Parents Guide-Reading Adventure

Roddy’s World of Phonics
Parent Guide
Contents
Welcome to EF 5
What’s included in my child’s course 6
About this guide 7
Roddy’s World of Phonics levels 8
What will my child learn? 9
EF’s Teaching Methodology 10
My child’s teacher 12
How can I help my child at home? 13
What exactly is phonics? 14
Study tips 15
Audio tracks 17 - 26
Learning together 27 - 44
3
4
Welcome to EF
Congratulations on joining Roddy’s World of Phonics!
As parents, there is nothing more important to us than our child’s

future. This course has been lovingly and carefully designed for your
child.
Research shows that early reading instruction plays a

major role in future academic success. Our goal is not only to help
your child develop strong early reading skills, but also to help him/her
gain the confidence and skills needed for a successful life.
We hope you and your child will enjoy studying with EF.
Yours Sincerely,
Jacob Toren
President EF English First
5
What’s included in my child’s course?
You and your child will receive a comprehensive study pack that
fosters learning both in the classroom and at home.
Student Book
Grapheme Tiles
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Audio CD e f g h
Contains all the classroom
listening activities, songs
and chants. We encourage
you to review the CD with i j k l
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your child at home.

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Action Videos and Flashcards

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Activity Bank
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Alphabet Flashcards
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© Signum International S.à.r.l. Luxembourg, Zug Branch, 2011
Reading Component
6
About this guide
As a parent you are your child’s first teacher. You have a very powerful
influence on your child’s learning.
You can help reinforce what your child is learning in the classroom by
giving them opportunities to review and practice their course activi-
ties at home.
We have developed this Parent Guide to provide you with the

information, support, and tools you need to be an active participant
in your child’s learning.
7
Roddy’s World of Phonics levels
Sound Adventure Word Adventure Reading Adventure
Phonological Awareness Phonemic Awareness Phonics and Word Analysis
Phonemic Awareness Segmenting & Blending Vocabulary and Comprehension
Learning Songs & Rhymes Word & Sentence Building Reading Fluency
Vocabulary & Language Vocabulary & Language Text Strategy
Print Awareness & Learning Letters Spelling & Handwriting Practice Text Content
Pre-reading Skills Reading Skills Higher Order Thinking Skills
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8
What will my child learn?
Our Roddy’s World of Phonics’ students gain the upper hand in
developing early reading skills.
Roddy’s World of Phonics course uses customized EF books and

materials and is designed in 3 levels to cover all the essential skills
needed to develop strong and confident readers.
Through Roddy’s World of Phonics, your child will build the

foundation for the first critical years in school. Your child will
experience success as they develop phonological awareness,
phonemic awareness, learn the alphabet, become aware of sound
letter connections and work on early phonics skills.
ing
Read re
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9
EF’s Teaching Methodology
Success is not only about being able to speak English. It is about
being able to use English naturally, confidently and powerfully.
As with all EF courses, Roddy’s World of Phonics uses a wide range of

teaching methodologies and approaches in the classroom.
Communication
Students are involved in activities such as drawing, acting out,
listening, singing, speaking, pre-reading and pre-writing.
Movement
This method involves many types of activities, where the learning is
conducted with the help of physical activities. This includes clapping
out syllables and beats at the sentence and word level. Movement
helps to develop listening and sound awareness skills and reinforces
learning through a wide variety of visual and physical approaches.
Story Time and Reading

This approach is central to children’s social, intellectual and cultural
development. A variety of reading material including picture books,
ABC books, decodable books and leveled readers are incorporated
into your child’s Roddy World of Phonics classroom.
Language Immersion
By providing an English only learning environment students are
actively involved in using the language in everyday situations
according to their natural language ability development.
10
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My child’s teacher
EF has exceptional teachers who are at the heart of
everything we do. We have recruiting and training centers around the
world which ensures that we attract the very best teachers possible.
We hire on academic credentials, work experience and personality.
Our teachers have the ability to make your children laugh, to motivate
them and to inspire them.
Roddy’s World of Phonics is specially designed to meet the

developmental needs of very young learners, and all our teachers are
specifically skilled in teaching this age group. As this is a specialized
course all teachers have also gone through additional training in the
area of phonological awareness, phonemic awareness and phonics
instruction. This has been done to ensure that your child has the best
possible classroom experience. Roddy’s World of Phonics teachers
are also trained in how to cater for the unique requirements of
young learners, ensuring that the classroom is a fun, stimulating and
productive environment.
All instructions and activities are in English although a very small

amount of local language use is acceptable. EF teachers encourage
the use of English in each and every activity, immersing your child in
an English speaking environment.
In every lesson, teachers will have a wide range of materials such

as decodable books, audio, flashcards, powerpoint activities, game
sheets and handouts at there disposal. Using this wide range of
materials allows our teachers to provide varied learning stimuli and
meet the needs of all different types of learners.
12
How can I help my child at home?
Research tells us that time spent doing homework directly affects
a child’s achievement. Students who consistently do homework
perform better academically than those who do not do homework.
At the end of this guide, you will find a “Learning Together” home
instructions outlining the main activities conducted for each lesson in
the classroom as well as the recommended home activity for review
and practice.
These simple activities should take 10-15 minutes per day and for
maximum benefit should be done after class or the following day.
These activities can also be returned to at anytime during the course
for added practice and benefit.
Lesson 14
Home Materials Classroom Practice Home Practice
Your child learned about segmenting sounds You and your child can practice this skill at home by listening to Track 17 and
(pulling sounds apart) taking apart and put together words.
Audio CD Track 17
• Listen to Track 17 and turn to page 21 in the student book: point and say
Student Book Page 21
Your child learned about blending sounds b/ea/ch or beach, b/a/ll or ball, ch/ai/r or chair.
(putting together sounds).
Lesson 15
You and your child can practice this skill at home by matching words that sound
alike.
Your child learned about words that sound alike • Say ‘train’. Have your child say train. Say, ‘Take the /tr/ sound off the word train
(train, rain, clock, lock, clap, lap, tear, ear) and what do you have?’ Rain. ‘Yes, rain.’
• Say ‘tear’. Have your child say tear. Say, ‘Take the /t/ sound off the word tear and
what do you have?’ Ear. ‘Yes, you have the word, ear.’
13
What exactly is Phonics?
The terms and concepts below are important in understanding the
research behind your child’s Roddy’s World of Phonics course.
Phonics is a method for teaching reading that makes the relationship

between the letters of English and their sounds explicit.
Phonological awareness is the ability to hear and play with the smaller
sounds in words. Having good phonological awareness skills means
that your child is able to manipulate sounds and words. By engaging
in word play, your child learns to recognize patterns among words
and use this knowledge to read and build words.
Phonemic awareness is a part of phonological awareness and is your

child’s ability to hear the phonemes, or individual sounds of the
English language. For example, your child is phonemically aware if
he or she can hear the four sounds in the word ‘frog’ /f/ /r/ /ɔ/ /g/. It’s
important to point out that many native English speaking children do
not become phonemically aware until the age of 6 or even later.
Letter knowledge includes learning that each letter is distinct, and

that each letter has its own name and unique sound. Knowing the
names and sounds of letters helps your children figure out how to
sound out written words.
Print awareness includes noticing print, knowing how to handle a

book and knowing how to follow words on a page. Being familiar
with printed language helps your child feel comfortable with books
and helps them to understand that print is useful.
14
Study Tips
Student Book
Let your child teach you what he or she is learning in class. Look at
the pages in the book your child studied. Ask them to identify letters,
sounds, and pictures and name objects. This will reinforce your child’s
learning and also build their confidence.
Mini-flashcards
A number of different flashcards are used in the classroom including
alphabet, grapheme tiles, picture, word families and high frequency
words. Along with this guide, we have provided a set of grapheme
titles which can be cut-out. These tiles provide a physical and visual
means of learning letters, practicing sounds, building words and also
conducting a large number of games and activities with your child.
Audio CD
Use the provided audio to review classroom activities with your
child and complete the recommended homework. Play the songs
on the CD and sing along with your child. The audio CD provides
an excellent tool for giving your child maximum exposure to the
language and essential practice outside of the classroom.
Reading
Exposure to print is essential for building early reading skills. You can
help your child by purchasing (or borrowing from the local library) a
variety of simple picture and story books. Even before your child is
able to independently read they can benefit from sharing the “reading
experience” with you by pointing at pictures and identifying letters
and sounds. Alternatively, you can also purchase books with audio
CD’s and listen and follow along.
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Audio Tracks
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Lesson Track # Activity

