Curriculum Map - English Language Arts - Phonics & English ...

Uni t Unit ObjectivesUni tTopics/Concepts Unit Resources

BiblicalIntegrat ionConcepts Instructional Strategies

Quarter 1

Unit 1:GodUsesWordsand SoCan I

(updated7/1/19)

Students wil l :Identify an example ofGod using thelanguage skill ofspeaking

1.

Identify the fourlanguage skills Godgave people

2 .

Match eachlanguage-skill word toan illustrationdepicting the skill

3 .

Read the word blue4.Write the word blue5.Associate /t/ with theletter t

6.

Distinguish /t/ fromother initial sounds

7.

Read the word purple8.Write the word purple9.Recall that the letter tis a consonant

10.

Associate /i/ with theletter i

11.

Distinguish /i/ fromother initial sounds

12.

Form a word byblending two sounds

13.

Read the words black and white

14.

Write the words black and white

15.

Recall the five vowels16.Associate /s/ with theletter s

17.

Distinguish betweenthe vowel i andconsonants s and t

18.

Distinguish between/s/ and /t/

19.

Form a word byblending three sounds

20.

Distinguish rhymingwords fromnon-rhyming words

21.

Read high-frequencywords

22.

Read the word green23.Write the word green24.Apply a listening25.

God Uses Words andSo Can I:

Practice using God'slanguage

1.

Read the word blue2.Read the word purple

3.

Read the words black and white

4.

Read the word green5.Read the word yellow

6.

Read the word red7.Define the term discussion

8.

Read the word brown9.Read the word orange

10.

Define the term main idea

11.

Match the colorword with an item ofthat color

12.

Distinguish fact fromopinion

13.

Treat the Americanflag respectfully

14.

Recite the Pledge ofAllegiance

15.

Identify facts anddetails from alistening selection

16.

Have the ability touse language thatcomes from God

17.

Distinguish effectiveand ineffectivelanguage

18.

Recall facts anddetails from alistening selection

19.

Recall facts anddetails from aninformational textlistening selection

20.

Distinguish theinitial /st/ from thefinal /st/

21.

Read all of the colorwords

22.

Phonics and English 1 Worktext, pp. 1-601.Teacher Edition, pp. 2-1192.Activities: 1-483.Teaching Charts

Chart 1: God Uses Words and So Can I1.Chart 3: Sentences 2 .Chart 4: My Sentence Makes Me Smile3.Sentence Puzzle Cards4.

4 .

Phonics Charts Phonics Song Chart 20: t1 .Phonics Song Chart 9: î2 .Phonics Song Chart 19: s3 .Word Family Cards:

W1a-W1i: it, sit, hit, bit, pit, kit, lit,quit, f i t

1 .

W2a-W2g: in, tin, sin, win, bin, pin, fin2 .W3a-W3b: is, his3 .W4a-W4e: Sid, hid, did, kid, lid4 .W5a-W5j: set, net, wet, pet, let, get,met, vet, jet, yet

5 .

W6a-W6g: ten, hen, den, Ben, pen,Ken, men

6.

W7a-W7f: Ted, wed, bed, led, red, fed7.W8a-W8e: sun, bun, gun, run, fun8.W9a-W9b: up, pup9.W10a-W10c: nut, hut, but10.W11a-W11b: us, bus11.W12a-W12d: tub, sub, cub, rub12.W13a-W13c: neck, deck, peck13.W14a-W14g: tip, sip, nip, hip, dip,lip, zip

14.

W15a-W15h: tick, sick, wick, pick,kick, lick, stick, quick

15.

W16a-W16d: tuck, duck, buck, puck16.W17a-W17h: an, tan, pan, can, man,ran, van, fan

17.

W18a-W18d: tap, sap, cap, map18.W20a-W20h: sat, hat, bat, pat, cat,map, rat, fat

19.

W22a-W22d: end, send, bend, mend20.W24a-W24c: hull, dull, gull21.W25a-W25e: and, sand, hand, band,land

22.

W26a-W26f: tell, sell, well, bell, fell,yel l

23.

W27a-W27i: will, hill, pill, kill, gill,mill, still, quill, fill

24.

W28a-W28d: wig, dig, big, pig25.W29a-W29c: tag, wag, bag, zag26.W30a-W30f: tug, hug, dug, bug,27.

4 .

5 .

Bible Topics:The Bible tells us Godis the Creator of allthings. God usedwords to create.

1 .

God created us withthe abil ity tounderstand and uselanguage.

2 .

Bible Methods:Read Genesis 1:3.1 .Identify things of acertain color that Godmade.

2 .

Read Genesis 1:31.Display it and havethe students be ableto read the i t in thesentence.

3 .

Discuss the fourways that God hasgiven us to use words.

4 .

Read Matthew 7:12.5 .Guide the students ina discussion aboutthings God made thatare brown.

6 .

Read Luke 2:4. 7 .Read Genesis9:13-16. What is themain idea for thisBible verse?

8.

Discuss how Godgave us the ability touse words. God usessentences in the Bible.

9 .

Read Proverbs 20:11.Explain how Godwants us to beobedient and kindwith our actions.

10.

Write the four language skills fordisplay as you discuss them: listen,speak, read, and write.Complete worktext pages.Identify the word blue. Then discussthings that are blue. Read the poem"God Made Blue."Sing the "Alphabet Song."Discuss the difference betweenconsonants and vowels.Discuss the difference betweenlower case and upper case letters.Practice writing letters with theirpointer finger on their desk.Classify objects into two categories:words that begin with /t/ and wordsbeginning with other letters. Have students sing the "PhonicsSong."Find the word purple and match it.Identify things that God made thatare purple.Sing the "Vowel Song."Model writing the uppercase andlowercase Ii on the displayedhandwriting lines.Place the Alphabet Cards i and t and make the sound for i t.Display the high-frequency wordand practice reading and saying it.Have students act out the word i t as they sing the word in the"Phonics Song" in Chart 9.Have kids come to the front if theyare wearing the color you display.Point to pictures and words as yousing the verse from the "PhonicsSongs 1."Model writing the uppercase andlowercase letters on the displayedhandwriting lines.Hold Alphabet Cards and have kidspoint to the letter with thebeginning sound in each word youhold up.Have students stand if they hear aletter at the beginning of a wordand sit if they hear it at the end ofthe sentence.Read a context sentence and pause

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Curriculum Map - English Language Arts - Phonics & English 1 (4th Edition)

selection from theBibleAssociate /n/ with theletter n

26.

Distinguish betweenvowels andconsonants

27.

Distinguish /n/ fromother initial sounds

28.

Form a word byblending two or moresounds

29.

Decode words in wordfamilies

30.

Locate four mainparts of a book: cover,title, author, il lustrator

31.

Read the word yellow32.Write the word yellow33.Identify the listeningskill of looking at thespeaker

34.

Associate /w/ fromother initial sounds

35.

Read the word red36.Write the word red37.Recall facts anddetails from alistening selection

38.

Associate /h/ with theletter h

39.

Distinguish between/h/ and other initialsounds

40.

Create sentences tocommunicate wordmeaning

41.

Identify the beginninguppercase letter andend punctuation markof a sentence

42.

Repeat sentenceswith appropriateexpression asindicated by the endpunctuation mark

43.

Choose the picturethat matches asentence

44.

Define the term discussion

45.

Identify the speakingand listening skills fordiscussions

46.

Associate /d/ with theletter d

47.

Distinguish /d/ fromother initial sounds

48.

Associate the letters qu with /kw/

23.

Draw a conclusionbased on facts

24.

Retell the events ofa listening storyaccording to thebeginning, middle,and end

25.

Distinguish helpfulstatements fromhurtful statements

26.

Apply listening skillsto a classroomdiscussion

27.

Recall facts from aninformational textlistening selection

28.

Distinguish betweeninitial, medial, andfinal sounds

29.

Apply phonics andEnglish skills presentin Lessons 1-25

30.

mug, rugW31a-W31c: beg, peg, leg28.W32a-W32d: Tim, him, dim, Jim29.W33a-W33g: tent, sent, went, dent,bent, rent, vent

30.

W34a-W34c: am, ham, jam31.W35a-W35c: nod, God, rod32.W36a-W36d: sock, dock, lock, rock33.W37a-W37d: top, hop, pop, mop34.W38a-W38b: Tom, mom35.W39a-W39e: not, hot, dot, lot, got36.W40a-W40f: nest, west, best, pest,rest, vest

37.

W41a-W41d: past, cast, last, fast38.W42a-W42e: dust, gust, must, rust,just

39.

W43a: list40.W44a-W44c: sift, lift, gift41.W45a-W45f: hump, dump, bump,lump, stump, jump

42.

W46a-W46d: hugg, puff, cuff, stuff43.W47a-W47c: six, mix, fix44.W48a-W48d: damp, camp, lamp,stamp

45.

W49a-W49c: ax, tax, wax46.W50a-W50c: ox, box, fox47.W51a-W51c: hiss, kiss, miss48.W52a-W52b: bass, pass49.W53a-W53b: less, mess50.Word Family Cards forreview, introducing words with p

51.

Word Family Cards for review,introducing words with m

52.

Word Family Cards for review,introducing words with v

53.

Word Family Cards for review,introducing words with f

54.

Word Family Cards for review,introducing words with j

55.

Word Family Cards for review,introducing words with y

56.

Word Family Cards for review,introducing words with z

57.

Phonics Song Chart 14: n5 .Phonics Characters: Mr. and Mrs. Short6 .Phonics Characters: Mr. and Mrs. Short,Uncle Short

7 .

Phonics Song Chart 23: w8.Phonics Song Chart 8: h9 .Phonics Song Chart 4: d10.Phonics Song Chart 5: ê11.Phonics Song Chart 2: b12.Phonics Song Chart 21: û13.Phonics Song Chart 16: p14.Phonics Song Chart 3: c15.Phonics Song Chart 11: k16.Phonics Song Chart 14: n17.Phonics Song Chart 12: l18.

for a student to read the word asyou point to it at the appropriateplace.Have students work with a friendand pair-share to identify morewords that rhyme with a lettercombination.Explain how Matthew 7:12 appliesto your life.Make up a sentence using thehigh-frequency word.Use a trade book to discuss themany colors, shapes, and sizes ofbooks. Explain that each book tellssomething special.Display and introduce the PhonicsCharacters Mr. and Mrs. Short.Sing the "Vowel Song."Discuss what phonograms and wordfamilies are.Practice being good listeners bylooking at the person speaking.Listen to the "Buddy's Balloon."Then answer comprehensionquestions.Explain what a discussion is.Discuss how you must also be agood listener in a discussion.Talk about word families andpractice making additional wordsfor a word family.Remind students that a goodspeaker must speak loudly andclearly and that good listeners donot interrupt the person speaking.Discuss how people in a discussionshould stay on topic.Identify what are nouns insentences.Listen to the story "The New TeamMember." Then ask comprehensionquestions.Read Luke 2:4. Identify the nounsin the Bible verse.Review nouns that name people.Have students give examples.Prepare a front-and-back PhonicsStorybook.Read "God's Rainbow." Studentswill identify the main idea.Use the Alphabet Cards to makedifferent words in a word family.Read sentences and identify thenoun in each sentence.Work with a partner and act outwords.Display a tic-tac-toe board. Writehigh-frequency words in each sport

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Apply speaking andlistening skills to aclass discussion

49.

Read the word brown50.Write the word brown51.Distinguish betweenstatements that followrules for classdiscussion and thosethat do not

52.

List the five vowels53.Associate /ê/ with theletter e

54.

Identify the mark(breve) that indicatesa short vowel sound

55.

Distinguish /ê/ fromother initial andmedial sounds

56.

Identify a noun thatnames a person

57.

Read the word orange58.Write the word orange59.Associate /b/ with theletter b

60.

Distinguish /b/ fromother initial sounds

61.

Identify a noun asnaming a person orplace

62.

Define the term mainidea

63.

Determine the mainidea from aninformational textlistening selection

64.

Associate /û/ with theletter u

65.

Identify /û/ as theinitial or medial sound

66.

Form words using /û/to fit the context of asentence

67.

Classify a noun as aperson, place, or thing

68.

Identify the uppercaseletter and endpunctuation mark of asentence

69.

Match color wordswith an item of thatcolor

70.

Associate /p/ with theletter p

71.

Identify /p/ as aninitial or final sound

72.

Distinguish /p/ fromother initial, medial,

73.

Phonics Song Chart 7: g19.Phonics Song Chart 13: m20.Phonics Song Chart 15: d21.Phonics Song Chart 19: s22.Phonics Song Chart 20: t23.Phonics Song Chart 18: r24.Phonics Song Chart 17: q25.Phonics Song Chart 22: v26.Phonics Song Chart 6: f27.Phonics Song Chart 10: j28.Phonics Song Chart 24: x29.Phonics Song Chart 25: y30.Phonics Song Chart 26: z31.

English 1 Charts Teaching Chart 2: Colors1.Color Word Card 1: Blue2.Color Word Card 2: Purple3.Color Word Card 3: Black4.Color Word Card 4: White5.Color Word Card 5: Green6.Color Word Card 6: Yellow7.Color Word Card 7: Red8.Color Ward Card 8: Brown9.Color Word Card 9: Orange10.Vowel Chart11.

6 .

High-Frequency Word Cards Card 55: I1.Card 51: here2.High-Frequency Word Cards for review3.Card 1: a4.Card 90: the5.Card 20: come6.Card 94: this7.Card 19: color8.Card 59: love9.Card 39: for10.Card 120: you11.Card 7: are12.Card 110: what13.Card 93: they14.Card 80: said15.Card 97: t o16.Card 23: do17.Card 62: mother18.Card 67: o f19.Card 68: off20.Card 102: want21.Card 70: one22.Card 36: father23.Card 121: your24.Card 11: brother25.Card 45: give26.Card 50: have27.Card 105: was28.Card 6: any29.Card 60: many30.

7 .

Teacher Resources: "Alphabet Song"1 .

8 .

in the board. Read a word and theteam can place an X or an O in thespace.Discuss the difference betweensingular and plural nouns.Display a caterpillar and then readfacts about caterpillar.Discuss the difference betweenfacts and an opinion.Read a story about Mr. and Mrs.Short and Uncle Short.Have students change a singularnoun to a plural noun.Show students how to take care ofthe American flag and showrespect. Discuss how men and boyswearing hats should remove themand hold them in their hands.Play patriotic music and havestudents discuss places they haveseen an American flag.Recite the Pledge of Allegiance.Discuss how you should speakclearly and look at the flag whenyou do that.Discuss how a good listener doesnot interrupt the speaker. Thenread the "Animal Color Story" aloudand practice being a good listener.Discuss different labels for nouns.Discuss the word message. Explainthat when we send and receivewords that tell thoughts, feelings,or ideas, we say that wecommunicate.Read the story "Hidden Animals"and then ask comprehensionquestions.Explain what the purpose is.Discuss how a label has a purposeand communicates a message.Conduct a labeling activity toreinforce the use and benefit oflabels. Help students understand what itmeans to be an effective speaker.Play tic-tac-toe to review wordfamilies.Give each student a marble andsee if they can identify the startingletter of the word.Use the marble to describe actionverbs.Discuss family members and familyreunions. Then read the "ShortFamily Reunion" story. Afterwards,ask the comprehension questions.Display a photo album or a photo

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and final soundsDecode words with /p/74.Distinguish a singularnoun from its pluralform with the suffix -s

75.

Form the plural of anoun by adding thesuffix -s

76.

Distinguish fact fromopinion based on aninformation textlistening selection

77.

Associate /k/ with theletters c, k , and ck

78.

Identify /k/ as aninitial or final sound

79.

Classify words intoword families

80.

Form words using /l/81.Explain how to treatthe American flagrespectfully

82.

Associate /â/ with theletter a

83.

Identify /â/ as aninitial or medial sound

84.

Decode words with /â/85.Choose a singular orplural noun tocomplete a sentence

86.

Show respect for theAmerican flag whilereciting the Pledge ofAllegiance

87.

Identify the consonantblend /nd/

88.

Distinguish between/n/, /d/, and /nd/

89.

Write the plural formof a given noun

90.

Identify the pluralnoun in a sentence

91.


92.

Associate /l/ with theletter l and the doubleletters l l

93.

Distinguish /l/ fromother initial and finalsounds

94.

Identify /l/ as an initialor final sound

95.

Identify examples oflabels

96.

Recall that the abilityto use languagecomes from God

97.

"Phonics Song 1"2 ."Vowel Song"3 .Alphabet Cards4.Instructional Aid 1: Ten Brown Hens5.Instructional Aid 2: Rainbow WordFamilies

6.

Instructional Aid 3: Rainbow Word Mat7.Instructional Aid 4: Color Splash8.Instructional Aid 5: Caterpillar9.Instructional Aid 6: American Flag ( twocopies)

10.

Instructional Aid 7: Bonus Letter Bursts(l l)

11.

Instructional Aid 8: Gopher Word Mat fordisplay and for each student

12.

Instructional Aid 9: Game of Marbles13.Instructional Aid 10: Silly Sock Word Matfor display and for each pair of students

14.

Instructional Aid 11: Stop Sign Word Matfor display and for each student

15.

Instructional Aid 13: Baby Birds' ReadingLesson for each pair of students

16.

Instructional Aid 14: Crayon Box Pictures17.Instructional Aid 15: Sentence OrderWord Cards

18.

Instructional Aid 16: Gifts19.Instructional Aid 17: Ball Word Mat fordisplay and for each student

20.

Instructional Aid 18: Plural Nouns21.Phonics Storybook 2: Beds (TeacherToolsOnline.com)

22.

Phonics Storybook 3: Beck and Pip(TeacherToolsOnline.com)

23.

Phonics Storybook 4: Pat's Cat(TeacherToolsOnline.com)

24.

Phonics Storybook 5: Peg's Wig(TeacherToolsOnline.com)

25.

Phonics Storybook 6: Kim's Socks(TeacherToolsOnline.com)

26.

Phonics Storybook 7: Nell Sits(TeacherToolsOnline.com)

27.

Phonics Storybook 8: Tim's Gift(TeacherToolsOnline.com)

28.

Unit 1 Test29.Materials & Preparation

PreCursive Handwriting Wall Charts1 .Handwriting lines for display2 .Collect objects, some beginning with theletter t

3.

A black-and-white object4 .A green object5 .Handwriting lines for display6 .An empty tin can holding a pencil7 .Cut apart the Word Family Cards andfile them in numerical order in a storagecontainer; pull the cards as they arecalled for and refile them.

8 .

A grade-appropriate trade book with the9.

9 .

collage. Discuss the vocabularywords caption and audience. Readthe captions under the photos.Display a picture of Garrett Morgan.Then read the story "The TrafficSignal." Answer comprehensionquestions after reading the story.Look at nonfiction books and readthe captions of the pictures in thebooks. Determine who the audienceis for the book.Discuss why birds build nests. Lookat several photos of birds' nests.Discuss the materials used to makethe displayed nests or one of thenests.Practice reading aloud and usingexpressions.Display a pack of crayons. Countthe crayons. Then match thecrayon to the word of the color.Discus how groups of words can beput together in a special way tomake a sentence. Discuss what isnecessary for a sentence - capitalletter at the beginning, punctuationat the end, etc.Discuss what vegetables can growon a vine.Have students use cards to build asentence.Read the story "The BestGift." Then answer thecomprehension questions about thestory.Discuss what an audience is.Read the story "Racing at Home."Answer the comprehensionquestions afterwards.Create a chart with column labels:person, place, thing. Then come upwith examples that can be placedin each of the columns.Read the story "Struggle to Juggle."Then answer comprehensionquestions.Discuss the difference betweennouns and verbs. Have studentspick items out of a box and writesentences using the nouns.Discuss traits of a good listener.Than pull out a toolbox and discusswhat might be in your dad'stoolbox.Have students draw different actionverbs and then act them out andhave the other team guess.Read the story about Yaks and

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Identify speaking andlistening as examplesof communication

98.

Identify writing andreading as examplesof communication

99.

Identify examples oflistening andspeaking ascommunication from alistening selection

100.

Associate the letter g with its hard sound /g/

101.

Distinguish /g/ fromother initial sounds

102.

Decode words with /g/103.Identify the purposeof a label

104.

Draw an illustrationand label it with anappropriate noun

105.

Distinguish betweeneffective andineffective volume forspeaking

106.

Identify the consonantblend /nt/

107.

Distinguish /nt/ fromother final sounds

108.

Identify examples ofthe use of actionverbs in the Bible

109.

Identify a noun asnaming a person or athing

110.

Identify the actionverb in a sentence

111.

Distinguish betweenineffective andeffective eye contactwith the audience

112.

Associate /m/ with theletter m

113.

Distinguish /m/ fromother initial sounds

114.

Decode words with /m/115.Explain what anaction verb tells

116.

Identify the five vowels117.Associate /ô/ with theletter o

118.

Distinguish /ô/ fromother medial vowelsounds

119.

Decode words with /ô/120.Identify the audienceand purpose for acaption

121.

title, author, and illustrator given on thecoverPictures of objects beginning with short i, n, s, and t

10.

