Phonics show 3 TG

3 Long Vowels Teacher’s Guide Contents Long Vowel Unit a: a_e cape, tape, cake, bake, vase, case, name, game Long Vowel i : i_e Unit pine, nine, five, hive, Long Vowel Unit bike, hike, bite, kite o: o_e hope, rope, nose, rose, cone, bone, hole, mole Long Vowel Unit u: u_e cube, tube, June, tune, cute, mute, mule, huge Long Vowel Unit Long Vowel Unit e: ee,ea rain, mail, tail, sail, May, day, play, gray Long Vowel Unit o: oa, ow boat, goat, road, toad, bowl, snow, blow, window Long Vowel i : ie, y Unit pie, tie, lie, July, cry, fly, sky R-Controlled Vowels: ar, or Unit car, star, park, barn, fork, horse, corn, horn Unit 10 Activity a: ai, ay R-Controlled Vowels: ir, er bird, girl, skirt, shirt, letter, soccer, summer, teacher The Power of Magic e bee, seed, tree, green, sea, pea, meat, read Word List Alphabet Handwriting Guide Activity Three Little Monkeys Phonics Show Scope & Sequence WCPM Chart Phonics Show Certificate Unit Long Vowe la ae Outline for Two Lessons cape ta pe 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: Long vowel “a” (a_e) • Objectives: - To recognize the long vowel “a_e” sound - To learn words with the long vowel “a_e” sound - To build confidence in reading and writing long vowel “a_e” words • Duration of each lesson: 45 minutes • Preparation: Student Book 3, Workbook 3, Readers 3, 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 long vowel “a_e” sound Have the students say the long vowel “a_e” sound and the pictures (“a, cape”/“a, tape”) Start Unit Long Vowe la ae Listen Listen and repeat and have the students repeat them When they are saying the long vowel “a_e” sound have them jump Play the CD Encourage the students to sing and jump during the long vowel “a_e” sound parts of the song Sing Sing along CD1 a Long Vowel 04 a , _e, a_e d? a _ e a What's that soun a ! a_e, a_e , a_e ng vow e l Ca pe a nd ta pe have a l cap tap o ng vow e l It's the lo Chant 06 a i o u e cape ta pe Short Vowel Sing along: Say the lyrics CD1 Chant along Then put the stickers on the picture CD1 name cape case tape 10 about the picture What is the man baking? What are on the cake? Point to the images and say the long vowel “a_e” sound and words with the students (“a, cape”) 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 CD1 05 Here comes Word Chant! Here comes Word Chant! /ei/ cape(X2) /ei/ tape(X2) /ei/ cake(X2) /ei/ bake(X2) /ei/ vase(X2) /ei/ case (X2) /ei/ name(X2) /ei/ game(X2) Extra idea: Put the Phonics Show flashcards on the board Ask two students to stand at the back of ham cake Chant along: Look at the picture What the students see? Ask the students some questions the classroom Call out the long vowel “a_e” sound and a word (“a, tape”) and have the students run and find the flashcard Whoever finds it first gets a point tape pan CD and have the students repeat what they hear Say the long vowel and short vowel “a” sounds and have the students repeat them What long vowel and short vowel “a” words they know? Roll a die and see what number it lands on Ask the students to try to say that many long vowel and short vowel “a” words Tell the students to write the word “cap” in the air with their finger Then ask them to draw a “magic e” on the end of the word Tell them that the “magic e” makes the short vowel “a” into the long vowel “a_e” and now the word is “cape.” Do the same thing with “tap.” Read the sentence at the bottom of the activity together vase game tape Long a cape Short a vase bake e Say and color cap magic A long vowel says its name 05 Say cap e tap e a Listen and repeat: Play the game cape 11 CD1 06 Long Vowels Long Vowel a cap, cape tap, tape /ei/ /ai/ /ou/ /ju:/ /ee/ Listen and compare the short vowel “a” and long vowel “a_e” sounds /a/, /a/, /a/ This is the short vowel “a_e” sound /ei/, /ei/, /ei/ This is the long vowel “a_e” sound “Cap” has the short vowel “a” sound “Cape” has the long vowel “a_e” sound “Tap” has the short vowel “a” sound “Tape” has the long vowel “a_e” sound A long vowel says its name Say and color: Read the words on the flower vases together Ask the students what words have a short vowel “a” sound and what words have a long vowel “a_e” sound Tell the students to color the short vowel “a” vases red and the long vowel “a_e” vases blue Have the students count how many red and blue vases there are Learn Listen and repeat: Review Learn the long vowel “a_e” sound Put the cape flashcard on the board and write “cape.” Draw a black and red 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 long vowel “a_e” rhyming words while following the arrows with their fingers Then have the students say the long vowel “a_e” rhyming words on their own CD1 