Type Content Page & Activity
1 Listen Bella Bee: Hello, How are you? Page 8 Activity A

and say Freddie Frog: I’m fine, thank you!
1 Freddie Frog: What’s your name?
Listen Bella Bee: My name is Bella Bee.
2 Page 8 Activity A
and say Bella Bee: What’s your name?
Freddie Frog: My name is Freddie Frog.
3 Listen Bella Bee: Hello Freddie. What do you like? Page 9 Activity C
and say Freddie Frog: I like flies! What do you like?
Bella Bee: What… what … what… do you like?
Listen Freddie Frog: What… what … what… do you like? Page 9 Activity C
4 and chant Bella Bee: I like honey, yum, yum, yum!
2 Freddie Frog: I like flies!
1. I like kites.
5 Listen 2. I like bears.
and say 3. I like blocks. Page 9 Activity D
4. What don’t you like?
kite (1 clap)
ro-bot (2 claps)
6 Listen blocks (1 clap)
and clap wa-gon (2claps) Page 10 Activity A
bear (1 clap)
3 doll (1 clap)
Right foot, left foot, see me go.
Listen I am gray and big and slow.
7 and chant Page 10 Activity B
I come walking down the street.
With my trunk and 4 big feet.
Listen
4 8 and clap hat, dog, banana, pencil, elephant, book Page 11 Activity D
Red and yellow

Red and yellow
Black green blue
Listen Black green blue
9 and sing Page 11 Activity E
Purple and orange
Purple and orange
Let’s sing too!
Let’s sing too!
rain – bow
Cut, sail – boat
5 10 paste Page 12 Activity F
bird – house
and say
pea – nut
6 11 Color ten, hen, pen, day, play, ray, hay Page 13 Activity A
and say
Which word rhymes with ‘hen’?
pig, pen, bat
Which word rhymes with ‘dog’?
Listen sun, ball, frog
7 12 Which word rhymes with ‘goat’? Page 14 Activity B
and circle
plane, bee, boat
Which word rhymes with ‘cat’?
cow, hat, kite
9 13 Say boat, pencil, house, kite, hand, book, king, pig Page 16 Activity A
and match
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Audio Tracks
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14 Say fish, flower, car, four, book, finger, frog Page 19 Activity A
and match
12 Five friendly fish
Listen See
15 Page 19 Activity B
and chant Four fighting fish
Go! Fish! Go!
eggs
Listen, trees
frog
13 16 repeat, and Page 20 Activity C
toys
circle keys
Point 1. /b/ … /ee/ … /ch/. Beach

14 17 and say 2. /b/ …/or/ …/l/. Ball Page 21 Activity B
3. /ch/… /ai/ …/r/. Chair
/s/ plus /top/ is STOP. Stop!
Point /k/ plus /up/ is CUP. Cup!
16 18 and say /cook/ plus /ee/ is COOKIE. Cookie! Page 23 Activity D
/moo/ plus /n/ is MOON. Moon!
/p/ plus /in/ is PIN. Pin!
Row, row, row your boat

Listen Gently down the stream
17 19 and sing Page 24 Activity F
Change your ‘b’ into a ‘g’
and now you’ve got a goat! Goat!
Listen
18 20 and sing The ABC Song Page 25 Activity A
/a/ is for apple

/b/ is for ball
/k/ is for car
/d/ is for dog
/e/ is for elephant
/f/ is for fish
/g/ is for gorilla
/h/ is for hot
/i/ is for itchy
/j/ is for jump
/k/ is for kick
/l/ is for listen
Listen /m/ is for monkey
19 21 and draw /n/ is for nose Page 26 Activity B
/o/ is for on
/p/ is for pencil
/q/ is for quiet
/r/ is for rabbit
/s/ is for snake
/t/ is for train
/u/ is for up
/v/ is for violin
/w/ is for window
/ks/ is for x-box
/y/ is for yummy
/z/ is for zipper
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Audio Tracks
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1. foot
2. fence
Listen, 3. book
22 say, and Page 27 Activity C
color 4. carrot
5. cow
20 6. bell
Listen, 1. chef
2. leaf
23 say, and
3. bib
Page 27 Activity D
circle
4. sled
/a/ like apple
Say /e/ like egg
21 24 /i/ like igloo Page 28 Activity E
and match /o/ like octopus
/u/ like umbrella
Where is short a? Where is short a?
Here I am. Here I am.
I am in a hat rack, cracker jacks and fat cats.
a-a-a a-a-a
Where is short e? Where is short e?
I am in a red bed, jelly eggs, and jet sets.
e-e-e e-e-e
Where is short i? Where is short i?

I am in a big pig, silly Rick, and pig wig.
i-i-i i-i-i
22 25 Listen and
sing Page 28 Activity F
Where is short o? Where is short o?
I am in a hot pot, rocky top, and stop clock.
o-o-o o-o-o
Where is short u? Where is short u?
I am in a dump truck, lucky duck and skunk bump.
u-u-u u-u-u
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Activity Student Book

Lesson Track # Type Content
Page & Activity
1 1 Listen
and sing The ABC Song Page 8 Activity A
Listen B, b, b, ball! C, c, c, car! D, d, d, dog!

2 2 and chant F, f, f, fish! G, g, g, gorilla! H, h, h, hot! Page 9 Activity A
K, k, k, kick!
J, j, j, jump! L, l, l, listen! M, m, m, monkey!

3 3 Listen N, n, n, nose! P, p, p, pencil! Q, q, q, quiet! Page 10 Activity D
and chant R, r, r, rabbit!
Listen S, s, s, snake! T, t, t, train! V, v, v, violin!

4 4 and chant W, w, w, window! X, x, x, X-box! Y, y, y, yummy! Page 11 Activity G
Z, z, z, zipper!
Listen A, a, a, apple! E, e, e, elephant! i, i, i, itchy!

5 and chant O, o, o, on! U, u, u, up! Page 12 Activity A
5
Read
6 and say pet, fat, red, dad, man, sad, ten Page 12 Activity C
7 7 Read
and say cup, rug, pig, pop, pin, dog, bus Page 14 Activity I
Mr. Pat is a cat, is a cat (x2)

Mr. Pat is a cat, c—a—t
8 Listen and He is sat on a mat, on a mat (x2) Page 16 Activity A
sing He is sat on a mat, m—a—t
8 He is wearing a big hat, a big hat (x2)
He is wearing a big hat, h—a—t
The man ran to the van.

9 Read and Nat has a rat and a bat. Page 16 Activity C
write
The bad lad made his dad mad.
Hello, hello, hello, hello, hello

What’s your name?
My name’s Ken and I am ten.
What’s your name?
Listen and My name’s Ben and I am ten.
10 sing Page 17 Activity D
What’s your name?
My name’s Len and I am ten.
9 Three little men.
Ken, Ben and Len.
And all are ten!
The bed is red.

Read and There is a pig in a wig. He can jig.
11 Page 17 Activity F
write Ben has a hen on his pen.
Pip is having a kip.
Ug is a bug,
He lives in a jug.
Pug is a bug,
Listen and
10 12 sing
She lives on a rug. Page 18 Activity G
Ug sees Pug.
Then they hug.
‘Cos they are two little, cute little bugs.
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Lesson Track # Type Content Page & Activity
My dog likes to jog on a log.
Read and The nun ate a bun in the sun.
10 13 write Page 18 Activity I
The frog will hop on a mop to the top.
Ug and Pug are on a mug.
Bob the pig ran in the sun.

Read The sun is big and hot.
11 14 Bob is red. Page 19 Activity K
and match
He has pop and a fan.
Bob has a kip on the mat.
The milk is in her hand.

Read
12 15 The lamp is next to the tent. Page 20 Activity C
and draw The frog can jump over the pond.
Read, The boy can swim.

13 16 correct The dog has many spots. Page 21 Activity C
and say The pen went ‘snap’!
The man is glum.

Read The flag is red.
14 17 and circle He’s eating a plug. Page 22 Activity C
The slug is glad.
Brad the Bear likes silly soup.

Read, He put in a frog.
16 18 draw He put in a crab. Page 23 Activity C
and say He put in a pram.
What a silly soup!
Read The doll is in a dress.

17 19 and The grass is green on the hill. Page 24 Activity A
underline My drink went ‘fizz’ in the glass.
Read, He jumps on the stump.

18 20 draw, The stamp is next to the lamp. Page 25 Activity F
and say I can stand on my hands.
Sh, sh, sh, shake!

Ch, ch, ch, chin!
19 21 Listen and Th, th, th, three! Page 26 Activity A
chant
Ck, ck, ck, duck!
Ng, ng, ng, ring!
22 Read The fish and chip shop is shut. Page 26 Activity C

and say She sells shells in a shop.
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Lesson Track # Type Content
Page & Activity
20 23 Read He thinks he wants a long pink drink. Page 27 Activity F

and say Thin and thick things.
Mr. E, oh, Mr. E

He changes /a/ to ‘a’
Game! Cake!
We all fall down!
Mr. E, oh, Mr. E
He changes /i/ to ‘i’
Five! Kite!
Listen We all stand up!
21 24 Page 28 Activity A
and sing Mr. E, oh, Mr. E
He changes /o/ to ‘o’
Stone! Coke!
We all fall down!
Mr. E, oh, Mr. E
He changes /u/ to ‘u’
Cute! Huge!
We all stand up!
Read,
draw, There are nine kites and five bikes in the park.
25 The snake has cake on his face. Page 28 Activity C
and say
Read, The dog is eating a bone.

