The Decodables - Activities with Friends (Set 4) - Teacher's Guide

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TABLE OF CONTENTS GENERAL INFORMATION 1–2 Series/Set Descriptions 3–5 Lesson Components and Resources 6 Series Overview THINGS WE LIKE TO DO 7 SET OVERVIEW 8 Nate and Jane Bake a Cake 12 Mike’s New Kite 15 Rose and Hope Help Joe 18 June and Luke Play Tunes 21 At the Theme Park 23 The Friends Go to Camp 29 LETTER TILES 37 DIGRAPH TILES

While you’re there, check out our video about

The Decodables, featuring Emily!

She talks about the science of reading, why decodable texts work, and how to use these notes along with the books to further enhance learning in the classroom and at home.

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.

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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.

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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.

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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.

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• 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.

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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

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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)

Activities with Friends — Overview Activities with Friends is a set of six delightful decodable books designed to provide young readers with chances to work with long vowels in vowel-consonant-e pattern words. The cumulative stories are peopled with a recurring set of young friends who have lots of fun playing and exploring together. Readers will feel right at home as they discover the friends’ adventures while also discovering their talents as decoders of long vowel words. Each book in the series includes a note to the caregiver and a word list that is organized

by Focus words, High-Frequency words and Challenge words.

Mike’s New Kite

Mike’s New Kite

At the Theme Park

The Decodables — Activities with Friends (Set 4)

Phonics Focus

Nate and Jane Bake a Cake Mike’s New Kite Rose and Hope Help Joe June and Luke Play Tunes At the Theme Park The Friends Go to Camp

VC-e (a_e) VC-e (i_e) VC-e (o_e) VC-e (u_e) VC-e (e_e) VC-e review

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Nate and Jane Bake a Cake (a_e) — 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: ate, bake, game, late

Review Previous Lesson

● Letter tiles on pages 29–36

Use letter tiles to review short vowels, digraphs and blends as needed by students.

Introduce New Concept

● Letter tiles on pages 29–36

Introduce the long /a/ sound.

(I do)

Segment: cake, made, make, name, plate

Model mouth placement when making the sound.

Model spelling words using a_e.

Spell at and ask students to read. Model adding e to the end of the word to change the pronunciation to ate.

Spell mad and ask students to read. Model adding e to the end of the word to change the pronunciation to made.

Model segmenting to read words using letter tiles.

Focus Words: bake, cake, game

Guided Practice (We do)

● Letter tiles on pages 29–36

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: ate, made, late, make, plate

Extended Practice (You do)

● Word Cards on pages 9–11

Have students read the word cards by reading the whole word, only segmenting if they need to.

Students may reread to build automaticity and fluency.

Focus Words: bake, cake, game, ate, made, late, make, plate, Jane, Kate, name, Nate, Wade

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: game, late, mad, made Sentence: Wade and Kate like the cake, too.

Connect to Word Meanings

● The Book Nate and Jane Bake a Cake

Verbs are words that show an action.

Find all of the verbs in the text before reading the whole story. bake, mix, make, pick, wash, play, come, put, cut, like

Connected Text

● T he Book Nate and Jane Bake a Cake

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.

Chorally read the story.

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bake

cake

game

ate

made

late

make

plate

Jane

Kate

name

Nate

Wade

Mike’s New Kite (i_e) — 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: bike, dive, glide, line

Review Previous Lesson

● Letter tiles on pages 29–36

Use letter tiles to review short vowels, digraphs and blends as needed by students.

Segment: kite, Nile, Mike, ride, wide, glide

Review long /a/ spelled a_e Introduce New Concept (I do)

● Letter tiles on pages 29–36

Introduce the long /i/ sound.

Model mouth placement when making the sound.

Model spelling words using i_e.

Spell kit and ask students to read. Model adding e to the end of the word to change the pronunciation to kite.

Model segmenting to read words using letter tiles.

Focus Words: bike, dive, line

Guided Practice (We do)

● Letter tiles on pages 29–36

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: kite, ride, wide, glide

Extended Practice (You do)

● Word Cards on pages 13–14

Have students read the word cards by reading the whole word, only segmenting if they need to.

Students may reread to build automaticity and fluency.

Focus Words: bike, dive, glide, line, kite, Nile, Mike, ride, wide

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: rid, ride, dive, bike Sentence: The kite glides down onto the grass.

Connect to Word Meanings

● The Book Mike’s New Kite

Nouns are words that are people, places or things.

Find all of the nouns in the text and label them as people, places or things.

People: Mike, Nile Places: park, air, tree, grass, home Things: kite, bike, line, hole, tape

Connected Text

● T he Book Mike’s New Kite

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.

Chorally read the story.

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bike

dive

glide

line

kite

Nile

Mike

wide

ride

Rose and Hope Help Joe (o_e) — 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: bone, home, hole, mole, rope

Review Previous Lesson

● Letter tiles on pages 29–36

Use letter tiles to review short vowels, digraphs and blends as needed by students.

Segment: Hope, nose, note, pole, Rose

Review long /a/ spelled a_e and long /i/ spelled i_e.

Introduce New Concept (I do)

● Letter tiles on pages 29–36

Introduce the long /o/ sound.

Model mouth placement when making the sound.

Model spelling words using o_e.

Spell hop and ask students to read. Model adding e to the end of the word to change the pronunciation to hope.

Model segmenting to read words using letter tiles.

Focus Words: bone, hole, rope

Guided Practice (We do)

● Letter tiles on pages 29–36

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: mole, pole, nose

Extended Practice (You do)

● Word Cards on pages 16–17

Have students read the word cards by reading the whole word, only segmenting if they need to.

Students may reread to build automaticity and fluency.

