phonics concepts - really great reading · © 2012 really great reading® | phonics boost plus 1...

© 2012 Really GReat ReadinG® | Phonics Boost Plus | 1

Module 1

When to Use Module 1Students should work on Module 1 activities if they have not yet mastered the concepts taught in Phonics Boost Lessons 1-11.

There are several ways to identify which students are good candidates for Phonics Boost Plus Module 1: 1. Use the Phonics Boost Skills Assessment (PBSA) 1.2. Use More Words to Read and Sounds & Syllables from this module to determine a student’s mastery. 3. Observe students during Phonics Boost instruction and practice.

Module 1 ActivitiesPhonics Boost Plus Student Workbook 1:

• MoreWordstoRead• Sounds&Syllables• PhrasestoRead• MarkIt!• FillItIn!• SolveIt!• FlipIt!

Phonics Boost Plus Teacher’s Guide 1:

• WordSort• WordBuildingpartnerpage• SentenceHuntpartnerpage• VocabularyDominoes• WordChain

Vowels: a, e, i, o, u

Consonants: All the letters of the alphabet except a, e, i, o, u.

Phoneme: A phoneme is a sound, not a letter. Spoken words are made up of one or more phonemes.

Grapheme: Letters or letter combinations that spell sounds.

Short vowel sounds: The first phonemes in these words are short vowels. •apple, edge, itch, octopus, up

qu: The letter q is always followed by a u. •Thequ spells the sounds /kw/. •Theu in quneveractsasavowel.Itispart

of the consonant spelling. •Thereisonlyoneactingvowelinquit.

Digraphs: Two consonant letters that spell one sound. •sh, th, ch •ship, moth, chop

Closed syllable: One vowel letter followed by one or more consonant letters. The vowel sound in a closed syllable is usually short. •at, bash, path, let

Reminders:

1Phonics Concepts

• Shortvowellettersounds • Consonantlettersounds• Digraphs sh, th, and ch

Module 1 | More Words to Read

2 | Phonics Boost Plus | © 2012 Really GReat ReadinG®

Overview

InMoreWordstoRead,studentsindividuallyreadrowswordsthataredecodableandcontainphonicspatternslearned in the corresponding Phonics Boostlessons.Itisagroupactivitywhereonestudentreadsaloudtohis/herclassmates. The classmates act as Checkers and assist the teacher in providing feedback to the Reader.

Thewordsaredividedintotwogroups:Challenging[a] andMoreChallenging[b].TheChallengingwordsaremorecommonlyusedandareeasiertodecodethantheMoreChallengingwords.

The goal is for students to read all words in a row accurately on the first attempt.

Materials

• Phonics Boost Plus Student Workbook 1• Pencils

Challenging

More Challenging

1. bug shed mug

2. fib math then

3. tax pep sob

4. win nod box

5. with rim jog

6. much yet chin

7. chat shun chop

8. dish lush mesh

9. posh rush rash

10. shin wish gash

11. than hush shop

12. bath dash shut


More Words to Read | Module 1

a. Challenging b. More Challenging



Procedure

1. Havestudentsopentopage1intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitatethe activity.

2. Callonanonestudenttoreadarowofthreewordsaloud.3. All other students are Checkers:

a. Checkers mark Reader’s errors in their own workbooks.b. After Reader finishes, Checkers hold up fingers to indicate the number of words read correctly.c. Ifallthreewordswerereadcorrectly,congratulateReader on reading accurately.d. IfReadermisreadsanywords,followPositiveErrorCorrectionprocedure(seebelow).

4. Callonanotherstudenttoreadarowofthreewordsaloud.Repeatuntilallstudentshavereadatleasttworows of words.

Positive Error Correction

1. Tell Reader the number of words in the row read accurately.2. One Checker identifies which word was misread by saying “first,” “middle,” or “last,” without saying the

word itself.3. Reader uses Touch & Say to read the misread word(s).

a. IfReader reads the word correctly, thank student and have him/her reread the entire row correctly. b. IfReader misses any words again:

i. Checkers assist by using Touch & Say to chorally read the word(s). ii. Reader independently uses Touch & Say to read the word(s) correctly.iii. Reader reads all three words again. iv. Reader aims to read another row of words accurately in the first attempt.

* Try to finish with the Reader reading all three words correctly.

Suggestions for Differentiation

1. Studentscanfindwordswiththephonicsconceptsthatneedmoreattention.Forexample,studentscanfindall the words that begin or end with digraph sh or with the letter b. This can be done as a timed activity:a. Use a timer and tell all students when to begin.b. All students search independently for the words containing the target phonics concept (digraph sh, the

letter b,etc.).Havestudentsunderlinethegraphemestheyarelookingforastheyfindthem.c. The first person to finish reads all the words containing the target phonics concept aloud. The student

who finishes first and has found and read all the words with 100-percent accuracy is the winner.2. Studentscanfindrhymingwords.Forexample,havestudentsfindallthewordsthatrhymewithcash, hop,

or dug.3. ForEnglishlanguagelearners(ELL),focusontheChallengingwords.Thesewordsaremorecommonlyused

andareeasiertodecodethanthoseintheMoreChallengingsection.Studentscandefinethewords,identifytheir parts of speech, and/or use them in sentences after they read a row.

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Module 1 | Sounds & Syllables


Overview

Sounds&Syllablesisaone-on-oneteacherandstudentactivity.Ideally,thisactivityisdoneinaquietsettingsothe teacher can hear the student read. Students read rows of graphemes and syllables aloud and the teacher checks reading accuracy. Sounds & Syllables helps students improve their recognition and accurate reading of individual graphemes and syllables.

Materials


Procedure

1. Trade workbooks with the student. Student needs a clean copy to read from while you mark in his/her workbook. Both student and teacher open to page 2 in their workbooks.

2. Point to the top section of the Sounds & Syllables sheet. Remind the student that if a vowel is by itself, the studentshouldreaditasashortvowelsound.Inlatermodules,studentsshouldreadallpossiblesoundsmadeby the graphemes (e.g., sounds of y, ow, ea, etc.).

2 | © 2012 Really GReat ReadinG® | Phonics Boost Plus


1. ch i o th

2. a k u d

3. g e m p

4. qu sh w r

1. gat cam vim shap

2. zeb thut pon chep

3. quen rom sish hab

4. wix dosh neb chid

Syllables Read these closed syllables.

Sounds Read these sounds. If you see a single vowel, say the short vowel sound.


a. Sounds section b. Syllables section

Sounds & Syllables | Module 1


3. Havestudentreadeachrowofsoundsspelledbythegraphemes.Thestudentshouldreadonlytotheteacher,not to the entire class. Be sure that the student articulates the phonemes correctly and does not add extra sounds.(Forexample:k is read as /k/, not /kuh/; p is /p/, not /puh/.)

4. Pointtothebottomsectionofthesheet.Havethestudentreadeachrowofsyllables.Remindthestudentthatthese are all closed syllables and that they are not real words.

5. Ifastudentmakesamistake,followthePositiveErrorCorrectionprocedure(seebelow)tohelpthestudent read the sound or syllable correctly. Students who are not reading accurately should be given more opportunities to read this page to increase their accuracy.

6. Markanysoundsorsyllableswithwhichthestudentstruggled.Havethestudentpracticereadingthesemultiple times.

Alternative Procedure

Sounds&Syllablescanalsobecompletedasafullclassactivity.Callonindividualstudentstoreadtherows ofgraphemesinthetopsectionandtherowsofsyllablesinthebottomsection.Ifastudentmakesamistake, otherstudentsintheclasscanassistwithcorrectpronunciation.Youwilluseyourowncopyoftheworkbook to facilitate the activity.


1. Tell Reader the number of graphemes or syllables read accurately in the row.2. Point to the misread grapheme or syllable without saying it aloud.3. Reader reads the misread grapheme again or uses Touch & Say to read the misread syllables(s).

a. IfReader reads the grapheme or syllable correctly, thank Reader and have him/her reread the entire row correctly.

b. IfReader misses any graphemes or syllables again:i. Assist by reading the grapheme(s) correctly or using Touch & Say to read the syllable(s) correctly. ii. Reader then independently reads the grapheme(s) correctly or uses Touch & Say to read the

syllable(s) correctly.iii. Reader reads all graphemes or syllables in the row again. iv. Reader aims to read another row of graphemes or syllables accurately in the first attempt.

* Try to finish with the Reader reading all four graphemes or syllables correctly.


1. Ifstudentsareaccuratebutslow,timethemwhiletheyreadthegraphemesandsyllables.Havethemrereadthe page multiple times, working on increasing their speed with each read. Remember that the focus is always accuracy over speed, even while working on increased automaticity.

2. Mix the order in which the students read the graphemes and syllables. Point to the graphemes and syllables at random and have students read them aloud. This ensures that students are not aided by their memory of the order in which they previously read the graphemes and syllables.

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Module 1 | Phrases to Read


Overview

InPhrasestoRead,studentsworkwithapartnertoreadtwocolumnsof15phrases.Bothstudentsreadthewordsin each column, taking turns as Reader and Checker. The phrases contain decodable words with phonics patterns the students have learned in the corresponding Phonics Boost lessons up to and including the current module, as wellaswordsofftheDolchlistsofthe220mostfrequentlyusedwordsandthe95mostcommonlyusednouns.

Materials


Procedure


2. Students form pairs and trade books. 3. ForColumn1:

a. Each member of the pair takes a turn as Reader and as Checker. Be sure that both students read the phrasesinColumn1.

Column 1 Column 2

Number Correct Number Correct

1. Trade books with a partner.2. Take turns as the Reader and Checker.3. Each partner reads the phrases in both columns. 4. Fill in the number correct.

1. bug on a box

2. chop the hot dog bun

3. shut the lid

4. a pup with pep

5. met a man on the ship

6. tax the man

7. a posh shop

8. a dish of fish

9. hush the kid

10. sip the pop

11. with a hush

12. on the run

13. jog on the path

14. gash on his leg

15. chat with the vet

1. dash to the bus

2. in a rush

3. not a fib

4. a rash on his chin

5. a fox in the pen

6. chop the log

7. fun with the pup

8. met in the shop

9. fed her pet cat

10. sat in the sun

11. rim of the pot

12. sat and had a chat

13. cut was not bad

14. a tax on gas

15. dash to the shop


Phrases to Read | Module 1

a. Both partners read each column

b. Partner writes number correct



b. Reader 1readsthephrasesinColumn1[a].c. Checker marks errors and records the number of phrases read correctly at the bottom of the column [b].d. Checker tells Reader how many phrases were read correctly.e. Checker tells Reader torereadanyphrasesthatwerereadincorrectly,providingPositiveErrorCorrection

(see below).f. Reader correctly rereads phrases that were misread.g. Ifthereisdisagreementaboutaphrase,studentsasktheteacherforhelp.h. PartnersswitchrolesandrepeatthestepsforColumn1.ThefirstChecker becomes the new Reader, and

the first Reader becomes the Checker.4. ForColumn2,studentsrepeatthestepsfromColumn1.Besurethatbothstudentsreadthephrasesin

Column2.ThestudentwhoreadsColumn1firstshouldreadColumn2second.Thisgiveseachstudentachance to read a column of phrases first, before hearing it read by the other student.


1. Ifastudentmisreadsanyphrases,thestudent’spartnerprovidesPositiveErrorCorrection.2. Checker identifies the number of misread phrases. Checker points to the misread word(s) in the phrase,

without saying the word itself.3. Reader uses Touch & Say to read the misread word(s), then reads the whole phrase again.

a. IfReader reads the phrase correctly, Checker thanks Reader and has him/her repeat the entire phrase correctly.

b. IfReader misses any words again:i. Checker assists by using Touch & Say to read the word(s). ii. Reader independently uses Touch & Say to read the word(s) correctly.iii. Reader reads the phrase correctly.


1. Students can find words in the phrases containing the phonics concepts with which they need more practice andcircleorunderlinethetargetphonicsconceptsinthosewords.Forexample,studentsfindandcircleallthe digraphs.

2. Students can “scoop” parts of the phrases with their pencil, finger, or eraser to break the phrases into smaller, meaningfulchunksforeasierdecoding.Forinstance,thephrasemet a man on the ship can be scooped into two parts: met a man and on the ship. To scoop, students simply draw or trace a curved line underneath a portion of the phrase.

3. Students can choose several phrases and draw a picture of each. Students’ partners can then guess which phrases they illustrated.

4. Studentscanchooseseveralphrasesandwritesentencescontainingthosephrases.Challengestudentstowritesentencescontainingatleast6,8,or10words,dependingontheageandabilitylevelofthestudents.Foranaddedchallenge,havestudentsanswerthefollowingquestionsintheirsentences:Who? What? Where? When? Why? How?

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1. Underline the graphemes. Make sure to underline the letters in a digraph with only one line.

2. Read the words.


Module 1 | Mark It!

1. m u c h 2. t i p 3. s o b

4 . y e t 5. r i c h 6. s h i n

7. w i t h 8 . p e p 9. t a b

10 . z i p 11. g a s h 12. c a t

13 . r u s h 14 . m a t h 15. f i b

16 . t h e m 17. m e s h 18 . s h e d

19. l a p 2 0. n o d 21. d i m

2 2. s h o p 23. c h a t 24 . s u c h

25 . d i s h 26. j o g 27. p u p

28 . c h o p 29. w i s h 3 0. h u s h

Module 1 | Mark It!

Overview

TheMarkIt!activityhelpsstudentsfocusontheindividualgraphemesinwords.Studentsmarkwords withsymbolswhilepracticingletter-soundcorrespondences.StudentscancompleteMarkIt!individually and independently.

Materials


Procedure


2. Remind students that a grapheme is a letter or set of letters that spells one sound. Explain that they will underline each individual grapheme in the words.

a. Each grapheme is underlined:

b. Students mark all graphemes in the word

1. m u c h


Mark It! | Module 1

3. Show students the example for the word much [a]: a. Explain that much has three sounds, /m/ /ŭ/ /ch/, each spelled by one grapheme. Remind students that

digraph ch is one grapheme because the two letters work together to spell one sound, so the c and h are underlined with one line.

4. Lead students in marking the graphemes for the word tip:a. Explain that tip has three sounds, /t/ /ĭ/ /p/, each spelled by one grapheme [b].

5. Students mark the remaining words independently.6. Checkanswerswithstudents.7. Haveeachstudentreadthewordstoyouorapartner.


