Phonics Show 2 Teachers Guide

2
Short Vowels
Teacher’s Guide
Contents Unit Short Vowel i
6 sit, kit, hit, pit, sip, zip, rip, nip
Unit Short Vowel a Unit Short Vowel o

1 can, man, fan, pan, cat, rat, bat, hat 7 jog, fog, log, top, cop, mop, hop
Unit Short Vowel o

Short Vowel a
Unit
2 ham, jam, dam, ram, cap, map, lap, tap 8 pot, dot, hot, fox, box, ox
Unit Short Vowel u

Unit Short Vowel e 9 tub, cub, rub, bug, rug, hug, tug
3 hen, men, pen, ten, pet, wet, jet, net
Unit Short Vowel u

Unit Short Vowel e 10 sun, bun, run, fun, nut, hut, cut
4 bed, red, wed, Ted, leg, keg, beg, egg
Activity
2 Phonics Flip Chart
Unit Short Vowel i 92
5 pig, big, fig, dig, bin, win, tin, fin
Word List
Alphabet Handwriting Guide
Phonics Show Scope & Sequence
Activity
1 Looby Loo
WCPM Chart
Phonics Show Certificate
2 3
Unit
1
S h o rt Vow
el
a
Outline for Two Lessons
can cat Unit 1 Book & Pages Time
Introduction Student Book pp. 10~11 20 mins.
1st Presentation Student Book pp. 12~13 20 mins.

lesson
Pacing Guide Assign Homework Workbook pp. 4~5 5 mins.
Outline for Three Lessons Check Homework Workbook pp. 4~5 5 mins.
Unit 1 Book & Pages Time Application Student Book pp. 14~15 15 mins.
2nd Evaluation Student Book pp. 16~17 10 mins.

Introduction Student Book pp. 10~11 20 mins. lesson
1st Presentation Student Book pp. 12~13 20 mins. Reading Readers pp. 9~14 10 mins.
lesson
Assign Homework Workbook pp. 4~5 5 mins. Assign Homework Workbook pp. 6~7 5 mins.
Check Homework Workbook pp. 4~5 10 mins.
Application Student Book pp. 14~15 15 mins.

2nd Lesson Board
lesson Evaluation Student Book pp. 16~17 15 mins.
• Unit 1: Short Vowel “a”

Assign Homework Workbook pp. 6~7 5 mins.
• Objectives:
Check Homework Workbook pp. 6~7 10 mins. - To recognize the short vowel “a” sound
- To learn words with the short vowel “a” sound
Review Student Book pp. 10~17 5 mins. - To build confidence in reading and writing short vowel “a” words
3rd • Duration of each lesson: 45 minutes
lesson Reading Readers pp. 9~14 25 mins. • Preparation: Student Book 2, Workbook 2, Readers 2, CDs, Flashcards from
www.ibuildandgrow.com
Evaluation Readers p. 70 5 mins.
4 5
Start
Warm up: Use the pictures Start Listen and repeat: Play the
Unit
1
and words at the top of the CD and have the students
page to introduce the short S h o rt Vow repeat what they hear. Say
el
vowel “a” sound. Have the Listen and repeat. CD1 06 the short vowel “a” sound
students say the short vowel
a and have the students repeat
Listen
“a” sound and the pictures (“a, it. Point to “n” and ask the
can” / “a, cat”). can cat a e i o u students what letter it is and
what sound it makes.
Tell the students to say the
Sing along: Say the lyrics Sing along. short vowel “a” sound and
a n an
CD1 04
and have the students repeat Sing

+ = can use their finger to practice
them. When they are saying of c a n . writing a lowercase “a” in
a, a, a in t h e m i d d l e
, a, a.
the short vowel “a” sound s o u nd ? a the air. Then do the same
What's that
have them jump. Play the
CD. Encourage the students
It's a sho
rt vow e l a ! a, a, a.
a t + =
at cat thing for “n.” Practice saying
the “an” sound together and
to sing and jump during the write the letters in the air.
Chant along. Then put the stickers on the picture. CD1 05
Then do the same thing for
short vowel “a” sound parts Chant
of the song. Trace and match. Then say. “can.” Ask the students what
Trace
other “an” words they know.
3 fan Follow the same process for
1.
8 hat teaching the “at” sound.
2 man +
4 pan cat CD1 06
/a/ /e/ /i/ /o/ /u/
/a/ /n/ /an/ can
/a/ /t/ /at/ cat
2.
a t
7 bat 5 cat
1 can +
can
6 rat
10 11
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “a” and “n” make. What sound do they
images and say each word and the short vowel “a” sound with the students (“a, can”). Play the CD make when blended together? Have the students tell you the same things for “a” and “t.” Ask the
and do the chant. Then have the students do the chant individually or as a group. Ask them to students to trace the letters and then match them to the pictures. Practice saying “a, an, can” and “a,
put the stickers from the back of the student book on the picture. at, cat” together.
CD1 05 Here comes Word Chant! Here comes Word Chant! Extra idea: Use the space under the letters and words to have the students practice writing the
/a/ can(X2) /a/ man(X2) /a/ fan(X2) /a/ pan(X2) letters and words on their own.
/a/ cat(X2) /a/ rat(X2) /a/ bat(X2) /a/ hat (X2)
Extra idea: Put the Phonics Show flashcards on the board. Tell the students to close their eyes and
take one of the flashcards away. Ask the students to guess which flashcard is missing. Have them
6 say the short vowel “a” sound and the word (“a, pan”) when guessing. 7
Learn
Listen and repeat: Review Learn Say and circle the rhyming
the short vowel “a” sound. words: Ask the students
Put the can flashcard on to tell you what the three
the board and write “can.” Listen and repeat. CD1 07 Say and circle the rhyming words. pictures in the “an” box are.
Draw a red and black arrow
Learn Say
Have them say and circle the
underneath the word (like an at rhyming words. Do the same
there is on page 12) and
teach the students to follow
the arrow with their finger
Short Vowel
a ca n thing for the pictures in the
“at” box.
as they listen and say the

word. Play the CD and have
- an Extra idea: Ask the students
the students repeat the “an” one or two questions about
and “at” rhyming words while the images in of the boxes.
following the arrows with can
ann man
an
an fan
an
an pan
an
an What color is the can? Do
Listen and circle. Then write. CD1 09
their finger. Then have the Lis
t e n & Wr i t e
they like cats? Teach the
students say the “an” and “at” students how to answer the
- at
1. 2. 3.
rhyming words on their own. questions in full sentences.
(“It is green.”) / (“Yes, I do.“
CD1 07 /”No, I don’t.”)
/a/ /an/ can /a/ /an/ man an at an at an at
/a/ /an/ fan /a/ /an/ pan cat
at
at rat
at
at bat
at
at hat
at
at
/a/ /at/ cat /a/ /at/ rat
/a/ /at/ bat /a/ /at/ hat
4. 5. 6.
Listen and trace. CD1 08
Listen
1. 2. 3. 4.
an at an at an at
man cat pan bat

12 13
Listen and trace: Play the CD and have the students trace the words. Then read the words Listen and circle. Then write: Write “an” and “at” on the board. Ask the students what “an” and “at”
together. words they know. Play the CD. Have the students circle and write the sounds they hear. Correct
the answers together or have the students work with a partner to check their work.
CD1 08
CD1 09
1. /an/ man man 2. /at/ cat cat
3. /an/ pan pan 4. /at/ bat bat 1. /an/ can 2. /at/ hat 3. /at/ rat
4. /an/ fan 5. /an/ man 6. /at/ bat
8 9
Read
Listen and repeat: Look Read Listen and read the

at the picture. What do story out loud: Look
the students see? What is at the picture. What do
happening? Point at number Le
Listen and repeat. CD1 10 Listen and read the story out loud. CD1 11 CD1 CHANT-12 the students see? What
ar n t Read
1 in the picture and say “A is happening? Teach the
o Read
Wo r d
hat. A cat has a hat.” Have students any new words

the students repeat what
2
3 Rat-a-tat-tat, in the picture (baseball/
you said. Do the same thing Rat-a-tat-tat! elephant/numbers) and ask
for numbers 2 and 3 and one or two questions about
1 A man is knocking.
then play the CD and ask them (“What color is the
the students to repeat what
The man has a pan. elephant?”/“What number is
they hear. Point at the extra The man has a can. on the man’s T-shirt?”). Play
phonics words in the picture 1. A cat has a hat. the CD and have the students
(bat/rat) and ask the students 2. A cat has a can. Rat-a-tat-tat, follow the words with their
to make sentences with the Rat-a-tat-tat! finger while listening. Read
3. A cat has a pan.
words. the story together and then
A cat is knocking. play the chant. After, have
CD1 10 The cat has a bat. the students do the chant
1. a hat A cat has a hat. The cat has a hat. individually or as a group.
2. a can A cat has a can. Le
ar n t Read
Read and match. Ask the students to answer
o
Sen
3. a pan A cat has a pan.
tence
the comprehension question
at the bottom of the page.
1. The man has a pan.
Extra idea: Ask the students After You Read

to read the three sentences
and clap their hands when
2. The cat has a hat. What does the cat have? Circle two.
they say the “at” and “an”
words. Have the students
read and clap at different 3. The rat has a can. pan bat can hat
speeds.
14 15
Read and match: Have the students look at the pictures. What do they see? Ask the students to WCPM Chart: Have the students read the passage on page 15 individually. Use the WCPM Chart
read the sentences and then match them to the pictures. Correct the answers together or have on page 102 to assess their reading fluency.
the students work with a partner to check their work.
Extra idea: Put the man flashcard on the board. Pass another flashcard to a student and say “The
man has a (flashcard).” Tell the student to pass the flashcard to the next student and repeat the
sentence. Keep doing this until all the flashcards have been passed around the classroom. If you
want to make things more exciting, time how long it takes to pass around all the flashcards.
10 11
Can
Listen and write the Can Quiz: Write “an” and “at” on
missing letters: Use the the board. Ask the students
flashcards to review the short what sound each makes.
vowel “a” words. Play the CD So Listen and write the missing letters. CD1 13 Read the words at the top of
n
and have the students write the activity together. Play
und
Dictatio
the missing letters they hear Listen and circle. Then write. CD1 14 the CD and have the students
in the boxes. If the students circle the pictures and write
have any diff iculty writing r 1
t ha 2 3
an p 4
n can man pan bat cat rat the words they hear. Correct
the missing letters, put the answers together or have
the flashcards for the four the students work with a
1.
words on the board. Once 1 4 3 2
partner to check their work.
the students have finished b t rhymes with a .
writing the missing letters, CD1 14
tell them to use their answers 2. 1. can can
to complete the sentence. I’m
Trace and write your own sentence. 2. bat bat
a Wr i t e r
3. rat rat
CD1 13 Choose 3.
1. rat rat
2. hat hat hat Extra idea: After reading
3. man man bat the words at the top of the
Write and draw your favorite words.
4. pan pan activity ask some of the
“Bat” rhymes with “mat.” fan
students to draw pictures
“Bat” rhymes with “mat.” can of the words on the board.
Have other students write
the words under the pictures.
My fa vo rite a n word is My fa vo rite at word is

. .
The cat has a fan.
16 17
The cat has a can.
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “an” and “at” words. Then
happening? Read the first sentence together. Then ask the students to choose one of the short have them tell you about the pictures. Encourage them to speak in full sentences. (“My favorite
vowel “a” words and write their own sentence. an/at word is .”)
Extra idea: Have the students stand up and read the sentence they wrote out loud. Give them the
word’s flashcard to hold up while they read their sentence.
12 13
Readers Workbook Answer Sheet
1
1
Unit
Track 04 - 05
Unit
Short Vowel a
Short Vowel a Match
Match the rhyming words.
1. 2.
an, at Match
Match and read.
1.
• Social Studies
an cat
(Job)
2.
• Non-fiction at can
Read and circle. Find and circle the words.
Read Circle
1. 2.
My Dad
1. 2. 3.
pan rat fan
d e f a n a t k re p m r a t n
3. 4.
4. 5. 6.
bat man hat
x c a n d y s e j q i o b a t u
4 5
Short Vowel a
Say and write. Read and trace.

