Phonics Teacher's Guide 3 by fusioned1

cont ents Unit

Unit

Lesson Flow Downloadable Resources Scope & Sequence

-ave -ake -ane

-ape -ame -ace

Review 1 / Story 1

-ive -ide -ine

-ite -ike -ire

Review 2 / Story 2

-one -ope -ome

6 8

Unit

-ole -ose -oke

Review 3 / Story 3

7 8

-une -ube -uke

ai ay

Review 4 / Story 4

ee ea

oa ow

Review 5 / Story 5

Summary Assessment Board Game

9 10

61 63

Lesson Flow ‌F ly Phonics 3 focuses on the isolation and combination of sounds. Each unit is carefully designed so that learners can recognize the target letters and read the target words on their own. Kinesthetic learning also helps internalize phonics more effectively.

Unit

1 2

-ave -ake -ane

Listen and repeat.

•‌‌ I ntroduction the target sounds and words.

stick

CD1

a_e w ave

ave wave

a_e

ake

c ake

cake

a_e

ane

c ane

cane

Listen and repeat.

3 CD1

•‌‌ L earn additional target words containing the target sounds.

Unit 1

-ave w ave

c ave

s ave

c ake

b ake

l ake

c ane

m ane

l ane

-ake

-ave -ake -ane 4

Let’s sing along.

CD1

ave a an d e make wave cave s an e cake bake ake cane mane

-ane

•‌‌ R eview the target words and sounds through songs.

-ave -ake -ane

Listen and circle.

CD1

-ake -ane 3.

-ave -ake 6

-ane -ave

-ave -ane

•‌‌ L isten and distinguish the correct target sounds.

Listen, circle and write.

CD1

-ave

-ake

-ane

Unit 1

•‌‌ L isten and write the missing letters.

-ave -ake -ane

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

Match and write. 1.

l s

a v e a k e

c m

ane a k e

w c

ane a v e

b l

a k e ane

w m

ane a v e

Choose and write.

Unit 1

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

cake

lane

lake

wave

I want a

That is a big

Ted is at the

-ave -ake -ane 7

Listen and circle.

CD1

cave

cake

save

lane

lake

cane

save

bake

lane

bake

Read aloud.

mane wave

8 CD1

c e ll e n t

-ave wave

cave

save

-ake cake

bake

lake

-ane cane

mane lane

The cat is on the

•‌‌ L isten and distinguish the correct target words.

. -ave -ake -ane

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

9 10 CD1

Unit 1

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

Dave and ane are at the lake.

A big wave, ane! Save the cake, Dave! Sight words

They see the waves.

The cake is not in the cave.

and are at the they see a is not in -ave -ake -ane

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

Fly Phonics 3 Unit Activities

i w

i h

i k i

f e t

i M

e t

i b

Paste the pictures.

e k

Craft 3 Resources (Cut the dotted lines.) Unit 10

i r

o a t

o wl

o a d

•‌‌ I mprove phonics skills through intriguing and fun activities. Paste Paste e ll ow o a t Phonics Sentence Cards 3

Unit 4 Activity

Flashcards Phonics Word Cards

Phonics 3 Phonics Word Word CardsCards 3

the pictures.

ill o w

the pictures.

t p b b Craft 3 Unit 10

Phonics Sentence Cards

The lion has manes.

Paste the pictures.

The man has the cane.

-ite -ike -ire

Find the words of the pictures.

Name

Paste and complete the word.

The rat is at the lake.

•‌‌ A dditional reviews provided with various activites

Name

The man bakes the bread.

Unit

Craft Activities

Phonics Sentence Cards 3

bake

bake bake

The man bakes the bread.

<front>

<back>

bake

cane cane

mane mane

lake

cane

mane

The man has the cane.

mane

Activity Cards 3

rat is at the lake. •‌‌ S tudy the targetThe words by seeing how they can be used in sentences.

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

bake

<front>

cane

Activity Cards

lake

•‌‌ P ractice the target words using lake lake corresponding pictures.

lake <back> cane

You can also download

lion has manes. - ‌ Answer Keys /The Curriculum / Unit Tests / MP3 Files

mane

Listening Practice

Reading Practice

Writing Practice

Reading Practice

face

Listen and write.

-ive 1.

-ide 2.

Check the ones that you can read.

-ine

She has a big face.

bite

hike

wire

mite

Mike

tire

kite

fire

site

bike

hire

lace That is a lace.

Listen and write. 1.

The

is big.

I can

The dog is on the bike.

race

The rat bites the tire.

Mike likes to fly the kite.

Bees bite the kites and tires.

They have a race.

the bike. ㅕ

Unit 2 Writing Practice -ape, -ame, -ace

Unit 4 –ite –ike -ire

Unit 3 Listening Practice -ive, -ide, -ine

•‌‌ A dvanced exercises to enhance listening skills

•‌‌ A dditional exercises to enhance reading skills

•‌‌ A dditional drills to reinforce writing skills

Extra Resources

Sight Sight Word Word CardsCards

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

Alphabet Cards Alphabet CardsCards Alphabet

am am

I amI Jam ames. J ames.

<front>

<back>

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

anan

Sight Word The Worksheets The fox and fox and ox ox

and and

•‌‌ P ractice sight words by writing and reading aloud.

Sight Words Color and write.

a big bear

<back>

Bb Bb

•‌‌ R einforce letter recognition through word and picture association.

Letter Cards

Cc Cc

(Uppercase) Letter Cards

(Lowercase) Letter Cards

Letter Card Letter Card

Letter Card

A Dd Dd

bear

You can also download

- ‌ Placement Tests / Board Games / Wallcharts

d Letter Card

Letter Card Letter Card

Letter Card

Letter Card Letter Card

Letter Card

Letter Card Letter Card

Letter Card

Fill in the blank and read.

Write and read aloud.

<front>

•‌‌ P ractice forming the target sounds and words.

big big

havehave dots.dots.

AA aa

Letter Card

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

Book 1

Book 2

Book 3

Book 4

Unit 1

Aa Bb

-an -at

-ave -ake -ane

sl- cl- fl-

Unit 2

Cc Dd

-am -ap

-ape -ame -ace

pl- gl- bl-

Review 1 Unit 3

Ee Ff

-eg -et

-ive -ide -ine

br- cr- pr-

Unit 4

Gg Hh Ii

-ed -en

-ite -ike -ire

dr- gr- tr-

Review 2 Unit 5

Jj Kk Ll

-ig -ip

-one -ope -ome

sm- sw- st-

Unit 6

Mm Nn Oo

-in -it

-ole -ose -oke

sk- sn- sp-

Review 3 Unit 7

Pp Qq Rr

-og -op

-une -ube -uke

-ck -ng -nt

Unit 8

Ss Tt

-ot -ox

ai ay

-mp -nd -nk

Review 4 Unit 9

Uu Vv Ww

-ug -un

ee ea

-ch -th -sh

Unit 10

-Xx Yy Zz

-ub -ut

oa ow

kn- wr- -mb

Review 5 Assessment

Phonics Words

Sight Words

Unit 1

wave, cave, save, cake, bake, lake, cane, mane, lane

and, are, at, the, they, see, a, is, not, in

Unit 2

tape, ape, cape, game, name, same, face, lace, race

the, boy, have, I, am, too, and, run, in, on, now, they

Story 1

words in units 1-2

a, at, away, birthday, can, eat, fly, from, he, his, in, is, it, on, people, put, say, see, the, today, up