1. ChooseadditionalwordsofftheMarkIt!page,andhavestudentsthinkofseveralwordsthatrhyme with each.

2. Students can sort words into groups based on their vowel sounds, initial or final sounds, whether they contain digraphs, or other phonics features.

3. StudentscanusemanipulativestomaketheMarkIt!activitymultisensory:a. Dictateeachword.b. Students place one color tile on their working whiteboards for each sound in the word and then spell

eachsoundwithonelettertile.Havestudentsseparatethelettertilestoemphasizethateachisanindividual grapheme.

c. Alternatively, students can focus on the graphemes and spell each word with letter tiles only, rather than first representing the phonemes with color tiles.

Answer Key

1. m u c h 2. t i p 3. s o b 4. y e t 5. r i c h 6. s h i n

7. w i t h 8. p e p 9. t a b 10. z i p 11. g a s h 12. c a t

13. r u s h 14. m a t h 15. f i b 16. t h e m 17. m e s h 18. s h e d

19. l a p 20. n o d 21. d i m 22. s h o p 23. c h a t 24. s u c h

25. d i s h 26. j o g 27. p u p 28. c h o p 29. w i s h 30. h u s h

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Module 1 | Word Sort


Overview

Word Sort helps students focus on specific phonics concepts in words as they decode and sort. Students work on their decoding skills and critical thinking skills to find similarities and differences in the words’ structures, spellings of sounds, suffixes, and more. Students physically group word cards into different categories in this multisensory activity. Students can complete Word Sort individually and independently.

Materials

• WordSortactivitysheet(page12ofthisteacher’sguide)• Scissors• Glueortape(optional)

Procedure

1. Prepare for the Word Sort activity:a. Photocopy and distribute one copy of the Word Sort activity sheet to each student.b. Students cut the words and group titles into individual cards. The group title cards are gray, and the word

cards are white. c. Students place the group titles on the working surface with enough space below to place additional cards

in each column. d. Checktoseethatthestudentshavetheirworkingsurfacessetupcorrectly.

2. CompletetheWordSortactivity:a. Readthegrouptitlesaloud(Digraphs,NoDigraphs)sostudentsknowhowtheywillbesorting

the words.b. Ask students to find the word shut.ExplainthatthiswordwillgointheDigraphsgroupbecauseit

contains digraph sh.c. Ask students to find the word win.ExplainthatthiswordwillgointheNoDigraphsgroupbecauseit

does not have a digraph. Model how to sort those words under the correct group titles, and check that all students do the same.

win

fib

shut

chop

than

pal

bug

Digraphs No Digraphs

Word Sort | Module 1


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d. Students complete the rest of the Word Sort independently. e. Checkanswerswithstudents.f. Haveeachstudentreadthewordstoyouorapartner.g. When the sorting is completed correctly, students can glue or tape the group titles and words on a

separate sheet of paper.

Alternate Word Sort Procedures

1. Written Word Sort: Students write the group titles at the top of a sheet of paper. They then write the words in the appropriate column under the correct title. When all the words are written, the student reads the words aloud to you or a partner.

2. Highlight Word Sort: After cutting apart the cards, students read each word and highlight or underline thetargetphonicsconceptsfromthatmoduleinthewords.Forexample,inModule1,studentsunderlinethe digraphs in the words that have them. Students then complete the Word Sort.


1. Students can brainstorm other words with or without digraphs, spell those words on additional cards, and sort them in the appropriate groups.

2. Students can find the words that are nouns. They can choose one noun to use in a sentence and draw a picture that shows the meaning of the word.

3. Students can sort the words according to their part of speech (nouns, verbs, adjectives, adverbs). 4. Studentscanbrainstormalternativewaystosorttheirwords.Forexample,theycansortthewordsbytheir

vowel sound, by their initial consonant letter, or by which digraph they contain. Students make new group titles and sort the words accordingly.

Answer Key

Digraphs No Digraphs shut win such sip wish sob than bug posh box shun met chop fib rash pal shin mug chat tax yet

1. Cut apart the group titles and the words. 2. Look for words with digraphs or no digraphs. Place each word in the correct group.3. Read the words to a teacher or partner.

shut win sip

sob such wish

bug box than

met posh fib

pal shun chop

mug rash tax

yet shin chat

No DigraphsDigraphs

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12 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page

Word Building | Module 1


Overview

The Word Building partner activity gives students a chance to practice sound to symbol correspondence by matching letter tiles to color tiles representing the sounds in words. Students work in pairs. One partner reads words for the other partner to spell.

When students progress to reading multisyllable words, this activity changes so that students spell words on SyllaBoards, rather than with color and letter tiles.

Materials

• WordBuildingactivitysheet(page15ofthisteacher’sguide)• Scissors• WorkingwhiteboardandholdingboardwithletterandcolortilesfromtheStudentPhonicsKit• LetterTilesOnline(optional)

Procedure

1. Prepare for the Word Building activity:a. Students form pairs and sit across from each other at a desk or table.b. Photocopy and distribute one copy of the Word Building activity sheet to each pair.c. One student in each pair cuts the page in half vertically. Students decide who will be Partner A and

who will be Partner B and take the appropriate half of the page.d. Each student takes out the working whiteboard and holding board with letter and color tiles from

his/herStudentPhonicsKit.2. CompletetheWordBuildingactivity:

a. Partner A explains that he/she will read words for Partner B to build with color and letter tiles.b. Partner A reads the first word, bath, uses it in a sentence, and then reads the word again.c. Partner B spells the word aloud, repeats it, and stretches the sounds: /b/ /ă/ /th/. Partner B places one

color tile on his/her working whiteboard for each of the three sounds in bath. Partner B then spells each sound with one letter tile on the working whiteboard and shows it to Partner A.

d. PartnerAchecksthatPartnerBhasspelledthewordcorrectly.IfPartnerBmakesamistake,PartnerAfollowsthePositiveErrorCorrectionprocedure(seebelow).

e. Partner A repeats these steps so Partner B can spell the remaining four words.f. Partner B then follows steps a-d, so Partner A can build five words. Partner B checks that each word is

spelledcorrectlyandfollowsthePositiveErrorCorrectionprocedureifPartnerAmakesamistake.

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Module 1 | Word Building



1. Ifastudentmisspellsanywords,thestudent’spartnerprovidesPositiveErrorCorrection.2. Partner A tells Partner B which sounds were spelled correctly. 3. Partner A repeats the word, and Partner B listens for the misspelled sound(s).4. Partner B corrects the spelling by changing one or more letter tiles.5. Ifnecessary,PartnerAidentifiesthemisspelledsoundandspellingforPartnerB.6. Partner B uses Touch & Say independently to read the word correctly.7. Always finish with Partner B using Touch & Say independently to verify that the word is spelled correctly.


1. Students can use their dry erase markers to write a definition of each word on their working whiteboard after theyspellit.Havestudentssharedefinitionstomakesuretheyarecorrect.

2. Students can identify the part of speech of each word after they spell it.3. After spelling each word, students can think of new words that can be made by swapping out only one letter

tile.Forexample,PartnerBcancreatethewordwish by swapping out the d in dish for a w, or Partner A can create the word rash by swapping out the u in rush for an a.


Permission granted to purchaser to copy this page | © 2012 Really GReat ReadinG® | Phonics Boost Plus | 15

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Partner Page AFor each word:

1. Read the word to your partner.

2. Read the sentence to your partner.

3. Read the word again.

4. Tell your partner to:

•Stretchthesounds.

• Place one color tile for each sound in the word on a working board.

•Addonelettertiletospelleachsound.

•Readtheword.

Partner Page BFor each word:








•Readtheword.

b a th r u sh

d i sh m a th

w i n j o g

ch a t ch i n

sh o p sh u t

1. bath We gave the dog a bath to wash him.

2. dish Herolddishhas a chip.

3. win Didyouwin the game?

4. chat Mom will chat with the man.

5. shop Youmustshopfor a new coat.

1. rush We will rush to school.

2. math We add in math.

3. jog Jog on the path.

4. chin There is milk on your chin.

5. shut Shut the door.

Module 1 | Sentence Hunt


Overview

TheSentenceHuntpartneractivityprovidesdecodingpracticeandhelpsstudentsbuildtheirvocabulary. Students search for specific words in three sentences to answer the prompts asked by their partner. By working in pairs, students have the ability to become the teacher and provide positive feedback. Students must read sentences, analyzethevariousphonicsfeaturesofthewordsinthesentences,andthinkaboutwordmeaningsandpartsofspeech. The sentences contain decodable words with phonics patterns the students learned in the corresponding Phonics Boostlessonsuptoandincludingthecurrentmodule,aswellaswordsofftheDolchlistsofthe220mostfrequentlyusedwordsandthe95mostcommonlyusednouns.

Materials

• SentenceHuntAandBactivitysheets(pages18-19ofthisteacher’sguide)• Scissors• Pencils

Procedure

1. PreparefortheSentenceHuntactivity:a. Students form pairs and sit across from each other at a desk or table. They decide who will be Partner A

and Partner B.b. PhotocopyanddistributeonecopyoftheSentenceHuntAtoeachPartnerAandonecopyofthe

SentenceHuntBtoeachPartnerB.Eachstudentcutshis/hersheetinhalfhorizontally.c. PartnerAkeepsthepartofthepagewiththequestionsandgivesthepartofthepagewiththethree

sentences to Partner B.d. Partner B sets his/her sheet aside until after the A sheet has been used.

2. CompletetheSentenceHuntactivity:a. First,PartnerAactsastheteacher.

i. Partner A asks Partner B to read the three sentences aloud.ii. PartnerAasksPartnerBeachquestion,checkingPartnerB’sanswerswiththekeyprovidedon

Partner A’s half of the page.b. When students have completed the A page, students switch roles and Partner B acts as the teacher with

the B page.i. PartnerBkeepsthesideoftheBpagewiththequestionsandgivesthesideofthesheetwiththethree

sentences to Partner A.ii. Partner B asks Partner A to read the three sentences on his/her side of the B page aloud. iii. PartnerBasksPartnerAeachquestion,checkingPartnerA’sanswerswiththekeyprovidedon

Partner B’s half of the page.

Sentence Hunt | Module 1



1. Somestudentsmayneedhelpreadingthequestionsaloudtotheirpartner.Youmaywishtoreviewthequestionswithstudentsbeforetheyreadthemaloudsothattheyarefamiliarwiththepronunciationofthewordsinthequestions.Alternatively,youcanpartnerwithstudentssothattheyonlyhavetoanswer,ratherthanask,questions.

2. Ifthreesentencesareoverwhelmingforsomestudents,theycanreadandanswerquestionsaboutonlyoneortwo sentences.

3. Studentscanmakeupadditionalquestionsaboutthesentencestoasktheirpartners.Studentsmayswitchpartnersoneormoretimes,sothattheycanasktheirquestionstomultiplestudents.

4. Youcanaddaphonemicawarenesscomponenttotheactivitybyhavingstudentschoosewordsfromthesentences, read them aloud, have their partner stretch the sounds in the words, identify the vowel sounds, and/or identify the number of phonemes in the words.

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Partner Page A

Vowels:

Digraphs:

1. Chiphadtohitashotfromthemudofthebogtowin.

2. DanandBethcanchatwithDebattheshop.

3. We will get such a big fish with the mesh net.

CUT

Partner Page AAskyourpartner:

1. Read all the sentences.

2. Write the 5 vowels (a, e, i, o, u) on the first line. Circle all the words with the short i sound. Read those words to me.

3. Write the digraphs ch, th, and sh on the second line. Underline all the digraphs you see in Sentence 3. Read those words to me.

4. Put a Smiley Face (☺) above all the words that rhyme with let.

5. Put a wavy line ( ~ ) under the word in Sentence 2 that means to talk.

Answer Key

1. Chiphadtohitashotfromthemudofthebogtowin.

2. DanandBethcanchatwithDebattheshop.

3. We will get such a big fish with the mesh net.☺ ☺



$ •• ••

Partner Page B

Vowels:

Digraphs:

1. Howmuchcashdidyougettherichmantoputinthepotforthetot?

2. LetusfixupabigdishofChexMix®forourbash.

3. Canyoufixthechipinthelidofthebigdishthatgoeswiththeredmug?

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Partner Page BAskyourpartner:


2. Write the 5 vowels (a, e, i, o, u) on the first line. Circle all the words with the short a sound. Read those words to me.

3. Write the digraphs ch, th, and sh on the second line. Underline all the digraphs you see in Sentence 1. Read those words to me.

4.Puttwodots(••)aboveallthewordsthatrhymewith dot.

5. Put a dollar sign ( $ ) above the word in Sentence 1 that means has a lot of money.

Answer Key

1. Howmuch cash did you get the rich man to put in the pot for the tot?

2. LetusfixupabigdishofChexMix®forourbash.

3. Canyoufixthechipinthelidofthebigdishthatgoeswiththe red mug?

1. Read the words in the box.2. Write the word that best completes each sentence. 3. Use each word once.

Fill It In! | Module 1

1. The dog had mud on him, so we gave him a .

2. How money did mom give you?

3. , so the baby can nap.

4. Get an ax to down the tree.

5. Pam had to for a red dress.

6. I drink milk from a .

7. Josh fell and got a bad cut on his .

8. Beth was late, so she had to to get on the bus.

9. The cat likes to play her toy.

much hush shop

bath chop mug

with shin rush


Module 1 | Fill It In!


Overview

IntheFillItIn!activity,studentspracticedecodingwordsfromtheirMoreWordstoReadlistwhilebuildingtheirvocabulary by using the words in appropriate contexts.

Students read nine sentences with missing words and choose the word from a word list that best fits each sentence.

The sentences contain decodable words with phonics patterns the students have learned in the corresponding Phonics Boostlessonsuptoandincludingthecurrentmodule,aswellaswordsofftheDolchlistsofthe220 mostfrequentlyusedwordsandthe95mostcommonlyusednouns.Studentscancompletethisactivityindividually and independently.

Materials


a. Read the words in the box

b. Read the sentence

c. Students write the word that best fits the sentence



Procedure


2. Havestudentsreadallthewordsinthebox.[a]

3. Read the first sentence aloud: The dog had mud on him, so we gave him a . [b]

4. Havestudentshelpyoudeterminetheword bath as the best fit in this sentence. 5. Students write the word bath in the first blank [c] and cross it out in the box.6. Students complete the remaining eight sentences independently. Remind students that each word will only be

used once.7. Checkanswerswithstudents.