Write Trace
1.
1.
2.
2.
3.
3.
4.
5. Say aloud. Check the ones you can say.

Say
I can say the WORDS 9 /9

6.
9
7.
fa n rat can
8.
bat cat ma n
I can say the SENTENCES 3 /3

Write the missing letters.
Write
A man is knocking.
1. 2. 3.
Phonics Show Readers: Read the story title to the students and ask them what they see in the The cat has a bat.
picture. Play the CD and have the students listen and repeat what they hear. Read each page r t c a t f a n
The cat has a hat.
and have the students repeat the sentences. Ask them to describe what they see on each page. 6 7
Discuss the “Let’s Talk” question at the end of the story together.
WCPM Chart: Have the students read the story individually. Use the WCPM Chart on page 70 to
assess their reading fluency.
14 15
Unit
2
S h o rt Vow
el
a
ham ca p Unit 2 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 2: Short Vowel “a”

• Objectives:
Check Homework Workbook pp. 10~11 10 mins. - To recognize the short vowel “a” sound
- To learn words with the short vowel “a” sound
Review Student Book pp. 18~25 5 mins. - To build confidence in reading and writing short vowel “a” words
16 17
Start
Unit
2
el
vowel “a” sound. Have the Listen and repeat. CD1 17 the short vowel sound for “a”
a and have the students repeat
Listen
“a” sound and the pictures (“a, it. Point to “m” and ask the
ham” / “a, cap”). ham ca p a e i o u students what letter it is and
what sound it makes. Tell
the students to say the short
Sing along: Say the lyrics Sing along. vowel “a” sound and use their
a m am
CD1 15

+ = ham finger to practice writing
them. When they are saying of h a m . a lowercase “a” in the air.
a, a, a in t h e m i d d l e
, a, a.
the short vowel “a” sound s o u nd ? a Then do the same thing for
What's that
have them clap their hands.
Play the CD. Encourage the
It's a sho
rt vow e l a ! a, a, a.
a p ap
+ = cap “m.” Practice saying the “am”
sound together and write the
students to sing and clap letters in the air. Then do the
their hands during the short Chant same thing for “ham.” Ask
vowel “a” sound parts of the Trace and match. Then say. the students what other “am”
song. Trace
words they know.
1.
Follow the same process for
a m
teaching the “ap” sound.
+
5 cap
2 jam cap CD1 17
/a/ /e/ /i/ /o/ /u/
/a/ /m/ /am/ ham
1 ham 8 tap /a/ /p/ /ap/ cap
2.
3 dam
4 ram
7 lap a p +
ham
6 map
18 19
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “a” and “m” make. What sound do
images and say each word and the short vowel sound with the students (“a, ham”). Play the CD they make when blended together? Have the students trace the letters and then match them to
and do the chant. Then have the students do the chant individually or as a group. Ask them to the pictures. Practice saying “a, am, ham” and “a, ap, cap” together.
put the stickers from the back of the student book on the picture. Extra idea: Use the space under the letters and words to have the students practice writing the
CD1 16Here comes Word Chant! Here comes Word Chant! letters and words on their own.
/a/ ham(X2) /a/ jam(X2) /a/ dam(X2)
/a/ ram(X2) /a/ cap(X2) /a/ map(X2)
/a/ lap(X2) /a/ tap(X2)
Extra idea: Make two sets of Phonics Show flashcards. Give each student a flashcard and ask them
to hold it with the image facing down. When you say “Go” the students have to stand up and try
and find who has the same flashcard as them. Tell the students to say the short vowel “a” sound
18 and word (“a, ham”) on their flashcard while searching. 19
Learn
the short vowel “a” sound. words: Ask the students
Put the ham flashcard on to tell you what the three
the board and write “ham.” Listen and repeat. CD1 18 Say and circle the rhyming words. pictures in the “am” box are.
Draw a red and black arrow Learn Say
underneath the word (like am ap rhyming words. Do the same
the arrow with their finger as
Short Vowel
a ham thing for the pictures in the
“ap” box.
they listen and say the word.

Play the CD and have the
- am Extra idea: Ask the students
students repeat the “am” and one or two questions about
“ap” rhyming words while the images in the boxes.
following the arrows with ham
am
m jam
am
m dam
am
m ram
am
m What color is the cap? Do
t e n & Wr i t e
they like ham? Teach the
students say the “am” and “ap” students how to answer the
- ap
1. 2. 3.
(“It is blue.”) / (“Yes, I do.“/”No,
CD1 18 I don’t.”)
/a/ /am/ ham am ap am ap am ap
/a/ /am/ jam cap
ap
p map
ap
p lap
ap
p tap
ap
p
/a/ /am/ dam
/a/ /am/ ram
4. 5. 6.
/a/ /ap/ cap
Listen and check. CD1 19
/a/ /ap/ map Listen
1. 2. 3. 4.
/a/ /ap/ lap
/a/ /ap/ tap
am ap am ap am ap
am ap am ap am ap am ap
20 21
Listen and check: Play the CD and have the students check whether they hear “am” or “ap”. Then Listen and circle. Then write: Write “am” and “ap” on the board. Ask the students what “am”
say the words together. and “ap” words they know. Play the CD. Have the students circle and write the sounds they hear.
Correct the answers together or have the students work with a partner to check their work.
CD1 19
CD1 20
1. /am/ dam dam 2. /ap/ map map
3. /ap/ cap cap 4. /am/ jam jam 1. /am/ jam 2. /ap/ map 3. /am/ ram
4. /ap/ lap 5. /am/ ham 6. /ap/ tap
20 21
Read

happening? Point at number Listen and repeat. CD1 21 Listen and read the story out loud. CD1 22 CD1 CHANT-23 the students see? What
Le
1 in the picture and say “The is happening? Teach the

ar n t Read Read
o
Wo r d
map. A ram is on the map.” students any new words in

Where is Sam?
Have the students repeat the picture (hill/tree/bird)
what you said. Do the same 2
Where is Randy Ram? and ask one or two questions
thing for numbers 2 and 3 1 about them(“What color
and then play the CD and ask
3
Look and see. is the bird?” / “How many
the students to repeat what Sam is by the dam. trees do you see?”). Play the
they hear. Ask the students CD and have the students
1. A ram is on the map. Sam taps by the dam.
to find the extra phonics follow the words with their
words in the picture (tap/ 2. A ram is on the ham. Randy Ram is by the dam, too. finger while listening. Read
jam). the story together and then
3. A ram is on the cap. Randy Ram naps by the dam. play the chant. After, have
CD1 21 the students do the chant
1. the map individually or as a group.
A ram is on the map Ask the students to answer
2. the ham Le
ar n t Read
Read and match. the comprehension question
o

Sen
A ram is on the ham. tence
3. the cap 1. The cap is on the map.

A ram is on the cap.
After You Read
Extra idea: Ask the students 2. The ram is on the lap. Where are Sam and Randy?
and stamp their feet when
they say the “am” and “ap” 3. The map is on the jam. map dam cap ham
words.
22 23
Extra idea: Tape the cap/map flashcards together. Do the same thing for the ram/lap and jam/ham
flashcards. Put the pairs of flashcards on the board. Ask a student to stand up. Give them a foam
ball to throw at the board. Have them make a sentence with whatever pair of flashcards the ball
hits closest to. (“The cap is on the map.”)
22 23
Can
Listen and check. Then Can Quiz: Write “am” and “ap” on
write: Use the flashcards the board. Ask the students
to review the short vowel “a” what sound each makes.
words with the students. Play So Listen and check. Then write. CD1 24 Read the words at the top of
n
the CD and tell the students
und
Dictatio
the activity together. Play
to listen to the sentences and Listen and circle. Then write. CD1 25 the CD and have the students
check the picture it matches. circle the pictures and write
Read the question together ram dam tap lap map cap the words they hear. Correct
and have them write the the answers together or have
answer in the blank. the students work with a
Where is the ram? 1.
CD1 24 .
The ram is on the
The ram is on the map. CD1 25
The ram is on the map. 2.
1. cap cap
Where is the ram? I’m
Trace and write your own sentence. 2. dam dam
a Wr i t e r
The ram is on the map. 3. tap tap

Choose 3.
ham Extra idea: After reading

the words at the top of the
map activity ask some of the
ram
of the words on the board.
am word is My fa vo rite a p word is

My fa vo rite
. .
Jam is on the ram.
24 25
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “am” and “ap” words. Then
vowel “a” words and write their own sentence. am/ap word is .”)
24 25
2
2
Unit
Track 06 - 07
Unit
Short Vowel a
Short Vowel a Write
Find the rhyming words and write the numbers.
1. 2. 3. 4.
am, ap Match
Match and read.
1.
• Social Studies
am ram 5. 6. 7. 8.
(Picnic)
2.
• Fiction ap cap am , 3, 6, 7 ap , 4, 5, 8
Read and circle.
Read
Find the words and circle. Then match.
Puzzle
1. 2. 3.
h a m t o p
jam map tap
k e b l a p
i c j a m s
s a n o i m
4. 5. 6. b p f b g a
ham lap dam g z i k o p
v o r a m f
In My
1. ham 2. jam 3. cap
4. map 5. lap 6. ram
8 9
Picnic Bag
Short Vowel a

Write Trace
1.
1.
2.
2.
3.
3.
4.

Say
15
6.
7.
jam map dam
8.
tap ram lap

Write
Sam taps on the dam.
1. 2. 3.
Phonics Show Readers: Read the story title to the students and ask them what they see in the A ram is on the dam.
picture. Play the CD and have the students listen and repeat what they hear. Read each page and r a m m a p c a p
A ram naps on the map.
have the students repeat the sentences. Ask them to describe what they see on each page. 10 11
26 27
Unit
3
S h o rt Vow
el
e
hen pet Unit 3 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 3: Short Vowel “e”

• Objectives:
Check Homework Workbook pp. 14~15 10 mins. - To recognize the short vowel “e” sound
- To learn words with the short vowel “e” sound
Review Student Book pp. 26~33 5 mins. - To build confidence in reading and writing short vowel “e” words
28 29
Start
Unit
3
el
vowel “e” sound. Have the Listen and repeat. CD1 28 the short vowel sound for “e”
e and have the students repeat
Listen
“e” sound and the pictures (“e, it. Point to “n” and ask the
hen” / “e, pet”). hen pet a e i o u students what letter it is and
Sing along: Say the lyrics Sing along. short vowel “e” sound and
e n en
CD1 26

+ = hen use their finger to practice
them. When they are saying of h e n . writing a lowercase “e” in the
e, e, e in t h e m i d d l e
, e, e.
the short vowel “e” sound s o u nd ? e air. Then do the same thing
What's that
have them stamp their feet.
It's a sho
rt vow e l e ! e, e, e.
e t + =
et pet for “n.” Practice saying the “en”
sound together and write
students to sing and stamp the letters in the air. Then do
their feet during the short Chant the same thing for “hen.” Ask
vowel “e” sound parts of the 7 jet Trace and match. Then say. the students what other “en”
song.
3 pen Trace
words they know.
4 ten
2 men 1.
e n
teaching the “et” sound.
+
pet CD1 28
/a/ /e/ /i/ /o/ /u/
5 pet /e/ /n/ /en/ hen
6 wet /e/ /t/ /et/ pet
2.
net
e t
8
+
hen
26
1 hen 27
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “e” and “n” make. What sound do they
images and say each word and the short vowel sound with the students (“e, hen”). Play the CD and make when blended together? Have the students trace the letters and then match them to the
do the chant. Then have the students do the chant individually or as a group. Ask them to put the pictures. Practice saying “e, en, hen” and “e, et, pet” together.
stickers from the back of the student book on the picture.
Extra idea: Use the space under the letters and words to have the students practice writing the
CD1 27 Here comes Word Chant! Here comes Word Chant! letters and words on their own.
/e/ hen(X2) /e/ men(X2) /e/ pen(X2)
/e/ ten(X2) /e/ pet(X2) /e/ wet(X2)
/e/ jet(X2) /e/ net(X2)
Extra idea: Put the Phonics Show flashcards on the board. Write one of the words on the board, but
scramble the letters so that the word cannot be easily read. Ask two students to guess what the
word is. Tell them to say the short vowel “e” sound and word (“e, hen”) when making a guess.
30 31
Learn
the short vowel “e” sound. words: Ask the students
Put the hen flashcard on to tell you what the three
the board and write “hen.” Listen and repeat. CD1 29 Say and circle the rhyming words. pictures in the “en” box are.
underneath the word (like en et rhyming words. Do the same
Short Vowel
e hen thing for the pictures in the
“et” box.

