Phonics show 4 TG

4 Double Letter Sounds Teacher’s Guide Contents L-Blends: cl, fl, gl, pl Unit clap, clock, flag, flute, glass, glove, plane, plum R-Blends: cr, dr, fr, tr Unit crab, crawl, drum, drive, frog, friend, tree, truck S-Blends: sk, sn, st, sw Unit sky, skate, snow, snack, star, stone, swim, sweater Digraphs: ng, nk Unit sing, ring, wing, swing, pink, bank, wink, drink Digraphs: oo, ew Unit book, cook, room, spoon, new, stew, chew Diphthongs: oi, oy Unit coin, oil, boil, point, boy, toy, enjoy, oyster Diphthongs: ow, ou Unit cow, owl, brown, down, cloud, mouse, count, house Unit Digraphs: sh, ch Unit shirt, shop, wash, brush, cheese, chop, lunch, peach Digraphs: th, wh Unit 10 Activity Adding -es boxes, fixes, classes, kisses, wishes, brushes, benches, teaches Predictable Chart and Class Book thumb, mouth, this, that, white, whale, wheel, whisper Word List Alphabet Handwriting Guide Activity Old MacDonald Had a Farm Phonics Show Scope & Sequence WCPM Chart Phonics Show Certificate Unit L-Blends cl fl Outline for Two Lessons clap fla g Unit 1st lesson Pacing Guide Outline for Three Lessons Unit 1st lesson 2nd lesson 3rd lesson Book & Pages Time 2nd lesson Book & Pages Time Introduction Student Book pp 10~11 20 mins Presentation Student Book pp 12~13 20 mins Assign Homework Workbook pp 4~5 mins Check Homework Workbook pp 4~5 mins Application Student Book pp 14~15 15 mins Evaluation Student Book pp 16~17 10 mins Introduction Student Book pp 10~11 20 mins Presentation Student Book pp 12~13 20 mins Reading Readers pp 9~14 10 mins Assign Homework Workbook pp 4~5 mins Assign Homework Workbook pp 6~7 mins Check Homework Workbook pp 4~5 10 mins Application Student Book pp 14~15 15 mins Evaluation Student Book pp 16~17 15 mins Assign Homework Workbook pp 6~7 mins Check Homework Workbook pp 6~7 10 mins Review Student Book pp 10~17 mins Reading Readers pp 9~14 25 mins Lesson Board • Unit 1: L-Blends • Objectives: - To recognize the L-blend sounds - To learn words that have the L-blend sounds - To build confidence in reading and writing L-blend words • Duration of each lesson: 45 minutes • Preparation: Student Book 4, Workbook 4, Readers 4, CDs, Flashcards from www.ibuildandgrow.com Evaluation Readers p 70 mins Start Warm up: Use the pictures and letters at the top of the page to introduce the L-blend sounds “cl” and “fl.” Have the students say the L-blend sounds “cl” and “fl” and the pictures (“cl, clap” / “fl, flag”) Start Unit Sing along: Say the lyrics and have the students repeat them When they are saying the L-blend sound “cl” have them clap their hands When they are saying the L-blend sound “fl” have them wave their hands like flags Play the CD Encourage the students to sing and the actions during the L-blend parts of the song L-Blends cl fl Sing along Sing CD1 Listen fla g clap l i ke I t s o u nd s cl cl, cl, cla p! fl fl, fl, fla g! l i ke I t s o u nd s f a nd l together! Chant along Then put the stickers on the picture clock c f flag 06 + + l l fl = = gl pl cl fl clap flag When two letters, like cl and fl, come together, each letter keeps its own sound That's a blend CD1 05 plane Read CD1 cl 04 c a nd l together! Chant Listen and repeat Read and write Joe plays the flute glass Tom claps clap Boys! Put your gloves on It's winter cl plum flute fl ap Chant along: Look at the picture What the students see? Ask the students some questions about the picture What color is the trophy? Can the students play piano? Point to the images and say the L-blend sounds and words with the students (“cl, clap”) Play the CD and the chant Then have the students the chant individually or as a group Ask them to put the stickers from the back of the student book on the picture 06 ove pl CD and have the students repeat what they hear Explain to the students that when two letters, like “cl” and “fl,” come together, each letter keeps its own sound Point to “c” and “l” and ask the students to say the letters Tell the students to say the L-blend sound “cl” and to use their finger to practice writing “cl” in the air Ask them to write the word “clap” in the air with their finger and then to say the word and clap their hands Do the same thing for the L-blend sound “fl,” but have the students wave their hands like flags when they say the word “flag.” Read the sentences at the bottom of the activity together Then ask the students if they can think of any words for the L-blends “gl” and “pl.” ay glove 10 CD1 ute gl Listen and repeat: Play the Here comes Word Chant! Here comes Word Chant! /kl/ clap(X2) /kl/ clock(X2) /fl/ flag(X2) /fl/ flute(X2) /gl/ glass(X2) /gl/ glove(X2) /pl/ plane(X2) /pl/ plum(X2) Extra idea: Put the Phonics Show flashcards in a pile and shuffle them Turn the pile over so that the images on the flashcards are facing down Give the pile of flashcards to a student Ask the student to turn over each flashcard and say the L-blend sound and the word (“pl, plane”) Time how long it takes After the student has finished, ask them to shuffle the cards and pass the pile to the next student 11 CD1 06 L-Blends /kl/ fl/ /gl/ /pl/ c l /kl/ clap f l /fl/ flag When two letters – like “c,l” and “f,l” – come together, each letter keeps its own sound That’s a blend Read and write: Read the passage together Then have the students read the passage individually or as a group Ask them to fill in each of the boxes with the correct L-blend Extra idea: Use the space under the boxes to have the students practice writing the L-blend words on their own Learn Listen and repeat: Review Learn the L-blend cl/fl/gl/pl sounds Put the clap flashcard on the board and write “clap.” Draw a red and black arrow underneath the word (like there is on page 12) and teach the students to follow the arrow with their finger as they listen and say the word Play the CD and have the students