Learn Listen and repeat Long Vowel 07 Lis tap pe cak ke vase e case e name e Listen and trace CD1 bake ase ame ape ake CD1 ase ame Extra idea: Ask the students one or two questions about the images in the boxes Do the students like cake? What is the girl’s name? 4 vase name 12 name cap cape 09 /eip/ cape /eim/ game /eis/ case /eik/ cake /eik/ bake /eim/ name Say the words Then circle the long a words 08 game e Say Listen on the board Ask the students what words they know that have those endings Play the CD Tell the students to circle and write the endings they hear Correct the answers together or have the students work with a partner to check their work 09 ase ame bake ke CD1 ape ake tape bake 13 Listen and trace: Play the CD and have the students trace the words Then read the words together 07 /eip/ tape, tape /eis/ vase, vase Listen and circle Then write cape p a cap pe /eip/ cape /eip/ tape /eik/ cake /eik/ bake /eis/ vase /eis/ case /eim/ name /eim/ game CD1 t e n & Wr i t e ape ake 07 /ei/ /ei/ /ei/ /ei/ /ei/ /ei/ /ei/ /ei/ CD1 Listen and circle Then write: Write ape/ake/ase/ame /eik/ bake, bake /eim/ name, name Extra idea: Use the space under the long vowel “a_e” words to have the students practice writing Say the words Then circle the long a words: Look at the pictures together Ask the students to say what each picture and word is Tell them to circle the words with the long vowel “a_e” sound Correct the answers together or have the students work with a partner to check their work Extra idea: Put the flashcards and words from the activity on the board Ask some students to write the words under the flashcards Have other students draw pictures under the words the words on their own Read Listen and repeat: Look Read at the picture What the students see? Point at number in the picture and say “The cape The cape is on a case.” 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 at the picture What the students see? What is happening? Teach the students any new words in the picture (camera/glasses/ shorts/birthday party/ candles) and ask one or two questions about them (“Do you wear glasses?”/ “How many candles are on the cake?”) 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 complete the comprehension activity at the bottom of the page CD1 CHANT-12 11 Wo r d It is Tate ' s birthday The party is ready to start High Frequency Words The vase is on the table 10 the cape The cape is on a case the tape The tape is on a case the cake The cake is on a case The cake is on the case the The candles are on the cake for on The cape is on a case The tape is on a case The name tags are on the hats The cake is on a case Here is a cape It is for Tate Happy birthday, Tate! Le ar n t Read o Sen Extra idea: Ask the students to read the three sentences and stamp their feet when they say the ape/ake/ase words Read and circle Then number tence The The ca ndles a re on the Ann's (ca se/va se) is on the desk (ca ke/tape) After You Read (game/name) is on the list Read and check O (true) or X (false) It is Tate's birthday O X Candles are in the vase O X 14 Read and circle Then number: Tell the students to read the sentences and circle the correct long vowel “a_e” words Then have them write the number of each sentence next to its matching picture Correct the answers together or have the students work with a partner to check their work Listen and read the story out loud: Look 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 name/game flashcards together Do the same thing for the tape/cape and vase/case flashcards Put the pairs of flashcards on the board Ask a student to stand up Give them a foam ball to throw at the board Have them make a sentence with whatever pair of flashcards the ball hits closest to (“The tape is on the cape.”) 10 11 Can Listen and write the missing letters: Use the flashcards to review the long vowel “a_e” words with the students Play the CD and have the students write the missing letters they hear in the boxes Once the students have finished writing the missing letters, tell them to use their answers to complete the sentence CD1 Quiz – Listen and number Then write: Write ape/ake/ Can So und Dictatio n Listen and write the missing letters CD1 13 A Listen and write Then match b I have a ke ap 2 n ase/ame on the board Ask the students what words they know for each ending Play the CD and have the students write the words they hear and then match them with the pictures CD1 14 case tape CD1 name, name case, case tape, tape 13 bake bake cape cape I have a cane I have a cane I’m a Wr i t e r Trace and write your own sentence 14 B Read and write Choose The vase case The game Read and write: Ask the is on the case