- en
the students repeat the “en” Say and circle the rhyming
and “et” rhyming words while words: Ask the students
following the arrows with hen
en men
enn
e pen
enn
e ten
enn
e to tell you what the three
t e n & Wr i t e
pictures in the “en” box are.
students say the “en” and “et” Have them say and circle the
- et
1. 2. 3.
rhyming words on their own. rhyming words. Do the same
thing for the pictures in the
CD1 29 “et” box.
/e/ /en/ hen /e/ /en/ men en et en et en et
/e/ /en/ pen /e/ /en/ ten pet
pe
et wet
et jet
je
et net
et
/e/ /et/ pet /e/ /et/ wet
/e/ /et/ jet /e/ /et/ net
4. 5. 6.
Listen
1. 2. 3. 4.
en et en et en et
ten net hen pet

28 29
Listen and trace: Play the CD and have the students trace the words. Then read the words Extra idea: Ask the students one or two questions about the images in the boxes. What color is
together. the hen? What number comes before 10? Teach the students how to answer the questions in full
sentences. (“It is white.”) / (“Nine comes before ten.”)
CD1 30
Listen and circle. Then write: Write “en” and “et” on the board. Ask the students what “en” and “et”
1. /en/ ten ten 2. /et/ net net words they know. Play the CD. Have the students circle and write the sounds they hear. Correct
3. /en/ hen hen 4. /et/ pet pet the answers together or have the students work with a partner to check their work.
CD1 31
1. /en/ pen 2. /et/ wet 3. /en/ men
32 4. /et/ net 5. /en/ hen 6. /et/ jet 33
Read

Le
is happening? Teach the

ar n t Read
1 in the picture and say “Two o Read
Wo r d
men. Two men are on the students any new words in

runway.” Have the students
1 Ten men are on the track. the picture (start/ rain/ cloud)
repeat what you said. Do 2
They will run. and ask one or two questions
the same thing for numbers about them (“What color is
2 and 3 and then play the Two jets are on the runway. the cloud?” / “What makes
CD and ask the students to everything wet?”). Play the
3
repeat what they hear. Point They will fly. CD and have the students
at the extra phonics word in 1. Two men are on the runway. follow the words with their
the picture (pets) and ask the 2. Two jets are on the runway. Two hens are on the pen. finger while listening. Read
students to make a sentence the story together and then
3. Two hens are on the runway. They will crow.
with the word. play the chant. After, have
the students do the chant
Ready, set, go!
CD1 32 individually or as a group.
1. Two men Oh, Oh! They are all wet! Ask the students to answer
Two men are on the runway. Le
ar n t Read
o

Sen
tence
2. Two jets
Two jets are on the runway. 1. Ten jets are on the runway.
3. Two hens
Two hens are on the runway.
After You Read
2. Two hens are on the pen. What are on the pen?

Extra idea: Ask the
students to read the three
sentences. Time the students
individually or as a group to 3. Two men are on the net. jets hens nets pets
see how fast they can read
30 31
them.
Extra idea: Write the three sentences on the board without the numbers at the beginning. Ask a
student to roll two dice. Tell the student to count what number is on the dice. Have them choose
one of the sentences and use that number when reading it out loud.
34 35
Can
Listen and write the Can Quiz: Write “en” an “et” on

flashcards to review the what sound each makes.
short vowel “e” words with So Listen and write the missing letters. CD1 35 Read the words at the top of
n
the students. Play the CD the activity together. Play
und
Dictatio
and have the students write Listen and circle. Then write. CD1 36 the CD and have the students
the missing letters they hear circle the pictures and write
in the boxes. If the students we 1
n 2
t 3
et 4
en hen men pen ten wet jet the words they hear. Correct
have any diff iculty writing the answers together or have
the missing letters, put the students work with a
1.
the flashcards for the four 1 2 3 4 2
words on the board. Once n rhymes with n .
the students have finished CD1 36
writing the missing letters, 2. 1. ten ten
tell them to use their answers I’m
Trace and write your own sentence. 2. wet wet
a Wr i t e r
to complete the sentence. 3. pen pen

Choose 3.
CD1 35
1. wet wet men Extra idea: After reading
2. net net hens the words at the top of the
3. pet pet activity ask some of the
4. pen pen pets
“Ten” rhymes with “pen.” jets of the words on the board.
“Ten” rhymes with “pen.” Have other students write
en word is My fa vo rite et word is

My fa vo rite
. .
Two pets are on the track.
32 33
Two jets are on the track.
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “en” and “et” words. Then
vowel “e” words and write their own sentence. en/et word is .”)
36 37
3
3
Unit
Track 08 - 09
Unit
Short Vowel e
Short Vowel e Match
1. 2.
en, et Match
Match and read.
1.
• Social Studies
en pet
(Transportation)
2.
• Fiction et hen
Read Circle
1. 2.
1. 2. 3.
pen wet ten
Get Ready 4.
jet
5.
men
6.
net
3.
s e g t e n k l
4.
a w e t q a l b
to Fly! 12
j o c i p e n w x e pj e t m q
13
Short Vowel e

Write Trace
1.
1.
2.
2.
3.
3.
4.

Say
21
6.
7.
men wet ten
8.
pet pen net

Write
Two hens are on the pen.
1. 2. 3.
Phonics Show Readers: Read the story title to the students and ask them what they see in the Two pets are on the runway.
picture. Play the CD and have the students listen and repeat what they hear. Read each page and n e t p e n j e t
Two jets are on the runway.
38 39
Unit
4
S h o rt Vow
el
e
bed leg Unit 4 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 4: Short Vowel “e”

• Objectives:
Check Homework Workbook pp. 18~19 10 mins. - To recognize the short vowel “e” sound
- To learn words with the short vowel “e” sound
Review Student Book pp. 34~41 5 mins. - To build confidence in reading and writing short vowel “e” words
40 41
Start
Unit
4
el
vowel “e” sound. Have the Listen and repeat. CD1 39 the short vowel sound for “e”
e and have the students repeat
Listen
“e” sounds and the pictures it. Point to “d” and ask the
(“e, bed” / “e, leg”). bed le g a e i o u students what letter it is and
Sing along: Say the lyrics Sing along. short vowel “e” sound and
e d ed
CD1 37

+ = bed use their finger to practice
them. When they are saying of be d . writing a lowercase “e” in the
e, e, e in t h e m i d d l e
, e, e.
the short vowel “e” sound s o u nd ? e air. Then do the same thing
What's that
have them shake their arms.
It's a sho
rt vow e l e ! e, e, e.
e g + =
eg leg for “d.” Practice saying the “ed”
students to sing and shake the letters in the air. Then do
their arms during the short Chant the same thing for “bed.” Ask
vowel “e” sound parts of the Trace and match. Then say. the students what other “ed”
song. 3 wed Trace
words they know.
1.
e d
teaching the “eg” sound.
+
bed CD1 39
6 keg /a/ /e/ /i/ /o/ /u/
1 bed /e/ /d/ /ed/ bed
/e/ /g/ /eg/ leg
2 red
8 egg 2.
4 Ted
5 leg
7 beg
e g +
leg
34 35
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “e” and “n” make. What sound do they
images and say each word and the short vowel sound with the students (“e, bed”). Play the CD make when blended together? Have the students trace the letters and then match them to the
and do the chant. Then have the students do the chant individually or as a group. Ask them to pictures. Practice saying “e, ed, bed” and “e, eg, leg” together.
put the stickers from the back of the student book on the picture.
/e/ bed(X2) /e/ red(X2) /e/ wed(X2)
/e/ Ted(X2) /e/ leg(X2) /e/ keg(X2)
/e/ beg(X2) /e/ egg(X2)
Extra idea: Put 3 or 4 Phonics Show flashcards on the board in random order. Have two students
come up and write the words in alphabetical order. Whoever puts them in correct order first
and reads all the words out loud gets one point. Swap in other words and have other students
participate.
42 43
Learn
the short vowel “e” sound. words: Ask the students
Put the bed flashcard on to tell you what the three
the board and write “bed.” Listen and repeat. CD1 40 Say and circle the rhyming words. pictures in the “ed” box are.
Learn Say
underneath the word (like ed eg rhyming words. Do the same
Short Vowel
e bed thing for the pictures in the
“eg” box.

