Phonics show 2 TG

2 Short Vowels Teacher’s Guide Contents Short Vowel Unit a can, man, fan, pan, cat, rat, bat, hat Short Vowel Unit a ham, jam, dam, ram, cap, map, lap, tap Short Vowel Unit e hen, men, pen, ten, pet, wet, jet, net Short Vowel Unit e bed, red, wed, Ted, leg, keg, beg, egg Short Vowel Unit Short Vowel Unit i sit, kit, hit, pit, sip, zip, rip, nip Short Vowel Unit o jog, fog, log, top, cop, mop, hop Short Vowel Unit o pot, dot, hot, fox, box, ox Short Vowel Unit u tub, cub, rub, bug, rug, hug, tug Unit 10 Activity i Short Vowel u sun, bun, run, fun, nut, hut, cut Phonics Flip Chart 92 pig, big, fig, dig, bin, win, tin, fin Word List Alphabet Handwriting Guide Activity Looby Loo Phonics Show Scope & Sequence WCPM Chart Phonics Show Certificate Unit S h o rt Vow el a Outline for Two Lessons cat can 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: Short Vowel “a” • Objectives: - To recognize the short vowel “a” sound - To learn words with the short vowel “a” sound - To build confidence in reading and writing short vowel “a” words • Duration of each lesson: 45 minutes • Preparation: Student Book 2, Workbook 2, Readers 2, CDs, Flashcards from www.ibuildandgrow.com Evaluation Readers p 70 mins Start Warm up: Use the pictures and words at the top of the page to introduce the short vowel “a” sound Have the students say the short vowel “a” sound and the pictures (“a, can” / “a, cat”) Start Unit Sing along: Say the lyrics and have the students repeat them When they are saying the short vowel “a” sound have them jump Play the CD Encourage the students to sing and jump during the short vowel “a” sound parts of the song Sing S h o rt Vow el a Sing along CD1 a, a, a Chant Listen can cat of c a n in t h e m i d d l e , a, a s o u nd ? a What's that rt vow e l a ! It's a sho a, a, a Chant along Then put the stickers on the picture + = an can a t = at cat CD1 05 Trace and match Then say hat 06 a n + Trace fan CD1 a e i o u 04 Listen and repeat man + pan cat bat can cat rat a t 06 /e/ /n/ /t/ /i/ /o/ /an/ can /at/ cat /u/ can 11 Chant along: Look at the picture What the students see? What is happening? Point to the images and say each word and the short vowel “a” sound with the students (“a, can”) 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 Here comes Word Chant! Here comes Word Chant! /a/ can(X2) /a/ man(X2) /a/ fan(X2) /a/ cat(X2) /a/ rat(X2) /a/ bat(X2) CD1 /a/ /a/ /a/ 10 05 CD and have the students repeat what they hear Say the short vowel “a” sound and have the students repeat it Point to “n” and ask the students what letter it is and what sound it makes Tell the students to say the short vowel “a” sound and use their finger to practice writing a lowercase “a” in the air Then the same thing for “n.” Practice saying the “an” sound together and write the letters in the air Then the same thing for “can.” Ask the students what other “an” words they know Follow the same process for teaching the “at” sound + CD1 Listen and repeat: Play the Trace and match Then say: Ask the students what sounds “a” and “n” make What sound they make when blended together? Have the students tell you the same things for “a” and “t.” Ask the students to trace the letters and then match them to the pictures Practice saying “a, an, can” and “a, at, cat” together Extra idea: Use the space under the letters and words to have the students practice writing the /a/ pan(X2) /a/ hat (X2) letters and words on their own Extra idea: Put the Phonics Show flashcards on the board Tell the students to close their eyes and take one of the flashcards away Ask the students to guess which flashcard is missing Have them say the short vowel “a” sound and the word (“a, pan”) when guessing Learn Listen and repeat: Review Learn the short vowel “a” sound Put the can flashcard on the board and write “can.” 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 “an” and “at” rhyming words while following the arrows with their finger Then have the students say the “an” and “at” rhyming words on their own CD1 07 /a/ /a/ /a/ /a/ /an/ can /an/ fan /at/ cat /at/ bat Learn Listen and repeat Short Vowel CD1 Say an ca n a at - an Extra idea: Ask the students can ann man an an fan an an pan an an - at /a/ /an/ man /a/ /an/ pan /a/ /at/ rat /a/ /at/ hat rat at at Listen and trace Lis t e n & Wr i t e Listen and circle Then write cat at at Listen bat at at an hat at at one or two questions about the images in of the boxes What color is the can? Do they like cats? Teach the students how to answer the questions in full sentences (“It is green.”) / (“Yes, I do.