A yellow container for the pictures11.Object that begins with h12.A red balloon13.Word family containers displaying _it, _in, _is, _id

14.

Another container for the Word FamilyCards

15.

Colored paper baseballs to match theeight color words

16.

3 tic-tac-toe grids for display17.5 Xs and 5 Os18.2 pencils19.3 large safety pins20.A picture of a caterpillar common toyour area

21.

Prepare 3 caterpillar heads and 7 bodycircles from Instructional Aid 5; write _eck, _ick, and _uck on the heads andwrite deck, peck, kick, sick, tuck, duck,and buck on the bodies

22.

2 pens23.An American flag to display24.2 flagpoles drawn for display25.A recording of a patriotic song26.2 drinking cups27.Word family endings _it, _ed, _ip, _ick, _and, _id, and _et written for display

28.

A stuffed animal that would becamouflaged in the wild

29.

A can of fruit and a box of cereal withsimple labels that can be read easily

30.

3 tokens for display and for each student31.A grocery store flier that includes grapes32.A tic-tac-toe grid for display33.A marble34.Make three circles on the floor for themarble game; label the circles m a t, dug,and man.

35.

A photo album or photo collage of yourstudents with captions

36.

2 pairs of silly socks, one for a boy andone for a girl

37.

A photo of Garrett Morgan38.A photo of Morgan's traffic signal39.Nonfiction books that have captions forphotos and/or illustrations

40.

A bird's nest or photos of nests41.Nine crayons matching the Color WordCards

42.

An early-childhood puzzle with all buttwo or three pieces in place

43.

The box for the puzzle44.Cut apart and laminate the SentencePuzzle Cards for use throughout the year

45.

Zebra. Answer the comprehensionquestions.Look at pictures and determine ifthere is one or more than oneobject. Then determine if the nounis singular or plural.Play the game "Alphabet Land."Have kids tell what they arebringing and go through thealphabet. Make words from cereal letters andthen share the word with the class.Write sentences for display.Distribute a copy of the test to eachstudents and administer the test.Read directions from each section.

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Select an action verbto complete a caption

122.

Recall facts anddetails from aninformational textlistening selection

123.

Associate the letters st with /st/

124.

Distinguish /st/ fromother initial sounds

125.

Form words usinginitial /st/

126.

Decode words withinitial /st/

127.

Identify the purposeand audience for acaption

128.

Create an originalcaption for an originalil lustration

129.

Distinguish the initial/st/ from the final /st/

130.

Form words using /st/131.Decode words with /st/132.Analyze words withshort vowels

133.

Identify four featuresof a sentence:uppercase letter,spaces, endpunctuation mark,complete thought

134.

Rewrite a sentencewith an uppercaseletter, appropriatespacing betweenwords, and a period

135.

Read the color words136.Recall facts from abiblical text

137.

Identify applicationsof the verse

138.

Associate /r/ with theletter r

139.

Distinguish /r/ fromother initial and finalsounds

140.

Form words using /r/141.Associate the letters qu with /kw/

142.

Distinguish /kw/ from/k/

143.

Associate the letter vwith /v/

144.

Distinguish /v/ fromother initial, medial,and final sounds

145.

Form words using /v/146.

A vine (potted, cut, or uprooted)46.Photos or video of vegetables that growon a vine (pumpkins, cucumbers,zucchini, pole beans), or time-lapsevideo showing the growth of a vine

47.

A tray of vegetables for students to eat48.Write each word of the followingsentence on a separate card for display:"Dad wants a van."; include the periodwith van.

49.

Cut apart the word cards fromInstructional Aid 15, grouping the cardsby sentence

50.

A gift bag51.Prepare 10 gift word cards fromInstructional Aid 16 and write thefollowing words on them: fan, fin, pen,pup, duck, sled, cap, bell, rock,bun; place the word cards in the gift bag

52.

A racetrack with starting and finish linesfor display

53.

2 game pieces to move along the track54.A soft foam ball or beanbag55.A box containing objects such as a cup,hat, ball, and book

56.

A toolbox with tools such as a hammer,screwdriver, and wrench

57.

Video about how cardboard boxes aremade

58.

Map of the world or a globe59.Picture of a yak60.Picture of a zebra61.Alphabet cereal in a large bowl with aspoon

62.

Large paper towel for each student63.

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Create rhyming words147.Arrange a group ofwords in sentenceorder

148.

Identify four featuresof a sentence

149.

Self-assess a sentencefor capitalization,spacing, endpunctuation, andcomplete thought

150.

Draw a conclusionbased on facts

151.

Identify clues in alistening selection

152.

Identify howthankfulness wascommunicated

153.

Associate /f/ with theletter f and the doubleletters f f

154.

Distinguish g f romother initial sounds

155.

Associate /ft/ with theletters f t

156.

Build word families157.Decode words with /f/158.Identify the purposeand audience of amessage

159.

Retell the events of alistening storyaccording to thebeginning, middle,and end

160.

Distinguish betweenthe consonant sounds

161.

Distinguish betweenthe vowel sounds

162.

Explain what a nounnames

163.

Form plural nouns byadding the suffix -s

164.

Distinguish helpfulstatements fromhurtful statements

165.

Associate /j/ with theletter j

166.

Distinguish /j/ fromother initial sounds

167.

Decode words with/mp/

168.

Use a noun and a verbto write a caption fora picture

169.

Apply listening skillsto a class discussion

170.

Associate /ks/ with171.

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the letter xDistinguish /ks/ fromother final sounds

172.

Decode words with /ks/173.Associate /s/ with thedouble letters ss

174.

Use an action verb ina sentence

175.

Recall facts from aninformational textlistening selection

176.

Associate /y/ with theletter y

177.

Associate /z/ with theletter z and thedouble letter zz

178.

Distinguish /y/ from /z/179.Decode words with /y/180.Decode words with /z/181.Distinguish a singularnoun from its pluralform with the suffix -es

182.

Distinguish betweeninitial, medial, andfinal sounds

183.

Apply phonics andEnglish skills presentin Lessons 1-25

184.

Unit 2:I Listent oWords

(updated7/2/19)

Students wil l :Identify an example ofeach of the fourlanguage skills

1 .

Explain that goodlistening is hearingand obeying

2.

Distinguish hearingand obeying fromhearing anddisobeying

3.

Distinguish betweenthe short vowel sounds

4.

Decode words withshort vowel sounds

5.


6.

Identify facts from aninformational listeningselection

7.

Distinguish betweenthe final blends l d, l f, l k, l p, and l t

8.

Construct words withblends

9.

Classify words withand without blends

10.

Write the plural formof a noun ending in ss

11.

I Listen to Words:Identify an exampleof each of the fourlanguage skills

1 .

Identify facts froman informationallistening selection

2.

Distinguish betweenthe final blends c t, p t, and x t

3.


4.

Distinguish betweenthe initial blends b r, c r, d r, f r, g r, p r, and t r

5.

Apply good viewinghabits

6 .

Recall facts from alistening selection

7.

Associate /sh/ withthe letter sh

8.

Dramatize wordsand actions from apoem as modeled

9.

Identify /ch/ in alistening selection

10.

Distinguish /ng/ from11.


Chart 5: I Listen to Words1.Chart 6: Two Builders, Two Choices2.Chart 7: Suffixes3.

4 .

Phonics Charts Phonics Song Chart 1: â1 .Phonics Song Chart 2: b2 .Phonics Song Chart 3: c3 .Phonics Song Chart 4: d4 .Phonics Song Chart 5: ê5 .Phonics Song Chart 9: î6 .Phonics Song Chart 12: l7 .Phonics Song Chart 13: m8.Phonics Song Chart 14: n9 .Phonics Song Chart 15: ô10.Phonics Song Chart 16: p11.Phonics Song Chart 19: s12.Phonics Song Chart 20: t13.Phonics Song Chart 21: û14.Phonics Song Chart 24: x15.Phonics Song Chart 27: sh16.Phonics Song Chart 28: ch17.Phonics Song Chart 29: th18.Phonics Song Chart 30: wh19.Phonics Song Chart 31: ng20.Word Family Cards: 21.

5 .

Bible Topics:God expects eachChristian to be a wiselistener who hearsGod's words andobeys.

1 .

Bible Methods:Discuss how peoplein Bible timesbuilt their housesusing bricks or largestones. Tell the storyabout the twobuilders.

1 .

Sing "The Wise ManBuilt His House uponthe Rock."

2 .

Discuss that Goduses sentences in theBible.

3 .

Explain that Jesustold Simon to go intodeep waters and lethis net down. ReadLuke 5:5. Discusshow because Simonlistened to Jesus, Godblessed him.

4 .

Read Deuteronomy5.

Write the display words and discusshow we are learning God's word.Talk about the story Jesus told ofthe two builders.Read the three stories in Lesson 1.Look at the Phonics Song Chartsand sing the "Phonics Song 1."Divide the class into two groups.Ask students to match the vowelsound to the word that you say.Review short-vowel word familieswith the cards.Display and read aloudHigh-Frequency Word Cards. Havestudents say the word, spell italoud, and say it again.Complete Worktext pages.Read the story "Penguins inAntarctica."Discuss words with blends. Singverses on the Phonics Song Charts.Sing the "Blending Time" song.Discuss how to make words pluralby adding -s and -es.Use Pip and Puck and have kidsread a word and then pass thestuffed penguin to the next personin their line.Review the sentence with the

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of a noun ending in ss or x , using the suffix -esDistinguish betweenthe final blends c t, p t,and x t

12.

Recall that God usessentences in the Bible

13.

Identify four featuresof a sentence

14.

Rewrite a sentencewith an upper caseletter and period

15.


16.

Distinguish betweeninitial blends b l, cl, f l, g l, and p l

17.

Construct words withinitial l blends

18.

Identify the one mainidea in a sentence

19.

Identify a detail in asentence

20.

Distinguish betweenthe initial blends b r, c r, d r, f r, g r, p r, and t r

21.

Distinguish betweenthe various initialblends

22.

Decode words withblends

23.

Construct words withinitial blends

24.

Determine whether agroup of words tells acomplete thought

25.

Identify a sentence26.Apply good viewinghabits

27.

Distinguish betweenthe initial and final s blends

28.

Identify a completethought

29.

Arrange a group ofwords in sentenceorder

30.

Self-assess a sentencefor capitalization,spacing, punctuation,and complete thought

31.

Recall facts from alistening selection

32.

Decode words with s blends

33.

Construct words with34.

Distinguish /ng/ fromother final sounds

11.


12.

Recall details frompoetry listeningselection

13.

Formulate anintroduction

14.


15.

Summarize factsand details from alistening selection inchronological order

16.

Explain that welisten to obey

17.

Identify ways toapply obedience toparents

18.

Identify le as /el/ atthe end of a word

19.


20.

Identify the animalfrom a riddle

21.

Apply good listeningskills

22.

Identify facts from alistening selection

23.

Identify initial sounds24.Apply phonics andEnglish skills presentin Lessons 1-49

25.

Word Family Cards: W2a-W2i: in, tin, sin, win, bin, pin,fin, skin, thin

1 .

W5a-W5h: set, net, wet, pet, let, get,met, vet, jet, yet

2 .

W6a-W6h: ten, hen, den, Ben, pen,Ken, men, when

3.

W7a-W7g: Ted, wed, bed, led, red,fed, shed

4.

W10a-10d: nut, hut, but, shut5 .W14a-W14l: tip, sip, nip, hip, dip, lip,zip, grip, skip, slip, ship, chip

6 .

W15a-W15j: tick, sick, wick, pick,kick, lick, stick, quick, chick, thick

7 .

W16e-W16f: stuck, truck8 .W26a-W26g: tell, sell, well, bell, fell,yell, shell

9 .

W27a-W27k: will, hill, pill, kill, gill,mill, still, quill, fill, skill, chill

10.

W28a-W28e: wig, dig, big, pig, fig11.W29a-W29d: tag, wag, bag, zag12.W30a-W30g: tug, hug, dug, bug,mug, rug, jug

13.

W33h: spent14.W37a-W37g: top, hop, pop, mop,stop, drop, chop

15.

W39a-W39h: not, hot, dot, lot, got,trot, spot, shot

16.

W44a-W44d: sift, lift, gift, shift17.W45a-W45f: hump, dump, bump,lump, stump, jump

18.

W48d: stamp19.W50a-W50c: ox, box, fox20.W51a-W51c: hiss, kiss, miss21.W53a-W53c: less, mess, dress22.W54a-W54b: wept, kept23.W55a-W55b: belt, melt24.W56a-W56c: ask, task, mask25.W57a-W57c: wish, dish, fish26.W58a-W58e: dash, cash, crash,trash, splash

27.

W59a-W59b: such, much28.W60a-W60c: inch, pinch, clinch29.W61a-W61c: bunch, lunch, crunch30.W62a-W62e: sang, hang, bang, rang,sprang

31.

W63a-W63c: sung, hung, rung32.W64a-W64f: sing, wing, king, bring,spring, thing

33.

W65a-W65e: ink, sink, blink, drink,th ink

34.

W67a-W67f: tank, sank, bank, plank,drank, thank

35.

Cards without blends (8-10 cards)36.Cards with blends: nd, nt, st, mp(8-10 cards)

37.

21.

Phonics Characters: Mr. and Mrs. Short,Uncle Short, Alley Cat -er, Alley Cat -est,

22.

Read Deuteronomy5:1. Understand thatMoses wanted peopleto listen to thewords that wereGod's words. Theyneeded to obey thewords that theylistened to.

5 .

Read Deuteronomy5:16a. Guidestudents tounderstand thatthese words areGod's words.Students honor theirparents by obeyingthem.

6 .

Read Genesis 1:1 andLuke 2:52 anddiscuss the propernouns in the Bibleverse.

7 .

Review the sentence with theSentence Puzzle Cards. Guidestudents to arrange their cards inthe correct order.Read "Pip's Flying Lesson." Thenanswer the comprehensionquestions.Play tic-tac-toe with the highfrequency words.Discuss how to make a sentenceclearer and more interesting.View a video of penguins keepingthe eggs warm.Have students stand in a circle.Then put penguin eggs in thecenter. Have a student read theword and then rescue the egg.Continue until all the eggs are gone.Display a toy dog. Have studentstalk about their dogs. Then write asentence and have students discussthe message of the sentence.Discuss good viewing habits.Watch the video of penguins.Discuss what they learned from thevideo.Sing the "Alphabet Song."Practice finding letters on theHandwriting Wall.Take two Alphabet Cards and blendthe sounds.Demonstrate making a mask withyour index fingers and thumbs.Make a mask every time they hear/sk/ at the end of a word.Play the Penguin game. UseInstructional Aid 23. Read all of thewords.Write a sentence on the board.Have students give a smiley-facecheck if the group of words is asentence. Read "Pip's Little Friend." Thenanswer comprehension questions.Hold up two Alphabet Cards andhave students determine what theword is.Display a polar bear photo. Discussif they have ever seen a polar bear.Point to the Arctic Ocean andAntarctic on the globe or map.Discuss how these places are bothcold and snowy. Discuss that polarbears live there.Act out a poem as it is read outloud.Discuss how many syllables a wordhas. Practice clapping your hands

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initial s blendsDistinguish betweenthree-letter s blends

35.

Use the action verbwith the suffix -swhen the noun in thesubject part is singular

36.

Use the action verb'sbase word when thenoun in the subjectpart is plural

37.

Choose thepresent-tense verbthat completes asentence

38.

Associate /sh/ withthe letters sh

39.

Identify /sh/ as aninitial, medial, or finalsound

40.

Decide words withinitial and final /sh/

41.

Use the suffix -es foran action verb endingwith sh

42.

Choose the suffix -sor -es for a givenaction verb

43.

Dramatize words andactions from a poemas modeled

44.

Distinguish /sh/ fromother final sounds

45.

Create words using/sh/

46.

Count the number ofsyllables in a word

47.

Conclude that thesuffix -es adds asyllable to the baseword

48.

Identify /ch/ in alistening selection

49.

Distinguish /ch/ from/sh/

50.

Distinguish /nch/ fromother final sounds

51.

Decode words withinitial /ch/ and final /ch/

52.

Build words53.Define compoundword

54.

Construct a compoundword from two givenbase words

55.

Distinguish /ng/ fromother final sounds

56.

Decode words with57.

Alley Cat -ed, Alley Cat -ingEnglish 1 Charts

Teaching Chart 4: My Sentence MakesMe Smile

1.

Color Word Card 1: Blue2.Sentence Puzzle Cards3.Vowel Chart4 .

6 .

High-Frequency Word Cards Card 74: picture1.Card 75: pretty2.Card 42: f rom3.Card 8: away4.Card 100: two5.Card 78: pu t6.Card 112: who7.Card 84: some8.Card 108: water9.Card 64: music10.Card 92: there11.Card 51: hear12.Card 34: eyes13.Card 27: door14.Card 38: f loor15.Card 10: Bible16.Card 73: people17.Card 69: once18.Card 24: does19.Card 61: money20.Card 109: were 21.Card 58: l ive22.Card 85: something23.Card 52: heard24.Card 81: school25.High-Frequency Word Cards for review26.

7 .

Teacher Resources: "Phonics Song 1"1 ."Phonics Song 2"2 ."Vowel Song"3 .Alphabet Cards 4 .Instructional Aid 19: Penguins5.Instructional Aid 20: Icebergs6.Instructional Aid 21: Iceberg BlendsWord Mat for display and for eachstudent or pair of students

7 .

Instructional Aid 22: Penguin Eggs8.Instructional Aid 23: Words with s Blends for four groups of students

9 .

Instructional Aid 24: Action Verbs withSuffixes

10.

Instructional Aid 25: Ash the Polar BearPuzzle

11.

Instructional Aid 26: Fish12.Instructional Aid 27: Panda Bears with n g13.Instructional Aid 28: Three Bears with w h14.Instructional Aid 29: Building a Sentence15.Instructional Aid 31: Journal Paper16.Phonics Storybook 9: Camp(TeacherToolsOnline.com)

17.

8 .

to determine the number ofsyllables a word has.Display a honeycomb. Then read"The Honey Hunt." Answer thecomprehension questions after it.Bring two word cards together tomake a compound word. Havestudents read the new word.Display pictures of pandas anddiscuss characteristics. Thendisplay the picture of bamboo anddiscuss where it is grown and howpandas eat it.Sing the "Phonics Song 2" and lookat different Phonics Charts.Practice identifying the two basewords in a compound word.Watch a video about pandas. Thenhave students state one thing thatthey learned from the video.Discuss traits of a good listener.Then tell the story of Jesus andSimon fishing. Discuss how becauseSimon listened to Jesus, Godblessed him.Create a sentence and then removeparts of it. Have the studentsidentify what is missing and label it.Read the story "The Thing JohnSaw." Have students recall detailsfrom this poem. Answercomprehension questions at theend of reading it.Use word cards and create asentence. Review the differentrequirements to having a completesentence.Invite students to introduce theirteddy bear or other stuffed animalto the class or to their partner.Use Mr. and Mrs. Short and UncleShort to identify parts of a word.Use the suffix -es for an action verbending with ss, s, or zz.Discuss how to determine if a nounis singular or plural.Listen to the selection "A DifferentDog." Then discuss different partsof the story. Answer comprehensionquestions afterward.Review consonant digraphs with thewords written on the board. Thenask volunteers to underline the twoletters that make a special sound.Read "Uncle Short's AnimalShelter." Have students identifyconsonant or vower as you point toa letter. Have them determine the

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final /ng/ Build word families58.Identify the two basewords in a compoundword

59.

Construct compoundwords from two basewords

60.

Identify the number ofsyllables in acompound word

61.

Identify the use oflistening skills tofollow directions

62.

Distinguish /ng/ fromother medial and finalsounds

63.

Distinguish /ng/ from/ngk/

64.

Decode words with/ngk/

65.

Create nonsensewords

66.

Identify the two partsof a sentence

67.

Choose the namingpart that completes asentence

68.

Recall details from apoetry listeningselection

69.

Distinguish betweeninitial, medial, andfinal /th/

70.

Decode words with /th/71.Choose the actionpart that completes asentence

72.

Formulate anintroduction

73.

Distinguish /hw/ from/th/

74.

Decode words with/hw/

75.

Use the suffix -es foran action verb endingwith ss, x , or zz

76.

Determine whether anoun is singular orplural

77.

Choose the actionverb that completes asentence

78.

Identify consonantdigraphs within words

79.

Distinguish betweenconsonant digraphs

80.

Identify the VC81.

Phonics Storybook 10: The Fastest Fox(TeacherToolsOnline.com)

18.

Phonics Storybook 11: In the Bed(TeacherToolsOnline.com)

19.

Phonics Storybook 12: Grandma Sat(TeacherToolsOnline.com)

20.

Phonics Storybook 13: Chad's Lunch(TeacherToolsOnline.com)

21.

Phonics Storybook 14: The King's Men(TeacherToolsOnline.com)

22.

Phonics Storybook 15: Thunder (TeacherToolsOnline.com)

23.

Phonics Storybook 16: Winning (TeacherToolsOnline.com)

24.