repeat the L-blend words while following the arrows with their finger Then have the students say the L-blend words on their own CD1 Learn Listen and repeat CD1 07 Lis cl fl /kl/ clap /kl/ clock /fl/ flag /fl/ flute /gl/ glass /gl/ glove /pl/ plane /pl/ plum clap clock flag flute gl glass glove pl plane plum Listen and trace clap flute glove cl fl gl pl gl pl cl fl fl /fl/ flag /kl/ clock /pl/ plane /gl/ glass /kl/ clap /gl/ glove gl Extra idea: Ask the students Read and circle clap 09 flute one or two questions about the images in the boxes What color is the flag? Have the students ever been on an airplane? plum plum 13 Listen and trace: Play the CD and have the students trace the words Then read the words together 09 12 Read and circle: Have the students read the words out loud and circle the correct pictures Extra idea: Make two sets of flashcards Draw a line down the middle of the board Put one set of 08 /kl/ clap, clap /gl/ glove, glove the board Ask the students what words they know that have those L-blends Play the CD Tell the students to circle and write the sounds they hear Correct the answers together or have the students work with a partner to check their work CD1 08 fl CD1 CD1 cl Read Listen Listen and circle Then write L-Blends 07 CD1 t e n & Wr i t e Listen and circle Then write: Write cl/fl/gl/pl on /fl/ flute, flute /pl/ plum, plum flashcards on each side of the line Ask two students to stand at the back of the classroom Call out one of the L-blend words and have the students run to the board and circle it Read Listen and repeat: Look Read at the picture What the students see? Point at number in the picture and say “Clapping It is fun clapping.” Have the students repeat what you said Do the same thing for numbers and and then play the CD and ask the students to repeat what they hear CD1 Le ar n t Read o Listen and repeat CD1 10 Read Listen and read the story out loud CD1 11 CD1 CHANT-12 Wo r d Clay claps a nd claps Clay is my baby brother 10 clapping It is fun clapping playing the flute It is fun playing the flute flying the plane It is fun flying the plane Le ar n t Read o Sen It is fun clapping It is fun playing the flute It is fun flying the pla ne It is fun playing with Clay Fly the plane, Clay Wave the flag, Clay Look and read Then check tence Oh, no! Clay steps on the plums! Clay still claps Oh, boy! Clara can read the flag The plane is green The glove is green fun It is fun having a snack Milk is in the glass Plums are on the plate Clara can read the clock students read the three sentences and the actions in them and with Extra idea: Have the High Frequency Words Listen and read the story out loud: Look at the picture What the students see? What is happening? Teach the students any new words in the picture (clown/flower/ stars) and ask one or two questions about them (“Do you like clowns?” /“How many stars are there?”) Play the CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students the chant individually or as a group Ask the students to answer the comprehension question at the bottom of the page After You Read What does Clay like to do? He likes to sleep She plays the flute well He likes to clap She plays the glass well He likes to play the flute 14 Look and read Then check: Look at the three pictures together What the students see? Ask the students to read the sentences and place check marks next to the ones that match the pictures 15 Extra idea: Play “Simon says” with the students Teach the students that if you say “Simon says” before an action, they should the action If you not say “Simon says” before an action, they should not the action Use the actions with the L-blend words from the story (clap your hands/ fly the plane/drink from the glass/put on gloves/step on the plum) and other fun actions during the game WCPM Chart: Have the students read the passage on page 15 individually Use the WCPM Chart on page 102 to assess their reading fluency 10 11 Can Listen and write the missing letters: Use the flashcards to review the L-blend words with the students Play the CD and have the students write the missing letters they hear in the boxes If the students have any diff iculty writing the missing letters, put the flashcards for the three words on the board CD1 Quiz – Listen and number Then match and write: Can So und Dictatio n Listen and write the missing letters cl fl Clay They fly the CD1 gl Read the L-blend words at the top of the page together Play the CD and have the students number the words in order Then ask them to match the words to the pictures and write the words 13 Listen and number Then match and write pl aps clock plum a ne flute CD1 14 glove CD1 The ums a re on the plate flute, flute clock, clock plum, plum glove, glove 13 Clay claps They fly the plane The plums are on the plate I’m a Wr i t e r 14 Trace and write your own sentence Choose flag plum clock glove flute Extra idea: Write other sentences from the story on the board like those in the exercise Ask the students to guess what L-blends go in the blanks Write the cl, fl, gl, or pl words clock 16 plane clap clock glove flag glass plum flute A flute is in the room A clock is in the room Trace and write your own sentence: Look at the picture What the students see? Read the question together Then ask the students to choose one of the L-blend words and write their own sentence Extra idea: Have the students work with a partner Tell them to take turns asking the question and 17 Phonics Dictionary: Look at the L-blend “a_e” pictures together Ask the students what each picture is Tell them to write the missing words Extra idea: Have the students write all the words and draw their own pictures on a separate piece of paper Ask them what picture is their favorite and what word they think they wrote the neatest reading the sentence they made Choose