“ /”No, I don’t.”) 09 an at an at an at 08 man at CD1 CD1 an cat pan at an at bat 12 13 Listen and trace: Play the CD and have the students trace the words Then read the words together CD1 08 /an/ man man /an/ pan pan to tell you what the three pictures in the “an” box are Have them say and circle the rhyming words Do the same thing for the pictures in the “at” box Say and circle the rhyming words 07 Say and circle the rhyming words: Ask the students /at/ cat cat /at/ bat bat Listen and circle Then write: Write “an” and “at” on the board Ask the students what “an” and “at” words they know Play the CD Have the students circle and write the sounds they hear Correct the answers together or have the students work with a partner to check their work CD1 09 /an/ can /an/ fan /at/ hat /an/ man /at/ rat /at/ bat Read Listen and repeat: Look Read at the picture What the students see? What is happening? Point at number in the picture and say “A hat A cat has a hat.” 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 Point at the extra phonics words in the picture (bat/rat) and ask the students to make sentences with the words CD1 Le ar n t Read o Listen and repeat CD1 10 Read Listen and read the story out loud 11 CD1 CHANT-12 Rat-a-tat-tat, Rat-a-tat-tat! A man is knocking The man has a pan The man has a can 1 A cat has a hat A cat has a can A cat has a pan Le ar n t Read o Sen A cat has a hat A cat has a can A cat has a pan Rat-a-tat-tat, Rat-a-tat-tat! A cat is knocking The cat has a bat The cat has a hat Read and match tence Extra idea: Ask the students to read the three sentences and clap their hands when they say the “at” and “an” words Have the students read and clap at different speeds The man has a pan After You Read The cat has a hat The rat has a can What does the cat have? Circle two pan bat can 14 Read and match: Have the students look at the pictures What they see? Ask the students to read the sentences and then match them to the pictures Correct the answers together or have the students work with a partner to check their work Extra idea: Put the man flashcard on the board Pass another flashcard to a student and say “The man has a (flashcard).” Tell the student to pass the flashcard to the next student and repeat the sentence 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 to pass around all the flashcards 10 at the picture What the students see? What is happening? Teach the students any new words in the picture (baseball/ elephant/numbers) and ask one or two questions about them (“What color is the elephant?”/“What number is on the man’s T-shirt?”) 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 Wo r d 10 a hat a can a pan CD1 Listen and read the story out loud: Look hat 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 11 Can Listen and write the missing letters: Use the flashcards to review the short vowel “a” words 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 four words on the board Once the students have finished writing the missing letters, tell them to use their answers to complete the sentence CD1 Quiz: Write “an” and “at” on Can So und Dictatio n Listen and write the missing letters CD1 13 Listen and circle Then write r t 1 b an p rhymes with n t the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work can pan bat cat 14 rat a man CD1 CD1 can bat rat I’m a Wr i t e r Trace and write your own sentence 13 Choose rat rat hat hat man man pan pan “Bat” rhymes with “mat.” “Bat” rhymes with “mat.” Extra idea: After reading the words at the top of the activity ask some of the students to draw pictures of the words on the board Have other students write the words under the pictures Write and draw your favorite words fan can My fa vo rite 16 The cat has a fan The cat has a can 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 short vowel “a” words and write their own sentence can bat rat hat bat 14 a n word is My fa vo rite at word is 17 Phonics Dictionary: Ask the students to draw pictures of their favorite “an” and “at” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite an/at word is ”) 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 Workbook Answer Sheet Unit Unit Short Vowel Short Vowel a a Match Match the rhyming words an, at Match • Social Studies (Job) Match and read an cat at can • Non-fiction Read Read and circle Circle Find and circle the words My Dad pan rat fan d e f a n a t k bat re p m r a t n man hat x c a n d y s e j q i o b a t u Short Vowel Write Say and write Trace a Read and trace 2 3 Say Say aloud Check the ones you can say I can say the WORDS Write /9 fa n rat can bat cat ma n I can say the SENTENCES Write the missing letters 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 9 /3 A man is knocking The cat has a bat r t c a t f a n The cat has a hat WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to assess their reading fluency 14 15 Unit S h o rt Vow el a Outline for Two Lessons ham ca p 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: Short Vowel “a” • Objectives: - To