22 26 draw, I gave Mom a rose. Page 29 Activity F
and say He’s playing with a jump rope.
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1 Song The ABC Song The ABC Song
Hello, hello. H-E-L-L-O, Hello!

Hello, hello. H-E-L-L-O.
2 Chant The Hello Song
Hello, hello. H-E-L-L-O, Hello!
1 Hello, hello. It’s time to start our class.
Good-bye.
It’s time for us to go. G-O
3 Chant Good-bye. The Goodbye Song
G-O-O-D-B-Y-E
1. Circle the word that rhymes with ‘bed’.

nod … red … cat…
4 Listen and 2. Circle the word that rhymes with ‘pig’.
Page 9 Activity D
circle fun …pot …big
3. Circle the word that rhymes with ‘van’.
bat …wag …man
Listen and Read. Circle the words that rhyme with ‘can‘.
Listen and
5 Page 9 Activity E
circle Dan was a man. He had a van. Dan ran to his van to get
2 a fan! At the van, Dan met Stan. Stan had a pan for Dan.
Finish the sentence with a word that rhymes.

6 Read, say 1. The fat cat sat on a …
Page 9 Activity F
and write 2. A frog and a dog sat on a …
3. The fox was in the …
Read and say

Listen, read 1. Pip the pig puts pots and pans in the pond.
7 and say 2. Nat and Ned nap with nine nuns in a net. Page 9 Activity G
3. Two tots tag ten tall tents.
Listen and color the vowel sound.

1. cake - cake
Listen, color 2. fox - fox
3 8 and write 3. five - five Page 10 Activity H
4. shell - shell
5. cube - cube
6. clock - clock
Listen and circle the word.

1. kit - kit
Listen and 2. hope - hope
4 9 circle 3. mane - mane
Page 11 Activity J
4. can - can
5. rate - rate
Spelling the words

1. fish
10 Listen and 2. math
Page 12 Activity B
5 write 3. chips
4. duck
5. sing
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Can you say it?
Read and Three thin fish sang ship songs for shells.
5 11 say Three thin fish sang ship songs for shells. Page 12 Activity C
Three thin fish sang ship songs for shells.
Now you!
Listen. How many sounds do you hear?

1. hat. /h/ /æ/ /t/
Listen and 2. milk. /m/ /i/ /l/ /k/.
7 12 Page 14 Activity I
color 3. plane. /p/ /l/ /eɪ/ /n/.
4. chimp. /tʃ/ /i/ /m/ /p/.
5. eight. /eɪ/ /t/.
Check your answers:

1. You can climb up a tree.
13 Read and 2. Brush your hair with a comb. Page 15 Activity K
write 3. Mary had a little lamb.
4. One is on your hand. Thumb.
8
A: Knock knock.
B: Who’s there?
Read and A: Its’ me.
14 say B: Me who? Page 15 Activity L
A: It’s me! The silent W!
A/B: Hahahaha
1. Lee the bee lived in a tree.

Lee liked tea and was friends with a flea!
2. Once there was a wee sheep named Dean.
Read and
10 15 He was the smallest sheep you’ve ever seen. Page 17 Activity D
say His cheeks were green.
His feet were clean.
At the end of his tail was a pink jelly bean!
Write the ending sound that you hear.

1. Nine /n/ /n/ /n/ /n/
16 Listen and 2. Bike /k/ /k/ /k/ /k/
Page 18 Activity F
write 3. Time /m/ /m/ /m/ /m/
4. Write /t/ /t/ /t/ /t/
11 5. Five /v/ /v/ /v/ /v/
1. He sees five white fish.

Read and 2. She can ride a bike.
17 write 3. I can fly a kite. Page 18 Activity G
4. We go to bed at night.
One day there was a big white goat,

rowing in a boat.
He had a blue and yellow coat,
rowing in a boat.
12 With a splish, splish here,

18 Sing and a splash, splash there. Page 19 Activity I
Here a splish, there a splash.
Everywhere a splish! Splash!
One day there was a big white goat,
rowing in a boat!
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Listen. Write the missing letters.
Listen and 1. boat
12 19 write 2. road Page 19 Activity J
3. goal
4. foam
1. Dance…chance…France…glance…
13 20 Read and 2. Bath…math…path… Page 20 Activity A
say
3. Catch…match…patch…scratch
Pop! Pop! Pop goes the popcorn!

Knock! Knock! Knock goes the door.
Read and Tick! Tock! Tock goes the clock!
21 Page 23 Activity G
Say Stomp! Stomp! Stomp goes the floor!
Now you!
16
Listen. Circle the word you hear.
Listen and 1. cob…cob
22 circle 2. pot…pot Page 23 Activity I
3. lock…lock
4. knot…knot
Sounds like ŭ!
Listen and 1. some…come
23 say
2. love…glove…above Page 24 Activity A
3. son…ton…won
4. much…such
The bird is swirling.

The bird is swirling.
Twirling turns, whirling turns.
17 Read and
24 sing I-R is for BIRD, E-R is for SWERVE. Page 24 Activity C
U-R turn, U-R turn.
Now you!
Read. Say.
25 Read 1. The bird learned verbs first. Page 24 Activity D
2. The girl with a curl got dirt on her shirt.
Can you see a big white bear

with green hair sitting there?
On the chair he eats a pear
in his blue underwear?
What!
18 26 Read and Page 25 Activity E
sing Yes it is a big white bear Big White Bear
sitting there, on a chair.
Eating up his yummy pear,
deciding what to wear!
Oh!
* see next page
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Did you see the big white bear
sitting there, on that chair
Eating up some yummy pear
His clothes are everywhere!
Read and *sigh* Page 25 Activity E
18 26 sing Big white bear
I can’t see the big white bear,
sitting there, anywhere.
I can’t see a big white bear
at all, it’s just not fair!
The small ball is on the wall.

Read and Will the ball fall off the wall?
27 Page 26 Activity G
Say I don’t know.
Ask Paul!
19
Check your answer!
Read, write
28 and say
1. Can we walk and talk at the same time? Page 26 Activity H
2. What sport can you do if you are short?
Listen, read cool, fool, good, hood, school, wood, broom, hook boot, cook,
29 and write hoop, moon, look, noon, foot Page 28 Activity A
Listen and write.

1. bookcase
21 2. broomstick
Listen, clap 3. classroom
30 and write 4. doormat Page 28 Activity B
5. football
6. moonlight
7. toothbrush
Check your answer!

1. She rode her bike down the road.
22 31 Read and 2. Would you like to help chop wood? Page 29 Activity D
write 3. It took four hours for her to bake a cake.
4. The clown knows his nose is red.
26
Week 1
Learning Together: Sound
nture
Adve
Home instruction for Sound Adventure

4
s3&
Age
Lesson 1
You and your child can practice this skill at home by listening and singing to the
Audio CD Track 1 audio track.
Your child learned about greetings and
Student Book Page 8 • Listen and sing the ‘Hello What is your name?’ song. What is your name? My
introductions.
name is….
Lesson 2
You and your child can practice this skill at home by reading each word, then
Audio CD Track 3 reading each word together.
Your child learned about sentence segmentation
Student Book Page 9 • Point and say each word as you listen to the audio track.
(breaking sentences into separate words).
• Clap and say each word as you read the sentence again.
Lesson 3
You and your child can practice this skill at home by reading and taking apart
words.
Your child learned about syllable segmentation in • Clap as you listen to each sound in the word (wag-on), (ro-bot).
Audio CD Track 4 and 5 words (taking words apart). • Clap to the new words that match the pictures (kite, block, bear, doll).
Student Book Page 10 Your child learned the word the. • Point to the words (kite, block, bear, doll on Page 10). Say ‘What is this? This is a
kite. This is a block. This is a bear.’
• Sing the ‘Elephant Walk Song’ together.
Lesson 4
Audio CD Track 9 You and your child can practice this skill at home by listening to Track 9 and
Your child learned about word segmentation. singing the words.
27
Week 2
nture
Adve

4
s3&
Age
Lesson 5
You and your child can practice this skill at home by saying a word, taking off
Audio CD Track 10 part of it and making a new word.
Student Book Page 12 Your child learned about word segments. • Say ‘strawberry’. Take off the first part of the word and say ‘berry’.
• Say ‘blueberry’. Take off the first part and say ‘berry’
• Say ‘blackberry’. Take off the first part and say ‘berry’.
Lesson 6
Your child learned about listening to sounds that You and your child can practice this skill at home by saying words that sound
Audio CD Track 11 alike.
sound alike (rhymes).
Student Book Page 13 • Listen to words that rhyme with ray (play, hay, day).
Your child learned about listening to words that
sound alike (rhyme). • Listen to words that rhyme with ten (hen, pen).
Lesson 7
You and your child can practice this skill at home by learning about words that
rhyme (sound alike).
Audio CD Track 12 and 13 • Listen to Track 12, Student Book Page 14. (Activity B) hen - pen, dog - frog,
Your child learned about rhyming by finding
Student Book Page 14 boat- goat, hat - cat.
pictures that rhyme. • Point to and say the names of the pictures (Activity C) dog, mouse, cake, chair,
house, bear, frog, snake. Find the dog. Say ‘dog’. Ask your child what word
rhymes with dog. Say, ‘Yes, frog rhymes with dog.’
Lesson 8
Audio CD Track 12 You and your child can practice this skill at home by listening to sounds that
Your child learned about rhyming (words that sound alike.
Student Book Page 15 sound alike). • Listen to the audio track and point to the smiley face on Student Book Page 15
if the words sound alike or rhyme.
28
Week 3
nture
Adve