vase students to read the sentences and write the missing words is on the desk Write the long a words tape 16 bake name vase cake case tape cape game The case is on the bed The game is on the bed The tape is on the bed 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 long vowel “a_e” 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 long vowel “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 Workbook Answer Sheet Unit Unit 1 Long Vowel Long Vowel a a_e a Read Find and circle the long a words Then read Read • Art (Taking Pictures) • Fiction Read and circle cake rat game ham vase case cap tape pin cape bake name Puzzle vase across t a g c e a v a s e c m s n a m e e k b a k e down I Am a Photographer game Solve the puzzle Trace and write Then read Trace cape Long Vowel Write Unscramble and write Write e a p t m e a n name Trace k a b e a Read and circle Then write The (game / cake) is on the case The cape is on the (case / game) a e Read and trace Then number Say Say aloud Check the ones you can say I can say the WORDS /8 cape tape cake bake vase case name game I can say the SENTENCES /3 The vase is on the ta ble The cake is on the ca se 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 Tell the students to the “Let’s Draw” activity at the end of the story Then have each student say what picture they think the boy will take at school Here is a cape WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to assess their reading fluency 14 15 Unit Long Vowe li ie Outline for Two Lessons pine kite 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: Long vowel “i” ( i_e) • Objectives: - To recognize the long vowel “i_e” sound - To learn words with the long vowel “i_e” sound - To build confidence in reading and writing long vowel “i_e” words • Duration of each lesson: 45 minutes • Preparation: Student Book 3, Workbook 3, Readers 3, 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 long vowel “i_e” sound Have the students say the long vowel “i_e” sound and the pictures (“i, pine”/“i, kite”) Start Unit Long Vowe li ie Listen pine Listen and repeat and have the students repeat them When they are saying the long vowel “i_e” sound have them stamp their feet Play the CD Encourage the students to sing and stamp their feet during the long vowel “i_e” sound parts of the song Sing Sing along CD1 pin kit g vow e l i , e, i_e d? i _ e i _ What's that soun wel i ! i_ e , i _ e , i _ e e long vo It's th Chant along Then put the stickers on the picture CD1 Long Vowel kite Say Short i Long i bike five e e magic e pine kite Say and color hive pin kit i A long vowel says its name 16 pine i 15 Pine a nd kite have a lon Chant 17 a i o u e kite Short Vowel Sing along: Say the lyrics CD1 nine kit pine hive nine bite big about the picture What is the woman biting? What color are the children’s backpacks? Point to the images and say the long vowel “i_e” sound and words with the students (“i, pine”) 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! /ai/ pine(X2) /ai/ nine(X2) /ai/ five(X2) /ai/ bike(X2) /ai/ hike(X2) /ai/ bite(X2) /ai/ hive(X2) /ai/ kite(X2) Extra idea: Put one of the Phonics Show flashcards on the board Give two students markers and 18 pin 19 Chant along: Look at the picture What the students see? Ask the students some questions 16 CD and have the students repeat what they hear Say the long vowel and short vowel “i” sounds and have the students repeat them What long vowel and short vowel “i” words they know? Roll a die and see what number it lands on Ask the students to try to say that many long vowel and short vowel “i” words Tell the students to write the word “pin” in the air with their finger Then ask them to draw a “magic e” on the end of the word Tell them that the “magic e” makes the short vowel “i” into the long vowel “i_e” and now the word is “pine.” Do the same thing with “kit.” Read the sentence at the bottom of the activity together hike 18 CD1 kite Listen and repeat: Play the ask them to stand at the back of the classroom Tell them to run to the board and write down the word on the flashcard The first person to write down the word and then say the long vowel “i_e” sound and the word (i, pine) is the winner CD1 16 Long Vowels Long Vowel i pin pine kit kite /ei/ /ai/ /ou/ /ju:/ /ee/ Listen and compare the short vowel “i” and “long vowel “i_e” sounds /i/, /i/, /i/ This is the short vowel “i” sound /ai/, /ai/, /ai/ This is the long vowel “i_e” sound “Pin” has the short vowel “i” sound “Pine” has the long vowel “i_e” sound “Kit” has the short vowel “i“ sound “Kite” has the long vowel “i_e” sound A long vowel says its name Say and color: Read the words on the bee hives together Ask the