recognize the short vowel “a” sound - To learn words with the short vowel “a” sound - To build confidence in reading and writing short vowel “a” words • Duration of each lesson: 45 minutes • Preparation: Student Book 2, Workbook 2, Readers 2, CDs, Flashcards from www.ibuildandgrow.com Evaluation 16 Readers p 70 mins 17 Start Warm up: Use the pictures and words at the top of the page to introduce the short vowel “a” sound Have the students say the short vowel “a” sound and the pictures (“a, ham” / “a, cap”) Start Unit S h o rt Vow el a Sing along: Say the lyrics and have the students repeat them When they are saying the short vowel “a” sound have them clap their hands Play the CD Encourage the students to sing and clap their hands during the short vowel “a” sound parts of the song Sing along Sing CD1 a, a, a Listen ca p ham of h a m in t h e m i d d l e , a, a s o u nd ? a What's that rt vow e l a ! It's a sho a, a, a jam CD1 images and say each word and the short vowel sound with the students (“a, ham”) 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 lap a p Here comes Word Chant! Here comes Word Chant! /a/ ham(X2) /a/ jam(X2) /a/ dam(X2) /a/ ram(X2) /a/ cap(X2) /a/ map(X2) /a/ lap(X2) /a/ tap(X2) Extra idea: Make two sets of Phonics Show flashcards Give each student a flashcard and ask them to hold it with the image facing down When you say “Go” the students have to stand up and try and find who has the same flashcard as them Tell the students to say the short vowel “a” sound and word (“a, ham”) on their flashcard while searching CD and have the students repeat what they hear Say the short vowel sound for “a” and have the students repeat it Point to “m” and ask the students what letter it is and what sound it makes Tell the students to say the short vowel “a” sound and use their finger to practice writing a lowercase “a” in the air Then the same thing for “m.” Practice saying the “am” sound together and write the letters in the air Then the same thing for “ham.” Ask the students what other “am” words they know Follow the same process for teaching the “ap” sound CD1 /a/ /a/ /a/ 17 /e/ /m/ /p/ /i/ /o/ /u/ /am/ ham /ap/ cap + ram Chant along: Look at the picture What the students see? What is happening? Point to the CD1 cap tap dam map a m + 18 cap = Trace and match Then say a p ap = 16 cap ham ham + 17 a m am + Trace CD1 a e i o u 15 Chant along Then put the stickers on the picture Chant Listen and repeat Listen and repeat: Play the ham 19 Trace and match Then say: Ask the students what sounds “a” and “m” make What sound they make when blended together? Have the students trace the letters and then match them to the pictures Practice saying “a, am, ham” and “a, ap, cap” together Extra idea: Use the space under the letters and words to have the students practice writing the letters and words on their own 19 Can Listen and check Then write: Use the flashcards to review the short vowel “o” words with the students Play the CD and tell the students to listen to the sentence and check the picture it matches Read the question together and then have them write the answer in the blank CD2 Quiz: Write “ot” and “ox” on Can So und Dictatio n Listen and check Then write CD2 32 Listen and circle Then write pot Ca n the fox sit on a big pot? 32 dot hot box CD2 fox 33 ox No The fox ca n sit on a big The fox can sit on a big box The fox can sit on a big box Can the fox sit on the big pot? No The fox can sit on a big box the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work CD2 hot fox dot I’m a Wr i t e r Trace and write your own sentence Choose Extra idea: After reading the words at the top of the activity ask some of the students to draw pictures of the words on the board Have other students write the words under the pictures Write and draw your favorite words fox My fa vo rite 74 The fox can sit on the ox 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 short vowel “o” words and write their own sentence hot fox dot box pot 33 ot word is My fa vo rite ox word is 75 Phonics Dictionary: Ask the students to draw pictures of their favorite “ot” and “ox” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite ot/ox word is ”) 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 98 99 Readers Track 19 - 20 The Fox and the Ox Workbook Answer Sheet Unit Unit Short Vowel Short Vowel o ot, ox Match • Science (Shadow) • Non-fiction Read o Write Find the rhyming words and write the numbers Match and read ot pot ox fox ot Read and circle Puzzle box ox dot 2, 3, ox Find the words and circle Then match hot pot 1, 4, fox s c k e f c h o i c r t l d pot hot e o g o m p o g x box dot l x g o t i m c e i t r b o x k r n c fox ox 32 33 Short Vowel Write Say and write Trace o Read and trace 2 3 Say Say aloud Check the ones you can say I can say the WORDS 