Saxon . Phonics K—-2 Home Study Sampler Lorna Simmons with Linda CalvertSampler | The contenis ofthis sampler were chosen foils wht! you Contents | will find in Soxon’s Phonics K-2 Home Siudy program A Guide to the Sampler 1 Program Overview «brief explanation of the Saxon plsopay and a synopsis of bow to implement the program. 1 Lesson Components 4 brief description ofthe various components Practiced in the pies lessons 2 Phonics K Table of Contents 5 Notes on Sample Lessons 16 Sample Lessons 8 Phonics 1 Table of Contents vee eee eee 2h Notes on Sample Lessons cece eee ee 27 sample Lessons ».29 Phonics 2 Table of Contents bocce eres 156 Notes on Sample Lessons 59 Sample Lessons eee eee 61A Guide to the Sampler The indructonal Phonics K, Phonics 1, ‘and Phonics 2 con be viewed inthe sample lessons ‘This sampler contains only a small portion of the materials you would receive in the Saxon Phonics Home Study Kis. Is designed to give yore a flavor ofthe program. The simpler includes an overview ofthe program, 2 description of leson components, a table of contents for exch lev, anc samples of lessons, chassicom materials, and pages from the student svorkbooks The sample lessons were chosen for their vaviery, These lessons shows various concepts taught and many of the materials used in the programm. ‘Some are essons aught ery in the year, while others are ater lessons, TWO Of the lessons als incude assessments typical of those used inthe program. [Notes aboutthe sample lessons ae included before the lessons at each level. Simon's phonics series isa success-cviented program that enables most sudents to develop a solid foundation in phonics and thus become “succes readers. In keeping with the Saxon philosophy, the phonics series bulls on prior leaning, New leaning is presented in increments, and each increment is reviewed throughout the year. This provides the student with the exposure needed to achieve success. Phonics is a method of weaching beginners how to read by learning the sounds each eter and leer cluster makes, is only aftr this understanding ‘of the sound/ener reltionship Is achieved that successful, independent reading can occur. Throughout the program, a conelled vocabulary is used, which means tha the student is only exposed to words containing those leters, leer clusters, and sounds that have been taught This ensures ‘thar the student wil experience continued success wile leaming 0 rea. lease note thatthe Saxon phonics series is a supplemental series and may be used with any cther reading program. Hence, the bjecive st provide the student with the information needed to be able to read independently ‘RoW or inthe future, whenever e or she is developmentally ready. Thee has been no attempt to inclide the type of quality literature most primary school teachers use to further scents’ deste to rea. ach kit contains the following: ‘+a spir-bourd teechers manual ‘an assortment of nonconsumable teaching 10s, wo student workbooks (containing recording forms, work: sheets, assessmens, spelling ists, and activity sheets), and = a student rule book containing removable charts exphining the ‘ules for coding, diving, and spelling words) ‘Other materials inchce an alphabet sip and eaders, as well as depending con the grade level) leter tes andl an iegular spelling booklet, ‘The lessons in the teacher's manval are sripted (ike a play) because the language used is important 10 the success of the program. The serpe provides questioning strategies that enable the student to participate actively Jn the leaming process. No previous knowledge of phonics is requied in ‘order to implement this program successfully, though we do recommend that you read the inoductory material carefully before beginning phonics 1Components Alphabet Activity ‘Awareness (Phonics Kand Phonics 1) Review of Decks Each lesson contain ix of materials, pre-class preparation instruction, the centite scripted lesson, and rediced versions of applicable student material, ‘The student materials are not intended for use without the teacher's ‘manual. Each lesson is designed to be completed in one cass penod. An ‘ex day each week is ult ino the program to allow for the dividing of lesions, assessments, enrichment, reteaching, or reinforcement. The’ phonics lessons contain a mixure of daily, weekly, and intermittent components. * Daily Components * Weekly Components * * Intermittent Components # ‘The sudent wall engage in a dally alphabet aciviy. la Phonies the alphabet practiced in over thee fourths of the lessons.) Throughout the year, the student wil recite the alphabet ane! Team facts about it play games, alphabeize, practice identifying the accent on words, and lear syllabi caton. In Phones 1 and Phonic 2, an Alphabet/Accent Deck is used to help the student practice aecenting without the added task of sounding out ‘ew words. The cards use small alphabet sequences snd thus serve the addltonal purpose of reinforcing the alphabet order. In Phones 2, the ‘udent wil also lesen how to look up words inthe dictionary. “The student wil eceive a laminated alphabet sip that csplays two diferent handing styles a D'Nealian-syle alphabet on one side, 2 blockstye alphabet on the other. The sp also consins smal, coloeul pitures above the levers, providing mnemonics forthe Iter sounds. ‘To benefit from the instrectonsl content in the program, the sdent ms have ataned level of conceptual development called phoneme arenes. Phonemic avvaeness i the arareness that words are composed of separ sounds an the ability to hear and manipulate those sounds. This pre-zeading ‘kl sso important thay, in Pbonics a short preassessment is provide for tse in determining the student's level of phonemic awareness before begin ring phonics insinicton, Phonemic swareness is a daly component in ‘Phonics Kn Phonics 1, onemic awareness ugh la sclation during the Fist 70 lessons als embedded inthe lesons thereaer ‘The Review of Decks isa daily component designed 1 prove review and reinforcement of previously leamed concepts. The Review Decks contain live separate card decks he Letter Deck (for practicing eter recognition) the Pleture Deck (for pauticing