4
s3&
Age
Lesson 9
You and your child can practice this skill at home by listening for sounds in
words.
Audio CD Track 13 Your child learned about listening for sounds in • Say ‘Boat’. Say, ’What sound do you hear at the beginning of boat?’ Then, ‘Yes,
Student Book Page 16 words. /b/ is the sound at the beginning of boat.’
• Say ‘King’. Say, ‘What sound do you hear at the beginning of king?’ Then, ‘Yes, /k/
is the sound at the beginning of king.’
Lesson 10
You and your child can practice this skill by taking apart sounds in words that
you hear.
• Say, ‘Tell me the sounds that you hear in book?’ Then, ‘Yes, the sounds that you
Audio CD Track 14 Your child learned about listening for sounds in hear in book are b/oo/k.’ (3 sounds)
Student Book Page 17 words. • Say, ‘Tell me the sounds you hear in car?’ Then ‘Yes, the sounds that you hear in
car are /c//a//r/.’ (3 sounds)
• Practice sounds you here in ‘bee, baby, hat, and cow’.
Lesson 11
You and your child can practice this skill at home by practicing sounds.
• Say ‘book’. Have your child repeat the beginning sound /b/. Say, ‘Where is
the /b/ sound?’ Then, ‘Yes, /b/ is at the beginning of the word book. /b/ book.’
Your child learned about where a sound comes in • Say ‘pocket’. Say, ‘Where is the /k/ sound?’ The, ‘Yes, /k/ is in the middle of
Student Book Page 18 a word (at the beginning or at the end). the word, pocket.’
• Say ‘web’. Say, ‘Where is the /b/ sound?’ Then, ‘Yes, /b/ is at the end of the word,
web.’
Lesson 12
You and your child can practice this skill at home by pointing to, saying and
listening to beginning sounds of words.
• Say ‘pig’. Say, ‘What sound do you hear at the beginning of pig?’ Then, ‘Yes, /p/ is
the sound at the beginning of pig.’
• Listen to Track 14 (Activity A) and have your child point to and repeat the words
Your child learned to find the beginning sound in beginning with /f/.
Audio CD Track 14 and 15 a word. • Listen and sing the chant:
Student Book Page 19 Your child learned which words have the same Five friendly fish,
beginning sound. See
Four fighting fish,
Go fish, go!
• Say or listen to the chant again, and have your child clap each time they hear
the /f/ sound.
29
Week 4
nture
Adve

4
s3&
Age
Lesson 13
You and your child can practice this skill at home by matching the /f/ sounds to
Audio CD Track 16 words/
• Say ‘eggs’. Ask your child what is the last sound in the word ‘eggs’. Say, ‘/z/? Yes,
Student Book Page 20 Your child learned about the sound /f/ in words. the last sound in the word eggs is /z/.’
• Turn to Student Book Page 20. Have your child listen to the audio and
point to the words that end in the /z/ sound (eggs, trees, toys, keys).
Lesson 14
Your child learned about segmenting sounds You and your child can practice this skill at home by listening to Track 17 and
Audio CD Track 17 (pulling sounds apart) taking apart and put together words.
Student Book Page 21 Your child learned about blending sounds (putting • Listen to Track 17 and turn to Student Book Page 21: point and say
together sounds). b/ea/ch or beach, b/a/ll or ball, ch/ai/r or chair.
Lesson 15
You and your child can practice this skill at home by matching words that sound
alike.
Your child learned about words that sound alike • Say ‘train’. Have your child say train. Say, ‘Take the /tr/ sound off the word train
Student Book Page 22 (train, rain, clock, lock, clap, lap, tear, ear) and what do you have?’ Rain. ‘Yes, rain.’
• Say ‘tear’. Have your child say tear. Say, ‘Take the /t/ sound off the word tear and
what do you have?’ Ear. ‘Yes, you have the word, ear.’
Lesson 16
You and your child can practice this skill at home by adding sounds to make a
new word.
• Say /s/. Now say the word ‘top’. Put them together and say ‘stop’. Point to the
pictures on page 23 as you say the words.
Audio CD Track 18 Your child learned about • Repeat with the other words on the page.
Student Book Page 23 adding a sound to a word to make a new word. /k/ + up = cup,
cook + /ee/ = cookie,
moo + /n/ = moon,
/p/ + in = pin.
30
Week 5
nture
Adve

4
s3&
Age
Lesson 17
You and your child can practice this skill at home by taking off and adding a
sound in a word and saying the new word.
• Say ‘cat’. Now take off the /c/, say at.
Audio CD Track 19 Your child learned to replace a sound in a word • Say /h/. Now add the /at/ and say hat.
Student Book Page 24 and say the new sound and word. • Sing ‘Row, row, row, your boat’ with Track 19. Change /b/ to /g/ and
say, goat.
Lesson 18
You and your child can practice this skill by listening and tracing the letters of the
alphabet.
• Turn to Student Book Page 25 and say ‘a’. Say /a/, point to the ‘a’, and find
the ‘a’ on Katie the caterpillar.
• Say /b/, point to the ‘b’, say ‘b’, and find the ‘b’ on Katie the caterpillar.
Alphabet Cards Your child had an introduction to the alphabet • Say /c/, point to the ‘c’, say ‘c’, and find the ‘c’ on Katie the caterpillar.
Student Book Page 25 (this is when your child matches sound and print). • Put the alphabet cards a, b, c on the table and have your child point to the
corresponding letters in the book. Repeat with all the letters.
• Listen to and sing the Alphabet Song with your child.
• Take the alphabet cards, mix them up on the table, and help your child to put
them in the correct order.
Lesson 19
You and your child can practice this skill by listening and tracing the letters of the
alphabet.
• Turn to page 25 in the student book and say a. Say /a/, point to the ‘a’, and find
the ‘a’ on Katie the caterpillar.
• Say /b/, point to the ‘b’, say b, and find the ‘b’ on Katie the caterpillar.
Alphabet Cards Your child had an introduction to the alphabet • Say /c/, point to the ‘c’, say c, and find the ‘c’ on Katie the caterpillar.
Student Book Page 25 (this is when your child matches sound and print). • Put the Alphabet Cards a, b, c on the table and have your child point to
the corresponding letters in the book. Repeat with all the letters.
• Listen to and sing the Alphabet Song with your child.
• Take the Alphabet Cards, mix them up on the table, and help your child to put
them in the correct order.
Lesson 20
You and your child can practice this skill at home by matching the beginning
sounds to the picture.
• Say ‘foot’, what sound is/f/?
Audio CD Track 22 & 23 • Say ‘book’, what sound is /b/?
Your child learned to match the picture of the
Alphabet Cards letter to the letter sound. • Turn to page 27 Activity D and say the pictures (1. chef, 2, leaf, 3. bib, 4. sled.)
Student Book Page 27 and have your child point to the letter which represents the sound they hear.
• Listen to Track 22 and point to pictures that match beginning sounds
(foot, carrot, cow, bell, book)
31
Week 6
nture
Adve

4
s3&
Age
Lesson 21
You and your child can practice this skill at home by matching short vowel
sounds to pictures.
Audio CD Track 24 • Turn to Student Book Page 28 and say the sounds (/a/, /e/, /i/, /o/, /u/).
Your child learned to match letter names to short
Alphabet Cards Listen for the sounds of the letters on the CD.
vowel sounds.
Student Book Page 28 • Match the picture to the sound (/a/ - apple, /e/ - egg, /i/ - igloo, /o/ - octopus,
/u/ - umbrella)
• Listen to and sing ‘The Short Vowel Song’ with your child.
Lesson 22
You and your child can practice this skill at home by making and saying words:
Audio CD Track 25 pup, cup, cap, cat.
Your child learned about CVC consonant-vowel- • Turn to page 29 Activity A of the student book and practice making words
Alphabet Cards consonant sounds. using different consonants and vowels. (Examples: p-u-p, c-u-p, c-a-p, c-a-t etc.)
• Listen to audio track: /p//u//p/, /k//ʌ//p/
Lesson 23
You and your child can practice this skill at home by putting together the letter
cards /at/ and /og/ family.
Alphabet Cards (C, B, D) Your child learned about manipulating and • Point to the picture cat, put a /c/ in front of /at/ to make cat.
Student Book Page 30 identifying onset-rhyme letter combinations. • Put a /b/ in front of /at/ to make bat.
• Put a /d/ in front of /og/ to make dog.
Lesson 24
You and your child can practice these skills at home by:
• Pointing to the first line of pictures in Student Book Page 31. Ask your child
to tell you what the toys are. (blocks, teddy, kite)
• Point to the second line of pictures. Have your child clap for the syllables in each
word. (wa-gon, ro-bot, doll)
• Point to the third line of pictures. Say the words and have your child tell you
which words rhyme. (ten, pen, plane)
• Point to the fourth line of pictures. Say the words and ask your child to tell you
Alphabet Cards (C, B, D) Your child learned about manipulating and which words have the same beginning sound. (boat, book, king)
Student Book Page 30 identifying onset-rhyme letter combinations. • Point to the fifth line of pictures and have your child tell you which words end
in the /z/ sound as you say the words. (eggs, trees, frog)
• Point to the sixth line of pictures. Say the sounds and words separately and
have your child put them together to make individual words. (s + top = stop,
moo + n = moon, p + in = pin)
• Point to the seventh line of pictures and have your child say the alphabet, or
sing the alphabet song.
• Point to the eighth line of pictures and have your child point to the letters and
say the words (cat, mat, dog).
32
Week 1
Learning Together: Word
Adve
nture
6
s5&
Age
Home instruction for Word Adventure

