange, red) or more cool colors (blue, green, purple)? Study the girl’s face. See how it’s lighter on one side. The sun is hitting her face. Point to where you think the sunshine is coming from. What do you imagine the little girl’s name to be?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
sad the dog is
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: AI
Nursery Rhyme: “
Johnny Shall Have A New Bonnet” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
Reader
• Plastic Sheet Protectors Readers In Rhyme
• 42. Daisy May
Read Aloud
• The Mouse and the Motorcycle Chapters 4-6 by Beverly Cleary
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day:
OE /O/ QU /kw/, OR /or/, SH /sh/, ER /er/, WH /wh/,
Sentence of the day: Run, run as fast as you can.
Reading Warm Up: Have your child point to each phonogram and say the sound. Phonogram ai
Read to the student: This is the phonogram ai /A/ the two letter /A/ that we may NOT use at the end of a word. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
v-i-n-e vine l-i-f-e life f-i-n-e fine w-i-p wipe
1. We will wait for the rain to stop.
2. The cow likes to swish his tail in the air.
3. Gail likes to braid her hair.
4. I will fish with worms as bait.
bake
v-i-n-e vine
5. I love to get corn dogs at the State Fair.
l-i-f-e life
Have the student read the words, circle the word that matches the picture and then write the word.
trade train trail
rake rail rain
chain chase chair
snare
Trace the letters and then write your own starting on the dot.
Trace the ai phonograms below.
Trace the ai words below.
Complete the maze to help the snail get to the flower.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
tea I like The
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day:
OW /ow/ /O/, TH /th/ /TH/, OE /O/, O /o/ /O/ /oo/ /u/, EAR /er/, OR /or/, Sentence of the day: The dish ran from the spoon.
The snail likes to play with the flowers in the rain.
Say to the student: Add the phonograms ay or ai to form words below. Remember, ay is the two letter /A/ that we MAY use at the end of a word and ai is the two letter /A/ that we MAY NOT use at the end of a word.
n l st gr n
Study the picture below with the student. Have the student read the list of words and circle words that are found in the picture.
Choose words from the list that are found in the picture and write them below.
Write an “sh” word. Write an “ir” word.
Write an “ee” word. Write a “ai” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Johnny Shall Have A New Bonnet
Johnny shall have a new bonnet, And Johnny shall go to the fair, And Johnny shall have a blue ribbon To tie up his bonny brown hair.
Oral Exercise — The word “bonny” means pretty or nice. Underline all of the “ai” phonograms. Have your teacher or parent read the poem again and listen for the two “ai” phonograms in the poem that rhyme.
Trace the letters and then write your own starting on the dot.
Trace the ai phonograms below.
Trace the ai sentence below.
Draw the snail’s shell. Color the picture.
Written Exercise - Dictation: Have your student listen as you read “Johnny Shall Have a New Bonnet”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
brown fair shall blue hair
Johnny have a new bonnet,
And Johnny shall go to the , And Johnny shall have a ribbon
To tie up his bonny
.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Dictate the following words to the student one at a time. Have student write each word in the proper column according to which phonogram that the word uses. Have the student underline the phonogram in each word. If the student is unsure, repeat the word saying “/A/ that we MAY use or /A/ that we MAY NOT use at the weed of a word. Remind the student that if they hear the /A/ at the end of a word it is AY. Words: day, gain, raid, play, stay, hair, gray, nail, fail, pray.
AY “The /A/ that we MAY use at the end of a word as in hay.
AI “The /A/ that we MAY NOT use at the end of a word as in snail.
Read to the student: Use the phonogram ai to make words below. Underline the phonogram in each word. Write the words, sound out the words and then match each word with the correct picture.
d sy br n p nt m l br d t l
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the ai phonograms below.
Color the raccoon in the rain below.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
Jump so far you did
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
The pink is going to plane drive car float
across the pond.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day:
OA /O/, OU /ow/ /O/ /oo/ /u/, EE “E double E always says /E/”, S /s/ /z/, IR /er/, WH /wh/,
Sentence of the day: Look at the toad on the road.
Jay the snail went to mail a card to his pal Gail.
Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Leo is a big scaredy cat. He is scared of his own shadow. Can you read all of the ai words and help Leo get back home?
Trace the letters and then write your own starting on the dot.
Trace the ai phonograms below.
Trace the ai words below.
Complete the dot-to-dot and draw tracks for the train.
Read to the student: Let’s explore this picture. What is the little boy doing? Is this a quiet or a loud scene? Does the picture have more warm colors (yellow, orange, red) or more cool colors (blue, green, purple)? The mother sits and happily watches her student while she sews. Find a toy horse. Find and ark. Find a fire. Find a big green cushion. What do you think the little boy is writing about?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
far the ball I tossed
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: OY
Nursery Rhyme: “Boys and Girls Come out to Play” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors Readers
Read Aloud
• The Mouse and the Motorcycle Chapters 7-10 by Beverly Cleary
Reader
• 43. Ahoy Roy
Ahoy Roy
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: IR /er/, CK /k/ the 2 letter /k/, AY /A/ the two letter /A/ that we MAY use at the end of the word, OE /O/, ER /er/, WH /wh/, Sentence of the day: How far did the ball go?
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram oy
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: The phonogram oy says /oy/ that we may use at the end of a word as in “toy”. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. The little boy likes to annoy me.
2. Roy takes his toys to Grandma's house.
3. I will enjoy a nap on this rainy day.
bake
4. Soon we will set sail on a voyage.
5. Ahoy said the sailor on the boat.
Have the student read the words, circle the word that matches the picture and then write the word.
boy bold boat road royal rock
verge vote voyage
Trace the letters and then write your own starting on the dot.
Trace the oy phonograms below.
Trace the sentence below.
Complete the maze to help the boy find his toy.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
a kite I see
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
his dog.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AI /A/ the two letter /A/ that we may NOT use at the end of a word, QU /kw/, OW /ow/ /O/, OR /or/, UR /er/, WH /wh/,
Sentence of the day: Clint pets his brown dog.
Fred Fox set sail on a voyage around the world.
Say to the student: Add the phonograms oy to form words below.
al c
Study the picture below with the student. Have the student read the list of words and circle words that are found in the picture.
Choose words from the list that are found in the picture and write them below. mother toys toes boys play short hair girl horse smile shirt face
Write an “sh” word. Write an “ir” word.
Write an “oy” word. Write a “silent E” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Boys and Girls Come out to Play
BOYS and girls, come out to play; The moon doth shine as bright as day. Come with a whoop, come with a call, Come with a good will, or don’t you come at all! Up with the ladder and down the wall, A halfpenny roll will serve us all. You find milk and I’ll find flour, And we’ll have a pudding in less than an hour.
Oral Exercise — The word “doth” is an old fashioned word that means do or does. Underline all of the “oy” and “ay” phonograms. Have your teacher or parent read the poem again and tell which words rhyme and then end of each line.
Trace the letters and then write your own starting on the dot.
Trace the oy phonograms below.
Trace the words below. Draw the crown on the Queen’s head.
Written Exercise - Dictation: Have your student listen as you read “Girls and Boys Come Out to Play”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
and girls, come out to play;
The doth as bright as . with a whoop, come with a call, Come with a will, or don't you come at all!
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day:
OU /ow/ /O/ /oo/ /u/, OW /ow/ /O/, OO /oo/ /OO/, O /o/ /O/ /oo/ /u/, OE /O, WH /wh/,
Sentence of the day: The tan van went beep, beep.
Troy is a boy that likes to play the drums.
See how many words can you make with the phonograms “ay” and “oy” using the letters in the boxes below. You may use the same letter more than once.
Complete the sentences phonograms oy.
Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
will
Reading
the wasp nest. enjoy destroy
The Queen is in the
loyal royal
oysters enjoy
We will find
toy enjoy
I hope you \\\\\\\\ your summer trip.
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the oy phonograms below.
Draw the missing parts of the cat on the right.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
ran so far boy the
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
is going to
in the lake.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: X /x/, AI /A/ the two letter /A/ that we may NOT use at the end of a word, OE /O/, EAR /er/, ER /er/, WH /wh/,
Sentence of the day: I went to see the queen.
Ahoy said the boy from the deck of the boat.
Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Roy needs your help to pick up his toys. Help Roy gather the toys into the toybox by reading all of the “OY” words. As you read, use a red crayon to underline all of the “OY” phonograms in the words on the toys.
Trace the letters and then write your own starting on the dot.
Trace the oy phonograms below.
Trace the words below. Color the picture.
Read to the student: Let’s explore this picture. What is the little boy doing? What toy is the boy playing on? What is the little girl holding? Are the children happy or sad? What do you think the children’s names are? How old do you think the boy is? How old do you think the girl is?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
a big boy is roy
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: OI
Nursery Rhyme: “The Clock” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Mouse and the Motorcycle Chapters 11-13 by Beverly Cleary
Reader
Readers In Rhyme Bluebonnet Set 41-50
• 44. Noisy Pigs
Noisy Pigs
Have the student point to the phonograms and say their sounds.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Daily Dictation: Phonograms of the day: AY /A/ the two letter /A/ that we MAY use at the end of the word, OU /ow/ /O/ /oo/ /u/, OW /ow/ /O/, U /u/ /U/ /OO/, TH /th/ /TH/, AR /ar/
Sentence of the day: The queen ate tarts.
Phonogram oi
Reading Warm Up: Have your child point to each phonogram
Read to the student: The phonogram oi says /oy/ that we MAY NOT use at the end of a word as in “coin”. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound. c-a-k-e cake g-a-m-e game
c-a-k-e cake g-a-m-e game
cave
v-i-n-e vine
v-i-n-e vine l-i-f-e life
1. The pig oinks loudly until I take him his food.
2. Mother says it is rude to point at others.
3. My big brother will join the army soon.
l-i-f-e life bake
Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
4. We will plant our crops in the soil.
fine bake
Have the student read the words, circle the word that matches the picture and then write the word.
soil soy
pot post person poison point
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the oi phonograms below.
Complete the maze to help the pirate find the treasure.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
jet was dog a big
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OY /oy/ that we MAY use at the end of a word, QU /kw/, UR /er/, OA /O/, OR /or/, WH /wh/, Sentence of the day: The cat took a nap on my bed.
“Oink, oink” says Pete Pig as he plays in the mud.
Say to the student: Add the phonograms oi to form words below. b l t l p nt c n
j nt f l v d p nt
Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.
Choose words from the list that are found in the picture and write them below.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Clock
There's a neat little clock,—
In the schoolroom it stands,— And it points to the time With its two little hands.
And may we, like the clock, Keep a face clean and bright, With hands ever ready To do what is right.
Oral Exercise — What are the clocks hands? Underline all of the “oi” phonograms. Have your teacher or parent read the poem again and tell which words rhyme at then end of each line.
Trace the letters and then write your own starting on the dot.
Trace the oi phonograms below.
Trace the oi words below.
Draw coins in the piggy bank.
Written Exercise - Dictation: Have your student listen as you read “The Clock”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
two little hands. And may we, like the clock, Keep a clean and bright, With hands ever ready
do
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: TH /th/ /TH/, OR /or/, OE /O/, WOR /wor/, AY /A/ the two letter /A/ that we MAY use at the end of the word, SH /sh/, Sentence of the day: My dog needs a bath.
The little boy makes lots of noise with his horn.
Say to the student: Add the phonograms oy to form words below.
Phonics Practice
Read to the student: Use the phonogram oa or oi to make words below. Write the words, read the words and then match each word with the correct picture.
nt
\\t
\\l
Trace the letters and then write your own starting on the dot.
Trace the oi phonograms below.
Trace the sentence below.
Draw the roots of the tree underground. Draw an animal sitting in the tree.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
moo softly the cows
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AI /A/ the two letter /A/ that we may NOT use at the end of a word OU /ow/ /O/ /oo/ /u//, OE /O/, CK /k/ the 2 letter /k/, TH /th/ /TH/, OA /O/,
Sentence of the day: Go to the deep cave with me.
Troy and Joy will plant a wee tree in the soil.
Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Save money by collecting coins into the piggy bank. Read all the words on the coins to collect them. As you read, use a red crayon to underline all of the “OI” phonograms in the words on the coins.
Trace the letters and then write your own starting on the dot.
Trace the oi phonograms below.
Trace the oi words below.