later sousds), the Spelling Deck (or practicing the tansfer of letter sounds into correct spelling), the Affix Deck. (for practicing prefix and sfx recognition), an the Sight Word Deck (or practice recognizing and pronouncing commonly used words that do nct follow phonetic rules). Please note thatthe Aix and Sight Word Decks are ‘not practiond in Phonics K‘Spelling Activity. New Learning Worksheets Word lists ‘This i a dally component wherein the rues for speling are taught and applied. Speling rules and phonics rules ae interrelated; rales for spelling help reinfore rules for phonics, and vie versa. On most days, 2 practice sheet called a "speling sound shoes distibuted. The student uses these sheets to record sounds given by the teacher, © play games «0 practice recognizing those souncls, anc © practice witing words and sentences (bones 2 only). To aid in the pronunciation of leter sounds, an audiotape is provided; the tape is intended for teacher use only. ‘hiss the time when new leters, lexer castes, and spelling rules are aught and cards related othe lesson are introduced from the decks. Once the new ‘concepts have been tugh, the new deck cards become pat ofthe Review Decks and are reviewed ily Uereate. Occasionally, actives designed 10 reinforce the newly taught concep also are included, ‘Worksheets provide writen wok 1 reinforce concep taught and to track the students progress on a daily basis. Phonics K provides @ one-sided ‘worksheet to be completed with the teacher's assistance. In Phonics 1 and ‘Phonics 2, worksheets are two-sided; one side i 1 be completed in class tnd the other side is to be completed later in the day. The wo sides are sls, allowing the stent to rele o the worksheet se whien completing the homework. Because the worksheets are designed to be used as part ‘of the intial learning experience rather than a reflection of what has already been learned, they are corrected but not graded. * Daily Components * Weekly Components = * Intermittent Components * Assessments are built into the teaching schedule on a weekly bass. In Phonics K, all assessments are oral. In Phonics 1 and Phonics 2, the assessments ae given after every four lessons and are both oral and writen, ‘As with Saxon math, the assessments occur at specie inervals $0 the student has time t learn and assimilate new materal well before being tested oni I the student's scores are lower than desired, remediation cooks andl instructions are suggested, Although the majoriy of reading and speling insuction takes place during lass time, in each grade various kinds of speling or word lists are provided forthe suident to practice independently,Inregulor Spelling (Phonics 1 ond Phonics 2 ont) Kid Cards Letter Tiles (Phonics K and Phones T only| Readers Rule Book. * Deily Components * Weekly Components * * Intermitfent Components * ‘The imegular spelling bookle:conzains lits of words whose spellings are Jnegular and so must be memorized, The sudent is allowed to refer to the bbookles at any time, even during spelling tess or assessments. This helps {ester the practice of looking up words whose spellings are uncertain eather than jase goesing. Kid Cards are used provide recreational ways to review concepss being ‘aught. The purpose of each game varies. Kid Cards may be used to review leer names, sounds, keywords, blending, word matching, spelling, and Fiyming. Use ofthese games is recommended to improve problem areas of to give addtional exposure to the writen language. After each weekly assessment, specific gimes are siggested to strengthen the student's skis ‘A complete set of 32 leter les (26 eters plus 6 blank tes) is provided for the stident. The shadent uses the leer tes in numerous ways ding both teacherdliected and independent activites, The puneh-out les are stamped fon sturdy plesti-coated cardboard sheets and feature uppercase letters on ‘one side, lowercase leners on the other “The readers are small booklets dlsuibuted throughout the year. A seal, decorative box in which © store the readers is also proved. The readers tell simple stoces using only those words made from letersi clusters and sounds 1 whic the sent has been exposed. Ponies 2 readers ako ‘contin five shor questions to test reading comprebension. AS te student's reading abi increases, so does the complexity ofthe language used inthe readess. The student constucts exch booldet before reading ad coloring) i ‘The Rule Book contains a varity of charts that explain many of the rules used in phonics. It includes rule charts (explaining the rules for coding vowels and speling) and syllable division charts (dernonstating the procedure for dividing words into sylabes to make them easier to decode). ‘The chans are perforted and may be removed and hung on the wal fr sy referenceThe table of contents Indleates the order of Iopies covered in Phonics K. Exar of devopentot fopies con be seen in the Sample Lessons Weex 1 Lessons 1-4 ‘The Lever L Weex 2 lessons 5-8 ‘The Veter 0 (Warn 3 esos 9-12 The Lever 6 (Gee Sample Lesson 12.) Wrex 4 lessons 13-16, ‘The Leter H Worx 5 Lessons 17-20 ‘The Leter T Weex 6 Lessons 20-24 ‘The Leer Ween 7 asus 25-28 ‘The ewer A (Gee Sample Lesson 25.) Wer 8 lessons 29-32 ‘The Letter WV Weer 9 tessons 33-36 ‘The Lewer M Waex 10 essons37-40 ‘The Leer Weex 11 tesons 41-44 “The Later Weex 12 tessons 45-48 ‘The Leer F Weex 13 Lessons 49-52 ‘The Leaer A Wee 14 lessons 53-56 ‘The Letter K Wee 15 lessons 57-60 ‘The Leter 8 Were 16 Lessons 61-64 The Letter U Weex 17 Lessons 65-68 The Leter Z Were 18 sessons 69-72 ‘The Lester © Ware 19 Lessons 73-76 The Lewer € Waex 20 sessons 77-80 The Leter ¥ Weex 21 lessons 81-84 ‘The Letter O Ware 22 Lessons 85-88 ‘The Lener V Worx 23 Lessons 89-92 The Leer J Ween 24 Lessons 93-96 ‘The Letter X Wee 25 sessons 97-100 ‘The Leer W/ Weex 26 essons 101-104 The Lewer Combination gu Ween 27 essons 105-108 The Rule +Phonics K | Weex 28 Lessons 109-112, Digraph ck Table of Contents {Gorton | wees 29 esons 3-116 Digraph sh Were 30 esos 7118 Digraph Ison 119-120 Digraph Weer 31 Lessons 121-122 Digraph 0 sesons 123-124 Digaaph 00 Waex 32 eson 125, 2 consonant @ Teson 126 consonant @ Ison 127 ‘consonant @ teson 128 ‘reonsonace Weex 33, teson 129 Digraph ob ‘esos 130-132 Renew ween 34 eson 133 Combination ar teson 134 Combination or econ 135 Combination or eson 136 Review WEEK 35 Lessons 137-140 ve'|ve Notes on | you wi find Lessons 12 and 25 fom Phonics K on the following pages Phonies K | thew lesons are copies ofthe leson booklets contained nthe teachers g | aml tnd ih each son copies allt materia ee ded Sample | forint lesson, as well 26 a select porton of dassoom materials. The Lessons | following chars identify the components within each sample lesson and tight tbe vaso aspect of ther se lesson 12 “Trogon be esos este pies aga oe Apt ey Errnps vay of eves Te ease a pe men Comte og te ao ee, Aunt howe ‘eh gn pe a “Tc oes ay a of yg be rts eo ow fOads de tagnnng coy, heroine ayo eee nd cic banat poco “he le ch nnd hen yt hr co nda wh a Tiimhes pau tren! feaned vera be mae wate Shee, nse, te shown on host pge of exch ser (Se Wert ‘Beet 120m pigs 12-12)Lesson 12 (Continued) Newlaaning “The shew pao de vowel ile mugin lawn Hy ang 0 code ‘Res and spe the word log le drs essing ech vows Ree Conidae Re Boks nt ede ny fer her nly. The ‘ts uy be enone nd hg onthe wal for even esr cree Se “ample Cr 1 on page 13 sam eter is aso on ee 21). (Ord arent ‘ond Aaneeom “Keseenascca al ery for lesa bsg th Lson 1, Tey ‘tonne mater mel reonens Gat hae been pated [enti Spe ad Cad paced ter acinar Soe (tp improve te des sores Gov eae 14°15) (Or Assn Receding Ferm ‘pol ini eng fnne ne pow forthe aches omenence oe page 16) Lesson 25, son Paporaion Tah Iason begs wa In of he oid mara wel 8 cn tn pole peparon tsion aces Phenom vores Ths cana of yme corner abe paca Revo Dace ‘Nos ath dla ow popesivey kigerasacw gateal bioced Sealing Seen “he mace wlan ern pel savy cence A ‘Raton eho i ply unable to we my ant leer es ead ‘ting ene. Sesame sane tris on ag 2) Newtacring “hens asec nung ape and shor oud Aer i de ‘Rant prac deg and ten wtng Doth apa nd eres #5 (Sowing lp i when lexan how tnd) Now Deck Care “Te ew dock ands cneponng 0 he er erode I oe {Gustin ese a il be ae the eve’ Decks spaced SG pe 2 ose Row Dc andra ate Sp) “Ta dor pace ter ens Hal sandy ng he ees ivi Ue soya odes and ede mer Ge ribet 25. awe 22) “Te fiat wads danaed Bale i, de char asa nee weak {tet sient reg ay by ating i oer ea nny wanda postle fom te wend et Tsien then enced to pate he fonken the st ducaphou the week Se pat 23)Phonics K * Lesson 12 (4 pages) ALPHABET ACTIVITY “Let say the alphabet we we ouch our toes.” + tearsen enteen snrg up sai an touching your tw es yu sy ech ler in the alps we ou hi PHONEMIC AWARENESS * Otjectve: To rocoprze Ayming word "tm gong to say tvo words. If hey rym want yout sand wp if they don't ‘rhyme, Uwant outst down” "Bes, pest Do they rhyme?” yes “Stand up" “lip red Do they rhyme?” 0 “Sit down!” + Continue the sity th the fonng words op, sop adn and, sil st donn Sip gard up ting. frog st down + Pracert ax many words sine actsPhonics K # Lesson 12 (4 pages) REVIEW OF DECKS * Show yur chi Later Gard 4-3 by random oreo. You cle shoul ram the learn each ta ca, * show your cid Pleture Cas 1-8 n condom order Your chs show rare the ‘oyun and sour or ach pare core Worksueer = Seat yuur hare he/ehe cn wr carers Ha eu Workahece 42 + Cat ut the nunse on Spling Cerda 1-3 room ce. Using we hand Sora aed in pres eso, ow Beran an each ear Enund ae ne/atewrtns ha iar ono worener on ine 3), Het, wt 6 tr one cao he ered aes ad + How eur chit ete works asi fo ues tar inthe es, NEW LEARNING + Wt the vragen halon “Whi ltrs vowel?” 0 “Do you se any eters after the vowel?™ 05,8 “tea vowel raconsonant?” consonant “When avowehasa consonant ater the vowels shor.” + Pato Rule Charen the Fe Bok react hi dition, THE wl ap ‘Femina he/she may nel ti chain ns “ts ths vel short?” yer “This vowels shor 50 we wil ode it with a breve + Put breve oer the of ip. Tan poe tae “Wha she sud ofthis leer?” 1 + Poetotheo “Wha isthe short sound ofthis eter?” “Lats pt thee two sounds together and see what they sud ke.” + Bude yur chi into bering /1/ ae 6 togethers make “Now ets add he at eter” + Pore othe 2. ‘Wha she sound of this ltr?” ghPhonics K + Lesson 12 4 pages) "Las put the sound off with Mand ree whet word itm.” tog “The word og?” “Get ot your worksheet." ‘Lok atthe word atthe tom of our worksheet.” “ethers avowel this word?” 8,0 “Is there a consonant after the vowel?” 305.8 “tow do we code a vel folowed by aconsonant?™_ short breve “Cade the oon your paper wih bree.” * lou tie for your kd to dois “Lav blend the sounds in thie words Aig” + es tran wi reels sing Nob ln “See f ou can read his wor” lng “Do yousee alg on this paper?” yes “Draw atin fram the word lego the pear of log” 1 Mak sre yur cis row the ina erect. + Ge aur hls the conan ofr es 9, ob ‘Pate out our tre ltr les and pu them ina row in front you Ter them 0 the lowereae ltrs on the ue tide are showing.” “We are going tke onr fist spelling test." “Beh this word: log." tog “La flqure out how many sounds arin this word” “+ Unto the wor and el pe ger or eo sau: /-/8/-/4/: “tow many sounds arein the word ‘og’? thee “Spon the sounds in words i the same a spelling the sounds nour speling a Behe the fst sound 11” “Move the ater le that ap V0 new ow.” * Alo tne fr yur eto doe “Boh hs suds 4" Move the ltr that ay 1 next tothe let ie.” + Daronsirea whore to plaza le of, tothe rig of tare “Behe this sound: fg" igh “Move te ter te dhat yf nestor le” + Again, carer ware np nar eg. “Whar word yon spl?” og 10Phonics K + Lesson 12 (4 pages) + Have your eit rps the ein the arsine ad put an + Check our cls washes an have hm or her comet anhing the weer ORAL ASSESSMENT * Soghing wn ths lesson, tare wll be an are assensriane afar ear uth lcteon The cal ssecsmans ote Shor, il tarews Stat aoc Sg Incependet war ue. Thay ay be comptes iar a per fe de + The asseeonents cover mites uught mane Hanan wos app. Bs xpeed ‘ot your dw ear teat 2% othe coreg on tae aeseeoet our eh na pring tr SOR mastery es. pan mererson an 9 Sep merederly ‘i your eit hou wth spec concepts on esssesmert, fellow the incructrsproted ete Oral Assessment Anstnr Forme. Tharsis 29 oars ‘ay enon wen ult ro tre