Phonics show 1 TG2

1 Alphabet Sounds Teacher’s Guide Contents Aa Bb Cc Unit apple, ant, alligator, bear, box, bee, cat, car, cot Dd Ee Ff Unit dog, dad, door, elephant, egg, eight, fox, fish, fan Gg Hh Ii Unit girl, goat, gift, hat, horse, hand, insect, iguana, igloo Jj K k L l Unit jam, jet, juice, king, key, koala, lion, lemon, lamp Mm Nn Oo Unit Pp Qq Rr Unit pen, pot, pink, queen, quilt, quarter, red, ring, rock S s Tt Unit soap, sock, sun, toy, tiger, toe Uu Vv Ww Unit up, under, umbrella, van, vet, vacuum, wolf, wall, wagon X x Yy Z z Unit fox, box, six, yacht, yellow, yarn, zebra, zipper, zoo Unit 10 Activity Aa to Zz Hidden ABCs mom, milk, mitten, nurse, neck, net, otter, octopus, ox Word List Alphabet Handwriting Guide Activity Teddy Bear, Teddy Bear Phonics Show Scope & Sequence WCPM Chart Phonics Show Certificate Unit Aa B b Cc Outline for Two Lessons 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 Evaluation Readers p 70 mins Lesson Board • Unit 1: Aa Bb Cc • Objectives: - To recognize uppercase “A,B,C” and lowercase “a,b,c” - To recognize “/a/, /b/, /k/” sounds - To learn words that begin with the target letters - To build confidence in reading and writing the target letters • Duration of each lesson: 45 minutes • Preparation: Student Book 1, Workbook 1, Readers 1, CDs, Flashcards from www.ibuildandgrow.com Start Warm up: Use the pictures and letters at the top of the page to introduce the letters “Aa/Bb/Cc.” Teach the difference between uppercase and lowercase letters (“It’s a big A/small a”) and have the students practice the phonetic sound for each letter Then have the students say the phonetic sounds and the pictures (“A, a, apple”) Unit Sing Aa B b Cc and have the students repeat them When they are saying the phonetic sounds for the letters (“a, a, a”), have them clap their hands Play the CD Encourage the students to sing and clap their hands during the letter and sound parts of the song Chant Sing along CD1 1 1 2 CD1 05 Match apple Match and circle the partner letters A 10 B C bee bear c cat under the uppercase and lowercase letters to have the students practice writing the letters on their own box uppercase and lowercase letters on the board Show how each letter is written and then have the students use their finger to practice writing the letters in the air Ask them to look at page 11 and trace the letters Extra idea: Use the space Chant along Then put the stickers on the picture cot Trace and write: Write 04 car ant alligator Chant along: Look at the picture What the students see? What is happening? Point to the images and say each word and its beginning sound with the students (“A, a, ant”) 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 05 Trace and write Trace I m a ke t h e s o u nd a , a , a When I see the letter Aa, , I ma ke the sound b , b , b When I see the letter Bb , I ma ke the sound c , c , c When I see the letter Cc Sing along: Say the lyrics CD1 Start Here comes Word Chant! Here comes Word Chant! /a/ /a/ apple(X2) /a/ /a/ ant(X2) /a/ /a/ alligator(X2) /b/ /b/ bear(X2) /b/ /b/ box(X2) /b/ /b/ bee(X2) /k/ /k/ car(X2) /k/ /k/ cot(X2) Extra idea: Play a matching game with the Phonics Show flashcards Make a set of picture flashcards and a set of word flashcards Spread both sets of flashcards out face down Have a student turn over one picture flashcard and one word flashcard and say the beginning sounds and words (“A, a, apple”) If the two flashcards match, the student gets a point Ac C B ba c C b b B A c C a b B a A Bb C a a A c 11 Match and circle the partner letters: Have the students look at the letters at the top of the activity Are they uppercase or lowercase letters? What sound does each letter make? Have the students match the letters with the letters in the images Then ask them how many uppercase and lowercase letters are in each image Extra idea: Ask the students one or two questions about the images at the bottom of the activity Do they like cats? What color are apples? Teach the students how to answer the questions in full sentences (“Yes, I do.” / “No, I don’t.”) / (“Apples are red.”) Learn Listen and repeat: Review Learn the letters and sounds Put the apple flashcard on the board and write “apple.” 