Level 1, Book 10: Buzz, Buzz + Workbook Samples by whole-phonics

Written by Jill Lauren Illustrated by Darren McKee

Buzz, Buzz

Level 1, Unit 4, Book 10

Sounds: a, i, o u all consonants

High frequency words: is, the, no, a, and, have, love(s), so, to, my, do, of, I he, be, for

Special vocabulary: jug, suds

Summary: Gus tries to get rid of an annoying bug, until he realizes the bug could be a friend.

Reading comprehension questions:

1. Who bothered Gus on the bus?

2. After Gus couldn’t get his pop, what did he do?

3. If someone asks to play with you and you don’t want to, what could you say?

Copyright © 2018 by Jill Lauren. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means whatsoever without express written permission from the publisher. Printed in the U.S.A.

ISBN 978-1-951605-09-4

With gratitude to Darren McKee and Jason Myers for their deep talent and good cheer.

It is hot. Pop is in the jug. Gus loves pop.

“Dad, can I have pop?”

Gus

is on the rug. He has no pop, so he will have a nap.

Gus will have a fun run. But the bug bugs Gus. So he runs to his tub.

The tub has lots of suds. Suds will be fun.

In the tub is the bug. The bug sits on the suds.

“Quit it! Do not sit on my suds!” The bug is not fun for Gus.

But Gus is fun for the bug.

“Can I have a hug? Be my pal, Gus.”

“I will not hug a bug. But I will be a pal.”

Gus can be the bug’s pal in the tub. Bug and Gus have fun in the suds.

“Dad, can Bug and I have pop?” It is fun to sip pop in the suds.

Yum! Gus and Bug do love the pop and suds.

Scope and Sequence

Our program is cumulative, so once a new sound, skill, or high frequency word is introduced, they appear in all subsequent levels.

Off We Go!: Consonants and short a

Capital letters, punctuation

Suffixes: plural s, apostrophe s, verb form s

Level One: Short Vowels

Short a, i, o, u, e

Reading with commas and quotation marks; introduce contractions

Level Two: Digraphs

-ck; -zz, -ll, -ff, -ss; th, ch, wh, sh

Suffixes: -es

Level Three: Glued sounds and beginning blends

-ing, -ink, -ang, -ank; l blends, r blends, s blends + tw

Suffixes: -ing, -ed

Level Four: Ending blends & beginning clusters, compound words, syllabication, silent e spr, scr, str, spl; closed & open syllables; doubling rule; wr; -old; syllabication for VCCV, V/CV & VC/V words; sounds of y; silent e (1-2 syllable words)

Suffixes: -er, -est, -ly; prefixes: un-

Level Five: R-controls, vowel teams, diphthongs, soft g & c, consonant-le, syllabication ar, or, er, ir, ur; ee/ea, ai/ay, oa/ow; oo, oi/oy, ou/ow; au/aw; -dge; -ight

Suffixes: -tion/-sion, -ture, -ment; prefixes: re-

Check out the rest of this super fun program at www.whole-phonics.com. Have an idea as to how to make Whole Phonics™ even better? Please let us know at read@ whole-phonics.com or call 917-699-5110.

Le vel 1, Unit 4 Buzz, Buzz Gus’s Pup

Yum, Yum, Nuts

Ta b l e of C o n te

M essa g e to Tea ch ers

A s you ’ ll see, t here are n ine workbook pages and at least one game t hat accompany each reader in t he W hole Phon ics™ ser ies T he pur pose for all t hese pages is multifold First, beginn ing readers beneﬁt from repetition, wh ich t hese pages prov ide. Second, a number to lear n Some of t he pages can also easily be used for homework, t hereby giv ing caregivers an oppor t un it y to engage w it h t heir ch ild ’ s reading development. O verall, t he workbook pages were designed to give ch ildren a sense of accomplish ment at an independent level T he games present an oppor t un it y to have even more f un wh ile practicing t he newest skill

Contact read@whole-phonics com with suggestions as to how to make our series even better of skills are emphasized, from decoding of single words to spelling to comprehension and more. The high frequency word pages o er practice with the words that are often hardest

bag bug pot pop nip nap but tub I C a n M a

Gus Gas bug bus

I C a n F in ish It

Gus is •

Pop is •

• on the bus.