Fill in the missing parts of the pictures to match the ones above.
Read to the student: Let’s explore this picture. What is the little girl doing? Is she being naughty or nice? What do you think will happen? The little girl is dying eggs. What holiday is she getting ready for? What do you think the girl’s name is? Find a Kangaroo. Find an ostrich. What do you think she calls the cat?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
a big boy is roy
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: EA
Nursery Rhyme: “If All
the World Was Apple Pie” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Children of Noisy Village Chapters 1-4 by Astrid Lindgren
Reader
Readers In Rhyme Bluebonnet
• 45. Ice Cream
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/, OY /oy/ that we MAY use at the end of a word, SH /sh/, OO /oo/ /OO/, WH /wh/, OU /ow/ /O/ /oo/ /u/
Sentence of the day: I will bake a cake for you.
Phonogram ea
Read to the student: The phonogram ea has three different sounds. “E” (leaf), “e” (bread) and “A”(steak) For each of the words below, have the student read each sound, then put them together to read the word. Then have the student read the sentences.
Reading Warm Up: Have your child point to each phonogram and say the sound.
l-ea-f leaf 1 /E/ 2 /e/ 3 /A/
Reading Warm Up: Have your child point to each phonogram and say the sound.
h-ea-t heat
b-r-ea-d bread
s-t-ea-k steak
Reading Warm Up: Have your child point to each phonogram and say the sound.
cake
cake
s-w-ea-t sweat
game
cave
b-r-ea-k break
safe
Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. The ship will sail east on the sea.
vine
life
2. Josh will feast on peas and beans.
3. I like to eat bread with butter and jam.
wipe
4. Dad made the best steak on the grill today.
Have the student read the words, circle the word that matches the picture and then write the word.
pail pear pain
barn
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the ea phonograms below.
Complete the maze to help Dr. Bear find the mouse.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
feast big a was it
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
Have the student point to the phonograms and say their sounds.
Dictation: Phonograms: OY /oy/ that we MAY use at the end of a word, AI /A/ the two letter /A/ that we may NOT use at the end of a word, OR /or/, WOR /wor/, OE /O/, WH /wh/, Sentence of the day: Do not be late for lunch.
Read to the student: Add ea to from words below. Read the words out loud as you write them. The numbers help to remind you which sound of ea is on each word.
Study the picture below with the student. Have the student read the list of words and circle words that are found in the picture.
Choose words from the list that are found in the picture and write them below.
Write an “oo” word.
Write a 1st sound “ea” word.
Write an “ow” word.
Write a 2nd sound “ea” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
IF ALL THE WORLD WAS APPLE-PIE
If all the world was apple-pie
And all the sea was ink, And all the trees were bread and cheese, What should we have to drink?
It’s enough to make an old man Scratch his head and think
Oral Exercise — What was the sea made of? What were the trees made of? Underline all of the “ea” phonograms. Have your teacher or parent read the poem again and tell which words rhyme at the end of each line.
Trace the letters and then write your own starting on the dot.
Trace the ea phonograms below.
Trace the ea words below.
Draw a branch or a rock for the eagle to sit on.
Written Exercise - Dictation: Have your student listen as you read “If All the World Was Apple Pie”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
If all the was apple-pie
And all the was ink,
And all the trees were and , should we have to drink? It's enough to make an old man
Scratch his and think
Have the student point to the phonograms and say their sounds.
Daily Dictation: Dictate the list of words to the student one at a time. Have the student write each word in the proper column according to the sound of “ea” that the word uses.
leaf bread dead seat bear meal heat tread east head
ea’s 1st sound /E/
leaf
ea’s 2nd sound /E/
2
bread
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture. Mark a “2” above words that make the second sound of “ea”.
eat leaf seal
peas
eagle bread
Trace the letters and then write your own starting on the dot.
Trace the ea phonograms below.
Trace the ea words below. 2 2 3 3
Draw a forrest or cave for the bear.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
the grill dad steaks made The
Parts of Speech: Verbs
Read to the student: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place or thing.
Play the grammar game. Have your student complete the sentence below using the appropriate parts of speech and using the words below.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OO /oo/ /OO/, E /e/ /E/, AY /A/ the two letter /A/ that we MAY use at the end of the word, OA /O ER /er/, IR /er/,
Sentence of the day: Mike rode his bike home.
Neal the seal roams the sea to find fish to eat.
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Can you help Bea the bear get safely to the ground? Read all the ea words on the clouds to help Bea land safely. Gather a red crayon and underline all of the ea phonograms in the words.
Trace the letters and then write your own starting on the dot.
Trace the ea phonograms below.
Trace the sentence below.
Add water and other things to the sea. Color the picture.
Read to the student: Let’s explore this picture. What are the children doing? Do you think it is windy or calm? Why do you think so? Find the sea. Find bunnies? Does this picture have more warm colors (Yellow, Orange, Red) or cool colors (Blue, Green, Purple) What do you think the girl’s name is? What do you think the boy’s name is?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
ran to the park jan
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: AW
Nursery Rhyme: “See-Saw Margery Daw” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Children of Noisy Village Chapters 5-8 by Astrid Lindgren
Reader
• 46. Paw Prints
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OE /O/, AI /A/ the two letter /A/ that we may NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word, WH /wh, OW /ow/ /O/, OE /O/, Sentence of the day: Jan ran up the sand dune.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram aw
Reading Warm Up: Have your child point to each phonogram
Reading Warm Up: Have your child
Read to the student: The phonogram aw says “/aw/ that we may use at the end of a word” as in “paw”. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
c-a-k-e cake g-a-m-e game
c-a-k-e cake g
c-a-k-e cake g-a-m-e game c-a-v-e cave
Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. I was in awe when I saw the size of the cake.
c-a-k-e cake g-a-m-e game c-a-v-e cave s-asa v-i-n-e vine l-i-f-e life f-i-n-e fine w-iwip
2. We saw a hawk trap a mouse in his claws.
3. The baby likes to crawl all over the house.
4. The deep snow will take a week to thaw.
v-i-n-e vine bake
v-i-n-e vine l-i-f-e life f-i-n-e fine
v-i-n-e vine l-i-f-e life bake
Have the student read the words, circle the word that matches the picture and then write the word.
jeers jaws
fawn fair fast
howl hawk yuck year yawn peel pout paw
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the aw phonograms below.
Complete the maze to help the boy find the sunshine.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Jan rode the bike. The bike was red.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Birds fly.
2. Dogs bark.
Nouns Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: AI /A/ the two letter /A/ that we may NOT use at the end of a word, EA /E/ /e/ /A/, OI /oy/ that we may NOT use at the end of a word/, OR /or/, ER /er/, OW /ow/ /O/, Sentence of the day: I like to sit in the shade.
Ti-gers have paws with claws and jaws full of sharp teeth. 2
Read to the student: Add the AW phonogram to make words below. Read the words out loud as you write them. f n dr cl l n d n str br l th
Write an “ee” word. Choose words from the list that are found in the picture and write them below. Write an “ow” word. Write an “aw” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
SEE-SAW MARGERY DAW
SEE-SAW, Margery Daw, Jenny shall have a new master. She shall have but a penny a day, Because she can’t work any faster.
Oral Exercise — How much shall Jenny have a day? Underline all of the “aw” phonograms. Have your teacher or parent read the poem again and tell which words rhyme at the end of each line.
Trace the letters and then write your own starting on the dot.
Trace the aw phonograms below.
Trace the aw words below.
Fill in the missing parts of the cat on the right.
Written Exercise - Dictation: Have your student listen as you read “See-Saw Margery Daw”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
she saw shall work day
See- , Margery Daw,
Jenny have a new master.
She shall have but a penny a , Because can't any faster.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: OW /ow/ /O/, EA /E/ /e/ /A, OY /oy/ that we MAY use at the end of a word, OE /O/, AI /A/ the two letter /A/ that we may NOT use at the end of a word, WH /wh/, Sentence of the day: I will eat a bowl of soup.
My cat has sharp claws at the end of her paws.
Read to the student: See how many words can you make with the phonogram “aw” using the letters in the boxes below. You may use the letters more than once.
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture.
crawl yawn paws
draw
fawn jaws
Trace the letters and then write your own starting on the dot.
Trace the aw phonograms below.
Trace and read the aw words below.
Draw trees or grass and mountains for the fawn.
Sentence combining: Combine the following sentences and rewrite as one sentence.
I ate ice cream. It was green.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. The cat sleeps.
2. The rabbit jumps.
Nouns Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OW /ow/ /O, OA /O/, AY /A/ the two letter /A/ that we MAY use at the end of the word, IR /er/, OU /ow/ /O/ /oo/ /u/, OW /ow/ /O/,
Sentence of the day: Ben went to the game.
Dawn and Dave like to work on jig-saw puzzles.
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Derek the Deer has lost his friend Robby the Raccoon. Read all of the aw words on the trees to help Derek find his way through the forest to Robby.
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the aw phonograms below.
Trace the aw sentence below.
Color the picture of Margery Daw.
Read to the student: Let’s explore this picture. What is the little girl doing? What is the cat playing with? What do you think the little girl is making? Look outside the window. What do you see? What season do you think it is? Why do you think so? Find paws. Find bows. Find Shoes. Find yarn. Find roses. What do you think the cat’s name is?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
rabbit peter carrots ate
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: AU
Nursery Rhyme: “Sleep, Baby, Sleep” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Children of Noisy Village Chapters 9-13 by Astrid Lindgren
Reader
Readers In Rhyme Bluebonnet
• 47. Maude and Claude
Maude & Claude
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OW /ow/ /O/, AY /A/ the two letter /A/ that we MAY use at the end of the word, WOR /wor/, EA /E/ /e/ /A/, ER /er/, WH /wh/,
Sentence of the day: The birds went splish, splash in the bath.
Phonogram au
Read to the student: The phonogram au says /aw/ that we may NOT use at the end of a word as in “auto”. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. My aunt Laura will take me to the show.
2. Grandma took me on a jaunt to the store. 3. Stay away from the tiger or he will maul you. 4. We can use an old cart and horse to haul the load.
Have the student read the words, circle the word that matches the picture and then write the word.
Trace the letters and then write your own starting on the dot.
Trace the au phonograms below.
Trace the au words below.
Complete the maze.
Sentence combining: Combine the following sentences and rewrite as one sentence.
That is a race car. It is old.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. The boy runs fast.
2. The cat jumps.
Nouns Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: G /g/ /j/, QU /kw/, A /a/ /A/ /ah/, O /o/ /O/ /oo/, ER /er/, WH /wh/, Sentence of the day: Jan will jump into the pool.
Tawny the Tiger will pause the music to talk to her mother.
Read to the student: Add au to from words below. Read the words out loud as you write them.
cake
Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.
laundry brick scar f paws
toes grow
face tree
flower shirt path coat
gam v-i-n-e vine l-i-f lif bake
Reading Warm Up:
skirt cloth green nose
lawn wood
Write an “ir” word. Choose words from the list that are found in the picture and write them below.
Write an “aw” word.
Write an “au” word.
Write a “silent e” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
SLEEP, BABY, SLEEP
SLEEP, baby, sleep, Our cottage vale is deep; The little lamb is on the green, With woolly fleece so soft and clean. Sleep, baby, sleep.
Oral Exercise — A “vale” is a valley. Have your teacher or parent read the poem again and tell which words rhyme at the end of each line.
Trace the letters and then write your own starting on the dot.
Trace the au phonograms below.
Trace the au words below.
Draw what you think the boy will haul in his wheelbarrow. Color the picture.
Written Exercise - Dictation: Have your student listen as you read “Sleep, Baby, Sleep”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
green Sleep deep clean fleece
, baby, sleep,
Our cottage vale is ;
The little lamb is on the , With woolly so soft and . Sleep, baby, sleep.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OA /O/, AI /A/ the two letter /A/ that we may NOT use at the end of a word, IR /er/, OO /oo/ /OO/, AR /ar/, CK /k/ the 2 letter /k/,
Sentence of the day: Did you wash your feet?
Read to the student: Use the letters in the boxes to make words below. Write each word and then read it out loud. Explain the meaning of any words the student might not know. c m j h h p
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture. s ce p h nt s v lt
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the au phonograms below.
Draw a scene around the lion. Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
I want eggs. I also want bacon.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. I drove to the park.