Phonics Storybook 17: The Ranch (TeacherToolsOnline.com)

25.


A visual and recording of the song "TheWise Man Built His House upon the Rock"

1 .

A map or globe2.Pictures of an emperor penguin, anAdélie penguin, and an iceberg

3.

Iceberg blends l d, l f, l k, l p, and l t4.2 stuffed penguins 5 .16 icebergs prepared from InstructionalAid 20 with one of the following lettersand words written on each iceberg

6.

3 tic-tac-toe grids for display7 .5 Xs and 5 Os8.A video of penguins keeping eggs warm9.A softball or other small ball10.5 penguin eggs prepared fromInstructional Aid 22 with an l blendwritten on each egg

11.

A toy dog12.A video of penguins moving on land andswimming in the water

13.

Words written for display: slick, snug,skin, spot, sled, swim, task

14.

The set of three-letter s blends AlphabetCards from Lesson 36

15.

Word family endings written verticallyfor display: _ap, _at, _ess, _int, _ip, _it,_ub, _um

16.

A globe or a map to locate the Arctic17.Pictures of polar bears18.Word family endings written horizontallyfor display: _ed, _ell, _ift, _ip, _ot, _ut

19.

6 fish word cards prepared fromInstructional Aid 26: shed, shut, ship,shell, shot, shift

20.

A bucket or basket for the fish wordcards

21.

A picture of a honeycomb22.6 word cards: back, pack, hand, shake,egg, shell

23.

A backpack for holding the word cards24.

9 .

number of syllables by clapping outa word you point out.Use the Alley Cat -er and -est t ocombine to another word.Read "Buddy's Bath" and take turnsretelling the story afterward.Add the endings -ed and -ing todifferent words. Read Deuteronomy 5:1. Explain thereason that the people should havelistened to God's Word.Read Deuteronomy 5:16a. Guidestudents to understand that thesewords are God's words. Studentshonor their parents by obeyingthem.Have students read a sentencealoud. Then review features of asentence.Display a picture of a bald eagleand explain that this is anotheranimal that God created. It is also asymbol of the United States.Discuss characteristics of a baldeagle.Put a dot between syllables in aword. Discuss how putting a dot inbetween letters in a word breaks itinto syllables.Identify the naming part and theaction part of an original sentence.Compose a sentence and thenself-assess if it has all of thecharacteristics of a sentence.Have students draw a simple sketchof themselves. What word will youuse when describing your drawing?Then choose a word for yourpictures. Brainstorm a list ofpresent-tense verbs that you maywant to use.Show the video of the bald eagle.Have students discuss what thingsthey saw in this video.Use your sketch of you and add twoadditional details, maybe the placethat this will take place. Fill in thenaming part and write an actionverb.Practice writing sentences onhandwriting lines.Make a final copy of yourillustration and sentences.Play the guessing game with riddlesand try to determine what animalyou are talking about.Review nouns and discuss the Bibleas a noun.

of 41


pattern in wordsConstruct words withthe suffixes -er and-est

82.

Identify the base wordwithin a word thatcontains a suffix

83.

Decode words with -erand -est

84.

Constructcomparative andsuperlative forms ofadjectives

85.

Use the suffix -es foran action verb endingwith sh, ss, x , or zz

86.

Summarize facts anddetails from alistening selection inchronological order

87.

Distinguish thedigraph /th/ fromother consonantsounds

88.

Construct words withthe suffixes -ed and -ing

89.

Decode words withthe suffixes -ed and -ing

90.

Determine the correctword for a contextsentence

91.

Explain that we listento obey

92.

Distinguish a digraphfrom other initial,medial, and finalsounds

93.

Compose a namingpart for a sentence

94.

Add a detail to asentence

95.

Identify ways to applyobedience to parents

96.

Determine the needfor a doubledconsonant before asuffix

97.

Identify the namingpart and action part ofa sentence

98.

Compose an actionpart of a sentence

99.

Write a sentence100.Decode words endingin le

101.

Plan the naming part102.

Several pictures of pandas25.A picture of bamboo26.Video about pandas27.3 colored squares with th written oneach

28.

Pictures of a pin, a ring, a sink, a piggybank, and a stick

29.

A toy hoop or a circle on the floor foreach group of five students

30.

A set of 5 word cards for each group offive students: trotted, skidded, petting,patted, running

31.

7 word cards: pet, rest, trot, plod, lift,hunt, pant

32.

A stuffed animal33.Draw a T-chart for display with Mr. andMrs. Short over one column and Mr. andMrs. Short with Uncle Short over thesecond column

34.

A picture of a bald eagle35.A box36.A Bible37.Genesis 1:1 and Luke 2:52 for display38.An example of a personal or prayerjournal

39.

A video of a pond habitat (or otherhabitat of your choosing)

40.

Pictures of animals mentioned in thepoem "The Bear": kangaroo, buffalo,monkey, bear, whale, hippopotamus,lion, tiger, panther, leopard, camel, andalligator

41.

The brainstorming list of interestingwords from Lesson 52

42.

A container for Word Family Cards43.A container for High-Frequency WordCards

44.

A discard container45.

Read Genesis 1:1 and Luke 2:52and discuss the proper nouns in theBible verse.Read "A Day at the Pond." Discusswhat a journal entry is. Answer thecomprehension questions after thereading.Show a video on pond habitat. Thenbrainstorm a list of animals andother things that you noticed in thevideo. Draw on your illustrationanimals and the surroundings.Read the poem "The Bear." Answerthe comprehension questions.Discuss the animals that are listedin the poem. Show photos of theseanimals as you discuss them.Show photos in printed sources,such as magazines. Identify apicture representing a short vowel.Direct pairs of students to tell eachother a sentence about the animalin their illustration. Use an actionword to tell what the animal isdoing. Then write a sentence aboutthe animal.Lead an activity to discuss howanimals move. Distribute a copy of the test to eachstudent and administer the Unit 2Test. Read aloud the directions foreach section.

of 41


and action part of anoriginal sentenceCompose an originalsentence, including adetail

103.

Recognize that le words have twosyllables

104.

Identify le as /el/ atthe end of a word

105.

Write an originalsentence, including adetail

106.

Identify the animalfrom a riddle

107.

Identify the suffix -edas /t/

108.

Decode words usingthe suffix -ed as /t/

109.

Identify Bible, Jesus,and God as propernouns

110.

Rewrite a sentence,adding the uppercaseletter and the period

111.

Capitalize the propernoun Bible in asentence

112.

Identify a reason forjournaling

113.

Distinguish the suffix-ed as /ed/ from -edas /t/ or /d/

114.

Decode words usingthe suffix -ed

115.

Identify the base wordin words containingthe suffix -ed

116.

Illustrate items from anature scene

117.

Identify facts from alistening selection

118.

Distinguish among theshort vowel sounds

119.

Classify words byword family

120.

Explain that onepurpose of journalingis to record specificinformation

121.

Write an originalsentence to completea journal entry

122.

Identify initial sounds123.Identify medial sounds124.Identify final sounds125.Comprehend sentencemeaning

126.

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Rewrite a sentencewith correctcapitalization andpunctuation

127.

Self-assess thesentence

128.

Apply phonics andEnglish skillspresented in Lessons1-49

129.



Quarter 2

Unit 3:I SpeakWords

(updated7/2/19)

Students wil l :Determine whether achild in a givenscenario is speakingGod's way

1.

Distinguish betweenshort vowel sounds

2.

Decode words withshort vowel sounds

3.

Distinguish betweenlong vowel sounds

4.


5.

Associate /ã/ with theletter a

6.

Distinguish /ã/ from /â/7 .Decode words from /ã/8 .Construct wordswith /ã/

9 .

Build word families10.Classify words byword family

11.

Identify the two basewords in a compoundword

12.

Construct compoundwords from two basewords

13.

Identify the number ofsyllables in acompound word

14.

Associate /î/ with theletter i

15.

Distinguish /î/ from /í/16.Decode words withthe /î/

17.

Construct wordswith /î/

18.

Identify the name of aperson as a proper

19.

I Speak Words:Determine whethera child in a givenscenario is speakingGod's way

1.

Identify the basewords in acompound word

2.

Identify the name ofa person as a propernoun

3.


4 .

Identify an alternatemeans of reading forthose who cannotsee

5.

Identify waystechnology can beused to help theblind

6.

Recall that a verbcan tell an actionthat happens now

7.

Identify long vowelwithin a word

8.

Identify the short- orlong-vowel patternwithin a word

9.

Explain thedifference betweenpresent-tense andpast-tense verbs

10.

Use sign languageto communicateselected letters orwords

11.

Identify the topic ofa paragraph

12.

Tell how the bicycle13.


Chart 3: Sentences1.Chart 7: Suffixes2.Chart 8: I Speak Words3.Chart 9: â4 .Chart 14: Writing Process5.Chart 10: ê6 .Chart 11: î7 .Chart 12: ô8 .Chart 13: ü9 .Chart 15: Syllables with le10.Chart 16: Hard c /k/11.Chart 17: Soft c /s/12.

4 .

Phonics Charts Phonics Song Chart 1: ã1 .Phonics Song Chart 3: c2 .Phonics Song Chart 5: ë3 .Phonics Song Chart 9: ï4 .Phonics Song Chart 15: õ5 .Phonics Song Chart 21: û6 .Phonics Song Chart 27: sh7 .Phonics Song Chart 28: ch8 .Phonics Song Chart 32: â9 .Phonics Song Chart 33: ê10.Phonics Song Chart 34: î11.Phonics Song Chart 35: ô12.Phonics Song Chart 36: û13.Word Family Cards:

W14h-W14l: grip, skip, slip, ship, chip1 .W66a-W66c: cane, lane, plane2.W68a-W68f: ate, hate, late, gate,state, plate

3 .

W69a-W69c: ape, cape, grape4.W70a-W70c: name, came, game5.W71a-W71h: take, bake, cake, late,make, rake, flake, shake

6.

W72a-W72c: sale, male, stale7 .

14.

5 .

Bible Topics:Christians depend onGod's help to learn tothink and speakwisely.

1 .

In Matthew 15:10-11,17-20, Jesus taughtthat what comes outof one's mouth,comes from theheart, which includesthe thoughts.

2 .

When a sinneraccepts God's gift ofsalvation, God giveshim a new heart.

3 .

Bible Methods:Explain that the Bibletells us that Jesustaught about thewords people speak(Matthew 15:10-11,17-20). He said thatthe words that comeout of our mouthshow what we arethinking in our hearts.

1 .

Explain that God alsoexpects all people toobey what He saysabout thinking andspeaking. Our thought and thewords we say arevery important.

2 .

Display Psalm 141:3.Read the verse aloudand explain that theword keep can alsomean "to guard."

3 .

Display Teaching Chart and readthe unit title aloud. Discuss theillustration.Read Story 1, Story 2, and Story 3.Then answer questions withregard to the story.Display the Phonics Characters anduse them to read the story "ASignal Saves the Day." Answer thecomprehension questions afterward.Display the Vowel Chart and singthe "Vowel Song."Give students the blending soundsand practice reading words.Display High-Frequency Word Cardsand read the word aloud, spell italoud, and then read it again. Readthe context sentence and repeatfor other words.Complete worktext pages.Read "Miss Long's Cake" andanswer comprehension questions.Display the Phonics Song Chart andsing "Phonics Song 2" together.Use the Teaching Long-VowelPattern VCe to learn about longand short vowel sounds.Use the Teaching Word Familiesmethods to teach and add to wordfamilies.Review compound words. Combinewords to make compound words.Read "A Bite of Ice-Cream" andanswer the comprehensionquestions.Review proper nouns. Determinewhich words are proper nouns.Read the story "Another Way toRead." Then answer comprehensionquestions.

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nounWrite a proper nounnaming a person

20.


21.

Associate /ô/ with theletter o

22.

Distinguish /ô/ from /õ/23.Decode words with /ô/24.Construct wordswith /ô/

25.

Identify the name of aplace as a proper noun

26.

Identify an alternatemeans of reading forthose who cannot see

27.

Associate /û/ with theletter u

28.

Distinguish /û/ from /ü/29.Decode words with /û/30.Construct wordswith /û/

31.

Classify wordsaccording to theirvowel sound

32.

Illustrate a personalexample of obeyingGod's words whenspeaking to parents

33.

Write a caption for anoriginal illustration ina journal entry

34.

Identify waystechnology can beused to help the blind

35.

Distinguish between/â/, /î/, /ô/, and /û/

36.

Decode wordswith /â/, /î/, /ô/, and /û/

37.

Recall that a verb cantell an action thathappens now

38.

Choose thepresent-tense verbthat completes asentence

39.

Identify long vowelswithin a word

40.

Construct words withsuffixes -ed and -ing

41.

Decode words withsuffixes -ed and -ing

42.

Produce a sentenceusing a now verb

43.

Identify a verb astelling an action thathappened in the past

44.

Add the suffix -ed to45.

has changedCompose a topicsentence

14.

Choose a noun tocomplete a namingpart and an actionverb to complete anaction part

15.


16.

Retell bicycle safetyrules

17.

Retell instructionsclearly

18.

Use an adjectivethat describes color,shape, or size

19.

Recall facts anddetails from alistening activity

20.

Repeat Psalm 100with correct volumeand pacing

21.

Identify thepresent-tenselinking verb is or are in a sentence

22.

Dramatize arhyming poem withactions

23.


24.

Determine whethera noun is singular orplural

25.

Identify the topic ofa paragraph

26.

Explain what adescription tells

27.

Identify the purposeand audience of adescriptiveparagraph

28.

Compose two detailsentences tocomplete the Draftstep

29.

Evaluatecapitalization,punctuation, andspelling for thedescriptiveparagraph in theProofread step

30.

Produce a final copyof the description inthe Publish step

31.

W73a-W73c: made, grade, trade8.W74a-W74f: save, wave, pave, cave,brave, slave

9.

W75a-W75c: hike, bike, like10.W76a-W76c: tile, pile, mile11.W77a-W77h: nine, dine, line, mine,vine, fine, shine, whine

12.

W78a-W78d: time, dime, lime, crime13.W79a-W79d: hive, dive, five, drive14.W80a-W80h: tide, side, wide, hide,ride, bride, pride, slide

15.

W81a-W81c: tire, wire, fire16.W82a-W82b: bite, white17.W83a-W83b: bone, stone18.W84a-W84b: mule, rule19.W85a-W85b: cute, flute20.W86a-W86d: tune, dune, June, prune21.W87a-W87c: hole, pole, mole22.W88a-W88e: pain, gain, main, rain,train

23.

W89a-W89f: tail, sail, nail, mail, fail,jail

24.

W90a-W90f: woke, poke, joke,broke, smoke, spoke

25.

W91a-W91l: say, way, hay, day, pay,lay, may, stay, clay, play, pray, tray

26.

W92a-W92d: we, he, me, she27.W94a-W94d: team, steam, dream,steam

28.

W95a-W95d: die, pie, lie, tie29.W96a-W96f: feet, meet, greet,sweet, street, sheet

30.

W97a-W97f: weep, deep, beep,steep, sleep, sweep

31.

W98a-W98f: see, fee, flee, free, tree,three

32.

W99a-W99f: by, my, fly, cry, dry, fry33.W100a-W100b: sigh, high34.W101a-W101e: boat, coat, goat,float, throat

35.

W102a-W102h: sight, night, light,might, right, fight, fl ight, bright

36.

W103a-W103e: toe, hoe, doe, foe, Joe37.W104a-W104c: boast, coast, roast38.W105a-W105f: bow, blow, frow,slow, snow, throw

39.

W106a-W106e: own, blown, flown,grown, thrown

40.

W107a-W107c: so, no, go41.W108a-W108c: blue, glue, true42.W110a-W110f: lace, race, face,place, grace, space

43.

W111a-W111f: nice, mice, price,slice, spice, twice

44.

Phonics Characters: Miss Long, Marker e,Mr. and Mrs. Short, Uncle Short, AlleyCat -ed, Alley Cat -est, Alley Cat -ing,Miss Silent

15.

Read Ephesians 4:25.What does God sayabout speaking thetruth?

4.

Read Galatians 5:13c.What does God sayabout serving eachother?

5.

Explain that peoplemight use a journalto write about whatGod is teaching themfrom the Bible. ReadEphesians 6:1-2a.

6 .

Read John 9:7.Discuss that Jesustold the man to washhis eyes in the poolof Siloam.

7 .

Say Psalm 100 aloudas a group. Thendiscuss what they arethankful for.

8 .

Read 1 Corinthians10:31. This versestates that we shoulddo everything to theglory of God. Wewant our writing tobring attention toGod and not toourselves because hegave us the ability touse words.

9 .

Discuss what aprayer request is.Then read 2Chronicles 1:10.Identify thatSolomon's prayerrequest was forwisdom andknowledge so that hecould be a good king.

10.

Read Acts 12:5. Whowas praying forPeter? Discusswhether Godanswered the prayersthat were offered forPeter.

11.

Discuss who can hearour prayers. Godmeets our needs andwe should thank Him.Read Psalm113:1-3. Discuss howthis verse says we

12.

Write a journal entry by drawing apicture of yourself speaking to oneor both of your parents. Write asentence for display modelingcapitalization, punctuation, and acomplete thought.Watch a video showing howtechnology can assist those whoare blind or visually impaired.Recall the various technologies thatthey viewed that are available tohelp people with impaired vision.Write words and read them aloud.Have students complete actionstogether. Then write a sentenceand identify the action verb in thesentence.Read the story "Marker e RunsAway." Write a word and identify theconsonants and vowels in the word.Model action verbs. Write the nowand past forms of a verb. Discusshow the spelling of a verb changesfor past verb.Read the story "Smiles at the FrontDoor." Write words on the board. Identifyif there is a long or short vowelsound in the word.Guide a discussion about peoplewho have difficulty hearing. Explainthat it is important that we speakclearly to those who are hard ofhearing. Model sign language forbasic words as seen in the videoand invite students to practice thesigns.Read the story "Mr. Gallaudet andAlice" and then read thecomprehension questions.Discuss long and short vowelsounds. How do we know if avowel should have a long or shortvowel sound?Read the first sentence fromseveral paragraphs. This is calledthe topic sentence. Then discusshow a paragraph is made up ofseveral sentences. Make sure touse the pronoun we in a sentence.Read the story "Miss Long and MissSilent's Race." Answer thecomprehension questions.Discuss how you learned to ride abike. Then show several differentbicycles over the years and discusshow bicycles have changed over

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show past actionChoose the past-tenseverb that completes asentence

46.

Identify the short- orlong-vowel patternwithin a word

47.

Classify short- andlong-vowel words withsuffixes

48.

Explain that apresent-tense verbtells action thathappens now

49.

Explain that apast-tense verb tellsaction that happenedin the past

50.

Distinguish betweenpresent- andpast-tense verbs

51.

Choose the verb thatcompletes a sentence

52.

Use sign language tocommunicate selectedletters or words

53.

Identify short andlong vowels within aword with a suffix

54.

Decode words withthe suffixes -ed and -ing

55.

Identify the base wordwithin a word thatcontains a suffix

56.

Demonstratemeanings of wordsending in -ed and -ing

57.

Distinguish /ã/ from /ä/58.Construct words withvowel pattern ai

59.

Decode words withthe vowel pattern ai

60.

Identify the topic of aparagraph

61.

Tell how the bicyclehas changed

62.

Construct words withthe vowel pattern a y

63.

Decode words withthe vowel pattern a y

64.

Identify the topicsentence and detailsentences of aparagraph

65.

Identify details abouta shared activity

66.

Distinguish /ê/ from /ë/67.

Identify a prayerrequest as a need

32.

Illustrate theparagraph

33.

Interpret a numberword or an article astell ing how many

34.


35.

Predict the outcome36.Write anexclamationcorrectly

37.

Illustrate and writesentences in ajournal entry

38.

Distinguish shortvowel sounds fromlong vowel sounds

39.

English 1 Charts Teaching Chart 4: My Sentence MakesMe Smile

1.

Color Word Card 1: Blue2.Sentence Puzzle Cards3.Vowel Chart4 .

6 .

High-Frequency Word Cards Card 32: every1.Card 33: everybody2.Card 177: work3.Card 25: done 4 .Card 6: any5.Card 11: brother6.Card 27: door7.Card 35: family8.Card 38: f loor9.Card 45: give10.Card 58: l ive11.Card 60: m a y12.Card 61: money13.Card 81: school14.Card 111: where15.Card 25: done16.Card 106: wash17.Card 44: ful l18.Card 76: pull19.Card 51: hear20.Card 76: pull21.Card 91: their22.Card 117: work23.Card 86: son24.Card 106: war25.Card 9: been26.Card 57: learn27.Card 14: buy28.Card 2: again29.Card 26: don' t 30.Card 104: warm31.Card 95: thought32.Card 16: Christ33.Card 15: children34.Card 43: f ront35.Card 47: great36.Card 4: another 37.Card 107: watch38.Card 3: America39.Card 101: very40.Card 79: quiet41.High-Frequency Word Cards for review42.

7 .