some of the pairs to present their sentences in front of the class 12 13 Readers Track 04 - 05 o n g S a Sing Workbook Answer Sheet Unit Unit 1 L - Blends L - Blends cl, fl, gl, pl Read Puzzle Find the words and circle Then match Read and number Then write • Music (Sing and Dance) clap glass plum flag flute clock plane glove • Fiction clock flag flute glass glove clap plane Write t c l o c k x d i r c l a p b r f l a g c f l u t e p d w g l o v e g s n p l u m f g l a s s o v z l p l a n e Unscramble and write Write Write the missing letters a p c p l a n e e fl u t f l a g v e o gl cl glove g l a s s o k c clock L - Blends Read Read and circle the correct words pla g gla ss Write clock gla s flute prum klock flag plum cla p I can read the can rea The Clara plays the ara p ays clap Fly the Wave the Gee! Clay steps on the Clay still , Clay , Clay ag p um c a p s Say aloud Check the ones you can say (clock / plum) t e c oc plane I can say the WORDS /8 clap clock flag flute gla ss glove plane plum (flag / plane) is big ag is Phonics Show Readers: Read the story title to the students and ask them what they see in the plum kla p Read and circle Then write Read and write fluet Say picture Play the CD and have the students listen and repeat what they hear Read each page and have the students repeat the sentences Ask them to describe what they see on each page Do the “Let’s Sing” activity at the end of the story together fl g fla Write I can say the SENTENCES ig (glove / flute) well e /3 Clay claps and claps u e we Milk is in the glass Plums are on the plate Extra Idea: Do the actions while reading the story Add the action “slap your desk.” Ask the children to think of other actions to Tell them to say the actions using the sentence pattern from the story WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to 14 assess their reading fluency 15 Unit R-Blends cr dr Outline for Two Lessons crab drum Unit 1st lesson Pacing Guide Outline for Three Lessons Unit 1st lesson 2nd lesson 3rd lesson Book & Pages Time 2nd lesson Book & Pages Time Introduction Student Book pp 18~19 20 mins Presentation Student Book pp 20~21 20 mins Assign Homework Workbook pp 8~9 mins Check Homework Workbook pp 8~9 mins Application Student Book pp 22~23 15 mins Evaluation Student Book pp 24~25 10 mins Introduction Student Book pp 18~19 20 mins Presentation Student Book pp 20~21 20 mins Reading Readers pp 15~20 10 mins Assign Homework Workbook pp 8~9 mins Assign Homework Workbook pp 10~11 mins Check Homework Workbook pp 8~9 10 mins Application Student Book pp 22~23 15 mins Evaluation Student Book pp 24~25 15 mins Assign Homework Workbook pp 10~11 mins Check Homework Workbook pp 10~11 10 mins Review Student Book pp 18~25 mins Reading Readers pp 15~20 25 mins Lesson Board • Unit 2: R-Blends • Objectives: - To recognize the R-blend sounds - To learn words that have the R-blend sounds - To build confidence in reading and writing R-blend Words • Duration of each lesson: 45 minutes • Preparation: Student Book 4, Workbook 4, Readers 4, CDs, Flashcards from www.ibuildandgrow.com Evaluation 16 Readers p 70 mins 17 Start Warm up: Use the pictures and letters at the top of the page to introduce the R-blend sounds “cr” and “dr.” Have the students say the R-blend sounds “cr” and “dr” and the pictures (“cr, crab” / “dr, drum”) Start Unit Sing along: Say the lyrics Sing and have the students repeat them When they are saying the R-blend sounds “cr” and “dr” have them hit their desks like a drum Play the CD Encourage the students to sing and hit their desks during the R-blend “cr” and “dr” parts of the song R-Blends cr dr Sing along CD1 Listen drum crab l i ke I t s o u nd s cr c r , c r , c b like I t s o u nd s dr dr , dr , dru m d a nd r together! c r d r ! ! Chant along Then put the stickers on the picture CD1 17 cr 15 c a nd r together! Chant Listen and repeat dr + = + = tr fr cr dr crab drum When two letters, like cr and dr, come together, each letter keeps its own sound That's a blend CD1 16 friend Read Read and write A crab and a frog are friends The crab drives a truck crawl crab tree frog dr ab drive Chant along: Look at the picture What the students see? Ask the students some questions about the picture How many leaves are on the tree? What color is the truck? Point to the images and say the R-blend sounds and words with the students (“cr, crab”) Play the CD and the chant Then have the students the chant individually or as a group Ask them to put the stickers from the back of the student book on the picture 18 16 um fr tr og uck truck 18 CD1 CD and have the students repeat what they hear Explain to the students that when two letters, like “cr” and “dr,” come together, each letter keeps its own sound Point to “c” and “r” and ask the students to say the letters Tell the students to say the R-blend sound “cr” and to use their finger to practice writing “cr” in the air Ask them to write the word “crab” in the air with their finger Do the same thing for the R-blend sound “dr.” Read the sentences at the bottom of the activity together Then ask the students if they can think of any words for the R-blends “fr” and “tr.” The frog plays the drum drum cr Listen and repeat: Play the Here comes Word Chant! Here comes Word Chant! /kr/ crab(X2) /kr/ crawl(X2) /dr/ drum(X2) / dr/ drive(X2) /fr/ frog(X2) /fr/ friend(X2) /tr/ tree(X2) /tr/ truck(X2) Extra idea: Hold a Phonics Show flashcard behind a piece of black paper Lift the piece of black paper up slowly so that only a little bit of the flashcard is revealed at a time Ask the students to try and guess what flashcard it is Have them say the R-blend sound “cr” or “dr” and the word (“cr, crab”) when guessing 19 CD1 17 R-Blends /kr/ /dr/ /fr/ /tr/ c r /kr/ crab d r /dr/ drum When two letters – like “c,r” and “d,r” – come together, each letter