The Decodables - Friends and Family Fun (Set 2) - Teacher's Guide by Norwood House Press

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TABLE OF CONTENTS GENERAL INFORMATION 1–2 Series/Set Descriptions 3–5 Lesson Components and Resources 6 Series Overview FRIENDS AND FAMILY FUN 7 SET OVERVIEW 8 Sam Naps 11 Tim Has a Fit 15 Bob Jogs 19 Mutt and Pug 21 Ben Gets a Pet 23 The Vet Has a Party 27 Chet Goes to the Beach 30 Chet and Shan Find Shells 33 Thunder at the Beach 35 Zack and Chet on the Dock 40 Zack and the Whale 41 At the Beach 42 LETTER TILES 50 DIGRAPH TILES

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

N ORWOODH OUSE

P RESS

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

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

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

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

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

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

Search for Sounds

Friends and Family Fun

Fables and Folktales

Activities with Friends

Things We Like to Do

Discover Plants and Animals

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

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

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

Friends and Family Fun — Overview Students will be excited to explore this series of decodable books for early readers. Recurring characters and familiar contexts such as home or a park are mixed with humor, action, and fun. Readers will cheer as Ben gets a new pet or Zack sees a whale. Each cumulative book is for readers just beginning to decode words. The books begin by introducing the short vowels one at a time within a consonantvowel-consonant pattern. Later books encourage the readers to incorporate consonant digraphs into their blending. Limited high-frequency words and supportive pictures help the reader successfully navigate the text while they practice essential decoding skills. Each title includes a note to the caregiver and a word list that is organized by Focus words, High-Frequency words and Challenge words.

Sam Naps

Tim Has a Fit

Bob Jogs

The Decodables — Friends and Family Fun (Set 2)

Phonics Focus

Sam Naps Tim Has a Fit Bob Jogs Mutt and Pug Ben Gets a Pet The Vet Has a Party Chet Goes to the Beach Chet and Shan Find Shells Thunder at the Beach Zack and Chet on the Dock Zack and the Whale At the Beach

CVC short-a CVC short-i CVC short-o CVC short-u CVC short-e CVC all vowels CVC ch digraph CVC sh digraph CVC th digraph CVC ck-digraph CVC wh-digraph CVC all short vowels and digraphs

Sam Naps (short a) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Blend: Sam, sad, lap, hat, fan, cat, bag, bam, Dan, jam

Review Previous Lesson

n/a

First Lesson in Series

Introduce New Concept

● Letter tiles on pages 42–49

Introduce short /a/ sound.

(I do)

Segment: Sam, sad, lap, hat, fan, cat, bag, bam, Dan, jam

Model mouth placement when making the sound. Show the letter tile for lowercase a. Model segmenting to read words using letter tiles. Focus Words: Sam, sad, lap

Guided Practice (We do)

● Letter tiles on pages 42–49

Use letter tiles to spell the words while students spell the words using their own letter tiles. Together, segment each word into its individual sounds, then blend the sounds together to read the word. Focus Words: hat, fan, cat, bag, bam

Extended Practice (You do)

● Word Cards on pages 9–10

Flash the word cards and have students read the whole word, only segmenting if they need to. Repeat as needed until students are able to read the words without segmenting. Focus Words: Sam, sad, lap, hat, fan, cat, bag, bam, Dan, jam

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: Sam, sad, lap, fan Sentence: Sam is sad. nap - to sleep for a short time

Connect to Word Meanings Connected Text

Ask students to share about a time they took a nap. ● The book Sam Naps

Sam

sad

lap

hat

fan

cat

bag

bam

Dan

jam

Tim Has a Fit (short i) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Blend: Sam, sad, lap, hat, Tim, pin, fit, bit, lip, bin Segment: fan, cat, bag, bam, Dan, jam, hit, pig, milk

Review Previous Lesson

● L etter tiles on pages 42–49

Review short /a/ sound. Using letter tiles, build words with review sound for students to decode: has, had, sat

Introduce New Concept

● L etter tiles on pages 42–49

Introduce short /i/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase i. Model segmenting to read words using letter tiles. Focus Words: fit, lip, hit, Tim, pin, milk

● L etter tiles on pages 42–49

●W ord Cards on pages 12–13

Dictation Practice

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: Tim, pin, fit, milk Sentence: Tim had a fit.