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 words while following the arrows with their finger Then have the students say the beginning sounds and words on their own CD1 Learn Listen and repeat /a/ /a/ /a/ /b/ /b/ /b/ /k/ /k/ /k/ 06 Wr i t e & Say Aa Bb apple pple ant nt a alligator lligator box ox Cc cat at Listen CD1 car ar a b c c a c Listen and check Then match a b c a c b CD1 a b c 08 a b c c 07 /b/ /b/ bee Listen and check Then match: Review the words at the bottom of page 13 What sound does each word begin with? Play the CD and have the students check the sounds they hear and match them with the proper words Correct the answers together or have the students work with a partner to check their work CD1 08 /b/ /b/ box b 13 Correct the answers together or have the students work with a partner to check their work /k/ /k/ cat c Listen and check: Play the CD and have the students check the beginning sounds they hear /a/ /a/ apple b 12 CD1 c cot ot 07 b bee ee Listen Listen and check a apple ant alligator bear box bee cat car cot b bear ear and write the beginning sound for each word Correct the answers by having the students say the beginning sound and the word (“A, a, apple”) Circle and write Then say 06 /a/ /a/ /a/ /b/ /b/ /b/ /k/ /k/ /k/ CD1 Circle and write Then say: Have the students circle /k/ /k/ cot /a/ /a/ alligator Read Listen and repeat: Look Read at the picture What the students see? What is happening? Point at number in the picture and say “The apple Look at the apple.” 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 Le ar n t Read o CD1 09 Read Listen and read the story out loud CD1 10 the picture What the students see? What are the animals doing? Teach the students any new words in the picture (castle/clouds) and ask one or two questions about them (“Is the castle big or small?”/“How many clouds are there?”) CD1 CHANT-11 Wo r d Look at the a nt Look at the apple Look at the bea r Look at the box Extra idea: Point at the extra phonics words in the picture (ant/bee) and ask the students to make sentences with the words CD1 Listen and repeat 09 Le the apple Look at the apple the bear Look at the bear the cat Look at the cat ar n t Read o Sen Look at the apple Look at the bear Look at the cat 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 Look at the cat Look at the cot Make and read the sentences out loud tence Look at the Listen and read the story out loud: Look at After You Read Circle two animals from the story car box 14 Make and read the sentences out loud: Tell the students to use the pictures and words to make sentences Use the flashcards to help the students make sentences with the unit’s other phonics words 15 WCPM Chart: Have the students read the passage on page 15 individually Use the WCPM Chart on page 102 to assess their reading fluency Extra idea: Tape the flashcards to the board Ask the students to make sentences for the flashcards (“Look at the bear.”) Time the students to see how fast they can make sentences for all nine flashcards 10 11 Can Listen and write the beginning letters: Write lowercase a/b/c on the board and review the sound each letter makes Play the CD and have the students write the beginning sounds they hear in the boxes Once they have finished, tell them to use their answers to complete the sentence CD1 Quiz: Write uppercase and Can So und Dictatio n Listen and write the beginning letters CD1 12 Listen and circle the pictures that have the same beginning sound Then write the letters CD1 13 A a It is a lowercase A/B/C on the board Ask the students if each letter is an uppercase or lowercase letter What sound does each letter make? Play the CD and ask the students to circle the words with the same beginning sounds, and then to write the uppercase and lowercase letters for the sounds in the boxes B b C c g 12 cat bee alligator box It is a bag cat bee alligator box It is a bag I’m a Wr i t e r CD1 Trace and write your own sentence Choose ant, ant bear, bear alligator, alligator car, car cat, cat box, box bee, bee cot, cot bear, bear bear ant Draw bee car 16 This picture begins with Th is pic ture be gin s wit h This