Teacher Resources: "Phonics Song 1"1 ."Phonics Song 2"2 ."Vowel Song"3 .Alphabet Cards 4 .Instructional Aid 31: Journal Paper5.Instructional Aid 32: Cake6.Instructional Aid 33: Long Vowel Pictures7.Instructional Aid 34: Action Verbs8.

8 .

should use our wordsto praise God all thet ime.Read Psalm 34:13.The Bible tells us notto use our tongues tospeak evil and weare not to use ourlips to lie.

13.

t ime.Divide students into two groups.Display one piece of a word familyto start the word puzzle. Then holdup another card and have peopletry to guess the word.Review the types of paragraphs.Read the sentences out loud.Underline the topic sentence. Have students give details about anactivity by writing a paragraph totheir topic sentence. They can usesimple illustrations or words orphrases.Read the story "All Alone" andanswer the followingcomprehension questions.Students will start working on atopic sentence. Students shouldcome up with a topic sentence thatwill tell the main idea of an activity.Discuss good viewing habits. Thenhave the students watch a video onhow bicycles are made. After thevideo have students recall factsabout what they learned.Display prepared Instructional Aid39, Our Activity. Read the topicsentence. Brainstorm a list of wordsthat they may want to use. Writesentences for their topic sentence.Discuss bicycle safety rules. Readthe "Bicycle Safety" story. Practiceriding imaginary bikes around theroom. Play review tic-tac-toe with thereview words.Students will proofread their detailsentences. Use the smiley-facecheck.Have them read their paragraphsaloud to others.Discuss the traits of a good listener. Guide the students in naming thefive senses. Learn about adjectivesthat go with the sense of seeing.Practice describing different thingsusing your senses.Read the story "Timmy's Surprise"and then answer thecomprehension questions.Pair kids up and have them read aword displayed and tell whether thefirst vowel is a long vowel or shortvowel. Then use the word in asentence. Practice using adjectives todescribe color, shape, or size. Play

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Constructopen-syllable wordswith /ê/

68.

Decode open-syllablewords with the vowelpattern e

69.

Classify wordsaccording to theirvowel and consonantpatterns

70.

Compose a topicsentence together

71.

Compose a detailsentence together,using a planning chart

72.

Recall facts and details73.Construct words withthe vowel patterns ee and ea

74.

Decode words withthe vowel patterns ee and ea

75.

Classify wordsaccording to theirshort and long vowelsounds

76.

Compose an originaldetail sentence

77.

Choose a noun tocomplete a namingpar t

78.

Choose an action verbto complete an actionpar t

79.

Retell bicycle safetyrules

80.

Decode words with /ê/vowel patterns andother long vowelpatterns

81.

Identify different wordfamilies that rhyme

82.

Self-assess a sentence83.Illustrate a paragraph84.Retell instructionsclearly

85.

Tell someone to dosomething with clearinstructions

86.

Distinguish short andlong vowels in wordswith suffixes

87.

Decode words withvarious vowelpatterns and suffixes

88.

Use an adjective thatdescribes color,shape, or size

89.

Instructional Aid 35: Building a Paragraph9.Instructional Aid 36: Paragraph Review10.Instructional Aid 37: Plan Together11.Instructional Aid 38: Draft Together12.Instructional Aid 39: Our Activity13.Instructional Aid 40: Train Engines14.Instructional Aid 41: Puzzle15.Instructional Aid 42: Sentence Parts16.Instructional Aid 43: Hot Air Balloons17.Instructional Aid 44: Position Lights18.Instructional Aid 45: Using Verbs19.Instructional Aid 46: Kite and Bow20.Instructional Aid 47: Parts of a Paragraph21.Instructional Aid 48: Planning Chart22.Instructional Aid 49: Canoeing23.Instructional Aid 50: Paragraph Paper fordisplay

24.

Instructional Aid 51: Proofreading Process25.Instructional Aid 52: Clue Cards26.Instructional Aid 53: Description Rubric27.Instructional Aid 54: SentencePunctuation

28.

Phonics Storybook 18: Fun on theBranch (TeacherToolsOnline.com)

29.

Phonics Storybook 19: UncleTim (TeacherToolsOnline.com)

30.

Phonics Storybook 20: TheFire (TeacherToolsOnline.com)

31.

Phonics Storybook 21: Luke'sFlute (TeacherToolsOnline.com)

32.

Phonics Storybook 22:Skating (TeacherToolsOnline.com)

33.

Phonics Storybook 23: Dan'sDay (TeacherToolsOnline.com)

34.

Phonics Storybook 24: TheBeaver (TeacherToolsOnline.com)

35.

Phonics Storybook 25: Here andThere (TeacherToolsOnline.com)

36.

Phonics Storybook 26:Sailing (TeacherToolsOnline.com)

37.

Phonics Storybook 27: ShyDwight (TeacherToolsOnline.com)

38.

Phonics Storybook 28: TheSteamboat (TeacherToolsOnline.com)

39.

Phonics Storybook29: Snow (TeacherToolsOnline.com)

40.

Phonics Storybook 30: Last Tuesday(TeacherToolsOnline.com)

41.

Phonics Storybook 31: TheLadybug (TeacherToolsOnline.com)

42.


2 large ice-cream cones drawn fordisplay

1 .

Several colored markers for drawingsprinkles on the ice cream

2.

Video of how doughnuts are made3.A box of doughnuts or doughnut holes4 .

9 .

"I Spy" to reinforce the concept ofadjectives. Repeat Psalm 100 as aclass. Tell them something that youare thankful for.Describe adjectives for when youturn on the light and turn off thelight. Review adjectives. Brainstormto describe something God created.View a video about how puzzles aremade. Then talk about what theylearned.Practice blending sounds and singthe "Blending Song." Have studentsconstruct words using the blendedsounds. Distribute the Sentence PuzzleCards "Uppercaseletter," "Complete thought," and"End punctuation mark." Assemblethe puzzle for display. Then havethem create a sentence. Changesome of the pieces and continue tomake complete sentences.Invite students to discuss if theyhave ever ridden in a hot airballoon. Discuss the history of hotair balloons and show a video.Point to pictures and words on thePhonics Song and sing a verse from"Phonics Song 2." Allow students tostand up on their favorite word.Play a review game with hot airballoons _ike, _ide, and _ie. Thenread word families with the endingthat is on the balloon. Shuffle theword cards and place them facedown. Have kids read each word onthe card.Review action words. Practice usingthem in a sentence. Then discusswhat a linking verb is. Use thesnack to help introduce the idea oflinking verbs.Read the story "The WrightBrothers." Show a picture of theWright brothers' first flight andhave students identify the plane.Review linking verbs. Write asentence and have studentsidentify the linking verb. Havestudents identify the present andpast tense linking verbs.Display pictures of airplanes flyingduring the day and at night.Discuss different traits of airplaneslike the different colored lights thatare on a plane.Read the story "Miss Long's Flying

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Choose an adjectivethat describes howsomething looks

90.

Recall facts anddetails from alistening activity

91.

Distinguish /ê/ fromother final sounds

92.

Decode words endingwith y as /ê/

93.

Classify an adjectiveas describing color,shape, or size

94.

Repeat Psalm 100with correct volumeand pacing

95.

Determine the correctword for a contextsentence

96.

Distinguish betweenwords with short andlong vowel sounds

97.

Decode words with /ã/and /ê/ vowel patterns

98.

Identify the namingpart and the actionpart of a sentence

99.

Choose a naming partto complete asentence

100.

Choose an action partto complete asentence

101.

Construct words withthe vowel pattern ie

102.

Decode words with /î/vowel patterns

103.

Identify thepresent-tense linkingverb is or are in asentence

104.


105.

Dramatize a rhymingpoem with actions

106.

Distinguish /î/ from /ê/107.Decode words endingwith /î/ spelled with a y

108.

Recall that is and are are present-tenselinking verbs

109.

Recall that a linkingverb does not tellaction

110.

Identify thepast-tense linkingverb was or were in a

111.

2 sets of 14 doughnut-shaped wordcards: bone, stone, hole, mole, poke,joke, woke, broke, smoke, hop, hope,hot, mop, job

5 .

2 empty doughnut boxes6.Video about using technology to assistthe blind

7 .

Video demonstrating American SignLanguage

8.

Words written for display: bake, baking,shopped, shopping, snacked, snacking

9.

2 sets of 6 word cards: raking, petting,jumping, waving, smelling, poking

10.

A picture of the bicycle invented byComte de Sivrac

11.

Pictures of bicycle styles over a period oftime that show changes

12.

2 large pictures of a bike cut into 10puzzle pieces each

13.

Photos or other items to remind thestudents of your shared activity

14.

Video about how bicycles are made15.Paper for illustrating the paragraph16.Familiar objects of varying colors,shapes, and sizes

17.

2 train engines from Instructional Aid 40labeled Long Island and Shortville

18.

10 word cards: jelly, meaty, sleepy,penny, sticky, needy, dusty, steamy,leaky, dizzy

19.

4 train engines from Instructional Aid 40labeled a_e, o_e, e, and ea

20.

Video about how puzzles are made21.Video about hot air balloons22.A picture of the Wright brothers' firstf l ight

23.

Prepare a visual of (or draw for display)the Past linking verb box on Worktextpage 158

24.

A picture of an airplane flying during theday

25.

A picture of an airplane flying at night(with red, green, and white lights visibleon airplane)

26.

A piece of 8 1/2 x 11 white paper withletter s and i written in bold black andthe letters gh in white crayon to makethe word sigh

27.

A colorful marker to reveal invisibleletters gh on the white paper

28.

5 red position light word cards preparedfrom Instructional Aid 44: my, why, pie,f ight, t ight

29.

5 green position light word cardsprepared from Instructional Aid 44: high,sigh, by, kite, white

30.

An Eddy Bow kite and a box kite, orpictures of each

31.

Lesson." Then answercomprehension questions.Display a piece of white paper withthe letters s and i and "invisible"letters g and h. Review the longand short sounds of i. Create theword sign and discuss what it is.Demonstrate what a sign is. Display "Using Linking Verbs" fromInstructional Aid 45. Identify linkingverbs in sentences.Discuss the three lights found on aplane. Explain the importance ofthese lights. Discuss things that apilot should check before they fly.Show an Eddy Bow kit and a boxkite. Discuss if students have everflown a kite. Discuss when kiteswere invented.Look at a paragraph and identifythe topic sentence. Then find detailsentences in a paragraph.Complete the different activities.Display a toy boat or a picture of atoy boat. Have students discusstheir experience with a boat.Display a Phonics Song Chart. Havestudents identify if the words havelong or short vowel sounds.Decide on a topic and then discussthings about the topic. Fill inseveral details about this topic. Youmay want to model this process aswell for the students, especiallythose with difficulties learningEnglish.Show a picture of a canoe. Discusswhere canoes came from and howto use them.Identify the purpose and theaudience of a descriptiveparagraph. Brainstorm a list ofwords that you may want to use.Then create a topic sentence. Thenstart working on the detailsentences.Identify what a canoe looks like.Watch a video about canoes.Have students tell about a fact or adrawing. Then they should addwords, like adjectives, to makeeach detail sentence moreinteresting.Display a large ship that travels onthe ocean or the sea. Discuss howsome ships carry passengers andother carry cargo. Then say a list ofwords and have students stand if

of 41


sentenceRecall facts anddetails from alistening selection

112.

Distinguish /î/ fromother vowel sounds

113.

Decode words with /î/spelled igh

114.

Choose the linkingverb is or was whenthe noun in thenaming part is singular

115.

Choose the linkingverb are or were when the noun in thenaming part is plural

116.

Distinguish between y as /i/ and y as /e/

117.

Construct words withthe vowel pattern igh

118.

Identify words with /i/and /e/ patterns

119.

Determine whether anoun is singular orplural

120.

Choose the actionverb with the suffix -swhen the noun in thenaming part is singular

121.

Choose the actionverb's base wordwhen the noun in thenaming part is plural

122.

Distinguish /i/ from /î/123.Decode words with /i/vowel patterns

124.

Classify words byvowel pattern

125.

Identify the parts of aparagraph

126.

Distinguish /o/ from /ô/127.Construct words withthe vowel patterns oa and oe

128.

Decode words withthe /o/ vowel patterns

129.

Explain what adescription tells

130.

Identify details abouta topic

131.

Construct words withthe vowel pattern o w

132.

Decode words with /ö/vowel patterns

133.

Identify the purposeand audience of adescriptive paragraph

134.


A toy boat or picture of a boat32.Items related to the chosen topic of thedescriptive paragraph for display

33.

A picture of a canoe34.Video about how canoes are made35.Picture of a large ship36.A red colored pencil for each student37.Books that have informational textwritten as a description

38.

A magnifying glass39.Clues from Instructional Aid 52 cut outand displayed around the room

40.

Paper for the students' illustration41.A square of white paper for you andeach student

42.

Single objects for use with articles a, an,and the (include both consonant andvowel beginning sounds)

43.

A set of a single type of object for usewith the article the, such as books

44.

Paper clips to make chains45.Words written for display: stable,puddle, saddle, noble, wobble, table,bugle

46.

6 word cards: staple, jumble, middle,table, grumble, bundle

47.

A piece of paper for each student (8 1/2x 11 or larger)

48.

Words written for display: fired, picked,named, biked, tacked, wiped, trimmed,dish, chat, white, sink, try

49.

A video of a city park bicycle race50.

they are parts of a ship.Use Phonics Song Charts 27 and 28.Have students say a word and thensay a second word. Determine if thewords rhyme or not.Have students work on the detailsentences of their descriptiveparagraph. Then have themproofread the paragraph. Makechanges if necessary.Read 1 Corinthians 10:31. Thisverse states that we should doeverything to the glory of God. Wewant our writing to bring attentionto God and not to ourselvesbecause he gave us the ability touse words.Make proofreading marks on yourparagraph. Make three runsthrough the paragraph. On the firstrun look for capital letters at thebeginning of the sentence. On thesecond run look for correctpunctuation at the end of thesentence. On the final run look formisspelled words.After students proofread on theirown, collect their papers and holdan individual conference with eachstudent to go over their papers.Discuss that a prayer request is aneed that they may have or thatsomeone they know may have. Godwants us to pray to Him and tellHim our needs. Read 2 Chronicles2:10. Identify that Solomon wasmaking a prayer request for wisdomand knowledge so that he could bea good king.Add -ing and -y to words and seewhat new words can be made.After students have proofread theirparagraphs, start the Publish step.Students should rewrite theirparagraph with corrections. Put theillustrations in as well.Read Acts 12:5. Who was prayingfor Peter? Discuss whether Godanswered the prayers that wereoffered for Peter.Display a magnifying glass. Holdthe magnifying glass over a pictureand sing the "Phonics Song 2." Whisper the words like a detectivemight as he looks for clues.Have students compare their draftto the rubric. Then collect the finaldraft and assess each student's

of 41


/a/, /e/, /i/, /o/, and /u/Compose a topicsentence and a detailsentence in the Draftstep

136.

Compose two detailsentences tocomplete the Draftstep

137.

Distinguish /sh/ from/ch/

138.

Decode words with/sh/ and /ch/

139.

Distinguish rhymingwords fromnon-rhyming words

140.

Explain the purpose ofproofreading

141.

Evaluatecapitalization,punctuation, andspelling for thedescriptive paragraphin the Proofread step

142.

Use the appropriateproofreading marks toindicate changes

143.

Identify a prayerrequest as a need

144.

Decode words with /o/vowel patterns

145.

Identify base wordswithin wordscontaining suffixes

146.

Produce a final copyof the description inthe Publish step

147.

Identify a prayerrequest as a needthat others may have

148.

Distinguish /u/ from /û/149.Decode words with /u/and /û/ vowel patterns

150.

Construct words withthe vowel pattern ue

151.

Complete the Publishstep

152.


153.

Recognize that le words have twosyllables

154.

Decode short- andlong-vowel wordsending in le

155.

Interpret a numberword or an article astell ing how many

156.

progress. Allow students to presenttheir paragraphs to the class. Discuss who can hear our prayers.God meets our needs and weshould thank Him. Read Psalm113:1-3. Discuss how this versesays we should use our words topraise God all the time.Distribute a white paper square toeach student. Draw a picture andthen draw whether the vowel is along or short vowel.Review words that end in le. Countthe number of syllables by clapping.Place a dot between the twosyllables to indicate that there aretwo syllables.Use adjectives to describe an objectin the room. Fill in sentences withnumbers in front of the noun. Read "Miss Long and Miss SilentHelp." Answer the comprehensionquestions.Display Phonics Song Charts. Thenreview each sound and askstudents to identify some of thewords on each chart and singverses from "Phonics Song 1" and"Phonics Song 2."Split the class into two groups andbegin a paper clip chain for eachgroup. Add paperclips to each chainas students answer questions aboutthe displayed word list. Askstudents to determine the numberof syllables in the displayed words.Display Teaching Chart 3. Read thesentences and determine thepunctuation for each.Read Psalm 34:13. The Bible tells usnot to use our tongues to speakevil and we are not to use our lipsto lie.Display the "Punctuate It!" Practiceusing the appropriate punctuationat the end of a sentence.Review the three kinds ofsentences. Model an expression foreach sentence. Draw thepunctuation with their fingers in theair. Recite chant together. Display the video of a bicycle racein a major city that takes the racersthrough a park setting. Askquestions about the video andinvite students to share facts anddetails they learned in the video.Review reasons for journaling.

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Distinguish wordswith short vowelsfrom words with longvowels

157.

Distinguish a periodfrom a question mark

158.

Distinguish astatement from aquestion

159.

Predict the outcome160.Verify the prediction161.Construct words withsuffixes -ed and -ing

162.

Decode words withshort and long vowels

163.

Classify words basedon their long or shortvowel sounds

164.

Identify a sentence asa statement, aquestion, or anexclamation

165.

Identify the vowelsound in the firstsyllable of wordsending in le

166.

Write a questioncorrectly

167.

Distinguish /s/ from /k/in words beginningwith letter c

168.

Recall that e, i, and y follow soft c

169.

Punctuate the threekinds of sentencescorrectly

170.

Write an exclamationcorrectly

171.

Recall facts anddetails from a video

172.

Distinguish wordsbeginning with hard c from words beginningwith soft c

173.

Decode soft c words174.Illustrate and writesentences in a journalentry

175.


176.

Decode words withlong-vowel patterns

177.

Comprehend sentencemeaning

178.

Apply phonics andEnglish skillspresented in Lessons

179.

Name something you have seenthrough a magnifying class. Thengive a magnifying glass for eachstudent. Write two or threesentences about your illustration.Display word cards and havestudents taking turns reading outloud. Distribute a copy of the test to eachstudent and administer the test.Read the directions for each section.

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1-87



Quarter 3

Unit 4:I ReadWords

(updated7/2/19)

Student wil l :Recall that the abilityto use language skillsis God-given

1.

Read and followwritten directions

2.

Recall that e, i, and y follow soft c

3.

Recall letters inalphabetical order

4 .

Distinguish /s/ from /k/in words beginningwith letter c

5.


6.

Distinguish /är/ fromother vowel sounds

7.

Decode words with /är/8 .Classify words byword family

9 .

Identify therelationship ofsynonyms

10.

Identify pairs ofsynonyms

11.

Distinguish /är/ from/â/ and /ä/

12.

Identify the singularpronoun that canreplace a given noun

13.

Identify the singularpronoun in thenaming part of asentence

14.

Distinguish /ôr/ fromother vowel sounds

15.

Decode words with /ôr/16.Compare wordswith /ôr/ with wordscontaining theletters r o

17.

Use the pronoun I i nthe naming part of asentence

18.

Use the pronoun I correctly whenreferring to oneself

19.


20.

I Read Words:Recall that theability to uselanguage skills isGod-given

1.

Identify therelationship ofsynonyms

2.

Identify the singularpronoun that canreplace a given noun

3.

Use the pronoun I inthe naming part of asentence

4.

Choose a pluralpronoun tocomplete thenaming part of asentence

5.

Identify the subjectand verb part of asentence

6.

Identify the topicsentence and detailsentences in aparagraph

7.

Recall details andfacts from alistening selection

8.


9 .

Compose a topicsentence for aparagraph

10.

Compose one or twodetail sentencesabout a topic in theDraft step

11.

Evaluate aparagraph for clarityin the Revise step

12.

Use the appropriateproofreading marksto indicate change

13.

Classify words by r-influenced pattern

14.

Produce a final copyof the personal storyin the Publish step

15.


Chart 8: â1 .Chart 9: ä2 .Chart 10: ë3 .Chart 11: ï4 .Chart 12: ô5.Chart 13: ü6 .Chart 14: Writing Process7.Chart 16: Hard c /k/8.Chart 17: Soft c /s/9.Chart 18: I Read Words10.Chart 19: R-influenced Vowel: a r11.Chart 20: R-Influenced Vowel: o r12.Chart 21: R-influenced Vowel: er 13.Chart 22: R-influenced Vowel: ur 14.Chart 23: R-influenced Vowel: i r15.Chart 24: Revise 16.Chart 25: Proofread 17.Chart 26: Hard g /g/18.Chart 27: Soft g / j / 19.Chart 28: Months of the Year 20.Chart 29: Days of the Week21.Chart 30: Holidays22.Months Word Cards23.Days of the Week Word Cards24.

