* HOOKED ON )\ & PHonics V7 Learn to Read First Grade Level 1 Workbo The First-Grade Level 1 Workbook includes: * beginning consonant blends * commonly used “helper words” * practice pages for review before reading words in context * illustrated stories with words learned in each lesson * parent tips to help you instruct and guide your childDesign Team Russell Ginns Amy Kraft ‘T] Trochlil McGreevy Christopher Medellin Dorothy M. Taguchi, Ph.D. Senior Producer Amy Kraft Senior Director of Product Development Russell Ginns_ Editorial Direction: “The Linguistic Edge Educational Advisors Sheila Mandel, Ed.M. Sonja Roseman, Ed.M. Dorothy M. Taguchi, Ph.D. Story Writer Amy Kraft Story Illustrations Kelly Kennedy (pages 4-5, 30-31, 52-53) Ethan Long (pages 22-23, 60-61) Joshua Nash (pages 40-45) Bob Ostrom (pages 12-13, 34~35, 48-49) ‘Tamara Petrosino (pages 8-9, 26-27, 56-57) Alphabet Illustrations Bryan Langdo Design and Layout ‘Two Red Shoes Design Special Thanks Leslie Alacbay, Amy Bevilacqua, Kelly Dicker ‘Adina Ficano, Judy Hartis, and Robert Pugh ©2009 smmarterville Productions LLC. All Rights Reserved, No part ofthis publication may be reproduced, stored in any rettieval system or transmitted. in any form or by any means, electronic, mechanical or otherwise, without prior written permission of the publisher. Printed in China,Lesson Overview Unit 3 ... Kindergarten Review Lesson 1 Lesson 1 16 Unie 1 Lesson 12: ry pr- Lesson Lesson 13: deer Lesson Lesson Lesson, Revie Lesson 6: se-, sk- Lesson 7: swe, st-Welcome to the Hooked on Phonics® Learn to Read First-Grade Level 1 Workbook, your guide through all the lessons in this level. Follow the easy step-by-step instructions to get your child started on the adventure of learning to read. Every lesson follows the same approach: Learn, Practice, Read. Learn Learn to read new words by watching the lesson on the DVD and then reading the new words in the workbook. Practice Then practice reading the new sound combinations and words in the workbook. Read Now you're ready to ends with a story in the workbook or a storybook. Every story and book is composed mostly of words that your child has learned to read so far in the progea fh lessonCelebrate As you know, reading isa hig deal. Celebrate each time your child reads a story or book, by placing a sticker in the workbook. This also provides a helpful marker to remember where to begin next time, Tips for Success * Seta good pace. Work at a pace thar’ right for your child, whether it’s once a week or four times a week. * Don't overdo it. Fit the lessons into your child’s attention span, generally between 20 and 30 minutes. * Master each lesson before moving on. New lessons build on previous ones, so make sure your child has mastered the current lesson before moving forward. * Talk about the books and stories. Engaging your child in a conversation about what he’s reading helps stimulate his thinking and comprehension. * Read to your child every day. The more you share the love of reading with your child, the more your child will want to read. ‘Throughout this workbook, youl see parent tis inthe green bar along the bottom of the page. These tps are designed to help you answer questions your child might have about things that are new to him, and coy Bive you ideas on how to extend the learning at home and on the go. a visit my:hookedonphonics,Use this page to determine if your child is ready to begin Learn to Read First Grade Level 1, which builds on the lessons of Learn to Read Kindergarten. Starting at each number, have your child read the words going across from left to right. If she can do this easly, she’s ready to begin. 1) cat ran bag had sip win mix_ hill Pm got top job dog hug fun tub cup “red net leg hats bells back lick rock‘To begin this unit, watch the Unit 1 introduction on the Level 1 DVD. This will walk you and your child through the sounds and words that he willbe learning in this unit. Lesson 2: Lesson 3: ing the Unit I ined eran way bee we want odo on he ist dy Judge you it anenon span to see if he's ready to start the first lesson immediately or if you should wait until another slawStart by watching Lesson 1 on the DVD, then return to this page. Have your child use his finger as a guide working from left to right, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready «© move on. Ez LULU —> chin chop chat Chad chap chug —> chip chill chick Chuck chess check 2 —EE —> shell shut ship shin shop —» shed shot shall shack shockStarting at each number, have your child read the words going across from lefé to right. check chat chin chill chess Chad chick chug ¥) shall shed shock shop ship shell shack shin “))chap shut chop shot Chuck shed chip chillNow it’s time to begin reading! Have your child read this story all by himself. “Chad, let’s set up “Yes! Let’s look for what a shop,” said Liz. we can sell,” said Chad. * Pn \ QU Liz found a chess set. Chad picked up a ship with shells on it. PU rss henceChad and Liz set up Dad came to the shop in the shed. shop in the