51 /9 pot ox dot hot box fox Write I can say the SENTENCES Write the missing letters /3 The pot is hot 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 “Science Fact” at the end of the story together The ox has a pot f o x 34 p o t b o x The fox can sit on the box 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 S h o rt Vow el u Outline for Two Lessons bu g tub 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: Short Vowel “u” • Objectives: - To recognize the short vowel “u” sound - To learn words with the short vowel “u” sound - To build confidence in reading and writing short vowel “u” words • Duration of each lesson: 45 minutes • Preparation: Student Book 2, Workbook 2, Readers 2, CDs, Flashcards from www.ibuildandgrow.com Evaluation 102 Readers p 70 mins 103 Start Warm up: Use the pictures and words at the top of the page to introduce the short vowel “u” sound Have the students say the short vowel “u” sound and the pictures (“u, tub.” / “u, bug”) Start Unit Sing along: Say the lyrics and have the students repeat them When they are saying the short vowel “u” sound have them touch their toes Play the CD Encourage the students to sing and touch their toes during the short vowel “u” sound parts of the song Sing S h o rt Vow el u Sing along CD2 u, u, u Chant Listen Listen and repeat bu g tub u, u, u CD2 rub cub tub ub tub u g = ug bug u b + u g 36 /e/ /b/ /g/ /i/ /o/ /u/ /ub/ tub /ug/ bug tug tub 77 images and say the short vowel “u” sound and each word with the students (“u, tub”) 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 Here comes Word Chant! Here comes Word Chant! /u/ tub(X2) /u/ cub(X2) /u/ rub(X2) /u/ rug(X2) /u/ hug(X2) /u/ tug(X2) CD2 + rug Chant along: Look at the picture What the students see? What is happening? Point to the 35 CD and have the students repeat what they hear Say the short vowel sound for “u” and have the students repeat it Point to “b” and ask the students what letter it is and what sound it makes Tell the students to say the short vowel “u” sound and use their finger to practice writing a lowercase “u” in the air Then the same thing for “b.” Practice saying the “ub” sound together and write the letters in the air Then the same thing for “tub.” Ask the students what other “ub” words they know Follow the same process for teaching the “ug” sound /a/ /u/ /u/ 76 CD2 bug hug bug = Trace and match Then say + 35 Trace u b + Chant along Then put the stickers on the picture 36 a e i o u 34 of t u b in t h e m i d d l e , u, u s o u nd ? u What's that rt vow e l u ! It's a sho CD2 Listen and repeat: Play the /u/ bug(X2) Trace and match Then say: Ask the students what sounds “u” and “b” make What sound they make when blended together? Have the students tell you the same things for “u” and “g.” Tell the students to trace the letters and then match them to the pictures Practice saying “u, ub, tub” and “u, ug, bug” together Extra idea: Use the space under the letters and words to have the students practice writing the letters and words on their own 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 short vowel “u” sound and the words (“u, cub”) If the two flashcards match, the student gets a point 104 105 Learn Listen and repeat: Review Learn the short vowel “u” sound Put the tub flashcard on the board and write “tub.” 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 “ub” and “ug” rhyming words while following the arrows with their finger Then have the students say the “ub” and “ug” rhyming words on their own CD2 37 /u/ /u/ /u/ /u/ /u/ /u/ /u/ /ub/ /ub/ /ub/ /ug/ /ug/ /ug/ /ug/ Learn Listen and repeat Short Vowel CD2 Say ub tub u ug - ub Extra idea: Ask the students tub ub b cub ub b rub ub b Lis g - ug tub cub rub bug rug hug tug rug ug g Listen and trace Listen and circle Then write bug ug g Listen t e n & Wr i t e hug ug g ub tug ug g one or two questions about the images in the boxes What color is the bathtub? Do the students like bugs? Teach the students how to answer the questions in full sentences (“It is white.”) / (“Yes, I do.“/”No, I don’t.”) 39 ub ug ub ug ub ug 38 bug ug CD2 CD2 ub cub rug ug ub ug rub 78 79 Listen and trace: Play the CD and have the students trace the words Then read the words together CD2 38 /ug/ bug bug /ug/ rug rug 106 to tell you what the three pictures in the “ub” box are Have them say and circle the rhyming words Do the same thing for the pictures in the “ug” box Say and circle the rhyming words 37 Say and circle the rhyming words: Ask the students /ub/ cub cub /ub/ rub rub Listen and circle Then write: Write “ub” and “ug” on the board Ask the students what “ub” and “ug” words they know Play the CD Have the students circle and write the sounds they hear Correct the answers together or have the students work with a partner to check their work CD2 36 /ub/ cub /ug/ tug /ug/ hug /ug/ bug /ub/ rub /ub/ tub 107 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 bug A cub tugs the bug.” 