4 .

Phonics Charts Phonics Song Chart 1: â1 .Phonics Song Chart 15: õ2 .Phonics Song Chart 18: r3 .Phonics Song Chart 32: ã4 .Phonics Song Chart 35: ô5 .Phonics Song Chart 37: ar6 .Phonics Song Chart 38: or7 .Phonics Song Chart 39: er/ir/ur8 .Phonics Song Chart 40: oo9.Phonics Song Chart 41: ôô10.Phonics Song Chart 42: ou/ow11.Phonics Song Chart 43: oi/oy12.Phonics Song Chart 44: au/aw13.Word Family Cards:

W36a-W36g: sock, dock, lock, rock,block, clock

1 .

W39a-W39h: not, hot, dot, lot, got,trot, spot, shot

2 .

W55a-W55c: belt, melt, felt3 .W57a-W57c: wish, dish, fish4 .

14.

5 .

Bible Topics:Christians grow intheir desire to knowGod and to love andobey Him throughreading the Bible.

1 .

God is in control ofthe weather.

2 .

Bible Methods:Discuss that in theBible, Godcommands all peopleto know and obey Hiswords. People canread the Biblethemselves or listenas someone reads itto them.

1 .

Display Ezra 7:10.Read the versealoud. Discuss what itmeans to prepareyour heat. Discusswhat the secondthing is that Ezraprepared his heart todo.

2 .

Read the followingverses: Genesis9:13-14, 16; Exodus13:21; Job 36:29; 1King 18:44. Noticethe number of timesthat clouds arementioned.

3 .

Discuss how God is incontrol of theweather and whatthe Bible says aboutGod sendinglightning, thunder,and rain. Read 1Samuel 12:18; Job37:3; and Psalm 135:7.

4 .

Read aloud Jeremiah51:15b and Nahum1:3. Discuss that atornado is afunnel-shaped cloud

5.

Discuss if students like to havesomeone read to them. List someexamples.Discuss that in the Bible, Godcommands all people to know andobey His words. People can readthe Bible themselves or listen assomeone reads it to them.Display Ezra 7:10. Read the versealoud. Discuss what it means toprepare your heat. Discuss whatthe second thing is that Ezraprepared his heart to do.Complete Worktext pages.Display Teaching charts and readthe sentences on them. Makeshapes with their arms to imitatethe sounds in the words.Display high-frequency words andhave students read them aloud. Read the story "Bossy r." Thenanswer comprehension questionsabout the story.Display the Phonics Song Chartsand sing the verses from "PhonicsSong 1" and "Phonics Song 2."Follow the directions for teachingword families.Discuss the definition of synonyms.Discuss different synonyms.Talk about American cowboys andtheir jobs. Discuss how the word cowboy is a compound word.Have a student wear the cowboyhat and discuss what a cowboymight wear to protect himself.Identify the sound that differentletters make. Point to the letter anddiscuss how it affects the sound.Display Bossy r, and discuss thecharacteristics of this PhonicsCharacter. Say the Bossy r chant.Have students wave a pretendcowboy hat in the air if they hearthe /är/ in the word as you say them.Review the terms noun and singular. Discuss what a singularpronoun is and how it replaces anoun. Then have students practice

of 41


Distinguish /är/ from/ôr/

21.

Decode wordswith /är/ and /ôr/

22.

Compare wordswith /är/ or /ôr/ withwords containing theletters ra or r o

23.

Analyze words in thecontext of a sentence

24.

Choose a pluralpronoun to completethe naming part of asentence

25.

Identify the pluralpronoun that canreplace the namingpart of a sentence

26.

Decode words with/â/, /ô/, /är/, and /õr/

27.

Classify words by r-influenced vowelpattern

28.

Identify the subjectpart of a sentence

29.

Identify the verb partof a sentence

30.

Choose the subjectpart that completes asentence

31.

Recall details andfacts from a listeningselection

32.

Distinguish er /ür/from other vowelsounds

33.

Construct words with/ür/ spelled e r

34.

Decode words with/är/, /ôr/, and /ür/spelled e r

35.

Identify the topicsentence and detailsentences in aparagraph

36.

Distinguish i r /ür/ fromother vowel sounds

37.

Construct words with/ür/ spelled i r

38.

Compose one detailsentence about atopic in the Draft step

39.

Identify /ûr/ in words40.Form words with r-influenced vowels

41.

Compose two detailsentences tocomplete the Draft

42.

Decode words withvarious vowelpatterns

16.

Complete thePublish step

17.


18.

Describe snowactivities usingappropriate volume

19.

Identify the letterthat is left out toform a contraction

20.

Discuss safetyduringthunderstorms

21.

Discuss safetyduring tornadoes

22.

Use a singularpossessive noun in aphrase

23.

Discuss safetyduring a hurricane

24.

Recall weathersafety tips

25.

Identify the twonouns in acomparison

26.

Tell about followingGod's instructions

27.

Identify communityplaces

28.

Identify examples ofcapitalization andrhyming words inpoetry

29.

Identify people whoserve the community

30.

Distinguish wordsthat rhyme andwords that don'trhyme

31.

Evaluatecapitalization,punctuation, andspelling in theProofread step

32.

Write the final copyof the weather poemin the Publish step

33.

Decode words withvarious vowel andconsonant sounds

34.

Identify the name ofa month as propernoun

35.

Identify a day of theweek that is

36.

W65a-W65d: ink, sink, blink, drink5 .W69c: grape6.W74a-W74f: save, wave, pave, cave,brave, slave

7.

W82a-W82b: bite, white8 .W83a-W83b: bone, stone9.W88e: train10.W91c: hay11.W95a-W95d: die, pie, lie, tie12.W99a-W99f: by, my, fly, cry, dry, fry13.W100a-W100b: sigh, high14.W101a-W101e: boat, coat, goat,float, throat

15.

W105a-W105f: bow, blow, grow,slow, snow, throw

16.

W109a-W109c: dark, bark, mark17.W110a-W110f: lace, race, face,place, grace, space

18.


19.

W112a-W112c: arm, harm, farm20.W113a-W113e: bar, car, far, jar, star21.W114a-W114f: art, dart, part, cart,start, smart

22.

W115a-W115c: more, store, chore23.W116a-W116e: torn, horn, born,corn, thorn

24.

W117a-W117c: girl, swirl, twirl25.W118a-W118d: dirt, skirt, squirt, shirt26.W119a-W119c: room, bloom, broom27.W120a-W120c: tool, pool, cool28.W121a-W121c: toot, hoot, boot29.W122a-W122c: soon, noon, moon30.W123a-W123f: took, hook, book,cook, look, brook

31.

W124a-W124d: wood, hood, good,stood

32.

W125a-W125c: now, how, cow33.W126a-W126f: town, down, clown,crown, brown, frown

34.

W127a-W127c: our, sour, flour35.W128a-W128c: house, mouse, blouse36.W129a-W129c: out, sprout, shout37.W130a-W130e: sound, pound, round,found, ground

38.

W131a-W131f: age, wage, page,cage, rage, stage

39.

W132a-W132c: toy, boy, job40.W133a-W133f: saw, law, raw, jaw,draw, straw

41.

W134a-W134c: dawn, lawn, yawn42.W135a-W135i: all, tall, wall, hall,ball, call, mall, fall, stall

43.

Phonics Characters: Bossy r, Mr. andMrs. Short, Miss Long (3), Miss Silent,Marker e

44.

English 1 Charts Sentence Puzzle Cards1.

6 .

of swirling winds thatreaches the ground.Discuss safety tipsfor a tornado.Display Psalm139:14. Read theverse aloud anddiscuss how eachperson is created byGod. He knowseverything abouteach person andloves us and createdus to love Him.

6 .

Display James 1:22.Read the verse andtell students that Godwants us to read theBible and obey whatHe tells us to do.

7 .

Display Genesis 1:14.Read the verse aloudand identify wordsthat relate to time asyou discuss the verse.

8 .

replacing nouns with pronouns.Split class into two teams. Thenread a clue and have one studentfrom each team find the word thatmatches that clue. No one else inthe group should help out.Display and read aloudHigh-Frequency Word Cards.Review the singular subjectpronouns. Make a sentence thatcontains a pronoun.Discuss with students that a rodeowas a time for cowboys to show offtheir skills. Show a video of a rodeo. Divide the class into two teams.Have them compete in classroomrodeo events.Display the singular pronouns.Have students use these pronounscorrectly in a sentence.Display pictures of horses. Talkabout the horses that a cowboywould ride.Have students pretend to ride ahorse if they hear the Bossy r in thewords you say aloud.Display Sentence Puzzle Cards andhave students arrange the cardsinto a sentence order.Read "The Circuit Rider" and answercomprehension questions after it.Guide students to understand thatmany years ago, towns in the Westwere small and far apart. Discusshow people helped each other andhow preachers would travelbetween towns.Introduce the meaning of apersonal story. Guide students toidentify the characteristics of aparagraph and a topic sentence.Read the story "A LateStart." Answer the comprehensionquestions about the story.Divide the class into 2 groups. Thenask a student from each group tocome to the front and look for aword that would complete thesentence.Model writing a personal storyparagraph about a place that youvisited. Use a think-aloud approachas you determine what to includeon the planning chart.Have students follow a sample planon page 396.For students with language skillweaknesses, use oral prompting

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stepDecode words with r-influenced vowels

43.

Distinguish r-influenced vowelsfrom other vowelpatterns

44.

Classify words byvowel pattern

45.

Evaluate a paragraphfor clarity in theRevise step

46.

Distinguish between r-influenced vowelpatterns

47.

Form words andcompound words with r-influenced vowels

48.

Evaluatecapitalization,punctuation, andspelling for thepersonal story in theProofread step

49.

Use the appropriateproofreading marks toindicate change

50.

Classify words by r-influenced pattern

51.

Alphabetize words52.Decode words with r-influenced vowels ina context sentence

53.

Produce a final copyof the personal storyin the Publish step

54.

Decode words withvarious vowel patterns

55.

Construct nonsensewords that match agiven word family

56.

Complete the Publishstep

57.


58.

Describe snowactivities usingappropriate volume

59.

Decode words with /ö/and /ô/

60.

Distinguish wordswith /oo/ from othervowel sounds

61.

Decode words with/oo/

62.

Classify words with/oo/ by word family

63.

Identify the letter that64.

correctly capitalizedIdentify the name ofa holiday as aproper noun

37.

Choose the present-or past-tense actionverb that completesa sentence

38.

Decode words withvarious o vowelpatterns

39.

Compose a journalentry that tellsabout a holiday

40.

Choose the subjectpart that completesa sentence

41.

Vowel Chart2 .High-Frequency Word Cards

Card 46: gone1.Card 66: obey2.Card 13: busy 3 .Card 96: through 4 .Card 56: laugh 5 .Card 119: year 6 .Card 71: only7.Card 77: push8.Card 82: shoe9.Card 28: ear10.Card 87: special11.Card 5: answer 12.Card 40: four13.Card 29: easy14.Card 83: should 15.Card 98: together16.Card 113: woman17.Card 88: sure18.Card 17: Christian 19.High-Frequency Word Cards for review20.

7 .

Teacher Resources: "Phonics Song 1"1 ."Phonics Song 2"2 ."Vowel Song"3 .Song: "Cowboy"4 .Song: "Two Miles to Go"5 .Song: "There Are Twelve Months"6 .Song: "God Made Seven Days in a Week"7 .Alphabet Cards 8 .Instructional Aid 31: Journal Paper9.Instructional Aid 48: Planning Chart10.Instructional Aid 50: Paragraph Paper11.Instructional Aid 55: Hard c or Soft c12.Instructional Aid 56: Boots13.Instructional Aid 57: Singular Pronouns 14.Instructional Aid 58: Lassos15.Instructional Aid 59: Plural Pronouns 16.Instructional Aid 60: Saddlebags 17.Instructional Aid 61: Paragraphs 18.Instructional Aid 62: Cowboys on Horses 19.Instructional Aid 63: Clouds 20.Instructional Aid 64: Personal StoryRubric

21.

Instructional Aid 65: Snowman22.Instructional Aid 66: Contractions 23.Instructional Aid 67: Storm Cloud24.Instructional Aid 68: Loon or Cook WordMat for each pair of students

25.

Instructional Aid 69: Weather Poems26.Instructional Aid 70: Weather Poem: Draft for display and for each student

27.

Instructional Aid 71: Weather Poem:Publish for each student's poem(s)

28.

Instructional Aid 72: Weather PoemRubric

29.

Instructional Aid 73: Calendar Songs30.

8 .

and discussion to help write detailsabout a topic. Tell the story orallybefore they start writing theparagraph.Display a picture of a saddle anddiscuss why a cowboy needs asaddle. Then talk about the parts ofa saddle.Play a review game usingInstructional Aid 62. Divide theclass into two groups and assign acowboy game piece to each group.Shuffle the Word Family Cards withBossy r and have students read thecards one at a time and use them ina sentence. They get to move theirpiece forward if they answer thequestion correctly.Create a planning guide to startwriting a paragraph. Then startworking on writing a paragraph.Discuss pronouns that you maywant to use in writing sentences. Students who struggle withlanguage skills or learning Englishas a second language may benefitfrom dictating his story to theteacher.Have students sit in a circle likethey are at a campfire. Provideeach student with a piece of jerkyor dried fruit to enjoy as theydiscuss cowboy grub. Talk about achuck wagon.Divide class into three groups. Haveone person from each team comeup and sing the "Phonics Song 2."Then have them identify the /ûr/sound in words. Continue withdifferent rounds.Have students pretend to sit at acampfire. Discuss songs thatcowboys may sing at a campfire.Then sing "Two Miles to Go" and"Cowboy."Sing the verses of "Phonics Song 2"and review sounds and patterns.Use the Phonics Song Charts to help.Have students revise theirparagraphs. Give feedback that ispositive and encouraging to helpthem make corrections.Celebrate Cowboy and Cowgirl Day.Have students wear cowboy vests.Let students color their vests andmake fringe if they want. Thenpractice lassoing Bossy r patternson the star.

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is left out to form acontractionIdentify thecontraction formedfrom two given words

65.

Discuss safety duringthunderstorms

66.

Distinguish /oo/ fromother vowel sounds

67.

Choose words tomatch definitions

68.

Discuss safety duringtornadoes

69.

Decode words with/oo/ and /ôô/

70.

Use a singularpossessive noun in aphrase

71.

Interpret a singularpossessive noun incontext

72.

Discuss safety duringa hurricane

73.

Distinguish /oo/ from/ôô/

74.

Create words with/oo/ and /ôô/

75.

Recall weather safetyt ips

76.

Identify the two nounsin a comparison

77.

Use the suffix -er tocompare two nouns

78.

Tell about followingGod's instructions

79.

Distinguishbetween /är/, /ôr/, and/ür/

80.

Analyze vowelpatterns to identifyword families, rhymes,and hard and softconsonant sounds

81.

Identify the nouns in acomparison of twonouns

82.

Identify the nouns in acomparison of morethan two nouns

83.

Use the suffix -est t ocompare more thantwo nouns

84.

Identify communityplaces

85.

Decode words withvarious o vowelpatterns and sounds

86.


Instructional Aid 74: Rhyme Time Matfor each student

31.

Instructional Aid 75: Linking Verb Review32.Phonics Storybook 32: PrincessNancy (TeacherToolsOnline.com)

33.

Phonics Storybook33: Space (TeacherToolsOnline.com)

34.

Phonics Storybook 34: Karl'sCart (TeacherToolsOnline.com)

35.

Phonics Storybook 35:Running (TeacherToolsOnline.com)

36.

Phonics Storybook 36: Curt'sSurprise (TeacherToolsOnline.com)

37.

Phonics Storybook 37: A BirdFeeder (TeacherToolsOnline.com)

38.

Phonics Storybook 38: The Cat(TeacherToolsOnline.com)

39.

Phonics Storybook 39: TheBarnyard (TeacherToolsOnline.com)

40.

Phonics Storybook 40: A PartyDish (TeacherToolsOnline.com)

41.

Phonics Storybook 41: The ClownAct (TeacherToolsOnline.com)

42.

Phonics Storybook 42: A Hole in theRoad (TeacherToolsOnline.com)

43.

Phonics Storybook 43: ANoise (TeacherToolsOnline.com)

44.


Numbers 1-6 in a bag1.A small ball2 .14 boot cards prepared fromInstructional Aid 56: ark, mark, park,dark, arm, harm, start, part, smart, cart,car, bar, scar, star

3 .

A cowboy hat to hold the prepared cards4.2 lassos or ropes to make large circleson the floor

5 .

2 sets of 10 lasso word cards preparedfrom Instructional Aid 58: chore, horn,store, corn, fork, thorn, torn, horse,score, storm

6.

A video of a rodeo7.9 picture cards of the following items:graph, train, hay, farm, car, cart, store,horn, corn

8 .

Pictures of horses9.Beef jerky sticks cut into bite-sizedpieces for each student

10.

A saddlebag word card prepared foreach student from Instructional Aid 60:start, farm, chore, part, her, serve, born,harm, verse

11.

A western saddle with a pommel andcantle visible

12.

Beef jerky or dried fruit cut into piecesfor each student

13.

A picture of a chuck wagon14.

9 .

Review the word families with r-influenced vowels. Display WordFamily Cards and if the student canread it, then they get to put it inthe cowboy hat.Demonstrate how to useproofreading marks to showcorrections in our writing. Discusshow to take three step to makecorrections - first, look for uppercase letters at the beginning of thesentence; second, look for correctend punctuation; and third, look formisspelled words.Use the smiley-face check or thesentence-by-sentence strategy tobe more focused on corrections.Discuss the different kinds ofclouds. Look at pictures of cloudsand discuss their characteristics.Read the following verses: Genesis9:13-14, 16; Exodus 13:21; Job36:29; 1 King 18:44. Notice thenumber of times that clouds arementioned.Sing the "Alphabet Song." Then lineword cards up alphabetically.Look at some books that are abouttrue stories. Allow for these booksto be available for the students toread.Have students proofread their ownwriting samples. Use scaffolding toguide students in making thechanges that they marked. Collectthe students' work and haveindividual meetings with them to goover their corrects.Show videos of sleet and hail.Discuss how both are forms ofwater that fall from the sky.Display cloud word cards and havestudents review the vowel patternand sound. Then ask students tocome up with a word that rhymes.Show an example of a proofreadparagraph and a final copy.Demonstrate how to copy theinformation correctly. Havestudents copy their correctlyproofread paragraphs to make theirfinal copy.Guide students in a discussion ofsnow activities that they haveparticipated in or saw others doing.Discuss characteristics of a goodspeaker. Practice these skills whenthey read aloud the poems about

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/ou/Form words with /ou/88.Identify examples ofcapitalization andrhyming words inpoetry

89.

Identify words thatrhyme with a givenword

90.

Identify people whoserve the community

91.

Distinguish words thatrhyme from wordsthat do not rhyme

92.

Write a sentence tocomplete a weatherpoem in the Draft step

93.

Identify morecommunity helpers

94.

Distinguish /j/ from /g/95.Decode words with asoft g

96.

Identify that e, i, and y come after a soft g

97.

Decode words with/ör/ spelled oar

98.


99.

Write the final copy ofthe weather poem inthe Publish step

100.

Illustrate the poem101.Identify /j/ as an initialor final sound

102.

Decode words withvarious vowel andconsonant sounds

103.

Analyze words todetermine whichwords contain similarsound patterns

104.

Identify the name of amonth as a propernoun

105.

Identify a month thatis correctly capitalized

106.

Distinguish betweenrhyming words andnon-rhyming words

107.

Decode words withsoft c and g

108.

Identify the name of aday of the week as aproper noun

109.

Identify a day of the110.

Team names Cowboy Breakfast, CowboyLunch, and Cowboy Dinner written fordisplay on 3 paper plates

15.

9 paper plates with the following partialwords: squ_t, f_m, b_n, g_l, d_t, t_n, h_n,b_k, p_t

16.

3 cards to complete the paper platewords: ar, or, ir

17.

18 word cards: bar, be, brain, broke, for,fur, her, fail, rake, ran, red, rib, ride, run,row, rule, she, sir

18.

Music to play during the game19.A red colored pencil for each student20.Prepare a grocery bag "vest" for eachstudent. Cut up the center front, cut around neck hole, and cut arm holes.

21.

A rope tied to make a lasso (or a toyhoop)

22.

Make a large yellow star fromconstruction paper, write the Bossy r

23.

Make a large yellow star fromconstruction paper, write the Bossy r patterns on the star, and attach to anempty chair

24.

A cowboy hat25.A picture of each kind of cloud: cumulus,cirrus, nimbus, and fog

26.

3 clouds prepared from Instructional Aid63 with the following text: a r, o r, and er/ir/ur

27.

Books that have narrative text writtenas a fictional or nonfictional personalstory

28.

Videos of sleet falling and hail falling29.16 cloud word cards prepared fromInstructional Aid 63: tree, he, bite, light,place, face, cent, bend, send, rent, blue,clue, cot, not, note, boat

30.