• off the bus.

The bug is •

• in the jug.

• on the jug.

The bug sits •

• on Gus.

• off Gus.

• on the suds.

• in the suds.

I Can Write

A bug is on the

bun bus

Gus is |||||| the bus. The

has lots of suds. I will not |||||| a bug. on off tub bug hot hug

G us has a nap. It is |||||’s nap.

The jug ha s pop. It is the |||||| pop.

The tub has suds. It is the |||||| sud s. Bug has a pal. It is ||||||| pal.

I C a n Re ad , M a tc h a n d D ra w

The bug is in the jug.

The bug sits on the suds.

A bug is on the bus.

The bug bugs G us.

In a tub, I can

I Can Learn

||||| will have a nap.

||||| my pal, Gus.

forfor bebe hehe he he be be for for

Is a run fun ||||| Gus?

I Can Write

forbehe Iofmy

1. Dad, can |||||| have pop?

2. |||||| will have a nap.

3. A run will be fun |||||| Gus.

4. The tub has lots |||||| suds.

5. Do not sit on |||||| suds.

6. I will |||||| a pal.

bug sits he jug pop

suds fun pal be for

off the bus in the jug

lots of suds for Gus

He runs to his tub.

I am a pal for Gus.

Gus can be Bug’s pal.

Level 1 , U n i t 4

Workbook Page In st r uct ion s

St udents should use mult isensor y techniques for both the readers and the workbooks . If st udents are st uck reading a word, they should tap and slide. If they ’ re st uck spelling a word, they should ﬁngerspell

I Can Match

Bu zz , Bu zz 1

Gus’s P up 1 3

Yum, Yum, Nuts 25

I Can Finish It

Bu zz , Bu zz 2

Gus’s P up 14

Yum, Yum, Nuts 26

I Can Ch ange It

Bu zz , Bu zz 3

I Can Wr ite

Bu zz , Bu z z 4

Gus’s P up 1 5

Circle t he word t hat m atches t he pict ure

• Ex tension #1: Read t he words to a classm ate or a n adult

• Ex tension #2: Make a sentence about each picture using the circled word

L ook at t he pict ure in each box . Choose t he phrase t hat completes t he sentence to m atch t he pict ure. Draw a line to connect t he ﬁrst word/s w it h t he rest of t he sentence.

• Ex tension #1: Read t he sentences to a classm ate or a n adult

• Ex tension #2: Ex tend t he sentence by say ing “ a nd ” wh ile adding more in for m at ion to t he sentence

Read each word and then change the vowel to make a new word Write the new word on the line, and draw a line to the picture that matches each word

• Ex tension #1: Read t he words to a classm ate or a n adult

• Ex tension #2: Use t he new word in a sentence of your ow n

Read each sentence, and for t he blan k space say, “ hmm .” By say ing “ hmm ,” t he st udent w ill hear t he whole of t he sentence. T hen , circle and w r ite t he missing word on t he line prov ided . Reread to ma ke sure t he sentence m a kes sense.

• Ex tension #1: T he sentences are in t he order t hey occur red in t he stor y. Use t hese sentences to retell t he stor y to a n adult.

• Ex tension #2: Cut out t he sentences a nd rear ra nge t hem to pract ice sequencing t he events in t he stor y

I Can L ear n ’ s

, Bu zz 5

I Can Read , M atch and Draw

Bu zz , Bu zz 6

Read eac h sentence Wr ite t he objec t or n ame w it h ’ s in t he bl an k space In t he w r iting sec tion , t he c h ild w r ites a n ame and an objec t in t he bla n k space, sim ilar to t he sentences above. T hey t hen w r ite t he s ame n a me w it h a n ’ s , along w it h an objec t in t he second sentence. Draw a pic t ure to illustrate.

