Lesson: 3 Beginning Blends (Depending on the student, you will need to stretch this lesson out over a few lessons.) 1# Drills: Sight Words: Go through the Sight Word Sheet Vowel Sounds: Say 3-4 CVC words per short vowel sound and ask student to tap the vowel Or Trace the vowel pictures Phonemic Awareness: Say 10 words and only give 5 words with beginning blends. Ask the student to raise a hand when you say a word with a beginning blend. Or Use colored tiles: end, bend, blend, bland, blan, clan, clam, slam, tram, ect… Visual and Auditory: Review the consonants 2# Lesson: Concept: Explain that two consonants can combine to make a blend. Teaching: Present the blend cards: bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr, sc, sk, sm, sn, sp, st, sw, tw, scr, spl, spr Blending Drill: Blip, clip, flip, glad, plaid, slat, slop, drop, frog, prop, trod, scat, skit, smit, snip, spot, stop, swam, twit, scrap, splat, sprot 3# Reading: List: blip, clop, flag, glad, plot, slug, brit, crib, drop, frog, grim, prop, trot, scam, skip, smug, snap, spin, stat, swim, step, scrop, split, sprag -tiles -reading instructions and response exercises: Underline the blends and color code them into l, r, and other. -sentences: The flag is on that plot of grass. The cat is glad that the frog can swim with him. It can step and skip on the spot. 4# Writing: List: blip, clop, flag, glad, plot, slug, brit, crib, drop, frog, grim, prop, trot, scam, skip, smug, snap, spin, stat, swim, step, scrop, split, sprag -tiles -paper -sentences (CHOPS) The flag is on that plot of grass. The cat is glad that the frog can swim with him. It can step and skip on the spot. 5# Reading Fluency: Read Naturally or Systematic Phonics Readers (Abeka) 6# Review tactics: Ask student to say some blend sounds and ask what a blend is. 7# Story Time Library selections Student can color or play quietly at this time. Lesson: 4 Ending Blends (Depending on the student, you will need to stretch this lesson out over a few lessons.) 1# Drills: Sight Words: Go through the Sight Word Sheet Vowel Sounds: Say 3-4 CVC words per short vowel sound and ask student to tap the vowel Or Trace the vowel pictures Phonemic Awareness: Say 10 words and only give 5 words with ending blends. Ask the student to raise a hand when you say a word with an ending blend. Or Use colored tiles: end, bend, blend, elf, self, sent, rent help, held ect… Visual and Auditory: Review the beginning blends (see lesson #3) 2# Lesson: Concept: Explain that two consonants can combine to make a blend. We have done the beginning blend, and now it’s time to learn the ending blends. They sound kind of funny, so yet ready for some wacky and fun sounds! Teaching: Present the blend cards: ct, ft, lt, pt, nt, st, xt, lf, lk, lp, ld, mp, sk, sp, st Blending Drill: Act, ract, raft, sat, self, sent, sat, apt, cast, nast, next, felt, elk, help, held, hemp, desk, leak, lisp, list 3# Reading: List: Fact, rift, hilt, swept, ant, rest, next, self, milk, help, weld, stamp, ask, wisp, fast -tiles -reading instructions and response exercises: Underline the blends and color code them into t, p, and other. -sentences: In fact, I can help to pet the elk. He swept by the next desk. Help your self to the milk. 4# Writing: List: Fact, rift, hilt, swept, ant, rest, next, self, milk, help, weld, stamp, ask, wisp, fast -tiles -paper -sentences (CHOPS) In fact, I can help to pet the elk. He swept by the next desk. Help your self to the milk. 5# Reading Fluency: Read Naturally or Systematic Phonics Readers 6# Review tactics: Ask student to say some blend sounds and ask what a blend is. 7# Story Time Library selections Student can color or play quietly at this time. Lesson: 5 Closed syllable exceptions: All, Ind, Ild, Old, Olt (Depending on the student, you will need to stretch this lesson out over a few lessons.) 