picture begins with Aa Bb Cc Look at the bee Look at the car Trace and write your own sentence: Look at the picture What the students see? What is happening? Read the first sentence together Then ask the students to choose one of the phonics words and write their own sentence 13 17 Phonics Dictionary: Ask the students to draw pictures for the beginning sounds Then have them tell you about the beginning sounds and pictures Extra idea: Have the students stand up and read the sentence they wrote out loud Give them the word’s flashcard to hold up while they read their sentence 12 13 Readers Track 04 - 05 Blowing Bubbles Workbook Answer Sheet Unit Unit 1 Aa Bb Cc Aa, Bb, Cc Say • Social Studies (Outdoor Fun) Match Match A B C Say and circle c a b • Fiction a C A b b C b c a B A c Trace Trace and write C B b c a A C c a B b c 2 b C B c b B A a C A c a Aa Bb Cc Write Say and write Puzzle Solve the puzzle b e a c a r p p 2 Say l c a t o a n t Say aloud Check the ones you can say I can say the WORDS /9 a nt cat bea r box apple cot I can say the SENTENCES Phonics Show Readers: Read the story title to the students and ask them what they see in the picture Do they like blowing bubbles? 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 Have them complete the “Let’s Find” activity at the end of the story /3 Look at the alligator Look at the ca r Look at the bee WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to assess their reading fluency 14 15 Unit Dd E e Ff Outline for Two Lessons Unit 1st lesson Pacing Guide Outline for Three Lessons Unit 1st lesson 2nd lesson 3rd lesson 16 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 Evaluation Readers p 70 mins Lesson Board • Unit 2: Dd Ee Ff • Objectives: - To recognize uppercase “D,E,F” and lowercase “d,e,f” - To recognize “/d/, /e/, /f/” sounds - To learn words that begin with the target letters - To build confidence in reading and writing the target letters • Duration of each lesson: 45 minutes • Preparation: Student Book 1, Workbook 1, Readers 1, CDs, Flashcards from www.ibuildandgrow.com 17 Start Warm up: Use the pictures and letters at the top of the page to introduce the letters “Dd/Ee/Ff.” Teach the difference between uppercase and lowercase letters (“It’s a big D/small d”) and have the students practice the phonetic sound for each letter Then have the students say the phonetic sounds and the pictures (“D, d, dog” ) Unit Sing Dd E e Ff and have the students repeat them When they are saying the phonetic sounds for the letters (“d, d, d”), have them jump Play the CD Encourage the students to sing and jump during the letter and sound parts of song 2 1 2 Sing along CD1 Chant egg fox fan uppercase and lowercase letters on the board Show how each letter is written and then have the students use their finger to practice writing letters in the air Ask them to look at page 19 and trace the letters Extra idea: Use the space CD1 15 fish Trace and write: Write 14 Chant along Then put the stickers on the picture Match under the uppercase and lowercase letters to have the students practice writing the letters on their own Match and circle the partner letters D E F dad e d dog door 18 elephant eight Chant along: Look at the picture What the students see? What is happening? Point to the images and say each word and its beginning sound with the students (“D, d, dog”) 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 15 Trace and write Trace I m a ke t h e s o u nd d , d , d When I see the letter Dd, , I m a ke the sound e , e , e When I see the letter Ee f, I ma ke the sound f , f , f When I see the letter F Sing along: Say the lyrics CD1 Start Here comes Word Chant! Here comes Word Chant! /d/ /d/ dog(X2) /d/ /d/ dad(X2) /d/ /d/ door(X2) /e/ /e/ elephant(X2) /e/ /e/ egg(X2) /e/ /e/ eight(X2) /f/ /f/ fox(X2) /f/ /f/ fish(X2) /f/ /f/ fan(X2) E e D F d e E D d fe d D E f fe F d D Ff 19 Match and circle the partner letters: Have the students look at the letters at the top of the activity Are they uppercase or lowercase letters? What sound does each letter make? Have the students match the letters with the letters in the images Then ask them how many uppercase and lowercase letters are in each image Extra idea: Ask the students one or two questions about the images at the bottom of the activity What is the elephant doing? Do the students like to play with balls? Teach the students how to answer the questions in full sentences (“It is playing.”) / (“Yes, I do.”