Unit 3

five, dive, hive, side, ride, hide, nine, vine, pine

the, there, are, and, in, on

Unit 4

kite, bite, site, bike, hike, Mike, fire, tire, wire

like, to, the, my, fly, is, on

Story 2

words in units 3-4

a, and, are, boy, by, cut, fly, his, line, in, into, on, the, up

Unit 5

bone, cone, zone, rope, hope, dome, home

the, is, at, for, a, on, under, has, this, my

Unit 6

hole, pole, mole, hose, rose, nose, poke, joke, yoke

come, to, this, I, like, what, is, in, the, it, a, he, do, not, his

Story 3

words in units 5-6

a, again, am, and, be, can, come, do, has, he, his, I, is, like, make, me, no, not, now, play, please, small, the, there, they, to, want, with

Unit 7

tune, une, dune, tube, cube, uke, duke

the, goes, down, it, is, like

Unit 8

rain, mail, rail, nail, day, May, hay, play

Look, at, the, it, is, not, a, good, he, has, what, in, there, are, and, I, can, make, for, you

Story 4

words in units 7-8

a, and, are, away, boy, come, fly, for, from, goes, has, is, it, like, look, make, men, on, see, take, the, them, time, to, what

Unit 9

feet, bee, seed, meet, pea, meat, leaf, eat

the

Unit 10

boat, coat, road, toad, bowl, row, pillow, yellow

the, and, are, in, they, see, on, is

Story 5

words in units 9-10

a, and, in, into, is, on, the, there, with

Unit 1

Pages

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

Words

wave, cave, save, cake, bake, lake, cane, mane, lane

Materials

Flashcards, CD1, CD player

Listen and repeat The objective of this section is to introduce the target sounds by presenting long vowel sounds in the words. • ‌ Write “a_e” on the board and tell students that when

“a” and “e” are used in a word with a consonant in the middle, they make an /eɪ/ sound. Write “ave,” “ake,” and “ane” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 2. Let students put their index

finger under “w” and slowly move to “ave” as they say the sounds. Then have them put their finger under “w” and quickly slide to “ave” as they read “wave.” Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

/a/ /ane/ (x2) /c/ /ane/ cane (x2)

/a/ /ake/ (x2) /c/ /ake/ cake (x2)

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

repeat a few times. Have them point to the end of

• ‌ Ask individual students to read the words. Call out

the words at random and have students point to the correct pictures. Track 3

/w/ /ave/ wave, wave /c/ /ave/ cave, cave /s/ /ave/ save, save

/c/ /ane/ cane, cane /m/ /ane/ mane, mane /l/ /ane/ lane, lane

/c/ /ake/ cake, cake /b/ /ake/ bake, bake /l/ /ake/ lake, lake

Activities & Games Word formation activity

Track 2

/a/ /ave/ (x2) /w/ /ave/ wave (x2)

the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meaning of each target word if necessary.

Materials: ‌ letter cards, pocket chart or magnets Place “a” and “e” letter cards on the board using magnets or a pocket chart. Divide students into two teams and have one student come up to the front. Call out a word and have the student fill in the correct consonants to complete the word. If the spelling is correct, the team wins a point. Repeat until all students have had a chance to participate.

-ave -ake -ane

Let’s sing along

Listen, circle and write

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

along a few times.

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

and read them.

Track 4

a and e make wave cave save cake bake lake cane mane lane

• ‌ Play CD1 Track 6 and have students listen, circle

the correct pictures and write the ending letters. Track 6

Listen and circle The objective of this section is to choose the correct ending letters by listening to the target words.

1. wave, wave 2. cane, cane

3. lake, lake 4. lane, lane

• ‌ Have students look at the pictures and say the

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

1. /ake/ /ake/ bake 2. /ave/ /ave/ save

3. /ave/ /ave/ cave 4. /ane/ /ane/ mane

-ave -ake -ane

Match and write The objective of this section is to match the beginning consonants with the ending letters to write the words correctly. • ‌ Ask students what each picture indicates. Have

them match the correct letters and write the words on the lines. Then have them read each word out loud. Ask individual students to read the words.

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

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

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

-ave -ake -ane

• ‌ Ask students what they see in the pictures. Play

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

circle the words that they hear. Track 7

1. cave, cave 2. mane, mane 3. lane, lane

4. lake, lake 5. save, save 6. bake, bake

CD1 Track 9 and have students listen to and read together a few times. Have students read the story pointing to the words in red. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “Where are Dave and Jane?”, “What do they see?”, “Where is the cake?”.

• Read the sight words out loud together. Play ‌

CD1 Track 10 and repeat after each sentence. Track 9/10

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

and then individually.

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

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

1. /ave/ wave, cave, save 2. /ake/ cake, bake, lake 3. /ane/ cane, mane, lane

Dave and Jane are at the lake. They see the waves. “A big wave, Jane!” “Save the cake, Dave!” The cake is not in the cave.

Activities & Games Writing on the board Materials: board, markers Divide students into teams of 2 or 3. Have one student from each team come up to the board and pick up a marker. Call out a word and have students repeat and write the word. Each correct word gives their team a point.

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

Unit 2

Pages

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

Words

tape, ape, cape, game, name, same, face, lace, race

Materials

Flashcards, CD1, CD player

• ‌ Play CD1 Track 12 and have students listen and

Listen and repeat The objective of this section is to introduce the target sounds by presenting long vowel sounds in the words. • ‌ Write “a_e” on the board and ask students how they

would read it. Write “ape,” “ame,” and “ace” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 11. Let students put their index

finger under “t” and slowly move to “ape” as they say the sounds. Then have them put their finger under “t” and quickly slide to “ape” as they read “tape.” Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

Track 11

/ā/ /ape/ (x2) /t/ /ape/ tape (x2)

/ā/ /ace/ (x2) /f/ /ace/ face (x2)

/ā/ /ame/ (x2) /g/ /ame/ game (x2)

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

repeat a few times. Have them point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meaning of each target word if necessary.

• ‌ Ask individual students to read the words. Call out

the words at random and have students point to the correct pictures. Track 12

/t/ /ape/ tape, tape /ape/ ape, ape /c/ /ape/ cape, cape

/f/ /ace/ face, face /l/ /ace/ lace, lace /r/ /ace/ race, race

/g/ /ame/ game, game /n/ /ame/ name, name /s/ /ame/ same, same

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

-ape -ame -ace

Let’s sing along

Listen, circle and write

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

sing along a few times.

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

and read them.

Track 13

a and e make tape ape cape game name same face lace race

• ‌ Play CD1 Track 15 and have students listen, circle

the correct pictures and write the ending letters. Track 15

Listen and circle The objective of this section is to choose the correct ending letters by listening to the target words.

1. tape, tape 2. lace, lace

3. game, game 4. face, face

• ‌ Have students look at the pictures and say the

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

1. /ape/ /ape/ cape 2. /ame/ /ame/ name

3. /ace/ /ace/ race 4. /ame/ /ame/ same

-ape -ame -ace

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

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

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

-ape -ame -ace

story pointing to the words in red.

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD1 Track 16 and have students listen and

circle the words that they hear. Track 16

1. name, name 2. race, race 3. ape, ape

4. lace, lace 5. same, same 6. cape, cape

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

and then individually.

• ‌ Play CD1 Track 17 and check if they read the

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

1. /ape/ tape, ape, cape 2. /ame/ game, name, same

3. /ace/ face, lace, race

Let’s read the story The objective of this section is to read the sentences including the target words. • ‌ Play CD1 Track 18 and have students listen to and

read together a few times. Have students read the

• ‌ Ask a few questions to check comprehension such

as “What is this boy’s name?”, “Who has the same name?”, “Do you have a friend who has the same name as you?”, “What does James step on?”, “Why do they have the same face?”.