1. Students may work with a partner. One partner can read the sentences while the other fills in the blanks. 2. Ifstudentsneedassistancereadingthesentences,youmayreadthemaloudandhavestudentschoosethe

words to fill in the blanks.3. Students can brainstorm other words that would make sense in the blanks. They can make lists of synonyms

for these words on a separate sheet of paper.

Answer Key

1. bath2. much3. hush4. chop5. shop6. mug7. shin8. rush9.with

1

Module 1 | Solve It!


Overview

SolveIt!isatwo-partactivitythatstudentscancompleteindividuallyandindependently.

Studentssolvethreesetsofwordpuzzles[a] by adding and deleting letters from nonsense words to create real words.Whenthepuzzlesarecompletedcorrectly,theyformwordsfromtheMoreWordstoReadlistforstudentsto decode.

Studentsusethewordsfromthepuzzlestocompletethethreesetsofsentenceswithmissingwords[b].

The sentences contain decodable words with phonics patterns the students have learned in the corresponding Phonics Boostlessonsuptoandincludingthecurrentmodule,aswellaswordsofftheDolchlistsofthe220mostfrequentlyusedwordsandthe95mostcommonlyusednouns.

Materials




1. Solve each puzzle. Write the answer on the line.2. For each set, write the word from the puzzle that best completes the sentence.3. Use each word once.

Set 1

Set 2

Set 3

fob – o + i =

dush – u + i =

gath – th + sh =

1. Dan fell and had a big on his leg.

2. I will be mad if you tell me a .

3. When I ate my cake, I saw a chip on my .

nud – u + o =

wesh – e + i =

hob – h + s =

1. I we did not get so much homework.

2. A baby will when he is sad.

3. your head up and down to say yes.

min – m + w =

dath – th + sh =

losh – o + u =

1. The hills were with a lot of green grass.

2. Tim must to the farm before the sun sets to get some milk from the cow.

3. She has to every game we play, or she will get mad.

fib

a. Word puzzles b. Finish the sentences with the correct word

Solve It! | Module 1


Procedure


2. Solvethefirstexamplepuzzlewithstudents:fob - o + i = . Explain that swapping out the o for the i changes the short o vowel sound in fob to the short i sound in fib.

3. Studentscompletethenexttwopuzzlesindependently.4. Read the first sentence aloud: Dan fell and had a big on his leg.5. Havestudentshelpyouchoosethewordfromthepuzzleboxofthreewordsthatisthebestfitinthis

sentence. Gash is the best fit because a gash is a big cut.6. Students write the word gash in the first blank.7. Studentscompletetheremainingpuzzlesandsentencesindependently.Remindstudentsthateachsetofthree

sentencesusesthewordsfromthepuzzlesdirectlyabovethemandthateachwordwillbeusedonlyonce.8. Checkanswerswithstudents.


1. Studentsmayworkwithapartner.Studentscanhelpeachothersolvethepuzzles,andthenonepartnercanread the sentences while the other fills in the blanks.

2. Ifstudentsneedassistancereadingthesentences,youmayreadthemaloudandhavestudentschoosethewords to fill in the blanks.

3. Ifcompletingallthreesetsofpuzzlesandsentencesisoverwhelmingforsomestudents,theycanfocusononly one set at a time.

4. Studentscandrawpicturestoillustratethemeaningofwordsaftersolvingthepuzzles.5. StudentscanchooseadditionalwordsfromtheirMoreWordstoReadlistandcreatenewpuzzlesbyadding

andsubtractingvariousletters.Studentscanworkinpairsandsolveeachother’spuzzles.

Answer Key

Word Puzzle 1 Word Puzzle 2 Word Puzzle 31. fib 1. nod 1. win2. dish 2. wish 2. dash3. gash 3. sob 3. lush

Sentences 1 Sentences 2 Sentences 31. gash 1. wish 1. lush2. fib 2. sob 2. dash3. dish 3. nod 3. win

1

Module 1 | Flip It!


Overview

TheFlipIt!activityallowsstudentstopracticedecodingandspellingwordsfromtheMoreWordstoReadlistwhile building their vocabulary.

StudentsmakeafoldontheFlipIt!pagetocreateapaperf lapwithdefinitionsononeside.Studentsdeterminewhich word out of a set of nine words from their More Words to Read list matches each definition. Students write the correct word under the f lap with the corresponding definition.

Thispagecreatesanaturalbookmarkandcanbeusedrepeatedlybystudentstoquizthemselvesonthedefinitionsof the words.

Materials


Word Word List

1. a. j o g

2. b. c h i n

3. c. b a th

4. d. s h i n

5. e. s h e d

6. f. da s h

7. g. s h u t

8. h. m u g

9. i. c h o p

shed


Flip It! | Module 1

1. Fold on the line. 2. Select the word from the word list that best matches the definition.3. Write the word in the Word column.

FOLD

Challenging

More Challenging

1. tell such pass

2. web bill doll

3. will mess fin

4. fox puff fell

5. ill fix loss

6. when miss fall

7. yell cuff whiff

8. wish dull chess

9. chill whip wax

10. which mall fuss

11. quit fad hiss

12. mass whim shell



Word Word List

1. a. j o g

2. b. c h i n

3. c. b a th

4. d. s h i n

5. e. s h e d

6. f. da s h

7. g. s h u t

8. h. m u g

9. i. c h o p

shed


Flip It! | Module 1


FOLD

to let something fall or drop off

big cup

to run slowly

to run quickly

to cut up

to close something

where you wash something

the front part of your leg between your knee and your foot

part of your face under your mouth

Definition

sh ch phth wh

Before beginning this module, here is a reminder of what we have learned:

Digraphs: Two consonant letters that spell one sound.

Examples: ship, math, chop, Phil, whim

Double Trouble Rule: In a one syllable word, double the final f, l, or s after a single vowel.

miss

Examples: puff, sell, miss

Chunk -all: l forms a chunk that spells the sound that you hear in the word “ball.”

Examples: tall, call, fall

all

Reminders for Module 2

a. Fold here

c. Write answer next to corresponding definition

b. Definition shows after page is folded

Flip It! | Module 1


1

Procedure

1. PreparefortheFlipIt!activity:a. Havestudentsopentopage7intheirworkbooks.Youwilluseyourowncopyoftheworkbookto

facilitate the activity.b. Students fold page on the vertical solid line, so that the definitions show when the f lap is folded. [a, b]

c. Checktoseethatthestudentshavetheirpagesfoldedcorrectlyd. Students read all the words in the word list and the definitions for each.

2. CompletetheFlipIt!activity:a. Haveastudentreadthefirstdefinitionaloud:to let something fall or drop off. b. Explain that students must find the word that means to let something fall or drop off (shed) in the

word list and write it in the space next to the f lap with its definition. [c]

c. Students write the remaining eight words independently underneath the f lap with the matching definitions.

d. Checkanswerswithstudents.e. Haveeachstudentreadthewordsanddefinitionstoyouorapartner.f. Studentscanusethispagetoquizthemselvesorapartneronthewordmeanings.


1. Read all definitions aloud for students before they attempt to match them to the correct words.2. Students can work with a partner to match the words with the definitions.3. Students can draw a picture to illustrate the definitions of the words. Students can do this on a separate sheet

of paper or they can draw small pictures on the blank side of the f laps on the back of each definition.4. Students can write the part of speech for each word next to the definition or on the blank side of the f laps on

the back of each definition.

Answer Key1. e 4. f 7. c2. h 5. i 8. d3.a 6.g 9.b

Module 1 | Vocabulary Dominoes


Overview

VocabularyDominoesisagamestudentscanplayindividuallyandindependentlytopracticethemeaningsofwords from their More Words to Read list. The goal in this activity is for students to match the definition side of eachdominowiththecorrectwordonadifferentdomino.TheSuggestionsforDifferentiationbelowdescribehowtocompleteVocabularyDominoesasapartnerorfullclassactivity.

Materials

• VocabularyDominoesactivitysheet(page28ofthisteacher’sguide)• Scissors• Paperclipsorplasticbags(optional)

Procedure

1. PreparefortheVocabularyDominoesactivity:a. PhotocopyanddistributeonecopyoftheVocabularyDominoesactivitysheettoeachstudent.b. Students cut the dominoes apart, shuff le them, and spread them out on a f lat surface.c. Students read all the words and definitions.

2. CompletetheVocabularyDominoesactivity:a. Haveastudentreadonedefinitionaloud:to cry. b. Explain that students must find the word that means to cry (sob) and place it next to the definition on

their desks.c. Checkthatallstudentspositionthedominowithsob correctly next to the domino with the definition

to cry.d. Students match the rest of the words with their definitions independently. e. Checkanswerswithstudents.f. Haveeachstudentreadaloudeachwordanddefinitiontoyouorapartner.g. The cards can be clipped together or stored in a bag or small envelope so they can be used at a later date.

gash sob

rashto cry

red spots on your

skin

to te

ll a

sma

ll lie

Vocabulary Dominoes | Module 1



1. Read all definitions aloud for students before they attempt to match them to the correct words.2. Students can work with a partner to complete the activity. Students can take turns until both students have

matched six words with their meanings.3. Studentscanreshufflethecardsandmatchthedominoesagaintoseehowquicklytheycancomplete

the activity.4. VocabularyDominoescanalsobecompletedasafullclassactivity.Distributeonetothreedominoestoeach

student,dependingonthesizeofthegroup.Onestudentbeginsbyreadingthedefinitionontherightsideof his/her domino and placing the domino on a table or the floor. The student who has the matching word places his/her domino so the definition is touching the word. Students continue taking turns matching the definitions with the correct words until the rectangle is completed.

Answer Keyrush to do something too fastwish to want somethingrim the outside edgelush thick with many green treesmesh a net-like fabricchat to talkgash a big cutsob to cryrash red spots on your skinfib to tell a small liehush to stop talkingpep full of energy

1


Module 1 | Vocabulary Dominoes

hush

fib

me

sh

lush

sob

rim

ga

shc

hat

wis

hra

sh

rush

pe

p

full

of

en

erg

y

to s

top

ta

lkin

g

to t

alk

a n

et-

like

fa

bric

red

sp

ots

o

n y

ou

r sk

in

thic

k w

ith

ma

ny

gre

en

tre

es

to c

rya

big

cu

t

the

ou

tsid

e

ed

ge

to t

ell

a

sma

ll lie

to w

an

t so

me

thin

g

to d

o

som

eth

ing

to

o fa

st

CUT

Word Chain | Module 1

Overview

WordChainisaphonemeandgraphememanipulationactivitythatreinforcesstudents’knowledgeoftherelationship between letters and sounds. Students use letter tiles to spell a chain of 10 real and nonsense words. As students hear each new word dictated, they add, delete, or exchange only one grapheme to form the new word. WordChainisanactivitythatallstudentscompleteatthesametimewiththeirownindividualmanipulatives.

Materials

• WorkingwhiteboardandholdingboardwithlettertilesfromtheStudentPhonicsKitforeachstudent• LetterTilesOnline(optional)

Procedure

1. PreparefortheWordChainactivity:a. Each student takes out the working whiteboard and holding board with letter tiles from his/her

StudentPhonicsKit.2. CompletetheWordChainactivity:

a. Dictatethefirstword:chin

b. All students repeat the word and stretch the sounds: /ch/ /ĭ/ /n/c. All students spell the word with letter tiles on their working whiteboards: ch i n

d. Checktoseethatallstudentsspelledthewordcorrectlyandassist as necessary.

e. Dictatethenextword:shin

f. All students repeat the word and stretch the sounds: /sh/ /ĭ/ /n/g. All students remove the ch tile and replace it with sh: sh i n

h. Checktoseethatallstudentsspelledthewordcorrectlyandassist as necessary.

i. Repeat with the remaining eight words on the dictation list.

1


ch i n

sh

chi n

Module 1 | Word Chain


1. After students spell a word, call on a student to give its definition and use it in a sentence and correct as necessary.

2. Studentscanworkinpairs.Giveonestudentineachpairacopyofthedictationlist.Thefirststudentdictatesthe first five words to the second student, who manipulates the letter tiles to spell each word. The second student then dictates the final five words for the first student to spell with letter tiles.

3. Havestudentscreatetheirownwordchaindictationlistswithrealand/ornonsensewords.Besurestudentsadd, delete, or change only one grapheme in each word. Students can then dictate their words for a partner to spell with letter tiles.

4. WordChaincanbedoneasaphonemicawarenessactivityusingcolortilesinsteadoflettertiles.Dictateeachwordandhavestudentsplaceacolortileontheirworkingwhiteboardforeachsoundtheyhear.Dictatethe next word and have students switch out the appropriate color tile for a different color to represent the phoneme that changed. Repeat for all the words on the dictation list.

Dictation List

1. chin 2. shin 3. shun 4. shut 5. rut 6. rat 7. mat 8. math 9. mash 10. mesh



Phonics Concepts

• Three-soundblends • Digraphblendsandsqu

Module 6

When to Use Module 6StudentsshouldworkonModule6activitiesiftheyhavenotyetmasteredtheconceptstaughtinPhonics BoostLessons18-19.

ThereareseveralwaystoidentifywhichstudentsaregoodcandidatesforPhonics Boost PlusModule6:1. UsethePhonics Boost Skills Assessment(PBSA)6.2. UseMoreWordstoReadandSounds&Syllablesfromthismoduletodetermineastudent’smastery.3. ObservestudentsduringPhonics Boostinstructionandpractice.


• MoreWordstoRead• Sounds&Syllables• PhrasestoRead• MarkIt!• FillItIn!• SolveIt!• FlipIt!


• WordSort• WordBuildingpartnerpage• WordHuntpartnerpage• MapIt!• IHave/WhoHas?• WordChain

Consonant blends: Consonantsnexttoeachotherwhereeachletterspellsaseparatesound: •Initialtwo-soundblends:

•bl,cl,fl,gl,pl,sl,br,cr,dr,fr,gr,pr,tr,dw,sc,sw,tw

•Finaltwo-soundblends: •-ct,-ft,-ld,-lk,-lm,-lp,-lt,-mp,-nd,-nt,-pt,

-sk,-sp,-st,-np •Initialthree-soundblends:

•str,scr,spr,spl •Finalthree-soundblends:

•-mpt

Digraph blends: Aconsonantblendwithadigraphspellingonesound. •shr(shrimp),-nch(ranch),thr(thrash),

-nth(tenth),squ(squid) •qu-theletterqisalwaysfollowedbyau.

•Thequspellsthesounds/kw/. •Theuinquneveractsasavowel.Itispartof

theconsonantspelling.