/“No, I don’t.”) Extra idea: Put the Phonics Show flashcards on the board Ask two students to stand at the back of 18 the classroom Call out a beginning sound and word (“E, e, elephant”) and have the students run and find the flashcard Whoever finds it first gets a point 19 Can Listen and write the beginning letters: Write lowercase u/v/w on the board and review the sound each letter makes Play the CD and have the students write the beginning sounds they hear in the boxes Once they have finished, tell them to use their answers to complete the sentence CD2 Quiz: Write uppercase and Can So und Dictatio n Listen and write the beginning letters CD2 29 Listen and circle the pictures that have the same beginning sound Then write the letters CD2 30 U u It is a lowercase U/V/W on the board Ask the students if each letter is an uppercase or lowercase letter What sound does each letter make? Play the CD and ask the students to circle the words with the same beginning sounds, and then to write the uppercase and lowercase letters for the sounds in the boxes V v W w a e 29 up wolf under van It is a wave up wolf under van It is a wave I’m a Wr i t e r CD2 Trace and write your own sentence Choose vet, vet umbrella, umbrella up, up vacuum, vacuum wolf, wolf van, van wolf, wolf wagon, wagon under, under vet umbrella Draw wolf wagon 74 This picture begins with Th is pic ture be gin s wit h This picture begins with Uu Vv Ww A bird is on the wolf A bird is on the wagon Trace and write your own sentence: Look at the picture What the students see? What is happening? Read the first sentence together Then ask the students to choose one of the phonics words and write their own sentence Extra idea: Have the students stand up and read the sentence they wrote out loud Give them the word’s flashcard to hold up while they read their sentence 30 75 Extra idea: Arrange all the students’ chairs in a circle with the seats facing out Tell the students to walk around the circle of chairs and to sit down when they hear you say a “Uu” word Start off by saying the phonics words from past units (A, a, apple / N, n, net) and then say a “Uu” word Take away a few chairs and then the same thing with “Vv” and “Ww” words Any student that cannot find a chair to sit on when you call out a “Uu/Vv/Ww” word is out of the game Phonics Dictionary: Ask the students to draw pictures for the beginning sounds Then have them tell you about the beginning sounds and pictures 98 99 Readers Track 18 - 19 Workbook Answer Sheet Unit Unit 8 Uu Vv Ww Uu, Vv, Ww Color Color the three correct pairs Say Say and circle • Math (Counting) U u W V • Fiction Ww U u V v Ww U u Trace U u V v W w u U U u V v w Trace and write 1 Ww v V v Ww V v 2 U u One, Two, Three! V v V v Ww U u Ww 32 33 Uu Vv Ww Write Say and write Puzzle Solve the puzzle 3 w v a n u m b r e Say l l l a u w a g o n d v e t r Say aloud Check the ones you can say I can say the WORDS 51 /9 under vet wagon wa ll umbrella va n I can say the SENTENCES Phonics Show Readers: Read the story title to the students and ask them what they see in the 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 Have them complete the “Let’s Find” activity at the end of the story /3 Vicky is on the wall Vicky is in the va n Vicky is under the umbrella 34 35 WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to assess their reading fluency 100 101 Unit Xx Y y Zz Outline for Two Lessons Unit 1st lesson Pacing Guide Outline for Three Lessons Unit 1st lesson 2nd lesson 3rd lesson 102 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 Evaluation Readers p 70 mins Lesson Board • Unit 9: Xx Yy Zz • Objectives: - To recognize uppercase “X,Y,Z” and lowercase “x,y,z” - To recognize “/ks/, /j/, /z/” sounds - To learn words that begin or end with the target letters - To build confidence in reading and writing the target letters • Duration of each lesson: 45 minutes • Preparation: Student Book 1, Workbook 1, Readers 1, CDs, Flashcards from www.ibuildandgrow.com 103 Start Warm up: Use the pictures and letters at the top of the page to introduce the letters “Xx/Yy/Zz.” Teach the difference between uppercase and lowercase letters (“It’s a big X/small x”) and have the students practice the phonetic sound for each letter Then have the students say the phonetic sounds and the pictures (“X, x, fox”) Unit Sing Xx Y y Zz and have the students repeat them When they are saying the phonetic sounds for the letters (“x, x, x”), have them hit their desks Play the CD Encourage the students to sing and hit their desks during the letter and sound parts of the song 1 Sing along Chant CD2 2 1 CD2 32 zebra fox Match under the uppercase and lowercase letters to have the students practice writing the letters on their own Match and circle the partner letters X Y Z y yellow uppercase and lowercase letters on the board Show how each letter is written and then have the students use their finger to practice writing letters in the air Ask them to look at page 77 and trace the letters Extra idea: Use the space zoo Trace and write: Write 31 Chant along Then put the stickers on the picture zipper yacht six box 76 Chant along: Look at the picture What the students see? What is happening? Point to the images and say each word and its beginning or ending sound with the students (“X, x, fox”) 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 32 Trace and write Trace I m a ke t h e s o u nd x , x , x When I see the letter X x, , I m a ke t h e s o u nd y , y , y When I see the letter Yy , I ma ke the sound z , z , z When I see the letter Zz Sing along: Say the lyrics CD2 Start Here comes Word Chant! Here comes Word Chant! /ks/ /ks/ fox /ks/ /ks/ box /ks/ /ks/ six /j/ /j/ yacht /j/ /j/ yellow /j/ /j/ yarn /z/ /z/ zebra /z/ /z/ zipper /z/ /z/ zoo yarn X y Y Z x Y y xx Xz X x z z X x Zy Z z 77 Match and circle the partner letters: Have the students look at the letters at the top of the activity Are they uppercase or lowercase letters? What sound does each letter make? Have the students match the letters with the letters in the images Then ask them how many uppercase and lowercase letters are in each image Extra idea: Ask the students one or two questions about the images at the bottom of the activity Can the zebra swim? Is the fox happy or angry? Teach the students how to answer the questions in full sentences (“No, it can’t.”) / (“It’s happy.”) Extra idea: Put a Phonics Show flashcard in all four corners of the classroom Close your eyes and 104 tell the students to run to one of the corners (any corner is fine) and stop Call out a flashcard (“Y, y, yellow) and then open your eyes Any students standing by that flashcard are out Put different flashcards in each corner for every round of the game 105 Learn Listen and repeat: Review Learn the letters and their sounds Put the fox flashcard on the board and write “fox.” Draw a red and black 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 words while following the arrows with their finger Then have the students say the beginning or ending sounds and words on their own CD2 Learn Listen and repeat /ks/ /ks/ /ks/ /j/ /j/ /j/ /z/ /z/ /z/ 33 Wr i t e & Say Xx Yy fox box x six yellow Zz zebra Listen CD2 zipper x z z y z x Listen and check Then match x y z x y y CD2 35 x y z x y z z 34 /j/ /j/ yarn Listen and check Then match: Review the words What sound does each word begin or end with? Play the CD and have the students check the sounds they hear and match them with the proper words Correct the answers together or have the students work with a partner to check their work CD2 35 /ks/ /ks/ box 106 z 79 hear Correct the answers together or have the students work with a partner to check their work /ks/ /ks/ six y Listen and check: Play the CD and have the students check the beginning or ending sounds they /z/ /z/ zipper x 78 CD2 y zoo 34 y yarn Listen Listen and check x fox box six yacht yellow yarn zebra zipper zoo z yacht and write the beginning or ending sound for each word Correct the answers by having the students say the beginning or ending sound and the word (“Z, z, zoo”) Circle and write Then say 33 /ks/ /ks/ /ks/ /j/ /j/ /j/ /z/ /z/ /z/ CD2 Circle and write Then say: Have the students circle /z/ /z/ zebra /j/ /j/ yellow 107 Read Listen and repeat: Look Read at the picture What the students see? Point at number in the picture and say “Boxes They are 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 CD2 36 Read Listen and read the story out loud CD2 37 at the picture What the students see? What is happening? Teach the students any new words in the picture (giraffe/wreath/ Christmas tree) and ask a few questions about them (“What day is it?”