unit9 unit objectives day - benchmark education...

Day #

©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 85Core Materials

Unit ObjectivesStudents will:

• Orally substitute medial sounds• Listen for the long o sound• Recognize the long o sound in print• Associate the long o sound with the CVCe

pattern

• Blend words that contain the long o sound• Review sight words• Spell CVCe words containing the long o

sound

9CVCe long o

Unit

Day 3

Day 4

Day 5

Day 2

Day 1

All of these materials can be downloaded from http://phonicsresources.benchmarkeducation.com.

9CVCe long o

Unit

Letter Cards: a, b, c, e, h, k, m, o, p, t

Letter Cards for Unit 9

Picture Word Cards: globe, hose, nose, rope, rose,

Decodable Word Cards for Unit 9

Sight Word Cards for Unit 9



Spelling Transparency


BLM 1

BLM 1

BLM 1

BLM 1

BLM 1

BLM 5

BLM 3

BLM 2

BLM 8

BLM 4

BLM 7

BLM 6

Picture Word Cards: clock, rope




Quick-Check Student Sheet

Student Workmat Poetry CDFrieze Card Decodable BookPoetry Poster

Picture Word Cards: globe, hose, nose, rope, rose,

Decodable Word Cards for Unit 9

Student Workmat Poetry CDDecodable Book

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels86 ©2012 Benchmark Education Company, LLC

Day 1

Frieze Card

Picture Word Cards

Phonemic awarenessListen for Medial Sounds• Show students picture card hose (picture side only).• Say: This is a picture of a hose. Listen for the middle sound as I say the word again:

/h/ /o–/ /z/. The middle sound in hose is the long o vowel sound. Listen again to the middle sound: /h/ /o–/ /z/.

• Repeat with picture cards rope, rose, nose, and globe.

Distribute blackline master 6 and instruct students to complete it at home.

Sound/Symbol RelationshipsModel• Hold up the CVCe long o frieze card so that the picture side faces students.• Have students say the name of the object in the picture. Point out that rope has the

long o vowel sound. Explain that often when a word has a vowel followed by a consonant and a final e, as in rope, the vowel sound in the word is long.

• Repeat the word rope and ask: What vowel sound do you hear? What letters stand for the vowel sound?

Practice with the Letter Cards• Give each student letter cards o, e, h, m, p, and k. Ask students to line the cards up on

their workmats.• Say the word home and ask students to pull down the letters for the beginning, middle,

and ending sounds in the word. • Ask students what letter they need at the end of home. Have them pull down the

letter e. Remind students although the e has no sound in the word home, it helps them know that the word has the long o sound.

• Repeat with the word poke.Assessment Tip: Make sure students understand that although they hear three sounds in home and poke, both words have four letters. Check to be sure students pull down a final e for each word.

Blending SoundsModel• Write the word stone on the board. Sound out the word by

moving your hand under each letter as you say the sound.• Say: I see o followed by n and e. I know that this pattern—o-consonant-e—usually stands for

the long o sound. I can sound out these letters by blending them: /o–n/. Watch my finger and listen as I blend this word: /sto–n/.

• Ask students to sound out the word with you.• Repeat with other examples if you feel students need additional support.

Practice With the Word List• Distribute blackline master 1.• Have students point to the word stone. Ask them to sound out the word with you,

holding each sound, except stop sounds, for at least one second. Then ask them to repeat the word at regular speed.

• Repeat with the words note, dome, and woke. Students who are able to read the words without blending each sound should do so.

©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 87

DAy 1

Spelling WordsModel• Use the spelling transparency.• Say: Today we are going to learn to spell smoke and stole. Listen as I say smoke

slowly: /ssssmmmmo–k/.• Model recording the letters for the sounds on the transparency. Say: The first sound is

/s/. I know that the letter s stands for the /s/ sound. I’ll write s in the first box. Let’s listen for the next sound: /smmmm/. I hear /m/. I know that the letter m stands for the /m/ sound, so I will write m in the second box. Let’s listen for the next sound: /smo–/. I hear /o–/. I know that the letter o can stand for the long o sound, so I will write o in the third box. Let’s listen for the next sound: /smo–k/. I hear /k/. I know that the letter k can stand for the /k/ sound, so I will write k in the fourth box. Let’s say the word one more time: /smo–k/. What letter goes in the last box? The word has the long o sound. I know that a word with a long vowel sound followed by a consonant often has a final e. I will write e in the last box.

• Have students blend the sounds to check the spelling of the word.

Practice with the Workmat• Have students write the word smoke on side 2 of their workmats. • Have them blend the sounds to check the spelling of the word.• Have students practice writing smoke on side 1 of their workmats.

Repeat the modeling and guided practice with the word stole.

Sight WordsReview• Hold up sight word cards I, with, we, have, a, the, all, play, my, small, his, for, me,

and is one at a time. Have students read the words aloud. Place the words in the pocket chart after they are read.