shed “Chad! Liz!” said Dad. “That's That was the end of my ship! That's ik chess sett” Liz hss Chad’s shop.Watch Lesson 2 on the DVD. Then return here. Have your child use her finger as.a guide, stopping at each word while she says the word out loud. Have her repeat this a few times until she’s ready to move on. MET —> thin thick thudStarting at each number, have your child read the words going across from lefé to tight. thick thud thin then this that them than 2) chap this shack shall then chip thud © shin <)) that chop them than shot thick shut thinHam and Eggs 6 eggs Y2 cup milk 2 slices ham Crack the six eggs into a big pan. Get rid of the eggshells. Heat up the pan.Add in the milk and mix well. This will thin the eggs. Chop up the ham, and then add it to the eggs. Mix. The eggs will get thick in the hot pan. This is how you make ham and eggs. Yum! Reading and we a great combination. Next time you're cooking, with your child, have her look for words on the recipe that she can read.Watch Lesson 3 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. xX==Crrr— => when whip wham whiz —p whim whiffStarting at each number, have your child read the words going across from left to right. |5wham whiff when whiz whip whim wham when “) thin whip shop chill whiff shed chick _ this “))whim thud chap then whiz chug ship themLook! That man can whip! “It is I, Super Chuck!”“Oh, no! That big bad thug has my bag!” Super Chuck! activities after each lesson.Watch Lesson 4 on the DVD. Then return here, Have your child use her finger as a guide, stopping ar each word while she says the word out loud. Have her repeat this a few times until she’s ready to move on. ——=—s —> slip slam slot slim slab slid —» sled slap slit slug slick slack —> snap = snag snack snip sniff snob —> snug snub snuck“Helper ‘ords" are commonly used words that cither can't be sounded out or have sounds your child is hor uly to learn. These words arc learned through repetition. You've already seen the the DVD. Now repeat them with your child. Have her point to and read reads them easily in Lesson 4 on each word five times, or until she his ‘To make learning helper words more like a game, cl bet Senet ‘our a color and have her read the word on that color.Starting at each number, have your child read the words going across from lefr to right. > slab slap slick slip slot slack slug’ sled ~)snack — sniff snub snug snap snip snuck snag “| ) come says slim play over slam now hisYour child is ready for the book Slim Sam. Before reading, have her look at the cover and read the title. Ask her what she thinks the book might be about. After reading, use these questions to discuss the book. Discussion Questions + Who is this story about? * Who comes to Sam? * Why do Sam’s friends have a hard time seeing him? * What are some of the things that happen to Sam? * Do you think being slim is good or bad for Sam?Have your child place her finger on the arrow. As she follows the path with her finger, have her read each word she encounters until she reaches the star. —> this ship over chat thick play snag whip shall them come slick whiff thin says than slap now snub when his chop shack slip . : ‘As your child reads these words, note any trouble spots. If she has difficulty with words with the same beginning sounds, it’s a good idea to repeat that lesson before moving forward.‘To begin this unit, watch the Unit 2 introduction on the DVD. This will walk you and your child through the sounds and words that he will be learning in this unie. Lesson 5: Lesson 6: Lesson 7: Lesson 8: Lesson 9:Watch Lesson 5 on the DVD. Then return here. Have your child use his finger asa guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. EI —> smell smug smog smack smock EE —> spot span spin sped spill =p spun spit spellStarting at each number, have your child read the words going across from left to right. | smack smell smug smock smack smog smell smug sped span spit spill spun spell spot spin “)) slab his smog snip thick sped come wharn(ieee ieee He has spots and they do not. _ a. Os | Those pigs smell, but The pigs play in the thick Specks does not. mud, but not Specks.Ww oi o ee y os. w és Specks’s pen is The other pigpens are spick-and-span. not. What slop! Yuck! That's why the kids like This is what makes to play with Specks. Specks so smugWatch Lesson 6 on the DVD. Then return here, Have your child use her finger as a guide, stopping at each word while she says the word out loud. Have her repeat this a few times until she’ ready to move on. ——_—s—‘“‘“‘ <> scuff scab scum scan —> scat ScottStarting at each number, have your child read the words going across from left to right |) scan scab scuff Scott scum scat scuff scab Y) skip skit skill ~—skull_~—sskin__ skid skip skill ro spin smell play snub spit smock over snapa 9 Liz scans the big hill. She puts on a helmet and thick pads. Up, up, up the hill she skips. At the top, she gets on the skateboard.She whips down She skids and spins the big hill. and zips down the hill. awe “Nice skills, Liz!” says Scott. “It’s a snap,” says Liz. a ‘Reading on the Main Menu of the DVD.