keeps its own sound That’s a blend Read and write: Read the passage together Then have the students read the passage individually or as a group Ask them to fill in each of the boxes with the correct R-blend Extra idea: Use the space under the boxes to have the students practice writing the R-blend words on their own 19 Can Listen and write the missing letters: Use the flashcards to review the diphthong “oi” and “oy” words with the students Play the CD and have the students write the missing letters they hear in the boxes If the students have any diff iculty writing the missing letters, put the flashcards for the three words on the board CD2 So und Dictatio n Listen and write the missing letters oi I’m a Wr i t e r Read the diphthong “oi” and “oy” words at the top of the page together Play the CD and have the students number the words in order Then ask them to match the words to the pictures and write the words 32 Listen and number Then match and write The boy enjoys playing with t Troy p 32 CD2 oy He needs some c The boy enjoys playing with toys He needs some coins Troy points to the train s ns CD2 boy coin oyster boil 33 nts to the train CD2 33 oyster, oyster coin, coin boy, boy boil, boil Trace and write your own sentence Choose a new toy Extra idea: Write other coin 74 I think I need some coins Trace and write your own sentence: Look at the picture What the students see? What is happening? Read the question together Then ask the students to choose one of the diphthong words and write their own sentence Extra idea: Have the students work with a partner Tell them to take turns asking the question and reading the sentence they made Choose some of the pairs to present their sentences in front of the class boil boy oyster Write the oi or oy words some coins sentences from the story on the board like those in the exercise Ask the students to guess what diphthongs go in the blanks 98 Quiz – Listen and number Then match and write: Can point coin oyster oil boy toy enjoy boil 75 Phonics Dictionary: Look at the diphthong “oi” and “oy” pictures together Ask the students what each picture is Tell them to write the words in the blanks next to the pictures Extra idea: Have the students write all the words and draw their own pictures on a separate piece of paper After, ask them what picture is their favorite and what word they think they wrote the neatest 99 Readers Track 19 - 20 Workbook Answer Sheet Unit Unit 8 Diphthongs Diphthongs The Oil Is Boiling oi, oy Read oi, oy Puzzle Find the words and circle Then match Read and number Then write • Science (Water) coin toy point enjoy boil oyster oil boy • Fiction point toy Read enjoy oil oyster coin boy boil Match coin boy b o y z u t o y e b r e n j o y x a j p o i n t b g d u o i l o y s t e r d x c o i n f p g r e b o i l en in co ster poi joy oy nt oyster a s Look and match Read and circle m s 32 33 Diphthongs oi, oy Read Read and circle the correct words toy boel Write enjey boil enjoy oil boy pount coins bey I think I need some in Find my new in Phonics Show Readers: Read the story title to the students and ask them what they see in the nee He 34 oy boy The I think I need a new I think I need some coins I think I need some oi enjoys playing with toys oy Say aloud Check the ones you can say I can say the WORDS (coins / oil) some oi oil /8 coin oil boil point boy toy enjoy oyster (toy / coin) my new I can say the SENTENCES oy o e /3 The boy enjoys playing with toys (walks / points) to the train e poin s toy point Read and circle Then write Read and write oa l Say 51 picture Play the CD and have the students listen and repeat what they hear Read each page and have the students repeat the sentences Ask them to describe what they see on each page Discuss the “Science Fact” at the end of the story together toi Write rain I think I need some coins He points to the train 35 Extra Idea: Have the students close their Phonics Show Readers Read a few of the sentences out loud and ask the students to write them down Have them work with a partner to check their spelling WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to 100 assess their reading fluency 101 Unit Diphthongs ow ou Outline for Two Lessons cow house Unit 1st lesson Pacing Guide Outline for Three Lessons Unit 1st lesson 2nd lesson 3rd lesson Book & Pages Time 2nd lesson Book & Pages Time Introduction Student Book pp 76~77 20 mins Presentation Student Book pp 78~79 20 mins Assign Homework Workbook pp 36~37 mins Check Homework Workbook pp 36~37 mins Application Student Book pp 80~81 15 mins Evaluation Student Book pp 82~83 10 mins Introduction Student Book pp 76~77 20 mins Presentation Student Book pp 78~79 20 mins Reading Readers pp 57~62 10 mins Assign Homework Workbook pp 36~37 mins Assign Homework Workbook pp 38~39 mins Check Homework Workbook pp 36~37 10 mins Application Student Book pp 80~81 15 mins Evaluation Student Book pp 82~83 15 mins Assign Homework Workbook pp 38~39 mins Check Homework Workbook pp 38~39 10 mins Review Student Book pp 76~83 mins Reading Readers pp 57~62 25 mins Lesson Board • Unit 9: Diphthongs “ow” and “ou” • Objectives: - To recognize the diphthong “ow” and “ou” sounds - To learn words that have the diphthong “ow” and “ou” sounds - To build confidence in reading and writing diphthong “ow” and “ou” words • Duration of each lesson: 45 minutes • Preparation: Student Book 4, Workbook 4, Readers 4, CDs, Flashcards from www.ibuildandgrow.com Evaluation 102 Readers p 70 mins 103 Start Warm up: Use the pictures and letters at the top of the page to introduce the diphthongs “ow” and “ou.” Have the students say the diphthongs “ow” and “ou” and the pictures (“ow, cow”/“ou, house”) Start Unit Sing along: Say the lyrics Sing and have the students repeat them When they are saying the diphthongs “ow” and “ou” have them stamp