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 Point at the extra phonics word in the picture (jug) and ask the students to make a sentence with the words CD2 Le ar n t Read o Listen and repeat CD2 40 Read CD2 41 at the picture What the students see? What is happening? Teach the students any new words in the picture (mirror/bubbles/ heart/bathroom) and ask one or two questions about them (“What room are the cub and the bug in?” / “Do you like bubbles?”) 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 The bug rubs a jug The bug is on the rug 1 A cub tugs the bug A cub tugs the tub A cub tugs the rug The cub is in the tub Look! The cub tugs the rug Oh! The cub wants to hug the bug 40 the bug A cub tugs the bug the tub A cub tugs the tub the rug A cub tugs the rug Extra idea: Ask the students to read the three sentences and stamp their feet when they say the “ug” and “ub” words Le ar n t Read o Sen Read and match tence The bug tugs the rug After You Read The cub hugs the bug The cub rubs the tub What will happen next? hug the bug hug the jug 80 Read and match: Have the students look at the pictures on the right side of the page What they see? What the characters have? Ask the students to read the sentences and then match them to the pictures Correct the answers together or have the students work with a partner to check their work Extra idea: Put two vertical lines on the board On the left side of the first line, write “I.” In the middle of the two lines, put the rub/hug/tug flashcards with the images facing the board On the right side of the last line, write “the” and then put the rug/cub/bug flashcards with the images facing the board Have the students choose which flashcards to turn over to make sentences (“I hug the cub.” 108 Listen and read the story out loud Listen and read the story out loud: Look 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 109 Can Listen and write the missing letters: Use the flashcards to review the short vowel “u” 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 four words on the board Once the students have finished writing the missing letters, tell them to use their answers to complete the sentence CD2 Quiz: Write “ub” and “ug” on Can So und Dictatio n Listen and write the missing letters CD2 43 Listen and circle Then write cu r 2 g hu 3 ub 4 the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work tub bug rug hug 44 tug rhymes with cub CD2 CD2 rug hug tub I’m a Wr i t e r Trace and write your own sentence Choose 43 cub cub rug rug hug hug tub tub “Bug” rhymes with “tug.” “Bug” rhymes with “tug.” Extra idea: After reading the words at the top of the activity ask some of the students to draw pictures of the words on the board Have other students write the words under the pictures Write and draw your favorite words rug My fa vo rite 82 The bug hugs a rug 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 short vowel “u” words and write their own sentence rug hug tub tub cub 44 ub word is My fa vo rite ug word is 83 Phonics Dictionary: Ask the students to draw pictures of their favorite “ub” and “ug” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite ub/ug word is ”) 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 21- 22 Workbook Answer Sheet Unit Unit Short Vowel Short Vowel u Match Match the rhyming words ug, ub Match • Social Studies (Work Together) The Cub Helps the Bug u • Fiction Read Match and read ub bug ug tub Read and circle Circle Find and circle the words 1 cub rug rub n t u b p e i t hug k r s b u g o r tug tub m o b a r u g k j r u b o g l t 36 37 Short Vowel Write Say and write Trace u Read and trace 2 3 Say 57 I can say the WORDS /9 Write bug rub cub tug rug tub I can say the SENTENCES Write the missing letters /3 The bug is on the rug 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 Do the “Let’s Play” activity at the end of the story together Say aloud Check the ones you can say The bug rubs a jug b u g 38 t u b r u g The cub wants to hug the bug 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 S h o rt Vow el u Outline for Two Lessons n ut sun 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 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 Lesson Board • Unit 10: Short Vowel “u” • Objectives: - To recognize the short vowel “u” sound - To learn words with the short vowel “u” sound - To build confidence in reading and writing short vowel “u” words • Duration of each lesson: 45 minutes • Preparation: Student Book 2, Workbook 2, Readers 2, CDs, Flashcards from www.ibuildandgrow.com Evaluation 114 Readers p 70 mins 115 Start Warm up: Use the pictures and words at the top of the page to introduce the