Lesson 1
You and your child can practice those skills at home by learning the letters of the
alphabet.
• Put the alphabet cards on the table. Name the letters of the alphabet,
Student Book Page 8 name 5 letters (in order) until you have completed naming all 26 letters.
Your child learned to name letters of the alphabet.
Mini Alphabet Cards • Pointito 10 random letters (out of order) and ask your child to read them.
Your child learned the name the letters of the
Audio CD Track 1 Point to all of the letters on the 26 cards. Name each letter.
alphabet. • Name two letters of the alphabet, ab, ef, ij Have the students tell you what
comes next, cd, gh.
• Listen to The ABC Song (Point to the letters of the alphabet (page8) Activity B
and pick out the following letters (/a/,/b/, /f/, /j/, /r/, /n/.
Lesson 2
You and your child can practice those skills and learn vocabulary words at home.
• Put (/b/, /k/, /d/, /f/, /g/, /h/, /c/) the alphabet cards on the table. Name the
letters and sounds of these letters. You say /b/ the child points to b card and
Your child learned to name letters of the alphabet. repeats “b” as well as the /b/sound until you name all of the letters.
Your child learned the consonant sounds/b/, /k/,
Student Book Page 9 • Listen to the ABC Song Track 1
/d/, /f/, /g/, /h/).
Mini Alphabet Cards • Sing the Sound Chant Track 2 for letters chant and actions for the letters b, c, d,
Your child learned to match, read, and write these
The ABC Song f, g, h, and k.
lower case letters (b,k,d,f,g,h,).
Audio CD Tracks 1 and 2 • Listen and trace each letter in the air while saying the name of the letter: b, c, d,
Your child learned the words is, my, this. f, g, h, and k.
Your child learned words body, foot, hand. • Listen and name the words (is, my, this)
• Listen and name the following words while pointing to an area on your body
(body, foot, hand, head)
Lesson 3
You and your child can practice consonant sounds and learn vocabulary words
at home.
• Put alphabet mini-cards (/j/, /l/, /m/, /n/, /p/, /q/, /r/) on the table. Name the
Student Book Page 10 Your child learned to name letters of the alphabet. letters and the sounds of these letters. You say /j/ your child points to j card and
Audio CD Tracks 1, 2 and 3 Your child learned the consonant sounds (/j/, /l/, repeats j then repeats the sound for the word j, say all of the letter names and
Alphabet mini-cards: j, l,m,n,p,q,r /m/, /n/, /p/, /q/, /r/) sounds (j ,l, m, n, p, q ,r)
Leveled Reader ‘My Room’: room, bed, Your child learned to match, read, and write these • Listen to the ABC Song Track 2 for letters chant and actions for the letters j, l, m,
desk lower case letters (j, l, m, n, p, q, r). n, p, q, and r.
Flashcards: are, here Your child learned the words are, here. • Name and trace each letter in the air: j, l, m, n, p, q, and r.
Your child learned the words room, bed, desk. • Read flashcards with the following words on them (are, here), have your child
repeat the words, have your child find them in the story. /b/e/d/, /d/es/k/ (room,
bed, desk) Point to the flashcards and say, ‘Here is my room, Here is my bed,
Here is my desk. Your child repeats these words after you.
Lesson 4
You and your child can practice those new words at home.
• Put Alphabet Cards on the table(/s/, /t/, /v/, /w/, /x/, /y/, /z/) Ask your child to
name these specific letters along with the names of the sounds. You say /s/
Audio CD Tracks 1 and 4 your child points to ‘s’ card and repeats ‘s’. Say all of the letter names and sounds
Your child learned to match, read, and write these
Going places flashcards: plane, train, (s,t,v,w,x,y,z)
lower case letters (s, t, v, w, x, y, z).
boat • Listen to ABC Track 3, consonants S-Z.
Your child learned the words can, go, in, on, a, you.
Flashcards: can. go, in, on, a, you • Name and trace each letter in the air : s, t, v, w, x, y, z.
Your child learned the words plane, train, boat. • Read flashcards with the following words on them (can, go, in ,on, a, you), have
your child find them in the story. Point to the vocabulary flashcards and say,
What have you been on? /pl//ane/ plane, /tr/ /ain/ train , /b//oat/ boat. Your
child repeats each flashcard shown to them (plane, train, boat)
33
Week 2
Adve
nture
6
s5&
Age

Lesson 5
You and your child can practice the new short vowel sounds.
• Listen to Track 4: Sound Chant Vowel Sounds a,e,i,o,u
Student Book Page 12 • Point to sound flashcards and make the sound /a/say the word (apple). Look
Audio CD Tracks 5 and 6 Your child learned how to match letters in words for things around your house with the same /a/ sound, words like bag, fan, pan.
Sound Chant Picture Book with short vowel sounds. Look for things around the house with short /e/ bed, say the /e/ sound, bed.
Sound Flashcards Your child learned how to write the letters of the • Pick up a pen and open their sound chant books to page 12. Say the names of
Mini Alphabet Cards alphabet the pictures and have students draw a triangle around all words containing a
short /a/ sound, and a square around all words containing a short /e/ sound
Write the letter (a, e,) in the air with your finger and have students copy you.
Lesson 6
You and your child can practice segmenting and CVC words.
Student Book Page 13 • Open Nan and Pap reader 3 to page 13. Point to a cvc word: ex: net. Say the
Sound Flashcards (letters A, E, T, S, B, Your child learned about CVC words with short sounds and then blend them and say the word. Write the letter ‘a’ or ‘e’ in the air
N); /a/ and /e/ /a/ or/e/. as you say the sound.
CVC flashcards: pictures and words) Your child learned about segmenting (breaking • Name and point to letters and sounds /a/ /e/ /t/ /s/ /b/ and /n/
Decodable Reader 3 Nan and Pap apart) CVC words into different sounds • Put together a cvc word, ex: bet, take apart bet into /b//e//t/.
• Take apart more cvc words, can, net, tag, bag, bed, dad
Lesson 7
You and your child can listen to chants and sounds together.
Student Book Page 14 • Point to one of the /i/, /o/ or /u/ flashcards ask your child to say the name of the
Audio CD Tracks 5 and 7 letter and the sound it makes.
Mini-letter cards • Listen to the Track 4: Sound Chant, Vowel Sounds
Sound Flashcards (letters I, O, U); /i/ • Write the letters i. o. u in the air.
/o/ /u/ • Put the sound flashcards on the table and match the sound to the letter
Lesson 8 (no audio)