their feet Play the CD Encourage the students to sing and stamp their feet during the diphthong “ow” and “ou” parts of the song Diphthongs ow ou Sing along CD2 o a nd u together! cow house l i ke I t s o u nd s ow ow , ow , c o l i ke I t s o u nd s ou ou, ou, hous house owl e! + = cow + = house CD2 35 cloud Read Read and write The owl is smart It can count One, two brown One cow is missing! cow ow down ow l c 76 Chant along: Look at the picture What the students see? Ask the students some questions about the picture What is the cow doing? How many chipmunks are there? Point to the images and say the diphthongs “ow” and “ou” and the words with the students (“ow, cow”) Play the CD and the chant Then have the students the chant individually or as a group Ask them to put the stickers from the back of the student book on the picture 35 Here comes Word Chant! Here comes Word Chant! /au/ cow(X2) /au/ owl(X2) /au/ brown(X2) /au/ down(X2) /au/ cloud(X2) /au/ mouse(X2) /au/ count(X2) /au/ house(X2) Extra idea: Put the Phonics Show flashcards on the board Write one of the words on the board, but scramble the letters so that the word cannot be easily read Ask two students to guess what the word is Tell them to say the diphthong “ow” or “ou” and word (“ou, house”) when making a guess 104 CD and have the students repeat what they hear Explain to the students that when two vowel letters, like “ow” and “ou,” come together, they make a gliding sound Point to “o” and “w” and ask the students to say the letters Tell the students to say the diphthong “ow” and to use their finger to practice writing “ow” in the air Ask them to write the word “cow” in the air with their finger Do the same thing for the diphthong “ou.” Read the sentences at the bottom of the activity together No, no It's in the house CD2 ou = When two vowel letters, like ow and ou, come together, they make a gliding sound That's a diphthong mouse 36 o w ow o u ou count CD2 ow w! Chant along Then put the stickers on the picture Listen and repeat 34 o a nd w together! Chant Listen Listen and repeat: Play the ou c ou nt h se 77 CD2 36 Diphthongs /au/ /au/ o w /au/ cow o u /au/ house When two vowel letters - like “o,w” and “o,u” - come together, they make a gliding sound That’s a diphthong Read and write: Read the passage together Then have the students read the passage individually or as a group Ask them to fill in each of the boxes with the correct diphthong Extra idea: Use the space under the boxes to have the students practice writing the diphthong “ow” and “ou” words on their own 105 Learn Listen and repeat: Review Learn the diphthongs “ow” and “ou.” Put the cow flashcard on the board and write “cow.” Draw a black and red arrow underneath the word (like there is on page 78) and teach the students to follow the arrow with their finger as they listen and say the word Play the CD and have the students repeat the diphthong “ow” and “ou” words while following the arrows with their finger Then have the students say the diphthong “ow” and “ou” words on their own CD2 Learn Listen and repeat CD2 37 Lis Listen and trace Diphthongs cow ow CD2 39 owl ou brown down cloud mouse count cow owl brown down cloud mouse count house Listen and trace Extra idea: Ask the students one or two questions about the images in the boxes How many apples are there? Is the house big or small? 38 cow owl house cow house cloud 79 Listen and trace: Play the CD and have the students trace the words Then read the words together Read and circle: Have the students read the words out loud and circle the correct pictures Extra idea: Make two sets of flashcards Draw a line down the middle of the board Put one set of 38 /au/ cow, cow /au/ house, house cloud 78 CD2 Read and circle CD2 39 /au/ brown /au/ count /au/ house /au/ owl /au/ mouse /au/ down house Read Listen ow/ou on the board Ask the students what words they know that have those diphthongs Play the CD Have the students listen and trace the words Then read the words together CD2 37 /au/ /au/ /au/ /au/ /au/ /au/ /au/ /au/ 106 t e n & Wr i t e Listen and trace: Write /au/ owl, owl /au/ cloud, cloud flashcards on each side of the line Ask two students to stand at the back of the classroom Call out one of the diphthong “ow” and “ou” words and have the students run to the board and circle it 107 Read Listen and repeat: Look Read at the picture What the students see? Point at number in the picture and say “The cow turns brown I hope the cow turns brown.” Have the students repeat what you said Do the same thing for numbers and and then play the CD and ask the students to repeat what they hear CD2 Le ar n t Read o Listen and repeat CD2 40 Read CD2 41 the picture What the students see? What is happening? Play the CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students the chant individually or as a group Ask the students to answer the comprehension question at the bottom of the page CD2 CHANT-42 Wo r d Dr Brown is a strange vet "I hope the cow turns brown 40 the cow turns brown I hope the cow turns brown the owl flies to its house I hope the owl flies to its house the mouse can sit down I hope the mouse can sit down I hope the owl flies to its house I hope the mouse can sit down." I hope the cow turns brown Dr Brown counts I hope the owl flies to its house "One, two, three!" I hope the mouse ca n sit down Boom! High Frequency Words hope its come His wishes come true Le ar n t Read o Sen Shhh He uses magic! Look and read Then check tence The owl flies to its house The owl flies to its mouse He can go down He can count Extra idea: Ask the students to read the three sentences and clap their hands when they say the diphthong “ow” and “ou” words Have the students read and clap at different speeds Listen and read the story out loud Listen and read the story out loud: Look at After You