Connect to Word Meanings

●V ocabulary Web Graphic Organizer page 14 (teacher only)

Write “fit” in the center of the graphic organizer. Have students share all the definitions they know of the word fit and draw a sketch to represent each of the meanings. - To be in good health - When clothing is the right size - A sudden outburst of emotion (as used in text) Bring attention to the definition of the word as used in the text.

Connected Text

● T he book Tim Has a Fit

(I do)

Guided Practice (We do)

Extended Practice (You do)

Tim

fit

bit

lip

bin

hit

milk

pig

Name:

Date: Graphic Organizer

Bob Jogs (short o) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Blend: fan, bag, bam, Dan, jam, hit, pig, milk, Bob, jog, tot Segment: Sam, sad, fit, bit, log, dog, frog

Review Previous Lesson

● Letter tiles on pages 42–49

Review short /a/ and /i/ sounds. Using letter tiles, build words with review sounds for students to decode: mad, hat, rip, sip, sit

Introduce New Concept

● Letter tiles on pages 42–49

Introduce short /o/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase o. Model segmenting to read words using letter tiles. Focus Words: fog, hog, hot, Bob, Tom Introduce suffix -s (makes the word plural or a present tense verb) Focus Word: jogs

● Letter tiles on pages 42–49

● Word Cards on pages 16–17

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: dog, bog, hot, frog Sentence: Tom jogs to Bob.

Connect to Word Meanings

● Picture of a Bog on page 18

bog - muddy wetland Show an image of a bog. Ask students to share what kinds of creatures might be found in a bog.

Connected Text

● The book Bob Jogs

(I do)

Guided Practice (We do)

Extended Practice (You do)

bog

dog

fog

hog

hot

log

mom

Tom

tot

frog

Name:

Date: What Is in a Bog?

Mutt and Pug (short u) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Substitute initial sound: Exchange initial chip for a different color chip to represent changing the sound. bug-> mug-> rug-> pug-> tug sun-> run-> bun Substitute final sound: Exchange final chip for a different color chip to represent the changing sound. bug-> bun run-> rug

Review Previous Lesson

● L etter tiles on pages 42–49

Review /a/, /i/, and /o/ sounds. Using letter tiles, build words with review sounds for students to decode using a sound chaining technique: cat-> cap-> cop-> hop-> hip-> lip-> lap-> map

Introduce New Concept

● L etter tiles on pages 42–49

Introduce /u/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase u. Model segmenting to read words using letter tiles. Focus Words: bug-> rug-> mug-> tug; gulp

● L etter tiles on pages 42–49

●W ord List on page 20

Have students read the word list by reading the whole word, only segmenting if they need to. Students may reread to build automaticity and fluency. Focus Words: bug, mug, pug, rug, tug, sun, bun, run, tum, yum, mutt, gulp

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: bug, bun, run, yum Sentence: Pug can see a bug on the rug.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

gulp - to swallow (drink or food) quickly or in large amounts Model gulping -v- drinking water Ask students to share what types of things they might gulp down.