‘Watch Lesson 7 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. k——S— —p> swim swam swum swell Swiss ——=rtss— stop still step stun stem Stan — staff stuck stack stuff stick stockStarting at each number, have your child read the words going actoss from lef co right. |) swell swam Swiss swim swum staff Stan step Y4) stop stun stuff stick stem stack still stock “<}) stuck swim now skin chip swell scuff — spillBAR : eres Base The kids step up Stan steps up with them. to the pool. He wets his skin. EL pr a He looks at the kids. They When the gun goes off, look like they can swim. they hop in.cS ee The kids are slick. They But Stan swims fast as well. can swim fast. Now he is off like a shot. Stan sticks out his hand. It’s over. Stan wins!Watch Lesson 8 on the DVD. Then return here. Have your child use her finger as a guide, stopping at each word while she says the word out loud. Have her repeat this a few times until she’s ready ro move on. —> flag fled flop flab flip flat —>- flap flex flick loss fluff flock —> glass glad glum — glob glossStarting ar each number, have your child read the words going across from left to right. |) flap floss fled fluff flag flex flick flop ~) flock flip flab flat glum glob glass glad 3 gloss step swam _ says than when scum spillhot rod ‘This page works as an actual paper eraft. You can make a copy ‘of this page, or simply cut it out of the workbook.Step I: Cut out the hot rod, glass, and flag. Step 2: Fold at the dotted lines. Step 3: Stick Flap A into Slot B. Step 4: Then stick Flap C into Slot D. Step 5: Flip Flap E over to fit into Slot F. Step 6: Fit the glass into Slot F. Step 7: Stick the flag in the back slot. Step 8: Add red gloss to your hot rod. Good job! Your hot rod is done! Slick!‘Watch Lesson 9 on the DVD. Then return here. Have your child use his finger asa guide, stopping at each word while he says the word out loud. Have him repeat this few times until he’s ready «© move on. —=t—‘“‘; ‘OOO —> clap clip club clot clam clog —>- clan click — class cluck clock cliff =~ black blob bled bluff ==» block blessHave your child point to and read each word. Then call out a color and have him read the word written on that color, ride ff blue §@there very we have your child hunt for these helper words, reading each word as he finds irStarting at each number, have your child read the words going across from left to right. J) club clog class cliff clap clan cluck clip Y) clock clot blob block bless black bluff bled “there we blue click very clam fide couldYour child is ready for his next book, Lucky for Me. Before reading, have him look at the cover and read the title. Ask him what he thinks the book might be about. After reading, use these questions to discuss the book, nS eS Discussion Questions * What kind of ship does the kid have? © What a * What saves Scott when he falls off the cliff? the different ways that Scott is lucky? * Do you think Scot’s mom believes his story? * Do you believe Scot's story? ron Remember, for more activities and ideas visit my.hookedonphonics.com.Have your child place his finger on the arrow. As he follows the path with his finger, have him read each word he encounters until he reaches the star. => this ship over chat thick play snag whip shall them come slick whiff thin says than slap now snub when his chop shack slip that For additional word practice, write down two words from each lesson on ind cards. Have your child find the pairs of words with the same beginning sotTo begin this unit, watch the Unit 3 introduction on the DVD. This will walk you and your child through the sounds and words that she will be learning in this unit. Lesson |0: Lesson Il: Lesson 2: Lesson 3: Lesson |4: Lesson 5: “The unit introductions nd lessons onthe DVD prove Ea ‘a great review when you're in between lessons.Warch Lesson 10 on the DVD. Then return here. Have your child use her finger as a guide, stopping at each word while she says the word out loud. Have her repeat this a few times until she’s ready to move on. A —> plan plug plop plum plot == plus plod pluck == —> grass grab grin grip gram Greg —> grid grim grit grill gruffStarting at each number, have your child read the words going across fiom left co right. |) plum pluck plan plot — plus plug plod plop ¥)) grit grass gram Greg grill grab grim grid | grin there club gruff very block gfip flat\il\/ owe NNW WAZ eae CONG fi Mf Three bugs see a plum in the grass. The bugs look at a grid.