students what words have a short vowel “i” sound and what words have a long vowel “i_e” sound Tell the students to color the short vowel “i” hives red and the long vowel “i_e” hives blue Have the students count how many red and blue hives there are 19 Can Listen and write the missing letters: Use the flashcards to review the long vowel “ie/y” words with the students Play the CD and have the students write the missing letters they hear in the boxes Once the students have finished writing the missing letters, tell them to use their answers to complete the sentence CD2 Quiz – Listen and number Then write: Roll a die and Can So und Dictatio n Listen and write the missing letters CD2 32 A Listen and write Then match t i Don't b 2 h see what number it lands on Ask the students to try to say that many long vowel “ie/y” words Play the CD and have the students write the words they hear and then match them with the pictures k July lie cry CD2 33 CD2 July lie cry 32 tie tie sky sky Don’t be shy Don’t be shy I’m a Wr i t e r Trace and write your own sentence July lie cry B Read and write Choose pie fly Don't Don't tie my tie sky tie happening? Ask the students to choose one of the long vowel “ie/y” words and write their own question and sentence Extra idea: Have the students work with a partner Tell them to take turns reading the question and students to read the sentences and write the missing words lie July fly pie cry ell E xc Where is my tie? Your tie flies in the sky Trace and write your own sentence: Look at the picture What the students see? What is Read and write: Ask the my kite Write the long i words tie 74 33 e nt ! 75 Phonics Dictionary: Look at the long vowel “ie/y” 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 sentence they made Choose some of the pairs to present their question and sentences in front of the class 98 99 Readers Workbook Answer Sheet Unit Track 18 - 19 Unit 8 Long Vowel i : ie , y Long Vowel i ie, y Read Read Find and circle the long i words Then read • Science (Birds) • Fiction fly pie July big fog lie pit tie cry sky tug hot July cry Find the words and circle Then match Say and write b h m s k y n p i e n o q v v k q w f l y pie tie lie d w c y h v pie tie ie m h v w b x g o l i e k d w J u l y z m k g n b t i Fly High lie Puzzle Write Read and circle July uy cry fly sky cry y sky r e o 32 33 Long Vowel ie, y Write Write the missing letters f e Trace 51 Write y l i Read and circle Then write Don't Don't (cry / fly) r (tie / lie) down i Read and trace Then number Say Say aloud Check the ones you can say I can say the WORDS pie tie lie July cry fly I can say the SENTENCES /7 sky /3 Your pie flies in the sky Look at the sky 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 Talk about the “Science Fact” at the end of the story together 34 Where is my tie? 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 R-Controlle d Vowels ar or Outline for Two Lessons fork car 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 - To recognize the R-controlled vowel sounds “ar” and “or” - To learn words that have the R-controlled vowel sounds “ar” and “or” - To build confidence in reading and writing R-controlled vowel “ar” and “or” words • Duration of each lesson: 45 minutes • Preparation: Student Book 3, Workbook 3, Readers 3, CDs, Flashcards from Reading Readers pp 57~62 25 mins Evaluation Readers p 70 mins Lesson Board • Unit 9: R-Controlled Vowels “ar” and “or” • Objectives: www.ibuildandgrow.com 103 Start Warm up: Use the pictures and letters at the top of the page to introduce the R-controlled vowel “ar” and “or” sounds Have the students say the R-controlled vowel “ar” and “or” sounds and the pictures (“ar, car”/“or, fork”) Start Unit Sing R-Controlle d Vowels ar or Sing along Sing along: Say the lyrics CD2 Listen and repeat o a nd r together! l i ke I t s o u nd s l i ke I t s o u nd s a r a r, a r, ca r! or o r , o r , fo rk CD2 36 ar or ir er fork car a o 34 a a nd r together! and have the students repeat them When they are saying the R-controlled vowels “ar” and “or” have them shake hands with the student next to them Play the CD Encourage the students to sing and shake hands with the student next to them during the R-controlled vowel “ar” and “or” parts of the song Listen ! r r + + = = ar or car fork When a vowel meets an r, they make a special sound Chant Chant along Then put the stickers on the picture CD2 35 Say park star ar barn or fork Match and say corn horse horn car barn horse fork car park 77 Chant along: Look at the picture What the students see? Ask the students some questions about the picture Do the students like corn? What color is the horse? Point to the images and say