- ed Extra idea: Ask the students
students repeat the “ed” and one or two questions about
“eg” rhyming words while the images in the boxes.
following the arrows with bed
ed
d red
ed
d wed
ed
d Ted
ed
d How many pillows are on
t e n & Wr i t e
the bed? Do you like to eat
students say the “ed” and “eg” eggs? Teach the students
- eg
g 1. 2. 3.
rhyming words on their own. how to answer the questions
in full sentences. (“There are
CD1 40 two pillows.”) / (“Yes, I do.“/
/e/ /ed/ bed /e/ /ed/ red ed eg ed eg ed eg ”No, I don’t.”)
/e/ /ed/ wed /e/ /ed/ Ted leg
eg
g keg
eg
g beg
eg
g egg
gg
/e/ /eg/ leg /e/ /eg/ keg
/e/ /eg/ beg /e/ /eg/ egg
4. 5. 6.
Listen
1. 2. 3. 4.
ed eg ed eg ed eg
ed eg ed eg ed eg ed eg
36 37
Listen and check: Play the CD and have the students check the “ed” and “eg” sounds. Then say to Listen and circle. Then write: Write “ed” and “eg” on the board. Ask the students what “ed” and “eg”
the words together. words they know. Play the CD. Have the students circle and write the sounds they hear. Correct
CD1 41
CD1 42
1. /ed/ wed wed 2. /eg/ keg keg
3. /ed/ red red 4. /eg/ egg egg 1. /ed/ wed 2. /eg/ egg 3. /ed/ red
4. /eg/ keg 5. /ed/ Ted 6. /eg/ beg
44 45
Read

Le
1 in the picture and say “The

ar n t Read
o Read
Wo r d
bed. I painted the bed red.” 1 Dad says, "Red, red, red!" students any new words in
3
Have the students repeat the picture (chair/pencil/
what you said. Do the same Dad painted the bed red. pillow) and ask one or two
2
thing for numbers 2 and 3 Dad painted the legs red. questions about them
and then play the CD and ask (“How many pencils do you
the students to repeat what Ted says, "Yellow, yellow, yellow!" see?”/“What color is the
they hear. pillow?”). Play the CD and
1. I painted the bed red. Ted painted the eggs yellow. have the students follow
CD1 43 the words with their finger
2. I painted the egg red. Ted painted the keg yellow.
1. the bed while listening. Read the
3. I painted the keg red.
I painted the bed red. They like red and yellow. story together and then
2. the egg play the chant. After, have
I painted the egg red. the students do the chant
3. the keg individually or as a group.
I painted the keg red. Le
ar n t Read
o
Sen
tence
1. I painted the keg red.
Extra idea: Ask the students
After You Read
they say the “eg” and “ed” 2. I painted the egg green. What are red? Circle two.
read and clap at different
speeds. 3. Ted painted the leg blue. egg bed keg leg
38 39
Extra idea: Put the bed/keg/egg/leg flashcards in an envelope. Add some of the flashcards from
past units too (bat/pan/cap/pen/jet). Ask the students what their favorite color is. Then have
them pull a flashcard out of the envelope and say, “I painted the (flashcard) (favorite color).”
46 47
Can
Listen and check. Then Can Quiz: Write “ed” and “eg” on
to review the short vowel “e” what sound each makes.
n
the CD and tell the students the activity together. Play
und
Dictatio
to listen to the sentences and Listen and circle. Then write. CD1 47 the CD and have the students
Read the question together red wed Ted bed keg beg the words they hear. Correct
and have them write the the answers together or have
answer in the blank. the students work with a
What color is the egg? 1.
CD1 46 .
The egg is
CD1 47
I painted the egg red.
I painted the egg red. 2. 1. Ted Ted
What color is the egg? I’m
Trace and write your own sentence. 2. beg beg
a Wr i t e r
The egg is red. 3. wed wed

Choose 3.
bed Extra idea: After reading

leg the words at the top of the
activity ask some of the
egg
keg of the words on the board.
ed word is My fa vo rite eg word is

My fa vo rite
. .
I painted the egg red.
40 41
I painted the keg red.
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “ed” and “eg” words. Then
vowel “e” words and write their own sentence. ed/eg word is .”)
48 49
4
4
Unit
Track 10 - 11
Unit
Short Vowel e
Short Vowel e Find the rhyming words and write the numbers.
Ted Loves
Write
1. 2. 3. 4.
ed, eg Match
Match and read.
Red
1.
• Art
ed leg 5. 6. 7. 8.
(Color)
2.
• Fiction eg bed ed 1, 4, 5, 7 eg 2, 3, 6, 8
Read and circle.
Read
Puzzle
1. 2. 3.
q c v b e k
egg Ted beg
e g g j y e
n s h a p g
r l e g u f
4. 5. 6. e g d e w b
red keg wed d T e d e i
w a i j d p
1. egg 2. red 3. keg
4. Ted 5. leg 6. wed
16 17
Short Vowel e

Write Trace
1.
1.
2.
2.
3.
3.
4.

Say
27
6.
7.
leg bed keg
8.
wed beg red

Write
I painted the keg red.
1. 2. 3.
Phonics Show Readers: Read the story title to the students and ask them what they see in the I painted the egg green.
picture. Play the CD and have the students listen and repeat what they hear. Read each page and r e d b e g e g g
Ted painted the bed red.
50 51
Unit
5
S h o rt Vow
el
i pig bi n Unit 5 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 5: Short Vowel “i”

• Objectives:
Check Homework Workbook pp. 22~23 10 mins. - To recognize the short vowel “i” sound
- To learn words with the short vowel “i” sound
Review Student Book pp. 42~49 5 mins. - To build confidence in reading and writing short vowel “i” words
52 53
Start
Unit
5
el
vowel “i” sound. Have the Listen and repeat. CD1 50 the short vowel sound for “i”
i
students say the short vowel Listen
and have the students repeat
“i” sounds and the pictures (“i, it. Point to “g” and ask the
pig” / “i, bin”). pig bin a e i o u students what letter it is and
Sing along: Say the lyrics Sing along. short vowel “i” sound and
i g ig
CD1 48
g.
+ = pig use their finger to practice
them. When they are saying i , i , i in the middle of pi writing a lowercase “i” in the
, i, i.
the short vowel “i” sound s o u nd ? i air. Then do the same thing
What's that
have them hop on one foot.
It's a sho
rt vow e l i ! i, i, i.
i +
n =
in bin for “g.” Practice saying the
“ig” sound together and write
students to sing and hop on the letters in the air. Then do
one foot during the short Chant along. Then put the stickers on the picture. CD1 49
Chant the same thing for “pig.” Ask
vowel “i” sound parts of the Trace and match. Then say. the students what other “ig”
song.
6 win Trace
words they know.
1.
i g
4 dig teaching the “in” sound.
+
2 big
pig CD1 50
7 tin 8 fin /a/ /e/ /i/ /o/ /u/
1 pig /i/ /g/ /ig/ pig
/i/ /n/ /in/ bin
2.
5 bin 3 fig
i n +
bin
42 43
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “i” and “g” make. What sound do they
images and say each word and the short vowel sound with the students (“i, pig”). Play the CD and make when blended together? Have the students trace the letters and then match them to the
do the chant. Then have the students do the chant individually or as a group. Ask them to put the pictures. Practice saying “i, ig, pig” and “i, in, bin” together.
stickers from the back of the student book on the picture.
/i/ pig(X2) /i/ big(X2) /i/ fig(X2)
/i/ dig(X2) /i/ bin(X2) /i/ win(X2)
/i/ tin(X2) /i/ fin(X2)
Extra idea: Arrange all the students’ chairs in a circle with the seats facing out. Tell the students
to walk around the circle of chairs and to sit down when they hear you say a short vowel “i” word.
Start off by saying the phonics words from past units (short “a” and “e” words) and then say a short
vowel “i” word. Take away a few chairs. Any student that cannot find a chair to sit on when you
54 call out a “i” word is out of the game. 55
Learn
the short vowel “i” sound. words: Ask the students
Put the can flashcard on to tell you what the three
the board and write “pig.” Listen and repeat. CD1 51 Say and circle the rhyming words. pictures in the “ig” box are.
Have them say and circle
underneath the word (like ig in which of the pictures are the
Short Vowel
i pig
g rhyming words. Do the same
thing for the pictures in the
“in” box.
- ig
the students repeat the “ig” Extra idea: Ask the students
and “in” rhyming words while one or two questions about
following the arrows with pig
p ig
g big
g fig
g dig
g the images in the boxes.
t e n & Wr i t e
Have you ever tried a fig?
students say the “ig” and “in” What color is the bin?
- in
1. 2. 3.
rhyming words on their own Teach the students how to
answer the questions in full
CD1 51 sentences. (“Yes, I have.“/”No,
/i/ /ig/ pig /i/ /ig/ big ig in ig in ig in I haven’t.”) / (“It is green.”)
/i/ /ig/ fig /i/ /ig/ dig binn winn tinn finn
/i/ /in/ bin /i/ /in/ win
/i/ /in/ tin /i/ /in/ fin
4. 5. 6.
Listen
1. 2. 3. 4.
ig in ig in ig in
dig tin pig fin

44 45
Listen and trace: Play the CD and have the students trace the words. Then read the words Listen and circle. Then write: Write “ig” and “in” on the board. Ask the students what “ig” and “in”
together. words they know. Play the CD. Have the students circle and write the sounds they hear. Correct
CD1 52
CD1 53
1. /ig/ dig dig 2. /in/ tin tin
3. /ig/ pig pig 4. /in/ fin fin 1. /in/ win 2. /ig/ dig 3. /in/ tin
4. /ig/ fig 5. /in/ bin 6. /ig/ pig
56 57
Read

Le
1 in the picture and say “A

ar n t Read
o Read
Wo r d
pig. There is a pig.” Have students any new words in

1 There is a pig. the picture (dirt/scarecrow)
you said. Do the same thing It's digging. and ask one or two questions
for numbers 2 and 3 and Oh, there is a big fig! about them (“What color
then play the CD and ask 3
2
is the dirt?”/”What is the
the students to repeat what There is a tin man. scarecrow wearing?”). Play
they hear. Point at the extra the CD and have the students
phonics word in the picture 1. There is a pig. It's digging.
follow the words with their
(tin) and ask the students to 2. There is a bin. Oh, there is a cookie bin! finger while listening. Read
make a sentence with the the story together and then
3. There is a fig. The cookie bin is bigger.
word. play the chant. After, have
The tin man wins! the students do the chant
CD1 54 individually or as a group.
1. a pig Ask the students to answer
There is a pig. Le
ar n t Read
o
Sen
2. a bin tence
There is a bin. 1. The fin is big.
3. a fig
There is a fig.
After You Read
2. It's winning. What does the tin man have?

and stamp their feet when 3. It's digging. fig pig bin tin
they say the “at” and “an”
words. 46 47
Read and match: Have the students look at the pictures on the right side of the page. What do WCPM Chart: Have the students read the passage on page 47 individually. Use the WCPM Chart
they see? What are the characters doing? Ask the students to read the sentences and then match on page 102 to assess their reading fluency.
them to the pictures. Correct the answers together or have the students work with a partner to
check their work.
Extra idea: Scatter noun flashcards from this unit and past units around the classroom. Have two
students stand at the front of the classroom. Tell them, “There is a (flashcard).” The first student to
bring you the flashcard you asked for is the winner. Have both the students (the winner and the
loser) choose another flashcard for the next two students to find.
58 59
Can
Listen and write the Can Quiz: Write “ig” and “in” on
flashcards to review the what sound each makes.
short vowel “i” words with So Listen and write the missing letters. CD1 57 Read the words at the top of
n
und
the students. Play the CD Dictatio
and have the students write Listen and circle. Then write. CD1 58 the CD and have the students
the missing letters they hear circle the pictures and write
in the boxes. If the students 1
in p 2
g ti 3 4
ig pig fig big dig bin win the words they hear. Correct
1.
the flashcards for the four 1 2 4 2
words on the board. Once g rhymes with g .
writing the missing letters, 2. 1. big big
Trace and write your own sentence. 2. win win
a Wr i t e r
to complete the sentence. 3. fig fig

Choose 3.
CD1 57
1. bin bin pig Extra idea: After reading
2. pig pig the words at the top of the
tin Write and draw your favorite words.
3. tin tin activity ask some of the
4. fig fig students to draw pictures
“Big” rhymes with “fig.” bin of the words on the board.
“Big” rhymes with “fig.” Have other students write
ig word is My fa vo rite in word is

My fa vo rite
. .
There is a big bin.
48 49
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “ig” and “in” words. Then
vowel “i” words and write their own sentence. ig/in word is .”)
60 61
5
5
Unit
Track 12 - 13
Unit
Short Vowel i
Short Vowel i Match
1. 2.
ig, in Match
Match and read.
1.
• Social Studies
ig bin
(Feelings)
2.
• Fiction in pig
Read Circle
1. 2.
1. 2. 3.
tin big win
d f i n k l e w k s a t f i g p
3. 4.
4. 5. 6.
fig fin dig
We Are Happy 20
h e i h o w i n r s d i g s t o
21
Short Vowel i

Write Trace
1.
1.
2.
2.
3.
3.
4.