program fre purpoce. + She your cid Oral Assessment 1. Folowng tha nszucons you ge tum the Ssrower frm, yor sé shou rba he ov her respanose a the easement, Fecaw sore rsponens on Oral Absesemant Aner For 1. * Options: Induual Recording Forms, ocd nthe fet of he exert ‘werfoapt Mave sso teen profited fr jour camerionae desk, ener the ‘eepanee ram sch nana fant the casespenng searing rn > “ ye SP an mn pn pd 1Phonics K * Rule Chart 1 (introduced in Lesson 11) Gama Sn} Ws 129 Seq) ts A ‘aAalq & JIM HI apood SOUS st yueuosuon e Aq paMmoy[oj [aMoa VY A 13Phonics K * Oral Assessment 1 Answer Form Nine ___ assessment Answer Form + Prone Sc cc am nr rani taboo “Teacher Inaroctons Stade Responses hearers ies ™ etna fr | aac ‘Sirs gnpsgae nt tt ptr athrbtne Reem nyse te ey ‘S'S ssn pe temon sane sab tae aaa wo ‘et resi nest cb ec rma Swan to aa ayo a nee he athe iromancvpae nk oti nee oder sere acs Payee Son Semper ee) 14Phonics K # Oval Assessment 1 Oral Assessment 1 Bronies K 15Phonics K # Individual Recordling Form for Assessments 1-7 cntsnene ____ individual Recorcing Forms Phonak coacenenas [ccs | ik | a | ink | ase Qralassesement 2 | “ems” | ni | swe | feces | ses | iat GratAssessments | Sumas’ | “maint | somo | certs | sea | asa | mc bee Qrscenaments [Sees [eve] Es [a =o oe erisssesamenes 2S SS Sa oe Qataceramens (Saar | Sere Peter] ee [tac [Ste [Ee | ar grtarweamenr [ans [ace [Ree fics] Se es |Phonics K + Lesson 25 CA pages) “S Lesson 25 The Letter A cpa ee Aa = ae aa oe seers = a ee A + Pace an eppie ade «atch our cx wo ue to “acove then Kemer. scot, oo low your eid oe a dot, PHONEMIC AWARENESS * Object: To thnk of rhyming war, "am gong to say a word and if you can think of word ha mes wth, wa yout stand wp “Bock” 1 jour chit ends up, ook Neyer fr @ war ae nee wih "sk the ‘setae, hae ur td dow the ard doesnot sme. Sear etarce to ito ratio nara + Carnet aes wth he Feloaing werd: sien a, 2 980 a Review oF DEcks * Show your chil Later Card + Srow our cid Pletre Cards 1-5 random ender. Your cil shoul nae the fywotd end ound foreach pure cra, ian aan we ti, *Phonics K * Lesson 25 (4 pages) ‘SPELLING SOUNDS “+ Sout your din en ares were hese con werk wh Ue tes ey. + Gie your chil the cortner oer bes. nett your oh nyt es 8 row wah te (oweccase or capa eta ie soning + Cat euthesounse on Speling Cards 1-6 wrdam orden Hav yu hid echo ach send an then move te leat kon tors 99 Pa + Hove yur ci else the lo the container ard pr ey. New LEARNING "Sea yur chi where /she can wit confor. Hand out Worksheet facedown “Tm gong t saya sound you and T want you to echo the sound Back 0 me.” + Prange te oun vowel sou eth 3g "b "Behe ferme: fa” ab “This ne ofthe sounds the letra makes.’ gong to write the eter 808 ‘te chalkboard and vant you lok ati.” “Whe » fersaceltior 2 on ta challooars inthe heeding you wen your chit ern “Thies alowereae otra” «Have your child paces sorting Ue tr i he /s can ake correc, Shan hoe your els prise wring don We tock ofthe woah. Prod caaunoe a noeatery, “Name he ltr each tne you write” + Wve a capital lar onthe chaltoars. Le our cid practice wring cep ‘Asif you dak habe capa of args. + How yr cis ee worst ai fr use at th seo, New DECK CARDS * Show our Sd Latter Cord 7 “Water i this?” a “ethiea vowel ora consonant?” vowel + Dass th dierencebesksen haw oer ks (port ote bok exemple] oman shendartan poreto fe your cde ne wo The onthe azar ordi the one sen nave canbe, 40 you hd uo oe ta rocognae + whan wring Waar, our ei should alum ue the lero the sabe ftnip at a adel, Hows or this exon on ou mh alow You hid by ® como te Stine 18Phonics K * Lesson 25 (4 pages) ros soe ast Se ones on the ot ofthe works tn erent the ‘tht Frming ssp of te ‘Show yur cite eack with an al ride. “Thavea sack har contains our new keyword. ea inside the sack andseeifyou ‘an gues what the new heyword ia” ‘Alon yu hid 2 alin th sack ith ooking ni). “an you gues the new keyword?” ope “The keyrod is ‘pple’ andthe sound we've learned" ‘Show yur child Peture Gard 7, and then pot ote pcre ofan apie on he sipabat eo. “The word ‘apple helps us remember the i sound Because it begins with he i! sound. The fa sound ithe shat sound ofthe vowel a.” “Get ou your workshet and find the #1, Pat our fnger om i” + Hl Sptng ard 7 to cen ee ht tr hans Worksueer “Look atthe eters te basa the tp of our page Do you sean “Ciel tea’ in the bos.” ly ere or your cto do i “Look e the plerures in the mile af he pege. What isthe fst ome?” apple “What sound do you hear athe begining of ‘eple"" a! “Wha ltr makes the sound” “Write the lowercase later the ie benath the plture af an ape.” “Whats he nex pictre?™ elcpter Wa sound does alana! begin wih?” If “Wie the iovercase eter that says (onthe Fine beneath the pctre of « egg” epost procedure wth 84 (orice) “Look he word by #5 on our pope. Which eters vowel?” a “Flom are we glng ta code ths rowel?” short breve Why?” its followed by a consonant Code the vowel on your paper.” “Lats blend the sounds in hi worden” Can you read is word?” hat pd Senin tant tt ain ry 19Phonics K * Lesson 25 (4 pages) “Do you sea peture ofthat?" yes "Draw a line from the word hat ote pear of hat.” “Code theater words on the page a dew fine othe picture that matches ‘each word" 6 (po #7 ag) + Chock your chit wortsheet and ha har he cores anghieg 2s ong PRACTICE * Wines yur chi frites the works, bande Ward at “Can you read any of these words?” + Check of oh ward tat our cl can ee Practice the ening words with yr chid trowout te we + your ca hea afieuy racing tbe moc, ge your ci th indi oud a ach war ond ack en / he to Bed nem * Optional: low your ct ett ape whan the eon fer hat__.pot 20Alphabet Strip * Letter Tiles * New Deck Cards for Phonics K, Lesson 25Phonics K * Worksheet 25 22 aS we «9 vw shat «pot .tagPhonics K * Word List 1 Name Hore tit a log Q tot a hog a hop a hot a pop @ got @ pot a lot a top Ne eoneaps: A nth rt sed ben alone by arena We cde hr ows ‘aiedondh irae fr ware ip 23Phonics 1 Table of Contents The table of contents Indicates the order of topics covered! in Phonics 1 Examples of tre development of topics can be seen in ihe Sample lessons 24 = =a eae a= im Bae a ees = Se. od ees a eS = ee