Reminders:

6

Module 6 |

More Words to Read1. Havestudentsopentopage41intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate

theactivity.2. OnestudentreadsarowofthreewordsaloudwhileotherstudentsareCheckers.3. RemembertousePositiveErrorCorrectionifthestudentmakesamistake.4. Toextendtheactivity,havestudentsfindallwordswiththree-soundblends,digraphblends,initialblends,

finalblends,orwordsthatrhymewithprintorFrench,andunderlinethetargetphonicsconceptsinthosewords.

5. Seepages2-3forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.

Sounds & Syllables1. Tradeworkbookswithstudenttomarkerrorsinhis/herworkbook.2. Bothteacherandstudentopentopage42intheirworkbooks.3. Haveeachstudentreadthegraphemesandtheclosedsyllablesaloudtoyouindividually.Ensurethatstudents

readtheshortvowelsoundforindividualvowelletters.Alternatively,completetheactivitywiththefullclassbycallingonadifferentstudenttoreadeachrowofgraphemesandsyllables.

4. RemembertousePositiveErrorCorrectionifthestudentmakesamistake.5. Seepages4-5forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.

Phrases to Read1. Havestudentsopentopage43intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate

theactivity.2. Studentsformpairs,tradebooks,anddeterminewhowillbethefirstReader.3. ReaderreadsthephrasesinColumn1asCheckermarkserrorsandrecordsthenumberofphrasesread

correctly.StudentsswitchrolesforColumn1soReaderbecomesChecker,andCheckerbecomesReader.4. BothstudentsreadthephrasesinColumn2,againtakingturnsasReaderandChecker.5. RemembertohaveCheckersusePositiveErrorCorrectionifReadersmakeamistake.6. Toextendtheactivity,havestudentsfindallwordswiththree-soundblends,digraphblends,orsqu.Have

studentsunderlinetheblendsinthosewords.7. Seepages6-7forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.


More Words to Read | Sounds & Syllables Phrases to Read

Mark It!1. Havestudentsopentopage44intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate

theactivity.2. Showstudentstheexampleforthewordbranch:

a. Explainthatbranchhasfivesounds,/b//r//ă//n//ch/,eachspelledbyonegrapheme.Remindstudentsthatbandrareaninitialblendandareunderlinedwithtwoseparatelinesbecausetheyspelltwosounds.Digraph chisonegraphemeandshouldbeunderlinedwithoneline.

3. Leadstudentsinmarkingthegraphemesforthewordglitch:

b. Explainthatglitchhasfoursounds,/g//l//ĭ//ch/,eachspelledbyonegrapheme.Remindstudentsthatgandlareaninitialblendandareunderlinedwithtwoseparatelines,and-tchisatrigraphthatisunderlinedwithoneline.

4. Checkanswerswithstudentsandhavethemreadthewordstoyouorapartner.5. Toextendtheactivity,havestudentswriteasmanywordsastheycanthinkofthatrhymewithsprint

andthrash.6. Seepages8-9forfulldirectionsandsuggestionsfordifferentiation.

Answer Key

1. branch 2. glitch 3. clench 4. shrimp 5. fifth 6. shrug

7. strict 8. throb 9. stench 10. scrimp 11. tempt 12. strap

13. scratch 14. shrub 15. sixth 16. pinch 17. thrift 18. prompt

19. thrust 20. drench 21. sprint 22. stretch 23. shred 24. splint

25. thrash 26. bench 27. crunch 28. trudge 29. stitch 30. tenth

Word Sort1. PhotocopyanddistributeacopyoftheWordSortactivitysheet(page94ofthisteacher’sguide)toeachstudent.2. Studentscutapartgrouptitleandwordcardsandsetuptheirworkingsurfaces.3. Explaintostudentsthattheywillsortthewordsintothreegroups:DigraphBlends,Three-SoundBlends,

orsqu.4. Modelhowtosortthefirstwordineachgroup:branchintheDigraphBlendsgroup,splintintheThree-

SoundBlendsgroup,andsquidinthesqugroup.Checkthatallstudentssortthefirstthreewordscorrectly.5. StudentscompletetherestoftheWordSortindependently.6. Checkanswerswithstudents,andhaveeachstudentreadthewordstoyouorapartner.7. Seepages10-11forfulldirectionsandSuggestionsforDifferentiation.

Answer Key

Digraph Blends Three-Sound Blends squ branch thrash fifth splint scrimp squidshrug stench drench strut stress squishthrill shrill prompt sprint squintshred throb splotch tempt

Mark It! | Word Sort | Module 6


6

1. Cut apart the group titles and the words. 2. Look for words with digraph blends, three-sound blends, or squ. Place each word

in the correct group.3. Read the words to a teacher or partner.

splint squid strut

branch shrug thrill

shred thrash prompt

squish splotch scrimp

stress stench sprint

shrill squint throb

fifth tempt drench

Three-Sound Blends

Digraphs Blends squ

CU

T



Word Building1. Studentsformpairs,cuttheWordBuildingactivitysheet(page96ofthisteacher’sguide)inhalfvertically,

anddeterminewhowillbePartnerAandPartnerB.2. PartnerAreadseachwordonPartnerPageA,usesitinasentence,readsitagain,andasksPartnerBtobuild

itwithcolorandlettertilesonhis/herworkingwhiteboard.3. PartnerBthenreadseachwordonPartnerPageB,usesitinasentence,readsitagain,andasksPartnerAto

builditwithcolorandlettertilesonhis/herworkingwhiteboard.4. RemembertohavestudentsusePositiveErrorCorrectioniftheirpartnermakesamistake.5. Seepages13-14forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.



6

CU

T











•Readtheword.

Partner Page BFor each word:








•Readtheword.

1. pinch Don’tpickupthe crab,oritwill pinchyou.

2. shrub Mydadwillcut theshrub.

3. scrub Jimwillscrub thedish.

4. thrill Itwasathrill towin.

5. squish Donotsquish thebug.

1. bench Sitonthebench.

2. shrill Hersong wasshrill.

3. sixth Toddwasthe sixthkidon thebus.

4. splash Thebabywill splashinthetub.

5. squid Thesquid swamaway.

p i n ch b e n ch

sh r u b sh r i ll

s i x ths c r u b

s p l a sh

s qu i sh

th r i ll

s qu i d

Word Hunt1. PhotocopyanddistributeonecopyoftheWordHuntAandWordHuntBactivitysheets(pages98-99of

thisteacher’sguide)toeachpairofstudents.Studentsfoldthepagesalongthefoldlines.2. PartnerAstandstheApageuplikeatentonthetablesothatPartnerBcanonlyseethewords.Alternatively,

PartnerAcutsthepageandgivesPartnerBthehalfofthepagewiththewords.3. PartnerBreadsallthewordsaloud.4. PartnerAasksPartnerBeachquestion,checkingPartnerB’sanswerswiththekeyprovidedonPartnerA’s

halfofthepage.5. StudentsswitchrolesandPartnerBactsastheteacherwiththeBpage,havingPartnerAreadthewordsand

thenanswerthequestions.6. Seepages39-40forfulldirectionsandSuggestionsforDifferentiation.

Word Hunt | Module 6


6

Module 6 | Word Hunt


Partner Page A

thrillsquintscratch

shrimpbranchtempt

quenchthrustfifth

thriftstrapstench

Partner Page A

Askyourpartner: 1. Readallthewords. 2. Whichwordhasatrigraph? (scratch)

3. Whichwordsendwithadigraphblend? (branch, quench, fifth, stench)

4. Howmanysoundsareinthefirstword? (4) Underlinethegraphemesinthatword.(t h r i l l)

5. Howmanysoundsareinthelastword? (5) Underlinethegraphemesinthatword.(s t e n c h)

6. Whichwordsstartwiththr? (thrill, thrust, thrift)

7. Readtwowordsthatcanbenouns.(thrill, scratch, shrimp, branch, strap, stench)

8.Whichtwowordsrhyme? (quench, stench)

9. Whichwordmeansto look at something with your eyes partly closed?(squint)

10. Usethewordquenchinasentence.

FOLD

FOLDFOLD



Partner Page B

squidbranchshrill

sprintshredpinch

stresspromptthrob

strictshrugstitch

Partner Page B

Askyourpartner: 1. Readallthewords. 2. Whichwordhasatrigraph? (stitch)

3. Whichwordsstartwithadigraphblend? (shrill, shred, throb, shrug)

4. Howmanysoundsareinthelastwordinthesecondrow? (4) Underlinethegraphemesinthatword.(p i n c h)

5. Howmanysoundsareinthefirstwordinthelastrow? (6) Underlinethegraphemesinthatword.(s t r i c t)

6. Whichwordshavethesamevowelsoundyouhearintheworditch? (squid, shrill, sprint, pinch, strict, stitch)

7. Whichwordsendwithdoubleletters?(shrill, stress)

8.Whichwordmeansa part of a tree that grows out of the trunk? (branch)

9. Whichwordmeansto run fast?(sprint)

10. Usethewordshruginasentence.

FOLDFOLD

FOLDFOLD


Fill It In!1. Havestudentsopentopage45intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate

theactivity.2. Studentsreadthewordsinthebox.3. Readthefirstsentencealoud:The man held the pup and sat on the black .

4. Havestudentshelpyoudeterminethattheword benchisthebestfitinthissentence.5. Studentswritethewordbenchinthefirstblankandcrossitoutinthebox.6. Studentscompletetheremainingeightsentencesindependently,choosingthewordthatbestfitseach.

Remindstudentsthateachwordwillbeusedonlyonce.7. Checkanswerswithstudents.8. Seepages20-21forfulldirectionsandSuggestionsforDifferentiation.

Answer Key1.bench 6.pinch2.scratch 7.stretch3.clench 8.shrimp4.squint 9.sprint5.branch

Solve It!1. Havestudentsopentopage46intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate

theactivity.2. Solvethefirstexamplepuzzlewithstudents:chempt - ch + t = .Explainthatswappingout

thechforthetchangesthesound/ch/inchempttothesound/t/intempt.3. Studentssolvetheremainingpuzzlesbyaddingordeletinglettersfromnonsensewordstoformrealwords.4. Studentscompletethethreesetsofsentencesbychoosingthewordfromthethreepuzzlesolutionsabovethat

bestfitseachsentence.Remindstudentsthateachwordwillonlybeusedonce.5. Checkanswerswithstudents.6. Seepages22-23forfulldirectionsandSuggestionsforDifferentiation.

Answer KeyWord Puzzle 1 Word Puzzle 2 Word Puzzle 31.tempt 1.prompt 1.stitch2.squid 2.strict 2.thrill3.splint 3.throb 3.ranch

Sentences 1 Sentences 2 Sentences 31.squid 1.prompt 1.thrill2.splint 2.strict 2.ranch3.tempt 3.throb 3.stitch

Module 6 | Fill It In! |Solve It!

Flip It!1. Havestudentsopentopage47intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate

theactivity.2. Studentsfoldthepagetocreateaf lap.3. Leadstudentsinchoosingthewordthatmatchesthefirstdefinition:done quickly on time.Explainthat

promptisthebestmatch.4. Studentswritetheremainingeightwordsfromthewordlistinthespacesunderneaththef lapwiththe

correctdefinitions.5. Checkanswerswithstudents.6. Haveeachstudentreadaloudeachwordanddefinitiontoyouorapartner.7. Seepages24-25forfulldirectionsandSuggestionsforDifferentiation.

Answer Key1.c 4.b 7.e2.h 5.d 8.a3.i 6.g 9.f

Map It!1. PhotocopyanddistributecopiesoftheMapIt!activitysheet(page358ofthisteacher’sguide)toeachstudent

forusewithoneorbothdictationlists.2. Dictatewordsoneatatime.3. Foreachword,havestudentsrepeattheword,stretchthesounds,andplaceonedotinthecirclesforeach

phonemeintheword.4. Repeattheword,andhavestudentssayeachsoundagainwhilewritingthecorrespondinggraphemesin

theboxes.5. Checkthatallstudentsspelleachwordcorrectlywithonegraphemecorrespondingtoeachphoneme.

Provideassistanceasnecessary.6. Seepages57-58forfulldirectionsandSuggestionsforDifferentiation.

Dictation Lists and Answer KeyList One: List Two: 1. inch i n ch 1. thrust th r u s t

2. fifth f i f th 2. squint s qu i n t

3. bunch b u n ch 3. tempt t e m p t

4. shred sh r e d 4. thrift th r i f t

5. thrill th r i ll 5. prompt p r o m p t

6. strap s t r a p 6. stretch s t r e tch

7. scrub s c r u b 7. shrimp sh r i m p

8. pinch p i n ch 8. sprint s p r i n t

9. bench b e n ch 9. branch b r a n ch

10. scratch s c r a tch 10. quench qu e n ch

Flip It! | Map It! | Module 6


6

Module 6 | I Have/Who Has?


Overview

IHave/WhoHas?isawholeclassvocabularygamethatallowsstudentstopracticethemeaningsofwordsfromtheirMoreWordstoReadlist.Thegoalinthisactivityisforstudentstoidentifywhetherthewordsonthecardsintheirhandmatchthedefinitionsreadaloudbyotherstudents.

Materials

• IHave/WhoHas?activitysheet(page104ofthisteacher’sguide)• Scissors• Paperclipsorplasticbags(optional)

Procedure

1. PreparefortheIHave/WhoHas?activity:a. MakeonecopyoftheIHave/WhoHas?activitysheet.b. Cutapartthe12cards,shuff lethem,anddistributethemtothestudentssothateachstudentreceives

approximatelythesamenumberofcards.Eachstudentshouldreceiveonetofourcards,dependingonthesizeofthegroup.

c. Studentsreadthewordsanddefinitionsontheircardssilently.d. Explainthatstudentswillhearthedefinitionofawordreadaloud.Theymustlookatthe“IHave”

sectionoftheircardsandseeiftheyhavethewordthatmatchesthedefinitionreadaloud.Iftheydo,theywillsay,“Ihave(theword).”Theywillthensay,“Whohas…?”andtheywillreadthedefinitionatthebottomoftheircard.Theotherstudentswillthenlookthroughtheircardstoseewhohasthatword.