Connect to Word Meanings

Connected Text

● T he book Mutt and Pug

Word List for Mutt and Pug

bug

bun

mug

run

pug

tum

rug

yum

tug

mutt

sun

gulp

Ben Gets a Pet (short e) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Substitute initial sound: Exchange initial chip for a different color chip to represent changing the sound. vet-> pet-> vet hen-> Ben-> when-> den Substitute final sound: Exchange final chip for a different color chip to represent the changing sound. pet-> pen when-> wet

Review Previous Lesson

● L etter tiles on pages 42–49

Review /a/, /i/, /o/, /u/ sounds. Using letter tiles, build words with review sounds for students to decode using a sound chaining technique: fit-> fat-> fan-> pan-> pin-> pit-> pot-> hot

Introduce New Concept

● L etter tiles on pages 42–49

Introduce /e/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase e. Model segmenting to read words using letter tiles. Focus Words: vet, pet, Ben, pen

● L etter tiles on pages 42–49

●W ord List on page 22

Have students read the word list by reading the whole word, only segmenting if they need to. Students may reread to build automaticity and fluency. Focus Words: Ben, hen, jet, vet, pet, Ed, red, leg

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: red, hen, pet, leg Sentence: The vet had a red hen.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

vet - abbreviation for veterinarian; an animal doctor Explain that an abbreviation is a shortened version of a longer word. Brainstorm other abbreviations: NY, Mr., Mrs., temp

Connect to Word Meanings

Connected Text

● T he book Ben Gets a Pet

Word List for Ben Gets a Pet

Ben

pet

hen

jet

red

vet

leg

The Vet Has a Party (short vowel review) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Substitute medial sound: Exchange middle chip for a different color chip to represent changing the sound. pat-> pit-> pet-> pot hot-> hit-> hat-> hut mat-> mitt-> met-> mutt

Review Previous Lesson

● Letter tiles on pages 42–49

Review all short vowel sounds. Model mouth placement of each vowel sound. Have students notice their mouth placement when they make each vowel sound.

Introduce New Concept

● Letter tiles on pages 42–49

Show the letter tile for all lowercase vowels. Model segmenting to read words using letter tiles, bringing attention to the changing vowel sound. Focus Words: pet-> pit-> pot-> pat

● Letter tiles on pages 42–49

● Word Cards on pages 24–26

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. *Names require a capital letter in the initial position Words: Sam, Ben, Tim, Bob Sentence: The vet and the kids had fun with the pets.

Connect to Word Meanings

● The book The Vet Has a Party

Review suffix -s (adding s to the end of a noun makes it plural) Discuss kid -v- kids; pet -v- pets In the book, have students find one kid then multiple kids followed by one pet and multiple pets.

Connected Text

● T he book The Vet Has a Party

(I do)

Guided Practice (We do)

Extended Practice (You do)

Sam

has

hen

vet

win

jog

tug

get

wet

pig

sit

win

fun

tum

Chet Goes to the Beach (digraph ch) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

●P lastic chips (3 per student) See page 3 for instructions on how to use

Blend: Chet, chip, chug, much, chat Segment: Chad, chill, itch, such, chin

Review Previous Lesson

● L etter tiles on pages 42–49

Introduce New Concept

●M agnetic Letter tiles

(I do)

Guided Practice

●D ry erase board / marker

Review all short vowel sounds. Using letter tiles, build words with review sounds for students to decode: pat, pet, pit, pot; cat, cot, cut; kin, Ken

Introduce /ch/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase ch (digraph tiles will have 2 letters on 1 tile). Explain that ch is a digraph. Digraphs are 2 letters that make 1 sound. Ch can be found at the beginning or end of a syllable. Model orally segmenting the word chip: /ch/ /i/ /p/ On the dry erase board, write a line for each of the 3 sounds in chip. ___ ___ ___ Place letter tiles on the lines to show the first line has 2 letters even though it only makes 1 sound, and the next 2 lines each have 1 letter to represent the sounds. Model segmenting to read words using letter tiles. Focus Words: chug, much, chat

● L etter tiles on pages 42–49

●W ord Cards on pages 28–29

Dictation Practice

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: chat, chip, such, chin Sentence: Chad hit his chin on the bed.

Connect to Word Meanings

● Drawing paper

chitchat - to have an informal conversation with someone Draw a picture of yourself chit chatting with someone. Be ready to share what you are chit chatting about.