2. The kite flies in the sky.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AW /aw/ that we MAY use at the end of a word, OE /O/, OU /ow/ /O/ /oo/ /u/, EA /E/ /e/ /A/, AR /ar/, WH /wh/,
Sentence of the day: The gray cat ran away.
Dawn hauls her laundry to the back-yard to let it air dry. 3
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Aunt Betty Bear went on a jaunt in the forrest and lost Freddy Fox. Read all of the au words on the trees to help Aunt Betty find her way through the forest to Freddy.
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the au phonograms below.
Trace the au words below.
Complete the dot-to-dot
Read to the student: The picture shows a fairy godmother and a baby resting in a crib of flowers. What is the fairy doing? Is she happy or sad? what do you think she is saying to the baby? Find all the little fairies. Find the moon. Find a pair of wings.
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
pond fish swam the in
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: ED
Nursery Rhyme: “A-Tisket, A-Tasket” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors Readers
Read Aloud
• The Children of Noisy Village Chapters 14-17 by Astrid Lindgren
Reader
• 48. Bonny saved Bunny
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: AR /ar/, EA /E/ /e/ /A, AI /A/ the two letter /A/ that we may NOT use at the end of a word, OA /O/, OI /oy/ that we may NOT use at the end of a word, WH /wh/, Sentence of the day: Dan has a scar on his arm.
Phonogram ed
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: We are going to practice words that end with ED. ED can have three possible sounds: /ed/, /d/, /t/ as in LANDED, PLAYED, and WISHED. First say the base word and then say the ending. Then put the two together.
Reading Warm Up: Have your child point to each phonogram and say the sound.
ed’s first sound is /ed/ as in:
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: Read the sentences below with the first sound of ED /ed/. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. We planted the flowers in the garden.
2. My ice cream melted in the sun.
3. I cut my leg on a jagged rock.
4. We loaded the car for our trip to the farm.
Read to the student: Add ed to form words below with the first sound of ed /ed/. Underline the ed phonogram and then read the words out loud.
Trace the letters and then write your own starting on the dot.
Trace the ed phonograms below.
Trace the ed words below.
Complete the maze.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Bert wore red pants.
He
wore a green vest.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. A girl planted seeds.
2. The ice melted.
Nouns Verbs
Have the student point to the phonograms and say their sounds.
Dictation: Phonograms: TH /th/ /TH/, CK /k/ the 2 letter /k/, OO /oo/ /OO/, OI /oy/ that we may NOT use at the end of a word, EA /E/ /e/ /A/, AY /A/ the two letter /A/ that we MAY use at the end of the word,
Sentence of the day: The baby took a nap.
Read to the student: Add ed to form words below with the SECOND sound of ed /d/. Underline the ed phonogram and write a “2” above the phonogram then read the words out loud.
Have the student read the words, circle the word that matches the
and then write the
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
A-TISKET, A-TASKET
A-TISKET, A-tasket, A green and yellow basket, I wrote a letter to my love, And on the way I dropped it. I dropped it, I dropped it! A little boy picked it up And put it in his pocket, Pocket, pocket!
Oral Exercise — Underline all of the ED words in the poem. What colors were the little girl’s basket? Who picked up the girl’s letter?
Trace the letters and then write your own starting on the dot.
Trace the ed phonograms below.
Trace the ed words below.
Draw a scene around the bunny.
33
3
Written Exercise - Dictation: Have your student listen as you read “A-Tisket, A-Tasket”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
A
I wrote a letter to my , And on the way I it.
I dropped it, I dropped it! A little boy it up And put it in his pocket, Pocket, pocket!
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OE /O/, EA /E/ /e/ /A/, OI /oy/ that we may NOT use at the end of a word, EAR /er/, OA /O/, OR /or/
Sentence of the day: Ben will take the dog to the park.
Read to the student: Add ed to form words below with the THIRD sound of ed /t/. Underline the ed phonogram and write a “3” above the phonogram then read the words out loud.
Read to the student: Have the student read the words, circle the word that matches the picture and then write the word.
plant pass land play cook aim kill act
/ed/ /d/ /t/
/ed/ /d/ /t/
/ed/ /d/ /t/
/ed/ /d/ /t/
/ed/ /d/ /t/
/ed/ /d/ /t/
/ed/ /d/ /t/
/ed/ /d/ /t/
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the ed phonograms below.
Fill in the missing parts of the cow on the right. Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Gail ate the beets. Gail ate kale and leeks.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. A man mixed the paint.
2. The girl played in the garden.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: ED /ed/ /d/ /t/, AU /aw/ that we MAY use at the end of a word, OI /oy/ that we may NOT use at the end of a word, AY /A/ the two letter /A/ that we MAY use at the end of the word, ER /er/, WH /wh/, Sentence of the day: Tell the dog not to bark.
Beth cooked dinner for a large crowd.
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Piggy must sail through rough seas. Read all of the “ed” words to help Piggy through the waves. The numbers remind you of which sound of “ed” is used /ed/d/t/
Trace the letters and then write your own starting on the dot.
Trace the ed phonograms below.
Trace the ed words below.
Draw a scene around the helicopter.
Read to the student: Let’s explore this picture. The picture shows a fairy serving food to the children. What are all of her little fairies doing? How many children are in the picture? Find a fairy cutting bread. Find a fairy rolling dough. Find a fairy stirring a bowl. Find a fairy with a little plate of cookies. What do you think the Queen fairy’s name is?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
sea ship on A sailed the
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: CH
Nursery Rhyme: “Mary Had A
Little Lamb”
Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Mrs. Piggle Wiggle Chapters 1-4 by Betty MacDonald
Reader
Readers In Rhyme Bluebonnet Set 41-50
• 49. Chet Chick
Have the student point to the phonograms and say their sounds.
Daily Dictation:Phonograms: AI /A/ the two letter /A/ that we may NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word, OR /or/, WH /wh, UR /er/, EA /E/ /e/ /A/
Sentence of the day: I saw a ship on the sea.
Phonogram ch
Read to the student: The phonogram ch can make three different sounds /CH/, /K/, /SH/ as in "CHICK”, “SCHOOL” and “CHEF”. The most common sound of ch is /CH/ as in CHICK and is underlined once in the words below. First read each sound in the words, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound. ch-i-ck chick
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram
Read to the student: Read the sentences below with the first sound of ED /ed/. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. I chose to eat chips with my lunch today. 2. The bird is perched on the branch. 3. I hope I see an ostrich at the zoo. 4. I ran to the porch to hide from the rain. 3
Have the student read the words, circle the word that matches the picture and then write the word.
pouch couch crunch
cheek check chest
very cherry fairy
church chime churn
teach torch porch
chips checks chests
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the ch phonograms below.
Complete the maze below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
I made lunch. Lunch was tasty.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. I went to the zoo.
2. The snow falls and swirls.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: ED /ed/ /d/ /t/, AI /A/ the two letter /A/ that we may NOT use at the end of a word, IR /er/, OU /ow/ /O/ /oo/ /u/, OE /O/, WH /wh/,
Sentence of the day: I found a big rock on the path.
Chad Cheese works out to stay in shape.
Read to the student: Add ch to form words below with the first sound of CH /ch/. Underline the ch phonogram and then read the words out loud.
Read to the student: Study the picture below with the student. Have the student read the list of words and circle or checkmark words that that are found in the picture.
house hound chicks cheeks green girl pail watch roof chase boots play day feed coat hair
Choose words from the list that are found in the picture and write them below.
Write an “ai” word.
Write an “ee” word.
Write a “ou” word.
Write a “ch” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Mary Had A Little Lamb
MARY had a little lamb, Its fleece was white as snow; And everywhere that Mary went, The lamb was sure to go. It followed her to school one day, Which was against the rule; It made the children laugh and play, To see a lamb in school.
Oral Exercise — Underline all of the CH phonograms in the poem. What color was the lamb’s wool? What made the children laugh? Have your parent or teacher read the poem again and repeat the first two lines.
Trace the letters and then write your own starting on the dot.
Trace the ch phonograms below.
Trace the words below.
Fill in the missing parts of the peach on the right.
Written Exercise - Dictation: Have your student listen as you read “Mary Had A Little Lamb”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
Mary had a little , Its was white as snow;
And everywhere that Mary went, The lamb was sure to go. It followed her to one day, was against the rule; It made the laugh and play, To see a lamb in school.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EE “E double E always says /E, ED /ed/ /d/ /t, AU /aw/ that we MAY NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word, ER / er/, CK /k/ the 2 letter /k/, Sentence of the day: I can jump and run in the yard.
Read to the student: Add ch before or after the letters below to form words with the first sound of CH / ch/. Underline the ch phonogram and then read the words out loud. The first two have been completed as an example.
-Dictation-
Dictate the words from the list to the student. Have the student write the words in the columns corresponding to the phonogram sound. Have the student underline the ch phonogram in each word and write a “2” above the second sound of CH /k/.
church
Trace the letters and then write your own starting on the dot.
Trace the ch phonograms below.
Trace the sentence below.
Trace the lamb below. Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
I eat peaches for lunch. The peaches are ripe.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. The sun burns my skin.
2. Joe ran and jumped.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OO /oo/ /OO/, EA /E/ /e/ /A/, OY /oy/ that we MAY use at the end of a word, OW /ow/ /O/, OU /ow/ /O/ /oo/ /u/, WH /wh/, Sentence of the day: The sun will burn my face.
Patty packed a peach in her lunch box. 3
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Mrs. Harriet Hen has lost her chicks! Read all of the “ch” words to help Harriet gather her chicks into the barn. Read the words a second time and underline all of the phonograms in the words. Underline Vowel friend phonograms in RED and all other phonograms in BLUE *Answer key at the back of your packet.
Trace the letters and then write your own starting on the dot.
Trace the ch phonograms below.
Trace the ch words below.
Draw a scene around the chair.
Read to the student: Let’s explore this picture. What is the boy doing? Where do you think he is going? Does it seem windy or calm? Why do you think so? Find a castle. Find a rainbow colored bird. Find two fish. Find a mermaid. What do you think the boy’s name is?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
apple a ripe fell red
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: NG
Nursery Rhyme: “Billy, Billy, Come and Play” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Mrs. Piggle Wiggle Chapters 5-8 by Betty MacDonald
Reader
Readers In Rhyme Bluebonnet Set 41-50
• 50. Long Way Home
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OE /O/, ED /ed/ /d/ /t/, AW /aw/ that we MAY use at the end of a word, OU /ow/ /O/ /oo/ /u/, WOR /wor/, OR /or/
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Phonogram ng
Read to the student: The phonogram ng says /ng/ as is in “sing” or “ring.” First read each sound in the words, then put them together to read the word.
Sentence of the day: The duck swam back to land. h-a-ng hang
Reading Warm Up: Have
Read the sentences below. The phonograms and “Silent E” words have been marked for you.
1. I like to sing in church on Sundays.
2. I will help put the icing on the cake.
3. The little boy flung his toys in a fit of rage.
4. I helped Mom hang the clothes to dry.
Reading Warm Up: Have your child c-a-k-e cake gg v-i-n-e vine l bake
Have the student read the words, circle the word that matches the picture and then write the word.
ring
king sing lungs stung clung
wing fling swing ring wing sting
wing fling sing ring sing bring
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the NG phonograms below.
Complete the maze below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Dad pulls the wagon.
The
wagon is red.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Jane walks her dog.
2. The dog runs and jumps.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: IR /er/, AY /A/ the two letter /A/ that we MAY use at the end of the word, CH /ch/ /k/ /sh/, EA /E/ /e/ /A/, OI /oy/ that we may NOT use at the end of a word, AR /ar/, Sentence of the day: I jumped down the wet path.
The King gave the Queen a huge ruby ring. 2 c-a-k-e cake g-a-m-e game v-i-n-e vine l-i-f-e life
c-a-k-e cake g-a-m-e game c-a-v cave v-i-n-e vine
Read to the student: Use the phonogram ng to make words below. Write the word and read the word out loud.
bake
bake
Read to the student: Study the picture below with the student. Have the student read the list of words and circle or checkmark words that that are found in the picture.
Choose words from the list that are found in the picture and write them below.
Write an “ai” word.
Write a “ch” word. Write a “ng” word. church song bow cheeks green girl sing socks wreath face boy stair chor-us school coat hair
Write an “ee” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Billy, Billy, Come and Play
BILLY, Billy, come and play, While the sun shines bright as day. Yes, my Polly, so I will, For I love to please you still.