2. CompletetheIHave/WhoHas?activity:a. Onestudentbeginsbyreadingthebottomofhis/herfirstcard.Forexample,onestudentwillsay,“Who

hasthewordthatmeans:done quickly or on time?”

b. Allstudentslookattheircardstoseeiftheyhavethewordthatmeansdone quickly or on time.c. Thestudentwhohasthecardwiththewordpromptatthetopsays,“Ihavethewordprompt.”This

studentthenreadsthedefinitionatthebottomofthatsamecard:“Whohasthewordthatmeans:spray or hit with liquid?”

d. Allstudentslookattheircardstoseeiftheyhavethecorrectword.e. Thestudentwhohasthecardwiththewordsplashsays,“Ihavethewordsplash,”andcontinuesthe

gamebyasking“Whohas…?”readingthedefinitiononthebottomofthatcard.

Ihavethewordpledge.Whohasthewordthatmeans:done quickly or on time?

Ihavethewordprompt. Whohasthewordthatmeans:spray or hit with liquid?

I Have/Who Has? | Module 6


f. Thegamecontinuesuntilthestudentwhostartedthegameendsitwithhis/her“Ihavetheword…”statement.Atthispoint,allthecardsshouldhavebeenused.Ifthisdoesnotoccur,someoneansweredincorrectlyatsomepointduringthegame,sothestudentswillneedtostartover.

g. Thecardscanbeclippedtogetherorstoredinabagorsmallenvelopesotheycanbeusedatalaterdate.


1. Youmayneedtoreviewthedefinitionswithstudentssotheyarefamiliarwiththepronunciationofthewordsontheircardsbeforeplayingthegame.

2. Youcanredistributethecardsandhavestudentsplaythegameagaintoseehowquicklytheycancompletetheactivity.

3. Studentscandrawpicturestoillustratethemeaningsofthewordsontheircards.4. Studentscanidentifythepartofspeechforthewordsontheircards.5. Studentscanusethewordsontheircardsinsentences.Thesentencescanbewrittenorsharedorally.

Studentswhoneedanadditionalchallengecancreatelongersentencesorusethewordsfrommultiplecardsinthesamesentence.

Word List and Answer Key

prompt donequicklyorontimesplash sprayorhitwithliquidscrub tocleansomethingbyrubbingithardsplit tomakesomethingintopartsshrimp smallshellfishyoucaneattrudge walkslowlystrict havinglotsofrulesscript abookthathasthewordsofashoworplayquench togetridoforendsomething,likethirstsquint tolookatsomethingwithyoureyespartlyclosedshred toripalong,thinstripofclothorpaperpledge topromisetodosomething

6

Ihav

ethe

wor

dpl

edge

.W

hohas

thew

ordth

atm

eans

:do

ne q

uick

ly o

r on

tim

e?

Ihav

ethe

wor

dpr

ompt

. W

hohas

thew

ordth

atm

eans

:sp

ray

or h

it w

ith

liqui

d?

Ihav

ethe

wor

dsp

lash

. W

hohas

thew

ordth

atm

eans

:to

cle

an so

met

hing

by

rubb

ing

it h

ard?

Ihav

ethe

wor

dsc

rub.

W

hohas

thew

ordth

atm

eans

:to

mak

e so

met

hing

into

par

ts?

Ihav

ethe

wor

dsp

lit.

Who

has

thew

ordth

atm

eans

:sm

all s

hellf

ish

you

can

eat?

Ihav

ethe

wor

dsh

rim

p.W

hohas

thew

ordth

atm

eans

:w

alk

slow

ly?

Ihav

ethe

wor

dtr

udge

.W

hohas

thew

ordth

atm

eans

:ha

ving

lots

of r

ules

?

Ihav

ethe

wor

dst

rict

.W

hohas

thew

ordth

atm

eans

:a

book

that

has

the

wor

ds o

f a sh

ow o

r pl

ay?

Ihav

ethe

wor

dsc

ript

. W

hohas

thew

ordth

atm

eans

:to

get

rid

of o

r en

d so

met

hing

, lik

e th

irst

?

Ihav

ethe

wor

dqu

ench

.W

hohas

thew

ordth

atm

eans

:to

look

at

som

ethi

ng w

ith

your

eye

s par

tly

clos

ed?

Ihav

ethe

wor

dsq

uint

.W

hohas

thew

ordth

atm

eans

:to

rip

a lo

ng, t

hin

stri

p of

clo

th o

r pa

per?

Ihav

ethe

wor

dsh

red.

Who

has

thew

ordth

atm

eans

:to

pro

mis

e to

do

som

ethi

ng?

CU

TModule 6 | I Have/Who Has?


Word Chain1. Studentstakeoutworkingwhiteboardsandholdingboardswithlettertiles.2. Dictatethefirstword (scratch).Havestudentsrepeattheword,stretchthesounds,andspellitwith

lettertiles.3. Checktoseethatallstudentsspelledthewordcorrectlyandassistasnecessary.4. Dictatethenextword(scran).Havestudentsrepeattheword,stretchthesounds,andmanipulateonlyone

tiletochangescratchtoscran.Makesurestudentschangethe-tchton.5. Repeatwiththeremainingeightwordsonthedictationlist.6. Seepages29-30forfulldirectionsandSuggestionsforDifferentiation.

Dictation List (contains nonsense words)1.scratch 6.thrunch2.scran 7.thrunt3.scranch 8.shrunt4.scrunch 9.shrent5.crunch 10.shren

Word Chain | Module 6


6


Phonics Concepts

• Readingchallengingwordswiththreeormoresyllables

Module 9

When to Use Module 9StudentsshouldworkonModule9activitiesiftheyhavenotyetmasteredtheconceptstaughtinPhonics Boost Lesson26.

ThereareseveralwaystoidentifywhichstudentsaregoodcandidatesforPhonics Boost PlusModule9:1. UsethePhonics Boost Skills Assessment(PBSA)9.2. UseMoreWordstoReadandSounds&Syllablesfromthismoduletodetermineastudent’smastery.3. ObservestudentsduringPhonics Boostinstructionandpractice.


• MoreWordstoRead• Sounds&Syllables• PhrasestoRead• FillItIn!• SolveIt!• Sort&Construct• FlipIt!


• WordSort• WordBuildingpartnerpage• SentenceHuntpartnerpage• SplitIt!• IHave/WhoHas?

Schwa: Thevowelsoundintheunstressedsyllableofamultisyllableword. •Thesymbolfortheschwais/Ə/. •Anyofthevowelletterscanmakethe

schwasound. •sandal,helmet,tennis,wagon,campus

Whenreadingwordswithmorethanonesyllable,rememberthesequestions: •Howmanyvowelslettersdoyousee? •Arethevowelsletterstogetherorapart? •Howmanysyllablesarethere?

Reminders:

9


theactivity.2. OnestudentreadsarowofthreewordsaloudwhileotherstudentsareCheckers.3. RemembertousePositiveErrorCorrectionifthestudentmakesamistake.4. Toextendtheactivity,havestudentsfindallthewordswithafinalsyllablethatrhymeswithbentorpickout

thethreewordsthathaveonlytwosyllables(attracts,pamphlet,andmammal).Havestudentsunderlinethetargetphonicsconceptsinthosewords.

5. Ifstudentsstruggletodecodemultisyllablewords,havethemdividethewordsintosyllablesbylookingforthevowellettersanddrawingalineatthesyllablebreaks.Studentscanreadsyllablesindividually,andthenblendthemtoreadthewholeword.

6. Seepages2-3forfulldirections,stepsforPositiveErrorCorrection,andmoreSuggestionsforDifferentiation.

Sounds & Syllables1. Tradeworkbookswithstudenttomarkerrorsinhis/herworkbook.2. Bothteacherandstudentopentopage66intheirworkbooks.3. Haveeachstudentreadthegraphemes,isolatedclosedsyllables,andclosedsyllablesinnonsensewords

aloudtoyouindividually.Ensurethatstudentsreadtheshortvowelsoundforindividualvowelletters.Alternatively,completetheactivitywiththefullclassbycallingonadifferentstudenttoreadeachrowofgraphemesandsyllables.

4. RemembertousePositiveErrorCorrectionifthestudentmakesamistake.5. Seepages4-5forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.


theactivity.2. Studentsformpairs,tradebooks,anddeterminewhowillbethefirstReader.3. ReaderreadsthephrasesinColumn1asCheckermarkserrorsandrecordsthenumberofphrasesread

correctly.StudentsswitchrolesforColumn1soReaderbecomesChecker,andCheckerbecomesReader.4. BothstudentsreadthephrasesinColumn2,againtakingturnsasReaderandChecker.5. RemembertohaveCheckersusePositiveErrorCorrectionifReadersmakeamistake.6. Toextendtheactivity,havestudentsfindallthetwo-syllablewordsorthree-syllablewords.Havestudents

underlinethevowellettersinthosewordsanddividethemwithalinebetweenthesyllables.7. Seepages6-7forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.


Module 9 | More Words to Read | Sounds & Syllables Phrases to Read

Word Sort1. PhotocopyanddistributeonecopyoftheWordSortactivitysheet(page150ofthisteacher’sguide)to

eachstudent.2. Studentscutapartgrouptitleandwordcardsandsetuptheirworkingsurfaces.3. Explaintostudentsthattheywillsortthewordsintofourgroups:OneSyllable,TwoSyllables,Three

Syllables,orFourSyllables.4. Modelhowtosortthefirstwordineachgroup:shrunkintheOneSyllablegroup,contentintheTwo

Syllablesgroup,capitalintheThreeSyllablesgroup,andinconsistentintheFourSyllablesgroup.Checkthatallstudentssortthefirstfourwordscorrectly.

5. StudentscompletetherestofWordSortindependently.6. Checkanswerswithstudents,andhaveeachstudentreadthewordstoyouorapartner.7. Seepages10-11forfulldirectionsandSuggestionsforDifferentiation.

Answer KeyOne Syllable Two Syllables Three Syllables Four Syllablesshrunk content capital inconsistentthatch attracts equipment disinfectantprompt pamphlet medical academicsprang mammal African significant method umbrella arithmetic consensus abundant ethical



9

1. Cut apart the group titles and the words. 2. Look for words with one, two, three, or four syllables. Place each word in the

correct group.3. Read the words to a teacher or partner.

capital equipment

medical shrunk African

content umbrella attracts

pamphlet inconsistent mammal

thatch consensus disinfectant

academic ethical method

prompt abundant sprang

significant arithmetic

Two Syllables

Three Syllables

One Syllable

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Four Syllables

Word Building1. Studentsformpairs,cuttheWordBuildingactivitysheet(page152ofthisteacher’sguide)inhalfvertically,

anddeterminewhowillbePartnerAandPartnerB.

2. PartnerAreadseachwordonPartnerPageA,usesitinasentence,andreadsitagain.PartnerBrepeatstheword,saysitinsyllables,spellseachsyllableonaSyllaBoard,andwritesthewordonhis/herworkingwhiteboard.

3. PartnerBthenreadseachwordonPartnerPageB,usesitinasentence,andreadsitagain.PartnerArepeatstheword,saysitinsyllables,spellseachsyllableonaSyllaBoard,andwritesthewordonhis/herworkingwhiteboard.

4. RemembertohavestudentsusePositiveErrorCorrectioniftheirpartnermakesamistake.5. Seepages129-130forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.



9

CU

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•Repeattheword.

•Saythewordinsyllables.

• Place one SyllaBoard on the desk for each syllable.

•WriteeachsyllableonaSyllaBoard.

•Writethewholeword.

•Readtheword.






•Repeattheword.





•Readtheword.

1. adjustment Herglassesneedanadjustment.

2. establish Ourclasshadtoestablisharulefornot runninginthehall.

3. African WewillstudyAfricananimalslike theelephant.

4. disconnect Wehadtodisconnecttheplugfrom thelaptop.

5. invalid Thepasswordwasinvalidanddidnotwork.

1. discontent Wefeltdiscontentbecausewecouldnotgo totheparty.

2. investment Putthemoneyinthebankasaninvestment.

3. umbrella Shegrabsanumbrellawhenitrains.

4. magnetic Themetalobjectwillsticktothefridge becauseitismagnetic.

5. inhabit Whichanimalsinhabitthatland?

addis

Afum

dismag

inin

es in

justcon

tab vestlish ment

canla

nectic

menttent

idit

ribrel

valhab

connet

Sentence Hunt1. PhotocopyanddistributeonecopyoftheSentenceHuntAandSentenceHuntBactivitysheets(pages

154-155ofthisteacher’sguide)toeachpairofstudents.Eachstudentcutshisorhersheetinhalfhorizontally.2. PartnerAgivesPartnerBhis/herhalfoftheApageandhasPartnerBreadthethreesentencesaloud.3. PartnerAasksPartnerBeachquestion,checkingPartnerB’sanswerswiththekeyprovidedonPartnerA’s

halfofthepage.4. StudentsswitchrolesandPartnerBactsastheteacherwiththeBpage,havingPartnerAreadthesentences

andthenanswerthequestions.5. Seepages16-17forfulldirectionsandSuggestionsforDifferentiation.



9



Partner Page A

Aclosedsyllablehasonevowelfollowedbyoneormore.

1. Rosswasinsistentthathewasnothesitanttodothedifficultjob.

2. Alexrecommendsthattheclassabandonsboththebackgammonandbasketball

matchesatthepicnic.

3. Thoseextraexpenseswilllessenourprofitfromsellingtheinstruments.

CUT

Partner Page AAsk your partner:


2. Finish the definition of closed syllable on the first line. (A closed syllable has one vowel followed by one or more consonants.)

3. Put a triangle ( ) above all the words with three syllables in Sentence 1. Read those words to me.

4. Circle the words in Sentence 3 that begin with the same vowel sound you hear in the word edge.

5. Put a smiley face (J) above the word in Sentence 2 that means says good things about something.

Answer Key

1. Rosswasinsistentthathewasnothesitanttodothedifficultjob.

2. Alexrecommendsthattheclassabandonsboththebackgammonandbasketball

matchesatthepicnic.

3. Thoseextraexpenseswilllessenourprofitfromsellingtheinstruments.

J



Partner Page B

Aclosedsyllablehasavowelsound.(longorshort)

1. Shecanaccomplishwhatshewantstowithsomeadjustmentstotheequipment.

2. Dowehaveaconsensustorecommendthatinvestment?

3. Didthecolumnistdiscusspoliticswiththecongressman?

CUT

Partner Page BAsk your partner:


2. Finish the definition of closed syllable on the first line. (A closed syllable has a short vowel sound.)

3. Put a dot ( • ) above all the words with three syllables in Sentence 1. Read those words to me.

4. Write the number 3 above all the words with three syllables in Sentence 3.

5. Put a smiley face (J) above the word in Sentence 2 that means when everyone agrees.

Answer Key

1. Shecanaccomplishwhatshewantstowithsomeadjustmentstotheequipment.

2. Dowehaveaconsensustorecommendthatinvestment?

3. Didthecolumnistdiscusspoliticswiththecongressman?3 3 3

• • •

J


theactivity.2. Studentsreadthewordsinthebox.3. Readthefirstsentencealoud:Before you take the TV, you must the plug from the wall.4. Havestudentshelpyoudeterminethattheworddisconnectisthebestfitinthissentencebecauseitmeans

tomakeitsothattwothings(theTVplugandthewall)arenotconnected.5. Studentswritetheworddisconnectinthefirstblankandcrossitoutinthebox.6. Studentscompletetheremainingeightsentencesindependently,choosingthewordthatbestfitseach.