me = a Lesson 24 ‘The Rule ve'lev ——— ime a ee a a = me eee a = — Pr =a Lesson 39 ‘The Rule volov’ =Weex 9 esson dt Lesson 42 Iesson 43 Lesson 44 esson 45 Were 10 1esson 46 Lesson 47 Lesson 48 esson 49 Lesson 50 Worx 11 Lesson 51 Tesson 52 Gample Lesson) Tess Lesson 54 Tesson 55 Wer 12 Lesson 56 esson57 esson 58 tesson 59 Lesson 60 Waex 13 Lesson 61 Lesson 62 Lesson 63 eso 64 Leson 65 Wee 14 teson 66 Lesson 67 teson 68 Teson 69 tess 70 Ween 15 Jeson 71 lesson 72 esson 73 Lesson 74 Lesson 75 Wark 16 Iesson 76 sesson 77, Lesson 78 esson 79 lesson 80 Speling with Final ke Assessment ‘The Leter X ‘The Lewes ¥ Digraph st Digraph ao Assesment “The Let Flos Rule The Tet spelling ‘Assessment Final, Stable Syllable te Final, Stable Syllables fo, pl, ‘de inal, Sable Syllables #6, gle Final, Stable Syllables ce, “si, ie Assessment Vowel Vowel 9 Combination er “Trigraph fob Astesiment Compound Words Suffixes oy ess, ness Digraph a Digraph ay ‘Assessment ‘Combination ar Digraph oh ‘Combination ar Combination qu Combination ir Combination ur ‘That Sounds Like ¢ Digreph ow Assessment 25Phonics 1 Table of Contents 26 continued) Weex 17 Weex 18 Were 19 Weex 20 Weex 21 Ware 23 Week 24 tesson 81 ‘esson 82 tesson 83, esson 84 tesson 85 tesson 86 ‘usson 87 lesson 88 esson 89 sesson 90 esson 91 1tesson 92 esson 93 Lesson 94 Lesson 95 ess0n 96 tesson 97 1esson 98 tesson 99 Lesson 100 Lesion 101 ‘eson 102 ‘eson 103 ‘eon 104 ‘Lesson 105 Lesson 106 ‘eso 107 ‘son 108 Leson 109 Leson 10 feson 1D tesson U2 Lesson 113 sesson 114 Lesson 15 tesson 116 tesson 17 esson 118 sesson 119 1esson 120 ‘The Rule Vf with @ ‘The Role vv with /and e ‘The Rule vv with o and w ‘The Role vlov’ with Assessment Digrsph 89, Past 1 Digraph eo, Part 2 Spelling with the Dropping Rule Diphihongs ofand oy Assessment Spelling with of and oy The Rule vlveloy Final, Sable Sylable ton Digraph ue Suffix 29 Diphthongs ov and ow Spelling with ou and ow The Rules vlecw or voclow Assessment Digraph su Digraph “Wild Colt” Words Digraph 02 Assessment Digraph ey ‘The Rule ve} Digraph ph gThat Sounds Like j Assessment Spelling withthe Doubling ule Ghost Leer” Digraphs Spelling with the Doubling ‘and Dropping Rules “The Rule Vo" with €, 0, Assessment “Trigraph th ‘rigraph age Spelling wita /en/ and // Digraph ie “AssessmentWark 25 teson 121 Final, Sable Syllable sion ‘eson 122 Final, Sable Syllable eure eson 123, Digraph of Teson 124 Combination wh Lesson 125 Assessment Were 26 son 126 (Quadiigraph eigh teson 127 Wor qu Before 2 ‘Lsson 128 ‘a Before | esson 129 Prefix un Iesson 130 Assessment Weex 27 sesson 131 Suffixes er, 03t lesson 132 Unacoented arand or Lesson 133. Scrbal 0 1esson 134 The Rule vor with | esson 135 Assessment Weex 28 Lesson 136 Suffe ul Lesson 137 Digraph ef Lesson 138 Digeaphs ew and ou lesson 139 Prefixes prey dis. eso 140 ‘Assessment Notes on | You wil nd tesons 2 and 52 om Phonics onthe feowing pes Phonics 1 | Tire leon we cope ofthe eson bods conaundin he aces iB tna icaded wit caches are cop fallen maaan jample | for thc lesson, as well 36 4 selec portion of dassoom materials The Lessons | following chants identify the components within each sample lesson and Tight be varius apecs of tre ‘Thealphaet sci elim he phat sp. The een ing lingua brween vol caress, eng he emcee Saal ‘ers alan evening the phe sequence (Seep ofan aplettarp on ge 21) The dt paces eng he il soundsin weds a cl ep Phonan Awareness inthe proce ofl ond and ope be eta at ae the unde Rev ood Neto dad cag surcions prove forte pling al Tew “Tas set pov wih nding Ines en which pas wring ‘pling Sound Shes the aew ene sd wo bere ines on wh ocd he ede ie ‘by tence om pling Cals ap 2 Ce age 39) a a er {dem pscins wing bth ep and oversee 27lesson 2 [Continued New Dck Code “The ew deck cd asponding i th eter are mtd. (Hew eof he accadon pe 17) ‘niyo ese at ive be ug ds rae praia (a ‘New vowel le oes, ens he sce ead the velo “aie sone aes gt ar shown en le chs it ar fond i ele ‘Bok These Gs an ered sed ay be moved el ag one al or es efrece See 38) The hamewerk espe incr tas on te washes, alving ete deo eer othe worn oc compe the sek ‘own on te ls page enh son Gee Sand 04) Lesson 52. Act Aciy ‘jing be aba ecb hapa keep he den tee Phonan worenes “The sent i might how meng wich ees wore cee is ode wl evry ake east amg 0 cde, See, ane rena uae ore ae view face “The view of dks as pow che eve of ai aed ight word ‘Gris sr well athe le, psi, sapling ide Se some sep ‘ni dc cand op 89 New lcring| “Nc apeling le he am nee cond Ae you ed gh he sero ace he qesioning sates th ae used hp he ser incimed how tne ts ne ae he expla ee ho tduced lear 6s sto on poe 50) rear Spang Bost “The boat conaina cepa ote paling le Scr woo ‘fone tey mst be meonied Ul hs oc the den ‘alowed ofr he booklet ep emamber how spate wos ‘Sevpage fora sapien th rg Sting Boot) “hess gu pai the no spline ble comping te sos and Ronewece Tsuki uid i sping Ro wonds sound by aah anes leo yt spell ene Rss rl pen (See aes 52-55) “Te mer coma cach vex bloe wading ad clang Dele Inara on ht cena the ders wie proven eos sons Se 54-35), 28Phonics 1 » Lesson 2(8 pages) ends ‘Lesson 2 The Letter O, Part 1 i | tet so cones foe ts ea | Soto tone me sertve sar tte tee | Pear car one | Seng cara 2 sare | Mette vente rico ALonaper Activery + The sent shold be sat wth tb aghebet ep. + Reminder: Te aprabec arp sous 98 aeece Mery ston “Let ok atthe alphabet strip.” “What reo kinds of Itrs make upon alphabet?” san comsonant “What do we cathe leterein red?” rcs “All the other letra aed PP consanans “Ye aphabet had an inal what leer would ibe?” ‘Where do you tink the final eter would be?” othe ved “The word inal’ means the en” So the falter of the alphabets. - “Lets point each leer and say the whole alphabet.” “Put your index finger om ‘and ny the names with me ry to am» stosdy paca cathe student caoot seg the ophbat Ahan cares whe snares tnderzartan shad knwo nore, corel ce. G0 et be cencome the sadn corn sty on the corre lear W fd te ‘Sere on the wang lust show fm or hes whens you ar, end eorene 29Phonics 1 * Lesson 2 (8 pages) PHONEMIC AWARENESS + Objective: To ery ital ania aolan words. “Lam going 0 say sme word. See