short vowel “u” sound Have the students say the short vowel “u” sounds and the pictures (“u, sun” / “u, nut”) Start 10 Unit Sing along: Say the lyrics and have the students repeat them When they are saying the short vowel “u” sound have them turn around Play the CD Encourage the students to sing and turn around during the short vowel “u” sound parts of the song Sing S h o rt Vow el u Sing along CD2 u, u, u Chant Listen n ut sun of s u n in t h e m i d d l e , u, u s o u nd ? u What's that rt vow e l u ! It's a sho sun u, u, u hut CD2 47 a e i o u 45 Chant along Then put the stickers on the picture Listen and repeat u n + = un sun u t = ut nut + CD2 46 Trace Trace and match Then say u n + run cut fun u t nut Listen and repeat: Play the CD and have the students repeat what they hear Say the short vowel sound for “u” and have the students repeat it Point to “n” and ask the students what letter it is and what sound it makes Tell the students to say the short vowel “u” sound and use their finger to practice writing a lowercase “u” in the air Then the same thing for “n.” Practice saying the “un” sound together and write the letters in the air Then the same thing for “sun.” Ask the students what other “un” words they know Follow the same process for teaching the “ut” sound CD2 /a/ /u/ /u/ 47 /e/ /n/ /t/ /i/ /o/ /u/ /un/ sun /ut/ nut + bun nut 84 Chant along: Look at the picture What the students see? What is happening? Point to the images and say each word and the short vowel sound with the students (“u, sun”) 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 CD2 46 Here comes Word Chant! Here comes Word Chant! /u/ sun(X2) /u/ bun(X2) /u/ run(X2) /u/ fun(X2) /u/ nut(X2) /u/ hut(X2) /u/ cut(X2) Extra idea: Show three Phonics Show 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 sound and the word on each flashcard (“u, sun”) 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 the short vowel “u” sound and the word 116 sun 85 Trace and match Then say: Ask the students what sounds “u” and “n” make What sound they make when blended together? Have the students tell you the same things for “u” and “t.” Ask the students to trace the letters and then match them to the pictures Practice saying “u, un, sun” and “u, ut, nut” together Extra idea: Use the space under the letters and words to have the students practice writing the letters and words on their own 117 Learn Listen and repeat: Review Learn the short vowel “u” sound Put the sun flashcard on the board and write “sun.” Draw a red and black 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 “un” and “ut” rhyming words while following the arrows with their finger Then have the students say the “un” and “ut” rhyming words on their own CD2 48 /u/ /u/ /u/ /u/ /u/ /u/ /u/ /un/ sun /un/ bun /un/ sun /un/ fun /ut/ nut /ut/ hut /ut/ cut Learn Listen and repeat Short Vowel CD2 Say un sun u ut - un Extra idea: Ask the students sun un bun uunn run uunn fun uunn - ut hut ut Listen and check t e n & Wr i t e Listen and circle Then write nut ut Listen Lis un cut ut 50 un ut un ut un ut un ut un ut ut un ut un ut 86 87 Listen and check: Play the CD and have the students check whether they hear “un” or “ut.” Then say the words together 49 /un/ sun sun /ut/ hut hut 118 one or two questions about the images in the boxes Do they like to eat nuts? What is the girl doing? Teach the students how to answer the questions in full sentences (“Yes, I do.“/”No, I don’t.”) / (“She is cutting the paper.”) 49 un ut ut CD2 CD2 un CD2 to tell you what the three pictures in the “un” box are Have them say and circle the rhyming words Do the same thing for the pictures in the “ut” box Say and circle the rhyming words 48 Say and circle the rhyming words: Ask the students /un/ run run /ut/ cut cut Listen and circle Then write: Write “un” and “ut” on the board Ask the students what “un” and “ut” words they know Play the CD Have the students circle and write the sounds they hear Correct the answers together or have the students work with a partner to check their work CD2 50 /un/ bun /ut/ hut /ut/ nut /ut/ cut /un/ run /un/ fun 119 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 hut They see the hut.” Have the students repeat what you said Do the same thing for numbers and and u then play the CD and ask the students to repeat what they hear Point at the extra phonics word in the picture (sun) and ask the students to make a sentence with the word CD2 Le ar n t Read o Listen and repeat CD2 51 Read Listen and read the story out loud CD2 52 at the picture What the students see? What is happening? Teach the students any new words in the picture (puppy/leaves/ basket/door) and ask one or two questions about them (“What color is the puppy?” / “How many leaves are there?”) Play the CD and have the students follow the words