Level 1, Book 10: Buzz, Buzz + Workbook Samples

Read Them All!

Written by Jill Lauren

Illustrated by Darren McKee

Level 1, Unit 4, Book 10 Buzz Buzz cover.indd 1

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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. A fter 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.

Gus is on the bus.

1 Buzz Buzz text.indd 1

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A bug is on the bus.

Buzz, buzz, buzz.

2 Buzz Buzz text.indd 2

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Gus is off the bus.

Buzz, buzz, buzz.

The bug is off the bus.

3 Buzz Buzz text.indd 3

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It is hot. Pop is in the jug.

Gus loves pop.

“Dad, can I have pop?”

4 Buzz Buzz text.indd 4

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No! Buzz, buzz!

The bug is in the jug.

So no pop for Gus. 5 Buzz Buzz text.indd 5

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Gus is on the rug.

He has no pop, so he will have a nap.

6 Buzz Buzz text.indd 6

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Buzz, buzz! The bug is on Gus. So no nap for Gus. But, a run will be fun for him.

7 Buzz Buzz text.indd 7

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Gus will have a fun run.

But the bug bugs Gus. So he runs to his tub.

8 Buzz Buzz text.indd 8

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The tub has lots of suds.

Suds will be fun.

9 Buzz Buzz text.indd 9

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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. 10 Buzz Buzz text.indd 10

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But Gus is fun for the bug.

11 Buzz Buzz text.indd 11

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“Can I have a hug?

Be my pal, Gus.” 12 Buzz Buzz text.indd 12

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“I will not hug a bug.

But I will be a pal.”

13 Buzz Buzz text.indd 13

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

14 Buzz Buzz text.indd 14

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“Dad, can Bug and I have pop?”

It is fun to sip pop in the suds.

15 Buzz Buzz text.indd 15

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

16 Buzz Buzz text.indd 16

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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: E nding 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: unLevel 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.

Read Them All!

Written by Jill Lauren

Illustrated by Darren McKee

Level 1, Unit 4, Book 10 Buzz Buzz cover.indd 1

5/3/22 9:18 PM

Level 1, Unit 4 Buzz, Buzz Gus’s Pup Yum, Yum, Nuts

Table of Contents Buzz, Buzz Decodable Word Practice ..........................................1-6 Buzz, Buzz High Frequency Word Practice ...............................7-9 Buzz, Buzz Game: Drops and Ladders .......................................... 11 Gus’s Pup Decodable Word Practice ........................................13-19 Gus’s Pup High Frequency Word Practice ........................... 20-22 Gus’s Pup Game: Roll and Write .................................................... 23 Yum, Yum, Nuts Decodable Word Practice ...........................25-30 Yum, Yum, Nuts High Frequency Word Practice .................31-33 Yum, Yum, Nuts Game: Oh, Nuts! ........................................... 35-37 Fluency Pages ................................................................................39-43 Buzz, Buzz..................................................................................... 39 Gus’s Pup........................................................................................41 Yum, Yum, Nuts........................................................................... 43 Workbook Instructions ...............................................................45-47

Message to Teachers As you’ll see, there are nine workbook pages and at least one game that accompany each reader in the Whole Phonics™ series. The purpose for all these pages is multifold. First, beginning readers benefit from repetition, which these pages provide. Second, a number of skills are emphasized, from decoding of single words to spelling to comprehension and more. The high frequency word pages offer practice with the words that are often hardest to learn. Some of the pages can also easily be used for homework, thereby giving caregivers an opportunity to engage with their child’s reading development. Overall, the workbook pages were designed to give children a sense of accomplishment at an independent level.

The games present an opportunity to have even more fun while practicing the newest skill.

Contact read@whole-phonics.com with suggestions as to how to make our series even better.

I Did It!

Buzz, Buzz

I Can Match

Gus

Gas

bug

bus

bag

bug

pot

pop

nip

nap

but

tub

suds

sips

sit

sip 1

I Did It!

Buzz, Buzz

I Can Finish It

Gus is •

Pop is •

The bug is •

The bug sits • 2

• on the bus.

• off the bus.

• in the jug.

• on the jug.

• on Gus. • off Gus. • on the suds.

• in the suds.

I Did It!

Buzz, Buzz

I Can Change It

bug jog u = ||||| rag u = ||||| sad u = |||||s tab u = ||||| big

u=

3

I Did It!

Buzz, Buzz

I Can Write

A bug is on the bun Gus is

bus

||||||

4

the bus.

off

on The

||||||.

||||||

has lots of suds.

tub

bug

I will not

||||||

hot

hug

a bug.

I Did It!

Buzz, Buzz

I Can Learn ’s

|||||’s |||||| |||||| |||||||

Gus has a nap.

It is

nap.

The jug has pop.

It is the

pop.

The tub has suds.

It is the

suds.

Bug has a pal.

It is

pal.

||||||| name

It is

has a

|||||||.

|||||||| ||||||||.

5

I Did It!

Buzz, Buzz

I Can Read, Match and Draw

The bug is in the jug.

The bug sits on the suds.

A bug is on the bus.

The bug bugs Gus.

6

In a tub, I can

||||||||.

I Did It!

Buzz, Buzz

I Can Learn

he

he

he

he

|||||

will have a nap.

be

be

be

be

|||||

my pal, Gus.

for

for

for for

Is a run fun

|||||

Gus? 7

I Did It!

Buzz, Buzz

Trace, Copy, Cover

Trace

he so my of I be 8

for

Copy

Cover

|||||| |||||| |||||| |||||| |||||| |||||| |||||| |||||| |||||| |||||| |||||| |||||| |||||| ||||||

I Did It!