Billy, Billy, have you seen Sam and Betsy on the green? Yes, my Poll, I saw them pass, Skipping o’er the new-mown grass.
Billy, Billy, come along, And I will sing a pretty song. Oh, then, Polly, I’ll make haste; Not one moment will I waste.
Oral Exercise — “Make haste” means to hurry. Underline all of the NG phonograms in the poem. What were Sam and Betsy doing over the new-mown grass? Have your parent or teacher read the poem again and repeat the first two lines.
Trace the letters and then write your own starting on the dot.
Trace the NG phonograms below.
Trace the NG words below.
Draw flowers in the pot. Color the picture.
Written Exercise - Dictation: Have your student listen as you read “Billy, Billy, Come and Play”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
mown song seen along sing
Billy, Billy, have you
Sam and Betsy on the green?
Yes, my Poll, I saw them pass, Skipping o'er the new- grass.
Billy, Billy, come , And I will a pretty . Oh, then, Polly, I'll make haste; Not one moment will I waste.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OU /ow/ /O/ /oo/ /u/, AY /A/ the two letter /A/ that we MAY use at the end of the word, CH /ch/ /k/ /sh/, ED /ed/ /d/ /t/, ER /er/, EA /E/ /e/ /A/, Sentence of the day: Jack took a bath in the tub.
The bird flapped his wings and started to sing. 3
Read to the student: Use the letters from the boxes to make words below.
-Dictation-
Read to the student: NK is a blend and not a phonogram because it says both of the letter sounds but said them together quickly. “NG” is a phonogram because N and G together make a new sound. Listen as your parent or teacher reads the NK blend and NG phonogram words and write them in the columns below according to their sound.
sink
Trace the letters and then write your own starting on the dot.
Trace the NG phonograms below.
Trace the sentence below.
What is the little girl singing? Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Today it is sunny. Today it is cold.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. I gave a gift to mom.
2. The plane flies.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EA /E/ /e/ /A/, CK /k/ the 2 letter /k/, OO /oo/ /OO/, EA / E/ /e/ /A/, ED /ed/ /d/ /t/, WH /wh/,
Sentence of the day: I tossed a stick to my dog.
The class sang three songs in the school’s Spring Show. 2 2
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Spring has sprung in the garden. Read all the “NG” words on the flowers. Read the words a second time and underline all of the NG phonograms in BLUE. How many things with wings can you find in the garden?
Trace the letters and then write your own starting on the dot.
Trace the NG phonograms below.
Trace the NG words below.
Draw a fish at the end of the line. Color the picture.
Read to the student: Let’s explore this picture. What are the children doing? Have you ever made shadow puppets on the wall? Do you think it is a sunny day or a cloudy day? Why do you think so? What toy did the children trace first? Find a bear. Find paints. What do you think the children’s mother will say when she sees they have painted on the wall?
Noun Verb Personal Noun
Grammar Symbols: May be found to cut out in your google classroom.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
rang the doorbell I
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: TCH
Nursery Rhyme: “
Here We Sail So Fast and Free” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Little House in the Big Woods Chapters 1-2 Laura Ingall’s Wilder
Reader
Readers In Rhyme Plum Set 51-60
• 51. Crosspatch
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: CH /ch/ /k/ /sh/, OI /oy/ that we may NOT use at the end of a word, OR /or/, O /o/ /O/ /oo/, ER /er/, WH /wh/,
Reading Warm Up: Have your child point to each phonogram and say the sound.
Sentence of the day: Corn on the cob is sweet.
Phonogram tch
Read to the student: The phonogram tch says /ch/ the 3 letter ch. We use TCH after a single vowel as in: hatch, etch, stitch, notch or hutch. First read each sound in the words below, then put them together to read the word.
Underline all of the phonograms and mark them with which sound of the phonogram they make. Read the sentences out loud. The first sentence has been completed for you.
Have the student read the words, circle the word that matches the picture and then write the word.
which patch watch
scratch patch latch
itch latch catch pitch match patch
hash hatch hitch itch switch sketch
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the TCH phonograms below.
Draw clouds or birds around the flying squirrel. Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The floor was wet. I spilled lemonade.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Joe eats pie.
2. The bird chirps and sings.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day:
G /g/ /j/, QU /kw/, A /a/ /A/ /ah/, O /o/ /O/ /oo/, ER /er/, WH /wh/, Sentence of the day: See the cat Pat.
We all saw the duck-ling hatch from his egg.
Read to the student: Use the phonogram tch to make words below. The first one is done for you as an example. Write the word and read the word out loud.
Read to the student: Study the picture below with the student. Have the student read the list of words and circle or checkmark words that that are found in the picture.
house hound chicks cheeks green girl pail watch roof catch boots play day feed coat hair
Choose words from the list that are found in the picture and write them below.
Write an “stre” word.
Write an “ai” word.
Write a “ch” word. Write a “tch” word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Here We Sail So Fast and Free
HERE we sail so fast and free And the frog in the sea He can’t catch me!
He, he, he! He, he, he!
The frog in the sea, he can’t catch me!
Oral Exercise — Underline all of the TCH phonograms in the poem. Where is the frog? Memorize the rhyme.
Trace the letters and then write your own starting on the dot.
Trace the TCH phonograms below.
Trace the TCH words below.
Pick two cat faces to copy in the box below.
Written Exercise - Dictation: Have your student listen as you read “Here We Sail So Fast and Free”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
sea sail catch free
Here we so fast and
And the frog in the He can't me!
He, he, he!
He, he, he!
The frog in the , he can't me!
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EA /E/ /e/ /A/, AW /aw/ that we MAY use at the end of a word, OY /oy/ that we MAY use at the end of a word, OO /oo/ /OO/, OA /O/, ER /er/
Sentence of the day: Ben lives on a nice farm.
Mitch will throw the first pitch of the game.
Read to the student: Use the phonogram tch or ch make words below. Remember tch comes after a single vowel and ch usually after a phonogram. The first two are done for you as an example.
Read to the student: Read the words on the chart. Write the words on the lines below according to their phonogram sound.
1 /ch/ 2 /k/
3 /sh/ /ch/ ch ch ch tch
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the TCH phonograms below.
Trace the TCH sentence below.
Complete the maze to help Jack and Jill fetch the pail of water.
Sentence combining: Combine the following sentences and rewrite as one sentence.
A bug flew by me. The bug buzzed in my ear.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. We sing and play.
2. Skates lay on the floor.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OU /ow/ /O/ /oo/ /u/, AY /A/ the two letter /A/ that we MAY use at the end of the word, ED /ed/ /d/ /t/, NG /ng/, CH /ch/ /k/ /sh/, WH /wh/, Sentence of the day: I have a horse on my ranch.
Freddy Fry liked to say “bet you can’t catch me Ketch-up.”
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: How many lemons will it take to make a pitcher of lemonade? Read all the “TCH” words on the lemons to collect them for the lemonade. Read the words a second time and underline all of the TCH phonograms in BLUE
Trace the letters and then write your own starting on the dot.
Trace the TCH phonograms below.
Trace the TCH words below. Draw the water spilling from the pail. Color the picture.
Read to the student: Let’s explore this picture. What is the little girl doing? Have you ever stitched anything with a needle and thread? The picture shows the sewing tools have come to life to teach the little girl how to sew. Find two pairs of scissors. Find two birds. Find a tomato pincushion. Find a doll. What do you think the little girl is making? Do you think she is making a dress for herself or for her doll? Why do you think so?
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
moth small a flew
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Noun Verb Personal Noun
Phonograms we are working on this week: Review OW, OU Nursery Rhyme: “There Was An Old Woman of Harrow” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Little House in the Big Woods Chapters 3-4 Laura Ingall’s Wilder
Reader
Readers In Rhyme Plum Set 51-60
• 52. Betty June
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: CH /ch/ /k/ /sh/, OW /ow/ /O/, AI /A/ the two letter /A/ that we may NOT use at the end of a word, CH /ch/ /k/ /sh/, ED /ed/ /d/ /t/, EA /E/ /e/ /A/
Sentence of the day: Jan wears a hat and scarf when it is cold.
Syllables
Read to the student: You have learned fifty-four of the seventy-two phonograms. So let’s talk a bit about what syllables are. A syllable is a letter or combination of letters that are uttered together or in one effort. Syllables are the pieces or chunks of the word. Syllables contain a vowel and the consonants that are spoken with it. You can think of syllables as the drum beats of words. Let's practice finding the syllables in words.
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say candy, you say and clap can•dy
If you are not sure, you can put your hand under chin as you repeat the word. Your mouth opens to utter each vowel sound. Count how many times your jaw opens to count the syllables.
baby
trusted
Review: Phonogram ow
Read to the student: OW can make the sound /OW/-/O/ as in a “COW" with a “BOW". Read the following words. Remember the numbers help you know which sound the phonogram is using. When you see the dots between the letters you know the word has more than one syllable.
Reading Warm Up: Have your child
The cow wore a bow when she went up•town for the show.
Read to the student: Underline and mark the sound of all of the ow phonograms in the sentences below. All other phonograms have been marked for you. Read the sentences.
1. I saw the crow swoop down o•ver the tree.
2. The far•mer plows his land to plant his crops.
3. He took his bow and ar•row out for the hunt.
4. The girl saw the rain out•side the win•dow.
5. Mo•ther says to tur n my frown up•side down. 2 Reading Warm Up: Have your child point to each phonogram
Trace the letters and then write your own starting on the dot.
Trace the OW phonograms below.
Trace the OW words below.
Complete the maze below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The dip is in the bowl. The dip is onion.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Bess drew a picture.
2. The ball is tossed and hit.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EA /E/ /e/ /A/, ED /ed/ /d/ /t/, CK /k/ the 2 letter /k/, AY / A/ the two letter /A/ that we MAY use at the end of the word, AU /aw/ that we MAY NOT use at the end of a word, WH /wh/ Sentence of the day: I use a broom to sweep the room.
Review: Phonogram ou
Read to the student: OU can make the sound /ow/-/O/-/oo/-/u/ as in a MOUSE, SOUL, YOUTH, DOUBLE. The most common words say the first sound /OW/. Read the words below. Remember the numbers help you know which sound the phonogram is using. When you see the dots between the letters you know the word has more than one syllable.
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
Read to the student: Read the words and circle the word that matches the picture. Write the word on the line below and underline the phonograms in the word.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
There Was An Old Woman of Harrow
THERE was an old woman of Harrow, Who visited in a wheelbarrow, And her servant before Knocked loud at each door To announce the old woman of Harrow.
Oral Exercise — Harrow is a large town in London, England. Underline all of the OW and OU phonograms in the poem. What was the old woman sitting in? Have your parent or teacher read the poem again and repeat the first two lines. Clap and tell the syllables in these words:
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the OU phonograms below.
Trace the OU words below.
Complete the dot-to-dot below.
Written Exercise - Dictation: Have your student listen as you read “There Was An Old Woman of Harrow”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
Harrow There Who loud her
was an old woman of Harrow, visited in a wheelbarrow,
And servant
before Knocked at each door
To announce the old woman of .
Have the student point to the phonograms and say their sounds.
The Cow wowed the crowd at the farm•yard show.
Daily Dictation: Phonograms of the day: AW /aw/ that we MAY use at the end of a word, OI /oy/ that we may NOT use at the end of a word, OA /O/, OW /ow/ /O/, AY /A/ the two letter /A/ that we MAY use at the end of the word, WH /wh/, Sentence of the day: I see the goose is on the loose. n p s l f
Read to the student: How many words can you make using the letters in the boxes below.
Choose words from the list that are found in the picture and write them below. Underline the phonograms in each word.
Write a “ch” word.
Write an “ir” word.
Write an “ow” word. Write an “ou” word.
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the OW and OU phonograms below.
Finish drawing the tree the squirrel is in. Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The pals met at the park. They met at 5 p.m.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Jon went home.
2. He ran and skipped.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: AI /A/ the two letter /A/ that we may NOT use at the end of a word, OW /ow/ /O, OY /oy/ that we MAY use at the end of a word, ED /ed/ /d/ /t/, NG /ng/, WH /wh/
Sentence of the day: The bear has a red hat and shoes.
Brown Mouse likes to eat a bowl of soup when he has a sore throat.