• Ask a volunteer to choose a sight word and use it in an oral sentence. Have another volunteer point to the sight word that was used.

Introduce• Use letter cards b, a, c, and k to make the word back in the pocket chart. Say: This is

the word back. It is made up of the letters b, a, c, and k. • Follow the same procedure with the word too. Ask: Do you know another word that

sounds the same? Although these words sound the same, they have different meanings. Listen to these sentences: I am going to buy apples. I will buy plums and grapes, too. When you mean also, be sure you write the word too.

Write• Leave sight word cards back and too in the pocket chart as models, and have students

write the words on side 1 of their workmats.

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels88 ©2012 Benchmark Education Company, LLC

Day 2

Independent activities

Poetry Poster

Phonemic awarenessListen for Medial Sounds• Read or listen to the recording of the poem Mole’s New Home several times and have

students listen for words with the long o sound.• Say: I will read the poem again. Touch your nose when you hear a word with the

long o sound.Assessment Tip: Note which students have difficulty recognizing the long o sound and use the assessment materials to check these students. While you work with individual students, you may wish to assign Independent Activities for the rest of the class.

Sound/Symbol RelationshipsPractice with the Poetry Poster• Display and reread the poem, pointing to each word as you read. • Have volunteers identify words in the poem that have the long o sound.• Write the long o words students identify on the board. Have volunteers underline the

o-consonant-e pattern in each word.

Practice with the Picture and Decodable Word Cards• Place picture cards clock and rope in the pocket chart. Have students identify both

pictures and tell what vowel sound they hear in each picture name. • Distribute the Unit 9 decodable word cards. Have students take turns reading each

word and placing the card under the picture that has the same vowel sound.• Have students read all the words under each picture card. Make sure they sorted the

words correctly by vowel sound.


Blending Sounds• Have students blend the words joke, hope, pole, and globe using the procedures for

Day One.

Spelling Words• Have students practice the words smoke and stole by writing them several times on

side 1 of their workmats.• Follow the procedures for Day One to model and practice the words home and hope.

Sight Words• Write the sight words back and too on the board and read them with students. Erase a

letter in one of the words and have students tell you what letter is missing. Replace the letter and have students read the word.

• Write the Unit 9 sight words in two columns on the board with the words in each column in a different order. Ask students to choose a word in the first column, read it, and draw a line from that word to the same word in the second column.

Phonemic awarenessHome Pictures Provide large sheets of paper and ask students to draw pictures of objects they might see in a home. Then have them circle each object that has the long o vowel sound.

Listen Have students listen to the recording of the poem Mole’s New Home in the listening center.

Sound/Symbol RelationshipsWrite Rhyming Words Have students write rhyming words on side 1 of their workmats for the words tone, hose, stroke, and code.

Find the Missing Letter On a sheet of paper, write the words joke, mole, rose, note, vote, and cone, omitting one letter in each word. Provide copies of the paper in the literacy center. Students write the missing letter, then write the whole word. Students can use the decodable word cards to check their spelling.

Make a Word Make a spinner with four sections and the long o patterns -oke, -ole, -ome, and -ope. Provide the letter cards d, h, r, p, l, and w. Have student pairs spin and use as many of the letters as they can to make words with the long o pattern shown on the spinner.

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 89©2012 Benchmark Education Company, LLC

Day 3

Phonemic awarenessMedial Sounds• Say: Listen as I say two words. If you hear the same middle sound in both words, say

go. If the two words do not have the same middle sound, say stop. Use these pairs of words: pop/pond, stone/not, code/stole, drop/pot, joke/stove, close/robe, prop/rock, stroke/globe. Have students repeat the two words before they say stop or go.

• Repeat the pairs of words, one pair at a time. Ask students to identify the middle sound in each word.

Blending Sounds• Have students blend the words zone, slope, bone, and broke using the procedures for

Day One.

Spelling Words• Have students practice the spelling words by writing them several times on side 1 of

their workmats.• Follow the procedures for Day One to model and practice the words rope and stove.

Sight Words• Write the Unit 9 sight words on the board. Ask students to choose two words that are

alike in some way, read the words, and tell how they are alike.• Stack the Unit 9 sight word cards. Ask volunteers to take a card, match the word on the

card to the word on the board, and read the word.


Decodable BookWork with small groups of students to read Home With Mom and Dad on Days Three and Four. Assign blackline master 3 and Independent Activities for the rest of the class on Day Three.

Introduce the Book• Show students the cover of the book. Point to the title, Home With Mom and Dad, and

read it with students.• Ask: What do you see on the cover?

Read the Book• Give each student a copy of the book. If you feel students are able, have them sound

out the words in their heads and then read the first sentence out loud so you can check their reading.