the R-controlled vowel “ar” and “or” sounds and words with the students (“ar, car”) 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 Here comes Word Chant! Here comes Word Chant! /ar/ car(X2) /ar/ star(X2) /ar/ park(X2) /or/ fork(X2) /or/ horse(X2) /or/ corn(X2) /ar/ barn(X2) /or/ horn(X2) Extra idea: Hold a Phonics Show flashcard behind a piece of black paper Lift the piece of black 104 CD and have the students repeat what they hear Say the short vowel sound for “a” and have the students repeat it Point to “r” and ask the students what letter it is and what sound it makes Explain to the students that when a vowel meets an “r” they make a special sound 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 “r.” Practice saying the “ar” sound together and write the letters in the air Then the same thing for “car.” Ask the students what other “ar” words they know Follow the same process for teaching the “or” sound corn 76 CD2 Listen and repeat: Play the 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-controlled vowel “ar” or “or” sound and the word (“ar, barn”) when guessing CD2 32 R-controlled vowels /ar/, /or/ /ir/, /er/ a r /ar/ car “Car” has an /ar/ sound o r /or/ fork “Fork” has an /or/ sound When a vowel meets an “r,” they make a special sound Match and say: Ask the students what sounds “ar” and “or” make Read the words together Have the students match the R-controlled vowel sounds with the correct words 105 Learn Listen and repeat: Review Learn the R-controlled vowel “ar” and “or” sounds Put the car flashcard on the board and write “car.” 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 R-controlled vowel “ar” and “or” words while following the arrows with their finger Then have the students say the R-controlled vowel “ar” and “or” words on their own CD2 Learn Listen and repeat 37 Lis car star park k barnn CD2 ar or vowel “ar” and “or” sounds on the board Ask the students what words they know that have those R-controlled sounds Play the CD Tell the students to circle and write the R-controlled sounds they hear Correct the answers together or have the students work with a partner to check their work 39 ar or ar or CD2 or fork k horse se cornn hornn ar Read Listen Listen and trace CD2 or ar or ar or Read and circle star fork barn 39 /ar/ /or/ /ar/ /or/ /or/ /ar/ park horn barn corn horse star Extra idea: Ask the students 38 car fork one or two questions about the images in the boxes Do the students like to go to the park? Is the barn big or small? car horse 78 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 and put one set 38 /ar/ car, car /or/ fork, fork Listen and circle Then write ar /ar/ car /ar/ star /ar/ park /ar/ barn /or/ fork /or/ horse /or/ corn /or/ horn CD2 t e n & Wr i t e R-Controlled Vowels 37 /ar/ /ar/ /ar/ /ar/ /or/ /or/ /or/ /or/ CD2 Listen and circle Then write: Write the R-controlled /ar/ star, star /or/ horse, horse of flashcards on each side of it Ask two students to stand at the back of the classroom Call out one of the R-controlled vowel “ar” and “or” words and have the students run to the board and circle it Extra idea: Use the space under the R-controlled vowel “ar” and “or” words to have the students practice writing the words on their own 106 107 Read Listen and repeat: Look Read at the picture What the students see? Point at number in the picture and say “This fork This fork is for you.” 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 40 Read Listen and read the story out loud 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 complete the comprehension activity at the bottom of the page CD2 CHANT-42 Wo r d This is my horse Victor Victor likes to play in the barn Victor likes to eat corn this fork This fork is for you this horn This horn is for you this car This car is for you Le ar n t Read o Sen High Frequency Words this I have some corn in my car 40 is The corn is for my horse Victor This fork is for you This horn is for you Victor also likes when I play my horn This ca r is for you I play my horn for my horse Victor likes Read and circle Then number tence Extra idea: Make two copies of the flashcards and scatter them around the classroom Have two students stand at the front of the classroom Tell them, “This (flashcard) is for you.” The first student to bring you the flashcard you asked for is the winner Have both the students (the winner and the loser) choose another flashcard for the next two students to find CD2 Listen and read the story out loud: Look at This is my I ca n play the My horse likes the (ca r/corn) (horn/ha rp) After You Read (ba rn/pa rk) Read and check O (true) or X (false) Victor is a horse O X Victor likes to eat corn O X 80 Read