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture.
tow•el
Trace the letters and then write your own starting on the dot.
Trace the OW and OU phonograms below.
Trace the OW phonograms and sentence below.
Can you spot the ten differences in the picture on the right?
Read to the student: Let’s explore this picture. How many children are in the picture? What is the little boy looking at? Find two birds. Find two butterflies. Is it Spring or Fall? Why do you think so? Are the children happy or sad? What do you think the children’s names are?
Noun Verb Personal Noun
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
going dad not is
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Phonograms we are working on this week: Review OA, OE Nursery Rhyme: “Hurry Up Engine” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Little House in the Big Woods Chapters 5-6 Laura Ingall’s Wilder
Reader
Readers In Rhyme Plum Set 51-60
• 53. On the Rocks
Have the student point to the phonograms and say their sounds.
Daily Dictation:Phonograms of the day: EA /E/ /e/ /A/, OY /oy/ that we MAY use at the end of a word, OO /oo/ /OO/, OU /ow/ /O/ /oo/u/, UR /er/, EA /E/ /e/ /A/
Sentence of the day: Mom cooks good food for dinner
Syllables Review
Read to the student: A syllable is a letter or combination of letters that are uttered together or in one effort. Syllables are the pieces or chucks of the word. Syllables contain a vowel and the consonants that are spoken with it. You can think of syllables as the drum beats of words. Let's practice finding the syllables in words.
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say candy, you say and clap
can•dy
If you are not sure, you can put your hand under chin as you repeat the word. Your mouth opens to utter each vowel sound. Count how many times your jaw opens to count the syllables.
floated
treat
needle
happily
roaster
elephant
throat
muddle
under
angry
Review Phonogram oa
Read to the student: The phonogram oa makes the long sound of /O/ as in GOAT. For each of the words below, have the student read each sound, then put them together to read the word.
Read to the student: Underline and mark the sound of all of the ow, oa phonograms in the sentences below. All other phonograms have been marked for you. Read the sentences.
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the OA phonograms below.
Trace the OA words below.
Trace and color the toaster below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The noodles are cooking. The sauce is cooking.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Dan made the noodles. 2. Mom cooked and ate.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: of the day: ED /ed/ /d/ /t/, AU /aw/ that we MAY NOT use at the end of a word, NG /ng, OU /ow/ /O/ /oo/ /u/, OW /ow/ /O/, OA /O
Review: Phonogram oe
Read to the student: The phonogram oe says /O/ as in TOE. First read each sound in the words below, then put them together to read the word.
Sentence of the day: The pasta cooks in the pot. toe toe hoe hoe al•oe aloe o•boe oboe
2
Read to the student: Underline and mark the sound of all of the ow, oa, oe phonograms in the sentences below. All other phonograms have been marked for you. Read the sentences.
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture.
boat backhoe
aloe float
coach tomatoes
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Hurry Up Engine
HURRY up, engine, and hurry up, train, Missie’s going to ride on the road again Swift as lightning and smooth as glass— Take off your hat when the train goes past.
Oral Exercise — The train is swift as what? Have your parent or teacher read the poem again and repeat the first two lines. Clap and tell the syllables in these words: hurry lightning again train
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the OE phonograms below.
Trace the words below. Complete the maze below.
Written Exercise - Dictation: Have your student listen as you read “Hurry Up Engine”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
goes train when smooth road
Hurry up, engine, and hurry up, , Missie's going to ride on the again
Swift as lightning and as glass—
Take off your hat the train past.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AY /A/ the two letter /A/ that we MAY use at the end of the word, EA /E/ /e/ /A/, NG /ng/, ED /ed/ /d/ /t/, ER /er/, CH /ch/ /k/ /sh/
Sentence of the day: The rain is cold and wet.
Read to the student: How many words can you make using the letters in the boxes below. Sounds
b d m f
I will help Mom peel the \\\\\\\\\\ in the kitch•en po•ta•toes oat•meal
Complete the sentences phonograms oa, oe. Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write. grow tip•toe 2
I will \\\\\\\\ down the stairs.
We make hot \\\\\\\ on the cold days of wint•er. co•coa rain•coat
I kicked the ball and it missed the goal and hit the \\\\\\\\\. back•hoe goal•post
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the phonograms below.
Find five differences. Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The mower is broken.
Dad will fix it.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Patty owns a cat.
2. We swim and dive.
Nouns
Verbs
Reading Warm Up: Have your child point to each phonogram and say the sound.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: CH /ch/ /k/ /sh/, EA /E/ /e/ /A/, ED /ed/ /d/ /t/, AW /aw/ that we MAY use at the end of a word, OI /oy/ that we may NOT use at the end of a word, WH /wh/ Sentence of the day: The lamb had fleece as white as snow.
Mr. Toast has cof•fee and oat•meal for break•fast to each day.
Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Read the words and circle the word that matches the picture. Write the word on the line below and underline the phonograms in the word.
Trace the letters and then write your own starting on the dot.
Trace the phonograms below.
Trace the words below.
Complete the picture on the right to look like the one on the left. Color the picture.
Read to the student: Let’s explore this picture. How many children are in the picture? What is the girl doing? Do you think the bird can sing? What do you think the girl’s name is? Find two vases of flowers. Find a book.
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
red car big is shiny
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Noun Verb Personal Noun
Phonograms we are working on this week: Review AY, AI Poem: “Minnie and Mattie” by Christina Rosetti
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Little House in the Big Woods Chapters 7-8 Laura Ingall’s Wilder
Reader
Readers In Rhyme Plum Set 51-60
• 54. Vain Mary Jane
Vain Mary Jane
Have the student point to the phonograms and say their sounds.
Daily Dictation:Phonograms of the day: CK /k/ the 2 letter /k/, OO /oo/ /OO/, OU /ow/ /O/ /oo/ /u/, AW /aw/ that we MAY use at the end of a word, ER /er/, OW /ow/ /O/ Sentence of the day: The white whale is big.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Review: Phonogram ay
Read to the student: This is the phonogram ay /A/ the two letter /A/ that we may use at the end of the word as in (DAY) For each of the words below, have the student read each sound, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
d-ay day p-ay pay h-ay hay c-l-ay clay p-l-ay play t-r-ay tray
Read to the student: Read the sentences below. Underline all of the AY phonograms in the sentences.
1. May will stay and play at the park to•day
2. Little boy blue fell a•sleep in the hay.
3. I will take the sub•way to main street.
4. We will stay at the Gray Goose Inn.
Read to the student: Read the words and circle the word that matches the picture. Write the word on the line below and underline the phonograms in the word.
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the AY phonograms below.
Trace the AY words below.
Add something to the under water scene. Color the picture.
Sentence combining: Combine the following sentences and rewrite as one sentence.
Jack went up the hill. Jill also went up the hill.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Meg baked a cake.
2. Jack fishes and hunts.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: CK /k/ the 2 letter /k/, EA /E/ /e/ /A/, OI /oy/ that we may NOT use at the end of a word, OA /O/, AY /A/ the two letter /A/ that we MAY use at the end of the word, ED /ed/ /d/ /t/
Sentence of the day: I see a herd of sheep.
Review: Phonogram ai
Read to the student: This is the phonogram ai /A/ the two letter /A/ that we may NOT use at the end of a word as in (SNAIL). For each of the words below, have the student read each sound, then put them together to read the word.
Read to the student: Read the sentences below. Underline all of the AI phonograms in the sentences. 2
1. We will wait for the three o’clock train.
2. The cow likes to swish his tail in the air.
3. We will foll•ow the trail around the park.
4. I see a pair of mice on the stairs.
Read to the student: Read the words one the chart below. Use the words to help you write out the picture sentences in your best handwriting.
pray stay snail pail drain rain fray hay
I found a in the today.
I will for the to go away.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Minnie and Mattie
MINNIE and Mattie
And fat little May, Out in the country, Spending a Day.
Pinky white pigling
Squeals through his snout, Wooly white lambkin Frisks all about.
Christina Rossetti
Oral Exercise — “Frisk” means to leap or move about playfully. Have your parent or teacher read the poem again and repeat the first four lines. Clap and tell the syllables in these words:
Wooly lambkin May white pigling squeal
Trace the letters and then write your own starting on the dot.
Trace the AI phonograms below.
Trace the AI words below.
Trace the sentence below.
Fill in the missing parts of the snail on the right to match the one on the left.
Written Exercise - Dictation: Have your student listen as you read “Minnie and Mattie”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
May white Frisks Squeals Day snout
Minnie and Mattie
And fat little , Out in the country, Spending a .
Have the student point to the phonograms and say their sounds.
Daily Dictation: Dictate the following words to the student one at a time. Have student write each word in the proper column according to which phonogram that the word uses. Have the student underline the phonogram in each word. If the student is unsure, repeat the word saying “/A/ that we MAY use or /A/ that we MAY NOT use at the weed of a word. Remind the student that if they hear the /A/ at the end of a word it is AY. Words: play, grain, raid, tray, stay, braid, spray, fail, jail, clay.
AY “The /A/ that we MAY use at the end of a word as in hay.
AI “The /A/ that we MAY NOT use at the end of a word as in snail.
Read to the student: Study the picture below with the student. Have the student read the list of words and circle or checkmark words that that are found in the picture.
Choose words from the list that are found in the picture and write them below. Write an “oo” word.
Write a “silent e” word.
Write an “ay” word. Write an “ai” word.
Trace the letters and then write your own starting on the dot.
Trace the AI phonograms below.
Trace the AI words below.
Spot 10 differences in the pictures below.
Sentence combining: Combine the following sentences and rewrite as one sentence.
We buy milk. We buy eggs.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Boys swing in the tree.
2. The girl smiles and waves.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AY /A/ the two letter /A/ that we MAY use at the end of the word, CH /ch/ /k/ /sh/, OE /O/, WOR /wor/, CH /ch/ /k/ /sh, NG /ng/
Sentence of the day: The storm was loud and scary.
Fay the mer•maid likes to play with her pals in the sea.
Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture.
tray
cray•ons
brain
daisy
paint
blue•jay
Trace the letters and then write your own starting on the dot.
Trace the AI phonograms below.
Trace the AI words below.
Complete the maze to help the tooth fairy find the tooth below.
Read to the student: Let’s explore this picture. What kind of imaginary creatures does the picture show? What insect do the fairy wings remind you of? What is the girl fairy using as a bed? Is it night or day? Why do you think so? What do you think the fairies names are?
Sentence combining: Combine the following sentences and rewrite as one sentence.
Sam brushes his teeth. Sam also brushes his hair.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Jack stays home.
2. The dog barks and runs.
Nouns
Verbs
Phonograms we are working on this week: Review EA Nursery Rhyme: “There Are Twelve Months In All The Year” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Little House in the Big Woods Chapters 9-10 Laura Ingall’s Wilder
Reader
Readers In Rhyme Plum Set 51-60
• 55. Wee Goldfinch
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: TCH /ch/ the 3-letter /ch/, CH /ch/ /k/ /sh/, EA /E/ /e/ /A, OU /ow/ /O/ /oo/ /u/, ED /ed/ /d/ /t/, WH /wh/
Sentence of the day: I will send you a letter soon.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: The phonogram ea has three different sounds. “E” (peach), “e” (bread) and “A” (steak) For each of the words below, have the student read each sound, then put them together to read the word. Then have the student read the sentences. 1 /E/ 2 /e/ 3 /A/ Review Phonogram ea 2
s-t-ea-k
b-r-ea-k break s-w-ea-t sweat h-ea-t heat
g-r-ea-t great h-ea-d head c-l-ea-n clean
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say candy, you say and clap
older
squeaky
brown
beetle
thread
If you are not sure, you can put your hand under chin as you repeat the word. Your mouth open to utter each vowel sound. Count how many times your jaw opens to count the syllables.
teapot
badly
weather
bottle
squirrel
heavy
bread
under
chickpea
Lem•on and tea make the best pair as you can see.
Read the sentences below and underline and mark all the EA phonograms. All other phonograms have been underlined for you. The arrows remind you of the
1. We saw the ship sail•ing from the east.
2. In the mor n•ing I toast my bread with jam.
3. We had a great meal of steak and shrimp.
4. I drink weak tea with lots of cream.
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the ea phonograms below.
Complete the maze to help the boy find the ice cream stand.
Sentence combining: Combine the following sentences and rewrite as one sentence.
I saw a Snow Goose.