• If students need modeling, have them turn to page 2 and put their fingers on the first word. Remind them that this is a word they don’t sound out, but that they should know by sight. Have them say the word I.

• Have students continue to read the sight words quickly and sound out the decodable words in the sentence. Then have them read the whole sentence.

• If students can sound out the words without difficulty, have them whisper-read the rest of the text. Remind them to sound out words as needed.

• If students are having difficulty, continue guiding them in blending words on each page until they are able to continue reading on their own.

Discuss the Book• When students have finished reading, ask: What does the girl tell Dad? What do the

girl and her parents do outside? What might the girl and Dad do with the hose? What do the girl and Dad get for Mom?

SupporttipS forEnglishLanguageLearnersell

Develop/Reinforce Future Tense: will • Note: Future tense is a late-learned verb

tense that requires significant exposure to the structure.

• Before reading and before re cess, ask students: What will you do at recess? Accept a single-word response, for example, swing, and model the target an swer: [Student’s name] will swing.

• Ask other students what [student’s name] will do. Accept one-word responses, and model the complete target response: [Student’s name] will ____.

• Ask students what they will do over the upcoming weekend. Ac cept single-word responses, for ex ample, computer, and model the target sentence: [Student’s name] will use the computer.

• Ask other students what [student’s name] will do. Accept single-word responses and model the target sentence structure: Ma ria will use the computer.

Decodable Book

©2012 Benchmark Education Company, LLCBenchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels90

Day 4

©2012 Benchmark Education Company, LLCBenchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels90

Independent activities

Phonemic awarenessMedial Substitution• Say the word hop. Ask students to identify the middle sound. Segment the sounds to

help students hear the middle sound: /h/ /o/ /p/.• Say: I want to change /o/ to /o–/. What word will I have? Together segment the sounds

in the new word: /h/ /o–/ /p/. Then say the new word together: hope.• Continue saying words and having students change the medial sounds to make new

words: rob/robe, mat/mate, tip/type, not/note, mop/mope, can/cane, Ned/need, cop/cope.

Assessment Tip: Note which students have difficulty substituting medial sounds and provide practice in a small group setting. While you work with the small groups, you may wish to assign Independent Activities for the rest of the class.

Blending Sounds• Have students blend the words rose, poke, vote, and home using the procedures for

Day One.

Spelling WordsReview• Have students write the spelling words several times on their workmats.• Provide pairs of students with blackline master 2. While one student reads the words,

the other student should write them.• The partner places a check mark next to correctly spelled words. The partner may

prompt the student by sounding out words that were spelled incorrectly while the student attempts to spell the words a second time. If the second spelling is correct, the partner places a check mark in the “Second Try” column.

Assessment Tip: Collect students’ completed blackline masters and note which words gave students difficulty.

Sight Words• Display the Unit 9 sight word cards in the pocket chart and read them aloud with

students.• Have a volunteer use a sight word in an oral sentence and then ask another student to

identify the sight word used. The second student then chooses a new sight word and continues the activity.

Decodable Book• Read the decodable book Home With Mom and Dad with the remaining small groups

while the rest of the class completes blackline master 4 and Independent Activities.Assessment Tip: Use the completed blackline master to assess how well students can make connections between sounds and the letters that stand for those sounds.

Decodable BookIndependent Reading Have students read the book on their own. Then let them tell a partner the story in their own words.

Alternate Reading Have partners alternate reading pages from the book. Then have them read the book again, this time reading the pages they didn’t read the first time.

Sight WordsChoose and Write Place the Unit 9 sight word cards in an envelope. Ask students to choose five sight words and write them on side 1 of their workmats.

Target Words On a large sheet of paper, draw a target made of six concentric circles and write the words with, back, too, small, play, and all in the circles. Place the target on the floor. Students can:• toss a bean bag onto a circle and read the

word in that circle• toss a bean bag onto a circle and use the

word in that circle in an oral sentence

News Story Display the Unit 9 word cards on the board ledge. Ask students to choose and make several of the sight words by cutting out letters from newspaper headlines and pasting them on paper in the correct order.

SpellingIndependent Practice Write the week’s spelling words on index cards and place them in the literacy center. Provide the letter cards needed to build the words and have students use the cards to spell the words.

Day #

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 91

The following small group activities can be used to provide practice for students who need additional support. Assign blackline master 5 and Independent Activities for the rest of the class.

PHONOLOGICaL aWaRENESS

Medial Sound Match Display the Unit 9 picture cards. Have students identify each picture and name another word that has the long o vowel sound.

Blend and Name Say the following sets of sounds. Ask students to blend the sounds together, say the word, and then say the vowel sound: /r/ /o–/ /p/, rope, /o–/; /k/ /o/ /t/, cot, /o/; /m/ /o/ /m/, mom, /o/; /d/ /o–/ /m/, dome, /o–/; /st/ /o–/ /v/, stove, /o–/.