• Read the sight words out loud together. Play ‌

CD1 Track 19 and repeat after each sentence. Track 18/19

The boys have the same name. “I am James.” “I am James, too.” James and James run in the race. James steps on the lace. Now they have the same face.

Activities & Games Reading with emotions Materials: ‌ paper cup, strips of paper with the words “happy,” “sad,” “angry,” “sleepy,” and “surprised” written on one end of the strip with pictures of faces happy Ex : sad Show students each strip of paper and teach them the five emotion words. Put the strips of paper in a paper cup so the students cannot see the words and faces. Have each student pull out a strip and read the story on page 19 in the voice of the emotion they picked.

Review 1

Unscramble and write • ‌ Have students look at the first picture and ask what

it is. Have them unscramble the word and write it correctly. Have students do numbers 2 to 6 by themselves. Go over the answers and have students call out the correct spelling.

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

1. bake, bake, lake, lake 2. game, game, same, same 3. face, face, lace, lace 4. cane, cane, lane, lane

Review Activity • ‌ Have students help the bee find the hive by

drawing a path through the maze. Have the class follow the line together and read the ending letters that they encounter along the way. Ask students what each picture is.

Activities & Games Pick and say a rhyming word Materials: flashcards (activity cards) of unit 1 and 2 Shuffle flashcards and hold three of them face down. Have a student pick and read a flashcard, and say another word that rhymes with it. Repeat until all students have participated.

Story 1

Super Dave before. Ask them what they would do if they had a magic cape. Share what kind of birthday gifts they would like to receive.

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

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

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

Track 43/44

Today is Dave’s birthday. Dave eats cake. His name is on a box. A cape is in the box. It is a magic cape! Dave puts a mask on his face. He can fly in the sky. Dave sees a big wave at a lake. He saves people from the wave. A big ape is on a lane. People run away. Dave tapes up the ape. People say his name.

4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words. 5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: Ask students some questions about the story: “Whose birthday is it?”, “What does Dave eat?”, “What other food do you see?”, “What is on the box?”, “What is in the box?”, “What does Dave put on?”, “What does Dave see?”, “Where is the ape?”. 7. ‌ Application: Ask students what they want to eat on their birthday, and what gifts they have received

A Number the pictures in order

Have students look at the pictures and put numbers according to the order of the events. Go over the answers together.

Write the correct word Have students read the words in the box at the top together. Ask students what each picture is, and have them write the words.

Unit 3

Pages

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

Words

five, dive, hive, side, ride, hide, nine, vine, pine

Materials

Flashcards, CD1, CD player

Listen and repeat The objective of this section is to introduce the target sounds by presenting long vowel sounds in the words. • ‌ Write “i_e” on the board and tell students that when

“i” and “e” are used in a word with a consonant in the middle, they make an /aɪ/ sound. Write “ive,” “ide,” and “ine” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 21. Let students put their index

finger under “f” and slowly move to “ive” as they say the sounds. Then have them put their finger under “f” and quickly slide to “ive” as they read “five.” Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

/ / /ine/ (x2) /n/ /ine/ nine (x2)

/ / /ide/ (x2) /s/ /ide/ side (x2)

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

repeat a few times. Have them point to the end of

• ‌ Ask individual students to read the words. Call out

the words at random and have students point to the correct pictures. Track 22

/f/ /ive/ five, five /d/ /ive/ dive, dive /h/ /ive/ hive, hive

/n/ /ine/ nine, nine /v/ /ine/ vine, vine /p/ /ine/ pine, pine

/s/ /ide/ side, side /r/ /ide/ ride, ride /h/ /ide/ hide, hide

Activities & Games Bingo

Track 21

/ / /ive/ (x2) /f/ /ive/ five (x2)

the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meaning of each target word if necessary.

Materials: handouts with three by three grid Have students fill in the grid with the words on page 23 at random. Call out the target words and have students cross out the words they hear. Repeat until a student has crossed out three words in a row either horizontally, vertically, or diagonally and shouts “Bingo!”. Whoever shouts first wins the game.

-ive -ide -ine

Let’s sing along

Listen, circle and write

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

sing along a few times.

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

and read them.

Track 23

i and e make five dive hive side ride hide nine vine pine

• ‌ Play CD1 Track 25 and have students listen, circle

the correct pictures and write the ending letters. Track 25

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

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

1. /ine/ /ine/ vine 2. /ide/ /ide/ side

3. /ide/ /ide/ hide 4. /ive/ /ive/ dive

1. ride, ride 2. hive, hive

3. nine, nine 4. five, five

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

-ive -ide -ine

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

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

Activities & Games Make a sentence Materials: flashcards (activity cards) Shuffle flashcards and scatter them on the table face down. Have one student come up to the front and pick one card. Have the student make a sentence using that word. If the sentence makes sense, the student keeps the card. Repeat until all students have participated. The student with the most cards wins.

-ive -ide -ine

• ‌ Ask students what they see in the pictures. Play

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

circle the words that they hear. Track 26

1. dive, dive 2. hide, hide 3. vine, vine

4. pine, pine 5. hive, hive 6. ride, ride

CD1 Track 28 and have students listen to and read together a few times. Have students read the story pointing to the words in red. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “What does Jane have?”, “What does she hit?”, “What are these?”, “How many vines/pines are there?”, “Where does Jane hide?”.

• Read the sight words out loud together. Play ‌

CD1 Track 29 and repeat after each sentence.

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

and then individually.

• ‌ Play CD1 Track 27 and check if they read the

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

1. /ive/ five, dive, hive 2. /ide/ side, ride, hide 3. /ine/ nine, vine, pine

Track 28/29

Jane hits the hive. There are five vines and nine pines. Jane hides in the pines. Oh, the bees are on the side.

Activities & Games Make your own story Materials: blank sheets of paper Hand out blank sheets of paper and have students draw and write a sentence about what Jane would do after the story on page 29 using one of the words learned so far. Let students present their work.

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

Unit 4

Listen and repeat The objective of this section is to introduce the target sounds by presenting long vowel sounds in the words. • ‌ Write “i_e” on the board and ask students how they

would read it. Write “ite,” “ike,” and “ire” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 30. Guide students to put their

index finger under “k” and slowly move to “ite” as they say the sounds. Then have them put their finger under “k” and quickly slide to “ite” as they read “kite.” Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

/ / /ire/ (x2) /f/ /ire/ fire (x2)

/ / /ike/ (x2) /b/ /ike/ bike (x2)

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

repeat a few times. Have them point to the end of the arrow and follow the arrow with their finger as

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

Words

kite, bite, site, bike, hike, Mike, fire, tire, wire

Materials

Flashcards, CD1, CD player

they read the words from left to right. Explain the meaning of each target word if necessary. • ‌ Ask individual students to read the words. Call out

the words at random and have students point to the correct pictures. Track 31

/k/ /ite/ kite, kite /b/ /ite/ bite, bite /s/ /ite/ site, site

/f/ /ire/ fire, fire /t/ /ire/ tire, tire /w/ /ire/ wire, wire

/b/ /ike/ bike, bike /h/ /ike/ hike, hike /M/ /ike/ Mike, Mike

Activities & Games Word formation activity

Track 30

/ / /ite/ (x2) /k/ /ite/ kite (x2)

Pages

Materials: ‌ several sets of letter cards, pocket chart or magnets Place “i” and “e” letter cards on the board using magnets or a pocket chart. Divide students into two teams and have one student come up to the front. Call out a word and have the student fill in the correct consonants to complete the word. If the spelling is correct, the team wins a point. Repeat until all students have had a chance to participate.