Connected Text

● T he book Chet Goes to the Beach

(We do)

Extended Practice (You do)

● Pencil

Chet

chip

chug

much

chat

Chad

chill

itch

such

chin

Chet and Shan Find Shells (digraph sh) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Blend: ship, shell, dish, fish, Shan Segment: shack, shed, shin, shush, wish

Review Previous Lesson

● Letter tiles on pages 42–49

Review all short vowel sounds and /ch/ sound. Using letter tiles, build words with review sounds for students to decode: Chet, chip, sis

Introduce New Concept

● Digraph tiles on pages 50–51

Introduce /sh/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase sh. Review digraph definition: 2 letters that make 1 sound. Sh can be found at the beginning or end of a syllable. Model segmenting to read words using letter tiles. Focus Words: ship, shell, fish

● Letter tiles on pages 42–49

● Word Cards on pages 31–32

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: wish, shed, Shan, ship Sentence: Shan set the fish in the dish.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

shrug - to lift your shoulders as a way to show you don’t understand Model what it looks like to shrug. Have students practice shrugging their shoulders. Direct them to notice when the book characters shrug and determine what they are confused about.

Connect to Word Meanings

Connected Text

● The book Chet and Shan Find Shells

ship

shell

dish

fish

Shan

shack

shed

shin

shush

wish

Thunder at the Beach (digraph th) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Blend: beach, both, thick, tenth Segment: path, black, melt, cloud, slip

Review Previous Lesson

● L etter tiles on pages 42–49

Review all short vowel sounds and /ch/, /sh/ sounds. Using the letter tiles, build words with review sounds for students to decode using a sound chaining technique: ship-> chip-> chap-> chop-> shop

Introduce New Concept

●D igraph tiles on pages 50–51

Introduce /th/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase th. Review digraph definition: 2 letters that make 1 sound. Th can be found at the beginning or end of a syllable. It can be voiced (as in the word “they” or unvoiced as in the word “think”). Model segmenting to read words using letter tiles. Focus Words: this, thin

● L etter tiles on pages 42–49

●W ord List on page 34

Have students read the word list by reading the whole word, only segmenting if they need to. Students may reread to build automaticity and fluency. Focus Words: path, math, mash; thin, shin, chin; thick, tenth, with

Dictation Practice

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: shut, shuts, path, bath Sentence: Shan and Chet run on the path.

Connect to Word Meanings

● T he book Thunder at the Beach

melt - to become liquified by heat When something melts, it becomes liquid after getting warm. Turn to page 14. The story says, “The hills melt.” The sand hills that the kids built did not turn to liquid from heat. It looks like they are melting, but it’s really the rain that is making them wash away. The author is using figurative language here.

Connected Text

● T he book Thunder at the Beach

Before reading, have students find the focus words they have been reading and spelling in the text. Explain that they should be able to read them right away, but if they need to, they may segment the sounds. Point out the challenge words: Thunder, Thursday, cloud. These words may be too difficult to decode at this point and should be supplied for the students. Chorally read the story. Ask students to whisper-read one more time for fluency.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Word List for Thunder at the Beach

thin path math mash

shin chin thick tenth with

Zack and Chet on the Dock (digraph -ck) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Blend: ask, Zack, beach, fish, pack Segment: tack, box, pick, kick, lock, stuck

Review Previous Lesson

● L etter tiles on pages 42–49

Review all short vowel sounds and /ch/, /sh/and /th/ sounds. Build words using letter tiles with review sounds for students to decode.

Introduce New Concept

●D igraph tiles on pages 50–51

Introduce /ck/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase ck. Review digraph definition: 2 letters that make 1 sound. Ck can be found at the end of a syllable. Model segmenting to read words using letter tiles. Focus Words: pack, tack, lock, quack

● L etter tiles on pages 42–49

●W ord Cards on pages 36–38 (1 set per pair)

Hand out sets of word cards to pairs of students. Students read each word, only segmenting if needed, then sort the words into piles based on their medial vowel sound. Once sorted, students should reread each card. Focus Words: back, pack, quack, Zack; ick, kick, pick, quick, thick; dock, lock, sock, rock; duck; muck

Dictation Practice

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: back, quick, dock, muck Sentence: Chet is stuck in thick muck.