ou can tll me the intial, Begining, sound in thve words” ‘When ging wore othe suet, hes a eapgeata the sound you were ‘craton 1+ Some sures wil he dey ising the sounds. Sony repeat the words ‘rote eae on sue. Than ake “What sound do yo hear atthe beganing of thse words?" in! + Be are wo nove te sue tal you te sound, nate eae. + Porto your meuth ar ae the alving words: oer, ater, ote “What sound do you hear atthe Beaming of these works?" i) + Pint to our mouth ad say the owing wos: be oa atch, "What sound do you hear tthe Beginning of theze works?” hi + Ponta our meth and so the oloving Words: righ, red, ra “What sound do you hear atthe Beglaning ofthese works?" if REVIEW OF Decks * Th sides shu be este where he/she can wr carta Whatever is?” 9 + Show he score Plture Car ard pe to he net. “Whats the nia sound wear ‘nse’??Iu/ “The word nest? i aur Keyword form Because we hear the in sound atthe begining of the work” + Pot te ater one peur cr ‘What the ound he leer m makes?” fil + Gvete scent Speling Sound Sheet 2. “Find the #1 on your pape and pu your finger there.” + Holdup Spaling Gard 1 2 hat en ou can ote whats ten + Hd sorte az escompany the sequence ae aot: 1. Pontta yur math ‘= jou ay he nun 2 Bare toe arava indeace ethe/she 8 to eo {he sour 8. ad your hard pk up a Yu ak fr te are ofthe ear at ‘stent sand, Poe state doun > nents tat the scar to ee ‘he a Tho stort wt eres flow tha Nand sae ious vera cs 0 dete to pind 30Phonics 1 * Lesson 2(8 pages) + Flin the ructons an the car. 0 vs the flonng vrbel uae uel Ee ‘Sar rar ath th proscre: Beh this sound: Il” “What teter makes this sound?” “Wht the lowercase later mo he ine by #1.” * wrt ours ecard ce he er a gate oto 1 Have te ster ste spat seund aera ous ater the eon NEW LEARNING “Tam going say some word to you and went yout eh the back fe stn forthe ound thai the same atthe Beginning ofeach word.” + Pareto yur meus you xy ach ore “eo fterme. Off.” of) "On." on “Odd” oid “What sound do you ear the nla postion?” + trrecesary, snl repeat 2 words unl the er: con one. + Note: eter apnaering between prs nes (eg, /6/] ecard forthe sou of the amar ater than Un eterna, te eased eon wth the aro the ter aah Sgn Wiha nun dou Reae™ “7OVe sund hat you hearin the inl, Begining, postion ofthese word” “Put sour ferns on the front of your neck and ay Ft. See if you fel any ivan, Whe ater sound makes your ol crs vba, is ocd ond” “thi sound voiced orunviced?” vices “Since fa brates, a veel sound” 1am going write hese words om the chabert” * Wa tofloning wards othe calaord af, on, e ‘What eter do you se hat might be making the sound?” 0 + the ere doa na knw the came ofthe later, ny foe Hm, 0 ithe fst letra ofthese words, so we cam se that must ete eter sed spe he sound” “Look a your alphabet sip. Can you tell me i084 vowel or a consonant?” ove “That's right, We know that, i, 01nd are vowels, soos vowel.” 31Phonics 1 * Lesson 2(8 pages) HANDWRITING 1 The student should be sate whore he/Se an wr carer, * Wires a cepeal Oon the cette “This capital. Lets practice skyariting capital O's Before we write them ‘on ot paper” + Have the sure prasice spurting caplal O's The er shoud ay ia/nar ‘hn awit Goes rd ai ch ear bau a “Find your sping sound sheet. Leave your ene on you desk unit tll you topickitan” + Drow nandirng Ine onthe chau “These are handwriting neste you have on you pape.” + Wht scat Cone ring nes ne artigo eet “Now pick wp your pencil Find the fst lin on you paper and pace writing capital Ose wrote this one onthe chaliboerd.” "Say th mame of he eter each rime you write” Aton tow minus fr tn etude to practoe wring capa O's Prose “Pat your panel back on our desk: + us 9 awercare © ote handurthg hes nthe banda eu wan the “This ica towercae letra.” + Hae the suet praccasyweting lowercase 08 “Now pick p your pene and practice wring lowercase o's 08 the second line yur paper. Sy the name ofthe ltr each tne you wrt." + Have tho student oat te spting sound hae ce er ue nts nthe oon + Leow the hesritng ne an ltrs on ane chaoard forthe remand New DECK Carns * Show hese Latter Card 2, ‘Wht eer ih?” old up Pieture Card @ ut kp the pcare oxared th your hand (ar we bee cord “Tava card with leur on that Begin wie the su” “am going describe ita you. See iy can guess what the petri." “isi abies two tes nd long neok, Thi ide hn for ting ts en he ground What do you think the petare is?" 2 rey an a tes aa 32Phonics 1 © Lesson 2(8 pages) That's right Me keywords ‘asi? andthe sound we have earned i + Show the tore Poture Card 2, end hen pinto th eure fen ast on the dab ex. “The word “sil? helps us remember the A sound because i begin with the Wsound.” "Can you tell me if the eter o ira vowel ra contonant?” 0! “thats ight Find your soling sound sheet gain.” “Find the #2 on your paper and pt your finger on.” + Holdup Speling Gard 2 so on you can soe wit ls wetan. Ushg the hae Se deere srk fle ts ntracona one card. (0 ae te al ‘vba cure uth score amor we the proceare “eho this sounds 3." What eter maka he round?” “Wate the lowercase tera th line by 2." + Note: ith student hse eee feu uring, Haw him/her manipulate eter ies rtasd of uring ltrs. The gos ofthe epeling cand sess Ist sel Stuns cerry no forts naar pvr. + Chock she splng sound shee for aor). 1 Note: fhe now azar, ptr, nd song card tn He Review Deck WORKSHEET "The sce che be sated whare he abe can wre cones * vies "Werlahae 2 an Be celine Then holdup te weratest and pat to wore 2" aus op of ue page ‘When pve you the worksheet, find these har has ‘worksheet writen on” + ie ve suaere Workahost 2. Mate sures tit the carers “This isthe sd we wll do together.” “Pind the 1 on your paper. Tell me what the pctare "0 "Can yout me he sound inthe intial, o Degli, postion of ‘otopus’?” “Write he owerase eter tht says onthe lise under #1. + Repeat this rececure win #2 (osc and #3 fumbars + Wn the werd anon the chalice, “Do you seea rowel inthis word?” “Do you se anything afer theo?” ys. 12 + Ponetothe “Lena vowel ora consonant?” ces “When vowels followed by e consonant the vowel shor.” ting t h t 8 33Phonics 1 # Lesson 2 (8 pages) + Ponto te 0 “This vowel has consonant ater 0 it shor, We wil ade it wi Breve. A ‘rere lot ieee.” 1 Pura roe oe theo 8 “ve code eters to help us remember the sounds they make, When a vowel has ‘rere over iit masts Short sound, ike the ‘stich " + Boreham, What th ound of he eter?” fas ‘Lar’ Blend these vo sounds together and se what word hey make” + lng is ho process of carting seu a frm werd. Sy the fest ead, 707, od do at go of we aus ul yu an” ro We /n/ So. Ts “When we read, we blend the sounds of eters together form wor ke the word ‘on Can you ute the wor ‘nina sentence?” pct ora anno “Look athe word by #4 on your paper.” “tethre avo ths word?” “When a vowels followed by «consonant te vowel shor.” Cade the rowel on your paper with breve.” + Ponto th bow onthe akon ta reid he sue ho to re en “Letty to Bend the Sounds tis word together.” 