with their fingers 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 2 3 They see the hut They see the bun They see the nut What They They They will will will will What They They They can they do? can run in the sun can pick the nuts will have fun they see? see the sun see the hut see the nutt tree 51 the hut They see the hut the bun They see the bun the nut They see the nut Le Read and match tence They see the hut After You Read Extra idea: Ask the students to read the three sentences and clap their hands when they say the “ut” and “un” words Have the students read and clap at diffrenrent speeds ar n t Read o Sen Listen and read the story out loud: Look They run to the nut They see the fun bun What can they do? pick the nuts stay in the hut 88 Read and match: Have the students look at the pictures on the right side of the page What they see? Ask the students to read the sentences and then match them to the pictures Correct the answers together or have the students work with a partner to check their work 89 WCPM Chart: Have the students read the passage on page 89 individually Use the WCPM Chart on page 102 to assess their reading fluency Extra idea: Put the sun/bun/nut/hut 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 “I see the (flashcard).” Time the student to see how long it takes them to make sentences with the four flashcards After the student has finished, ask them to shuffle the cards and pass the pile to the next student 120 121 Can Listen and check Then write: Use the flashcards to review the short vowel “u” words with the students Play the CD and tell the students to listen to the sentence and check the picture it matches Read the question together and then have them write the answer in the blank CD2 Quiz: Write “un” and “ut” on Can So und Dictatio n Listen and check Then write CD2 54 Listen and circle Then write sun Do they see the bun? 54 No They see the They see the hut They see the hut Do they see the bun? No They see the hut the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work bun run fun CD2 nut 55 hut CD2 bun nut fun I’m a Wr i t e r Trace and write your own sentence Choose Extra idea: After reading the words at the top of the activity ask some of the students to draw pictures of the words on the board Have other students write the words under the pictures Write and draw your favorite words nut My fa vo rite 90 They cut the nut 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 short vowel “u” words and write their own sentence bun nut fun hut buns 55 un word is My fa vo rite ut word is 91 Phonics Dictionary: Ask the students to draw pictures of their favorite “un” and “ut” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite un/ut word is ”) 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 122 123 Readers Track 23 - 24 Workbook Answer Sheet 10 Unit 10 Unit Short Vowel Short Vowel u un, ut Four and Five Makes Nine Match • Math (Addition) • Fiction Read u Write Find the rhyming words and write the numbers Match and read un nut ut sun un Read and circle Puzzle bun a r u n e o cut run 1, 4, ut Find the words and circle Then match hut nut 2, 3, 5, fun b c b g i n m g sun bun u e s a u b l t f u d g n b u n f t g k h u d t l b i f run nut hut cut 40 41 Short Vowel Write Say and write Trace u Read and trace 2 3 Say 63 I can say the WORDS /9 Write sun run nut hut cut fun I can say the SENTENCES Write the missing letters /3 They will see the hut 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 Do the “Let’s Count” activity at the end of the story together Say aloud Check the ones you can say They can run in the sun r u n 42 n u t s u n They can pick the nuts 43 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 How to make How to use 1-1 Flip through the letters to make the short vowel words Look at and read the word Continue to flip and change the letters and practice sounding out words Cut the old table calendar into thirds Phonics Flip Chart 1-2 Or cut the sketchbook into thirds What you need Old table calendar or sketchbook In the first section, write the following consonants b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, z Scissors or cutter knife In the middle, write the following vowels a, e, i, o, u Glue Markers Paper 92 In the last section, write the following consonants b, d, g, m, n, p, s, t, x 93 Activity 126 127 ... 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... Chant! Here comes Word Chant! /a/ ham(X2) /a/ jam(X2) /a/ dam(X2) /a/ ram(X2) /a/ cap(X2) /a/ map(X2) /a/ lap(X2) /a/ tap(X2) Extra idea: Make two sets of Phonics Show flashcards Give each student... Student Book pp 32~ 33 10 mins Introduction Student Book pp 26 ~27 20 mins Presentation Student Book pp 28 ~29 20 mins Reading Readers pp 21 ~26 10 mins Assign Homework Workbook pp 12~ 13 mins Assign