Colored chalk31.A container32.Paper for student's illustrations33.Several poems about snow34.Video of a loon's call (wail)35.4 snowman heads from Instructional Aid65 labeled _oom, _ool, _oot, and _oon

36.

An object that belongs to you37.Psalm 129:14 for display38.A visual and recording of the song"Head, Shoulders, Knees and Toes"

39.

Words written for display: lightning,flash, thunder, zigzag, rain, light

40.

2 toy hoops labeled "Long oo" and"Short oo"

41.

Pairs of objects to be used forcomparing with adjectives: 2 sharpenedpencils that are different colors anddifferent lengths and 2 books that aredifferent thicknesses

42.

snow.Identify letters that should be leftout when you make a contraction.Then give two words and identifywhat the contraction is that wouldbe made from those two words.Have a student draw two words andthen have a second student identifywhat the contraction would be fromthose two words.Discuss safety tips that a studentshould follow during athunderstorm. Assure them thatGod is in control of the weather.Then discuss ideas of how to besafe.Have students read words and thensay them aloud in a loon voice andthen in a booming voice.Distribute six cards. Read acontraction aloud and have the twostudents with the words that makethe contraction come together.Use contraction cards to makecontractions.Read aloud Jeremiah 51:15b andNahum 1:3. Discuss that a tornadois a funnel-shaped cloud of swirlingwinds that reaches the ground.Discuss safety tips for a tornado.List jobs or chores that students doat home. Point out that many havemore than one job. Then writesentences with their names and ' s.Explain that a hurricane is a type ofstorm that starts over the oceanand moves toward land. Discussthings that students can do to besafe during a hurricane.Practice writing singular possessivenouns. Then use them in a sentence.Display Psalm 139:14. Read theverse aloud and discuss how eachperson is created by God. He knowseverything about each person andloves us and created us to love Him.Sing the song "Head, Shoulders,Knees, and Toes." Have students dothe actions as they sing.Recall weather tips that wediscussed in previous lessons.Split the class into 2 and have themidentify if they hear the long oo o rthe short oo sounds.Lay two hoops on the floor labeled long oo and short oo. Then havestudents hop into the correct hoopto identify which sound they hear in

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week that is correctlycapitalizedSelf-assess thesentence

111.

Distinguish /oi/ fromother vowel sounds

112.

Decode words with /oi/113.Form words with /oi/114.Identify the name of aholiday as a propernoun

115.

Identify a holidaycorrectly capitalized

116.

Distinguish /oi/ fromother vowel sounds

117.

Choose the present-or past-tense actionverb that completes asentence

118.

Decode words withvarious o vowelpatterns

119.

Choose the present-or past-tense linkingverb that completes asentence

120.

Distinguish /ô/ fromother vowel sounds

121.

Decode words with /ô/122.Form words with /ô/123.Compose a journalentry that tells abouta holiday

124.

Decode wordswith /är/, /ôr/, /ür/,/oo/, /ôô/, /ou/, and /oi/

125.

Decode words withsoft and hard c andsoft and hard g

126.

Comprehend wordswithin the context of asentence

127.


128.

5 word cards: er, bright, fast, short, thick43.Building blocks44.4 sets of 3 Bossy r cards: a r, o r, and er/ir/ur

45.

15 words cards: ride, table, flag, cent,cart, circle, truck, dirt, hurt, swirl, price,fence, slide, tent, able

46.

A container for the Word Family Cardsand High-Frequency Word Cards

47.

11 words on cards: look, soon, come,alone, too, corn, cone, hot, good, go

48.

Genesis 1:14 written for display49.A twelve-month calendar50.4 word cards: autumn, winter, spring,summer

51.

Cut apart and laminate the MonthsWord Cards

52.

A token for each student to mark wordson Instructional Aid 74

53.

A calendar for the current month54.Cut apart and laminate the Days of theWeek Word Cards

55.

Partial words written for display: s_l, b_l,j_, f_l, j_n, b_

56.

Cards to complete the displayed words:oi (4), oy (2)

57.

8 word cards: point, joint, coin, noise,noisy, choice, voice

58.

4 brown lunch bags59.4 pictures of the following items,attached to the front of the lunch bags:toy, soil, broom, book

60.

12 word cards: joy, boy, oil, foil, soil,room, zoom, bloom, took, look, shook,hook

61.

Several blank cards for students to writenonsense words

62.

7 commands written on sentence strips63.A red-white-and-blue container to holdthe sentence strips

64.

A bell or noisemaker65.Words written for display: hat, plate, car66.Word family endings written for display: _aw, _awn, and _all

67.

A recording of "Happy Birthday to You"68.20 words written on pieces of paper,crumpled up and placed in a trash bag

69.

the words.Review adjectives. Hold up a penciland have students identify differentadjectives to describe it.Display James 1:22. Read the verseand tell students that God wants usto read the Bible and obey what Hetells us to do. Have students tellhow they have followed God'sinstruction to obey their parents, topray, or to read the Bible.Build a small tower from blocks.Play a review game with the blocksand Bossy r.Review adjectives that compare twonouns. Use the suffix -er tocompare two things. Then use thesuffix -est to review three things.Discuss the difference betweentown or city. State the places inyour town that you have been to.List your three favorite places inyour town.Explain how poems can come indifferent shapes and sizes. Readsome poems.Discuss some of the people thatserve and work in your community.Tell about people you know thatserve your community.Take a trip through the communityto review the word families _ow and _own.Guide students to start drafting thefirst couple sentences of a poem.Read the Clouds poem and readthe author. Discuss what the poemis about.Display the poem "The Wind." Readthe title and the poem. Studentsshould then proofread what theyread.Have students write their final draftby rewriting their poem but withcorrections.Collect each student's draft(s) andfinal poem and grade with therubric.Display Genesis 1:14. Read theverse aloud and identify words thatrelate to time as you discuss theverse. Discuss where light comesfrom and the temperature. Displaythe name of each season.Play a game to review the wordfamilies _ace, _ice, _ow, _own, and _out. Split the class into two groupsand ask students to use a word in a

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sentence.Display the twelve-month calendar.Then count the months. Identify thecurrent month. Sing the song"There Are Twelve Months."Display the four season word cardsand identify the months that makeup each season.Discuss that a holiday is a specialday. Have students describe whatspecial things their families do onNew Year's Eve.Review the months of the year.Identify something associated witheach month like weather, a holiday,or a special school event. Discussthe days of the week. Sing the song"God Made Seven Days in aWeek." Have students arrange theDays of the Week Word Cards inorder.Discuss that Sunday is a reminderto us that Jesus is alive. Thenidentify that Easter Sunday is aspecial holiday to remember thatChrist arose in His body from thegrave.Display lunch bags and place wordcards in random order face down.Then identify the pictures on thebag. Have students inventnonsense words. Have studentsmake up a rhyming word.Review that action verbs are verbsthat are taking place now. You canadd the letters -s or -es to make averb an action verb.Discuss the importance of Veteran'sDay. Identify people that you knowthat are veterans.Review Linking Verbs. Read asentence and identify the linkingverb.Discuss that the Fourth of July isthe birthday of the United States.Have students discuss what they doon the Fourth of July.Read aloud the High-FrequencyWord Card Christian. Read it, thenspell it and read it again. Thenmake up sentences with that word.Review the reasons for Journaling.Get Journal paper and develop yourjournal entry. Choose a holiday andsketch something you enjoy doingfor that holiday. Then comment onpeople, places, and thingsconnected with what you are

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drawing. Finally write sentencesabout your illustration.Review r-influenced sounds andspellings of words.Write real words and nonsensewords. Choose a piece of crumpledpaper and determine if it is a realor nonsense word.Distribute Sentence Puzzle Cardsand create a sentence. Distribute a copy of the Chapter 4test to every student. Read thedirections for each section.

Unit 5:I WriteWords

(updated7/2/19)

Students wil l :Identify writing athank-you note as away to expressthankfulness

1.

Identify the audienceand purpose of athank-you note

2 .

Complete a graphicorganizer in the Planstep

3.

Distinguish between/ô/, /oi/, and /ou/

4 .

Distinguish betweensoft and hard c and g

5.

Decode words withthe soft and hard c and g sounds

6.


7.

Retell facts anddetails from alistening selection

8.

Decode words withthe various o vowelpatterns

9 .

Build word families10.Compose a thank-younote in the Draft step

11.

Distinguish betweenthe hard and soft c sounds

12.

Decode words withthe hard and soft c sounds

13.

Evaluate thethank-you note forclarity in the Revisestep

14.

Evaluatecapitalization,punctuation, andspelling for thethank-you note in the

15.

I Write Words:Identify writing athank-you note as away to expressthankfulness

1.

Retell facts anddetails from alistening selection

2.

Evaluatecapitalization,punctuation, andspelling for thethank-you note inthe Proofread step

3.


4.

Write the final copyof the thank-younote in the Publishstep

5.

Illustrate thethank-you note tocomplete thePublish step

6.

Identify an antonymfor a given word

7.

Explain that anadverb can tell howan action happens

8.

Choose theadjective or adverbthat completes asentence

9.

Expand a sentenceby adding an adverbthat tells how

10.

Recall facts anddetails from a poem

11.

Compose a journalentry about afavorite song

12.

Distinguish afragment from a

13.


Chart 9: â1 .Chart 10: ê 2 .Chart 11: î3 .Chart 12: ô4 .Chart 13: û5 .Chart 14: Writing Process6.Chart 16: Hard c /k/7.Chart 17: Soft c /s/8.Chart 19: R-influenced Vowel: ar9 .Chart 20: R-influenced Vowel: or10.Chart 21: R-influenced Vowel: er11.Chart 22: R-influenced Vowel: ur12.Chart 23: R-influenced Vowel: ir13.Chart 24: Revise14.Chart 25: Proofread15.Chart 26: Hard g /g/16.Chart 27: Soft g / j /17.Chart 31: I Write Words18.

4 .

Phonics Charts Phonics Song Chart 10: j1 .Phonics Song Chart 15: õ2 .Phonics Song Chart 28: ch3 .Phonics Song Chart 37: ar4 .Phonics Song Chart 38: or5 .Phonics Song Chart 40: oo6.Phonics Song Chart 42: ou/ow7.Phonics Song Chart 43: oi/oy8 .Phonics Song Chart 44: au/aw9.Word Family Cards:

W82c: write1 .W83a-W83c: bone, stone, phone2.W84b: rule3 .W91a-W91l: say, way, hay, day, pay,lay, may, stay, clay, play, pray, tray

4 .

W92a-W92d: we, he, me, she5.W93c: heat6 .W96a-W96f: feet, meet, greet,sweet, street, sheet

7 .

W97a-W97f: weep, deep, beep,steep, sleep, sweep

8.

10.

5 .

Bible Topics:Christians depend onGod to help themwrite God-honoringcommunication thatbenefits others.

1 .

The words that wesay, listen to, read,and write shouldplease God.

2 .

Bible Methods:Explain that Godchose men to writeHis words. His HolySpirit guided the menas they wrote.Display Ephesians5:20 and read aloud.Tell one thing thatyou are thankful for.

1 .

Read Mark 4:35-41aloud. Discuss whathappens to Jesus andHis disciples as theysail on the sea.

2 .

Read aloud 1 John1:4. Guide studentsto understand thatwords they write arewords that they aresaying to someone.Discuss whatstudents could writeto encourage a friend.

3 .

Display John 14:2-3.Read the verse aloudand encouragestudents to discusswhat Jesus promisesHe will do in thefuture.

4 .

Display Ephesians5:19. Read the versealoud and discuss

5.

Review the language skills l isten, speak, and read. Invite volunteersto give an example of how theyhave used one of these skills today.Explain that God chose men towrite His words. His Holy Spiritguided the men as they wrote.Display Ephesians 5:20 and readaloud. Tell one thing that you arethankful for.Explain that the students will followthe five writing steps to write athank-you note. Tell who therecipient will be and guide adiscussion about what the personhas done and why the studentsshould show thankfulness.Display Phonics Song Charts 42, 43and 44. Review each sound anddiscuss the spelling for each sound.Sing the verses from "Phonics Song2" together.Display Teaching Charts 16, 17, 26and 27. Review each sound. Recitethe Look Out Vowels together.Display and read High-FrequencyWord Cards. Have the studentsread them aloud, spell them aloud,and then say it aloud again. Thenread the context sentence. Finallymake additional sentence for thatword.Complete worktext pages.Complete the activities in thechapter.Read "Jesus Loves Me" and ask apartner about important facts anddetails that they recall from thestory.Display Word Family Cards and thePhonics Song Chart. Then sing"Phonics Song 2." Practice coming up with wordfamilies. Invite students to sing the

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thank-you note in theProofread stepUse the appropriateproofreading marks toindicate changes

16.


17.

Distinguish betweenthe hard and soft g sounds

18.

Decode words withthe hard and soft g sounds

19.

Write the final copy ofthe thank-you note inthe Publish step

20.


21.

Decode words withshort and long vowels

22.

Identify words withtwo syllables

23.

Illustrate thethank-you note tocomplete the Publishstep

24.

Distinguish /j/ from /g/25.Construct words with/j/ spelled dge

26.

Decode words with /j/27.Explain therelationship betweenantonyms

28.

Identify an antonymfor a given word

29.

Choose the antonymthat completes asentence

30.

Distinguish /ch/ fromother consonantsounds

31.

Construct words with/ch/ spelled t ch

32.

Decode words with/ch/

33.

Identify the suffix - ly34.Explain that anadverb can tell howan action happens

35.

Choose the adverbthat completes asentence

36.

Distinguish betweeninitial l and r blends

37.

Decode words withthe augh, igh, dge,

38.

fragment from asentenceChoose a subjectpart or a verb partto complete asentence

14.

Choose homophones15.Determine whetheran action verb ispresent or past tense

16.

Use a future-tenseverb in a sentence

17.

Recall that writtenwords should pleaseGod

18.

Choose a verb thatcompletes asentence

19.


20.

Use a preposition tohelp tell where

21.

Identify the singularpronoun thatreplaces a noun inthe subject part of asentence

22.

Identify nouns in aseries of words

23.

Identify theaudience andpurpose of a psalm

24.

Complete a planningchart for a poem inthe Plan step

25.

Identify theaudience andpurpose of a hymntex t

26.

Identify the locationfor syllabication inwords with prefixes

27.

Classify a word byhaving a prefix orsuffix

28.

Write the final copyof the poem in thePublish step

29.

Decode words withvarious vowelsounds and patterns

30.

steep, sleep, sweepW98a-W98f: see, fee, flee, free, tree,three

9.

W102e: right10.W103a: toe11.W107b: no12.W108c: true13.W110a-W110f: lace, race, face,place, grace, space

14.


15.

W112a, W112c: arm, farm16.W113b, W113e: car, star17.W120a: tool18.W126a-W126f: town, down, clown,crown, brown, frown

19.

W129a-W129c: out, sprout, shout20.W131a-W131f: age, wage, page,cage, rage, stage

21.

W132a-W132c: toy, boy, joy22.W133a-W133f: saw, law, raw, jaw,draw, straw

23.

W134a-W134c: dawn, lawn, yawn24.W135a-W135i: all, tall, wall, hall,ball, call, mall, fall, stall

25.

W136a-W136c: cost, lost, frost26.W137a-W137c: song, long, strong27.W138a-W138e: toss, boss, loss,moss, cross

28.

W139a-W139d: edge, wedge, ledge,pledge

29.

W140a-W140e: nudge, budge, fudge,judge, grudge

30.

W141a-W141b: soft, loft31.W142a-W142h: hatch, batch, patch,catch, latch, match, snatch, scratch

32.

W143a-W143g: itch, hitch, ditch,pitch, stitch, switch, twitch

33.

W144a-W144g: hog, dog, log, fog,job, frog, smog

34.

W145a-W145c: moth, cloth, broth35.W146a-W146b: off, scoff36.W147a-W147d: dare, care, stare,share

37.

W148a-W148f: air, hair, pair, fair,stair, chair

38.

W160e: stew39.Phonics Characters: Alley Cat -er, AlleyCat -est, Alley Cat -ed, Alley Cat -ing, Mr.and Mrs. Short, Uncle Short, Miss Long,Marker e

11.


6 .

High-Frequency Word Cards Card 30: eight1.Card 63: move 2 .Card 95: thought3.Card 96: through4.

7 .

aloud and discusshow it talks aboutsongs that Christianssing when theyworship.Remind students thatsome of the menwhom God chose towrite the Bible wrotepoems or psalms.Some of the Psalmsare prayers thatthank God forsomething.

6 .

families. Invite students to sing thecorrect spelling after each word. Display the Instructional Aid 79:Thank-You Note: Draft. Point to thegreeting line and remind studentsthat you put the name of theperson to whom the note is written.Write Dear on the greeting line andthen write a name. Come up with atopic about what they are thankfulfor.Brainstorm and write for display alist of words the students may wantto use for the detail sentence. Havestudents write the body of the note.Finally at the bottom of the page,come up with a closing.Model the movements of a musicalconductor. Discuss severalcharacteristics of a conductor. Invitestudents to sing a song as youmodel the movements of aconductor.Have students read the words fromthe Instructional Aid 80. Then usetheir pencil as a "baton" and standup in front and read the words.Help students to revise theirparagraph in a positive andencouraging way. Review eachmark in each sentence. Proofreadthe letter.Remind students to be goodlisteners and listen to the story "AnEvening Out." Then answer thecomprehension questions.Look at a list of words anddetermine if they have hard or softsounds.Place a chair in the front of theroom. Have 2 students read aHigh-Frequency Word Card. Thewinner moves to the chair up front.Continue until all of the studentshave had a chance to be in thechair in the front of the room.Give each child a white piece ofpaper to write their note on.Explain the steps that they will taketo make the final thank-you note.Copy the note onto the whitepaper. Instruct them how fold thepaper to make a card. Then theywill illustrate the front of the card.Collect each student's draft andfinal copy. Assess their work andschedule a conference withindividual students. Finally deliver

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and tch patternsDecode words with aninitial l and r blends

39.

Recall that anadjective describes anoun

40.

Identify the suffix -y41.Choose the adjectivethat completes asentence

42.

Decode words withsilent letters

43.

Decode words with /ô/44.Expand a sentence byadding an adverb thattells how

45.

Write an expandedsentence using anadjective

46.

Recall facts anddetails from a poem

47.

Distinguishbetween /ô/, /oo/,/ou/ and /ö/

48.

Compose a journalentry about a favoritesong

49.

Decode words with/âr/, /är/, /ôr/, and /ûr/

50.

Distinguish /âr/ fromother vowel sounds

51.

Identify r-influencedvowel sounds

52.

Define f ragment53.Rewrite a sentenceusing correctcapitalization andpunctuation

54.


55.

Analyze rhymingwords in the contextof a sentence

56.

Decode words with /f/spelled p h

57.

Identify syllables inwords

58.

Distinguish afragment from asentence

59.

Choose a subject partor a verb part tocomplete a sentence

60.

Decode words with igh and augh

61.

Choose homophones62.Determine whether anaction verb is present

63.

Card 116: word5.Card 89: tear6.Card 22: dear7.Card 65: near 8 .High-Frequency Word Cards for review9.

Teacher Resources: "Phonics Song 1"1 ."Phonics Song 2"2 ."Vowel Song"3 .Alphabet Cards 4 .Instructional Aid 50: Paragraph Paper5.Instructional Aid 76: Thank-You Note:Plan

6.

Instructional Aid 77: Hard Sound andSoft Sound

7.

Instructional Aid 78: Parts of a Note8.Instructional Aid 79: Thank-You Note:Draft

9.

Instructional Aid 80: Music Notes10.Instructional Aid 81: Thank-You NoteRubric

11.

Instructional Aid 82: Adverbs with theSuffix - ly

12.

Instructional Aid 83: Blends for each pairof students

13.

Instructional Aid 84: Adjectives with theSuffix -y

14.

Instructional Aid 85: Silent Letter ReviewCards (2 sets)

15.

Instructional Aid 86: Silent Letter ReviewPictures

16.

Instructional Aid 87: Piece of Cake17.Instructional Aid 88: Ph Word Cards 18.Instructional Aid 89: Action Verbs Review19.Instructional Aid 90: Pies20.Instructional Aid 91: PIe Word Cards21.Instructional Aid 92: Words with - ly22.Instructional Aid 93: Thank You, God:Plan for display and for each student

23.

Instructional Aid 94: Thank You, God:Draft for display and for each student

24.

Instructional Aid 95: Prefixes andSuffixes Word Cards

25.

Instructional Aid 96: Thank You, God:Publish for each student

26.

Instructional Aid 97: Thank You, God:Poem Rubric

27.

Phonics Storybook 44: The DrawingBook (TeacherToolsOnline.com)

28.

Phonics Storybook45: Balls (TeacherToolsOnline.com)

29.

Phonics Storybook 46: A LongLine (TeacherToolsOnline.com)

30.

Phonics Storybook 47:Fudge (TeacherToolsOnline.com)

31.

Phonics Storybook 48: Mitch'sFall (TeacherToolsOnline.com)

32.

Phonics Storybook 49: A33.