Remindstudentsthateachwordwillbeusedonlyonce.7. Checkanswerswithstudents.8. Seepages20-21forfulldirectionsandSuggestionsforDifferentiation.

Answer Key1.disconnect 6.inhabit2.president 7.cabinet3.instrument 8.invalid4.inconsistent 9.umbrella5.recommend


theactivity.2. Solvethefirstexamplepuzzlewithstudents:pogmissal - pog + dis = .Explainthatswapping

outpogfordischangesthesyllablepoginpogmissaltothesyllable disindismissal.3. Studentssolvetheremainingpuzzlesbyaddingordeletinglettersfromnonsensewordstoformrealwords.4. Studentscompletethethreesetsofsentencesbychoosingthewordfromthethreepuzzlesolutionsabovethat

bestfitseachsentence.Remindstudentsthateachwordwillbeusedonlyonce.5. Checkanswerswithstudents.6. Seepages22-23forfulldirectionsandSuggestionsforDifferentiation.

Answer KeyWord Puzzle 1 Word Puzzle 2 Word Puzzle 31.dismissal 1.animal 1.magnetic2.medical 2.consensus 2.disrespect3.arithmetic 3.pamphlet 3.athletic

Sentences 1 Sentences 2 Sentences 31.medical 1.pamphlet 1.disrespect2.dismissal 2.animal 2.athletic3.arithmetic 3.consensus 3.magnetic

Module 9 | Fill It In! |Solve It!


Sort & Construct1. Havestudentsopentopage70intheirworkbooks.2. PhotocopyanddistributeonecopyoftheSort&Constructactivitysheet(page158ofthisteacher’sguide)to

eachstudent.Studentscutapartthesyllablesandgrouptitlestosetuptheirworkingsurfaces.3. Explainthatstudentswillsortthesyllablesintofivegroupsbasedonthevowellettertheycontain:a,e,i,o,

andu.4. Modelhowtosortthefirsttwosyllables:athintheagroup,andomintheogroup.5. StudentscompletetherestofSort&Constructindependently.Checkanswerswithstudents.6. Dictateeachwordfromthedictationlist.7. Foreachword,havestudentsfindthesyllablesneededtospelltheword,placethosesyllablesnexttoeach

other,readthesyllablesandthewholeword,andwriteitintheirstudentworkbooks.8. Seepages138-139forfulldirectionsandSuggestionsforDifferentiation.

Dictation List and Answer Key 1. discredit dis cred it

2. investment in vest ment

3. athletic ath let ic

4. pamphlet pam phlet

5. recommend rec om mend

6. columnist col um nist

7. establish es tab lish

8. evident ev i dent

Sort & Construct | Module 9


9

a e i o u ath ment nist om um

pam rec lish col

tab ev dis

es ic

let it

dent i

mend in

vest

cred

phlet

ae

io

u

ath

om

nist

lishm

en

t

dis

icre

cp

am

ev

es

um

let

de

nt

me

nd

iti

vest

cre

dc

ol

tab

inp

hle

t

CUT

Module 9 | Sort & Construct


Flip It! | Split It! | Module 9



theactivity.2. Studentsfoldthepagetocreateaf lap.3. Leadstudentsinchoosingthewordthatmatchesthefirstdefinition:not wanting or needing much

help from others.Explainthat independentisthebestmatch.4. Studentswritetheremainingeightwordsfromthewordlistinthespacesunderneaththef lapwiththe

correctdefinitions.5. Checkanswerswithstudents.6. Haveeachstudentreadaloudeachwordanddefinitiontoyouorapartner.7. Seepages24-25forfulldirectionsandSuggestionsforDifferentiation.

Answer Key1.g 4.i 7.h2.f 5.d 8.e3.c 6.b 9.a

Split It!1. PhotocopyanddistributecopiesoftheSplitIt!activitysheet(page359ofthisteacher’sguide)toeachstudentfor

usewithoneorbothwordlists.2. Writethewordsontheboardordistributecopiesofthelists.Do not say the words aloud.3. Foreachword,havestudentscountthevowelletters,determinewhethertheyaretogetherorapart,and

determinehowmanysyllablesthereare.4. Havestudentsspelleachsyllable,readthesyllablesindividually,andthenreadthewholeword.5. Checkthatallstudentsspelleachwordcorrectlywithonesyllableineachsection.Provideassistance

asnecessary.6. Seepages143-144forfulldirections,alternativeprocedure,andSuggestionsforDifferentiation.

Word List and Answer KeyNote: Vowel letters that spell the schwa sound are underlined.

List One: List Two: 1. columnist col um nist 1. investment in vest ment

2. dismissal dis mis sal 2. immigrant im mi grant

3. establishment es tab lish ment 3. disinfect dis in fect

4. disrespect dis re spect 4. recommend rec om mend

5. instrument in strum ent 5. athletic ath let ic

6. appendix ap pen dix 6. consensus con sen sus

7. adjustment ad just ment 7. inconsistent in con sis tent

8. pamphlet pam phlet 8. politics pol i tics

9

Module 9 | I Have/Who Has?


I Have/Who Has?1. MakeonecopyoftheIHave/WhoHas?activitysheet(page161ofthisteacher’sguide),cutthecardsapart,

anddistributethemevenlyamongstudents.2. Studentsreadthewordsanddefinitionsontheircardssilently.3. Onestudentbeginsbyreadingthe“Whohas….?”questionatthebottomofhisorherfirstcard.4. Allstudentslookattheircardstoseeiftheyhavethecorrectword.Thestudentwhohasitsays,“Ihavethe

word…”andthenreadsthe“Whohas…?”questionatthebottomofthatsamecard.5. Thegamecontinuesuntilthestudentwhostartedthegameendsitwithhis/her“Ihavetheword…”

statement.Atthispoint,allthecardsshouldhavebeenused.6. Seepages102-103forfulldirectionsandSuggestionsforDifferentiation.

Word List and Answer Key

diminish tobecomesmallerorlessimportantcritical findingproblemswithsomethingconsensus wheneveryoneagreesononethingindependent notwantingorneedingmuchhelpfromotherssignificant importantintellect theabilitytothinkorunderstandinconsistent notalwaysthesamediscontent asadorunhappyfeelingabundant morethanwhatyouneedhesistant notsureaboutornotwillingtodosomethingimmigrant someonewhocomestoliveinanewcountryacademic havingtodowithschooloreducation

I Have/Who Has? | Module 9


Ihav

ethe

wor

ddi

min

ish.

Who

has

thew

ordth

atm

eans

:fi

ndin

g pr

oble

ms w

ith

som

ethi

ng?

Ihav

ethe

wor

dcr

itic

al.

Who

has

thew

ordth

atm

eans

:w

hen

ever

yone

agr

ees o

n on

e th

ing?

Ihav

ethe

wor

dco

nsen

sus.

W

hohas

thew

ordth

atm

eans

:not

wan

ting

or

nee

ding

muc

h he

lp fr

om o

ther

s?

Ihav

ethe

wor

din

depe

nden

t. W

hohas

thew

ordth

atm

eans

:im

port

ant?

Ihav

ethe

wor

dsi

gnif

ican

t.W

hohas

thew

ordth

atm

eans

:th

e ab

ility

to th

ink

or u

nder

stan

d?

Ihav

ethe

wor

din

telle

ct.

Who

has

thew

ordth

atm

eans

:no

t alw

ays t

he s

ame?

Ihav

ethe

wor

din

cons

iste

nt.

Who

has

thew

ordth

atm

eans

:a

sad

or u

nhap

py fe

elin

g?

Ihav

ethe

wor

ddi

scon

tent

.W

hohas

thew

ordth

atm

eans

:m

ore

than

wha

t you

nee

d?

Ihav

ethe

wor

dab

unda

nt.

Who

has

thew

ordth

atm

eans

:not

sure

ab

out o

r no

t will

ing

to d

o so

met

hing

?

Ihav

ethe

wor

dhe

sita

nt.

Who

has

thew

ordth

atm

eans

:som

eone

w

ho c

omes

to li

ve in

a n

ew c

ount

ry?

Ihav

ethe

wor

dim

mig

rant

.W

hohas

thew

ordth

atm

eans

:ha

ving

to d

o w

ith

scho

ol o

r ed

ucat

ion?

Ihav

ethe

wor

dac

adem

ic.

Who

has

thew

ordth

atm

eans

:to

bec

ome

smal

ler

or le

ss im

port

ant?

CU

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Module 19

When to Use Module 19Students should work on Module 19 activities if they have not yet mastered the concepts taught in Phonics Boost Lessons 46-47.

There are several ways to identify which students are good candidates for Phonics Boost Plus Module 19: 1. Use the Phonics Boost Skills Assessment (PBSA) 19.2. Use More Words to Read and Sounds & Syllables from this module to determine a student’s mastery. 3. Observe students during Phonics Boost instruction and practice.


• MoreWordstoRead• Sounds&Syllables• PhrasestoRead• WhichSyllableIsWhich?• FillItIn!• SolveIt!• FlipIt!


• WordSort• WordBuildingpartnerpage• WordHuntpartnerpage• SplitIt!• WordSwat

Open syllable: A syllable that ends in a single vowel letter with a long vowel or schwa sound. •ta-ble, e-ven, si-lent, o-ver, mu-sic, pres-i-dent

Open and closed syllables before consonant-le: When you see a two syllable word with second syllable being a consonant-le, look closely at the first syllable: •Ifthesyllableendswithaconsonant,thevowel

will be short. • little, sample, juggle

•Ifthesyllableendswithavowel,thevowelwill be long.

•title, staple, bugle

•Ifthewordhasthreeormoresyllables,the vowel sound in the open syllable before the consonant-le may be long or schwa.

•obstacle, unable, article

Reminders:

19

Phonics Concepts

• Open syllables in words with three or more syllables

• Consonant-le with open syllables


the activity.2. One student reads a row of three words aloud while other students are Checkers.3. Remember to use Positive Error Correction if the student makes a mistake.4. To extend the activity, have students find all the words where the vowel sound in the open syllable is long a,

long e, long i, long o, or long u,orallthewordswithtwo,three,four,orfivesyllables.Havestudentsunderlinethe open syllables in these words.

5. Ifstudentsstruggletodecodemultisyllablewords,havethemdividethewordsintosyllablesbylookingforthe vowel letters and drawing a line at the syllable breaks. Students can read each syllable individually and then blend them to read the whole word.

6. See pages 2-3 for full directions, steps for Positive Error Correction, and Suggestions for Differentiation.

Sounds & Syllables1. Trade workbooks with student to mark errors in his/her workbook. 2. Both teacher and student open to page 146 in their workbooks. 3. Haveeachstudentreadthegraphemes,isolatedsyllables,andsyllablesinnonsensewordsaloudtoyou

individually. Be sure students read both the short and long vowel sounds for individual vowel letters and all three sounds spelled by the letter y. Be sure students read the open syllables in sections two and three with a long vowel sound. Alternatively, complete the activity with the full class by calling on a different student to read each row of sounds and syllables.

4. Remember to use Positive Error Correction if the student makes a mistake.5. Seepages4-5forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.


the activity.2. Students form pairs, trade books, and determine who will be the first Reader.3. Reader reads the phrases in Column 1, while Checker marks errors and records the number of phrases read

correctly. Students switch roles for Column 1 so Reader becomes Checker, and Checker becomes Reader.4. Both students read the phrases in Column 2, again taking turns as Reader and Checker.5. RemembertohaveCheckers use Positive Error Correction if Readers make a mistake.6. To extend the activity, have students find all the words where the vowel sound in the open syllable is long a,

long e, long i, long o, or long u,orallthewordswithtwo,three,four,orfivesyllables.Havestudentsunderlinethe open syllables in these words.

7. See pages 6-7 for full directions, steps for Positive Error Correction, and Suggestions for Differentiation.


Module 19 | More Words to Read | Sounds & Syllables Phrases to Read

Word Sort1. Photocopy and distribute one copy of the Word Sort activity sheet (page 326 of this teacher’s guide) to

each student. 2. Students cut apart group title and word cards and set up their working surfaces.3. Explain to students that they will sort the words into five groups based on the vowel sound in the open

syllable: Long a, Long e, Long i, Long o, or Long u. 4. Model how to sort the first word in each group: cradle in the Long a /ā/ group, vehicle in the Long e /ē/

group, title in the Long i /ī/ group, exploded in the Long o /ō/ group, and popular in the Long u /yōō/ group.

5. Checkthatallstudentssortthefirstfivewordscorrectly.6. Students complete the rest of Word Sort independently. 7. Check answers with students, and have each student read the words to you or a partner.8. See pages 10-11 for full directions and Suggestions for Differentiation.

Answer KeyLong a /ā/ Long e /ē/ Long i /ī/ Long o /ō/ Long u /yōō/ cradle vehicle title exploded popular animated prehistoric vitamins photograph uniform crazy represent horizon overturn computer vacant survival unspoken community composer utensils



19

1. Cut apart the group titles and the words. 2. Look for words where the vowel sound in the open syllable is spells Long a, Long e,

Long i, Long o, or Long u. Place each word in the correct group.3. Read the words to a teacher or partner.



overturn

cradle vitamins community

title horizon prehistoric

animated vacant represent

popular vehicle unspoken

crazy survival utensils

uniform photograph composer

exploded computer

CU

T

Long i /ī/Long e /ē/

Long u /yōō/

Long a /ā/

Long o /ō/

Word Building1. Students form pairs, cut the Word Building activity sheet (page 328 in this teacher’s guide) in half vertically,

and determine who will be Partner A and Partner B.2. Partner A reads each word on Partner Page A, uses it in a sentence, and reads it again. Partner B repeats

the word, says it in syllables, spells each syllable on a SyllaBoard, and writes the word on his/her working whiteboard.