Say
33
6.
7.
pig tin dig
8.
win big bin

Write
There is a big fin.
1. 2. 3.
Phonics Show Readers: Read the story title to the students and ask them what they see in the There is a big bin.
picture. Play the CD and have the students listen and repeat what they hear. Read each page f i n p i g t i n
It's digging.
Discuss the “Let’s Talk” question at the end of the story together.
62 63
Activity
Activity 1 Sing along. CD1 59
Looby Loo
Here we go looby loo. Here we go looby light.
Here we go looby loo. All on a Saturday night.
You put your right hand in.
You take your right hand out.
You give your right hand a shake, shake, shake.
And turn yourself about.

You put your left foot in.
You take your left foot out.
You give your left foot a shake, shake, shake.

You put your whole self in.
You take your whole self out.
You give your whole self a shake, shake, shake.
50 51
Activity 1
“Looby Loo”: Teach the students the actions from the song. Sing the lyrics one line at a time and
have the students repeat them. Play the CD. Sing the song and do the actions together with the
students.
64 65
Unit
6
S h o rt Vow
el
i sit sip Unit 6 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 6: Short Vowel “i”

• Objectives:
Check Homework Workbook pp. 26~27 10 mins. - To recognize the short vowel “i” sound
- To learn words with the short vowel “i” sound
Review Student Book pp. 52~59 5 mins. - To build confidence in reading and writing short vowel “i” words
66 67
Start
Unit
6
el
vowel “i” sound. Have the Listen and repeat. CD2 03 the short vowel sound for
i
“i” and have the students
“i” sound and the pictures (“i, repeat it. Point to “t” and ask
sit” / “i, sip”). sit s ip a e i o u the students what letter it
is and what sound it makes.
Sing along: Say the lyrics Sing along. short vowel “i” sound and
i t it
CD2 01
t.
+ = sit use their finger to practice
them. When they are saying i , i , i in the middle of s i writing a lowercase “i” in the
, i, i.
the short vowel “i” sound s o u nd ? i air. Then do the same thing
What's that
have them give their “whole
self a shake, shake, shake”
It's a sho
rt vow e l i ! i, i, i.
i +
p =
ip sip for “t.” Practice saying the “it”
(like they did in “Looby Loo”). the letters in the air. Then do
the same thing for “sit.” Ask
Play the CD. Encourage the Chant
students to sing and shake Trace and match. Then say.

the students what other “it”
their bodies during the short Trace
words they know. Follow the
vowel “i” sound parts of the same process for teaching
5 sip 1.
i t
song. the “ip” sound.
+
7 rip
sit CD2 03
1 sit /a/ /e/ /i/ /o/ /u/
6 zip /i/ /t/ /it/ sit
/i/ /p/ /ip/ sip
2.
8 nip
i p
3 hit
+
2 kit
sip
4 pit
52 53
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “i” and “t” make. What sound do they
images and say each word and the short vowel “i” sound with the students (“i, sit”). Play the CD make when blended together? Have the students tell you the same things for “i” and “p.” Ask the
and do the chant. Then have the students do the chant individually or as a group. Ask them to students to trace the letters and then match them to the pictures. Practice saying “i, it, sit” and “i,
put the stickers from the back of the student book on the picture. ip, sip” together.
/i/ sit(X2) /i/ kit(X2) /i/ hit(X2) /i/ pit(X2) letters and words on their own.
/i/ sip(X2) /i/ zip(X2) /i/ rip(X2) /i/ nip(X2)
Extra idea: Put the Phonics Show flashcards on the board facedown. Put the students into groups
of three. Tell one group to come to the front of the class and turn over a flashcard. Ask them to
say the short vowel “i” sound and the word (“i, hit”). Then ask them to spell the word with their
bodies. If you have clean floor space available, have the students lie down and make the letters
with their bodies. If this isn’t an option, have them try to do it while standing up.
68 69
Learn
the short vowel “i” sound. words: Ask the students
Put the sit flashcard on to tell you what the three
the board and write “sit.” Listen and repeat. CD2 04 Say and circle the rhyming words. pictures in the “it” box are.
underneath the word (like it ip rhyming words. Do the same
Short Vowel
i sit thing for the pictures in the
“ip” box.

- it
the students repeat the “it”
and “ip” rhyming words while
following the arrows with sit
si
it kit
ki
iitt hit
hi
iitt pit
p iitt Listen and circle. Then write. CD2 06
t e n & Wr i t e
students say the “it” and “ip”

- ip
p 1. 2. 3.
rhyming words on their own.
CD2 04
/i/ /it/ sit /I/ /it/ kit it ip it ip it ip
/i/ /it/ hit /i/ /it/ pit sip
p zip
ip
p rip
p nip
p
/i/ /ip/ sip /i/ /ip/ zip
/i/ /ip/ nip
4. 5. 6.
Listen
1. 2. 3. 4.
it ip it ip it ip
it ip it ip it ip it ip
54 55
Listen and check: Play the CD and have the students check whether they hear “it” or “ip.” Then say Listen and circle. Then write: Write “it” and “ip” on the board. Ask the students what “it” and “ip”
the words together. words they know. Play the CD. Have the students circle and write the sounds they hear. Correct
CD2 05
CD2 06
1. /it/ pit pit 2. /ip/ nip nip
3. /it/ sit sit 4. /ip/ zip zip 1. /it/ kit 2. /ip/ sip 3. /it/ sit
4. /ip/ zip 5. /it/ hit 6. /ip/ rip
Extra idea: Ask the students one or two questions about the images in the boxes. What can they
see in the kit? What is the girl sipping? Teach the students how to answer the questions in full
sentences. (“I can see scissors.”) / (“She is sipping orange juice.”)
70 71
Read

happening? Point at number Le
Listen and repeat. CD2 07 Listen and read the story out loud. CD2 08 CD2 CHANT-09 the students see? What
ar n t Read
1 in the picture and say “Rip. is happening? Teach the
o Read
Wo r d
The octopus can rip.” Have students any new words in

2
The octopus can hit. the picture (lobster/seal/
you said. Do the same thing The octopus can sit. blowfish/turtle) and ask
for numbers 2 and 3 and one or two questions about
1
then play the CD and ask 3 The seal can zip. them (“What color is the
the students to repeat what lobster?”/”Is the blowfish
The seal can sip.
they hear. Point at the extra happy?”). Play the CD and
phonics word in the picture 1. The octopus can rip. have the students follow
The lobster can nip.
(zip) and ask the students to 2. The octopus can hit. the words with their finger
make a sentence with the The lobster can rip. while listening. Read the
3. The octopus can nip.
word. story together and then
Who can be the king? play the chant. After, have
1. rip The octopus can rip. individually or as a group.
2. hit The octopus can hit. Le
ar n t Read
o
Sen
3. nip The octopus can nip.
tence
1. The seal can sit.
Extra idea: Ask the
After You Read
sentences. Time the students 2. The seal can sip. What can the lobster do? Circle two.
individually or as a group to
see how they can read them.
3. The seal can hit. hit rip zip nip
56 57
Extra idea: Play charades with the sit/hit/sip/zip/rip/nip flashcards. Have one of the students come
to the front of the class. Secretly show them a flashcard and ask them to do the action it shows.
Tell the other students to try and guess what the action is by saying, “He/She can (flashcard).”
72 73
Can
Listen and check. Then Can Quiz: Write “it” and “ip” on
to review the short vowel “i” what sound each makes.
n
und
Dictatio
to listen to the sentence and Listen and circle. Then write. CD2 11 the CD and have the students
Read the question together sit pit sip zip rip nip the words they hear. Correct
and then have them write the answers together or have
the answer in the blank. the students work with a
What ca n the boy do? 1.
CD2 10 .
The boy ca n
CD2 11
The boy can zip.
The boy can zip. 2. 1. rip rip
What can the boy do? I’m
Trace and write your own sentence. 2. pit pit
a Wr i t e r
The boy can zip. 3. zip zip

Choose 3.
nip Extra idea: After reading

sit the words at the top of the
rip
hit of the words on the board.
it word is My fa vo rite ip word is

My fa vo rite
. .
A lobster can rip.
58 59
A lobster can hit.
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “it” and “ip” words. Then
vowel “i” words and write their own sentence. it/ip word is .”)
74 75
6
6
Unit
Track 14 - 15
Unit
Short Vowel i
Short Vowel i Write
1. 2. 3. 4.
ip, it Match
Match and read.
1.
• Social Studies
it sip 5. 6. 7. 8.
(Good Manners)
2.
• Fiction ip sit it 2, 3, 5, 7 ip 1, 4, 6, 8
Read and circle.
Read
Puzzle
1. 2. 3.
r h i t o p
nip hit rip
s b a n m i
q n i p l t
r t r e z v
4. 5. 6. i b s i p p
kit zip pit p j u g f z
k t o s i t
1. hit 2. sip 3. sit
4. nip 5. pit 6. rip
24 25
Short Vowel i

Write Trace
1.
1.
Polite s Right
2.
2.
3.
3.
4.

Say
39
6.
7.
zip sit sip
8.
pit rip kit

Write
The seal can sit.
1. 2. 3.
Phonics Show Readers: Read the story title to the students and ask them what they see in the The seal can hit.
picture. Play the CD and have the students listen and repeat what they hear. Read each page and p i t z i p s i p
The octopus can zip.
76 77
Unit
7
S h o rt Vow
el
o
jog cop Unit 7 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 7: Short Vowel “o”

• Objectives:
Check Homework Workbook pp. 30~31 10 mins. - To recognize the short vowel “o” sound
- To learn words with the short vowel “o” sound
Review Student Book pp. 60~67 5 mins. - To build confidence in reading and writing short vowel “o” words
78 79
Start
Unit
7
el
vowel “o” sound. Have the Listen and repeat. CD2 14 the short vowel sound for “o”
o and have the students repeat
Listen
“o” sound and the pictures (“o, it. Point to “g” and ask the
jog” / “o, cop”). jog cop a e i o u students what letter it is and
Sing along: Say the lyrics Sing along. short vowel “o” sound and
o g og
CD2 12

+ = jog use their finger to practice
them. When they are saying of j o g . writing a lowercase “o” in the
o, o, o in t h e m i d d l e
, o, o.
the short vowel “o” sound s o u nd ? o air. Then do the same thing
What's that
have them whisper it. Play
the CD. Encourage the
It's a sho
rt vow e l o ! o, o, o.
o p + =
op cop for “g.” Practice saying the “og”
students to sing and whisper the letters in the air. Then do
during the short vowel “o” Chant the same thing for “jog.” Ask
sound parts of the song. Trace and match. Then say. the students what other “og”
Trace
words they know.
5 cop 1.
o g
teaching the “op” sound.
+
2 fog cop CD2 14
/a/ /e/ /i/ /o/ /u/
/o/ /g/ /og/ jog
/o/ /p/ /op/ cop
2.
6 mop
7 hop 4 top
o p +
jog
60
3 log 1 jog 61
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “o” and “g” make. What sound do they
images and say each word and the short vowel “o” sound with the students (“o, jog”). Play the CD make when blended together? Have the students tell you the same things for “o” and “p.” Ask the
and do the chant. Then have the students do the chant individually or as a group. Ask them to students to trace the letters and then match them to the pictures. Practice saying “o, og, jog” and “o,
put the stickers from the back of the student book on the picture. op, cop” together.
/o/ jog(X2) /o/ fog(X2) /o/ log(X2) /o/ top(X2) letters and words on their own.
/o/ cop(X2) /o/ mop(X2) /o/ hop(X2)
Extra idea: Hold a Phonics Show flashcard behind a piece of black paper. Lift the piece of black
paper up slowly so that only a little bit of the flashcard is revealed at a time. Ask the students to
try and guess what flashcard it is. Have them say the short vowel “o” sound and the word (“o, jog”).
80 81
Learn
the short vowel “o” sound. words: Ask the students
Put the jog flashcard on to tell you what the three
the board and write “jog.” Listen and repeat. CD2 15 Say and circle the rhyming words. pictures in the “og” box are.
underneath the word (like og op rhyming words. Do the same
Short Vowel
o jog
g thing for the pictures in the
“op” box.