• Ex tension #1: Read t he new sentences to a classm ate or a n adult

Note: T his is a challeng ing concept that w ill need cont inued rev iew

Draw a line from each sentence to t he cor responding pict ure At t he bot tom , children w ill complete t he sentence w it h a word of t heir choice and t hen illustrate t he sentence

• Ex tension #1: T hese sentences are not in t he stor y sequence Cut t he sentences or pict ures f rom t he top h alf of t he page Have st udents pract ice sequencing t he events in t he stor y Use t he ordered sentences to retell t he stor y

Bu zz

I Can L ear n

Bu zz , Bu zz 7

Yum, Yum, Nuts 31

T race, Copy, Cover

Bu zz , Bu zz 8

Gus’s P up 22

Yum, Yum, Nuts 32

I Can Wr ite (high frequenc y words)

Bu zz , Bu zz 9

Gus’s P up ............... 21

Yum, Yum, Nuts .... 33

Read t he word . Color in t he word . Nex t, trace t he word . T hen, trace t he sentence and w r ite t he word in t he blan k space to complete t he sentence. L ast, draw a line to connect t he sentence to t he pict ure.

• Ex ten sion #1: Read your sentences to a classm ate or an adult.

• Ex ten sion #2: Use t he new word in a sentence of your ow n

Trace the high frequency word in the ﬁrst column, then copy the word in the second column L ast, fold t he page along t he dot ted line to “ cover ” t he copy column A n adult dictates t he high frequenc y word(s) for t he st udent to w r ite in t he last column Unfold t he page to check spelling

• Ex ten sion #1: Use or w r ite t he word(s) in a sentence

Read each sentence, and for t he blan k space say, “ hmm .” By say ing “ hmm ,” t he st udent w ill hear t he whole of t he sentence. T hen, choose a word from t he word ban k and w r ite t he missing word on t he line prov ided . Reread to m a ke sure t he sentence m a kes sense.

• Ex ten sion #1: T he sentences are in t he order t hey occur red in t he stor y. Use t hese sentences to retell t he stor y.

• Ex ten sion #2: Cut out t he sentences a nd rear ra nge t hem to practice sequencing t he events in t he stor y Wit hout pict ures, t h is act iv it y m ay be more ch alleng ing

• Ex ten sion #3: I llustrate one of t he sentences a nd h ave a f r iend g uess wh ic h sentence m atc hes t he illustrat ion

Drops and L adders

Bu zz , Bu zz 1 1

I Can Sor t

I Can Fix It

I Can Read , Sequence, and Draw

All players begin on t he “ Star t ” space and move along t he board from lef t to r ight, bot tom to top. Players ta ke t ur ns rolling a die and mov ing t he number of spaces, reading t he words along t he way If a player la nds on a space w it h a ladder, he/she m ay move up t he ladder to t he nex t row If a player la nds on a slide (a “ drop”), t he player must slide bac k dow n to t he spot on t he prev ious row. Players m ay “rest ” if t hey la nd on t he rest spot. T he ﬁ rst player to get to t he end is t he w in ner.

Cut out t he pict ures at t he bot tom of t he page. Say t he name of each pict ure and sor t by vowel sound .

• Ex ten sion #1: Wr ite a word for each pict ure

• Ex ten sion #2: Wr ite a rhy m ing word for eac h pict ure

L ook at each pict ure Read t he sentence to see which word needs to be ﬁ xed Cross out t he incor rect let ter and ﬁ x it

• Ex ten sion #1: Read t he cor rected sentences to a classm ate or an adult

• Ex ten sion #2: Read t he incor rect sentence to a classm ate or a n adult a nd ex pla in how it was ﬁ xed

Cut out t he pict ures at t he bot tom of t he page. Read each sentence and glue t he pict ure nex t to t he one it m atches. In t he ﬁnal box, draw what happens next .

• Ex ten sion #2: Cut out a nd m i x-up t he sentences P ut bac k in order a nd t hen retell t he stor y

Gus’s P up 16

Gus’s P up 17

Gus’s P up