SOUND/SyMBOL RELaTIONSHIPS

Long o Words Give students letter cards h, d, o, m, e, t, l, p, s, and r. Say the word strode and have students pull down the letters to spell strode. Then have them push up the letters that spell the long o sound. Continue with the words home, stole, slope, hope, and rode.

Sort Words Write the words bond, tot, bone, poke, drop, prod, probe, zone, frog, and woke on index cards. On the board, make a two-column chart with the headings Long o Words and Not Long o Words. Ask volunteers to take a card, read the word, and write the word in the correct column. When all the words have been written, read each list aloud with students to see whether the words are in the correct columns. Discuss how the words in the Long o Words column are alike.

BLENDING

How to Blend Write the word grove on the board. Model how to sound out the word (/gr/ /o–/ /v/). Point to the word and move your hand under the letters as you blend the sounds together. Then say the word. Ask students to sound out the word grove with you. Make sure students are saying each sound and blending the sounds together.

Continue with the following words, having students hold each sound, except stop sounds, for one second: spoke, froze, clone.

Word List Practice Let students take turns reading the daily word list. Have them put a check by any word they had trouble reading. Help students segment and blend the words they checked.

SPELLING

Spell On Have students sit in a circle. Say a spelling word, then say the first letter. Ask the student sitting next to you to say the next letter, the next student the third letter, and so on, until the word is spelled. Have the student who says the last letter write the word on the board.

Listen and Spell Give students letter cards s, m, o, k, e, l, h, p, r, v, and t. Have them hold up the correct letters as you spell aloud the words smoke, stole, home, hope, rope, and stove.

SIGHT WORDS

See a Word, Say a Word Place the Unit 9 sight word cards in the pocket chart. Say: I will say a word. Point to the word I say and repeat the word. After a student correctly identifies and repeats the word, have him or her say one of the other words and call on another student to point to the word.

Read and Write Have a volunteer choose a sight word card, say the word, and write it on the board, using the card as a model. Have the other students write the word on side 1 of their workmats.

Use Sight Words Show a sight word card to a student. Say: Read this word. Make up a sentence using the word. Then show the same card to another student. Say: Make up another sentence using this word. Continue until all students have an opportunity to practice using one or more of the sight words in oral sentences.

©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 91

Day 5

Spelling assessmentUse the following procedure to assess students’ spelling of the Unit 9 words.• Say each spelling word and use it in a sentence.• Have students write the word on their papers.• Continue with the next word on the list.• When students have finished, collect their papers and analyze their spelling of the words.• Use the assessment to plan small group or individual practice.

Small Group activities

©2012 Benchmark Education Company, LLC

UNIT 9 Quick-Check: CVCe long o

Student Name Assessment Date

©2012 Benchmark Education Company, LLC

Phonemic Awareness: Medial Sound Substitution

Directions: Say the word, and then segment it sound by sound. Ask the student to replace the middle sound in the word with the new sound while segmenting sound by sound and then say the new word. Put a ✔ if the student’s response is correct. If the student misses the word, record the error.Example: ride, /r/ /i–/ /d/. Change /i–/ to /o–/. /r/ /o–/ /d/, rode.

cave, /c/ /a–/ /v/Change /a–/ to /o–/.(/c/ /o–/ /v/, cove)

line, /l/ /i–/ /n/Change /i–/ to /o–/.(/l/ /o–/ /n/, lone)

can, /c/ /a/ /n/Change /a/ to /o/. (/c/ /o–/ /n/, cone)

wave, /w/ /a/ /v/Change /a–/ to /o–/.(/w/ /o–/ /v/, wove)

vat, /v/ /a/ /t/Change /a/ to /o–/.(/v/ /o–/ /t/, vote)

quit, /kw/ /i/ /t/Change /i/ to /o–/.(/kw/ /o–/ /t/, quote)

Score /6

Phonics: Segmenting and Blending Sounds

Directions:Explain that these nonsense words use sounds the student has been l earning. Have the student point to each word on the corresponding student sheet, say each sound, and then blend the sounds together. Put a ✔ if the student’s response is correct. If the student misses the word, record the error.Example: skoze. /sk/ /o–/ /z/, skoz.

spove (/sp/ /o–/ /v/, spove)

crode (/kr/ /o–/ /d/, crode)

scroje (/skr/ /o–/ /j/, scroje)

snoke (/sn/ /o–/ /k/, snoke)

plote (/pl/ /o–/ /t/, plote)

stobe (/st/ /o–/ /b/, stobe) Score /6

Sight Words

Directions:Have the student point to the first sight word on the corresponding student sheet and read across the line, saying each word as quickly as possible. Put a ✔ if the student successfully reads the word and an X if the student hesitates more than a few seconds. If the student misses the word, record the error.

back too Score /6

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