3. Partner B then reads each word on Partner Page B, uses it in a sentence, and reads it again. Partner A repeats the word, says it in syllables, spells each syllable on a SyllaBoard, and writes the word on his/her working whiteboard.

4. Remember to have students use Positive Error Correction if their partner makes a mistake.5. Seepages129-130forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.



19

CU

T








•Repeattheword.





•Readtheword.






•Repeattheword.





•Readtheword.

1. volcano We visited a volcano.

2. overturn The judge will overturn the verdict.

3. bugle The man will play the bugle in the band.

4. vehicle A truck is a vehicle.

5. argument They had an argument about sports.

1. computer We used a computer program to do the project.

2. exploded Hedroppedthecanofsoda,anditexploded.

3. cradle The baby will sleep in a cradle.

4. composer Mozart is a composer of music.

5. remember Didyouremembertobringit?

volcom

bucra

vecom

arre

oex

capu

verplo

noter

turnded

cleser

mentber

gledle

hipo

gumem

Word Hunt1. PhotocopyanddistributeonecopyoftheWordHuntAandWordHuntBactivitysheets(pages330-331of

this teacher’s guide) to each pair of students. Students fold the pages along the fold lines.2. Partner A stands the A page up like a tent on the table so that Partner B can only see the words. Alternatively,

Partner A cuts the page and gives Partner B the half of the page with the words.3. Partner B read all the words aloud. 4. Partner A asks Partner B each question, checking Partner B’s answers with the key provided on Partner A’s

half of the page.5. StudentsswitchrolesandPartnerBactsastheteacherwiththeBpage,havingPartnerAreadthewordsand

then answer the questions. 6. See pages 39-40 for full directions and Suggestions for Differentiation.



19

Module 19 | Word Hunt


Partner Page A

sanitizer horizon communicated

edible exploded misbehaving

argument vitamins prehistoric

idle volcano entitle

Partner Page A

Ask your partner:1. Read all the words.2. Which three words have a consonant-lesyllables? (edible, idle, entitle)

3. Whichthreewordsstartwithanopensyllable? (vitamins, prehistoric, idle)

4. Which two words have the suffix -ed? (communicated, exploded)

5. Whichtwowordshaveaconsonantsuffix? (argument, vitamins)

6. Which word means the line where the land or water seems to meet thesky?(horizon)

7. Findthreewordsthatcanbenouns. (sanitizer, horizon, argument, vitamins, volcano)

8. Choose one word and use it in a sentence.

FOLD

FOLDFOLD



Partner Page B

isolated photograph overturn

uniform investigating title

utensils ecosystem nobody

misbehaving bugle vehicle

Partner Page B

Ask your partner:1. Read all the words.2. Whichwordhasaconsonantsuffix? (utensils)

3. Whichwordhas5syllables? (investigating)

4. Find3wordsthatstartwithasinglevowelletterastheirfirstsyllable. (isolated, overturn, uniform, utensils, ecosystem)

5. Whichwordendswiththesamefinalsyllablethatyouhearinbrittle? (title)

6. Whichwordmeansapicturetakenwithacamera?(photograph)

7. Whichwordissomethingthatyoueatwith? (utensils)

8. Choose one word and use it in a sentence.

FOLDFOLD

FOLDFOLD

Which Syllable Is Which?1. Havestudentsopentopage148intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate

the activity.2. Read the three syllables in the first word: par, ti, and cle. Lead students in determining the syllable types

for these three syllables. Explain that par is an r-controlled syllable because it has the r-controlled vowel spelling ar, ti is an open syllable because ends in one vowel letter that spells the schwa sound, and cle is a consonant-le syllable. Students point to these three syllables filled in for them in the chart. Remind students to write “schwa” (or they can write an “s” for “schwa”) in the box next to ti.

3. Students complete the remaining lines of the chart, reading the syllables in the first column, determining the syllable type for each, and writing each syllable in the appropriate column. Remind students to write “long” or “schwa” next to the open syllables to show which type of vowel sound they spell.

4. Check answers with students. 5. Haveeachstudentreadthewordsandtheirsentencestoyouorapartner.6. See pages 312-313 for full directions and Suggestions for Differentiation.

Answer Key

Closed R-Controlled Consonant-le Open (long or schwa)par ti cle par cle ti (schwa)pop u lar pop lar u (long)nu mer al al mer nu (long)com pu ter com ter pu (long)bu gle gle bu (long)spec ta cle spec cle ta (schwa)cra dle dle cra (long)com po ser com ser po (long)ed i ble ed ble i (schwa)sur vi val val sur vi (long)ar gu ment ment ar gu (long)fe ver ish ish ver fe (long)

Module 19 | Which Syllable Is Which?



the activity.2. Students read the words in the box.3. Read the first sentence aloud: We looked at the old of my grandmother in her

wedding dress.4. Havestudentshelpyoudeterminethatthewordphotograph is the best fit in this sentence. 5. Studentswritethewordphotograph in the first blank and cross it out in the box.6. Students complete the remaining eight sentences independently, choosing the word that best fits each.

Remind students that each word will only be used once.7. Check answers with students.8. See pages 20-21 for full directions and Suggestions for Differentiation.

Answer Key1. photograph 6. evening2. nobody 7. stable3. utensils 8. sanitizer4. calculator 9. misbehaving5.argument


the activity.2. Solve the first example puzzle with students: arrivacle – cle + l = . Explain that swapping

out cle for l changes the last syllable from cle in arrivacle to al in arrival. 3. Students solve the remaining puzzles by adding or deleting letters from nonsense words to form real words. 4. Students complete the three sets of sentences by choosing the word from the three puzzle solutions above that

best fits each sentence. Remind students that each word will only be used once.5. Checkanswerswithstudents.6. See pages 22-23 for full directions and Suggestions for Differentiation.

Answer KeyWord Puzzle 1 Word Puzzle 2 Word Puzzle 31. arrival 1. isolated 1. bugle2. community 2. horizon 2. cradle3. investigating 3. volcano 3. edible

Sentences 1 Sentences 2 Sentences 31. community 1. volcano 1. cradle2. investigating 2. horizon 2. bugle3. arrival 3. isolated 3. edible

Fill It In! |Solve It! | Module 19


19


the activity.2. Students fold the page to create a f lap.3. Lead students in choosing the word that matches the first definition: something you can eat. Explain that

edible is the best match. 4. Students write the remaining eight words from the word list in the spaces underneath the f lap with the

correct definitions.5. Checkanswerswithstudents.6. Haveeachstudentreadaloudeachwordanddefinitiontoyouorapartner.7. Seepages24-25forfulldirectionsandSuggestionsforDifferentiation.

Answer Key1. d 4. a 7. e2.f 5.g 8.h3. c 6. b 9. i

Split It!1. PhotocopyanddistributeoneortwocopiesofSplitIt!activitysheet(page359ofthisteacher’sguide)toeach

student for use with one or both word lists. 2. Write the words on the board or distribute copies of the lists. Do not say the words aloud.3. Foreachword,havestudentscountthevowelletters,determinewhethertheyaretogetherorapart,and

determine how many syllables there are. 4. Havestudentsspelleachsyllable,readthesyllablesindividually,readthewholeword,andwritethewhole

word on the line. 5. Checkthatallstudentsspelleachwordcorrectlywithonesyllableineachsection.Provideassistance

as necessary.6. See pages 143-144 for full directions, alternative procedure, and Suggestions for Differentiation.

Word List and Answer KeyNote: Vowel letters that spell the schwa sound are underlined.

List One: List Two: 1. photograph pho to graph 1. microscopic mi cro scop ic

2. denominator de nom i na tor 2. community com mu ni ty

3. argument ar gu ment 3. edible ed i ble

4. cradle cra dle 4. misbehaving mis be ha ving

5. represent re pre sent 5. overturn o ver turn

6. particular par tic u lar 6. uniform u ni form

7. investigating in vest i ga ting 7. volcano vol ca no

8. prehistoric pre his tor ic 8. idle i dle

Module 19 | Flip It! | Split It!


Word Swat | Module 19


Word Swat1. Photocopy the Word Swat activity sheets (pages 336-337 of this teacher’s guide). Cut the cards and tape them

to the wall (or an index card to the wall). Alternatively, write the words and terms on the board in a square or rectangular shape.

2. Formtwoteamsofstudents.Havethemlineupintwolinesandreadthewordsonthewallorboardsilently.3. Read each clue aloud. The first student on each team chooses the answer from among the words on the wall

or board and attempts to touch or cover that word with his/her swatter. The student then reads the answer aloud and scores a point for his/her team.

4. Continue reading clues aloud and have students from each team touch or cover the appropriate words with their swatters. When all clues have been read, the team with the most points wins.

5. Seepages193-194forfulldirectionsandSuggestionsforDifferentiation.

Clues and Answer KeyRead these clues or definitions out loud.Clue/DefinitionLiked by many people .......................................................................Same in quantity or size ....................................................................Disagreement or dispute ..................................................................Stand for or symbolize ......................................................................Examples of open syllables ...............................................................Common suffixes ..............................................................................Very tiny and difficult to see ...........................................................A picture made with a camera .........................................................Words with digraph -ck ...................................................................Examples of r-controlled syllables ..................................................1-1-1 Words ........................................................................................Examples of closed, one-syllable words .........................................Happeningorappearingoften .......................................................Picky or very specific about what you like ....................................Relating to the sun .............................................................................Symbol representing a number .......................................................Skillful at doing something ..............................................................Three-sound blends ...........................................................................The name of a book ...........................................................................Group of people living together in one place ...............................

Answerpopularequalargumentrepresentra, se, ti, co-ly, -ed, -fulmicroscopicphotographback, peck, lickard, der, cor, durdigging, runningam, it, on, upfrequentparticularsolarnumeralcapablesqu, sprtitlecommunity 19


Module 19 | Word Swat

squ, spr

popular

argument

back, peck, lick

particular

numeral

represent

am, it, on, up

ard, der, cor, dur

solar

CUT

frequent

microscopic

ra, se, ti, co

digging, running

photograph

equal

title

capable

community

-ly, -ed, -ful

CUT

Word Swat | Module 19


a i oe u

sh chth


Vowels:

Consonants: All the letters of the alphabet except a, e, i, o, u.

Phoneme: A phoneme is a sound, not a letter.

Grapheme: Letters or letter combinations that spell sounds.

Short Vowel Sounds: The first phonemes in these words make short vowel sounds.

Examples: apple, edge, itch, octopus, up

qu: The letter q is always followed by u.

The u in qu never acts as a vowel. It is part of the consonant spelling.

There is only one acting vowel in quit .


Examples: ship, math, chop

Closed Syllable: One vowel letter followed by one or more consonant letters.

bash

Examples: at, bash, path, let

qu


Challenging

More Challenging

1. bug shed mug

2. fib math then

3. tax pep sob

4. win nod box

5. with rim jog

6. much yet chin

7. chat shun chop

8. dish lush mesh

9. posh rush rash

10. shin wish gash

11. than hush shop

12. bath dash shut





1. ch i o th

2. a k u d

3. g e m p

4. qu sh w r

1. gat cam vim shap

2. zeb thut pon chep

3. quen rom sish hab

4. wix dosh neb chid




Column 1 Column 2



1. bug on a box

2. chop the hot dog bun

3. shut the lid

4. a pup with pep

5. met a man on the ship

6. tax the man

7. a posh shop

8. a dish of fish

9. hush the kid

10. sip the pop

11. with a hush

12. on the run

13. jog on the path

14. gash on his leg

15. chat with the vet

1. dash to the bus

2. in a rush

3. not a fib

4. a rash on his chin

5. a fox in the pen

6. chop the log

7. fun with the pup

8. met in the shop

9. fed her pet cat

10. sat in the sun

11. rim of the pot

12. sat and had a chat

13. cut was not bad

14. a tax on gas

15. dash to the shop



1. Underline the graphemes. Make sure to underline the letters in a digraph with only one line.

2. Read the words.


Module 1 | Mark It!

1. m u c h 2. t i p 3. s o b

4 . y e t 5. r i c h 6. s h i n

7. w i t h 8 . p e p 9. t a b

10 . z i p 11. g a s h 12. c a t

13 . r u s h 14 . m a t h 15. f i b

16 . t h e m 17. m e s h 18 . s h e d

19. l a p 2 0. n o d 21. d i m

2 2. s h o p 23. c h a t 24 . s u c h

25 . d i s h 26. j o g 27. p u p

28 . c h o p 29. w i s h 3 0. h u s h



1. The dog had mud on him, so we gave him a .

2. How money did mom give you?

3. , so the baby can nap.

4. Get an ax to down the tree.

5. Pam had to for a red dress.

6. I drink milk from a .

7. Josh fell and got a bad cut on his .

8. Beth was late, so she had to to get on the bus.

9. The cat likes to play her toy.

much hush shop

bath chop mug

with shin rush





Set 1

Set 2

Set 3

fob – o + i =

dush – u + i =

gath – th + sh =

1. Dan fell and had a big on his leg.

2. I will be mad if you tell me a .

3. When I ate my cake, I saw a chip on my .

nud – u + o =

wesh – e + i =

hob – h + s =

1. I we did not get so much homework.

2. A baby will when he is sad.

3. your head up and down to say yes.

min – m + w =

dath – th + sh =

losh – o + u =

1. The hills were with a lot of green grass.

2. Tim must to the farm before the sun sets to get some milk from the cow.

3. She has to every game we play, or she will get mad.

fib

Word Word List

1. a. j o g

2. b. c h i n

3. c. b a th

4. d. s h i n

5. e. s h e d

6. f. da s h

7. g. s h u t

8. h. m u g

9. i. c h o p

shed


Flip It! | Module 1


FOLD

to let something fall or drop off

big cup

to run slowly

to run quickly

to cut up

to close something

where you wash something

the front part of your leg between your knee and your foot

part of your face under your mouth

Definition

sh ch phth wh



Examples: ship, math, chop, Phil, whim

Double Trouble Rule: In a one syllable word, double the final f, l, or s after a single vowel.

miss

Examples: puff, sell, miss

Chunk -all: l forms a chunk that spells the sound that you hear in the word “ball.”

Examples: tall, call, fall

all


a promise that someone has to keep

the long, thin part of a f lower or plant

a big body of water that has land around much of it

to put f lower seeds or a tree into the ground

a job that must be done

big in size

fresh, dry, and cool

to move something

to stop from passing or moving

Definition


Consonant Blends: Consonants next to each other where each letter spells a separate sound.