Buzz, Buzz

I Can Write

for I

be of

|||||| |||||| |||||| |||||| |||||| ||||||

1. Dad, can 2.

he my have pop?

will have a nap.

3. A run will be fun

Gus.

4. The tub has lots

suds.

5. Do not sit on 6. I will

suds.

a pal.

9

11

1

12

13

24

Start

bug

suds

End

for 2

11

14

23

buzz

fan

Drops and Ladders

Buzz, Buzz

3

10

15

22

Gus

do

of

sit

bus

my

fun

be

4

9

16

21

I

run

so

he

5

8

17

20

jog

pop

jug

Play It!

6

7

18

19

Fluency

40

Buzz Buzz

Fluency

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.

39

Level 1, Unit 4 Workbook Page Instructions

Students should use multisensory techniques for both the readers and the workbooks. If students are stuck reading a word, they should tap and slide.

If they’re stuck spelling a word, they should fingerspell.

I Can Match Buzz, Buzz ............... 1 Gus’s Pup ............... 13 Yum, Yum, Nuts ....25

I Can Finish It Buzz, Buzz ...............2 Gus’s Pup ............... 14 Yum, Yum, Nuts ....26

I Can Change It Buzz, Buzz ...............3

I Can Write Buzz, Buzz ...............4 Gus’s Pup ............... 15

I Can Learn ’s Buzz, Buzz ...............5

Circle the word that matches the picture.

• Extension #1: Read the words to a classmate or an adult.

• Extension #2: Make a sentence about each picture using the circled word.

Look at the picture in each box. Choose the phrase that completes the sentence to match the picture. Draw a line to connect the first word/s with the rest of the sentence.

• Extension #1: Read the sentences to a classmate or an adult.

• Extension #2: Extend the sentence by saying “and…” while adding more information to the 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.

• Extension #1: Read the words to a classmate or an adult.

• Extension #2: Use the new word in a sentence of your own.

Read each sentence, and for the blank space say, “hmm.” By saying “hmm,” the student will hear the whole of the sentence. Then, circle and write the missing word on the line provided. Reread to make sure the sentence makes sense.

• Extension #1: The sentences are in the order they occurred in the story.

Use these sentences to retell the story to an adult.

• Extension #2: Cut out the sentences and rearrange them to practice sequencing the events in the story.

Read each sentence. Write the object or name with ’s in the blank space.

In the writing section, the child writes a name and an object in the blank space, similar to the sentences above. They then write the same name with an ’s, along with an object in the second sentence. Draw a picture to illustrate.

• Extension #1: Read the new sentences to a classmate or an adult.

Note: This is a challenging concept that will need continued review.

I Can Read, Match and Draw Buzz, Buzz ...............6

Draw a line from each sentence to the corresponding picture. At the bottom, children will complete the sentence with a word of their choice and then illustrate the sentence.

• Extension #1: These sentences are not in the story sequence. Cut the sentences or pictures from the top half of the page. Have students practice sequencing the events in the story. Use the ordered sentences to retell the story.

45

I Can Learn Buzz, Buzz ............... 7 Yum, Yum, Nuts .... 31

Trace, Copy, Cover Buzz, Buzz ...............8 Gus’s Pup .............. 22 Yum, Yum, Nuts ....32

I Can Write (high frequency words) Buzz, Buzz ...............9 Gus’s Pup ............... 21 Yum, Yum, Nuts ....33

Drops and Ladders Buzz, Buzz ............. 11

I Can Sort Gus’s Pup ............... 16

I Can Fix It Gus’s Pup ............... 17

I Can Read, Sequence, and Draw Gus’s Pup ...............18

46

Read the word. Color in the word. Next, trace the word. Then, trace the sentence and write the word in the blank space to complete the sentence.

Last, draw a line to connect the sentence to the picture.

• Extension #1: Read your sentences to a classmate or an adult.

• Extension #2: Use the new word in a sentence of your own.

Trace the high frequency word in the first column, then copy the word in the second column. Last, fold the page along the dotted line to “cover” the copy column. An adult dictates the high frequency word(s) for the student to write in the last column. Unfold the page to check spelling.

• Extension #1: Use or write the word(s) in a sentence.

Read each sentence, and for the blank space say, “hmm.” By saying “hmm,” the student will hear the whole of the sentence. Then, choose a word from the word bank and write the missing word on the line provided. Reread to make sure the sentence makes sense.

• Extension #1: The sentences are in the order they occurred in the story.

Use these sentences to retell the story.

• Extension #2: Cut out the sentences and rearrange them to practice sequencing the events in the story. Without pictures, this activity may be more challenging.

• Extension #3: Illustrate one of the sentences and have a friend guess which sentence matches the illustration.

All players begin on the “Start” space and move along the board from left to right, bottom to top. Players take turns rolling a die and moving the number of spaces, reading the words along the way. If a player lands on a space with a ladder, he/she may move up the ladder to the next row. If a player lands on a slide (a “drop”), the player must slide back down to the spot on the previous row. Players may “rest” if they land on the rest spot.

The first player to get to the end is the winner.

Cut out the pictures at the bottom of the page. Say the name of each picture and sort by vowel sound.

• Extension #1: Write a word for each picture.

• Extension #2: Write a rhyming word for each picture.

Look at each picture. Read the sentence to see which word needs to be fixed. Cross out the incorrect letter and fix it.

• Extension #1: Read the corrected sentences to a classmate or an adult.

• Extension #2: Read the incorrect sentence to a classmate or an adult and explain how it was fixed.

Cut out the pictures at the bottom of the page. Read each sentence and glue the picture next to the one it matches. In the final box, draw what happens next.

• Extension #2: Cut out and mix-up the sentences. Put back in order and then retell the story.