Focus Words: bone, home, hole, mole, rope, Hope, nose, note, pole, Rose

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: hop, hope, not, note Sentence: They put the note on a pole.

Connect to Word Meanings

● The Book Rose and Hope Help Joe

Review the different types of nouns. Sort the word cards into people, places and things.

People (characters): Hope, Rose Places: home, hole Things: bone, mole, rope, nose, note, pole

Connected Text

● T he Book Rose and Hope Help Joe

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.

Chorally read the story.

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bone

home

hole

mole

rope

Hope

nose

note

pole

Rose

June and Luke Play Tunes (u_e) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

● Plastic chips (5 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. coat-> cute float-> flute lake-> Luke tone-> tune Jane-> June

Review Previous Lesson

● Letter tiles on pages 29–36

Use letter tiles to review short vowels, digraphs and blends as needed by students.

Review long /a/ spelled a_e, long /i/ spelled i_e, and long /o/ spelled o_e.

Introduce New Concept

● Letter tiles on pages 29–36

Introduce the long /u/ sound. Long /u/ can make 2 sounds as in tune and cute.

Model mouth placement when making each sound.

Model spelling words using u_e.

Spell tub and ask students to read. Model adding e to the end of the word to change the pronunciation to tube.

Spell cut and ask students to read. Model adding e to the end of the word to change the pronunciation to cute.

Model segmenting to read words using letter tiles.

Focus Words: cute, rude

● Letter tiles on pages 29–36

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: tube, tune, flute

● Word Cards on pages 19–20

Have students read the word cards by reading the whole word, only segmenting if they need to.

Students may reread to build automaticity and fluency.

Focus Words: cute, rude, tube, tune, flute, June, Luke

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: June, Luke, rude, cute Sentence: Luke shares his tube with June.

Connect to Word Meanings

● The Book June and Luke Play Tunes

A proper noun is a specific person, place or organization. A capital letter is used at the beginning of a proper noun no matter where it falls in a sentence. Luke and June are both names of characters. They are proper nouns and are spelled with capital letters. Find the proper nouns in the story.

Connected Text

● T he Book June and Luke Play Tunes

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.

Chorally read the story.

(I do)

Guided Practice (We do)

Extended Practice (You do)

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cute

rude

tube

tune

flute

June

Luke

At the Theme Park (e_e) — 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.

● Letter tiles on pages 29–36

Use letter tiles to review short vowels, digraphs and blends as needed by students.

Review Previous Lesson

those-> these pet-> Pete I’ve-> Eve

Review long /a/ spelled a_e, long /i/ spelled i_e, long /o/ spelled o_e, and long /u/ spelled u_e.

Introduce New Concept (I do)

● Letter tiles on pages 29–36

Introduce the long /e/ sound.

Model mouth placement when making each sound.

Model spelling words using e_e. This is not a very common spelling and there are only a few words that follow this spelling.

Spell pet and ask students to read. Model adding e to the end of the word to change the pronunciation to Pete.

Model segmenting to read words using letter tiles.

Focus Words: them, theme (note how the /th/ becomes unvoiced when reading “theme”.)

Guided Practice (We do)

● Letter tiles on pages 29–36

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: theme, here, these

Extended Practice (You do)

● Word Cards on page 22

Have students read the word cards by reading the whole word, only segmenting if they need to.

Students may reread to build automaticity and fluency.

Focus Words: Eve, Pete, theme, here, these

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: theme, Pete, Eve, ride Sentence: Eve has fun on the ride.

Connect to Word Meanings

● The Book At the Theme Park

An adjective is a word that describes something. Find all of the adjectives in the text before reading the story. best, fun, fast, slow, big, small

Connected Text

● T he Book At the Theme Park

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.

Chorally read the story.

21

Eve

Pete

theme

here

these

The Friends Go to Camp (VCe 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

Blend: lake, race, fire, cove, hope, rule

Review Previous Lesson

● Letter tiles on pages 29–36

Use letter tiles to review short vowels, digraphs and blends as needed by students.

Segment: tape, wave, Pete, slide, rose, tube

Review long /a/ spelled a_e, long /i/ spelled i_e, long /o/ spelled o_e, long /u/ spelled u_e, and long /e/ spelled e_e.

Introduce New Concept (I do)

● Letter tiles on pages 29–36

Review the spelling rule that words spelled VCe are read with a long vowel sound.

Spell CVC words for decoding, then add e on the end to read VCe words.

Focus Words: hat-> hate; bit-> bite; hop-> hope; tub-> tube

Guided Practice (We do)

● Letter tiles on pages 29–36

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: tap-> tape; hug-> huge; pet-> Pete

Extended Practice (You do)

● Word Cards on pages 24–28

Have students read the word cards by reading the whole word, only segmenting if they need to.

Students may reread to build automaticity and fluency.

Focus Words: Jane, Kate, lake, Nate, race, share, tape, Wade, wave, Eve, Pete, fire, kite, Mike, Nile, slide, tire, cove, home, Hope, huge, June, Luke, rule, tube

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: tape, fire, slide, home Sentence: June and Luke use the tube.

Connect to Word Meanings

● The Book The Friends Go to Camp

tire - Rubber wheel used on vehicles (as used in the text) To feel the need for rest or sleep Find the word tire on page 6. Which definition fits the word as it’s used in the story? (rubber wheel) This tire isn’t being used on a vehicle. How is it being used? (a tire swing)

Connected Text

● T he Book The Friends Go to Camp

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.

Chorally read the story.

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Jane

Kate

lake

Nate

race

share

tape

Wade

wave

Eve

Pete

fire

kite

Mike

Nile

slide

tire

cove

home

Hope

huge

June

Luke

rule

tube

29

30

31

32

33

34

35

36

37

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