-ite -ike -ire

Let’s sing along

Listen, circle and write

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

sing along a few times.

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

and read them.

Track 32

i and e make kite bite site bike hike Mike fire tire wire

• ‌ Play CD1 Track 34 and have students listen, circle

the correct pictures and write the ending letters. Track 34

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

words. Play CD1 Track 33 and have students listen and circle the correct ending letters. Track 33

1. /ite/ /ite/ bite 2. /ike/ /ike/ Mike

3. /ike/ /ike/ hike 4. /ire/ /ire/ wire

1. bike, bike 2. tire, tire

3. kite, kite 4. fire, fire

Activities & Games Whisper game Materials: board, markers Divide the class into two teams and have students line up facing the board. A teacher whispers into the first students ear, “/ite/, kite.” The teacher says, “Go!” and the students whisper to the next student on their team. The last students write the word on the board. Teams get a point for each correct word. The teacher may use any words learned in the previous lessons for a challenge. Change the order of students and repeat the game.

-ite -ike -ire

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

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

Activities & Games Guessing game A teacher gives a few clues about a word such as “This word has an ‘i’ in the middle. This is hot. This is red or yellow. What is it?”. Have students guess what the word is. The student who guesses correctly can give clues for the next word.

-ite -ike -ire

• ‌ Ask students what they see in the pictures. Play

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD1 Track 35 and have students listen and

circle the words that they hear. Track 35

1. tire, tire 2. Mike, Mike 3. site, site

4. hike, hike 5. bite, bite 6. wire, wire

CD1 Track 37 and have students listen to and read together a few times. Have students read the story pointing to the words in red. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “What is the boy’s name?”, “What does he like to do?”, “What does the rat do?”, “What does Mike like to fly?”, “Where is the kite?”.

• ‌ Read the sight words out loud together. Play CD1

Track 38 and repeat after each sentence.

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

and then individually.

• Play CD1 Track 36 and check if they read the ‌

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

1. /ite/ kite, bite, site 2. /ike/ bike, hike, Mike 3. /ire/ fire, tire, wire

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

Track 37/38

Mike likes to ride the bike. The rat bites the tire. “My bike!” Mike likes to fly the kite. The kite is on the wire. The kite is on fire. “My kite!”

Activities & Games Reader’s theater Pair up students and have them practice reading the story on page 37. Invite a pair and have one student read the story while the other acts out the role of Mike. Let them change roles, and then let other pairs do the same.

Review 2

Unscramble and write • ‌ Have students look at the first picture and ask what

it is. Have them unscramble the word and write it correctly. Have students do numbers 2 to 6 by themselves. Go over the answers and have students call out the correct spelling.

Listen and circle • Play CD1 Track 39 and have students listen and circle ‌ the correct ending letters in number 1. Play the rest of the CD and have them do numbers 2 to 4. Pause after each number and check the answers together. Track 39

1. dive, dive, hive, hive 2. bike, bike, hike, hike

3. side, side, ride, ride 4. nine, nine, pine, pine

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

they are. Ask them how to spell number 1 and have them fill in the blanks. Tell students that different colors are marked to distinguish “across” and “down.” Have students fill in the blanks. Go over the answers and have students read the words out loud.

Activities & Games Pick and say Materials: flashcards (activity cards) of unit 3 and 4 Shuffle and hold three flashcards face down, and have one student pick a flashcard. Have the student make a sentence using the word. If the sentence makes sense, the student wins a point. Repeat until all students have had a chance to participate.

Story 2 How to teach 1. ‌ Picture walking: Ask students what words they can identify in the pictures. Write the words on the board. Help them to describe what is going on in the pictures. 2. Listen ‌ to the story: Play CD2 Track 45 and listen to the story. 3. ‌ Repeat: Play CD2 Track 46 and repeat after each sentence.

Save Mike 7. ‌ Application: Ask students what they like to do with their friends. Ask them if they have ever flown a kite and how it was. Ask them if they have any experiences with bees. Discuss Mike’s day and how he would have felt. 8. ‌ Review vocabulary: Go to the glossary on page 52 and review the phonics words and sight words together. Make sure all the students can read the words correctly, and know the meanings. Track 45/46

4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words.

Mike and five boys hike side by side. Mike and the five boys fly nine kites. The kites are in the pine and vine. The boys cut the lines. The nine kites are on Mike’s bike. The boys ride the bikes. Mike’s bike flies up. His bike hits a hive. Bees bite the kites and tires. Mike dives into a lake.

5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: Ask students some questions about the story: “Who is in the story?”, “What do they do?”, “Where are the kites?”, “What do they do with the kites?”, “What happens to Mike’s bike?”, “What does bike hit?”, “What do the bees do?”, “What does Mike do?”.

A Circle True(T) or False(F)

Have students read number 1 together and ask them if it is true or false. Let students do numbers 2 to 4 by themselves, and go over the answers.

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

Unit 5

Listen and repeat

• ‌ Write “o_e” on the board and tell students that when

“o” and “e” are used in a word with a consonant in the middle, they make an /oʊ/ sound. Write “one,” “ope,” and “ome” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 40. Let students put their index

finger under “b” and slowly move to “one” as they say the sounds. Then have them put their finger under “b” and quickly slide to “one” as they read “bone.” Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

Words

bone, cone, zone, rope, hope, dome, home

Materials

Flashcards, CD1, CD player

The objective of this section is to learn the target words with the target sounds. • ‌ Play CD1 Track 41 and have students listen and

repeat a few times. Have them point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meaning of each target word if necessary.

• ‌ Ask individual students to read the words. Call out

the words at random and have students point to the correct pictures. Track 41

/b/ /one/ bone, bone /c/ /one/ cone, cone /z/ /one/ zone, zone

/d/ /ome/ dome, dome /h/ /ome/ home, home

/r/ /ope/ rope, rope /h/ /ope/ hope, hope

Track 40

/ō/ /ope/ (x2) /r/ /ope/ rope (x2)

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

Listen and repeat

The objective of this section is to introduce the target sounds by presenting long vowel sounds in the words.

/ō/ /one/ (x2) /b/ /one/ bone (x2)

Pages

/ō/ /ome/ (x2) /d/ /ome/ dome (x2)

Activities & Games Writing race Materials: blank sheets of paper, stopwatch Divide the class into teams of 3 or 4 and give each team a sheet of paper. Give students a minute to write as many four-letter words as possible. The team with the most words wins. Repeat the game changing team members.

-one -ope -ome

Let’s sing along

Listen, circle and write

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

sing along a few times.

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

and read them.

Track 42

o and e make bone cone zone rope hope dome home

• ‌ Play CD1 Track 44 and have students listen, circle

the correct pictures and write the ending letters. Track 44

Listen and match The objective of this section is to listen and match the ending letters with the correct pictures. • ‌ Play CD1 Track 43 and have students match the

ending letters and pictures. Go over the answers and have students say the words out loud. Track 43

1. /one/ /one/ zone 2. /ome/ /ome/ dome

3. /ope/ /ope/ hope

1. cone, cone 2. rope, rope

3. home, home 4. bone, bone

Activities & Games Concentration Materials: two sets of flashcards (activity cards) Shuffle two sets of flashcards and place each set face down on the table. Have students take turns flipping a card from each set and say the words on the cards. If the two cards match, the student keeps the cards. When all the cards are gone, the student with the most cards wins. Reshuffle and repeat.