- og
g Extra idea: Ask the students
students repeat the “og” and one or two questions about
“op” rhyming words while the images in the boxes. Is
following the arrows with it sunny? Do you have a toy
jog
og
g fog
og
g log
og
g Listen and circle. Then write. CD2 17
t e n & Wr i t e top? Teach the students how
students say the “og” and “op” to answer the questions in
- op
p 1. 2. 3.
rhyming words on their own. full sentences. (“No, it isn’t.”)
/ (“Yes, I do.“/”No, I don’t.”)
CD2 15
/o/ /og/ jog og op og op og op
/o/ /og/ fog top
op
p cop
op
p mop
op
p hop
op
p
/o/ /og/ log
/o/ /op/ top
4. 5. 6.
/o/ /op/ cop
/o/ /op/ mop Listen
1. 2. 3. 4.
/o/ /op/ hop
og op og op og op
fog hop cop log

62 63
Listen and trace: Play the CD and have the students trace the words. Then read the words Listen and circle. Then write: Write “og” and “op” on the board. Ask the students what “og” and
together. “op” words they know. Play the CD. Have the students circle and write the sounds they hear.
CD2 16
CD2 17
1. /og/ fog fog 2. /op/ hop hop
3. /op/ cop cop 4. /og/ log log 1. /og/ log 2. /op/ mop 3. /og/ jog
4. /op/ hop 5. /og/ fog 6. /op/ top
82 83
Read

at the picture. What do story out loud: Look at
the students see? What is the picture. What do the
happening? Point at number Listen and repeat. CD2 18 Listen and read the story out loud. CD2 19 CD2 CHANT-20 students see? What is
Le
1 in the picture and say “Mop happening? Play the CD and

ar n t Read Read
o
Wo r d
the floor. A cop likes to mop have the students follow

the floor.” Have the students 1
The frog likes to hop. the words with their finger
repeat what you said. Do 3 Hop, hop, hop over the log! while listening. Read the
the same thing for numbers 2 story together and then
2 and 3 and then play the The dog likes to jog. play the chant. After, have
CD and ask the students to Jog, jog, jog in the fog! the students do the chant
repeat what they hear. individually or as a group.
1. A cop likes to mop the floor. The cop likes to mop. Ask the students to answer
CD2 18 the comprehension question
2. A cop likes to jog in the fog. Mop, mop, mop with the cop!
1. mop the floor at the bottom of the page.
3. A cop likes to hop over the log.
A cop likes to mop the floor. Tom likes the top.
2. jog in the fog
A cop likes to jog in the fog. Spin, spin, spin the top!
3. hop over the log
A cop likes to hop over the Le
ar n t Read
Read and match.
o
Sen
log. tence
1. The cop likes to jog.

After You Read
and clap their hands when 2. The dog likes the top. What does the cop like to do?
they say the “og” and “op”
read and clap at different 3. The frog likes to hop. jog hop mop spin the top
speeds.
64 65
Extra idea: Put the cop flashcard on the board. Write “to” and put the jog/mop/hop flashcards
in a vertical line. Write “the” and put the log/top/fog flashcards in a vertical line as well. Have a
student make sentences with the three “to” flashcards (“The cop likes to mop”). When the student
finishes, the next student will do the same thing. Time the students to see how long it takes the
entire class to say the “to” flashcards. Do the same thing for the “the” flashcards.
84 85
Can
Listen and write the Can Quiz: Write “og” and “op” on
vowel “o” words with the So Listen and write the missing letters. CD2 21 Read the words at the top of
n
und
students. Play the CD and Dictatio
have the students write the Listen and circle. Then write. CD2 22 the CD and have the students
missing letters they hear in circle the pictures and write
the boxes. If the students 1
op j 2
g mo 3 4
op fog log top cop mop hop the words they hear. Correct
1.
the flashcards for the four 1 2 3 4 2 3
words on the board. Once rhymes with .
writing the missing letters, 2. 1. hop hop
Trace and write your own sentence. 2. log log
a Wr i t e r
to complete the sentence. 3. top top

Choose 3.
CD2 21
1. top top fog Extra idea: After reading
2. jog jog the words at the top of the
mop Write and draw your favorite words.
3. mop mop activity ask some of the
4. cop cop students to draw pictures
“Top” rhymes with “cop.” hop of the words on the board.
“Top” rhymes with “cop.” Have other students write
og word is My fa vo rite op word is

My fa vo rite
. .
A cop likes to hop.
66 67
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “og” and “op” words. Then
vowel “o” words and write their own sentence. og/op word is .”)
86 87
7
7
Unit
Track 16 - 17
Unit
Short Vowel o
Short Vowel o Match
1. 2.
og, op Match
Match and read.
1.
• Physical Education
og jog
(Actions)
2.
• Fiction op cop
Read Circle
1. 2.
1. 2. 3.
top fog mop
e f o g q n i t z m p c o p u i
p!
3. 4.
4. 5. 6.
hop log jog
! S to r o b w m o p x q j l o g b a u
S t o p 28 29
Short Vowel o

Write Trace
1.
1.
2.
2.
3.
3.
4.
Say aloud. Check the ones you can say.

Say
5.
45 6.
7. jog mop hop
top fog log

Write
1. 2. 3. The cop likes to mop.
Phonics Show Readers: Read the story title to the students and ask them what they see in the The dog likes to jog.
picture. Play the CD and have the students listen and repeat what they hear. Read each page and j o g t o p h o p The frog likes to hop.
88 89
Unit
8
S h o rt Vow
el
o
pot fox Unit 8 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 8: Short Vowel “o”

• Objectives:
Check Homework Workbook pp. 34~35 10 mins. - To recognize the short vowel “o” sound
- To learn words with the short vowel “o” sound
Review Student Book pp. 68~75 5 mins. - To build confidence in reading and writing short vowel “o” words
90 91
Start
Unit
8
el
vowel “o” sound. Have the Listen and repeat. CD2 25 the short vowel sound for “o”
o and have the students repeat
Listen
“o” sound and the pictures (“o, it. Point to “t” and ask the
pot” / “o, fox”). pot fox a e i o u students what letter it is and
Sing along: Say the lyrics Sing along. short vowel “o” sound and
o t ot
CD2 23

Sing
+ = pot use their finger to practice
them. When they are saying of p ot . writing a lowercase “o” in the
o, o, o in t h e m i d d l e
, o, o.
the short vowel “o” sound s o u nd ? o air. Then do the same thing
What's that
have them say it with a
monster voice. Play the CD.
It's a sho
rt vow e l o ! o, o, o.
o x + =
ox fox for “t.” Practice saying the “ot”
Encourage the students to the letters in the air. Then do
sing and use a monster voice Chant the same thing for “pot.” Ask
during the short vowel “o” Trace and match. Then say. the students what other “ot”
sound parts of the song. Trace
words they know.
2 dot
6 ox 1.
o t
teaching the “ox” sound.
+
1 pot fox CD2 25
/a/ /e/ /i/ /o/ /u/
/o/ /t/ /ot/ pot
/o/ /x/ /ox/ fox
2.
3 hot
4 fox
5 box
o x +
pot
68 69
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “o” and “t” make. What sound do they
images and say each word and the short vowel “o” sound with the students (“o, pot”). Play the CD make when blended together? Have the students tell you the same thing for “o” and “x.” Ask the
and do the chant. Then have the students do the chant individually or as a group. Ask them to students to trace the letters and then match them to the pictures. Practice saying “o, ot, pot” and “o,
put the stickers from the back of the student book on the picture. ox, fox” together.
/o/ pot(X2) /o/ dot(X2) /o/ hot(X2) letters and words on their own.
/o/ fox(X2) /o/ box(X2) /o/ ox(X2)
Extra idea: Put a Phonics Show flashcard in all four corners of the classroom. Close your eyes and
tell the students to run to one of the corners (any corner is fine) and stop. Call out a flashcard (“o,
dot”) and then open your eyes. Any students standing by that flashcard are out. Put different
flashcards in each corner for every round of the game.
92 93
Learn
the short vowel “o” sound. words: Ask the students
Put the pot flashcard on to tell you what the three
the board and write “pot.” Listen and repeat. CD2 26 Say and circle the rhyming words. pictures in the “ot” box are.
Learn Say
underneath the word (like ot ox rhyming words. Do the same
Short Vowel
o pot thing for the pictures in the
“ox” box.

- ot Extra idea: Ask the students
students repeat the “ot” and one or two questions about
“ox” rhyming words while the images in the boxes.
following the arrows with How many dots are there?
pot
po
ot dot
oott hot
oott Listen and circle. Then write. CD2 28
t e n & Wr i t e What do the students think
students say the “ot” and “ox” is in the box? Teach the
- ox
1. 2. 3.
rhyming words on their own. students how to answer the
questions in full sentences.
CD2 26 (“There are 12 dots.”) / (“There
/o/ /ot/ pot /o/ /ot/ dot ot ox ot ox ot ox is a (object) in the box.”)
/o/ /ot/ hot /o/ /ox/ fox fox
oxx box
ox oox
x
/o/ /ox/ box /o/ /ox/ box
4. 5. 6.
Listen
1. 2. 3. 4.
ot ox ot ox ot ox
ot ox ot ox ot ox ot ox
70 71
Listen and check: Play the CD and have the students check whether they hear “ot” or “ox.” Then Listen and circle. Then write: Write “ot” and “ox” on the board. Ask the students what “ot” and “ox”
say the words together. words they know. Play the CD. Have the students circle and write the sounds they hear. Correct
CD2 27
CD2 28
1. /ot/ hot hot 2. /ox/ box box
3. /ox/ fox fox 4. /ot/ pot pot 1. /ox/ ox 2. /ot/ pot 3. /ox/ box
4. /ot/ dot 5. /ox/ fox 6. /ot/ hot
94 95
Read

at the picture. What do story out loud: Look at
the students see? What is the picture. What do the
happening? Point at number Listen and repeat. CD2 29 Listen and read the story out loud. CD2 30 CD2 CHANT-31 students see? What is
Le
1 in the picture and say “The happening? Play the CD and

ar n t Read Read
o
Wo r d
box. A fox can sit on the box.” It is a hot day. have the students follow
Have the students repeat 2 the words with their finger
what you said. Do the same 1
The fox has a box. while listening. Read the
thing for numbers 2 and 3 3 The fox can sit on the big box. story together and then
and then play the CD and ask play the chant. After, have
the students to repeat what The ox has a pot. the students do the chant
they hear. But the ox cannot sit on the small pot. individually or as a group.
1. A fox can sit on the box. Ask the students to answer
CD2 29 the comprehension question
2. A fox can sit on the ox.
1. the box at the bottom of the page.
3. A fox can sit on the pot.
A fox can sit on the box.
2. the ox
A fox can sit on the ox.
3. the pot
A fox can sit on the pot. Le
ar n t Read
Read and match.
o
Sen
tence
1. The ox can sit.