Read Who uses magic? The owl uses magic The cloud turns gray The mouse uses magic The cow turns gray Dr Brown uses magic 80 Look and read Then check: Look at the three pictures together What the students see? Ask the students to read the sentences and place check marks next to the ones that match the pictures 81 WCPM Chart: Have the students read the passage on page 81 individually Use the WCPM Chart on page 102 to assess their reading fluency Extra idea: Write the three correct sentences on the board Whisper one of the sentences to a student and ask them to whisper it to the student sitting next to them Tell the students to keep whispering the sentence until everyone has heard it Have the last person to hear the sentence come to the board and put a check mark beside the sentence 108 109 Can Listen and write the missing letters: Use the flashcards to review the diphthong “ow” and “ou” words with the students Play the CD and have the students write the missing letters they hear in the boxes If the students have any diff iculty writing the missing letters, put the flashcards for the three words on the board CD2 Quiz – Listen and number Then match and write: Can So und Dictatio n Listen and write the missing letters ow Dr Brown c 43 I’m I hope the mouse can sit down Dr Brown counts The clouds turn gray a Wr i t e r 43 Listen and number Then match and write ou I hope the mouse ca n sit d The cl CD2 Read the diphthong “ow” and “ou” words at the top of the page together Play the CD and have the students number the words in order Then ask them to match the words to the pictures and write the words n CD2 house count brown owl nts 44 ds turn gray CD2 44 brown, brown count, count owl, owl house, house Trace and write your own sentence Choose cow count owl house brown owl Extra idea: Write other sentences from the story on the board like those in the exercise Ask the students to guess what diphthongs go in the blanks 82 I hope the owl flies I hope the mouse flies Trace and write your own sentence: Look at the picture What the students see? What is happening? Read the question together Then ask the students to choose one of the diphthong words and write their own sentence Extra idea: Have the students work with a partner Tell them to take turns asking the question and reading the sentence they made Choose some of the pairs to present their sentences in front of the class 110 Write the ow or ou words mouse owl cloud house cow down count mouse brown 83 Phonics Dictionary: Look at the diphthong “ow” and “ou” pictures together Ask the students what each picture is Tell them to write the words in the blanks next to the pictures Extra idea: Have the students write all the words and draw their own pictures on a separate piece of paper After, ask them what picture is their favorite and what word they think they wrote the neatest 111 Readers Track 21- 22 Workbook Answer Sheet Unit Unit 9 Diphthongs Diphthongs ow, ou Read ow, ou Puzzle Find the words and circle Then match Read and number Then write • Math (Counting Numbers) brown owl cow cloud down house mouse count • Fiction Can Count Numbers cow house brown cloud owl mouse down count Write g b c o n t n b r o w n d d e i o w l m h o u s e r i h m o u s e l e o u d k z c n r c o w e s e p d o w n Unscramble and write Write l u Write the missing letters d o w n c l o u d l c o w o w owl h o u s e r o w b n n t u c o brown count 36 37 Diphthongs ow, ou Read Read and circle the correct words cow cou Write down Read and write owl doun ma use mouse awl owl house use kount count mouse I hope the cow I hope the m ouse I hope the ow ouse Write Read and circle Then write Say 57 I hope the cow turns ope picture Play the CD and have the students listen and repeat what they hear Read each page and have the students repeat the sentences Ask them to describe what they see on each page Extra Idea: Have the students take turns telling how many people live in their house Have them The row n turns can sit down flies to its Say aloud Check the ones you can say I can say the WORDS /8 cow owl brown down cloud mouse count house I can say the SENTENCES urns gray ies o i s /3 I hope the cow turns brown (owl / cow) flies to its house ow 38 rown cow (mouse / cloud) turns gray c l ou Phonics Show Readers: Read the story title to the students and ask them what they see in the urns house (brown / house) e cow The brown ouse Dr Brown counts numbers The clouds turn gray 39 say, “I can count numbers.” Then ask them to count and say how many people live in their house For example, “One, two, three, four five! Five people live in my house.” WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to assess their reading fluency 112 113 10 Unit Adding -es Outline for Two Lessons boxes brushes Unit 10 1st lesson Pacing Guide Outline for Three Lessons Unit 10 1st lesson 2nd lesson 3rd lesson Book & Pages Time 2nd lesson Book & Pages Time Introduction Student Book pp 84~85 20 mins Presentation Student Book pp 86~87 20 mins Assign Homework Workbook pp 42~43 mins Check Homework Workbook pp 42~43 mins Application Student Book pp 88~89 15 mins Evaluation Student Book pp 90~91 10 mins Introduction Student Book pp 84~85 20 mins Presentation Student Book pp 86~87 20 mins Reading Readers pp 63~68 10 mins Assign Homework Workbook pp 40~41 mins Assign Homework Workbook pp 42~43 mins Check Homework Workbook pp 40~41 10 mins Application Student Book pp 88~89 15 mins Evaluation Student Book pp 90~91 15 mins Assign Homework Workbook pp 42~43 mins Check Homework Workbook pp 42~43 10 mins Review Student Book pp 84~91 mins Reading Readers pp 63~68 25 mins Lesson Board • Unit 10: Adding “-es” • Objectives: - To recognize the “-es” sound - To learn words that have the “-es” sound - To build confidence in reading and writing “-es” words • Duration of each lesson: 