-one -ope -ome

Circle and write The objective of this section is to choose the correct letters to write the target words. • ‌ Have students look at the pictures, circle the

correct letters and write the correct words on the lines. Go over the answers and have students read the words out loud.

Activities & Games Charades Materials: flashcards, board, markers Divide students into two teams. A student from each team picks a flashcard and acts out the word for their team. The students may draw pictures on the board if the teams have a hard time guessing the word. Give them a time limit. For a challenge, a teacher may include words learned in the previous lessons.

-one -ope -ome

• ‌ Ask students what they see in the pictures. Play

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

circle the words that they hear. Track 45

1. rope, rope 2. cone, cone 3. dome, dome

4. zone, zone 5. home, home 6. hope, hope

CD1 Track 47 and have students listen to and read together a few times. Have students read the story pointing to the words in red. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “Where is the dog?”, “What does the dog hope for?”, “Where is the cone?”, “Where is the bone?”, “What does the dog have?”, “What’s wrong in the last picture?”.

• ‌ Read the sight words out loud together. Play CD1

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

and then individually.

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

The dog is at home. The dog has the rope. The dog hopes for a bone. “This is my zone.” The cone is on the dome. The bone is under the cone.

• ‌ Play CD1 Track 46 and check if they read the

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

1. /one/ bone, cone, zone 2. /ope/ rope, hope 3. /ome/ dome, home

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

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

Unit 6

Pages

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

Words

hole, pole, mole, hose, rose, nose, poke, joke, yoke

Materials

Flashcards, CD1, CD player

Listen and repeat The objective of this section is to introduce the target sounds by presenting long vowel sounds in the words. • ‌ Write “o_e” on the board and ask students how

they would read it. Write “ole,” “ose,” and “oke” on the board and have students guess how they would read them.

• ‌ Play CD1 Track 49. Let students put their index

finger under “h” and slowly move to “ole” as they say the sounds. Then have them put their finger under “h” and quickly slide to “ole” as they read “hole.” Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

/ō/ /oke/ (x2) /p/ /oke/ poke (x2)

/ō/ /ose/ (x2) /h/ /ose/ hose (x2)

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

repeat a few times. Have them point to the end of the arrow and follow the arrow with their finger as

• ‌ Ask individual students to read the words. Call out

the words at random and have students point to the correct pictures. Track 50

/h/ /ole/ hole, hole /p/ /ole/ pole, pole /m/ /ole/ mole, mole

/p/ /oke/ poke, poke /j/ /oke/ joke, joke /y/ /oke/ yoke, yoke

/h/ /ose/ hose, hose /r/ /ose/ rose, rose /n/ /ose/ nose, nose

Activities & Games Whisper

Track 49

/ō/ /ole/ (x2) /h/ /ole/ hole (x2)

they read the words from left to right. Explain the meaning of each target word if necessary.

Materials: board, markers Divide students into two teams and line them up facing the board. A teacher whispers into the first students ear, “/ole/, pole.” The teacher says, “Go!” and the students whisper to the next student on their team. The last students write the word on the board. Teams get a point for each correct word. The teacher may use any words learned in the previous lessons for a challenge. Change the order of students and repeat the game.

-ole -ose -oke

Let’s sing along

Listen, circle and write

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

sing along a few times.

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

and read them.

Track 51

o and e make hole pole mole hose rose nose poke joke yoke

• ‌ Play CD1 Track 53 and have students listen, circle

the correct pictures and write the ending letters. Track 53

Listen and match The objective of this section is to listen and match the ending letters with the correct pictures. • ‌ Play CD1 Track 52 and have students match the

ending letters and pictures. Go over the answers and have students say the words out loud. Track 52

1. /oke/ /oke/ poke 2. /ole/ /ole/ pole

3. /ose/ /ose/ nose

1. hole, hole 2. joke, joke

3. hose, hose 4. yoke, yoke

Activities & Games Word relay Materials: board, markers Divide students into two teams and have each team line up facing the board. Using a finger, a teacher writes a word on the back of the last students in line. The students write the word on the back of the students in front of them. The first students in line write the word on the board. The first team to write the word correctly on the board wins a point. Change the order of students and repeat.

-ole -ose -oke

Circle and write The objective of this section is to choose the correct letters to write the target words correctly. • ‌ Have students look at the pictures, circle the

correct letters and write the correct words. Go over the answers and have students read the words out loud.

-ole -ose -oke

Let’s read the story

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

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

• ‌ Play CD1 Track 54 and have students listen and

• ‌ Ask students what they see in the pictures. Play

circle the words that they hear. Track 54

1. rose, rose 2. mole, mole 3. joke, joke

4. nose, nose 5. yoke, yoke 6. pole, pole

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

and then individually.

• ‌ Play CD1 Track 55 and check if they read the

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

CD1 Track 56 and have students listen to and read together a few times. Have students read the story pointing to the words in red. Have individual students read the story.

• ‌ Have them play the roles of the girl and the father,

and read the story. Repeat until all students have participated.

• ‌ Read the sight words out loud together. Play CD1

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

“Come to this pole. I like this rose.” “What is in the hole?” “It is a mole!” “I like this mole.” “He is mad. Do not poke his nose!”

Track 55

1. /ole/ hole, pole, mole 2. /ose/ hose, rose, nose 3. /oke/ poke, joke, yoke

Review 3

Unscramble and write • ‌ Have students look at the first picture and ask what

it is. Have them unscramble the word and write it correctly. Have students do numbers 2 to 6 by themselves. Go over the answers and have students call out the correct spelling.

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

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

1. rope, rope, hope, hope 2. dome, dome, home, home 3. hose, hose, nose, nose 4. pole, pole, mole, mole

Review Activity • ‌ Have students read the words at the top of the

page. Have them look at the picture and say what they see. Have students find the hidden things. Ask them where each thing is, and have them answer in complete sentences using prepositions. Some examples are: “The bone is on the surfboard.”, “The rose is in the sea/in front of the fish.”, “The home is by the wave.”, “The pole is on the lifeboat.”

Activities & Games Concentration Materials: flashcards (activity cards) of units 1 to 6 Shuffle flashcards and place them face down on the table. Have students take turns flipping two cards at a time saying the words. If the cards have words that rhyme, the student keeps the cards. When all the cards are gone, the student with the most cards wins. Mix up cards and repeat.

Story 3 How to teach

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

Small Mole, Happy Mole 8. ‌ Review vocabulary: Go to the glossary on page 53 and review the phonics words and sight words together. Make sure all the students can read the words correctly, and know the meanings. Track 47/48

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

There is a big dog. The dog has a nice home. A mole has a hole. The mole hopes to be big. A fox comes to the mole. The fox makes the mole big. “Make a wish!” The mole has a dome with roses. He likes his bone and cone. Cats play with a rope. The mole pokes a cat. “Can I play?” “No.” Pigs play with a hose. They do not like the big mole. “I am sad.” The mole wants to be small. The fox comes to the mole. “Please, make me small.” The mole is small again. He is happy, now.