You and your child can practice blending and segmenting.
Your child learned to blend CVC words. • Open the Student Book to Page 15. Say the sounds in each word. Write in the
Student Book Page 15 Your child learned to segment a CVC word into letter ‘i’, ‘o’ or ‘u’ to complete the word. (pig, dog, cup, pop ,rug ,pin)
Mini-letter cards /i/ /o/ /u/ different sounds. • Name the sounds for i,o,u. Point to the sound card that matches the sound/
Your child learned story words (see, a, and, can, picture.
get, is, the, with). • Name the sounds and words on page 3 of the Student Book Page3 d-o-g, p-i-g
(Say each sound, then say each word, dog, pig)
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Lesson 9
You and your child can study word families together.
• Put the letters ‘a’ and ‘t’ on the table and say each sound of the letter /a/ /t/. Put
the card ‘at’ say the sounds /at/ and say the word at. Put the card c before /at/
and make /cat/ say cat. Put the p before the /at/ and make /pat/say pat. Put the
Student Book Page 16 Your child learned to blend and segment CVC card h before /at/ and make /hat/ say hat.
Audio CD Tracks 8 and 9 words with short a. • Take the t away from hat and put d and make had, say had. Take the d away
Mini- letter cards: h,c,s,m,d,n,c,t,f,r Your child learned word families with the short from had and put /t/ to make hat. Take the h away from hat and put p to make
Word family cards: at, ap /a/ sound. pat.
• Put the letters /a//p/ on the table and say the sounds of the letters. Say the
sound/ap/ Put the n before ap and make nap, say nap. Put the c before cap and
say cap.
• Listen to Track 8, Pat is a cat.
Lesson 10
You and your child can practice blending and segmenting together.
• Put the letters ‘e’ and ‘n’ on the table and say each sound of the letter /e/ /n/. Put
the card ‘en’ say the sounds /en/ and say the word en. Put the h card before /
Your child learned to blend (put together) and en/ and and say hen. Put the p before the /en/ and make /pen/say pen. Put the
Student Book Page 17 segment (take apart) words with short e and t card before /en/ and make /ten/ say ten.
Audio CD Tracks 10 and 11 short i. • Take the h away from hen and put t and make ten say ten. Take the t away from
Mini- letter cards: h, k, w,p,t Your child learned short/e/, /i/ , words. ten and put /h/ to make hen, say hen.
Word family cards: et, ip, ig Your child learned words can, a. • Put the letters /i//g/ on the table and say the sounds of the letters. Say the
sound ig. Put the w before ig and make wig, say wig.
• Take the w away from wig and put j and make jig, say jig.
• Listen to Track 10, What is your name?
Lesson 11
You and your child can practice blending and segmenting at home.
• Put the letters ‘o’ and ‘u’ on the table and say each sound of the letter /o/ /u/. Put
the card ‘og’ say the sound /og/ Put the d card before /og/ and make dog. Say
dog. Put the j before the /og/ and make /jog/say jog. Put the l card before /og/
Student Book Page 18 Your child learned to blend (put together) and and make /log/ say log.
Audio CD Tracks 12 and 13 segment (take apart) words with short o and • Take the g away from log and put t and make lot, say lot. Take the g away from
Mini- letter cards: d, j, l, m, n, p short u. jog and put /t/ to make jot., say jot.
Word family cards: op, og, un Your child learned short o, u words. • Put the letters /u//g/ on the table and say the sounds of the letters. Say the
sound ug. Put the p before ug and make pug, say pug.
• Take the p away from pug and put j and make jug, say jug.
• Listen to Track 13
Lesson 12
Student Book Page 19 You and your child can learn about rhyming words.
Your child learned to group rhyming words. • Say and make words with mini-letter cards and word family cards, pig, tig, Nat,
Audio CD Track 14 Your child learned to look at pictures and tell a hat, dug, bug, Ben, pen.
Mini-letter cards: p,h,r,p story. • Listen to Track 14 and read and match the pictures to the words
Word family cards at, ug, en
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Lesson 13
Your child learned to read and say CVCC words You and your child can practice these skills at home.
(tent, milk, lamp, pond, hand, hump) with different • Open the Student Book to Page 20, read and match the picture to the word.
Student Book Page 20 (tent, milk, lamp, pond, hand, hump)
sounds.
Audio CD Tracks 15 • Listen to Track 15 and say the words.
Your child found the correct picture to match the
word (tent, milk, lamp, pond, hand, hump)
Lesson 14
You and your child will learn some new words by putting sounds together.
• Take-out mini-letter cards. (s,l, w, t, p, k)
Your child learned about some new CVCC words • Point to the /s/ card, say the sound sssss, point to the /l/ card, say the sound, put
Student Book Page 21 and how to say them. together both the /sl/ sound and it makes the ssss-lllll sound. Say the word slip.
Audio CD Track 16 Your child learned about blending sounds • Point to the /s/ card, say the sound sssss, point to the /t/ card, say the sound tttt,
Mini-letter cards: s,w,t,n,k,p,l together. Put the sounds together st, Say the word step. Say the sound op, put the /st/
and /op/ together. Say the word stop.
• Listen to Track 16 and point to the words.
Lesson 15
You and your child will learn some new words by putting sounds together.
• Point to the ‘P’ say /p/, point to the l say /l/. Put the sounds together /pl/ say
pppp-llll. Say /um/. Say plll-uumm, Say /plum/.
Student Book Page 22 Your child read, said and learned the CCVC words • Point to c, say /c/, point to l say /l/ put the both sounds together ccc-llll, say cl.
Audio CD Track 17 with um, ap, and ug sound. Say /ub/ say all the sounds together and say /club/.
Mini-letter cards: p, l, f, c, g, b Your child made new words with the /l/ sound in • Point to g, say /g/, point to l, say /l/, say all the sounds together gggg-llll. Say /
Word family cards: um, ad, ug the word. ad/ put all the sounds together and say glad.
• Point to p, say /p/, say /l/ say these sounds together ppp-llll. Say um, say all the
sounds together and say plum.
Lesson 16
You and your child will make new words by putting sounds together.
• Point to the ‘g’ say /g/, point to the r say /r/. Put the sounds together /gr/ say
Student Book Page 23 Your child has learned CCVC words with an /r/ gggg-rrrr. Say /gr/. Say ab, Put the sounds together and say ‘grab’
Audio CD Track 18 sound in the word (grab, drum). • Point to d, say /d/, point to r say /r/ put the both sounds together dddrrr, say dr.
Mini- letter cards (g,r,d,c,p,f) Your child has learned about putting together Say /um/ say all the sounds together and say /drum/.
Word family cards (ab,um) sounds to make new words. • Point to c, say /c/, point to r, say /cr/, say all the sounds together cccc-rrrr. Say /
ab/ put all the sounds together and say crab.
• Listen to Track 18
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Lesson 17
Your child has learned to point to and say double You and your child will practice double consonants spelling.
Student Book Page 24 • Put together the double letter and say the sound ( ll, ss, zz)
consonants spelling in words (ff, ll,ss, zz).
Audio CD Track 19 • Listen to the Track 19 Point to the words (doll, grass, fizz) in the Student Book
Your child has learned that double letters make
Mini-letter cards: ss, ll, zz Page 24.
one sound.
Lesson 18
You and your child will practice blending, segmenting and rhyming.
Your child has learned to blend and segment • Say each letter name and the sound that the letter makes.
Student Book Page 25 CCVCC words. • Make the word stand with /s /t//a//n//d/ say stand.
Audio CD Track 20 Your child has learned to rhyme. CCVCC words • Put an s before tan to make /s//t/a//n/ say stan.
Mini-letter cards: s,t,a,n,d Your child has learned to read sentences with • Put /d/ after n to make stand, say stand.
CCVCC words and rhymes. • Say stand and point to stand in the Student Book Page 25.
Lesson 19
You and your child will practice the letters and sounds /sh/, /ch/, /ck/.
• Put the letter cards (sh) on the table far apart from each other, Put the letters
cards together to make sh, sh, sh. Say the sh-sh-sh sound as you put together
Your child has learned about the letters and the cards. Find the word shake in the student book, say the word shake.
Student Book Page 26 sounds /sh/, /ch/, /ck/. • Put the letter cards (ch) on the table far apart from each other. Put the letters
Audio CD Track 21 Your child has learned that two letters together together to make the ch, ch, ch, sound. Find the word chin in the student book,
Mimi-letter cards: sh, th, ch, ck, ng make one sound (sh, th, ch, ck, ng). say the word chin.
• Put the letter cards (ck) on the table far apart from each other. Put the letters
together and say the sound.
• Listen to Track 21 and chant, sh,sh,sh,shake, ch,ch,ch, chin
Lesson 20
You and your child can practice this skill at home by matching pictures to letters
Student Book Page 27 and sounds.
Your child has learned about the letters and
Audio CD Track 23 • Listen to ng, th, nk, sound chant for words that make these sounds (thin, math,
sounds of th, ng, and nk.
Sound Flashcards: digraphs ‘th’, ‘ng’ and three, path, long, pink.
Your child read words (thin, math, three, path, long,
the ‘nk’ blend • Put flashcards on the table /ll/ , /ng/,/nk/ and say the sounds
sink, pink, think).
Mini-letter cards: th, ng, nk • Read and say drink a pink drink, a long, pink drink, he wants a long pink drink,
Student Book Page 27.
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Lesson 21
You and your child can practice this skill at home by adding an ‘e’ at the end of a
Your child has learned about adding an ‘e’ to the word and making a new word.
end of the word makes the vowel sound long. • Make the word plan with the mini-letter cards then change the word plan by
Student Book Page 28 (plan=plane) adding an e to make plane.
Audio CD Track 24 (snack=snake) • Make the word snack with mini-letter cards then change the word snack by
Mini-letter cards (p,l,s,n,a,k,e,t,i,n) (tap=tape) taking off a c and adding an e to make snake.
(nin=nine) • Make the word tap then add an e to make tape.
• Make the word nin by add an e to make nine.
Lesson 22
You and your child can practice this skill at home by listening to long sounds in
words.
Student Book Page 29 Your child has learned about long o and long u You and your child can practice this skill at home by listening to new long ‘o’ and
Audio CD Track 26 words (rope, cute, cube, mule). long ‘u’ words.
• Listen to Track 26 while looking at Student Book Page 29 and point to rope,
bone, and home (long o sound).
Lesson 23 Review
You and your child can practice this skill at home by reviewing short /a/, /e/, /o/
sounds.
Student Book Page 30 Your child reviewed, short ‘a’, ‘e’, ‘o’. • Turn to review Student Book Page 30 to review short a words, bag, bat, cat, hat.
• Point to pictures and say short /e /words hen, pen, pet, net.
• Point to pictures and say short /o/ words mop, top.
Lesson 24 Review
You and your child will learn about the following letters together to make new
Your child has learned about adding new blends words.
Student Book Page 31 to make new words. • Say and point to the following words in the Student Book Page 31 (ten-tent,
plan-pran, glass-grass, chop-shop, slug, snug)
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Home instruction for Reading Adventure