1# Drills: Sight Words: Go through the Sight Word Sheet Vowel Sounds: Say 3-4 CVC words per short vowel sound and ask student to tap the vowel Or Trace the vowel pictures Phonemic Awareness: Say 10 words and only give 5 words with long vowel sounds. Use olt, ild, ind, and old. Ask the student to raise a hand when you say a word with a long vowel sound. Or Use colored tiles: ball, bind, mind, mild, mold, molt, bolt, bold ect… Visual and Auditory: Review the ending blends (see lesson #4) 2# Lesson: Concept: What is a syllable: a word or part of a word with one vowel pattern. What is a closed syllable? Cat What is an open syllable? Me What is an exception? A rule breaker Explain the concept of a closed syllable exception in which a closed syllable vowel makes a long sound. Teaching: Present the closed syllable cards: all, ild, ind, olt, old Blending Drill: ball, bind, mind, mild, mold, molt, bolt, bold hold, holt, hall, hind, 3# Reading: List: Stall, call, fall, kind, wind, blind, scold, mold, hold, wild, mild (child: if student understands digraphs) colt, bolt, holt -tiles -reading instructions and response exercises: Underline the blends and color code them into closed syllable graphemes. -sentences: Call the blind colt into the mild stall. Can you hold and scold the wild colt? It can bolt from us if we do not hold it. 4# Writing: List: Stall, call, fall, kind, wind, blind, scold, mold, hold, wild, mild (child: if student understands digraphs) colt, bolt, holt -tiles -paper -sentences (CHOPS) Call the blind colt into the mild stall. Can you hold and scold the wild colt? It can bolt from us. 5# Reading Fluency: Read Naturally or Systematic Phonics Readers (Abeka) 6# Review tactics: Ask student to repeat the closed syllable from the lesson. What is a closed syllable exception? 7# Story Time Library selections Student can color or play quietly at this time. Lesson #6: Even More Closed Syllable Exceptions: Ank, Ink, Onk, Unk 1# Drills: Sight Words: Go through the Sight Word Sheet Vowel Sounds: Say 3-4 CVC words per short vowel sound and ask student to tap the vowel Or Trace the vowel pictures Phonemic Awareness: Say 10 words and only give 5 words with long vowel sounds. Use ank, ink, onk, and unk. Ask the student to raise a hand when you say a word with a long vowel sound. Or Use colored tiles: sank, sink, sunk, tunk, tonk, bonk, bunk, bank, wink ect… Visual and Auditory: Review the closed syllable exceptions: all, ild, ind, old, olt, ing, ang, ong, ung (see lesson #5 and #6) 2# Lesson: Concept: Review questions What is a syllable: a word or part of a word with one vowel pattern. What is a closed syllable? Cat What is an open syllable? Me What is an exception? A rule breaker Explain the concept of a closed syllable exception in which a closed syllable vowel makes a long sound. We learned some closed syllable exceptions last time, and we will learn four more today. Teaching: Present the closed syllable cards: ink, ank, onk, unk Blending Drill: sank, sink, sunk, trunk, tonk, bonk, bunk, bank, wink, kink, hank, wonk, skunk 3# Reading: List: -tiles -reading instructions and response exercises: Underline the blends and color code them into closed syllable graphemes. -sentences: There is a song that is fun to sing. I can call to mind the songs that we have sung. We sang a song that told of wild colts. 4# Writing: List: sung, stung, strung, sang, slang, song, strong, sing, ring, string, bring, slung, bang, clung, call, mind, wild, told, bolt -tiles -paper -sentences (CHOPS) There is a song that is fun to sing. I can call to mind the songs that we have sung. We sang a song that told of wild colts. 5# Reading Fluency: Read Naturally or Systematic Phonics Readers 6# Review tactics: Ask student to repeat the closed syllables from the lesson. What is a closed syllable exception? 7# Story Time Library selections Student can color or play quietly at this time. Lesson #5: More Closed Syllable Exceptions: Ang, Ing, Ong, Ung 1# Drills: Sight Words: Go through the Sight Word Sheet Vowel Sounds: Say 3-4 CVC words per short vowel sound and ask student to tap the vowel Or Trace the vowel pictures Phonemic Awareness: Say 10 words and only give 5 words with long vowel sounds. Use and, ing, ong, and ung. Ask the student to raise a hand when you say a word with a long vowel sound. Or Use colored tiles: sing, sang, song, sung, lung, long, wang, wing ect… Visual and Auditory: Review the closed syllable exceptions: all, ild, ind, old, olt (see lesson #5) 2# Lesson: Concept: Review questions” What is a