I also saw a Blue Jay.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Bill walks the dog.
2. Ned runs and jumps.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: CH /ch/ /k/ /sh/, NG /ng/, AU /aw/ that we MAY NOT use at the end of a word, EA /E/ /e/ /A/, OY /oy/ that we MAY use at the end of a word, OR /or/
Sentence of the day: I drink tea with cream.
Read to the student: Add ea to from words below. Read the words out loud as you write them. The numbers help to remind you which sound of ea is on each word.
Read to the student: Read the words and circle the word that matches
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
THERE are twelve months in all the year, As I hear many say, But the merriest month in all the year Is the merry month of May!
Oral Exercise — “Merry” means happy or cheerful. What month is the merriest according to the poem? Have your parent or teacher read the poem again and repeat the first four lines. Clap and tell the syllables in these words:
many merriest May year twelve merry
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the ea phonograms below.
Trace the ea words below.
Spot the ten differences in the pictures. Color if desired.
Written Exercise - Dictation: Have your student listen as you read “There Are Twelve Months in All the Year”. Have them fill in the missing words from the options below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
hear month year twelve May
There
are months in all the year,
As I many say,
But the merriest in all the Is the merry month of !
Have the student point to the phonograms and say their sounds.
Daily Dictation: Dictate the following words to the student one at a time. Have student write each word in the proper column according to which phonogram that the word uses. Have the student underline the phonogram in each word. Words: head, break, great, meant, dead, sweat, steak, pear.
EA’s 2nd sound /e/ as in “bread”
EA’s 3rd sound /A/ as in “steak”
Read to the student: Study the picture below with the student. Have the student read the list of words and circle or checkmark words that that are found in the picture.
Choose words from the list that are found in the picture and write them below.
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the ea phonograms below.
Trace the ea sentence below.
Draw the missing details of the picture on the right to match the ones on the left.
Sentence combining: Combine the following sentences and rewrite as one sentence.
I make tarts. I make cakes.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. The girl swims in the pond.
2. The cat licks and purrs.
Nouns
Verbs
Reading Warm Up: Have your child point to each phonogram and say the sound.
Have the student point to the phonograms and say their sounds.
Dictation: Phonograms: OO /oo/ /OO/, AU /aw/ that we MAY NOT use at the end of a word, EA / E/ /e/ /A/, OI /oy/ that we may NOT use at the end of a word, CH /ch/ /k/ /sh/, NG /ng/
Sentence of the day: We fed the birds at the park.
Sea•gull Sam sees a pod of whales in the sea.
Read to the student: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Read to the student: Read the words one the chart below. Use the words to help you write out the picture sentences in your best handwriting.
seal teach speak beach preach real peach sea
I will bring a to the .
I saw a real in the .
Trace the letters and then write your own starting on the dot.
Trace the ea phonograms below.
Trace the ea words below.
Draw the water around the boy. Where is he swimming? Is it a pool or the ocean?
Read to the student: Let’s explore this picture. Where is the little girl walking? What is she doing? Do you think it is warm or cold outside? Why do you think so? Is she alone? Find a butterfly. Find a pair of ducks. Find boats. What do you think the girl’s name is? What do you think her dog’s name is?
Sentence combining: Combine the following sentences and rewrite as one sentence.
Nick shops for milk. Nick also shops for bread.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Ben runs to town.
2. The girl smiles and waves.
Nouns
Verbs
Phonograms we are working on this week: Review CH, TCH Poem: “The Dear Old Woman in the Lane”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• Little House in the Big Woods Chapters 11-13 Laura Ingall’s Wilder
Reader
Readers In Rhyme Plum Set 51-60
• 56. Wild Child
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: CH /ch/ /k/ /sh/, EA /E/ /e/ /A/, OI /oy/ that we may NOT use at the end of a word, NG /ng/, OA /O/, UR /er/
Sentence of the day: I will stir the batter until it is smooth.
Review Phonogram
ch
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: The phonogram ch can make three different sounds /CH/, /K/, /SH/ as in "CHICK”, “SCHOOL” and “CHEF”. The most common sound of ch is /CH/ as in CHICK and is underlined once in the words below. First read each sound in the words, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound. ch-i-ck chick
chip
chip
Review
Phonogram
tch
Read to the student: The phonogram tch says /ch/ the 3 letter ch. We use TCH after a single vowel as in: hatch, etch, stitch, notch or hutch. First read each sound in the words below, then put them together to read the word.
-Auditory Exercise-
Segmenting Syllables
Say to the student: Many words have more than one syllable in the word. I’m going to say a word with more than one syllable. I want you to separate the syllables. For example, if I say candy, you say and clap
Reading Warm Up: Have your child point to each phonogram and say the c-a-k-e cake g-a-m-e game c-a-vcave
If you are not sure, you can put your hand under your chin as you repeat the word. Your mouth opens to utter each vowel sound. Count how many times your jaw opens to count the syllables.
vine
Reading Warm Up: Have your child point to each
Reading Warm Up: Have your child point to each phonogram and say the c-a-k-e cake g-a-m-e game c-a-vcave v-i-n-e vine l-i-f-e life f-i-n-e fine
• bigger • beaches • school • lemonade
cake
elephant
game
chopsticks
hatch • chip
vine l-i-f-e life
life
• peaches
patches • baker • sadly • watches • chef
Pete Peach likes to surf big waves at the beach.
Read the sentences below and underline and mark all the CH and TCH phonograms. All other phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. Chip and Butch watched the big game.
2. The little chicks hatched this mor n-ing.
3. We pick peach-es each year in the sum-mer.
fine
Reading Warm Up: Have your c-a-k-e cake v-i-n-e vine bake
4. Dad is the pitch-ing coach on my team.
Trace the letters and then write your own starting on the dot.
Trace the numbers and then write your own starting on the dot.
Trace the CH and TCH phonograms below.
Complete the maze to help the pirate find the treasure chest.
Sentence combining: Combine the following sentences and rewrite as one sentence.
We plant roses in the garden. We also plant peas.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Dan made the noodles. 2. Mom cooked and ate.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AI /A/ the two letter /A/ that we may NOT use at the end of a word, NG /ng/, TCH /ch/ the 3-letter /ch/, ED /ed/ /d/ /t, AU /aw/ that we MAY NOT use at the end of a word, WH /wh/, Sentence of the day: I see a bird in the cage.
The sweet-est treat of all is a dip of Mint Choc-O-Chip.
Read to the student: Add ch or tch form words below. REMEMBER use TCH after a single vowel. The first two have been completed for you
Read to the student: UNDERLINE all phonograms in the words below. Read the words and circle the word that matches the picture. Write the word on the line below and underline the phonograms in the word.
scratch patch latch pitch match patch
cheek check chest
teach torch porch hash hatch hitch
church chime churn
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Dear Old Woman in the Lane
The dear old woman in the lane
Is sick and sore with pains and aches, We’ll go to her this afternoon, And take her tea and eggs and cakes.
We’ll stop to make the kettle boil. And brew some tea, and set the tray And poach an egg, and toast a cake, And wheel her chair round, if we may.
Say to the child: What is wrong with the “dear old woman?” Underline all of the “ch” words in the poem and tell which sound of ch it makes /ch/ /k/ /sh/. Can you tell the words at the end of the lines that rhyme?
This week learn the first stanza of the poem and recite it aloud!
Copy the first few lines of the poem below.
The dear old woman in the lane Is sick and sore with pains and aches,
Draw a teapot on the girls tray and cakes or pies on the boys tray.
Written Exercise - Dictation: Have your child listen as you read the lines of the poem “The Dear Old Woman in the Lane”. Have them complete the missing words in the section below. Gently have your child erase and correct any mistakes. Be sure to spell all the words correctly.
The dear old woman in the Is sick and sore with pains and ,
We’ll go to her this afternoon, And take her tea and eggs and .
We’ll stop to make the kettle . And brew some tea, and set the tray
And an egg, and toast a cake, And wheel her round, if we may.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EA /E/ /e/ /A/, AU /aw/ that we MAY NOT use at the end of a word, OA /O/, NG /ng/, ED /ed/ /d/ /t/, CH /ch/ /k/ /sh/
Sentence of the day: She has a big smile on her face.
Review Phonogram ng
Read to the student: The phonogram ng says /ng/ as is in “sing” or “ring.” First read each sound in the words, then put them together to read the word.
Read the sentences below and underline and mark all the NG phonograms. All other phonograms have been underlined for you. The arrows remind you of the “silent e” words.
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture.
wing
viking
tongs
fishing
swing lungs
Trace the letters and then write your own starting on the dot.
Trace the NG phonograms below.
Trace the NG sentence below.
Draw the missing parts of the lion picture on the right to match the one on the left.
Sentence combining: Combine the following sentences and rewrite as one sentence.
The
noodles are cooking. The sauce is cooking.
Parts of Speech Complete the following sentences using words below:
Read to the student: fill in the chart with words from the sentences below:
1. Dan made the noodles. 2. Mom cooked and ate.
Nouns
Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: ED /ed/ /d/ /t/, TCH /ch/ the 3-letter /ch/, AY /A/ the two letter /A/ that we MAY use at the end of the word, EA /E/ /e/ /A/, CH /ch/ /k/ /sh/, NG /ng/
Sentence of the day: The lion was set free from the cage.
3 3 2 4
Chip is as happy as you please when he’s dipped in na-cho cheese.
Read to the student: Using red and blue crayons, color the phonograms in the words below. Color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.
Study the picture below with the student. Have the student read the list of words and and circle words that that are found in the picture.
Write an “oo” word.
Write an “oa” word.
tail green coat road wings mush-room
float tree
socks flow-ers fairy flail roots fly-ing girl house
Choose words from the list that are found in the picture and write them below.
Write an “ai” word.
Write a “ng” word.
Handwriting
Trace the letters and then write your own starting on the dot.
Trace the NG phonograms below.
Trace the NG words below. Color the picture.
Read to the student: Let’s explore this picture. What is the little girl doing? Who is she playing with? Do you think it is warm or cold outside? Why do you think so? What season do you think it is? How many baby chicks can you find? Find a house. What do you think the girl’s name is?
Capitalization and punctuation: Unscramble and rewrite the sentence correctly.
Read to the student: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)
red car big the is shiny
Parts of Speech: Nouns
Read to the student: A noun is the name of a person, place or thing.
Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.
Noun Verb Personal Noun
Phonograms we are working on this week: UI
Nursery Rhyme: “Bow-wow,” says the dog” Popular Nursery Rhyme
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Courage of Sarah Noble Chapters 1-5 Alice Dalgliesh
Reader
Readers In Rhyme Plum Set 51-60
• 57. Fruity Folk
Fruity Folk
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: TCH /ch/ the 3-letter /ch/, EA /E/ /e/ /A/, AU /aw/ that we MAY NOT use at the end of a word, OY /oy/ that we MAY use at the end of a word, OE /O/, OW /ow/ /O
Sentence of the day: The bike slid on the wet street.
Phonogram ui
Read to the student: The phonogram ui says /oo/ as in “fruit”. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound. f-r-ui-t fruit s-ui-t suit
Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. My Dad wears a nice suit to work.
2. Mom will make a fruit salad to take to the picnic.
3. I like to drink orange juice with my breakfast.
4. Grandma and Grandpa went on a cruise to Italy.
5. I fell and hit my arm and now I have a bruise.
Have the student read the words, circle the word that matches the picture and then write the word.
Trace each letter pair and then write one of your own beside it.
Trace each phonogram and then write one of your own beside it.
Trace the quote below.
Draw fruit on the trees. Color the picture.
Saint Basil
Saint Basil
Saint Basil
SaintSaintBasilBasil
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
strawberry is the best fruit
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that is a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
fruit grow strawberry runs loot play mother help Nouns Verbs
1. I shall into a big strong
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: AY /A/ the two letter /A/ that we MAY use at the end of the word, ED /ed/ /d/ /t/, NG /ng/, TCH /ch/ the 3-letter /ch/, CH /ch/ /k/ /sh/, EA /E/ /e/ /A/ Sentence of the day: Ben surfs on the big waves.
Melly Melon worked on her moves for the Fruit Juice Dance.
Use the phonogram ui to make words below. The first one is done for you as an example. Write the word and read the word out loud.
Read to the student: Copy each word on the line below and underline the phonograms in the word. Match each word with the appropriate picture.