/“Do you like presents?”) CD2 CHANT-38 Wo r d They a re boxes They a re yellow Open! Open! They a re foxes They a re ya chts 36 boxes yachts zebras Listen and repeat They are boxes They are yachts They are zebras They a re boxes They a re yachts They a re zebras 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 They a re zebra s Yes! Yes! I ca n ma ke a zoo Tha nk you, Sa nta! Le ar n t Read o Sen Make and read the sentences out loud tence They are Listen and read the story out loud: Look After You Read Circle the animals in the box boxes yarns 80 Make and read the sentences out loud: Tell the students to use the pictures and words to make sentences Use the flashcards to help the students make sentences with the unit’s other phonics words Remind them to change the words (except yellow) into plural form 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: Show three flashcards to the students and then put the flashcards on a table with the images facing down Spend 15 – 20 seconds moving the flashcards around Say the beginning or ending sound and the word on each flashcard (“Z, z, zipper”) while you are moving the flashcards to remind the students what they are Stop moving the flashcards around, point to the first one, and ask the students to guess what it is by saying “They are (flashcard).” 108 109 Can Listen and write the beginning or ending letters: Write lowercase x/ y/z on the board and review the sound each letter makes Play the CD and have the students write the beginning or ending sounds they hear in the boxes Once they have finished, tell them to use their answers to complete the sentence CD2 Quiz: Write uppercase and Can So und Dictatio n Listen and write the beginning letter y or z, or ending letter x CD2 39 Listen and circle the pictures that have the same beginning or ending sound Then write the letters X x It i s a I’m a Wr i t e r Y y CD2 40 Z z lophone 39 fox fox yellow yellow zipper zipper yarn yarn It is a xylophone It is a xylophone lowercase X/Y/Z on the board Ask the students if each letter is an uppercase or lowercase letter What sound does each letter make? Play the CD and ask the students to circle the words with the same beginning or ending sounds, and then to write the uppercase and lowercase letters for the sounds in the boxes Trace and write your own sentence Choose CD2 fox, fox yarn, yarn box, box zebra, zebra zoo, zoo six, six yellow, yellow zipper, zipper yacht, yacht yellow foxes zippers 82 They are zippers Trace and write your own sentence: Look at the picture What the students see? What is happening? Read the first sentence together Then ask the students to choose one of the phonics words and write their own sentence 40 Draw This picture ends with Th is pic ture be gin s wit h This picture begins with Xx Yy Zz 83 Phonics Dictionary: Ask the students to draw pictures for the beginning or ending sounds Then have them tell you about the beginning or ending sounds and pictures Extra idea: Have the students stand up and read the sentence they wrote out loud Give them the word’s flashcard to hold up while they read their sentence 110 111 Readers Track 20 - 21 Special Animal Tails Workbook Answer Sheet Unit Unit Xx Yy Zz Xx, Yy, Zz Say Match X Y Z Say and circle • Science (Animal Body Parts) Match z y x • Fiction x Y X y Z y z X y x Y Z Trace and write Trace 1 Z x z X z Y X y x z X Z 2 y Y X z Y x y X z y Z X 36 37 Xx Yy Zz Write Say and write Puzzle Solve the puzzle 2 y z e b r a o r x n z i p p y e r 4 Say l l Say aloud Check the ones you can say I can say the WORDS 57 f o w x /9 box yellow zebra zipper fox yarn I can say