syllable: a word or part of a word with one vowel pattern. What is a closed syllable? Cat What is an open syllable? Me What is an exception? A rule breaker Explain the concept of a closed syllable exception in which a closed syllable vowel makes a long sound. We learned some closed syllable exceptions last time, and we will learn four more today. Teaching: Present the closed syllable cards: ing, ang, ong, ung Blending Drill: sing, sang, song, sung, lung, long, wang, wing, bring, brang, brung, tong 3# Reading: List: sung, stung, strung, sang, slang, song, strong, sing, ring, string, bring, slung, bang, clung, call, mind, wild, told, bolt -tiles -reading instructions and response exercises: Underline the blends and color code them into closed syllable graphemes. -sentences: There is a song that is fun to sing. I can call to mind the songs that we have sung. We sang a song that told of wild colts. 4# Writing: List: sung, stung, strung, sang, slang, song, strong, sing, ring, string, bring, slung, bang, clung, call, mind, wild, told, bolt -tiles -paper -sentences (CHOPS) There is a song that is fun to sing. I can call to mind the songs that we have sung. We sang a song that told of wild colts. 5# Reading Fluency: Read Naturally or Systematic Phonics Readers 6# Review tactics: Ask student to repeat the closed syllables from the lesson. What is a closed syllable exception? 7# Story Time Library selections Student can color or play quietly at this time. Lesson 6: Motor on and motor of sounds of S 1# Drills: Sight Words: Sight words may vary Vowel Sounds: Vowel pictures Phonemic Awareness: Dictate one syllable words that end in s. Let half of your words end in motor on consonants and half with motor off. Ask student to raise the left hand for motor off and the right hand for motor on words. Here are some examples: (off: cats, pits, traps) (on: dogs, dads, kids) Visual and Auditory: Closed syllable exceptions 2# Lesson: Concept: Show your students how to feel their throats to identify motor on and motor off sounds. Ask student to choose consonants from the letter tiles and decide if they are motor on or motor off sounds. Explain the difference between roots and suffixes. Introduce the suffix S. Explain that S will make the same motor sound as its preceding consonant. To demonstrate this idea, try saying a motor on s with a motor off consonant or vice versa. Laugh with your student about how wrong that sounds. Blending Drill: Pit, pits, kits, kit, kid, kids, lids, lit, bit, bits 3# Reading: List: cans, rats, bugs, fits, bags, clips, figs -tap out list with letter tiles tiles -reading instructions and response exercises Underline motor off words one color and motor off words another color -sentences: Can you grab the cans of figs? You can stop the rats and bugs. Can you help get the clips? The kids can help you find the rats and bugs. 4# Writing: List: cans, rats, bugs, fits, bags, clips, figs -write with letter tiles -write on paper -write three sentences using list words (CHOPS) 5# Reading Fluency: Read Naturally or other systematic phonics readers 6# Review tactics: Ask student to say a word that ends in a motor on S suffix and a motor off S suffix 7# Story Time Lesson 7: Consonant digraphs: th, sh, ch, ph, wh (The Wonderful H) (depending on the student, you may introduce them all at once or you may need to introduce them separately over several lessons) 1# Drills: Sight Words: go through Sight Word Sheet Vowel Sounds: vowel picture drill Phonemic Awareness: Colored tiles: cap, chap, whap, hap, hup, hump, thump, phump, phum, phim, shim, ship Visual and Auditory: Closed syllable exceptions 2# Lesson: Concept: When we add h to c, h, p, s, or w, it produces a new phoneme. When two letters are combined, they produce a digraph. Di means two, and graph means picture, or in this case, letter. Digraph therefore means “two-letters”. These two letters produce a new sound. Blending Drill: Tin, thin, sin, shin, cap, chap, hap, whap, hone, phone 3# Reading: List: think, cold, shrink, when, graph, thump, crunch, crash, whap, phone -make words with letter tiles -reading instructions and response exercises: Ask student to read the list. After reading, the