8 .

the thank-you note.Read the story "Musical Mice" andthen answer the comprehensionquestions.Read words and then repeat theword as you clap out the syllables.Then listen and decide if it has along or short vowel sound. Finally,put a dot between the two syllables.Role play a mail carrier as youdeliver the notes that you havewritten to each student. Allow themtime to enjoy their letters. Display pictures of stringedinstruments. Talk about differentcharacteristics of each instrument.Demonstrate playing on a stringedinstrument. Let the students talkabout different instruments thatthey have heard.Review synonyms, which are wordsthat mean the same. Come up withwords that are opposite. Discusswhat antonyms are. Then come upwith antonyms of words.Display the pictures of thepercussion instruments. Discusswhy they are called percussioninstruments. Have students practicedrumming on their desk withpencils. Finally choose a song thatthe class enjoys singing and allowthem to keep time to the music asthey sing the song.Introduce what an adverb is.Display the sentence and havestudents identify what the adverbis. Show pictures of different brassinstruments. Have students tellabout a time they heard a brassinstrument.Have students work with a partnerand discuss blended sounds. Singthe "Blended Time" song. Identifywords that have a blended sound.Show pictures of woodwindinstruments. Then read theparagraph on woodwindinstruments. Answer thecomprehension questions.Review adverbs. Discusscharacteristics of adverbs.Read "Music in My Pocket." Answercomprehension questions.Choose a familiar song and lead thestudents in singing it. Use thejournal and write two or three

of 41


or past tenseChoose the present-or past-tense actionverb that completes asentence

64.

Recall that writtenwords should pleaseGod

65.

Use words thatencourage others

66.

Decode words thatrhyme

67.

Use a future-tenseverb in a sentence

68.

Identify thefuture-tense verb in asentence

69.

Identify thefuture-tense verb thatcompletes a sentence

70.

Use appropriatevolume and pacingwhen reading"Humpty Dumpty"

71.

Distinguish /ô/ fromother vowel sounds

72.

Form words with /ô/73.Identify the present-,past-, or future-tenseverb in a sentence

74.

Classify words intoword families

75.


76.

Identify rhyming words77.Distinguish betweenvarious endingconsonant blends

78.

Construct words withsuffixes

79.

Decode words withending consonantblends

80.

Use a preposition tohelp tell where

81.

Distinguish /tw/ fromother beginningconsonant sounds

82.

Decode words withinitial consonantblends tw anddigraphs sh and ch

83.

Identify homophones84.Identify the singularpronoun that replacesa noun in the subjectpart of a sentence

85.

Use the pronoun I 86.

Jog (TeacherToolsOnline.com)Phonics Storybook 50:Exploring (TeacherToolsOnline.com)

34.

Phonics Storybook 51: Who AmI? (TeacherToolsOnline.com)

35.

Phonics Storybook 52: What AmI? (TeacherToolsOnline.com)

36.


Ephesians 5:20 for display1 .A thank-you note you have received2.Soft ball or beanbag3.Word family endings written for display:_ost, _omg, _oss, _oft

4 .

A red colored pencil for each student5 .Paper for each student's final thank-younotes

6.

Pictures of keyboard instruments:clavichord, harpsichord, grand piano,and upright piano

7.

Pictures of stringed instruments: viola,violin, cello, and double bass

8.

A stringed instrument and bow fordemonstration

9.

Prepare giant alphabet cards with 15pieces of 8 1/2 x 11 white paper, withletter d written in white crayon on onepiece

10.

A colorful marker to reveal the invisibleletter d on one sheet of white paper

11.

Pairs of objects to represent theseantonyms: big, l itt le; bumpy, smooth

12.

Pictures of percussion instruments: bass,drum, snare, drum, kettledrum,tambourine, chimes, triangle, andxylophone

13.

A piece of 8 1/2 x 11 white paper withthe letter t written in white crayon andthe letters ch in bold black to make t ch

14.

A colorful marker to reveal invisibleletter t on the white paper

15.

3 copies of W143f, switch16.Yellow "brass" paper shape to passaround

17.

11 word cards: black, brick, clip, fluff,crown, grape, frill, plant, pray, track,drink

18.

A piece of 8 1/2 x 11 white paper withthe letters au written in bold black and gh in white crayon to make augh

19.

A colorful marker to reveal invisibleletters gh on the white paper

20.

Words written for display: caught,naughty, daughter

21.

Pictures of woodwind instruments:piccolo, flute, clarinet, oboe, saxophone,and bassoon

22.

Recordings of each instrument23.

9 .

sentences about what you likeabout the song.Discuss figurative language. Giveseveral examples of figurativelanguage.Read the "Teaching WordFamilies" and use the steps toteach about different word families.Discuss what a fragment is andhow it is different from a sentence.Use the Sentence Puzzle Cards andarrange them in order. Practicechanging a fragment to a sentenceby adding the missing pieces.Read "A Wonderful Gift" andanswer the comprehensionquestions.Have one student pretend totelephone operator and play agame to review the f soundscreated by /ph/.Read Mark 4:35-41 aloud. Discusswhat happens to Jesus and Hisdisciples as they sail on the sea.Read "A Whistling Bird" and answerthe comprehension stories after it.Read a clue and then have thestudents determine the antonymfor the word.Review action verbs. Then discussnow and past verbs. Discuss thatyou can make a now verb into apast verb.Read aloud 1 John 1:4. Guidestudents to understand that wordsthey write are words that they aresaying to someone. Discuss whatstudents could write to encourage afriend.Review base words and suffixes.Practice writing base words withthe suffix. Place a dot between thesyllables. Review verbs and discuss thedifference between action andlinking verbs. Read the sentencesaloud and identify these types ofverbs.Display John 14:2-3. Read the versealoud and encourage students todiscuss what Jesus promises He willdo in the future.Display the nursery rhyme andil lustration of "Humpty Dumpty"from the book of nursery rhymes.Read aloud the rhyme and havethem act it out.Play word family tic-tac-toe.

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correctly whenreferring to oneselfIdentify the pluralpronoun that replacesthe subject part of asentence

87.

Distinguish between/oi/, /är/, and /ôr/

88.

Decode words with l y,/oi/, /är/, and /ôr/

89.

Identify nouns in aseries of words

90.

Pause at each commawhen reading nounsin a series aloud

91.

Identify the audienceand purpose of apsalm

92.

Identify wording thatexpresses praise orthankfulness in averse from a psalm

93.

Identify the base wordin words with suffixesand prefixes

94.

Distinguish betweenopposites formed withthe prefix un-

95.

Complete a planningchart for a poem inthe Plan step

96.

Dictate words orphrases that namethings for which topraise/thank God

97.

Identify the audienceand purpose of ahymn text

98.

Identify wording thatexpresses praise orthankfulness to Godin a hymn text

99.

Decode words withprefixes

100.

Identify the prefix in aword

101.

Identify the locationfor syllabication inwords with prefixes

102.

Write a non-rhymingpoem of praise andthankfulness to Godin the Draft step

103.

Classify a word byhaving a prefix orsuffix

104.

Identify the correctprefix for a given word

105.

Word cards and pictures cut out fromInstructional Aids 85 and 86

24.

2 toy hoops25.A large rubber band26.A set of 4 response cards for eachstudent: ô, oo, ou, au

27.

A music box or a plain box with a lid28.A whole cracker in a resealable bag29.A fragment of a broken cracker in aresealable bag

30.

A cracker snack for each student31.A phone (powered off)32.Word cards cut out from Instructional Aid8 8

33.

A long blade of broad grass34.Words written for display: call, fall, halt,malt, salt, tall

35.

A tic-tac-toe grid for display36.5 Xs and 5 Os37.Book of nursery rhymes with the wordsand an illustration for "Hey Diddle,Diddle"

38.

Book of nursery rhymes with the wordsand an illustration for "Little Boy Blue"

39.

2 pointers40.An X to be placed over Alphabet Card41.Words written for display: Set 1 -poking, ruling, mopping, hunting; Set 2 -dark, brave, shy, light, proud

42.

A stuffed animal43.Sticky notes44.Words written for display: Set 1 -singing, thanked, words, prayer,sweetly, churches (cover each suffixwith a sticky note); Set 2 - kind, pack,tie, fold; Set 3 - sleep live, round, loud

45.

Ephesians 5:19 for display (from Lesson142)

46.

The music for the song "Jesus LovesEven Me"

47.

4 heart-shaped prefix cards made fromred or pink construction paper: un-, a-,re-, be-

48.

A beanbag49.Heart stickers or stamp50.Words written for display: Set 1 - do,side, kind, tell, low, ware, cross, plant &Set 2 - tied, untied, cooked, uncooked,locked, unlocked, make, remake, fill, refill

51.

A music staff with notes52.Prefixes and suffixes written for display:a-, un-, re-, be-, -ing, -ed, -er, -est, -ly

53.

A T-chart labeled Prefixes and Suffixesfor display

54.

4 prefix cards made from 8 1/2 x 11cardstock or posterboard: a-, un-, re-, be-

55.

Give the set of two cards topartners. Allow all the students tocirculate around the room with theirpartners. Ask them to stop andread the cards from another group.Keep continuing until they haveread all of the cards.Display the illustration of "Little BoyBlue" and listen for words thatrhyme. Select other nursery rhymesand find more rhyming words.Introduce the stuffed animal to theclass. The class can choose a namefor it. Write the words b y, i n, on,and under. Then have the studentsmove the animal and use apreposition to describe its location.Read the story "A Birthday Pie" andthen answer the followingcomprehension questions.Draw a large rectangle for displayand label it "The Cook'sClub." Display the prepared wordcards. Invite a student to read aword, use the word in a sentence,and then sign his name in TheCook's Club.Practice pronouns by writing thepronouns on the board. Havestudents create sentences and useone of the pronouns.Use the suffix - ly to create adverbs. Discuss nouns and read a list ofnouns. Then practice using commasbetween nouns to use the correctpunctuations.Remind students that a poem is aspecial way to write thoughts andfeelings. Some people use rhymingand some do not. Display Ephesians 5:19. Read theverse aloud and discuss how ittalks about songs that Christianssing when they worship.Discuss what a prefix is. Use theprefix un- with several words anddiscuss that it means the opposite.Then discuss the prefix a-. It hasthe same meaning. Clap out thesyllables to different words onceyou have added the prefix.Complete a planning chart for apoem. Remind students that someof the men whom God chose towrite the Bible wrote poems orpsalms. Some of the Psalms areprayers that thank God forsomething.

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Evaluate the poemdraft for word choicein the Revise step

106.


107.

Write the final copy ofthe poem in thePublish step

108.

Decode words withvarious vowel soundsand patterns

109.

Decode words withconsonant blends anddigraphs

110.

Decode words withsuffixes

111.

Choose the verb partthat completes agiven sentence

112.


113.

Display the Instructional Aid 93:Thank-You God: Plan. Make a list ofwords or drawings. Brainstorm a listof words that students may want touse. Underline hymns and spiritualsongs. Explain that a spiritual songtells the truth about God. Discussthe similarities and differencesbetween the two.Display heart-shaped prefix cards un- and a- and review. Toss abeanbag to a student and read aword. Have the student identify theprefix that they heard.Introduce the prefixes re- and be-.Discuss what the prefixes meanand create words with the prefixes.Write a non-rhyming poem ofpraise. Start drafting the poem.Write one item from your list oneach line. At the end tell Godsomething special.Invite students to sing a favoriteclassroom song. Display a musicstaff with notes. Discuss what pitchmeans. Listen for the lowest andthe highest pitch.Return the poems that you haveedited to each student. Thenrewrite the poem on new paper.Make the appropriate corrections.Pray over the prayer ofthankfulness when they are alone. Distribute Set 1 of the Word FamilyCards randomly to pairs ofstudents. Have one partner readthe words and say them in asentence. Then have them hold theword card in front of them until theyfind another student with the sameword family. You can repeat theactivity with Set 2.Distribute the Sentence PuzzleCards. Assemble the puzzle fordisplay. Distribute a copy of the test to eachstudent and administer the test.Read the directions for each section.



Quarter 4

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Unit 6:I UseWordsWell

(updated7/2/19)

Students wil l :State an example ofthe use of one of thefour language skills

1 .

Identify two choicesthat lead to usingwords wisely

2 .

Create a biblicalverbal response to agiven scenario

3 .

Distinguish /oo/ from/ôô/

4 .

Decode words with _air and _are

5.

Decode y as /ê/ and y as /i/

6 .


7.

Explain why peopleneed to read God'sWord

8.

Decode words with /ê/and /i/

9 .

Construct words with/ê/ spelled ie

10.

Identify the correctusage of suffixes -erand -est within asentence

11.


12.

Identify the subjectpart and the verb partof a sentence

13.

Compose an originalsentence from afragment

14.


15.

Describe items usingadjectives

16.

Identify vowel patterns17.Decode words with /ê/spelled ie

18.

Decode words with r-influenced vowels

19.

Distinguish a singularnoun from a pluralnoun

20.

Choose the actionverb that showssubject-verbagreement

21.


22.

Decode words ending23.

I Use Words Well:State an example ofthe use of one of thefour language skills

1 .

Explain why peopleneed to read God'sWord

2.


3.

Describe itemsusing adjectives

4 .


5.

Distinguish asingular noun from aplural noun

6.

Alphabetize wordsto the second letter

7 .

Identify detailsabout a topic

8 .

Identify the use ofuppercase letters ina tit le

9 .

Decode with silentletters

10.

Participate in sharedresearch activities

11.

Identify homophones12.Write a title andtopic sentence for areport in the Draftstep

13.

Identify rhythm inpoetry

14.

Write detailsentences for thereport in the Draftstep

15.

Evaluate theparagraph for clarityin the Revise step

16.

Relate anexperience of losinga tooth

17.

Evaluatecapitalization,punctuation, andspelling for theparagraph in theProofread step

18.

Produce the finalcopy of the report inthe Publish step

19.

Create a report cover20.Illustrate thebiography

21.


Chart 3: Sentences1.Chart 5: I Listen to Words2.Chart 6: Two Builders, Two Choices3.Chart 8: I Speak Words4.Chart: 9: â5 .Chart 10: ê6 .Chart 11: î7 .Chart 12: ô8 .Chart 13: û9 .Chart 14: Writing Process10.Chart 18; I Read Words11.Chart 19: R-influenced Vowel: a r12.Chart 20: R-Influenced Vowel: o r13.Chart 21: R-Influenced Vowel: e r14.Chart 22: R-Influenced Vowel: u r15.Chart 23: R-Influenced Vowel: i r16.Chart 24: Revise17.Chart 25: Proofread18.Chart 26: Hard g /g/19.Chart 27: Soft g / j /20.Chart 31: I Write Words21.Chart 32: I Use Words Well22.

4 .

Phonics Charts Phonics Song Chart 2: b1 .Phonics Song Chart 5: ë2 .Phonics Song Chart 13: m3.Phonics Song Chart 23: w4.Phonics Song Chart 25: y5 .Phonics Song Chart 27: sh6 .Phonics Song Chart 28: ch7 .Phonics Song Chart 29: th8 .Phonics Song Chart 30: wh9.Phonics Song Chart 31: ng10.Phonics Song Chart 33: ê11.Phonics Song Chart 34: î12.Phonics Song Chart 36: û13.Phonics Song Chart 40: oo14.Phonics Song Chart 44: au/aw15.Word Family Cards:

W7a-W7g: Ted, wed, bed, led, red,fed, shed

1.

W43a-W43c: list, fist, wrist2 .W66a-W66c: cane, lane, plane3.W71a-W71h: take, bake, cake, lake,make, rake, flake, shake

4.

W80g-W80h: pride, slide5 .W82a-W82c: bite, white, write6 .W83a-W83c: bone, stone, phone7.W85a-W85b: cute, flute8 .W86a-W86d: tune, dune, June, prune9.W88a-W88e: pain, gain, main, rain,train

10.

W90a-W90b: woke, poke11.W91a, W91k: say, pray12.

16.

5 .

Bible Topics:Christians honor Godand edify othersthrough listening,speaking, reading,and writing. They usespeaking, phonics,English, and writingskills to communicateGod's truth and love.

1 .

Bible Methods:Display Psalm 19:14.After telling God'swords, David thoughtabout the words heused in this song andhe prayed thisprayer. Discuss eachof the phrases in thisverse.

1 .

Read John 20:31aloud. Discuss howthe Bible was writtenfor us to read andlearn about JesusChrist. Invitevolunteers explainwhy people need toread the Bible.

2 .

Read the story "LostTreasure" which wastaken from Luke15:4-10.

3 .

Discuss what graceis. Read the poem "AChurch to Treasure."We hear many thingsat church, but themost important thingwe can listen to areGod's words from theBible.

4 .

Remind students thatGod wants eachChristian to be a wiseleader who hearsGod's words andobeys. Also, aChristian depends onGod's help to learn tothink and speakwisely.

5 .

Discuss that duringthe break, you willhave opportunities tolisten to God's Word.A wise listenerchooses to hear

6 .

Display Psalm 19:14. After tellingGod's words, David thought aboutthe words he used in this song andhe prayed this prayer. Discuss eachof the phrases in this verse.Paraphrase this verse. Explain thatbecause we are all sinners, ourchoices about words may be sinfulchoices. We must ask God for helpto use words in ways that pleaseHim and we need God's help tothink right thoughts so that we willuse words the right way.Look at words and read them aloud.Then read the sentence aloud.Notice how some words have thesame sound, but are spelleddifferently.Review the word families using theprocedure in "Reviewing WordFamilies."Display the High-Frequency WordCard. Say the word out loud, spell italoud, and then say it aloud. Readaloud in a context sentence.Complete the worktext pages.Complete the activities in thechapter.Display the picture of the treasurechest and the Bible. Read John20:31 aloud. Discuss how the Biblewas written for us to read and learnabout Jesus Christ. Invite volunteersexplain why people need to readthe Bible.Display Phonics Song Chart 33.Read the words, discuss the vowelpatterns, and sing the verse from"Phonics Song 2." Repeat withPhonics Song Chart 34.Read "Miss Silent Goes First." Discuss the difference between afragment and a sentence. Havestudents read examples anddetermine if it is a fragment or asentence.Pull items out of your pocket one ata time. Describe each of them withdifferent adjectives.Build words with Alphabet Cards.Display the Word Family Cards anddivide the class into two groups.Read a clue and have studentschoose the word that answers theclue. Then discuss different vowelpatterns and sounds of each word.Display Instructional Aid 90, ActionVerbs. Look at the picture. Identify

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Decode words endingin y with suffixes -esand -ed

23.

Distinguish a singularnoun from a pluralnoun

24.

Choose the linkingverb that showssubject-verbagreement

25.

Decode words withsuffixes

26.

Decode words with /ê/and /ë/

27.

Build word families28.Identify a prepositionthat tells where

29.

Choose thepreposition thatcompletes a sentence

30.

Decode words with /i/in closed syllables

31.

Identify details abouta topic

32.

Decode words with /ö/in closed syllables

33.

Explain what abiography tells

34.

Identify the use ofuppercase letters in at i t le

35.

Identify the topicsentence and detailsentences in abiographicalparagraph

36.

Decode words withsilent letters

37.

Decode words with /i/and /ô/ in closedsyllables

38.

Alphabetize words tothe second letter

39.

Participate in sharedresearch activities

40.

Identify relevant factsabout a report topicusing research

41.

Record a fact about areport topic on agraphic organizer inthe Plan step

42.

Distinguish betweenvarious s blends

43.

Distinguish wordswith silent k f romwords with /k/

44.


biographyIdentify the letter orletters left out toform a contraction

22.

Distinguish betweena statement, aquestion, and anexclamation

23.

Punctuate asentence correctly

24.

Compose sentencesthat tell somethinglearned about theuse of words

25.

Tell three detailsconcerning a pet

26.

Identify thecomparisons in ananalogy

27.

Tell about a favoriteplace while stayingon topic

28.

Identify the locationfor syllabication

29.

Distinguish thesingular or pluralnoun that completesa sentence

30.

Identify the propernouns in a sentence

31.

Tell about a favoritei tem

32.

Write an originalsentence

33.


34.

Apply good listeningskills during apresentation

35.

Identify sources forreading about theweather

36.

Produce a sentencethat corrects afragment

37.

Choose the subjectpart that completesa sentence

38.

Match words to clues39.Choose an actionverb to complete asentence

40.

Choose thelanguage skill thatcompletes asentence

41.

Arrange a group ofwords in sentence

42.

W91a, W91k: say, pray12.W93a-W93d: eat, seat, heat, meat13.W94c-W94d: dream, stream14.W95a-W95c: die, pie, lie15.W96c-W96d: greet, sweet16.W98a-W98f: see, fee, flee, free, tree,three

17.

W99a-W99f: by, my, fly, cry, dry, fry18.W102a-W102i: sight, night, light,might, right, fight, fl ight, bright,knight

19.

W103a: toe20.W104a-W104b: boast, coast21.W105a-W105g: bow, blow, grow,slow, snow, throw, know

22.

W106a-W106f: own, blown, flown,grown, thrown, known

23.