Extra idea: Ask the
After You Read
sentences. Time the students
individually or as a group to 2. The pot is hot. What does the ox have?
see how fast they can read
them.
3. The fox can sit on the box. box pot fox
72 73
Extra idea: Play tic-tac-toe with the pot/dot/box/hot flashcards. Draw a 3x3 grid on the board
and tape the flashcards in the squares. Put three dot and box flashcards on the grid. Put two pot
flashcards on the grid and in one square put a hot and pot flashcard together “hot pot”. Make two
teams, “ox” (they’ll be “X”) and “fox” (they’ll be “O”). Ask one student to throw a foam ball at the
board. If they hit a square, the other students ask “What does ox/fox have?” The student answers,
“Ox/fox has a (flashcard).” Then the student draws an “X” or “O” in the square. The first team to get
three squares in a row is the winner.
96 97
Can
Listen and check. Then Can Quiz: Write “ot” and “ox” on
to review the short vowel “o” what sound each makes.
n
und
Dictatio
Read the question together pot dot hot box fox ox the words they hear. Correct
Ca n the fox sit on a big pot? 1.
CD2 32 .
No. The fox ca n sit on a big
CD2 33
The fox can sit on a big box.
The fox can sit on a big box. 2. 1. hot hot
Can the fox sit on the big I’m
Trace and write your own sentence. 2. fox fox
a Wr i t e r
pot? 3. dot dot

No. The fox can sit on a big Choose 3.
box.
box Extra idea: After reading
pot Write and draw your favorite words.
fox of the words on the board.
ot word is My fa vo rite ox word is

My fa vo rite
. .
The fox can sit on the ox.
74 75
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “ot” and “ox” words. Then
vowel “o” words and write their own sentence. ot/ox word is .”)
98 99
8
8
Unit
Track 19 - 20
Unit
Short Vowel o
Short Vowel o Find the rhyming words and write the numbers.
The Fox
Write
1. 2. 3.
ot, ox Match
Match and read.
1.
• Science
ot pot 4. 5. 6.
and the Ox
(Shadow)
2.
• Non-fiction ox fox ot 1, 4, 6 ox 2, 3, 5
Read and circle.
Read
Puzzle
1. 2. 3.
s c e g i b
box hot ox
k f o x m o
e c g l c x
h i o x e k
4. 5. 6. o c m g i r
pot dot fox t r p o t n
l d o t r c
1. pot 2. box 3. fox
4. hot 5. dot 6. ox
32 33
Short Vowel o

Write Trace
1.
1.
2. 2.
3.
3.
4.
Say
51 5.
pot ox dot
6.
hot box fox

Write
1. 2. 3. The pot is hot.
Phonics Show Readers: Read the story title to the students and ask them what they see in the The ox has a pot.
picture. Play the CD and have the students listen and repeat what they hear. Read each page f o x p o t b o x The fox can sit on the box.
Discuss the “Science Fact” at the end of the story together.

100 101
Unit
9
S h o rt Vow
el
u
tub bu g Unit 9 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 9: Short Vowel “u”

• Objectives:
Check Homework Workbook pp. 38~39 10 mins. - To recognize the short vowel “u” sound
- To learn words with the short vowel “u” sound
Review Student Book pp. 76~83 5 mins. - To build confidence in reading and writing short vowel “u” words
102 103
Start
Unit
9
el
vowel “u” sound. Have the Listen and repeat. CD2 36 the short vowel sound for “u”
u and have the students repeat
Listen
“u” sound and the pictures it. Point to “b” and ask the
(“u, tub.” / “u, bug”). tub bu g a e i o u students what letter it is and
Sing along: Say the lyrics Sing along. short vowel “u” sound and
u b ub
CD2 34

+ = tub use their finger to practice
them. When they are saying of t u b . writing a lowercase “u” in the
u, u, u in t h e m i d d l e
, u, u.
the short vowel “u” sound s o u nd ? u air. Then do the same thing
What's that
have them touch their toes.
It's a sho
rt vow e l u ! u, u, u.
u g + =
ug bug for “b.” Practice saying the “ub”
students to sing and touch the letters in the air. Then do
the same thing for “tub.” Ask
their toes during the short Chant
vowel “u” sound parts of the Trace and match. Then say.
the students what other “ub”
song. Trace
words they know.
3 rub 1.
u b
teaching the “ug” sound.
2 cub +
bug CD2 36
6 hug /a/ /e/ /i/ /o/ /u/
/u/ /b/ /ub/ tub
/u/ /g/ /ug/ bug
2.
4 bug 1 tub
5 rug
7 tug
u g +
tub
76 77
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “u” and “b” make. What sound do they
images and say the short vowel “u” sound and each word with the students (“u, tub”). Play the CD make when blended together? Have the students tell you the same things for “u” and “g.” Tell the
and do the chant. Then have the students do the chant individually or as a group. Ask them to students to trace the letters and then match them to the pictures. Practice saying “u, ub, tub” and “u,
put the stickers from the back of the student book on the picture. ug, bug” together.
/u/ tub(X2) /u/ cub(X2) /u/ rub(X2) /u/ bug(X2) letters and words on their own.
/u/ rug(X2) /u/ hug(X2) /u/ tug(X2)
Extra idea: Play a matching game with the Phonics Show flashcards. Make a set of picture
flashcards and a set of word flashcards. Spread both sets of flashcards out face down. Have a
student turn over one picture flashcard and one word flashcard and say the short vowel “u” sound
and the words (“u, cub”). If the two flashcards match, the student gets a point.
104 105
Learn
the short vowel “u” sound. words: Ask the students
Put the tub flashcard on to tell you what the three
the board and write “tub.” Listen and repeat. CD2 37 Say and circle the rhyming words. pictures in the “ub” box are.
Learn Say
underneath the word (like ub ug rhyming words. Do the same
Short Vowel
u tub thing for the pictures in the
“ug” box.

- ub Extra idea: Ask the students
students repeat the “ub” and one or two questions about
“ug” rhyming words while the images in the boxes.
following the arrows with tub
ub
b cub
ub
b rub
ub
b What color is the bathtub?
t e n & Wr i t e
Do the students like bugs?
students say the “ub” and “ug” Teach the students how to
- ug
g 1. 2. 3.
rhyming words on their own. answer the questions in full
sentences. (“It is white.”) /
CD2 37 (“Yes, I do.“/”No, I don’t.”)
/u/ /ub/ tub ub ug ub ug ub ug
/u/ /ub/ cub bug
ug
g rug
ug
g hug
ug
g tug
ug
g
/u/ /ub/ rub
/u/ /ug/ bug
4. 5. 6.
/u/ /ug/ rug
/u/ /ug/ hug Listen
1. 2. 3. 4.
/u/ /ug/ tug
ub ug ub ug ub ug
bug cub rug rub

78 79
Listen and trace: Play the CD and have the students trace the words. Then read the words Listen and circle. Then write: Write “ub” and “ug” on the board. Ask the students what “ub” and
together. “ug” words they know. Play the CD. Have the students circle and write the sounds they hear.
CD2 38
CD2 36
1. /ug/ bug bug 2. /ub/ cub cub
3. /ug/ rug rug 4. /ub/ rub rub 1. /ub/ cub 2. /ug/ hug 3. /ub/ rub
4. /ug/ tug 5. /ug/ bug 6. /ub/ tub
106 107
Read

Le

ar n t Read
o Read
Wo r d
bug. A cub tugs the bug.” The bug rubs a jug. students any new words in
Have the students repeat the picture (mirror/bubbles/
what you said. Do the same 2 The bug is on the rug. heart/bathroom) and ask
thing for numbers 2 and 3 one or two questions about
and then play the CD and ask
The cub is in the tub.
3
them (“What room are the
the students to repeat what 1
Look! The cub tugs the rug. cub and the bug in?” / “Do
they hear. Point at the extra Oh! The cub wants to hug the bug. you like bubbles?”). Play the
phonics word in the picture 1. A cub tugs the bug. CD and have the students
(jug) and ask the students 2. A cub tugs the tub. follow the words with their
to make a sentence with the finger while listening. Read
3. A cub tugs the rug.
words. the story together and then
play the chant. After, have
1. the bug individually or as a group.
A cub tugs the bug. Le
ar n t Read
o
Sen
2. the tub tence
A cub tugs the tub. at the bottom of the page.
1. The bug tugs the rug.
3. the rug
A cub tugs the rug.
After You Read
2. The cub hugs the bug. What will happen next?

and stamp their feet when 3. The cub rubs the tub. hug the bug hug the jug
they say the “ug” and “ub”
words. 80 81
they see? What do the characters have? Ask the students to read the sentences and then match on page 102 to assess their reading fluency.
them to the pictures. Correct the answers together or have the students work with a partner to
check their work.
Extra idea: Put two vertical lines on the board. On the left side of the first line, write “I.” In the
middle of the two lines, put the rub/hug/tug flashcards with the images facing the board. On the
right side of the last line, write “the” and then put the rug/cub/bug flashcards with the images
facing the board. Have the students choose which flashcards to turn over to make sentences (“I
hug the cub.”
108 109
Can
Listen and write the Can Quiz: Write “ub” and “ug” on
vowel “u” words with the So Listen and write the missing letters. CD2 43 Read the words at the top of
n
und
students. Play the CD and Dictatio
have the students write the Listen and circle. Then write. CD2 44 the CD and have the students
missing letters they hear in circle the pictures and write
the boxes. If the students cu 1
r 2
g hu 3 4
ub tub cub bug rug hug tug the words they hear. Correct
1.
the flashcards for the four 1 2 3 4 2 3
words on the board. Once rhymes with .
writing the missing letters, 2. 1. rug rug
Trace and write your own sentence. 2. hug hug
a Wr i t e r
to complete the sentence. 3. tub tub

Choose 3.
CD2 43
1. cub cub tub Extra idea: After reading
2. rug rug the words at the top of the
cub Write and draw your favorite words.
3. hug hug activity ask some of the
4. tub tub students to draw pictures
“Bug” rhymes with “tug.” rug
of the words on the board.
“Bug” rhymes with “tug.” Have other students write
ub word is My fa vo rite ug word is

My fa vo rite
. .
The bug hugs a rug.
82 83
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “ub” and “ug” words. Then
vowel “u” words and write their own sentence. ub/ug word is .”)
110 111
9
9
Unit
Track 21- 22
Unit
Short Vowel u
Short Vowel u Match
1. 2.
ug, ub Match
Match and read.
1.
• Social Studies
ub bug
(Work Together)
2.
• Fiction ug tub
The Cub Helps Read

Read and circle.
1. 2. 3.
Circle
Find and circle the words.
1. 2.
the Bug
cub rug rub
n t u b p e i t k r s b u g o r
3. 4.
4. 5. 6.
hug tug tub
m o b a r u g k j r u b o g l t
36 37
Short Vowel u

Write Trace
1.
1.
2.
2.
3.
3.
4.

Say
5.
57 6.
7. bug rub cub
tug rug tub

Write
1. 2. 3. The bug is on the rug.
Phonics Show Readers: Read the story title to the students and ask them what they see in the The bug rubs a jug.
picture. Play the CD and have the students listen and repeat what they hear. Read each page and b u g t u b r u g The cub wants to hug the bug.
have the students repeat the sentences. Ask them to describe what they see on each page. Do 38 39
the “Let’s Play” activity at the end of the story together.