Lesson 1
You and your child can practice these skills at home by learning the letters of the
alphabet:
• Complete the homework on page 8 Activity C. Help your child to decode the
post card letter that Roddy’s mother wrote to him. Code: A=1, B=2, etc. Can you
and your child create your own alphabet code?
• Arrange the alphabet cards upside down on a table or floor. Take turns turning
Student Book Page 8 Activity C one over at a time and saying a word that starts with that letter.
Your child revised letter sounds in the alphabet.
Mini alphabet cards • Look at the Alphabet Poster on pages 6 and 7. Play Track 1, and have your child
Your child practiced matching and writing upper
Audio CD Tracks 1, 2 and 3 point to the letters as you sing along.
and lower case letters. • Arrange the alphabet cards in a stack on the table. Take a card, one at a time
and read out the letter name to your child. Ask them to write both the upper
and lower case letter for each letter that you say.
• Alphabet Poem. Work with your child to write a poem using the letters in their
name. Arrange the letters in their name vertically on a piece of paper. Find a
word to match to each letter that has meaning for your child.
• Listen to Tracks 2 and 3. Practice singing the Hello and Goodbye song for class.
Lesson 2
• Using Tracks 4-7 to review language content on page 9. Encourage your child to
practice reading each exercise to you. Let them be the ‘teacher’.
Student Book Page 9 Your child practiced identifying and telling the • Completing the homework handout – Rhyming Match. Encourage your child
Handout – Rhyming Match difference between different vowel sounds. to say each word first, before drawing lines to match each rhyming pair. Write
Audio CD Tracks 4-7 Your child practiced writing sentences with the first letter of each word next to its picture.
Decodable reader –Go Animals Go! rhyming words. • Reading together with your child. Use the decodable reader: Go Animals Go to
practice reading with your child. Have them read first, and repeat after them, or
vice versa.
Lesson 3
• Completing the homework handout: Long Vowel Review Chart. Look at each
picture, say its name. Circle the word that spells its name.
Student Book Page 10 • Playing a rhyming game. Help your child to say and write a word to rhyme with
Audio CD Track 8 Your child practiced reading and writing words each word on page 11 on Student Book Activity H. Play Track 8 to review each
Homework Handout – Long Vowel with long vowel sounds. word if needed.
Chart • Encouraging your child to read through each sentence in Activity I Page 11.
Suggest an alternate rhyming word that could end the sentence instead of the
one they circled.
Lesson 4
• Completing the homework Handout 2: Change the words with short vowel
Student Book Page 11 sounds into long vowel sounds using Magic ‘e’. Say and read each word with
Audio CD Track 9 Your child practiced identifying and saying the your child.
Homework Handout – Build words difference between short and long vowel words. • Doing Activity L in the Student Book Page 11. Read and draw.
using Magic ‘e’ • Making a long vowel chart! Make a poster of all of the long-vowel words that
you and your child can find. Look through your child’s Student book, or get
books from the local library and add to your word lists each day.
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Lesson 5
• Completing the homework Handout 1. Match the words in the word box to the
picture. Encourage your child to use their best printing when spelling each
word.
• Saying one of the new sounds and point to letters. Alternatively, practice saying
Student Book Page 12 Your child learned to read and identify consonant the new sounds listed in page 12 Activity A and search for words to read or say
Reading Adventure Audio CD, Tracks diagraph sounds in beginning and ending that have those sounds and letters.
10 and11 positions of words. • Writing a few simple sentences out of order and ask your child to read and re-
Diagraph picture cards Your child learned to write new words using write the sentence with the proper word order. Use examples from the student
Handout 2: Diagraph Review consonant diagraphs: SH/ CH/ CK/ NG and TH book or read a-loud book.
Reader: Chip the Chimp • Listening to Track 11 and following in your child’s Student Book Activity C, Page
12. Read and say the sentences together with your child.
• Asking your child to read the story “Chip the Chimp” to you. If reading is difficult,
have them explain the story to your first, and then try to practice reading words
that they know.
Lesson 6
• Reading the story on page 13 about Beth’s Birthday together. Share the reading
Your child learned to contrast hard and soft /th/ and try to say one sentence at a time, alternating with your child.
Student Book Page 13 sounds. • Working with your child to write a short story about what they want to do on
Audio CD Tracks 2 and 3 Your child learned to segment new words into their next birthday. Include a picture.
syllables. • Completing the homework on page 13 Activity F. Choose the words to write
your own story.
Lesson 7
Student Book Page 14 • Completing the homework – Handout 2. Read each word together with
Your child learned to identify and spell questions
Audio CD Track12 – Activity I your child and help them to color in a block for each sound that they hear. For
words with the ‘WH’ diagraph.
WH-Question Word Cards example, the first word: apple has 3 sounds. /a//p//l/
Your child practiced breaking words down in to
Handout 2 – Mark the Number of • Playing ‘Question Tic-tac-toe’ with your child from page 14 Activity H. Take turns
separate sounds.
Sounds forming questions that start with each word in the boxes.
Lesson 8
Your child learned letter diagraphs with silent • Completing the homework from Student Book page 15 Activity L. Listen to
Student Book Page 15 letters /b/, /k/ and /w/. Track 14 and practice telling each other the “knock, Knock” joke.
Audio CD Tracks 13 and 14 – Answer Your child practices identifying and discriminating • Asking your child to teach you about ‘silent letters’. Make a poster that shows
Check sound parts in words. words with silent /b/ and /k/s.
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Lesson 9
• Completing the homework: Handout 2 – Vowel Sort. Read each word in the top
box. Write it in the column that it belongs: long /a/; short /a/ or other sound.
Student Book Page 16 Your child learned different ways of spelling the • Making a long ‘A’ poster with the long ‘A’ words you can find in your books and
Long A word cards long a sound. readers so far.
Handout 2- Homework: vowel Sound Your child learned to read sentences for • Re-reading the reader ‘Jake and Gail go to Spain’, with your child. Ask your child
Sort comprehension. where they think Jake and Gail should go next? Can they talk about what they
Reader: Jake and Gail go to Spain will do when they get there?
• Creating your own word-ladders as in Student Book page 16 Activity C. Help
your child to review other word families that they have learned.
Lesson 10
• Listening to Track 15 and practicing reading about ‘Dean the Sheep’. Read
Student Book Page 17 Your child learned different ways or reading and a-loud together with your child, and practice repeating one sentence after
Audio CD Track 15 – Read and Say spelling the long /e/ sound. another.
Handout 3: Homework – Long /e/ Your child learned to manipulate the medial • Helping your child to complete the homework on Handout 3. Look at each
words sounds in words to make new words. picture and circle the hidden words in the letters that spell the name of each
picture. Next write the word in a column for a short or long /e/ sound.
Lesson 11
• Completing the homework: Activity H – finish the crossword with long /i/
words.
Your child learned different ways to read and spell
Student Book Page 18 • Listening to Track 16 and 17 with your child and following along in your
the long /i/ sound.
Audio CD Tracks 16 and 17 Student Book page 18.
Your child learned to manipulate simple words to
Reader: The Kind Knight • Doing similar exercises to Activity G. Use sentences from the reader: The Kind
make sentences. Knight. Mix up the words for your child, and have them re-write them in the
correct order.
• Asking your child to teach you the rhyme chant ‘Star Light, Star Bright’.
Lesson 12
• Completing the Homework: Student Book page 19 Activity J. Listen and write
Student Book page 19 Your child learned different ways to read and spell the letters missing from the beginning and end of each word.
Audio CD Track 18 Song – Big White the long /o/ sound. • Singing together with your child to learn the song Big White Goat Track 18.
Goat and 19 – Homework. Your child learned to identify placement of specific Re-write the words on to a big poster and have your child touch the words as
Reader: Joan’s Goats and Moe’s Crows sounds in words. they sing them.
• Reading the story together ‘Joan’s Goats and Moe’s Crows’.
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Lesson 13
• Completing the homework - Making Compound Words. Read each picture
separately then write the words together to make new words.
Student Book Page 20 • Listening to Track 20, Practice saying the long-a words. Can you spell each word
Audio CD Track 20 –Read and Say Your child learned different ways to read and spell you hear without looking?
Handout 1- Homework: Making short /a/ diagraphs. • Playing the board game on page 20 Activity B. Ask your child to read to you
Compound Words Your child learned to break words into syllables. each block to review before starting.
Reader: Allie and Ollie • Asking your child to teach you the Apples and Banana’s song from their reading
class.
• Reading the story ‘Allie and Ollie’ together. Ask your child to explain the story
in L1 first.
Lesson 14
Student Book Page 21 Your child learned how to tell the difference • Completing the homework: Handout 1- Jumbled Sentences. Help your child
Handout 1: Homework – Jumbled between patterns in words with short /e/ sounds. organize the words into proper sentences.
Sentences Your child learned how to choose the correct word • Re-reading the story on page 21 Activity D about Ben and Mel’s day at the
Reader: Bread for Breakfast to complete sentences in a story. beach. Encourage your child to write about their own experiences at the beach.
Start a Story Journal to keep track of their writing practice.
Lesson 15
• Completing the homework – Handout 1 – Short /i/ word families. Say each
Your child learned to blend phonemes to create
Student Book Page 22 word in the pictures and help your child to finish spelling the rest of the words
words with short /i/ sounds.
Handout 1 – Short /i/ words using the short /i/ word families they learned in class.
Your child learned to spell and write words with
Reader: Lucy Did It • Making your own word cards to practice reading short /i/ words. Take turns
short /i/ sounds. flipping over the new words and reading them to each other. Try to use the
words in a sentence as you go along.
Lesson 16
• Listening to Track 21 and reading Activity G, Page 23 in the Student Book.
Practice saying the chant with your child,
Student Book Page 23 Your child learned to write their own words and • Completing the homework: Handout 2- Short /o/ families. Say the name of
Audio CD Track 29 – Read and Speak; sentences to tell a story. each picture. Finish spelling its’ name, and then write a word that rhymes with it.
Track 30 – Listen and Circle Your child learned different ways to read and spell Example 1: picture = box; rhyming word = fox.
Handout 1- Homework words with short /o/ sounds. • Completing the homework: Listen to Track 30. Circle the words that you hear.
Reader: Where • Making your own ‘wordless book’ like the one made in class. Use pictures
from other books, or draw them together with your child. Help write the story
together using words that you know.
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Lesson 17
Student Book Page 24 • Completing the homework: Handout 2- Short u diagraphs. Sort the words in
Audio CD Tracks 31-33 Your child learned different spellings for the short the word box into their matching columns
Homework – Handout 2: Short-u /u/+r sounds. • Using the Song Mat to practice singing the IR is for Bird song from Track 32.
Diagraphs You child learned to read and spell words with • Practicing reading and saying on page 24 Activity D together with your child.
Song Mat short /u/ sounds. Listen to Track 33 for assistance if needed.
Reader: Curls that Swirl • Practicing reading a-loud: Curls that Swirl. Encourage your child to color the
pictures in their printed book.
Lesson 18
Your child learned to order and arrange text for • Completing the homework: Sing the song from Page 25 Activity E in the
Student Book Page 25 meaning and understanding. student book. Teach the song to your family! Use Audio Track 34 as your guide.
Audio CD Track 34 Your child learned different ways to read and spell • Completing the homework: Page 25 Activity F. Write the long /a/ words in the
Reader: Clare’s Sharp Car words with the /ar/ sound. column under the words spelled the same way.
Lesson 19
Your child learned skills for reading with fluency • Completing the homework: Do together Page 26 Activity H, in the student
Student Book Page 26 book. Arrange the words to make question sentences.
and intonation.
Audio CD Tracks 35 and 36 • Finding a children’s book at your local library. Look through the book with your
Your child learned to change word parts and build
Reader: A Crow with Flaws child and try to make a list of any compound words that you can find. Ask your
compound words.
child to try to break the words into two parts.
Lesson 20
• Practicing reading the A-Z Reader ‘Toys for Boys’ together with your child. Can
Student Book Page 27 Your child learned to read and say words with the you make a poster with toys for girls?
Audio CD Track 34 Big White Bear /oi/ sound. • Making an /oi/ or /ou/ sound poster. Work with your child to draw or write all
Song Your child learned to make simple dialogues using the words they know that share the same sound.
Reader: Toys for Boys new high frequency words. • Reviewing Page 27 Activity K of theStudent Book with your child. Can they
read the sentences to you and ask you to find the clue?
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Lesson 21
Student Book Page 28 Your child will learn to write and spell words with • Completing the Homework: Student Book page 28 Activity B Track 38 Listening.
Audio CD Tracks 37 and 38 the /oo/ sounds. Clap and write the words into their separate syllables.
Reader: Snoop the Crime Dog Your child learned to read for key information. • Making a list of other /oo/ words. Try to find 5 more words to add to your list.
Lesson 22
Student Book Page 29 Your child learned to identify words that sound the • Completing the homework: Student Book page 29 Activity D. Finish the
Audio CD Track 39 same, but are spelled differently. sentences by finding the matching Homonym from the word bank.
Homophone word cards Your child practiced breaking words up into • Making your own set of homophone flashcards with your child. Write the words
Reader: Banana Sometimes syllables and draw pictures on one side of the cards. Practice memory and spelling
games with the cards.
Lesson 23 Review
• Practicing singing your favorite song from this class. Can you teach the song to
Your child reviewed spelling rules that they have someone in your family?
Student Book Page 30 learned in this course. • Going to the library and getting the book ‘Fox in Socks’; ‘One fish, two fish’
Reader: I Can Help Your child reviewed reading new words they or ‘Hop on Pop’ by Dr. Seuss. Can your child use the skills they’ve learned in
learned in this course. this class to read the book aloud? Take turns reading one page each as you go
through the stories.
• Playing Word Checkers with Student Book page 30 Activity F with your child.
Lesson 24 Review
Course Review and Presentation • Continuing to read with your child. Encourage them to keep a reading journal
Student Book Page 24 of pictures and simple stories they can write in English.
Your child will review and demonstrate key skills
Diagraph Dictionary • Reading through the Student Book page 24 with your child. Practice making
learned throughout this course.
short sentences for each word listed there.
44
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Parents Guide-Reading Adventure