the SENTENCES Phonics Show Readers: Read the story title to the students and ask them what they see in the 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 “Let’s Talk” question at the end of the story together /3 They are yellow They are foxes They are zebras 38 39 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 Aa Z z Outline for Two Lessons Unit 10 1st lesson Pacing Guide Outline for Three Lessons Unit 10 1st lesson 2nd lesson 3rd lesson 114 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 40~41 mins Check Homework Workbook pp 40~41 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 Evaluation Readers p 70 mins Lesson Board • Unit 10: Aa to Zz • Objectives: - To recognize all the uppercase and lowercase letters - To recognize all the sounds of the alphabet - To review the words that the students have learned - To build confidence in reading and writing all the letters • Duration of each lesson: 45 minutes • Preparation: Student Book 1, Workbook 1, Readers 1, CDs, Flashcards from www.ibuildandgrow.com 115 Start Warm up: Write “Aa” at one end of the board Have the students take turns writing one uppercase and lowercase letter on the board until the alphabet is finished Then review the phonetic sounds of each letter Extra idea: Have the students 10 Unit stand up when reviewing the different phonetic sounds Separate the letters into small groups (Aa – Ff) and have the students choose an action to while saying each group of sounds Write a b c d e f g h i Say 41 Write CD2 pple og at lephant irl n o p q r ear an Read at CD2 42 j 41 guana et ey ilk emon urse uilt ed Read and circle the picture that has the same beginning sound nurse a b c d e f g h i a b c d e f g h i 84 out loud Ask them if they also know the beginning sound for each word What letter makes that sound? Tell them to check the correct beginning letters lemon CD and have the students write the beginning sound for each of the words Correct the answers together or have the students work with a partner to check their work 42 // /k/ /l/ /m/ /n/ /o/ /p/ /kw/ /r/ tter en Listen and write: Play the CD2 otter // /k/ /l/ /m/ /n/ /o/ /p/ /kw/ /r/ jet key lemon milk nurse otter pen quilt red Extra idea: Have the students say all of the beginning sounds and words individually or as a group Time them to see how fast they can say all nine sounds and words Say the words and check the beginning letters Say the words and check the beginning letters: Have the students say each of the words 116 Listen and write k l m CD and have the students write the beginning sound for each of the words Correct the answers together or have the students work with a partner to check their work /a/ /a/ apple /b/ /b/ bear /k/ /k/ cat /d/ /d/ dog /e/ /e/ elephant /f/ /f/ fan /g/ /g/ girl /h/ /h/ hat /i/ /i/ iguana Aa Z z Listen and write Listen and write: Play the CD2 Learn quilt 85 Read and circle the picture that has the same beginning sound: Look at the pictures on page 85 What is each object? What beginning sound does it have? Ask the students to circle the pictures that have the same beginning sounds as the words in the boxes Correct the answers together or have the students work with a partner to check their work 117 Learn Listen and write: Play the Learn CD and have the students write the beginning or ending sound for each of the words Correct the answers together or have the students work with a partner to check their work CD2 Write Listen and write s t u 43 /s/ /t/ /u/ /v/ /w/ /ks/ /j/ /z/ /s/ /t/ /u/ /v/ /w/ /ks/ /j/ /z/ CD2 x y z Say un olf ellow Extra idea: Put the Phonics Read Show flashcards for all three of the “Listen and write” activities into an envelope Ask the students to take turns pulling a flashcard out of the envelope and saying its beginning or ending sound and the word oo m fo Jo d o Go Read and circle the picture that has the same beginning sound vet 2 nder et q tiger c r s i t k v b b! a j yellow z d the word and the beginning sound in each box Tell them to circle the pairs that are correct After completing the activity, put the flashcards from the incorrect pairs on the board Choose students to come to the board and write the correct beginning sound