“Let’s go get that plum!” they say. The bugs blod arose the grass. The bugs islucie the plum with a good grip. Off they go wit the plum!Watch Lesson 11 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. x —> frog Fran frill Fred frock —> brick bran brag — brim brat —> Brad brass BrettStarting at each number, have your child read the words going across fiom lei wo tight. frock frog Fran frill Fred frog frock frill *) brag brat Brett bran Brad brick brass brim “) gtin pluck blue step could spin whim rideTt’s Friday. Fran’s prince has not yet come She puts on a frock, “Then I will go to him,” the red frock with frills. Fran says.A frog sits. He looks up at Fran. Fran gives the frog a kiss. “Fran, do not fret! Tam Brad!” a ‘aeWatch Lesson 12 on the DVD. Then return here. Have your child use her finger as a guide, stopping at cach word while she says the word out loud. Have her repeat this a few times until she's ready to move on.Starting at each number, have your child read the words going.actoss from lefi to right. J) cram cross crab crack crib crop cram crack ¥)) prop press prom prick prod prim press prop J) brim plan frog glad skill thin snuck chickThe Sunset Bluff Press The News Workmen Fix Crack on Hilltop Thick Smog in Town, ‘Smells Bad, Man Says Spring Could Be Good for Crops Come for . Crabs and cams SY at Big Bob's Grab ShackThe Sunset Bluff Press __ Slick Rick Todd Crams in 70 Hot Dogs The Buzz Jess Black with Bob Ross at Prom = i 4 Kid Props Get Fit: Tips as You Run, Ride, and Play Cribs $200 Prams $80Warch Lesson 13 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. —p drop rill dress —> trick trip trap track trim —> trot truck = tram trekStarting at each number, have your child read the words going across from lefé to right. |) drop dress drum drab drill drip drag drug “) track tram trek trick trot trip. truck tim “)) trap prod still skip this. whiz chill pluma They will pack the truck. \VS = Bess packs a dress, Greg packs hats a book, and a snack. and slacks.He packs a drill, aclock, and a rug. 7 Bess sees the truck and drops her backpack. “What kind of trip is this, Greg?”Watch Lesson 14 on the DVD. Then return hete, Have your child use her finger as a guide, stopping, at each word while she says the word out loud. Have her repeat this a few times until shes ready to move on. Lt —p quick quiz quit quill quackStarting at each number, have your child read the words going across from left co right. — quack quick quiz quill — quit quick quack quit J very spill scan gloss we grab frock brass “) drag trot block could skid over quiz clamQ: What did the egg say when the big duck sat on it? A: You quack me up. Q: What can a duck have for a snack? A: Quackers. Q: What did the kid duck like to play with? A: A quack-in-the-box.Q: What 2 ducks went up the hill? A: Quack and Jill Q: How do ducks get fit? A: They do jumping Q: What did the quacks. ducks like to play? A: Tic-Quack-Toe,‘Warch Lesson 15 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’ ready to move on. tab bi => rab bit rabbit —> kit ten kitten =— > gal lop gallop =—>» hap pen happen => muf fin muffin =——» Den nis Dennis => traf fic traffic =—» chan nel channel =» blos som blossom =—> flan nel flannel ‘This leson is designed o show kids char they don't need to be afta of big words. When yo an child breaks these words into smaller parts, he'll start seeing words isl ste kOeHelper Words Have your child point to and read each word, Then call out a color and have him read the word written on that color. csStarting at each number, have your child read the words going across from left to right. ) muffin all channel traffic some blossom rabbit ¥) Dennis out — flannel little gallop down kitten &}) some happen those blue pluck when thereYour child is ready for his next book, Good Job, Dennis. Before reading, have him look at the cover and read the title. Ask him what he chinks the book might be about. After reading, use these questions to discuss the book. Discussion Questions * What is Dennis's job? * What happens to the wall of Lin’s Pet Shop? *+ How do the pets get out of the shop? *+ How does Dennis get the pets back to Lin? + In what ways does Dennis do a good job? is rom bck oak Pi oh foHave your child place his finger on the arrow. As he follows the path with his finger, have him read each word he encounters until he reaches the star —> quick trim grip plus happen very plug drill brim quack truck prop crack all kitten some. frill grid down traffic those grass out drip little « . To reinforce all of the lessons you've now completed in First Grade Level 1, visit my.hookedonphonics.com.Your child is ready for the last book in First Grade Level 1, Fred’ Red Hat, by award-winning author Rosemary Wells. Before reading, have her look at the cover and read the title. Ask her what she thinks the book might be about. After reading use these questions to discuss the book. Discussion Questions + Who is this story about? + Why did Fred cut the pom-pom off his hat? * Who puts the pom-pom back on Fred's hat? ‘+ Who was supposed to receive the red hat from Aunt Min? What kind of hat did Fred gee in the end? Discussing books with your child is a great way to know if your child Erie understands what she’s reading, and it helps foster a love of reading,HOOKED ON PHONICS, Congratulations (name) has completed Hooked on Phonics® Learn to Read First Grade Level 1. You are now ready to move on to First Grade Level 2. Pre-K Kindergarten Kindergarten First Grade First Grade Second Grade Second Grade ts hs Re Ad ks he