and circle Then number: Tell the students to read the sentences and circle the correct R-controlled vowel “ar” and “or” words Then have them write the number of each sentence next to its matching picture Correct the answers together or have the students work with a partner to check their work 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: Ask the students to read the three sentences Time the students individually or as a group to see how fast they can read them 108 109 Can Listen and write the missing letters: Use the flashcards to review the R-controlled vowel “ar” and “or” words with the students Play the CD and have the students write the missing letters they hear in the boxes Once the students have finished writing the missing letters, tell them to use their answers to complete the sentence CD2 Quiz – Listen and number Then write: Read the Can So und Dictatio n Listen and write the missing letters CD2 43 A Listen and number Then write p rk I like to play 43 I’m park park corn corn I like to play cards I like to play cards a Wr i t e r 2 R-controlled vowel words at the top of the page together Play the CD and have the students number the words in order Then ask them to write the words o n 3 ds ba rn horse park CD2 44 fork barn horse fork CD2 park fork barn horse B Read and write Trace and write your own sentence Choose horn car I like to get in the horn I like to play the 44 park fork barn horse Read and write: Ask the students to read the sentences and write the missing words fork Write the ar or or words star 82 I have a fork in my car I have a star in my car 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 R-controlled vowel “ar” and “or” words and write their own sentence Extra idea: Have the students work with a partner Tell them to take turns asking the question and star corn fork barn horse car park horn 83 Phonics Dictionary: Look at the long vowel R-controlled vowel “ar” and “or” 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 110 111 Readers Track 20 - 21 Workbook Answer Sheet Unit Unit 9 R-Controlled Vowels : R-Controlled Vowels ar, or ar , or Read Find and circle the ar or or words Then read Read • Social Studies (Farm Life) • Fiction Read and circle car dam fork horse hop star corn bun pig horn park barn Puzzle 4 down On a Farm fork across 3 barn Solve the puzzle Trace and write Then read Trace horse s t h o b a r n r c a f p a r k h o r s e n c o o r k n 36 37 R-Controlled Vowels ar, or Write Unscramble and write p r a k par Trace 57 Write a b r n arn r o n c Read and circle Then write This (corn / horn) is for you This (car / fork) is for you corn Read and trace Then number Say Say aloud Check the ones you can say I can say the WORDS /8 ca r sta r pa rk ba rn fork horse corn horn I can say the SENTENCES /3 My horse likes to play in the ba rn I have some corn in my ca r 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 38 I play my horn 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 R-Controlle d Vowels ir er Outline for Two Lessons letter bird 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 - To recognize the R-controlled vowel sounds “ir” and “er” - To learn words that have the R-controlled vowel sounds “ir” and “er” - To build confidence in reading and writing R-controlled vowel “ir” and “er” words • Duration of each lesson: 45 minutes • Preparation: Student Book 3, Workbook 3, Readers 3, CDs, Flashcards from Reading Readers pp 63~68 25 mins Evaluation Readers p 70 mins Lesson Board • Unit 10: R-Controlled Vowels “ir” and “er” • Objectives: www.ibuildandgrow.com 115 Start Warm up: Use the pictures and letters at the top of the page to introduce the R-controlled vowel “ir” and “er” sounds Have the students say the R-controlled vowel “ir” and “er” sounds and the pictures (“ir, bird”/“er, letter”) Start 10 Unit Sing along: Say the lyrics Sing and have the students repeat them When they are saying the R-controlled vowel “ir” and “er” sounds have them shake their arms Play the CD Encourage the students to sing and shake their arms during the R-controlled vowel “ir” and “er” parts of the song R-Controlle d Vowels ir er Sing along CD2 Listen Listen and repeat i e 45 i a nd r together! l i ke I t s o u nd s e a nd r together! ir l i ke I t s o u nd s i r , i r , bi rd ! er e r , e r , l et te 47 ar or ir er letter bird CD2 r! + + r r = = ir er Chant Chant along Then put the stickers on the picture CD2 46 Say summer Match and say bird teacher girl CD and have the students repeat what they hear Say the short vowel sound for “i” and have the students repeat it Point to “r” and ask the students what letter it is and what sound it makes Explain to the students that