under the flashcards Say and circle the correct pair iger v w sun tiger under vet wolf fox yellow zoo 43 Say and circle the correct pair: Have the students say wolf w 86 f 87 Read and circle the picture that has the same beginning sound: Look at the pictures What is each object? What beginning or ending sound does it have? Ask the students to circle the pictures that have the same beginning sounds as the words in the boxes Correct the answers together or have the students work with a partner to check their work 118 119 Read Read Read Listen and read the story out loud CD2 44 CD2 CHANT-45 This is an alphabet train! Which car would you ride on? A is for apple B is for bear C is for cat D is for dog E is for elephant F is for fan G is for girl H is for hat I is for iguana J is for jet K is for key L is for lemon M is for milk N is for nurse O is for otter P is for pen Q is for quilt R is for red S is for sun T is for tiger U is for under V is for vet W is for wolf X is for fox Y is for yellow Z is for zoo There are 26 train cars! There are 26 letters in the alphabet! After You Read Count the alphabet letter train cars 88 Listen and read the story out loud: Look at the cars of the train together and have the students say the different beginning sounds and words (A, a, apple) Play the CD and then have the students take turns reading the sentences Do the chant and the “After You Read” activity together 89 WCPM Chart: Have the students read the passage on page 88 individually Use the WCPM Chart on page 102 to assess their reading fluency Extra idea: Have the students draw their own alphabet train Tell them they can use the photos from pages 88 and 89 or other phonics words 120 121 Can Can Read Read and write girl Listen quilt under c a t zoo hat l e mon otter C is for Listen and check Then circle CD2 46 c d g b d p y m n o p s d q v k u 10 i o t r t v s w y a e l h G is for H is for L is for O is for Q is for U is for Z is for 90 Read and write: Read the words at the top of the page together Ask the students what each of the beginning sounds and pictures are Have the students write the words next to the pictures Correct the answers together or have the students work with a partner to check their work 91 Listen and check Then circle: Review the photos on the page and their beginning sounds with the students Play the CD and have the students check the beginning sounds and the words that they hear Correct the answers together or have the students work with a partner to check their work CD2 122 46 /r/ /r/ red /p/ /p/ pen /l/ /l/ lemon 10 /t/ /t/ tiger /g/ /g/ girl /e/ /e/ elephant /v/ /v/ vet /s/ /s/ sun /o/ /o/ otter /k/ /k/ key 123 Readers Track 22 - 23 AB C Workbook Answer Sheet 10 Unit 10 Unit Aa to Zz Aa to Zz Say Say and circle • Physical Education (Actions) Say and circle Say 3 • Fiction d B D b Hopscotch E e i I c A C a i F I f D g d G J j G h H g N n O o Mm Mm Mm L l Qq P p J j Qq L l N n h b H B L l Rr E c e C f F A a Rr R r Kk 40 41 Aa to Zz Say Say and circle Solve the puzzle Puzzle b e g a t i g e r r a p p e n T t X x W y w Y x Z X z n u r l s e l Say Say aloud Check the ones you can say I can say the WORDS 63 s T S t T V t v u Y U y W w z Z /9 U s u S fa n lemon wolf hat pen vet Y w W y I can say the SENTENCES /3 I see a dog Phonics Show Readers: Read the story title to the students and ask them what they see in the 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 If you have space in your classroom, the “Let’s Play” activity at the end of the story together Mom has the key They are zebras 42 43 WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to assess their reading fluency 124 125 Hidden ABCs Find the 26 letters of the alphabet Then color the picture 92 Activity Activity 93 Hidden ABCs: Ask the students to find all 26 lowercase alphabet letters and then have them color the picture 126 127 ... Readers pp 21~ 26 10 mins Assign Homework Workbook pp 12 ~13 mins Assign Homework Workbook pp 14 ~15 mins Check Homework Workbook pp 12 ~13 10 mins Application Student Book pp 30~ 31 15 mins Evaluation... 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... 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