W107b: no24.W108a-W108c: blue, glue, true25.W109a-W109c: dark, bark, mark26.W110b: race27.W112a-W112c: arm, harm, farm28.W113b-W113e: car, far, jar, star29.W114a-W114f: art, dart, part, cart,start, smart

30.

W115a-W115c: more, store, chore31.W116a-W116e: torn, horn, born,corn, thorn

32.

W117a-W117c: hirl, swirl, twirl33.W118a-W118d: dirt, skirt, squirt, shirt34.W119a-W119c: room, bloom, broom35.W120a-W120c: tool, pool, cool36.W121a-W121c: toot, hoot, boot37.W122a-W122c: soon, noon, moon38.W123a-W123f: took, hook, book,cook, look, brook

39.

W124a-W124d: wood, hood, good,stood

40.

W137c: strong41.W139a-W139d: edge, wedge, ledge,pledge

42.

W142a-W142h: hatch, batch, patch,catch, latch, match, snatch, scratch

43.

W144f: frog44.W147a-W147d: dare, care, stare,share

45.

W148a-W148f: air, hair, pair, fair,stair, chair

46.

W149a-W149d: brief, grief, chief,thief

47.

W150a-W150c: field, yield, shield48.W151a-W151h: head, lead, read,dead, bread, tread, spread, thread

49.

W152a-W152c: wild, mild, child50.W153a-W153c: bolt, colt, jolt51.W154a-W154h: wind, bind, mind,kind, rind, find, blind, grind

52.

W155a-W155j: old, told, sold, hold,53.

chooses to hearGod's Word.Remember that aChristian learns toknow God and tolove and obey Himthrough reading theBible.

7 .

Read Ezra 7:10aloud. Point out thatEzra wanted to readand obey God'swords. He alsowanted to teachothers about God'sword.

8 .

Verbs. Look at the picture. Identifydifferent action verbs. Use the verbin a sentence.Read the story "Who Has theTreasure?" Then answercomprehension questions.Display a coin and write the wordfor display. Have someone read theword. Discuss how to make it aplural noun. Do the same for theword penny. Discuss the differentways to make a noun plural.Discuss linking verbs and thedifference between linking andaction verbs. Look at differentsentences and identify the verb inthe sentence.Read the story "LunchboxSurprise." Answer thecomprehension questions.Review adding suffixes added tonouns. Practice doing this.Read "Miss Silent Helps Mrs. Short."Use the Alphabet Cards to buildwords. Write several phrases on the boardand have students identify thepreposition in each phrase. Openthe lunchbox and use the object init to put in different places. Identifythe preposition in the location.Have each students write a longand short e on two sides of a pieceof paper. Then read a list of words.Have students hold up the long orshort e side when they hear theword.Read "Miss Long Finds a Puppy."Answer the questions after it.Lead students in a game of "I Spy." Discuss how before you startresearch, you must choose theinformation that you need to knowand what question you want toanswer. Discuss how you mustchoose your information carefully.Use the Phonics Characters toidentify if the vowel is long or short.Read the story about ThomasEdison. Discuss how this is abiography and the information istrue.Play a game with the Word FamilyCards. Shuffle them and put themin treasure boxes. Have thestudents read each card and if theyanswer it correctly, they get to keepthe card for their team.

of 41


the silent k in k nWrite a title and atopic sentence for areport in the Draftstep

46.

Identify rhythm inpoetry

47.

Decode words withsilent consonants l, w , k , b

48.

Distinguish real wordsfrom nonsense words

49.

Write detail sentencesfor the report in theDraft step

50.

Identify the importantevents from alistening selection

51.

Distinguish betweenvarious words with /oo/

52.

Decode words with/oo/ spelled e w

53.

Create contextsentences for wordswith /oo/

54.

Evaluate theparagraph for clarityin the Revise step

55.

Use proofreadingmarks to indicaterevisions

56.

Relate an experienceof losing a tooth

57.

Decode words with/oo/

58.

Analyze words in thecontext of a sentence

59.

Evaluatecapitalization,punctuation, andspelling for theparagraph in theProofread step

60.

Use proofreadingmarks to indicatecorrections

61.


62.

Decode words withsilent consonants andwords with long vowelpatterns

63.

Identify a word thatmatches a contextclue

64.

Produce the final copyof the report in the

65.

orderIdentify the locationof syllable breaks inwords

43.bold, cold, gold, fold, mold, scoldW156a-W156c: roll, scroll, stroll54.W157a-W157c: talk, walk, chalk55.W158a-W158b: half, calf56.W159a-W159d: numb, dumb, crumb,thumb

57.

W160a-W160l: new, dew, pew, few,stew, blew, flew, drew, screw, chew,threw, knew

58.

Phonics Characters: Miss Long, MissSilent, Mrs. Short, Mr. Short, UncleShort, Mr. and Mrs. Short, Marker e,Alley Cat -ed, Alley Cat -ing

17.


6 .

High-Frequency Word Cards Card 115: won' t1.Card 37: fear 2 .Card 49: guess3.Card 99: treasure4.Card 31: enough5.Card 48: guard6.High-Frequency Word Cards for review7.

7 .

Teacher Resources: "Phonics Song 1"1 ."Phonics Song 2"2 ."Vowel Song"3 .Alphabet Cards 4 .Instructional Aid 50: Paragraph Paper5.Instructional Aid 58: Lassos6.Instructional Aid 98: Sentence orFragment?

7.

Instructional Aid 99: Action Verbs8.Instructional Aid 100: Linking Verbs9.Instructional Aid 101: Biography: Plan10.Instructional Aid 102: Silent w WordCards

11.

Instructional Aid 103: Silent LetterPuzzles

12.

Instructional Aid 104: Biography Rubric13.Instructional Aid 105: Initial and FinalConsonants Word Cards

14.

Instructional Aid 106: Long-VowelPatterns Word Cards

15.

Instructional Aid 107: WatermelonSyllables

16.

Phonics Storybook 53: Helping FarmerJoe (TeacherToolsOnline.com)

17.

Phonics Storybook 54: Mrs. Hill'sDay (TeacherToolsOnline.com)

18.

Phonics Storybook 55: The CookieBake (TeacherToolsOnline.com)

19.

Phonics Storybook 56: SheCries (TeacherToolsOnline.com)

20.

Phonics Storybook 57: GoldHunt (TeacherToolsOnline.com)

21.

Phonics Storybook 58: On thePorch (TeacherToolsOnline.com)

22.

8 .

Compare the vowel sounds with y and i. Then discuss how you changey to i when you make a verb pasttense.Introduce the person who will bethe topic of the students' biographyby displaying the sources. Discusswhat a writer does to get ready towrite. Fill in the person's name.Then collect one fact. Have studentscollect additional facts for theirbiography.Read the story "Lost Treasure."Answer the comprehensionquestions.Play tic-tac-toe with reviewquestions. Ask questions, andstudents who have the correctwords get to place an X or an O fortheir team.Have students fill in their BiographyPlan. Come up with a second factand work on phrases that they maywant to use.Use the Alphabet Cards and readwords that have kn in them.Review the terms and conceptsrelated to a biography. Havestudents draft the first sentence intheir biography. Make sure thatstatement is factual.Students should start theirbiography with a topic sentence.Then they will work on detailsentences to complete theparagraph.Discuss what the tide is at thebeach. Then read the poem "TideTreasures."Look at the students' planningchart. Tell one fact about theperson they are researching. Writetheir fact sentence after their topicsentence. Continue this process forfacts two and three. Continue untilyou finish the paragraph.Read "Oak Island Treasure." Answerthe comprehension questions thatfollow.Display Teaching Chart 24. Discusswhat it takes to proofread. Havestudents use the think-aloudmethod to proofread theparagraph. Then collect and readover before the next step.Read "The Loose Tooth" story. Read the sentences and from thecontext determine the word that

of 41


Publish stepCreate a report cover66.Recall facts anddetails from alistening device

67.

Decode words withsilent consonants

68.

Identify the locationfor syllabicationbetween alike medialconsonants

69.

Complete the Publishstep for a report

70.

Illustrate thebiography

71.

Identify details from alistening selection

72.

Decode words with along vowel and twoconsonants

73.

Identify thecontraction formedfrom a given word orwords

74.

Use a contraction inan original sentence

75.

Identify the number ofsyllables in wordsending in y

76.

Decode words with /ê/or /î/ spelled with y ending

77.

Identify the letter orletters left out to forma contraction

78.

Identify thecontraction thatcompletes a sentence

79.

Evaluate the decisionof the main characterin a listening selection

80.

Decode words with /ê/spelled ea

81.

Identify the locationfor syllabicationwithin words with twomiddle consonants

82.

Identify that a suffixcan be a separatesyllable

83.

Distinguish between astatement, a question,and an exclamation

84.

Punctuate a sentencecorrectly

85.

Read a sentencealoud usingappropriate expression

86.

Phonics Storybook 59: Drew'sStew (TeacherToolsOnline.com)

23.

Phonics Storybook 60: AWalk (TeacherToolsOnline.com)

24.

Phonics Storybook 61: HowieHowls (TeacherToolsOnline.com)

25.

Phonics Storybook 62: TheLetter (TeacherToolsOnline.com)

26.


A picture of a treasure chest1 .A Bible2 .3 word cards: niece, piece, shriek3 .12 plastic cups turned upside down withone word written on each cup: field,yield; brief, grief, chief, thief; feet, meet,greet, sweet, street, sheet

4 .

A comb5.A rock6.A key chain with keys7.A few coins8 .A crayon9.Small tokens to be placed in a pocket10.A purse11.A men's shirt with a pocket12.Several coins, including 2 pennies13.18 word cards: family, families, firefly,fireflies, daddy, daddies, trophy,trophies, spy, spies

14.

Building blocks or cubes15.Words written for display: apple, box,berry, toy

16.

A lunchbox17.A lunchbox with a few rocks, a ring, anda small toy plane inside

18.

Words written for display: bread, red,health, tree, meadow, funny, feet, sea,thread, meat, wealth, steady

19.

Blank paper rectangle for each student(index card)

20.

Treasure chest or gift bag filled withsmall "treasures" (erasers, rocks,stickers, etc.) to give as rewardsthrough Lesson 169

21.

Grade-appropriate biographies orexcerpts from biographies, including theperson who will be the topic of thebiography

22.

Recordings of music by J. S. Bach23.Collection of rocks24.2 treasure boxes drawn for display25.Colored markers for drawing gems inthe treasure boxes

26.

Number cards 1-5 in a container27.Words written for display: cry, cries, fry,fries, dry, dried, try, supply, hurry

28.

Excerpts to be read aloud from sourcesabout the topic of the biography

29.

9 .

should be used to fill in the blank.Proofread the paragraph and lookover the punctuation andcapitalization for each sentence.Read the "Secret Hiding Place"paragraph. Then answer thecomprehension questions.Place the Word Family Cards in thepillowcase. Role-play the Judsons'story and allow two students totiptoe to the front of the room andpick a word. Use the word in asentence. After all of the wordshave been used, display them andthen whisper them together.Start the Publishing project for thebiography. Start rewriting the paperand make the corrections.Read the "Treasures forMissionaries." Answer thecomprehension questions.Read the "Treasure House for aNation." Answer the comprehensionquestions.Review the story "Miss Long Finds aPuppy."Review contractions. Remindstudents that the apostrophe doesnot have a sound. Writecontractions for two words. Thenpractice writing the two words froma contraction.Display several books. Askvolunteers to read the titles. Thenpractice clapping out the syllables. Play a game matching contractionswith the two words that make it up.Read the story "Where's Alex?"Then evaluate the story.Use the Alphabet Cards to makewords and then practice separatingthe words into syllables. Add theletter s to some words and see ifthe number of syllables changes.Read the story "Picnic in the SmokyMountains." Answer thecomprehension questions.Play "Word Family Tic-Tac-ToeReview" to practice reading thewords.Remind the students that languageis the way a group of people useswords when they communicate.Display the graphic organizer.Guide a discussion about eachlanguage skill. Record words orphrases that the students can uselater to prompt their writing and to

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Formulate questionsbased on a listeningselection

87.

Construct words withsuffixes

88.

Decode words fromvarious word families

89.

Compose sentencesthat tell somethinglearned about the useof words

90.

Tell three detailsconcerning a pet

91.

Decode words endingwith /î/ spelled with y

92.

Distinguish soft g from hard g

93.

Apply good speakingand listening skills ina pair-share activity

94.

Decode words with/âr/ spelled air or are

95.

Construct words withsuffixes -es and -edadded to wordsending in y

96.

Complete an analogy97.Recall facts from alistening selection

98.

Tell about a favoriteplace while staying ontopic

99.

Identify the locationfor syllabication

100.

Decode words withvarious vowel sounds

101.

Identify thecomparisons in ananalogy

102.

Identify initial blendswith l and r

103.

Distinguish betweensingular and pluralnouns

104.

Choose the singularor plural noun thatcompletes a sentence

105.

Identify suffixes andprefixes in words

106.

Identify the propernoun in a sentence

107.

Identify thepossessive noun in asentence

108.

Tell about a favoritet ime

109.

Apply good speakingskills

110.

Items or representative items related tothe lift of the topic of the biography,such as photos, books, or songs

30.

Tic-tac-toe grid for display, spacesnumbered 1-9

31.

5 Xs and 5 Os32.Words written for display: kick, king,knock, knee, kiss, knot

33.

10 phrases written on strips for display(see TE p. 622)

34.

A small foam ball and basket35.A trash bag36.2 toy hoops or circles labeled Real and Nonsense

37.

Words written on scraps of paper towel,old plastic bottles, wrappers, emptygood boxes, etc.; scatter around theroom

38.

A large jar for the High-Frequency WordCards

39.

A large treasure map drawn for displaywith dotted line leading to a red X

40.

2 pirates for racing on the displayed map41.Words written for display: fewer, blew,chewing, newscast

42.

A container for High-Frequency WordCards

43.

Words written for display: fewer, blew,chewing, newscast

44.

A surgical mask and gloves to role-playa dentist

45.

Plastic tweezers (or a clothespin)46.A Bible written in another language47.A pillowcase48.12 word cards: half, knit, calf, wrist,wrinkle, limb, lamb, chalk, wreath, comb,knife, crumb

49.

A small whiteboard or piece of paper foreach pair of students

50.

Grade-appropriate biographies fordisplay

51.

A piece of paper for a report cover foreach student

52.

A gift bag for the Word Family Cards53.Puzzle pieces cut apart fromInstructional Aid 103

54.

Words written for display: Set 1 -puddle, penny, happy, candy; Set 2 -hammer, basket, grumble, bubble

55.

6 large word cards made fromconstruction paper folded in half at thesyllable break: padd/le, nap/kin, sad/dle,furr/y, l it/t le, mit/ten

56.

A box for the High-Frequency Word Cards57.A piece of paper for an illustration foreach student

58.

Words written for display: find, gold,wild, roll

59.

aid with spelling.Have students discuss three detailsabout a pet to their partner.Practice speaking clearly and lookat whom you are speaking to. Thenhave the partner speak to the classand tell what they learned.Play a game with the Word FamilyCards to review the vowel andconsonant patterns in each wordfamily.Play "Rescue the Pet." Divide theclass into two teams. Select a wordfamily and then read them. If theycan read all the words correctly,then they get to rescue the pet andhold it. Read the story "Noisy Toys." Assigna sound from the poem to eachstudent and read the poem onemore time. Pause at each soundallowing each student to make thesound for you.Give clues for a list of words andchoose the correct word. Display a fork and a drinking glass.Write the sentence "Fork is to eatas Glass is to drink." Discuss thatthis is an analogy. Then dry to fill insimilar analogies.Read the story "My Favorite Place."Answer the followingcomprehension questions.Practice placing a dot in betweensyllables for words.Read the poem "God Has Given MeMy Family."Review singular and plural nouns.Practice writing the word for asingular version and then the pluralversion. Do this for several nouns.Read the poem "My Favorite Food."Distribute Teaching Charts 19-23 tostudents to hold in the front of theclassroom. Then have them raise itover their head as you point to thewords and say the Bossy r in thewords. Review prefixes. Be able toidentify the base word and theprefix. Review proper nouns. Have thempractice filling in sentences withproper nouns.Have students pair up and practicespeaking clearly and looking at theperson. Have them tell about theirfavorite item. As a listener, be sureto look at the speaker and pay

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Apply good listeningskills

111.

Decode words withinitial consonantblends

112.

Choose the adjectivethat completes asentence

113.

Choose the adjectivethat completes acomparison

114.


115.

Decode words withvarious vowel soundsand patterns

116.

Decode words withinitial consonantblends and digraphs

117.

Write an originalsentence

118.


119.


120.

Order words inalphabetical order

121.

Identify ways to uselistening andspeaking during theschool break

122.

Collaborate with apartner to plan waysto listen and speakwisely

123.

Identify sources forreading about theweather

124.

Distinguish blendsand digraphs fromother consonants

125.

Choose words in thecontext of a sentence

126.

Distinguish a sentencefrom a fragment

127.

Produce a sentencethat corrects afragment

128.

Write a noun and averb in the correctorder to complete asentence

129.

Decode words withlong-vowel patterns

130.

Classify words by131.

A box60.Several books that the students haveenjoyed reading

61.

Several books with titles containing thelong e or i sounds

62.

10 book-shaped word cards in two sets:Set 1 - baby, cry, daisy, dry, duty,empty, fry, kitty; Set 2 - reply supply

63.

2 shelves labeled "Long E" and "Long I"to display word cards

64.

Words written for display: headlight,deaf, heavy, brad

65.

Phrases written for display (see TE p.655)

66.

2 pictures of an item found in a museum(e.g., dinosaur model, old car), dividedinto puzzle pieces

67.

Words written for display: jump, share,move, hit

68.

3 tic-tac-toe grids for display69.Words written for display: flying, try,crying, horsefly

70.

2 stuffed animals that will represent pets71.A fork72.A drinking glass73.The set of l and r blends response cardsfrom Instructional Aid 83 (from Lesson30) for each pair of students

74.

2 socks75.Items or groups of items to be displayedaround the room

76.

6 word cards: box, boxes, penny,pennies, story, stories

77.

An object that belongs to you78.3 objects of varying sizes79.7 word cards: limb, knit, calf, wrist, lamb,comb, knife

80.

A treasure box81.Access to the weather forecast on theInternet

82.

Other sources of weather information83.11 word cards prepared fromInstructional Aid 58

84.

A treat such as ice cream, watermelon,or juice

85.

attention.Review adjectives. Discuss howthey describe. Write on a list of thesenses and come up withadjectives to put under eachsection. Then discuss the endings -er and -est. Create adjectives usingthese endings. Then make asentence comparing the size of thetwo objects using big or small.Read the poem "A Church toTreasure." Discuss that gracemeans God's kindness to us eventhought we do not deserve it.Play the "Treasure Share" game toreview word families. Give a WordFamily Card to each student andhave them get into a circle andsquat down. Have them silentlyread their card and be familiar withthe vowel sounds and wordfamilies. Call out a certain vowelsound and if they have that vowelsound, they should stand. Followthe same steps with word families.Play this game several times withconsonant blends, word families,rhyming words, silent letters, oreven individual words.Display the Sentence Puzzle Card.Have students create differentsentences in the correct order usingthe pieces.Review long and short vowelsounds. Hand a card to eachstudent and have them stand whenthe word on the card matches theclue about their words.Guide a discussion about helping athome. Encourage the students totell one thing they do to help theirfamilies.Distribute a copy of the test to eachstudent and administer the Unit 6Test. Read the directions to thestudents for each sections.Remind students that God wantseach Christian to be a wise leaderwho hears God's words and obeys.Also, a Christian depends on God'shelp to learn to think and speakwisely.Discuss that during the break, youwill have opportunities to listen toGod's Word. A wise listener choosesto hear God's word. Create a list ofother people that you may listen to.You may want to ask God to help

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vowel soundsChoose a noun tocomplete a sentence

132.

Choose the subjectpart that completes asentence

133.

Decode r-influencedvowels and othervowel patterns

134.

Match words to clues135.Identify ways to usereading and writingskills during theschool break

136.

Collaborate with apartner to plan waysto read and writewisely

137.

Apply good speakingand listening skillsduring a presentation

138.

Decode words withvarious vowel patterns

139.

Choose an action verbto complete asentence

140.

Choose the verb partthat completes asentence

141.

Identify the location ofsyllable breaks inwords

142.


143.

Choose the languageskill that completes asentence

144.

them listen and obey.Review consonant blends.Remember that consonant blendscan happen at the beginning or atthe end of the word.Read Ezra 7:10 aloud. Point outthat Ezra wanted to read and obeyGod's words. He also wanted toteach others about God's Word.Brainstorm and write a list ofwriting activities that the studentscould participate individually orwith others. Remember that weneed God's help to speak wordsthat are right. We must also ask Hishelp to write words that please Him.Work with a partner to collaborateto write or draw three ways thatthey can please God in what theychoose to read. Distribute a set of word familycards. Have the pairs read thecards and identify the vowelpatterns. Then have one of thestudents act out the word on thecard. Then use the second set andread through them and playcharades.

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