student can color code the digraphs, having a color for each one. Tell student that there should be two of each kind. Ask student to circle the words that contain a closed syllable exception. -sentences: You can sing with the child. The wild pigs can crash and thump. The cats ran to the ship. I think about when the ball went crash! Higher level sight words: The child could think of all the ships. The crash went thump and bump. When would the ball shrink? Where have we met the child? Why did the pig go crash and bump? Should the cats run to the ship? 4# Writing: List: think, cold, shrink, when, graph, thump, crunch, crash, whap, phone -write list with letter tiles -write list on paper -write 3 sentences using the list words (CHOPS) 5# Reading Fluency: Read Naturally or other systematic phonics readers 6# Review tactics: Line up the letter tiles c, s, t, p, and w vertically. Ask student to slide an h down the line and say each digraph. 7# Story Time Lesson 8: The tch rule 1# Drills: Sight Words: Sight words may vary for each student Vowel Sounds: Multi-sensory vowel sheets Phonemic Awareness: Dictate words that begin with ch and end with ch. Ask student to raise the left hand for words with ch at the beginning and to raise the right hand for words with ch in the ending. Visual and Auditory: Motor on and motor off s and digraphs (th, ch, sh, ph, wh) 2# Lesson: Concept: In a one syllable word that contains one short vowel which is directly followed by the ch sound, there must be a t between the short vowel and the ch, ie. “batch, catch, fetch” Tell the story of how vowels are “scared” of ch if they are all alone in a one syllable word. Mighty t must come to protect them and calm them down so that they can say their short sounds. Blending Drill: Branch, banch, catch, catch, crunch, crutch, french, fetch 3# Reading: List: catch, sketch, itch, notch, crutch, crunch, bunch, lunch, fetch -read words by tapping letter tiles -reading instructions and response exercises Underline the words that contain silent t and verbally explain why -sentences: You can catch the ball. The dogs get a bunch of balls to fetch. I did not get that kind of lunch. I can not crunch the sketch. 4# Writing: List: catch, sketch, itch, notch, crutch, crunch, bunch, lunch, fetch -write with letter tiles -write on paper -write three sentences using list words (CHOPS) 5# Reading Fluency: Read Naturally or other systematic phonics readers 6# Review tactics: Ask student to tell you the tch story and to make one list word with the letter tiles to go with the story. 7# Story Time Lesson 9: Double f, l, s, and z 1# Drills: Sight Words: Sight words may vary Vowel Sounds: Vowel picture sheets Phonemic Awareness: Dictate a list of words and have your students raise their hands when any of the words end in f, l, s, or z Visual and Auditory: tch, two sounds of s, digraphs 2# Lesson: Concept: In a one syllable root word that ends in f, l, s, or z, if these letters are directly preceded by a short vowel, we need to double f, l, s, and z. Explain that short vowels don’t trust these four consonants as babysitters. They feel much safer if there are two of them. Blending Drill: Milk, mill, miss, mist, must, muff, snuff, sniff, tiff, tuff, tuss, fuss, fuzz, buzz 3# Reading: List: puff, well, kiss, buzz, chess, shell, thrill, shrill, fuzz, sniff, snuff -tiles -reading instructions and response exercise After your students read the sentences, ask them to underline the words with double consonants at the end -sentences I must stop at the well on the path to the mill. Chess is a thrill. There is a bad smell from the fuzz on my shell. The bugs go buzz as they swish past me. 4# Writing: List: puff, well, kiss, buzz, chess, shell, thrill, shrill, fuzz, sniff, snuff -tiles -paper -sentences (CHOPS) Depending on ability, either give your students a controlled sentence, or ask them to select list words with which to construct their own made-up sentence. 5# Reading Fluency: Any quality systematic phonics readers 6# Review tactics: Ask your students to name to the four consonants that we must double in the rule they learned during this lesson 7# Story Time Read to your students to help them unwind