when a vowel meets an “r” they make a special sound Tell the students to say the short vowel “i” sound and use their finger to practice writing a lowercase “i” in the air Then the same thing for “r.” Practice saying the “ir” sound together and write the letters in the air Then the same thing for “bird.” Ask the students what other “ir” words they know Follow the same process for teaching the “er” sound soccer 84 shirt letter skirt Chant along: Look at the picture What the students see? Ask the students some questions about the picture How’s the weather? How many girls are there? Point to the images and say the R-controlled vowel “ir” and “er” sounds and words with the students (“ir, bird”) 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! /ir/ bird(X2) /ir/ girl(X2) /ir/ skirt(X2) /er/ letter(X2) /er/ soccer(X2) /er/ summer(X2) /ir/ shirt(X2) /er/ teacher(X2) Extra idea: Put the Phonics Show flashcards on the board Write one of the words on the board, but 116 er ir girl 46 letter When a vowel meets an r, they make a special sound CD2 bird Listen and repeat: Play the 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 R-controlled vowel sound and the word (“er, teacher”) when making a guess soccer skirt letter teacher bird 85 CD2 47 R-controlled vowels /ar/, /or/ /ir/, /er/ i r /ir/ bird “Bird” has an /ir/ sound e r /er/ letter “Letter” has an /er/ sound When a vowel meets an “r,” they make a special sound Match and say: Ask the students what sounds “ir” and “er” make Read the words in the soccer balls together Have the students match the R-controlled vowel sounds with the correct soccer balls 117 Learn Listen and repeat: Review Learn the R-controlled vowel “ir” and “er” sounds Put the bird flashcard on the board and write “bird.” 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 R-controlled vowel “ir” and “er” words while following the arrows with their finger Then have the students say the R-controlled vowel “ir” and “er” words on their own CD2 Learn Listen and repeat CD2 48 Lis ir bird d girll skirtt shirtt letter soccer summer teacher er /ir/ /ir/ bird /ir/ /ir/ girl /ir/ /ir/ skirt /ir/ /ir/ shirt /er/ /er/ letter /er/ /er/ soccer /er/ /er/ summer /er/ /er/ teacher Listen and trace CD2 bird CD2 50 Extra idea: Ask the students one or two questions about the images in the boxes Do the students like playing soccer? What color is the skirt? Read and circle bird letter shirt teacher letter 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 and put one set 49 /ir/ girl, girl /er/ teacher, teacher 50 49 girl CD2 CD and have the students trace the words Then read the words together /er/ soccer /er/ summer /ir/ skirt /ir/ shirt /ir/ girl /er/ teacher Read Listen Listen and trace R-Controlled Vowels 48 CD2 t e n & Wr i t e Listen and trace: Play the /ir/ bird, bird /er/ letter, letter of flashcards on each side of it Ask two students to stand at the back of the classroom Call out one of the R-controlled vowel “ir” and “er” words and have the students run to the board and circle it Extra idea: Use the space under the R-controlled vowel “ir” and “er” words to have the students practice writing the words on their own 118 119 Read Listen and repeat: Look Read at the picture What the students see? Point at number in the picture and say “In a shirt The girl in a shirt is my sister.” 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 CD2 CHANT-53 Wo r d Who is that girl? The girl in the green skirt is my sister Heather 51 in a shirt The girl in a shirt is my sister with a soccer ball The girl with a soccer ball is my sister with a bird The girl with a bird is my sister Le ar n t Read o Sen Extra idea: Ask the students to read the three sentences Time the students individually or as a group to see how fast they can read them Who is that girl? The girl in the blue shirt is my sister Jennifer Heather and Jennifer have the same birds The girl in a shirt is my sister The girl with a soccer ball is my sister The girl with a bird is my sister High Frequency Words who write their This summer they are on the same soccer team They will write letters to their teacher Listen and read the story out loud: Look at 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 Read and circle Then number tence The bird s a They play soccer in My (soccer/letter) (summer/skirt) After You Read (letter/teacher) likes his shirt What does Jennifer have? Check Jennifer has a bird Jennifer has a soccer ball 88 Read and circle Then number: Tell the students to read the sentences and circle the correct R-controlled vowel “ir” and “er” words Then have them write the number of each sentence next to its matching picture 