3. ‌ Repeat: Play CD2 Track 48 and repeat after each sentence. 4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words. 5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: Ask students some questions about the story: “What does the big dog have?”, “What does the mole have?”, “What does he want?”, “What does the fox do?”, “What does he like?”, “What are the cats/pigs doing?”, “Why do they not play with the mole?”, “What happens to the mole?”. 7. ‌ Application: Ask students if they have seen a mole before. Ask them what they could do if they were big, small, tall, or short and how they would feel. Ask them if they are happy as they are.

o m e o n e o s e o l e

A Check what they do

Look at the first picture and read the sentences together. Have students read the other sentences and check the correct ones by themselves. Go over the answers together.

Match and write Identify each picture and have students match them with the beginning letters and complete the words.

Unit 7

Listen and repeat

• ‌ Write “u_e” on the board and tell students that when

“u” and “e” are used in a word with a consonant in the middle, they make a /ju:/, /u:/, or /Ʒu:/ sound. Write “une,” “ube,” and “uke” on the board and have students guess how they would read them.

• ‌ Play CD2 Track 2. Let students put their index

finger under “t” and slowly move to “une” as they say the sounds. Then have them put their finger under “t” and quickly slide to “une” as they read “tune.” Repeat with the other words.

• ‌ Have students find and put stickers in the correct

places.

Words

tune, June, dune, tube, cube, Juke, duke

Materials

Flashcards, CD2, CD player

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

repeat a few times. Have them point to the end of the arrow and follow the arrow with their finger as they read the words from left to right. Explain the meaning of each target word if necessary.

• ‌ Ask individual students to read the words. Call out

the words at random and have students point to the correct pictures. Track 3

/t/ /une/ tune, tune /J/ /une/ June, June /d/ /une/ dune, dune

/J/ /uke/ Juke, Juke /d/ /uke/ duke, duke

/t/ /ube/ tube, tube /c/ /ube/ cube, cube

Track 2

/ū/ /ube/ (x2) /t/ /ube/ tube (x2)

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

Listen and repeat

The objective of this section is to introduce the target sounds by presenting long vowel sounds in the words.

/ū/ /une/ (x2) /t/ /une/ tune (x2)

Pages

/ū/ /uke/ (x2) /J/ /uke/ Juke (x2)

Activities & Games Guessing game A teacher gives a few clues about a word such as “This word has a ‘u’ in the middle. This is one of the months. What is it?”. Have students guess what the word is. The student who guesses correctly can give clues for the next word.

-une -ube -uke

Let’s sing along

Listen, circle and write

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

along a few times.

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

and read them.

Track 4

u and e make tune June dune tube cube Juke duke

• ‌ Play CD2 Track 6 and have students listen, circle

the correct pictures and write the ending letters. Track 6

Listen and match The objective of this section is to listen and match the ending letters with the correct pictures. • ‌ Play CD2 Track 5 and have students match the

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

1. /une/ /une/ June 2. /uke/ /uke/ Juke

3. /ube/ /ube/ tube

1. tune, tune 2. cube, cube

3. dune, dune 4. duke, duke

Activities & Games Changing places game Materials: two sets of flashcards Have students sit in a circle and distribute two sets of flashcards among them. Call out a word: students with that flashcard change places. For a challenge, call out two words at the same time or have the students with the same ending sound stand up and change places.

-une -ube -uke

Circle and write The objective of this section is to choose the correct letters to write the target words. • ‌ Have students look at the pictures, circle the

correct letters and write the correct words on the lines. Go over the answers and have students read the words out loud.

Activities & Games Pick and say Materials: flashcards (activity cards) Shuffle and hold three flashcards face down, and have one student pick a flashcard. Have the student make a sentence using the word. If the sentence makes sense, the student wins a point. Repeat until all students have had a chance to participate.

-une -ube -uke

• ‌ Ask students what they see in the pictures. Play

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

circle the words that they hear. Track 7

1. June, June 2. duke, duke 3. cube, cube

4. Juke, Juke 5. dune, dune 6. tube, tube

CD2 Track 9 and have students listen to and read together a few times. Have students read the story pointing to the words in red. Have individual students read the story.

• ‌ Ask a few questions to check comprehension such

as “Who is this?”, “What does he ride?”, “Where does he go down?”, “What month is it?”.

• ‌ Read the sight words out loud together. Play CD2

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

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

and then individually.

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

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

1. /une/ tune, June, dune 2. /ube/ tube, cube 3. /uke/ Juke, duke

The duke sings the tune. The duke rides the tube. The duke goes down the dune. It is June. The duke likes summer.

Activities & Games Reader’s theater Pair up students and have them practice reading the story on page 65. Invite a pair and have one student read the story while the other acts out the role of the duke. Let them change roles, and then let other pairs do the same.

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

Unit 8

This unit introduces the long vowel /eɪ/ sound made with vowel blends “ai” and “ay.” • ‌ Write “a” on the board and ask students to read the

letter. Tell them they will learn the /eɪ/ sound. Write “ai” and “ay” on the board reading /eɪ/, and have students repeat. Tell them that “ai” and “ay” are spelled differently but sound the same.

• ‌ Play CD2 Track 11 and have students listen and

repeat a few times. Have students put their index finger on the arrow and follow along as they read.

• ‌ Have students find and put stickers in the correct

places.

Track 11

/ay/ /ay/ day (x2)

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

repeat a few times. Have them put their index finger on the arrow and follow along as they read the words. Explain the meaning of each target word.

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

Words

rain, mail, rail, nail, day, May, hay, play

Materials

Flashcards, CD2, CD player

• ‌ Read the words at random and have students point

Listen and repeat

/ai/ /ai/ rain (x2)

Pages

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

/ai/ rain, rain /ai/ mail, mail /ai/ rail, rail /ai/ nail, nail

/ay/ day, day /ay/ May, May /ay/ hay, hay /ay/ play, play

Activities & Games Word formation activity Materials: letter cards, pocket chart or magnets Place “a” and “i” letter cards on the board using magnets or a pocket chart. Divide students into two teams and have one student come up to the front. Call out a word and have the student fill in the correct consonant(s) to complete the word. If the spelling is correct, the team wins a point. Repeat until all students have had a chance to participate.

ai ay

Let’s sing along

Listen, match and write

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

sing along a few times. Track 13

rain mail rail nail all have /ai/ day May hay play all have /ay/

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

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

1. rail, rail 2. hay, hay

Listen and circle

3. nail, nail 4. play, play

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

words that they hear. Go over the answers and have students read the words out loud. Track 14

1. /ai/ /ai/ rain 2. /ay/ /ay/ May

3. /ay/ /ay/ day 4. /ai/ /ai/ mail

ai ay

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

of the page. Have them look at the first picture and say what it is. Have students write the correct word on the lines. Have students do numbers 2 to 6 on their own. Go over the answers and read the words out loud together.

Activities & Games Word chain Have students sit in a circle. Say a word and make a connecting motion and have a student repeat this and add a new word and a new motion. Go around the circle and have students add new words and motions every time. Continue and see how long the word chain goes.

ai ay

• ‌ Have students predict the story by looking at the

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD2 Track 16 and have students listen and

circle the words that they hear. Track 16

1. May, May 2. nail, nail 3. play, play

4. mail, mail 5. rail, rail 6. hay, hay

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

and then individually.

• ‌ Play CD2 Track 17 and check if they read the

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

1. /ai/ rain, mail, rail, nail 2. /ay/ day, May, hay, play

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

pictures. Ask them how the boy is feeling in each picture, and how the weather is. Ask them why the boy might be feeling better at the end of the story.

• Play CD2 Track 18 and have students listen to ‌

and read the story. Have them take turns playing the roles of the boy and the father. Ask a few questions to check comprehension such as “Why is the boy feeling bad?”, “What does the mailman have?”, “What is in the box?”, “Why is the boy happy?”. Ask students what toys make them happy.