Connect to Word Meanings

●V ocabulary Web Graphic Organizer on page 39 (teacher only)

Write “tackle” in the center of the vocabulary web graphic organizer. Have students share all the definitions of tackle they know and draw a sketch to represent each definition. Share additional definitions if they do not know them. - Equipment needed for fishing (as used in text) - To knock down another player during a sport - To make an effort to deal with a problem Bring attention to the definition that’s used in the text.

Connected Text

● The book Zack and Chet on the Dock

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

(I do)

Guided Practice (We do)

Extended Practice (You do)

back

pack

quack

Zack

ick

kick

pick

quick

thick

dock

lock

sock

rock

muck

duck

Name:

Date: Graphic Organizer

Zack and the Whale (digraph wh-) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Blend: whale, wheel, white, jump, black Segment: when, whip, thin, fish, swim

Review Previous Lesson

● Digraph tiles on pages 50–51

Review all short vowel sounds and /ch/, /sh/, /th/ and /ck/ sounds. Build words using the letter tiles with review sounds for students to decode: chat, wish, thick, dock

Introduce New Concept

● Digraph tiles on pages 50–51

Introduce /wh/ sound. Model mouth placement when making the sound. Show the letter tile for lowercase wh. Review digraph definition: 2 letters that make 1 sound. Wh can be found at the beginning of a word and is often found in question words or words that represent sounds (whistle, whisper, etc). Model segmenting to read words using letter tiles. There are very few CVC words and short vowel words that contain wh.

(I do)

Focus Words: whip, when Guided Practice (We do)

Extended Practice (You do) Dictation Practice

● Letter tiles on pages 42–49

● The book Zack and the Whale

This lesson does not include extended practice due to the limited words available to practice with. More time should be spent supporting the reading of the text.

●D ry erase board / marker

Dictate 3 words for spelling and 1 sentence. Words: whip, when, which Sentence: When will Chet get the fish? whisper - to speak in a quiet voice without using vocal chords Have students practice whispering -v- speaking in a regular voice -vyelling.

Connect to Word Meanings

Connected Text

● T he book Zack and the Whale

This text will be used as a shared reading text. Due to the high number of not-yet-decodable words, this text will need to be read aloud by the teacher Pause at words that are decodable and have students supply the decodable word. Students may reread multiple times on their own to build fluency; however, it should not be expected that they can decode the not- yetdecodable words independently.

At the Beach (digraph review) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

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

Blend: chips, hills, shells, trips Segment: beach, wheels, black, muck

Review Previous Lesson

● L etter tiles on pages 42–49 and Digraph tiles on pages 50–51

Review all short vowel sounds and digraph sounds. Model mouth placement of each vowel sound and digraph sound. Have students notice their mouth placement when they make each vowel sound.

Introduce New Concept

● L etter tiles on pages 42–49

Show the letter tile for all lowercase vowels and digraphs. Model segmenting to read words using letter tiles, bringing attention to the changing digraph. Focus Words: shin-> thin-> chin; when-> then; muck-> much-> mush

● L etter tiles on pages 42–49

● T he book At the Beach

Direct students to search each page for words with digraphs. Students read the words in isolation, segmenting only if needed.

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: that, stuck, sock, shock Sentence: Get that sock up from the muck.

(I do)

Guided Practice (We do)

Extended Practice (You do) Dictation Practice

Connect to Word Meanings

Connected Text

Discuss the meaning of the wh question words and how to answer questions using each. who: refers to a person what: refers to a thing where: refers to a place when: refers to a time why: refers to the reason something happens ● T he book At the Beach

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