1 Soy he et eund, /6/. end donot tg ee sd wt youn the inv sours ‘Whats the word?” 0 “Do you sea petre of something that on?” ses “Drawa ine fromthe word onto the petro something that is on + Aw te forthe ser to cos. Than ed up the le Bok, I'm pong to give you a new boak today. This book wil help you remember ‘many ofthe mew things you're gong tobe learning this ear.” + slow sen mrtes forte str tn geaine tha Rule Book. Naw tur page + Sion the seor Rule Chart 1. oie othe tars ae yu apa: “sands for any vowel and tend for ry consonant.” “You can ws tis ale char anytime you need help coding vowels.” Note: Th io Sook shoud bs apt aos where th sues has invradeza ‘oenes tf own dng the worcheee and aocearant aia), au eight Defer orem tach rls chart oar ke radon end ha it ane ae ‘eres, sore the bok wth the aan ested ey bathe abePhonics 1 * Lesson 2(8 pages) ‘nd 9 porch, Honaver you choos to store the Fe Soak, comnts hou ‘ys be rad xa the stan + Fol to Rl Char 1 etry tine the det caer zo he/she ween to ree babe cre when Pip etd 1 As the stunt wake, sraile Nep ae nesded. Hep the stent oorect ony Irervecterewara Then tl the wrknen inte pce pred 1 Note: aaj make sire te worse corscrd before the suse begs the hose The washest sores os © gue to hp comple he homeware HoMEworK “Tun our paper over tothe homework side” “Put your Finger onthe op row of hari es Wet your best capital O ‘onthe line soil now what capa O should ook ite + Hove the suet rite alewercase eter oan ne stcand handing ee. + Mate our hat tha tude nas writan ha intare corres fo th bt of i Novelty He/She il use thar a gine when comping the hear "Do yo kn wha todo a the ret ofthe homework paper?” + Osos the nonewark tre to make sre the std ncaa te Word gon one roprenars: #1 (ocrich. #2 (or, #9) (rowepapa), 84 (ros) 18 fomtng “and lone “Y{you need utp, look othe worksheet side, There wil ually been att on ‘the worksheet le that sndar to your homework.” "When you finish our paper, I wil heck it for you and intl it nthe space provided” + The sucer may comple the namanerk ror arn the dy pose alow (Be ede to compeee Ue tomewerk ndepancara). When the stot Ie {ralph hp inher caret ary ncaret naw Then i omer mtn nr ak pd 6 35Phonics 1 Lesson 2(8 pages) 36 = Se Oo wl i Oo Pt Pe ye]Phonics 1 + New Deck Cards for Lesson 2 (letter card, picture card, spelling card) Pronie 1» Pits Cad L3/ Toacher gas sound: /8/ Sutent echoes sare: 787 ‘er Lasson 2, snident say: “2! ‘while wrong: © 3738 Phonics 1 * Rule Chart 1 (introduced in Lesson 2) e ° ag . a xD a 3 3 a. ge . O09 2s Awe ~~ gq Sa oS — Ss wn BS oR o BS os ss Y & a vo oO 5 xe > sectan isnt <Phonics 1 * Spelling Sound Sbeet 2 ‘$peling Sound Sreet 2 Pronice # 39Phonics 1 * Worksheet 2 Oo 4On 40Phonics 1 * Homework 2 (back of Worksbeet 2) Pct ie Homework2, On 41Phonies 1 + Lesson 52 (6 pages) Lesson 52 Floss Rule lesson preparation | | materiats new concepts | peor cs Taxes | | Stn Sue ee 98 ‘reg sin or | Winter a2 | ec 7 | coord de | tone i ALPHABET AcriviTy “Lets play ‘Polow the Lander’ We wll sip around the room at we say the alphabet ogtier.Do you wantt be the leader?” + He td eres 39 be He leader, ne up tind the ster end stip around the ton W he mde ve nt ita be the ld ee inh te behing you. ether case, ty tocar stad) pave as Yau ap and rect he ipatot PHONEMIC AWARENESS + Object: Te hea ad eri ha accent on aaa “tt see how wel you can har an ascent today, When @ syle scented, how does sound diferent ram th oles?” 1 oer longer ison “T's word You ie careful fou hearth accent on the ist sable, hold wp one finger Ifyou hear the accent othe recond syllable eld up Linger. Reais?” + Sapte fotowng words, xegeratng the socentad eae ity oe retains tinge eeptont — fen ote oor rts 1 fager Tinec'enos Ere sib 2 ogee “Tomorrow, we will pay am accenting game with a mew deck called the AlpabetAceen Deck.” 42Phonics 1 * Lesson 52 (6 pages) REVIEW OF DECKS + The sos shad be ste whore Fa/sho oan wre como * Show the sauene Leteer Care 4-35 nrancom ear. The suet shoul nae th eon soo am cre + Rew ic Cards 4-3. 1 Show the gure etre Card 1-49 random oder. The sent shed rare the Keywords eos tr esch pote oar + Rese Sight Word Cards 1-18, + Gie we shor Spling Sound Shost 1 Cal ou te sounds en Speling Care 1-94 in random arr The ste shad ‘ato och sour dena te ar or lore te mata the tos a hehe rte ltrs nthe sang sund oak «Have th scents the opting sour shac a or se eta inthe lesan New LEARNING + Pul paling Cards 8, 12, nd 14 fom the Fw Desk. 1 Wnts he faling words ne chatboard inthe eh. 36 shown: om pass eat shel base cut ates “Can you tell me something that ili nal of these words?” ol sk wor condi contnant ore ale theres ere short roves allo The + Pon oar nite he suet as missed “We have a ew spelng ral today. You'll be ale to pel many new words with, ier” “Heres what the new rae seys: tna onsale root word wih short vowel ound, the eters end wsualy double when they ret the end ofthe word.” "Our new rae cal th los rule Because the rae name helps us remember ‘he pars of thera” ‘Wrtnthe word "oes onthe anor “ethic a onesllable word?” 5 “ethic a root word?” se “Doe this word have shor rove sound?” “Dees itend wth ors?” 20s “The word ‘oss isa flss wor.” “The tik earning recog less words” aw nny nen ene gti ai 4BPhonics 1 « Lesson 52 (6 pages) “Ei puta word onthe chalkboard. Look tt and ell me i you think oss wor” + We tne word ce on he cranes “this a floss word?” “How doyouknow?” 