• Read the sight words out loud together. Play ‌

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

“Dad, look at the rain. It is not a good day.” “Kay, look at the mailman. He has a big box.” “Dad, what is in the box?” “There are nails and rails.” “I can make rails for you.” “It is a good day! I can play.”

Activities & Games Act it out Pair up students and have them practice reading the story on page 73. Invite pairs to present the story by reading and acting it out. A student can volunteer to be the mailman to make it more fun.

Review 4

Unscramble and write • ‌ Have students look at the first picture and ask what

it is. Have them unscramble the word and write it correctly. Have students do numbers 2 to 6 by themselves. Go over the answers and have students call out the correct spelling.

Listen and circle • Play CD2 Track 20 and have students listen and circle ‌ ‌ the correct letters in number 1. Play the rest of the CD and have them do numbers 2 to 4. Pause after each number and check the answers together. Track 20

1. June, June, dune, dune 2. hay, hay, May, May 3. Juke, Juke, duke, duke 4. rain, rain, mail, mail

Review Activity • ‌ Have students look at the pictures at the bottom

and say what they are. Give students some time to find the words and circle them. Help them out if necessary.

Activities & Games Say the rhyming word Materials: flashcards (activity cards) of unit 7 and 8 Scatter flashcards on the table face down. Have a student turn over a card, read the word and say another word that rhymes with it. If the student is successful, he or she keeps the card. Repeat until all students have participated. This can be played in teams.

Story 4

Mail for Jake or a letter by looking at the pictures. Compare the means of transportation of the past and the present.

How to teach

1. ‌ Picture walking: Ask students what words they can identify in the pictures. Write the words on the board. Help them to describe what is going on in the pictures. 2. Listen ‌ to the story: Play CD2 Track 49 and listen to the story.

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

3. ‌ Repeat: Play CD2 Track 50 and repeat after each sentence.

Track 49/50

Jake takes mail on a rainy day. Jake goes to Cave City on a rail. Dear Jake, Come to Cave City From Dr. Grace May 9th, 2020 Dr. Grace makes a time machine for Jake and the boys. It looks like a tube. The tube has a cube. It makes a tune. The five boys are on a dune. “What day is it?” The boys ride, joke and play. A man sees them. Nine men chase Jake and the boys. The five boys run and run. The boys fly away.

4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words. 5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: Ask students some questions about the story: “How is the weather?”, “What does the mail say?”, “Who wrote it?”, “Where is Jake going?”, “How does he get there?”, “What does Dr. Grace make?”, “What does it look like?”, “What does it have?”, “Where are the five boys?”, “What do they do?”, “What do other people think of them?”, “What happens to the boys?”, “What can you tell from the last picture?”. 7. ‌ Application: Discuss what students would do with a time machine. The teacher may show them how to write dates and time, and how to write a note

A Circle True(T) or False(F)

Read number 1 together and ask students if it is true or false. Have them do numbers 2 to 4 and go over the answers together.

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

Unit 9

This unit introduces the long vowel /i:/ sound made with vowel blends “ee” or “ea.” • ‌ Write “ee” and “ea” on the board and tell students

that they will learn the /i:/ sound. Have students make a big smile, pulling their mouth to each side, and say /i:/. Tell them that this is different from the short /ɪ/ sound as in “pin,” “big,” etc. Read a few words using minimal pairs, “bin/bean, it/eat, hip/ heap, lip/leap,” and have students listen for the difference. Have them repeat as the teacher reads.

• ‌ Play CD2 Track 21 and have students listen and

repeat a few times. Have students put their index finger on the arrow and follow along as they read.

• ‌ Have students find and put stickers in the correct

places.

Track 21

/ea/ /ea/ pea (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD2 Track 22 and have students listen and

repeat a few times. Practice reading the words and explain them.

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

Words

feet, bee, seed, meet, pea, meat, leaf, eat

Materials

Flashcards, CD2, CD player

• ‌ Read the words at random and have students point

Listen and repeat

/ee/ /ee/ feet (x2)

Pages

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

• ‌ When students read the word “seed,” make sure

that they are not saying “sheed.” Have students practice saying “/si:/, /si:d/.” Track 22

/ee/ feet, feet /ee/ bee, bee /ee/ seed, seed /ee/ meet, meet

/ea/ pea, pea /ea/ meat, meat /ea/ leaf, leaf /ea/ eat, eat

Activities & Games Odd one out using minimal pairs Write numbers 1, 2, and 3 on the board. Tell students that they will hear three words, but one of them will sound different. Stand before number 1 and say “fit,” move on to number 2 and say “feet,” and go to number 3 and say “feet.” Ask students which number was different. Have them put up their fingers to show the number. Play the game with the following examples so that they can practice listening and distinguish /ɪ/ and /i:/ sounds. fit, feet, feet heap, hip, heap ease, is, ease bit, beat, beat keen, kin, keen

bean, bean, bin leap, leap, lip pick, peek, peek it, eat, eat sit, seat, seat

ee ea

Let’s sing along

Listen, match and write

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

sing along a few times. Track 23

feet bee seed meet all have /ee/ pea meat leaf eat all have /ea/

• ‌ Play CD2 Track 25 and have students match the

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

1. seed, seed 2. leaf, leaf

Listen and circle The objective of this section is to choose the correct target words by listening. • ‌ Play CD2 Track 24 and have students circle the

words that they hear. Go over the answers and have students read the words out loud. Track 24

1. /ea/ /ea/ eat 2. /ee/ /ee/ feet

The objective of this section is to listen to the target words, choose the correct pictures and complete the words.

3. /ee/ /ee/ meet 4. /ea/ /ea/ pea

3. bee, bee 4. meat, meat

Activities & Games Listen and raise hands Write “ee” and “ea” on the board. A teacher says a word from this unit and students raise their left hand if the word has “ee,” and their right hand if the word has “ea.” For the words “meet” and “meat,” they raise both of their hands. Increase speed as you go along.

ee ea

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

Activities & Games Guessing game A teacher gives a few clues about a word such as “This is small. You can plant this and a plant grows out of it. What is it?”. Have students guess what the word is. The student who guesses correctly can give clues for the next word.

ee ea

• ‌ Ask students what they see in the pictures. Ask

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

circle the words that they hear.

• ‌ Ask a few comprehension questions such as “What

does the seal eat?”, “What does the seal meet?”.

Track 26

1. leaf, leaf 2. meet, meet 3. seed, seed

them what happened at the end of the story. Play CD2 Track 28 and have students listen to and read together a few times. Have students read the story pointing to the words in red.

4. bee, bee 5. meat, meat 6. eat, eat

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

and then individually.

• ‌ Play CD2 Track 27 and check if they read the

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

1. /ee/ feet, bee, seed, meet 2. /ea/ pea, meat, leaf, eat

• ‌ Read the sight words out loud together. Play CD2

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

The seal eats the meat. The seal eats the peas. The seal eats the leaf. The seal meets the bee.

Activities & Games Make your own story Materials: blank sheets of paper Hand out blank sheets of paper. Ask students what they think will happen after the bee meets the seal on page 83. Have them draw a picture and write a sentence to describe it. Circulate and help students out.

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

Unit 10

This unit introduces the long vowel sound /oʊ/, which made with the letters “oa” or “ow.” • ‌ Write “oa” and “ow” on the board and tell students

that they will learn the /oʊ/ sound. Read “oa” and “ow,” and have students repeat after the teacher.