45 minutes • Preparation: Student Book 4, Workbook 4, Readers 4, CDs, Flashcards from www.ibuildandgrow.com Evaluation 114 Readers p 70 mins 115 Start Warm up: Use the pictures and letters at the top of the page to introduce “-es.” Have the students say the “-es” sound and the pictures (“es, boxes”/“es, brushes”) 10 Start Unit Adding -es Listen Listen and repeat Sing CD2 45 l i ke I t s o u nd s e a nd s together! e a nd s together! Chant es l i ke I t s o u nd s e s , e s , b ox e es e s , e s , bru s h brushes es! CD2 boxes es brushes kisses benches CD and have the students repeat what they hear Point to “e” and “s” and ask the students to say the letters Tell the students to say the “-es” sound and to use their finger to practice writing “es” in the air Point to “boxes” and have the students say it Then the same thing with brushes/kisses/benches Have the students practice saying all three words To make things fun, have the students say the words at different speeds and change their voice Lisa is looking for her brushes wishes They are not in the boxes classes = Read and write benches s 46 Read + s! Chant along Then put the stickers on the picture e es Sing along 47 boxes brushes Sing along: Say the lyrics and have the students repeat them When they are saying the “-es” sound have them shake their arms Play the CD Encourage the students to sing and shake their arms during the “-es” parts of the song CD2 Listen and repeat: Play the They are not under the benches Tony finds the brushes! es boxes kisses 84 about the picture How many students are there? What color is the man painting the board? Point to the images and say the “-es” sound and the words with the students (“es, boxes”) Play the CD and the chant Then have the students the chant individually or as a group Ask them to put the stickers from the back of the student book on the picture 116 46 brush es box es bench es kiss teaches Chant along: Look at the picture What the students see? Ask the students some questions CD2 Lisa kisses Tony fixes Here comes Word Chant! Here comes Word Chant! /iz/ boxes(X2) /iz/ fixes(X2) /iz/ classes(X2) /iz/ kisses(X2) /iz/ wishes(X2) /iz/ brushes(X2) /iz/ benches(X2) /iz/ teaches(X2) Extra idea: Pass a Phonics Show flashcard to a student and say the “-es” sound and the word (“es, kisses”) Tell the student to pass the flashcard to the next student and repeat the “-es” sound and word Keep doing this until all the flashcards have been passed around the classroom If you want to make things more exciting, time how long it takes the students to pass around all the flashcards 85 CD2 47 Adding -es e s /iz/ e s /iz/ e s /iz/ e s /iz/ boxes(X2) brushes(X2) kisses(X2) benches(X2) Read and write: Read the passage together Then have the students read the passage individually or as a group Ask them to fill in each of the boxes with “-es” Extra idea: Use the space under the boxes to have the students practice writing the “-es” words on their own 117 Learn Listen and repeat: Review Learn the “-es” sound Put the boxes flashcard on the board and write “boxes.” Draw a black and red arrow underneath the word (like there is on page 86) and teach the students to follow the arrow with their finger as they listen and say the word Play the CD and have the students repeat the “-es” words while following the arrows with their finger Then have the students say the “-es” words on their own CD2 /iz/ /iz/ /iz/ /iz/ /iz/ /iz/ /iz/ /iz/ Learn Listen and repeat CD2 48 Lis Listen and trace Adding es boxes fixes classes kisses CD2 50 CD2 /iz/ /iz/ /iz/ /iz/ /iz/ /iz/ boxes fixes classes kisses wishes brushes benches teaches wishes brushes benches teaches one or two questions about the images in the boxes How many presents are there? What words are written on the board? Read Listen Listen and trace Read and circle CD2 49 kisses kisses brushes teaches wishes teaches 86 87 Listen and trace: Play the CD and have the students trace the words Then read the words together Read and circle: Have the students read the words out loud and circle the correct pictures Extra idea: Make two sets of flashcards Draw a line down the middle of the board Put one set of 49 /iz/ fixes, fixes /iz/ wishes, wishes fixes boxes classes wishes benches brushes 48 CD2 50 Extra idea: Ask the students fixes 118 t e n & Wr i t e Listen and trace: Play the CD Have the students listen and trace the words Then read the words together /iz/ kisses, kisses /iz/ teaches, teaches flashcards on each side of the line Ask two students to stand at the back of the classroom Call out one of the “-es” words and have the students run to the board and circle it 119 Read Listen and repeat: Look Read at the picture What the students see? Point at number in the picture and say “Moves the boxes Josh moves the boxes.” Have the students repeat what you said Do the same thing for numbers and and then play the CD and ask the students to repeat what they hear CD2 Le ar n t Read o Listen and repeat CD2 51 Read Listen and read the story out loud CD2 52 the picture What the students see? What is happening? Play the CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students the chant individually or as a group Ask the students to answer the comprehension question at the bottom of the page CD2 CHANT-53 Wo r d Josh is an eight-year-old boy He always does what his dad does 51 moves the boxes Josh moves the boxes kisses his mom Josh kisses his Mom fixes the benches Josh fixes the benches When his dad kisses his mom, Josh kisses his mom, too When his dad moves the boxes, Josh moves the boxes Josh moves the boxes, too Josh kisses his mom Josh fixes the benches When his dad fixes the benches, Josh wants to fix them, too Listen and read the story out loud: Look at High Frequency Words does his them Using some brushes, Josh paints the benches Le ar n