Initial Two-Sound Blends

• f l at •bl,cl,fl,gl,pl,sl,br,cr,dr,fr,gr,pr,tr,dw,sc,sw,tw

Final Two-Sound Blends

• fact

• -ct, -ft, -ld, -lk, -lm, -lp, -lt, -mp, -nd, -nt, -pt, -sk, -sp, -st, -np

Initial Three-Sound Blends

• spring

•str,scr,spr,spl

Final Three-Sound Blend

• tempt

•mpt

Digraph Blends: A consonant blend with a digraph spelling one sound.

tenth squish

shr, nch, thr, nth, squ

shrimp, ranch, thresh


Challenging

More Challenging

1. bench thrill sixth

2. shrug pinch scrub

3. ranch shrill stitch

4. shred squid fifth

5. strap inch scratch

6. throb bunch shrub

7. stench thrust stretch

8. branch quench prompt

9. scrimp squish clench

10. squint tempt splash

11. crunch splint shrimp

12. sprint strict thrift





1. shr -tch o spl

2. qu ch -ck thr

3. squ i th wh

4. e str -dge a

1. stosh shrag vitch thrim

2. clob mudge lench shrid

3. quen strill squit benth

4. whib lud thrack splesh



Column 1 Column 2


1. crunch the chips

2. trim the shrubs

3. scratch the itch

4. bring the fifth box

5. stitch the patch

6. shred the cloth

7. acts very strict

8. smell the stench

9. the drink will quench

10. strut in the mall

11. sprint around the track

12. drench the grass

13. squint in the sun

14. pass the shrimp

15. squish the ball

1. sit on the bench

2. pinch his hand

3. thrust the ball

4. be prompt to class

5. clench your hands

6. put a splint on his leg

7. cut off the branch

8. thrash in the pond

9. tempt with fudge

10. lots of stress

11. went to the thrift shop

12. a bunch of flowers

13. watch the squid swim

14. what a thrill

15. sit in the sixth desk





Module 6 | Mark It!

1. b r a n c h 2. g l i t c h 3. c l e n c h

4 . s h r i m p 5. f i f t h 6. s h r u g

7. s t r i c t 8 . t h r o b 9. s t e n c h

10 . s c r i m p 11. t e m p t 12. s t r a p

13 . s c r a t c h 14 . s h r u b 15. s i x t h

16 . p i n c h 17. t h r i f t 18 . p r o m p t

19. t h r u s t 2 0. d r e n c h 21. s p r i n t

2 2. s t r e t c h 23. s h r e d 24 . s p l i n t

25 . t h r a s h 26. b e n c h 27. c r u n c h

28 . t r u d g e 29. s t i t c h 3 0. t e n t h

1. Underline the graphemes. Underline the letters in a digraph or trigraph with one line.

2. Read the words.


1. The man held the pup and sat on the black .

2. Bill has an itch he has to .

3. The small boy will his fists when he is mad.

4. She had to to see the small print.

5. The bird sits on the tree .

6. Do not let the crab you.

7. Stan will his legs and then jog down the path.

8. Did you have fish or for lunch?

9. Beth had to to catch her fast brother.

squint stretch clench

branch shrimp pinch

bench scratch sprint



Set 3

Set 1

Set 2

chempt – ch + t =

squim – m + d =

thrint – thr + spl =

1. We saw the fish swim next to the in the tank of water.

2. I had to get a for my leg because I hurt it when I fell off a horse.

3. Stan cannot eat cake, but his little sister likes to him to do it.

clompt – cl + pr =

strect – e + i =

throch – ch + b =

1. You have to be to the party, or you will miss the birthday cake.

2. Sometimes, Mom is very and will not let me watch TV.

3. Your head will all day if you don’t sleep well at night.

stotch – o + i =

thriss – ss + ll =

ransk – sk + ch =

1. It is always a for the kids to go on the swings at the park.

2. The little boy likes to see the horses, cows, and sheep at the .

3. Will you the rip in my pants?

tempt





Flip It! | Module 6


Word Word List

1. a. s c r u b

2. b. t em p t

3. c. p r o m p t

4. d. q u e n c h

5. e. b ra n c h

6. f. s h r u g

7. g. s t r e tc h

8. h. c l e n c h

9. i. s h r e d

promptFO

LD

done quickly on time

to hold something strongly

to rip a long, thin strip of cloth or paper

to try to get someone to do or want something

to get rid of or end something, like thirst

to make something longer

a part of a tree that grows out of the trunk

to clean something by rubbing it hard

to move your shoulders up and down

Definition

ang ong

ank onk

ing ung

ink unk


Suffix: Letter(s) added at the end of the word that can change the meaning.

-s • ispronounced/s/(hits, sips) • ispronounced/z/(runs, bugs)

-es • is used when the word ends in -sh, -ch, -s, -z,

and -x

• bunches

Chunks: Letters that always spell the same sounds.

rang song

bank honk

wing hung

think chunk

Consonant Blends: Consonants next to each other where each letter spells a separate sound.

Initial Three-Sound Blends

• spring

•str,scr,spr,spl

• strap, scram, spring, splash

Digraph Blends: A consonant blend with a digraph spelling one sound.

tenth squish

shr, nch, thr, nth, squ

shrimp, ranch, thresh

Final Three-Sound Blends

• tempt

•mpt

•prompt



1. Cut apart the syllables.2. Place them in the correct column by their vowel letter.3. Read the syllables to your teacher or a partner.4. Listen as your teacher says a word. Find the syllables you need to spell

the word. Place them on your desk in the correct order.5. Continue until you have used all the syllables to spell real words.6. Write each word on a line.

1.

2.

3.

4.

5.

6.

7.

8.

Construction List



Schwa: The vowel sound in the unstressed syllable of a multisyllable word.

The symbol for the schwa is /Ə/

Any vowel can be a schwa

• sandal, helmet, tennis, wagon, campus

When reading words with more than one syllable, remember these questions:

How many vowel letters do you see?

Are the vowel letters together or apart?

How many syllables are there?




Challenging

More Challenging

1. investment disconnect politics

2. capital instrument animal

3. equipment president discredit

4. invalid medical attracts

5. cabinet discontent appendix

6. African umbrella inhabit

7. pamphlet athletic mammal

8. adjustments congressmen magnetic

9. recommend consensus attachments

10. establishment columnist difficult

11. academic element intellect

12. independent dismissal ethical

13. immigrant critical disrespect

14. diminish evident hesitant

15. significant skeletal arithmetic

16. disinfectant inconsistent abundant




Syllables Read the underlined closed syllables in these nonsense words.


1. str u -tch sn

2. j -ff spl x

3. ph shr e tw

4. a bl p th

1. esh ap pect dinch

2. cred lish ath slan

3. fid phlet vust lompt

4. shran dom thub lesk

1. sublish accad comsist

2. nopplex problet otsult

Column 1 Column 2


1. a capital letter

2. make an investment

3. fix the equipment

4. open the cabinet

5. an academic class

6. get medical help

7. bring an umbrella

8. make adjustments

9. an African immigrant

10. open the attachments

11. read the pamphlet

12. an arithmetic problem

13. disconnect the plug

14. play an instrument

15. the athletic children

1. act hesitant

2. inhabit the nest

3. the wind will diminish

4. ask the congressmen

5. a difficult method

6. recommend a TV show

7. cats are mammals

8. attracts the magnet

9. use your intellect

10. an invalid ticket

11. watch the animal

12. help the president

13. look in the appendix

14. inconsistent work

15. be independent





1. Before you take the TV, you must the plug from the wall.

2. The lives in the White House in Washington, D.C.

3. Which will you play in the school band?

4. Kenneth’s work is good at times and bad at times, so the teacher said that it was .

5. Could you please a good play for me to see?

6. The fox and wolf are animals that the tundra.

7. Put the pretzels on the shelf in the .

8. This ticket is because it has the wrong time on it.

9. It will rain today, so I will carry my .

inhabit recommend umbrella

instrument cabinet inconsistent

president disconnect invalid


Module 9 | Fill It In!


Solve It! | Module 9

Set 3

Set 1

Set 2

pogmissal – pog + dis =

mudical – u + e =

arithmepal – pal + tic =

1. When he hurt his head, we were quick to call for help.

2. If it snows, the school may be after lunch.

3. When you can add and subtract in math, you have skills.

animack – ck + l =

consenpic – pic + sus =

tonphlet – ton + pam =

1. The man down the street gave me a about the new mall.

2. I see an in our garden, and I think it is a rabbit.

3. We came to the that we would eat chips for dinner.

magzatic – za + ne =

hegrespect – heg + dis =

oshletic – osh + ath =

1. “Take your hat off for the anthem, or you’ll be showing .”

2. The boy is very because he is good at lots of sports.

3. It this object because it sticks to the metal wall?

di smissal




1. Cut apart the syllables.2. Place them in the correct column by their vowel letter.3. Read the syllables to your teacher or a partner.4. Listen as your teacher says a word. Find the syllables you need to spell


1.

2.

3.

4.

5.

6.

7.

8.

Construction List


Flip It! | Module 9


Word Word List

1. a. a th l e t i c

2. b. a b u n da n t

3. c. i n ha b i t

4. d. d i s c o n n e c t

5. e. i n va l i d

6. f. c r i t i ca l

7. g. i n d ep e n d e n t

8. h. c o l u m n i st

9. i. d im i n i s h

independentFO

LD

not wanting or needing much help from others

finding problems with something

to live with

to become smaller or less important

to unplug

plenty of something

someone who writes for a newspaper

not able to be used

being good at sports

Definition


Schwa: The vowel sound in the unstressed syllable of a multisyllable word.

The symbol for the schwa is /Ə/

Any vowel can be a schwa

• sandal, helmet, tennis, wagon, campus

Some words have more than one schwa

• banana, Alaska, Aruba

When reading words with more than one syllable, remember these questions:

How many vowel letters do you see?

Are the vowel letters together or apart?

How many syllables are there?




1. Cut apart the syllables.2. Sort each syllable into the correct column.3. Read the syllables to your teacher or a partner.4. Listen as your teacher says a word. Find the syllables you need to spell


1.

2.

3.

4.

5.

6.

7.

8.

Construction List


Open Syllables: An open syllable ends in a single vowel letter with a long vowel or schwa sound. • table, even, silent, over, music, extra, along,

president

Open and Closed Syllables before Consonant-le: If the syllable ends with a consonant, the vowel

will be short. • little, sample, juggle

If the syllable ends with a vowel, the vowel will be long. • title, staple, bugle

If the word has three or more syllables, the vowel sound in the open syllable before the consonant -le may be long or schwa. •obstacle, unable, article




Challenging

More Challenging

1. computer deposit survival

2. popular exploded overturn

3. unspoken argument cable

4. title uniform sanitizer

5. cradle photograph vitamins

6. composer ecosystem community

7. nobody evening idle

8. volcano remember bugle

9. stable particular numeral

10. environment horizon denominator

11. entitle isolated edible

12. diversity prehistoric utensils

13. communicated document investigating

14. arrival microscopic misbehaving

15. spectacle calculator represent

16. capable animated vehicle



Syllables Read these syllables. Read open syllables with a long vowel sound.

Syllables Read the underlined open and closed syllables in these nonsense words.


1. br e -ct ar

2. sk er i -dge

3. a v spl qu

4. th u y ir

1. nym fru spec cor

2. par -ble fi monch

3. -sle phon san stre

4. ta ver stum lib

1. bugor ladar zable

2. apred nacro hiber

Column 1 Column 2


1. overturn the verdict

2. prehistoric animal

3. take your vitamins

4. a community project

5. on the horizon

6. a common denominator

7. the cable network

8. cooking utensils

9. rock the cradle

10. deposit the money

11. the volcano erupted

12. felt isolated

13. a popular song

14. remember to study

15. use a calculator

1. park your vehicle

2. edible food

3. the misbehaving toddler

4. investigating the prints

5. take a photograph

6. hand sanitizer

7. harm the ecosystem

8. later this evening

9. the crazy spectacle

10. the computer program

11. play the bugle

12. the capable student

13. microscopic particles

14. a particular story

15. the music composer




Module 19 | Which Syllable Is Which?


1. Read the words. 2. Put the syllables in the correct categories according to the syllable types.

par ti cle

pop u lar

nu mer al

com pu ter

bu gle

spec ta cle

cra dle

com po ser

ed i ble

sur vi val

ar gu ment

fe ver ish

Closed R-Controlled Consonant -le Open (long or schwa)

par cle ti



1. We looked at the old of my grandmother in her wedding dress.

2. The room was silent and talked during the test.

3. Wash the after you eat lunch, please.

4. I always bring my to a math test.

5. When we got the check, they started to have an about who would pay for the dinner.

6. My family is going to my school this to watch me perform in a play.

7. Check if the chair is before you sit down, or you could fall.

8. Justin rubs into his hands before he eats dinner.

9. The toddler was , so I would not give him any candy.

calculator utensils sanitizer

nobody stable misbehaving

argument evening photograph




Set 1

Set 2

Set 3

arrivacle – cle + l =

coppunity – pp + mm =

devestigating – de + in =

1. In our class, we help and support everyone because we are a .

2. The dog is the baby’s crib by sniffing and licking it.

3. We are expecting the of our new pick-up truck any moment.

asolated – a + i =

horuzon – u + i =

volcapix – pix + no =

1. The burst, and dark, black ashes fell from the sky.

2. Let’s watch the sun set over the .

3. Dennis asked to be from the rest of the class so he could finish his art project.

bugack – ack + le =

pladle – pl + cr =

ozible – oz + ed =

1. The new mother rocked her baby girl in the .

2. I play many different instruments, but I have never played a .

3. I asked the server if the lobster shell on my dish was .

arrival



Flip It! | Module 19


Word Word List

1. a. p o p u l a r

2. b. ca p a b l e

3. c. m i c r o s c o p i c

4. d. e d i b l e

5. e. d i v e r s i t y

6. f. r ep r e s e n t

7. g. u t e n s i l s

8. h. c o m p o s e r

9. i. a r r i va l

edibleFO

LD

something you can eat

to stand for something

too small to see with only the eyes

liked by a lot of people

objects used to eat or make food

skillful or fit to do something

many different people or things

a person who writes music

when someone gets to a place

Definition


Soft c: The sound /s/ as in “city.” The c is soft when followed by e, i, or y.

cell, city, fancy

Hard c: The sound /k/ as in “can.” The c is hard when followed by a, o, u, l, or r.

cash, contact, cub, cliff, cranky


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