• ‌ Play CD2 Track 30 and have students listen and

repeat a few times. Have students put their index finger on the arrow and follow along as they read.

• ‌ Have students find and put stickers in the correct

places.

Words

boat, coat, road, toad, bowl, row, pillow, yellow

Materials

Flashcards, CD2, CD player

little shorter than the /oʊ/ sound followed by a /d/ due to the aspiration of the /t/ sound. Have students listen to the words again and compare. Track 31

/oa/ boat, boat /oa/ coat, coat /oa/ road, road /oa/ toad, toad

/ow/ bowl, bowl /ow/ row, row /ow/ pillow, pillow /ow/ yellow, yellow

Activities & Games Shuffle game

Track 30

/ow/ /ow/ bowl (x2)

Listen and repeat The objective of this section is to learn the target words with the target sounds. • ‌ Play CD2 Track 31 and have students listen and

repeat a few times. Have them put their index finger on the arrow and follow along as they read the words. Explain the meaning of each target word.

• ‌ Read the words at random and have students point

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

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

• ‌ Note that the /oʊ/ sound followed by a /t/ sounds a

Listen and repeat

/oa/ /oa/ boat (x2)

Pages

Materials: several sets of flashcards Have students sit in a circle. Distribute flashcards randomly. A teacher calls out “boat!” and all the students with the “boat” flashcard stand up and change seats. Play a few times with other words and then challenge them by calling out two words at the same time, like “road” and “toad.”

oa ow

Let’s sing along

Listen, match and write

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

sing along a few times. Track 32

boat coat road toad all have /oa/ bowl row pillow yellow all have /ow/

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

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

1. coat, coat 2. yellow, yellow

Listen and circle

3. boat, boat 4. pillow, pillow

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

words that they hear. Go over the answers and have students read the words out loud. Track 33

1. /oa/ /oa/ road 2. /ow/ /ow/ row

3. /ow/ /ow/ bowl 4. /oa/ /oa/ toad

oa ow

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

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

oa ow

• ‌ Ask students what they see in the pictures. Play

Listen and circle The objective of this section is to choose the correct target words by listening without pictures. • ‌ Play CD2 Track 35 and have students listen and

circle the words that they hear. Track 35

1. coat, coat 2. yellow, yellow 3. road, road

4. row, row 5. toad, toad 6. pillow, pillow

CD2 Track 37 and have students listen to and read together a few times. Have students read the story pointing to the words in red.

• ‌ Ask a few comprehension questions such as “Where

are the goat and toad?”, “What do they eat?”, “Where is the cake?”, “What do they do?”, “What do they see?”, “What is wrong with the coat?”.

• ‌ Read the sight words out loud together. Play CD2

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

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

and then individually.

• ‌ Play CD2 Track 36 and check if they read the

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

1. /oa/ boat, coat, road, toad 2. /ow/ bowl, row, pillow, yellow

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

The goat and toad are in the yellow boat. The goat and toad eat cake in the bowl. They row and row. The toad sees the coat on the pillow. The hole is on the coat.

Activities & Games Make your own story Materials: blank sheets of paper Distribute blank sheets of paper. Have students write a sentence with two words from unit 10 at the bottom of the paper. Let students draw a picture to describe their sentence. Encourage them to present their picture and read the sentence to other students.

Review 5

Unscramble and write • ‌ Have students look at the first picture and ask what

it is. Have them unscramble the word and write it correctly. Have students do numbers 2 to 6 by themselves. Go over the answers and have students call out the correct spelling.

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

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

1. meet, meet, feet, feet 2. pillow, pillow, yellow, yellow 3. leaf, leaf, eat, eat 4. coat, coat, road, road

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

of the page. Have them look at the picture, find the hidden things and circle them. Go over the answers together. Have students describe where each thing is using complete sentences.

Activities & Games Bingo Materials: handouts with four by four grid Have students fill in the grid with the words learned in unit 9 and 10 at random. Call out the target words and have students cross out the words they hear. Repeat until a student has crossed out four words in a row either horizontally, vertically, or diagonally and shouts “Bingo!”. Whoever shouts first wins the game.

Story 5

The Boat Race

7. ‌ Application: Ask students whose boat they like the most and why. Ask them if they can build a boat for a race, how they would make it and why. Encourage students to share their experiences with boats or a race. 8. ‌ Review vocabulary: Go to the glossary on page 53 and review the phonics words and sight words together. Make sure all the students can read the words correctly, and know the meanings. Track 51/52

4. ‌ Read along: Together as a class, read the story without the CD, pointing to the target words.

A bee is on a pea with a nail and leaf. A toad is on soap with a cone and pillow. A seal is on a base with a bone and cape. A goat is on a tire with a pole and coat. The toad, goat, bee and seal row. There is a big wave! The toad and seal dive into the lake. The goat and bee row and row. The goat’s boat hits hay in the lake. The bee wins the boat race.

5. ‌ Individual reading: Have students take turns reading each sentence. 6. ‌ Comprehension: Ask students some questions about the story: “Where is the bee?”, “What does the boat have?”, “Where is the toad/seal/goat?”, “What does it have?”, “What do they do?”, “Who dives into the lake?”, “What happens to the goat?”, “Who wins the race?”.

A Number the pictures in order

Have students look at the pictures and put numbers according to the order of the events.

Match the word with the picture Have students read the words on the left side together. Let them look at the pictures on the right side and match. Go over the answers together.

Summary Summary long vowel

-ave

long vowel

-ake wave

-ape

cake

-ame tape

-one cane

bone

long vowel

-ide side

long vowel

-ite

-ike kite

-ire bike

-ube

-uke tube

• ‌ Have students see how each long vowel sound is

marked in a different color. Have students read the target sounds and words.

• ‌ Call out the letters like “ame” and have students

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

uke

e ea feet

pea Summary

Summary

This is a summary page of all the long vowel sounds learned through this book.

ee fire

poke

bowl

tune

nine

-oke

-une

-ine

dome

hose

boat

i five

-ose

oa day

-ome rope

hole

face

-ive

-ope

-ole

-ace game

rain long vowel

-ane

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

Assessment

Circle the correct ending letters

Circle the correct picture

This section is to assess if students can find out the ending letters of each picture.

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

• ‌ Have students look at the pictures and circle the

• ‌ Have students read the words on the left and circle

correct letters.

the correct pictures.

Assessment

Listen and circle

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

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

• ‌ Play CD2 Track 40 and have students listen and

• ‌ Play CD2 Track 41 and have students listen and

circle the correct pictures.

circle the words that they hear.

Track 40

Track 41

1. toad, toad 2. seed, seed 3. day, day 4. leaf, leaf 5. hike, hike 6. cape, cape

1. cake, cake 2. nine, nine 3. joke, joke 4. five, five 5. face, face

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

write the letters to complete each word. Track 42

1. poke 2. tube 3. tape 4. leaf 5. coat 6. fire

Board Game B oar d Game

100

Help the mole get out of the hole. Roll a dice and say a word with the letters on the space.

Board Game

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

101

Dice

Fly Phonics 3 Board Game Dice

• ‌ Divide students into teams of 2 or 3, and give each

team a dice. Let students roll the dice or play rockpaper-scissors to set the order of play in the game. Have students roll the dice and move their marker, using any small objects such as coins, erasers, buttons, etc., and say a word that has the letters written on the space.

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

2 spaces,” the student moves 2 spaces forward as indicated. When a student lands on a space that says, “skip a turn,” the student cannot roll the dice on the next turn.

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

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

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