900 lies + Ropee he prosedire wi) a fan more words. dese, use the olin: ta ‘moos. aes sol Uh uf ese tm Ise Sea or hee ward he Bre rot ‘ose wore 0. ot, be + Notes Obvious, these words are ena to rexgrize vey than suey, The {etsy to bing aware of ous ores reeaang tiem in pe sont tl eran ern’ faoe were ntor (Word nh al” ord {resco fone wore. ll ror be mtoced url te eden has ned Pe/ sand 2) "Get ont your Rte Book and turn to page 6" + Pe to Rate Chere jou 2 the ning: “This courts rate har and you can refer to tani.” Tose very special alee hare eared fede?” “Bu, whatever you do, dow ll (oer Brother, ster, ee) about this rae or (hele) wil ink you're too smart” + Suoh taxis reuse fon smogper aod eresurogs the stent ta Ian more ‘ety opas af eng ale oe! sg ber at er “Find sor spelling snd thee, Pat your finger on 835." + Haid up Spang Gard 8 eo only you can se8 wh is writan, Using sm hand "al flow the ntrietons ons ar + Popo with Speling Card 12 en 14 AS wen any re, ere are ence to We fos rl, such as "aug, rea” “gan end “us These ware wi be taught as age wor “There are some words that sun lik loss words, but dw’ follow dhe res. We mut memorce hee words.” “There sist of floss words in our Trea Spling Bookie. “Look in your bolt and ee you ca ell me where to ind egal lose words + low Sens forthe suse to dis “There flss words reo pge 32 Lal's turn page 32 and okt thn” + low se forth Sueno nmin he tf requar fos word. ‘Noto: Secaus he store may rat bebe to read the words au fay wh 0 ead ond by dave sore o la he were. 1 Check spating spun shot or aotrey + Erne words on ne chaoas open lai ti stPhonics 1 * Lesson 526 pages) BoaRDwoRK “Now we've gong to havea special spelling practice with ss wor" “say word ond I want out ry tsp i” “Your first word mics” Las unblend i together. What sounds do we ear? Mi.” + Held up oe gar me + Hold up econ gr ola? + Holdup the tg. "Can you spel is?” + Panes each ofthe ger yor se hd up othe soso es th tes. ‘he beginang. pear esau Ue store ha lif wth © Whe th word ‘robe chlordane seer pale “We cam check his word se iis correct. Le’ code and read tose iit the word gave you + Panes ne “A vowel followed bya consonant short coe it witha breve” “code tha ta be “We have v's We ned to mark through one of then.” Wha doce he word say? “Were yon right?” + Continue ging wards ta the etre une Ne/she is conser erect. Use ‘hoe wera Hf ones, gl Jos, ors, ol sa of ma + Ocossionlyavew in ard thts ot ss word nee he ser i ly ‘ing ezine ba Ts, + Optional: Cotertey rise a word an tha chloe Let the euer hb you (SorareE (Tis shod be dane al he student hos Ee able 9 5 your ‘omen? WorksHEer "The ere ss be seed where he/she can ur confor * Gh 26 snore Workaheot BB, Mink mre th tert urns the ero ie, “tLe practice spting some floss words.” “Payor finger by A. Boho the word ftr Tsay tan then split" aa rd Sm ren tS ete 45Phonics 1 « Lesson 52 6 pages) “The word ell’ Unblend e with me” 17 1 He up ne fire or each sod Lets spelt hase sound? 6b + Por toa ager each tne the stort spate soun. "ow pel he word again and write the eters as you say them.” * Alon tia tothe creo doth. “What word ai you write?” it “1s floss word. Did ou spelt with wo 52" “try anater one Ch.” + itbu te terete towne, Check ae tha he /ate dung he + Paper oe procasura win #3 emell #4 ses), #5 (nae, 86 lh, #7 (rath a8 th the Boom of our works! are some pictures in bose. Some ofthe names ofthe tems oe less words Las see we ea deerme ha hese pletares are.” + Onin th pares ts mate mre th siden unerstande the ors each one ‘Fepracora: 98 (les) #10 (lh ane #17 (be), “On the ine Blow each petre, wrt th word ha pctre represents." “Remember, te rae chart for spling floss words isin your Rule Bok if you eed lok ati” ‘As the studot wor, profee nap oo nouded. Help the sear arrest any Inecrrece eraner, Than th werahact nthe space roe + Samo time ang the doy, ack 20 sour to road frm the worshes, @ ‘urrlad reser. jor basal reader, or oar motel fy chic. Note: naj maka sure the werkhest erect bloe the ste! begs the hematore The warahter eves a5 gue thy corte homework HOMEWORK “Tum your paper over to the homework side.” “Do yok what doo the homework paper?” + Discus the planes ta make sure the sues understands the word ech one 1 (ah). #2 rae. #3 fel 4 ail 05 Cap) 0 fee). 47 (ins) #8 an 8 og). "When you fish your paper Iwill heck it for you and inal itn the space provided” + Ether no er ar nthe day. the stuf shoud compl she Romar dean ‘era poste, Hate ts covect my heoree aravare Then se hareaekin te space pres Spmte n tnt as 46Phonics 1.» Lesson 52.6 pages) READER = Gi the sidan Reader 17 (Fig Jom) ond same exored pees "We're ging to make another book today.” “What his Books?” Jom “tare you err heard of efi before?” espct various avers “Pv brought smathing help you understand what figs ar.” + Show the ster i cooks. “Tse are cookes made with fies, Have sou eaten there before?” “When you inch making your bok, ou may havea cok ifyon would one.” + saat student a noassary a8 he/she oorstrs beck + When be ste fishes. staple puta ue bad around the boos ne, 1 oecasery,demonaraa how to saparta he pages ae chek the page do. “The te of thi ook Pig Jew “1 want you to read your book to yourself When you are fied reading color the pltre. Write your name on the book 21 wi now whe colored it” “Keep your bok handy because I willbe asking yout read itfor me." + Sore ra ring edo, he he ear read he rd" you. * Ofer ead heme whan na/ate rises ead 1 poseie tate to ply Kis Crd gore to Leesn 80. a6 47Phonics 1 * Sample Review Deck Cards for lesson 52 Spelling Card Sight Word Card Affix Card (Front) -S Affix Card (Back)10. nL. 2. 1B. Phonics 1 + Spelling Sound Sheet 39 4 1s. 16. 18. vw. ing Sound Sheot 39 a. 28. 2. a 36. 37. 49Phonics 1 + Rule Chart 6 (introduced in Lesson 52) J patteds Aqjensn st 3 ‘/s/ Jo ‘/I/ ‘/3/ punos ay Aq pamoy[oy punos [amoa HOYs & sey POM JOO! afqeT[AS-oU0 & Ud any SSO] 50Phonics 1 * Page 32 from Irregular Spelling Booklet Irregular Floss Words 51Phonics 1 + Worksheet 52 Nene Worksheet 52 “ee pats Floss Rule ‘When a one-syllable root word ends withthe leer f |, or after a short vowel it is sully spelled os Boo 2 6. a 52