112 113
10
Unit S h o rt Vow
el
u
sun n ut Unit 10 Book & Pages Time

lesson

lesson

2nd Lesson Board
• Unit 10: Short Vowel “u”

• Objectives:
Check Homework Workbook pp. 42~43 10 mins. - To recognize the short vowel “u” sound
- To learn words with the short vowel “u” sound
Review Student Book pp. 84~91 5 mins. - To build confidence in reading and writing short vowel “u” words
114 115
Start
10
and words at the top of the
page to introduce the short
Unit S h o rt Vow
CD and have the students
el repeat what they hear. Say
vowel “u” sound. Have the the short vowel sound for “u”
Listen and repeat. CD2 47
u
“u” sounds and the pictures it. Point to “n” and ask the
(“u, sun” / “u, nut”). sun n ut a e i o u students what letter it is and
Sing along: Say the lyrics short vowel “u” sound and
Sing along.
u n un
CD2 45
them. When they are saying
Sing
+ = sun use their finger to practice
of s u n . writing a lowercase “u” in the
the short vowel “u” sound u, u, u in t h e m i d d l e
, u, u.
have them turn around. s o u nd ? u air. Then do the same thing
What's that
students to sing and turn
It's a sho
rt vow e l u ! u, u, u.
u t + =
ut nut for “n.” Practice saying the “un”
around during the short the letters in the air. Then do
vowel “u” sound parts of the Chant the same thing for “sun.” Ask
song. Trace and match. Then say. the students what other “un”
Trace
words they know.
6 hut
1 sun 1.
u n
teaching the “ut” sound.
+
3 run
nut CD2 47
/a/ /e/ /i/ /o/ /u/
/u/ /n/ /un/ sun
/u/ /t/ /ut/ nut
7 cut 4 fun 2.
2 bun
5 nut
u t +
sun
84 85
Chant along: Look at the picture. What do the students see? What is happening? Point to the Trace and match. Then say: Ask the students what sounds “u” and “n” make. What sound do they
images and say each word and the short vowel sound with the students (“u, sun”). Play the CD make when blended together? Have the students tell you the same things for “u” and “t.” Ask the
and do the chant. Then have the students do the chant individually or as a group. Ask them to students to trace the letters and then match them to the pictures. Practice saying “u, un, sun” and “u,
put the stickers from the back of the student book on the picture. ut, nut” together.
CD2 46Here comes Word Chant! Here comes Word Chant! Extra idea: Use the space under the letters and words to have the students practice writing the
/u/ sun(X2) /u/ bun(X2) /u/ run(X2) /u/ fun(X2) letters and words on their own.
/u/ nut(X2) /u/ hut(X2) /u/ cut(X2)
Extra idea: Show three Phonics Show flashcards to the students and then put the flashcards on a
table with the images facing down. Spend 15 – 20 seconds moving the flashcards around. Say the
beginning sound and the word on each flashcard (“u, sun”) while you are moving the flashcards to
remind the students what they are. Stop moving the flashcards around, point to the first one, and
ask the students to guess what it is by saying the short vowel “u” sound and the word.
116 117
Learn
the short vowel “u” sound. words: Ask the students
Put the sun flashcard on to tell you what the three
the board and write “sun.” Listen and repeat. CD2 48 Say and circle the rhyming words. pictures in the “un” box are.
underneath the word (like un ut rhyming words. Do the same
Short Vowel
u sun thing for the pictures in the
“ut” box.

- un
the students repeat the “un” one or two questions about
and “ut” rhyming words while the images in the boxes. Do
following the arrows with sun
un bun
uunn run
uunn fun
uunn they like to eat nuts? What
t e n & Wr i t e
is the girl doing? Teach the
students say the “un” and “ut” students how to answer the
- ut
1. 2. 3.
(“Yes, I do.“/”No, I don’t.”) /
CD2 48 (“She is cutting the paper.”)
/u/ /un/ sun un ut un ut un ut
/u/ /un/ bun nut
ut hut
ut cut
ut
/u/ /un/ sun
/u/ /un/ fun
4. 5. 6.
/u/ /ut/ nut
/u/ /ut/ hut Listen
1. 2. 3. 4.
/u/ /ut/ cut
un ut un ut un ut
un ut un ut un ut un ut
86 87
Listen and check: Play the CD and have the students check whether they hear “un” or “ut.” Then Listen and circle. Then write: Write “un” and “ut” on the board. Ask the students what “un” and “ut”
say the words together. words they know. Play the CD. Have the students circle and write the sounds they hear. Correct
CD2 49
CD2 50
1. /un/ sun sun 2. /un/ run run
3. /ut/ hut hut 4. /ut/ cut cut 1. /un/ bun 2. /ut/ nut 3. /un/ run
4. /ut/ hut 5. /ut/ cut 6. /un/ fun
118 119
Read

Le

ar n t Read
o Read
Wo r d
hut. They see the hut.” Have What will they see? students any new words in
the students repeat what the picture (puppy/leaves/
you said. Do the same thing
1 They will see the sun. basket/door) and ask one or
for numbers 2 and 3 and
u They will see the hut. two questions about them
then play the CD and ask 2 3
They will see the nutt tree. (“What color is the puppy?”
the students to repeat what / “How many leaves are
they hear. Point at the extra What can they do? there?”). Play the CD and
phonics word in the picture 1. They see the hut. They can run in the sun. have the students follow
(sun) and ask the students 2. They see the bun. They can pick the nuts. the words with their fingers
to make a sentence with the while listening. Read the
3. They see the nut. They will have fun.
word. story together and then
play the chant. After, have
1. the hut individually or as a group.
They see the hut. Le
ar n t Read
o
Sen
2. the bun tence
They see the bun. at the bottom of the page.
1. They see the hut.
3. the nut
They see the nut.
After You Read
2. They run to the nut. What can they do?

they say the “ut” and “un” 3. They see the fun bun. pick the nuts stay in the hut
88 89
read and clap at diffrenrent
speeds.
they see? Ask the students to read the sentences and then match them to the pictures. Correct on page 102 to assess their reading fluency.
Extra idea: Put the sun/bun/nut/hut flashcards in a pile and shuffle them. Turn the pile over so
that the images on the flashcards are facing down. Give the pile of flashcards to a student. Ask
the student to turn over each flashcard and say “I see the (flashcard).” Time the student to see how
long it takes them to make sentences with the four flashcards. After the student has finished, ask
them to shuffle the cards and pass the pile to the next student.
120 121
Can
Listen and check. Then Can Quiz: Write “un” and “ut” on
write: Use the flashcards to the board. Ask the students
review the short vowel “u” what sound each makes.
n
und
Dictatio
Read the question together sun bun run fun nut hut the words they hear. Correct
Do they see the bun? 1.
CD2 54 .
No. They see the
CD2 55
They see the hut.
They see the hut. 2. 1. bun bun
Do they see the bun? I’m
Trace and write your own sentence. 2. nut nut
a Wr i t e r
No. They see the hut. 3. fun fun

Choose 3.
hut Extra idea: After reading

buns Write and draw your favorite words.
nut of the words on the board.
un word is My fa vo rite ut word is

My fa vo rite
. .
They cut the nut.
90 91
Trace and write your own sentence: Look at the picture. What do the students see? What is Phonics Dictionary: Ask the students to draw pictures of their favorite “un” and “ut” words. Then
vowel “u” words and write their own sentence. un/ut word is .”)
122 123
10
Unit 10
Unit
Track 23 - 24
Short Vowel u
Short Vowel u Write
1. 2. 3. 4.
un, ut Match
Match and read.
1.
un nut 5. 6. 7.
Four and Five

• Math
(Addition)
2.
• Fiction ut sun un 2, 3, 5, 7 ut 1, 4, 6
Makes Nine Read

Read and circle.
1. 2. 3.
Puzzle
a c u t d b
bun hut cut
r b e f g u
u g s u n n
n i a f k l
4. 5. 6. e n u t h b
nut run fun o m b g u i
b g l d t f
1. sun 2. run 3. hut
4. bun 5. nut 6. cut
40 41
Short Vowel u

Write Trace
1.
1.
2.
2.
3.
3.
4.

Say
5.
63 6.
7. sun run nut
hut cut fun

Write
1. 2. 3. They will see the hut.
Phonics Show Readers: Read the story title to the students and ask them what they see in the They can run in the sun.
picture. Play the CD and have the students listen and repeat what they hear. Read each page and r u n n u t s u n They can pick the nuts.
have the students repeat the sentences. Ask them to describe what they see on each page. Do 42 43
the “Let’s Count” activity at the end of the story together.

124 125
Activity
Activity 2
How to make How to use
1-1 Cut the old table calendar into thirds. 1 Flip through the letters to make the short vowel words.
Phonics 2 Look at and read the word.
Flip 3 Continue to flip and change the letters and practice sounding out words.
Chart
1-2 Or cut the sketchbook into thirds.
What you need
Old table
calendar or
sketchbook
2 In the first section, write the following consonants.
b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, z
Scissors or
cutter knife 3 In the middle, write the following vowels.
a, e, i, o, u
Glue
Markers
4 In the last section, write the following consonants.

Paper b, d, g, m, n, p, s, t, x
92 93
Activity 2
126 127

Phonics Show 2 Teachers Guide

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2

Unit Short Vowel a Unit Short Vowel o

Unit Short Vowel o

Unit Short Vowel u

3 hen, men, pen, ten, pet, wet, jet, net

Unit Short Vowel u

4 bed, red, wed, Ted, leg, keg, beg, egg

can cat Unit 1 Book & Pages Time

Introduction Student Book pp. 10~11 20 mins.

1st Presentation Student Book pp. 12~13 20 mins.

2nd Evaluation Student Book pp. 16~17 10 mins.

Check Homework Workbook pp. 4~5 10 mins.

Application Student Book pp. 14~15 15 mins.

• Unit 1: Short Vowel “a”

and have the students repeat Sing

as they listen and say the

man cat pan bat

Listen and repeat: Look Read Listen and read the

hat. A cat has a hat.” Have students any new words

Extra idea: Ask the students After You Read

My fa vo rite a n word is My fa vo rite at word is

pan rat fan

bat man hat

Say and write. Read and trace.

5. Say aloud. Check the ones you can say.

I can say the WORDS 9 /9

I can say the SENTENCES 3 /3

ham ca p Unit 2 Book & Pages Time

Introduction Student Book pp. 18~19 20 mins.

1st Presentation Student Book pp. 20~21 20 mins.

2nd Evaluation Student Book pp. 24~25 10 mins.

Check Homework Workbook pp. 8~9 10 mins.

Application Student Book pp. 22~23 15 mins.

• Unit 2: Short Vowel “a”

and have the students repeat Sing

they listen and say the word.

Listen and repeat: Look Read Listen and read the

1 in the picture and say “The is happening? Teach the

map. A ram is on the map.” students any new words in

at the bottom of the page.

3. the cap 1. The cap is on the map.

The ram is on the map. 3. tap tap

ham Extra idea: After reading

am word is My fa vo rite a p word is

Say and write. Read and trace.

5. Say aloud. Check the ones you can say.

I can say the WORDS 9 /9

I can say the SENTENCES 3 /3

hen pet Unit 3 Book & Pages Time

Introduction Student Book pp. 26~27 20 mins.

1st Presentation Student Book pp. 28~29 20 mins.

2nd Evaluation Student Book pp. 32~33 10 mins.

Check Homework Workbook pp. 12~13 10 mins.

Application Student Book pp. 30~31 15 mins.

• Unit 3: Short Vowel “e”

and have the students repeat Sing

as they listen and say the

ten net hen pet

Listen and repeat: Look Read Listen and read the

is happening? Teach the

men. Two men are on the students any new words in

at the bottom of the page.

2. Two hens are on the pen. What are on the pen?