t Read o Sen Look and read Then check tence With his dad, Josh can anything! She kisses her mom She teaches her mom Extra idea: Ask the students to read the three sentences and stamp their feet when they say the ”-es” words Tom moves the benches Tom moves the boxes After You Read What does Josh with the brushes? He fixes the boxes He wants some classes He moves the boxes He wants some brushes He paints the benches 88 Look and read Then check: Look at the three pictures together What the students see? Ask the students to read the sentences and place check marks next to the ones that match the pictures 89 WCPM Chart: Have the students read the passage individually Use the WCPM Chart on page 102 to assess their reading fluency Extra idea: Put the students in groups of four Give the first student in each group a marker and tell them to write the first word from sentence number one on the board When they have finished tell them to pass the marker to the next student who will write the second word The first group to finish writing the full sentence (“She kisses her mom.”) is the winner 120 121 Can Listen and write the missing letters: Read the three words at the top of the page together Play the CD and have the students write the missing letters they hear in the boxes So und Dictatio n Listen and write the missing letters kisses CD2 benches CD2 Listen and number Then match and write boxes Josh Josh moves the Read the “-es” words at the top of the page together Play the CD and have the students number the words in order Then ask them to match the words to the pictures and write the words 54 his mom CD2 55 fixes wishes cla sses benches 54 Josh kisses his mom Josh moves the boxes Josh paints the benches CD2 Josh paints the Extra idea: Write other I’m sentences from the story on the board like those in the exercise Ask the students to guess what “-es” words go in the blanks a Wr i t e r 55 wishes, wishes fixes, fixes classes, classes benches, benches Trace and write your own sentence Choose music classes English classes wishes classes fixes benches Write the adding -es words brushes wishes 90 boxes classes fixes benches kisses teaches She teaches English classes Trace and write your own sentence: Look at the picture What the students see? What is happening? Read the question together Then ask the students to choose one of the “-es” words and write their own sentence Extra idea: Have the students work with a partner Tell them to take turns asking the question and reading the sentence they made Choose some of the pairs to present their sentences in front of the class 122 Quiz – Listen and number Then match and write: Can 91 Phonics Dictionary: Look at the “-es” pictures together Ask the students what each picture is Tell them to write the words in the blanks next to the pictures Extra idea: Have the students write all the words and draw their own pictures on a separate piece of paper After, ask them what picture is their favorite and what word they think they wrote the neatest 123 Readers Track 23 - 24 Workbook Answer Sheet 10 Unit Unit 10 -es Help Finding My Pup - es Adding Adding Read Puzzle Find the words and circle Then match Read and number Then write • Science (Footprints) kisses brushes classes benches wishes boxes teaches fixes • Fiction classes Read boxes wishes kisses fixes brushes teaches benches Match boxes kisses a c h e s z b o x e s g f i x e s g w i s h e s m b r u s h e s o k i s s e s c l a s s e s b e n c h e s bru xes ki shes fi ches ben sses brushes e Look and match Read and circle t e 40 41 Adding - es Read Read and circle the correct words teaches teashes classes boses clases boxes wishiz Write Read and write brushes wishes benches bentes fixis fixes Read and circle Then write Say 63 Josh os picture Play the CD and have the students listen and repeat what they hear Read each page and have the students repeat the sentences Ask them to describe what they see on each page isses er mom Tom moves the her mom, too Josh moves the Using some He wants some benches , too oxes rushes , e nc e s Josh paints Say aloud Check the ones you can say I can say the WORDS /8 boxes fixes classes kisses wishes brushes benches teaches (boxes / benches) enc es (brushes / classes) e wants some 42 isse s Josh (kisses / teaches) her mom o m moves t e Phonics Show Readers: Read the story title to the students and ask them what they see in the boxes the Write kisses rus es I can say the SENTENCES /2 When Dad moves the boxes, Josh moves the boxes, too When Dad fixes the benches, Josh wants to fix them, too 43 Extra Idea: Have the students take turns reading the story out told Instead of talking about “Pup,” ask them to tell about their own pet or a pet they would like to have WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to assess their reading fluency 124 125 Activity Activity [ Template ] How to make Each students tells something he or she likes Chart and Class Book The teacher writes their sentences on the chart I like my glove I like my frog I like my skate (Mrs Moor) (Tom) (Jenny) The students touch and read the sentences on the Name Predictable predictable chart What you need Name Template Chart paper Markers Crayons Scissors The teacher cuts every sentence into individual words like I glove my The students reassemble the sentence, glue it on the template, and draw a picture The teacher gathers each student's template to make a class book Things I Like Class Book Glue 92 93 Activity “Predictable Chart and Class Book”: Follow the instructions to make the Predictable Chart and Class Book with the students Extra idea: Have some of the students come to the front and read the class book to their classmates After reading the class book, quiz the students to see if they can remember who each of the different sentences and drawings belong to 126 127