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 students in groups of five 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 (“The bird has a letter.”) is the winner 120 121 Can Listen and write the missing letters: Use the flashcards to review the R-controlled vowel “ir” and “er” words with the students Play the CD and have the students write the missing letters they hear in the boxes Once the students have finished writing the missing letters, tell them to use their answers to complete the sentence CD2 Quiz – Listen and number Then write: Read the Can So und Dictatio n Listen and write the missing letters CD2 54 A Listen and number Then write g l et r l e 54 I’m girl girl letter letter We make a snowman in winter We make a snowman in winter a Wr i t e r n e skirt 55 bird teacher CD2 skirt 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 R-controlled vowel “ir” and “er” words and write their own sentence Extra idea: Have the students work with a partner Tell them to take turns asking the question and summer The girl likes her shirt bird teacher soccer skirt Read and write: Ask the students to read the sentences and write the missing words Write the ir or er words shirt The girl in a shirt is my sister The girl likes 55 bird teacher soccer skirt B Read and write Trace and write your own sentence Choose 90 soccer CD2 skirt soccer bird teacher We make a snowman in w R-controlled vowel words at the top of the page together Play the CD and have the students number the words in order Then ask them to write the words bird skirt soccer letter summer girl teacher shirt 91 Phonics Dictionary: Look at the R-controlled vowel “ir” and “er” 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 122 123 Readers Workbook Answer Sheet 10 Unit Unit 10 Track 22 - 23 R-Controlled Vowels : R-Controlled Vowels ir, er Read ir , er Read Find and circle the ir or er words Then read • Social Studies (My Teacher) • Fiction letter bird hen summer mop lap girl skirt shirt soccer tug teacher 3 soccer bird Find the words and circle Then match Say and write f l e t t e r i v s k i r t s h i r t f i bird girl skirt shirt s u m m e r n ir gir s irt s irt i p n b i r d r Ms Baker girl Puzzle Write Read and circle letter soccer etter summer teacher v s o c c e q g i r l f i t e a c h e r soccer summer teac er 40 41 R-Controlled Vowels ir, er Write Write the missing letters sk Trace t each i rl 63 Write r su d Read and circle Then write The girl in a The girl with a (shirt / skirt) is my sister me (letter / soccer ball) is my sister l et t Read and trace Then number Say Say aloud Check the ones you can say I can say the WORDS /8 bird girl skirt shirt letter soccer summer teacher I can say the SENTENCES /3 Who is that girl? They have the same birds 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 42 They will write letters to their teacher 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 [ Template ] (http://www.ibuildandgrow.com) Power of Magic e What you need cap ta p ta p pin pin ki t ki t hop hop cub cub cut bi t cap cap ta p ta p pin pin ki t ki t hop hop cub cub cut cut bi t e e bi t tub tub hug hug Fold along the dashed line and glue the shaded tab Cut Fold Short bi t magic e magic magic e Vowel e Long Vowel magic e e e cap ta p ta p pin pin ki t ki t hop hop cub cub cut cut bi t bi t tub tub hug hug Template 1, Slip template into the slit on template corta Sh pi Scissors Glue ta p p Vo w el ca Lo n g n t a m Vopwel ki pagic e pi ho t ne cu p ki t b ho cu cu p bi t cu b tu t t bi hu b g tu t hu b g Say short vowel words and long vowel words pi t Vo w ta p n pi ta ca p p n p Lo k ccuu n i h o g Votwel c u bb mp t ccuu b agic e b c tu ut e bi hu b g tu t hu b g bi el e ki o rt e Sh ho magic Move template forward or backward and continue to say the words ca p Long Vowel cap Short Vowel e e Long Vowel tub hug Long Vowel magic Glue cut tub hug Short Vowel Short Vowel cap Cut out the templates [ Template ] Glue Download and print out templates and The t 92 93 Activity “The Power of Magic e”: Follow the instructions to make the Power of Magic e chart with the students Have them work in pairs and practice saying the short vowel and long vowel words 126 127 ... 10 mins Assign Homework Workbook pp 32 ~33 mins Assign Homework Workbook pp 34 ~35 mins Check Homework Workbook pp 32 ~33 10 mins Application Student Book pp 72~ 73 15 mins Evaluation Student Book... 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 Student Book pp 32 ~33 15 mins Assign... Student Book pp 34 ~35 20 mins Presentation Student Book pp 36 ~37 20 mins Assign Homework Workbook pp 16~17 mins Check Homework Workbook pp 16~17 mins Application Student Book pp 38 ~39 15 mins Evaluation