\\\\\\\\\ \\\\\\\\\ \\\\\\\\\
suit moose
\\\\\\\\\ \\\\\\\\\ \\\\\\\\\
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
“Bow-wow,” says the dog; “Mew, mew,’’ says the cat; ‘Grunt, grunt,” goes the hog; And “Squeak!” goes the rat.
‘Chirp, chirp,” says the sparrow; Caw, caw,” says the crow; 'Quack, quack,” says the duck; And the cuckoo you know.
So with sparrows and cuckoos, With rats and with dogs, With ducks and with crows, With cats and with hogs!
A fine song I’ve made
To please you my dear, And if it’s well sung, ’Twill be charming to hear.
Say to the student: Underline all of the phonograms in the poem. What makes a sound can be found in a type of clock? Have you ever seen a cuckoo clock?
Copy the first part of the poem below in your best handwriting.
“Bow-wow," says the dog; "Mew, mew,'' says the cat; And “Squeak!" goes the rat.
“Bow-wow," says the dog; "Mew, mew,'' says the cat; And “Squeak!" goes the rat. “Grunt, grunt," goes the hog;
Grunt, grunt," goesthe hog;
Write what each animal said in their speech bubbles. Color the picture.
“Grunt, grunt," goes the hog; “Bow-wow," says the "Mew, mew,'' says the And “Squeak!" goes “Grunt, grunt,"saysgoesthedog; mew,''saysthecat; And “Squeak!"goestherat.Grunt,grunt,"goesthehog; the cat; And “Squeak!" goestherat.
Written Exercise - Dictation: Have your student listen as you read the lines of the poem “BowWow Says the Dog”. Have them complete the missing words in the section below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
“Bow- ,” says the dog;
“Mew, mew,’’ says the cat;
‘Grunt, grunt,” the hog;
And “Squeak!” goes the rat.
‘Chirp, chirp,” says the sparrow;
Caw, caw,” says the ;
'Quack, quack,” says the duck;
And the cuckoo you know.
So with sparrows and cuckoos, With rats and with dogs, With ducks and with crows, With cats and with hogs!
A fine I’ve made
To please you my , And if it’s well ,
’Twill be charming to
Have the student point to the phonograms and say their sounds.
Dictation: Phonograms: AW /aw/ that we MAY use at the end of a word, OW /ow/ /O/, AY /A/ the two letter /A/ that we MAY use at the end of the word, OW /ow/ /O/, OE /O, NG /ng/
Sentence of the day: I see a bunch of grapes on the vine.
Pine-apple wants to recruit all his fellow fruits to surf the big waves with him.
Use the phonogram ui or oi to complete the words below. Choose the correct phonogram and say the word out loud as you write.
Crossword Clues UI and OO
Have the student complete the crossword. Have them underline the phonograms in the words in the boxes below. The words are included in the boxes to help with spelling. Have the student say the word(s) out loud as they write it.
Trace each letter pair and then write one of your own beside it.
Trace each phonogram and then write one of your own beside it.
Trace the quote. Then draw fruit in the basket on the right. Color the picture.
Christina Rossetti
Christina Rossetti
Christina Rossetti
Christina Rossetti
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
the cricket is so fast
Parts of Speech: nouns and verbs
Read to the student: A pronoun is a word that takes the place of a noun, such as he, she or it. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1. The sweet went out for a on the fruit bruise poison point Peas cruise seas help Nouns Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: TCH /ch/ the 3-letter /ch, ED /ed/ /d/ /t/, UI /oo/(fruit), CH /ch/ /k/ /sh/, AY /A/ the two letter /A/ that we MAY use at the end of the word, OA /O/(toe)
Sentence of the day: The bird looks for worms to eat.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Complete the sentences phonogram ui. Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. I picked an apple from the bowl of \\\\\\. cruise bruise
4. We must wear a \\\\\\\\\ to scuba dive.
5. I need to \\\\\\\\ help to clean the house.
6. I fell down and got a \\\\\\\ on my leg.
3. The dog was in \\\\\\\ of the ball. bruise wetsuit juice suit
7. I love fresh squeezed orange \\\\\\\.
2. I like to \\\\\\ down the street on my bike. fruit loot juice cruise pursuit fruit recruit suit pursuit swimsuit
8. I got a new \\\\\\\\\\ for summer.
Copy the last part of the poem below in your best handwriting.
A fine song I've made
To please you my dear,
'Twill be charming to hear. And if it's well sung, A fine song I've made To please you my dear,
'Twill be charming to hear. And if it's well sung,
Color the picture.
Read to the student: Let’s explore this picture. What are the children doing? Does it look like fun? What do you think the children are celebrating? What decoration is in the middle of the table? What is on the cake the lady is holding? Find a candle. Find two turkeys in the picture.
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Parent: Gently correct any mistakes and have your student erase and correct them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Antonyms are words that have opposite meanings.
For example: hot - cold
Phonograms we are working on this week: EIGH
Poem: “Good Neighbors”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Courage of Sarah Noble Chapters 6-11 Alice Dalgliesh
Reader
Readers In Rhyme Plum Set 51-60
• 58. Little Red Hen
Have the student point to the phonograms and say their sounds.
Daily Dictation:Phonograms of the day: AY /A/ the two letter /A/ that we MAY use at the end of the word, EA /E/ /e/ /A/, CH /ch/ /k/ /sh/, NG /ng/, ER /er/ (her), UI /oo/ (fruit)
Reading Warm Up: Have your child point to each phonogram and say the sound.
Sentence of the day: The boys made a fort in the yard.
Phonogram eigh
Read to the student: The phonogram eigh says /A/ the four letter A as in “eight”. First read each sound in the words below, then put them together to read the word.
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. We made a cake for my brother's eighth birthday.
2. Santa packed his sleigh with all the gifts.
3. I saw a freight train that was eighty cars long.
bake
4. The horse neighed when he saw me coming.
5. We have a very nice next door neighbor.
Have the student read the words, circle the word that matches the picture and then write the word.
whale wake weigh sleigh
ape aim eight
Top line letters start at the top line and go down to the baseline.
Trace the letters below and write two of your own in the boxes provided.
ltbhk
ltbhk
The cow is in the corn. Draw stalks of corn around the cow.
ltbhk
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
dont go over there
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that is a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: UI /oo/(fruit), CH /ch/ /k/ /sh/, ED /ed/ /d/ /t/, AU /aw/ that we MAY NOT use at the end of a word, IR /er/(first), OA /O/(boat)
Sentence of the day: I had tea and oats for brunch.
Seth Skunk gave eight little mice a ride home.
Use the phonograms eigh to make words below. Write the word and read the word out loud.
Read to the student: Study the picture below. Read the words from the list and circle words that can be found in the picture.
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. There is a dog pulling a sleigh with a little boy riding on it.
2. There is a horse pulling a sleigh to Grandma’s house.
3. Many people are ice skating on a frozen patch of water.
4. There is a group of folks singing Christmas carols by the church.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Good Neighbors
There was a little boy named Jack Lived next to Widow Brown He always asked if he might bring Her anything from town.
He brought fresh milk and eggs to her And mowed her lawn beside; Each blessing that was given him He wanted to divide.
The Widow Brown when baking cakes Remembered Jack, next door. Instead of making cakes for one. She baked enough for four!
Say to the child: What does it mean to be a good neighbor? Tell what things Jack did to be a good neighbor to Widow Brown. Underline all of the words at the end of the lines that rhyme.
Copy the first two lines of the poem below.
There was a little boy named Jack Lived next to widow Brown
There was a little boy named Jack Lived next to widow Brown Draw two more houses on the street. Which one is Jack’s house?
Written Exercise - Dictation: Have your child listen as you read the lines of the poem “Good Neighbors”. Have them complete the missing words in the section below. Gently have your child erase and correct any mistakes. Be sure to spell all the words correctly.
There was a little boy Jack
Lived next to Widow Brown
He always if he might bring
Her anything from town.
He brought fresh milk and eggs to her
And her lawn beside;
Each blessing that was given him
He to divide.
The Widow Brown when baking
Remembered Jack, next door.
Instead of making cakes for one.
She enough for four!
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: OE /O/(toe), AY /A/ the two letter /A/ that we MAY use at the end of the word, EA /E/ /e/ /A/, WOR /wor, NG /ng/, CH /ch/ /k/ /sh/
Sentence of the day: I hurt my leg when I fell.
Gail Snail counts eight leaves blowing on the breeze. 2
Read to the student: How many words can you make using the letters in the boxes below.
Crossword Clues Sounds of “A” (eigh, ai,
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word out loud as they write it.
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and the words. Then write the three words on the line below.
Draw a frozen pond for the girl to skate on. Add trees or other people to the scene.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: A question mark(?) is used at the end of a sentence that asks a question. Example: Do you love that? Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
what is your favorite color
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that is a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Have the student point to the phonograms and say their sounds.
Daily Dictation:Phonograms of the day: ED /ed/ /d/ /t/, OI /oy/ that we may NOT use at the end of a word, EA /E/ /e/ /A/, NG /ng/, TCH /ch/ the 3-letter /ch/, UI /oo/(fruit)
Sentence of the day: I see smoke from the fire.
The horse neighs while he plays in the hay.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Complete the sentences sounds of A. Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
5. Lemons have a sour \\\\\\\\.
1. I must be at work by \\\\\\\ o'clock. sleigh stray
6. The kids had fun on the \\\\\\\ ride.
3. The cat ran \\\\\\\ from the dog. weight bait rain chain
4. To win the cake you must guess its \\\\\\\.
7. There is a broken link in the \\\\\\\.
2. The \\\\\\ left a trail on the path. date eight snail pail tray away waist taste skate weight
8. We like to \\\\\\ on the frozen pond.
Copy the last stanza of the poem below.
The Widow Brown when baking cakes Instead of making cakes for one. She Baked enough for four! Remembered Jack, next door.
The Widow Brown when baking cakes Instead of making cakes for one. She Baked enough for four!
Remembered Jack, next door.
Decorate the cakes the Widow Brown made for Jack.
Read to the child: Let’s explore this picture. How many children are in the picture? What are the children doing? What is the title of the painting? Does it have a good name? What are the children eating? Can you find the bird and the birdcage? What do you think the children’s names are? Do you think it is hot or cold outside? Have you ever made bread at home? Would you like to?
Give Thanks by Jessie Wilcox Smith
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Parent: Gently correct any mistakes and have your student erase and correct them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: A contraction is made up of two words. A contraction has a letter or some letters left out and those letters are replaced with an apostrophe.
For example: can not = can’t
Write the contractions for the following words:
Phonograms we are working on this week: EY Poem: “The Cuckoo and the Donkey”
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Blue Fairy Book by Andrew Lang
• Suggested stories: Little Red Riding Hood, The Sleeping Beauty in the Wood, Cinderella, The Master Cat.
Reader
Readers In Rhyme Plum Set 51-60
• 59. Donkey Duke
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: TCH /ch/ the 3-letter /ch/, AW /aw/ that we MAY use at the end of a word, ED /ed/ /d/ /t/, UI /oo/(fruit), UR /er/(nurse), OW /ow/ /O/
Sentence of the day: I won a prize from the game.
Phonogram ey
Read to the student: The phonogram ey can make two different sounds /A/, /E/ as in “they” and ‘key”. First read each sound in the words below, then put them together to read the word.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. They will stay and eat our turkey feast.
2. Mom gave me a hockey stick for my birthday.
3. I saw a funny monkey at the zoo.
4. The bear loves to steal honey from the bees.
5. I can see the smoke from the chimney.
Have the student read the words, circle the word that matches the picture and then write the word.
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and then write three of your own.
Trace the words below.
Follow the steps to draw your own monkey below.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
i love to eat cherry pie
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that is a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1. Two fluffy in the puppy rolled girls climbed Blankets played kittens packed Nouns Verbs
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms: OU /ow/ /O/ /oo/ /u, ED /ed/ /d/ /t/, NG /ng/, AW /aw/ that we MAY use at the end of a word, EA /E/ /e/ /A/, OY /oy/ that we MAY use at the end of a word Sentence of the day: Father went to work early.
Mrs. Kangaroo keeps her joey safe and warm in her pouch.