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Roddy’s World of Phonics

As parents, there is nothing more important to us than our child’s

Research shows that early reading instruction plays a

your child at home.

Rod Phonic rld ranch, 20

Rod Phonic rld

Rod Phonic rld

Action Videos and Flashcards

© Signum International S.à.r.l. Luxembourg, Zug Branch, 2011

We have developed this Parent Guide to provide you with the

Sound Adventure Word Adventure Reading Adventure

Phonological Awareness Phonemic Awareness Phonics and Word Analysis

Phonemic Awareness Segmenting & Blending Vocabulary and Comprehension

Vocabulary & Language Vocabulary & Language Text Strategy

Pre-reading Skills Reading Skills Higher Order Thinking Skills

Roddy’s World of Phonics course uses customized EF books and

Through Roddy’s World of Phonics, your child will build the

As with all EF courses, Roddy’s World of Phonics uses a wide range of

Story Time and Reading

Roddy’s World of Phonics is specially designed to meet the

All instructions and activities are in English although a very small

In every lesson, teachers will have a wide range of materials such

Phonics is a method for teaching reading that makes the relationship

Phonemic awareness is a part of phonological awareness and is your

Letter knowledge includes learning that each letter is distinct, and

Print awareness includes noticing print, knowing how to handle a

Rod Phonic rld ranch, 20

Lesson Track # Activity

1 Listen Bella Bee: Hello, How are you? Page 8 Activity A

Red and yellow

Rod Phonic rld ranch, 20

Lesson Track # Activity

Point 1. /b/ … /ee/ … /ch/. Beach

Row, row, row your boat

/a/ is for apple

Rod Phonic rld ranch, 20

Lesson Track # Activity

Where is short i? Where is short i?

Rod Phonic rld ranch, 20

Activity Student Book

Listen B, b, b, ball! C, c, c, car! D, d, d, dog!

J, j, j, jump! L, l, l, listen! M, m, m, monkey!

Listen S, s, s, snake! T, t, t, train! V, v, v, violin!

Listen A, a, a, apple! E, e, e, elephant! i, i, i, itchy!

Mr. Pat is a cat, is a cat (x2)

The man ran to the van.

Hello, hello, hello, hello, hello

The bed is red.

Rod Phonic rld ranch, 20

Activity Student Book

Bob the pig ran in the sun.

The milk is in her hand.

Read, The boy can swim.

The man is glum.

Brad the Bear likes silly soup.

Read The doll is in a dress.

Read, He jumps on the stump.

Sh, sh, sh, shake!

22 Read The fish and chip shop is shut. Page 26 Activity C

Rod Phonic rld ranch, 20

Activity Student Book

20 23 Read He thinks he wants a long pink drink. Page 27 Activity F

Mr. E, oh, Mr. E

Read, The dog is eating a bone.