Read to the student: Add ey to form words below. Read the words out loud as you write them. Remember, if the phonogram has a number 2 above it, it’s saying it’s second sound ey /E/
Read to the student: Study the picture below with the student. Have the student read the list of words and circle or checkmark words that that are found in the picture.
clouds wheel sitting house green teapot
yard honey
monkey hair
toes flower brush watch
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. The little girl is having tea in the garden with her monkey.
2. There are ants trying to steal food from the table.
3. There are dark clouds and it looks like it’s about to rain.
4. The table is set with pretty china and a green teapot.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
The Cuckoo and the Donkey
THE cuckoo and the donkey
Each boasted one fine day,
That he could sing the sweetest song
To greet the lovely May.
Said Cuckoo: “I sing sweetly!”
And straight he did begin.
“But I can sing still better!”
The donkey he joined in!
Their song was sweet and lovely
And quite without a flaw;
For those two sang together,— “Cuckoo! Cuckoo! Ee-aw!”
Say to the student: To “boast” is to brag about yourself. Underline all of the “ey” phonograms in the poem. Can you tell the words at the end of the lines that rhyme?
Copy the lines below in your best handwriting.
The cuckoo and the donkey Each boasted one fine day,
To greet the lovely May. That he could sing the sweetest song
Draw a cuckoo bird to sing with the donkey.
Written Exercise - Dictation: Have your student listen as you read the lines of the song “The First Noel”. Have them complete the missing words in the section below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
THE cuckoo and the
Each one fine day,
That he could sing the song
To the lovely May.
Said Cuckoo: “I sing !”
And straight he did .
“But I can still better!”
The
donkey he joined in!
Their
was sweet and lovely
And quite without a ;
For two sang together,—
“Cuckoo! Cuckoo! Ee-aw!”
Have the student point to the phonograms and say their sounds.
Daily Dictation: Dictate the words below to the student. Have the student write each word in the column according to which sound of ey the word uses. Make sure they underline the phonogram and notate with a “2” above the second sound of ey. The first two have been completed as an example.
Crossword Clues Sounds of ey
Have the student complete the crossword. The words are included in the box below to help with spelling. Have the student say the word out loud as they write it.
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and then write three of your own.
Copy the ey words below.
Fill in the missing parts of the honey bee on the right.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
is blue your eye color
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that is a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1. Tim a large puppy ate sandwich swallowed apple cooks kitten packed Nouns Verbs for lunch.
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EA /E/ /e/ /A/, TCH /ch/ the 3-letter /ch, UI /oo/(fruit), EIGH /A/ the 4-letter /A/, OA /O/(boat), WH /wh/
Sentence of the day: Will you tell me what time it is?
The turkey ran away from the farmer and his axe.
Missing Phonograms
Use the phonogram tiles above to help you fill in the missing phonograms. The first one has been completed for you as an example.
Complete the sentences sounds of ey. Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
4. The smoke goes up the \\\\\\\\\.
1. I see a \\\\\\\\ up in the tree. money honey
3. We grow \\\\\\\\\ in the garden. chimney alley donkey monkey
6. The bees are buzzing and making \\\\\\\. 5. I lost my house \\\\\ again.
7. Mary rode on a \\\\\\\ to Bethlehem.
2. A \\\\\\\\ is an organ in your body. honey monkey kidney turkey party parsley key keep hockey honey
8. We will all go to the \\\\\\ game tonight.
Said Cuckoo I sing sweetly!" And straight he did begin.
The donkey he joined in! But I can sing still better!"
The donkey he joined in! But I can sing still better!" Said Cuckoo I sing sweetly!" And straight he did begin.
Complete the maze to help the donkey get to the cuckoo.
Read to the student: Let’s explore this picture. What is the girl doing? Do you think it is windy or calm? What season do you think it is? Find mushrooms. Give the girl a name and tell a story about her.
Capitalization and punctuation: Write a sentence about the picture on the prior page: (Parent: Gently correct any mistakes and have your student erase and correct them.)
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the student: Synonyms are words with similar meanings.
For example: fast and quick
Write the synonym for the following words from the word list below: answer
Phonograms we are working on this week: EI
Poem: “
Who Has Seen the Wind” Christina Georgina Rossetti
Letter Tiles
• Guide students to sound out their phonogram tiles to build words from the lesson. You can do this as a class (guided) to begin with and slowly move it to independent work.
Dry Erase Board activities
• Guide students to sound out and write words from each lesson onto their dry erase board. You can do this as a class (guided) to begin with and slowly move it to independent work.
Plastic Sheet Protector activities
• Use plastic sheet protectors to create dry erase sheets for students to copy words . You can place phonogram sheets from the lesson in the sheet protectors and let the student complete the work this way.
Phonics Bingo
• Play games of phonics bingo.
Dictation-On a separate piece of lined paper
• When dictating phonograms make sure to say all the sounds each phonogram makes. When dictating sentences say each word in the sentence slowly allowing students time to sound out and write the words. Once the students have written the complete sentence, say it again slowly allowing students to check their work. You can gradually increase the pace as the students are ready.
Read Aloud
• We recommend daily read aloud time.. Set aside 15-30 minutes per day for reading and discussion/narration.
Consult Reader Guides for helpful vocabulary and comprehension questions.
Materials
• Dry Erase Boards
• Letter Tiles
• Plastic Sheet Protectors
Read Aloud
• The Blue Fairy Book by Andrew Lang
• Suggested stories: Rumpelstiltzkin, Beauty and the Beast, Hansel and Gretel, Snow White and Rose Red.
Reader
Readers In Rhyme Plum Set 51-60
• 60. Gingerbread Boy
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EY /A/ /E/ that we MAY use at the end of a word, NG / ng/, UI /oo/(fruit), EIGH /A/ the 4-letter /A/, ER /er/(her), ED /ed/ /d/ /t/
Sentence of the day: The early bird gets the worm.
Read to the student: The phonogram ei says /A/E/ that we may not use at the end of a word, as in “veil” and “weird”. First read each sound in the words below, then put them together to read the
First sound of ei /A/
Reading Warm Up: Have your child point to each phonogram and say the sound.
Reading Warm Up: Have your child point to each phonogram and say the sound.
v-ei-l veil v-ei-n vein r-ei-n-s reins
v-ei-l veil v-ei-n vein r-ei-n-s reins
s-ei-z-e seize
Second sound of ei /E/
w-ei-r-d weird
ei-th-er either
ei-th-er either
p-r-o-t-ei-n protein
s-ei-z-e seize w-ei-r-d weird p-r-o-t-ei-n protein
Read to the student: Read the sentences below. All phonograms have been underlined for you. The arrows remind you of the “silent e” words.
1. The bride wore a beige dress with a pretty veil.
2. Mom used three skeins of yarn to make my sweater.
bake
3. My mom does not like the beige color of the ceiling.
4. Their protein bars taste very weird to me.
Have the student read the words, circle the word that matches the picture and then write the word.
veil vows veins
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and then write three of your own.
Trace the sentence below.
Draw a river or hills or a anything you’d like to complete the scene below.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
jen ran to her brother
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that is a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
1. Ben and zoo sees sheep spots monkey views lion throws Nouns Verbs at the
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EY /A/ /E/ that we MAY use at the end of a word, EIGH / A/ the 4-letter /A/, TCH /ch/ the 3-letter /ch/, CH /ch/ /k/ /sh/, AU /aw/ that we MAY NOT use at the end of a word, NG /ng/ Sentence of the day: I saw a shooting star in the sky.
Kate the kitten likes to help Leila roll her skein of yarn.
bake
Use the phonogram ei to make words below. The first one is done for you as an example. Remember the two sounds of “ei” /A/E/. Write the word and read the word out loud.
Complete the sentences sounds of ey. Have the student fill in the sentences below with the correct word. Have them read each sentence out loud as they write.
1. The pattern uses six \\\\\\\\ of yarn.
3. Leila wore a \\\\\\\ colored sweater.
4. I ran when I saw a spider on the \\\\\\\\.
5. Keith likes making \\\\\\\\ shakes.
6. Lee \\\\\\\ his chance to get ice cream.
2. In my \\\\\\\\ time I enjoy reading. skeins stains least leisure beige braid ceiling seeking steam protein sneezed seized veil tail veins reins
7. Gail wore a floor length \\\\\ with her dress.
8. Shane pulled on the horse's \\\\\\.
Say the poem together daily and have the students learn by heart for recitation. Recitation Is recommended for the end of the week. Have the students recite the poem chorally and a few students can be selected to present the poem in a small group or individually.
Who Has Seen the Wind
Who has seen the wind?
Neither I nor you:
But when the leaves hang trembling, The wind is passing thro'
Who has seen the wind?
Neither you nor I:
But when the trees bow down their heads, The wind is passing by
—Christina Georgina Rossetti
Say to the student: Underline all of the “ei” phonograms in the poem. Have you ever seen “the trees bow down their heads”? What kind of wind was blowing?
Copy the lines below in your best handwriting.
Who has seen the wind?
But when the leaves hang trembling,
Neither I nor you: The wind is passing thro'
boy.
Draw the wind and leaves blowing around the
Written Exercise - Dictation: Have your student listen as you read the lines of the poem “Who Has Seen the Wind”. Have them complete the missing words in the section below. Gently have your student erase and correct any mistakes. Be sure to spell all the words correctly.
Who has the wind?
I nor you:
But when the hang trembling,
The wind is thro'
Who has seen the ?
Neither you nor I:
But the trees bow down heads,
The wind is passing by
Have the student point to the phonograms and say their sounds.
Daily Dictation: Dictate the words below to the student. Have the student write each word in the column according to which sound of ei the word uses. Make sure they underline the phonogram and notate with a “2” above the second sound of ei. The first two have been completed as an example.
1. veil 2. seize 3. their 4. reins 5. weird 6. deceive 7. beige 8. either 9. vein 10. ceiling
Read to the student: Study the picture below with the student. Have the student read the list of words and circle or checkmark words that that are found in the picture.
Read to the student: Read the sentences below. Put a checkmark by the sentences that are true. Choose one of the true sentences to copy on the lines below.
1. The bride is wearing a veil that goes all the way to the floor.
2. There are monkeys swinging from the ceiling.
3. The children are waiting to receive a slice of cake.
4. There is a lady in a beige dress standing behind the flower girl.
Trace each letter pair and then write one of your own beside it.
Trace the phonograms and then write three of your own.
Trace the sentence below.
Copy the reindeer onto the grid on the right.
Capitalization and punctuation: Correct and rewrite the sentences below:
Read to the student: An exclamation mark(!) is used at the end of a sentence that shows strong emotion. Example: I love that! Fix the sentences below using correct punctuation and capitalization. Always remember to capitalize the first word of a sentence.
is blue your eye color
Parts of Speech: nouns and verbs
Read to the student: A noun is a word that is a person place or thing. A verb is an action word! Play the grammar game below by filling in the blanks with either a noun or a verb. You can make the story as silly as you like.
Play the grammar game. Fill in the blanks with the nouns or verbs found in the lists below:
Sam has to
Have the student point to the phonograms and say their sounds.
Daily Dictation: Phonograms of the day: EI /A/ /E/ that we MAY NOT use at the end of a word, EIGH /A/ the 4-letter /A/, TCH /ch/ the 3-letter /ch/, UI /oo/(fruit), ER /er/(her), EY /A/ /E/ that we MAY use at the end of a word Sentence of the day: My car broke down near the park.
Missing Vowel Pairs
Use the picture clues to help you complete the words below. Use your phonogram tiles above to help you if you get stuck. Remember, all of the vowel pairs are red. The first one is completed for you as an example. p\\ch b\\rd
Have the student read the words from the chart below and then use one word from each column to make two different silly sentences. Have them read the completed sentences out loud.
The wind is passing by But when the trees bow down their heads,
your favorite leaves into the box.
Copy
Read to the student: Let’s explore this picture. What is the little boy doing? Do you think it is night or day? See how the light from the candles glows around the little boy’s head? Can you tell who the presents are for? Do you wrap presents for your family? What do you think the little boy’s name is? Who do think the present is for that he is wrapping now?
Capitalization and punctuation: Write a sentence about the picture on the prior page:
Read to the student: Capitalize the first word of a sentence. Place a question mark (?) at the end of a sentence that asks a question. Place a period (.) at the end of a sentence that is a statement.
Parts of Speech:
Read to the child: Antonyms are words with opposite meanings.
For example: fast and slow
Write the antonym for the following words from the word list below:
