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Kid Phonics 2

M01K20Z00Z0T15Z0


Kid Phonics 2

5 Program Overview

6 Introduction

7 Unit 1: The General Store and Jailhouse

Activity 1 – Word Building 1 (Long Vowels)

Activity 2 – Word Building 2 (Short Vowels)

Activity 3 – Scrambling Words (Vowel and Consonant Digraphs)

Activity 4 – Unscramble a Silly Story (Vowel Diphthongs and Consonant Blends)

Activity 5 – Double Trouble (Double Consonants)

Activity 6 – Rootin’ Tootin’ Verbs (Verbs)

Activity 7 – Verb-a-doodle-doo! (Verbs)

Activity 8 – Literature Activity (Kites Sail High and The Quilt Story)

Activity 9 – Shake It Up! (Culminating Activity)

29 Unit 2: The Word Rodeo

Activity 1 – Camping Out With Compound Words (Compounds)

Activity 2 – Create a Compound Story (Compounds)

Activity 3 – Load Up the Wagon (Prefixes)

Activity 4 – Mix It Up With Mumpher (Prefixes)

Activity 5 – Happy Endings (Suffixes)

Activity 6 – Mumpher Rides the Rodeo (Suffixes)

Activity 7 – Literature Activity (All Aboard Overnight)

Activity 8 – Word Roundup Games (Culminating Activity)

43 Unit 3: The Silent Letter Stagecoach

Activity 1 – Picture This

Activity 2 – Silent E Necklace

Activity 3 – The Silent Mystery

Activity 4 – Pick a Word

Kid Phonics™ 2Table of Contents

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Kid Phonics 2

Activity 5 – A Superhero Silly Silent E Story

Activity 6 – The Unscrambler

Activity 7 – Literature Activity (There’s a Nightmare in My Closet )

Activity 8 – Silent EEEEasy Street (Culminating Activity)

55 Unit 4: Homonym Hotel

Activity 1 – Homonym Pictures

Activity 2 – Pencil It In

Activity 3 – Fishing for Homonyms

Activity 4 – Choices, Choices

Activity 5 – Some Silly Scenes

Activity 6 – Homonym Word Search

Activity 7 – Literature Activity (The Greedy Python)

Activity 8 – Homination! (Culminating Activity)

71 Unit 5: Phantastic Phonic Phun

Activity 1 – Sound Buster Theater (Drama)

Activity 2 – Tasty Western Word Collage (Art)

Activity 3 – Modeling Dough Word Roundup (Art)

Activity 4 – The Ding Dong Dance (Music)

Activity 5 – The Pony Express (Social Studies)

81 Appendices

Appendix A – Sound Buster Song Lyrics

Appendix B – Jailhouse Decoder Word List

Appendix C – General Store Word Builder Ranch Word List

Appendix D – Word Rodeo Compound Word List

Appendix E – Word Rodeo Prefix List

Appendix F – Word Rodeo Suffix List

Appendix G – Homonym Hotel Word List

Appendix H – Silent Letter Stagecoach Word List

Appendix I – Non-Silent Letter Stagecoach Word List

Appendix J – Sound Buster Clip Art

Appendix K – Certificates

Appendix L – Language Arts Skills Bibliography

Appendix M – Professional Book Bibliography


Kid Phonics 2

Author

Deborah Shepherd Hayes

Design and Layout

Kelly YearyPam Wissinger

Editor

Joe Skelley

Producer

Faye Schwartz


Kid Phonics 2

Kid Phonics™ 2

Levels

For ages

6–9

Activity Components

General Store – Go shopping to choose

a word, then learn how to build the

word and use it in a sentence.

Homonym Hotel – Listen to the Old

Timers talk about homonyms.

Word Rodeo – Play the rodeo game by

using suffixes, prefixes, and com-

pound words.

Silent Letter Stagecoach – Use your

knowledge of silent letters to rescue

the Sound Busters from bandits.

Jailhouse Decoder – Explore words by

unscrambling phonemes to set the

desperadoes free.

Dance Hall – Enjoy music “videos” with

your favorite Sound Busters.

Wild West Times – Print out the saved

sentences you have built.

Special Features

� Original songs and lyrics that

correlate with several phonics skills

� Seven modes of play

� Music plays on audio CD player

� Teacher Control Panel to choose

specific skills focus

Curriculum Skills

� Word and sentence building

� Prefixes and suffixes

� Compound words

� Homonyms

� Silent letter words

� Context clues

� Reading

� Writing


Kid Phonics 2

INTRODUCTION

Welcome to the wonderful world of Kid Phonics 2,where the singing Sound Busters invite kids to theWild West town of Phonics Flats. This teacher’sguide, for kindergarten through third grade, isdesigned to provide meaningful off-line activitiesfor students that cover the wide range of phonicsskills presented in the program. The activities canbe used to introduce a given skill, or as follow-upsto the computer activities.

Kid Phonics 2 provides students the opportunity towork in a rich, multimedia learning environmentthat includes graphics, music, sound effects, andvisual and audio reinforcements. Through a vari-ety of compelling activities, students are encour-aged to construct words from phonemes, buildsentences from words, create new words byadding suffixes, prefixes, and silent letters, andexplore the worlds of homonyms and compoundwords.

As the educator, you have access to the programControl Panel, where you can choose the skillfocus for a given activity. You can also choose thebest method of using Kid Phonics 2 in your class-room. With one or two computers, set up work-station activities for student partners. If you havea pod of computers in your classroom, send coop-erative learning groups to the computer areawith a group task. Kid Phonics 2 is also easilyused in the computer lab, as it provides so manyoptions to individual users. If you have access toan overhead projection device (LCD panel ortelevision monitor), use the features in KidPhonics 2 to introduce a skill or concept to theentire class at the same time.

Watch your students build their reading abilityand confidence level as they begin to make senseof the sometimes challenging “rules and excep-tions” of the English language. Enjoy the fun,challenge, and learning opportunities in KidPhonics 2!


Kid Phonics 2

UNIT 1: THE GENERAL STOREAND JAILHOUSE

This unit focuses on word and sentence building. Students will explore a variety of

phonemes that include short and long vowels, consonant and vowel digraphs,

consonant blends, and vowel diphthongs. The use of verbs is also introduced for

sentence construction. The off-line activities in Unit 1 complement the computer

activities and can be used either as an introduction to a skill or as a follow-up.

Learning Objectives

� To understand that words are created by individual letters and sounds.

� To understand that sometimes two or three letters work together to create a sin-

gle or blended sound in a word.

� To understand sentences comprised of different words with different meanings.

� To understand that a verb is an action word and that all sentences need a verb

in order to be complete.

Unit 1 Activities

Activity 1 – Word Building 1 (Long Vowels)

Activity 2 – Word Building 2 (Short Vowels)

Activity 3 – Scrambling Words (Vowel and Consonant Digraphs)

Activity 4 – Unscramble a Silly Story (Vowel Diphthongs and Consonant Blends)

Activity 5 – Double Trouble (Double Consonants)

Activity 6 – Rootin’ Tootin’ Verbs (Verbs)

Activity 7 – Verb-a-doole-doo! (Verbs)

Activity 8 – Literature Activity (Kites Sail High and The Quilt Story)

Activity 9 – Shake It Up! (Culminating Activity)


Kid Phonics 2

Activity 1 – Word Building 1

This activity is best done as a follow-up to time

spent in the General Store feature of the pro-

gram, where students are instructed with both

auditory and visual cues.

� Remind students that words are created from

individual letters and groups of letters.

� Write several words on the board that focus

on long vowels, for example child, wastebas-

ket, tree, go. Underline the vowels in each.

� Ask students to identify the vowel letters.

Guide them to understand that when pro-

nouncing each word, the actual letter is

heard. Tell them this is the long vowel sound.

� Ask the students to sound out the word child.

Break the word child into its phonemes – ch,

i, ld – and write them on the board.

� Pass out copies of the Word Building 1 activi-

ty sheets, pgs. 13–14, to the students. Tell them

they will be identifying the picture, then

sounding out the word by using some of the

phonemes next to each picture. Write the

phonemes in order below each picture.

Depending upon the age and ability level of

your students, you may want to review and

identify the pictures first before students work

independently.

Correct Answersr ai n c oa t

wh ee l

m ai l b o x

cl o v er

s ai l b oa t

t ee p ee

Activity 2 – Word Building 2

Follow the instructions for Activity 1, but point out

the short vowel sounds for the five vowels and

use the following words for short vowel examples:

traffic, juggler, off, empty, in. Hand out copies of

the Word Building 2 activity sheets, pgs. 15–16.

Correct Answersa pple s au ce

f e n ce

p a d l o ck

n e ck l a ce

b u tt er

h a mm er

Activity 3 – Scrambling Words

This activity is best done as a follow-up to time

spent in the Jailhouse feature of the program.

� Write the word tree on the board. Ask stu-

dents to sound out the word.

� Next, write the phonemes on the board – t r

ee. Point out that two e’s are put together to

create one sound.

� Write the word moon on the board and

explain again that two vowels, in this case

o’s, can be put together to create one sound.

� Pass out copies of the Scrambling Words

activity sheet, pg. 17, to the students. Tell

them they will need to unscramble the

phonemes in order to discover the word.

Remind them to cross off the words in the box

as they unscramble them, to help with

process of elimination.

UNIT 1: THE GENERAL STORE AND JAILHOUSE

Correct Answers1. sneezed 6. stagehand

2. childhood 7. weight

3. tablespoon 8. rowdiness

4. shadows 9. trousers

5. honeydew 10. wheeze

Activity 4 – Unscramble a Silly Story

Hand out copies of the Unscramble a Silly Story

activity sheet, pg. 18. Read through the story with

the class first to be sure students understand the

overall theme of the story. Students will need to

use contextual clues in order to determine which

words best fit in the blanks provided. As a bonus,

students can circle the blended letters that create

the diphthongs in each word. To assist the stu-

dents, you may want to list the words on the

board.

Correct Answersplayground drowsy

skates squeeze

ointment sprinkler

soybeans voyage

sprout friend

Activity 5 – Double Trouble

Review with students some words that have dou-

ble consonants, for example yell, yellow, wiggle,

ball, matter, grass. Hand out copies of the

Double Trouble activity sheet, pg. 19. In this activ-

ity, students will identify the words with double

consonants, then determine a rhyming word to

end each sentence.

Possible Answers1. trouble 3. yellow

2. kiss 4. yell

5. jiggle 8. butter

6. fatter 9. ball

7. mess 10. silly

Activity 6 – Rootin’ Tootin’ Verbs

This activity assumes you are introducing verbs

to your students for the first time and is geared

toward the younger students.

� On the board, write the sentence “He is jump-

ing over the rocks.” Ask students to read the

sentence (or read it for them if necessary).

Ask students to tell you what action the boy is

doing. When they tell you he is jumping, cir-

cle that word, then explain that action words

are verbs.

� Refer to the General Store (Word and

Sentence Building) feature of the program.

Remind students that Rhyma is holding a

scroll with many action words written on it.

These words are verbs. Tell the students they

will be thinking of some verbs.

� Create three headings on the board: Park,

Ocean, and Party. Ask the students to share

what kinds of actions would happen at each

place. When there are several verbs under

each heading, distribute copies of the Rootin’

Tootin’ Verbs activity sheet, pg. 20, to the stu-

dents. Instruct them to choose appropriate

verbs for each section of the activity.

Activity 7 – Verb-a-doodle-doo!

This activity assumes that your students are

already somewhat familiar with the concept of

verbs. Students will also need to know something

about the endings ed and ing, and the terms past

tense and present tense.

� Tell students you will be reading them a story,

but there will be several verbs missing. It will

be their job to create the missing verbs. Pass

out copies of the Costume Contest! activity


Kid Phonics 2

sheets, pgs. 21–23. Ask students to write down

18 different verbs in the spaces provided.

Remind them to add an “ed” or “ing” ending

where indicated. Explain that sometimes a

past tense verb will end with “ed” (like

kicked) but other times it won’t (fell). Students

will need to note the difference on their

activity sheets.

� When the students are finished, ask for volun-

teer to help you read the story. As you read

“The Costume Contest” and come to a blank

in the story, ask a student to read his or her

verb for the appropriate blank. Students will

soon discover the silliness of the story and

want their verbs read!

Activity 8 – Literature Activity

Action Strips

Book: Kites Sail High, Ruth Heller, Grosset and

Dunlap, New York, 1988.

Book Summary: A beautifully illustrated book,

written in verse, that gives written and pictor-

ial examples of all types of verbs.

� Remind kids what verbs are: action words.

Read the story aloud. Share the beautiful

illustrations. Point out that the verbs in the

story are written in bold and larger type.

� Reproduce the Action Strips activity sheet,

pg. 23, and cut out all the strips. Fold them

into smaller pieces and place them in a color-

ful container. Gather the students in a small

area on the floor. Ask a student to pick an

Action Strip from the container. Read it aloud.

� Ask kids to listen for the verb in the sentence.

(The sentences are related to the book, so

you may want to show the illustrations when

appropriate.) � Write the Action Strip on the board and

underline the verb. Ask students to think of

another verb to replace the one in the sen-

tence. Erase the verb and write in student

suggestions. Repeat this process until all the

strips have been read.

ExtensionKids can act out the sentences in pairs while the

rest of the class guesses the verb.

Quilting With Verbs

Book: The Quilt Story, Tony Johnson and Tomie

dePaola, Putnam, New York, 1985.

Book Summary: A charming comparative story

about the lives of two little girls, one living in

colonial times and the other in the twentieth

century. A mother makes one little girl a quilt

that is found in the attic many years later,

repaired and used again.

Activity Summary: Students will practice using

action words by creating a collective quilt.

Materials� 10"x10" squares of different-colored construc-

tion paper (pastel and light colors)

� Crayons, marking pens, colored pencils

� Stapler

� Bulletin board space

� Introduce the book to students by holding it

up and asking kids to share what they know

about quilts. If you have a quilt from home,

bring it to share with the students. Discuss

with them that a quilt is made up of many dif-

ferent patterns and squares, and sometimes

different materials.

� Remind students that a verb is an action

word. Read the story aloud to the class, ask-

ing them to listen for the many verbs in the

story.

� Start a verb list on the board. Ask students to


Kid Phonics 2

recall verbs they heard in the story. Refer

back to the story until a generous list has

been created. Discuss the actions in each pic-

ture of the story.

� Tell students they will be selecting a verb

from the Quilt Story list and illustrating it on

the construction paper. Some verbs from the

story include stitch, spill, rode, hide, sleep,

moved, build, rocked, eat, fold, and dig.

� Distribute the paper and drawing tools to the

students. Once they have chosen their verb,

they should write the word somewhere in

their square, then begin illustrating. Remind

students that it’s okay if several of them

choose the same verb, as each person will

interpret and illustrate the verb differently.

After the Lesson� Staple the squares onto a bulletin board in a

quilt-like fashion. To make a larger, more

elaborate quilt, select two complementary

colors (your school colors, for example) and

cut several constructions squares from

those colors. Staple one of these blank col-

ored squares between each of the students’

squares.

Activity 9 – Shake It Up!

Shake It Up! is a fun interactive game to be

played with the entire class. Each student is

given an index card with a phoneme written on

it. When a word is called out, students mingle

about the room trying to create that particular

word.

Materials� 30 large index cards

� One copy of the Shake It Up! activity sheets,

pgs. 25–26 (Set #1 and Set #2); glue one

phoneme label to each card for a set of 30

cards. (You may want to laminate the cards

for durability.) (A complete card set is based

on a class size of 30.)

Setting It Up� Remind students that words are made up of

individual letters and sounds. Write the word

cat on the board. Ask a student to sound out

the word and identify the three individual let-

ters that make up the word (c a t). Then

review with students how groups of letters

can work together to create a single sound.

Write that on the board. Use a student volun-

teer to sound out the word and identify the

three parts to the word (th a t). Next, discuss

how sometimes letters can work together to

create a blended sound. Write splash on the

board and use a student volunteer again.

Point out the three phonemes for that word

(spl a sh).

� Tell students they will work as a large group

to help create some words out of phoneme

cards.

Game Options� Large Group: Have the entire class play at

one time. You will need to use all of the cards

(Set #1 and Set #2), so if there are less than 30

students in your class, some students should

hold two cards.

Suggested Use: Use this option when your

students are familiar with phonemes and are

able to read independently.

� Two Groups: Divide the class into two equal

groups. You will use only Set 1, so two index

cards per phoneme will need to be made.

Group A will have 15 students, each holding

one of the phoneme cards in Set #1. Group B

will have 15 students, each also holding one


Kid Phonics 2

of the phoneme cards in Set #1. Arrange the

student groups in different areas of the

classroom.

Suggested Use: Use this for students still chal-

lenged by reading who are at the initial

stages of word construction.

Playing the Game� Explain to students that the object of the

game is for them to work cooperatively to cre-

ate the word you or a student caller calls out.

They should sound out the word to them-

selves first, then look at their phoneme card to

determine if the letter sound on their card

would be part of that word. If the letter sound

does not fit into the word, they should sit

down for that round.

� Begin the game by calling out one of the

words from either Set #1 or Set #2, depending

upon which playing option you choose. When

the word has been called, students will min-

gle among the group and try to find the other

phonemes to help create the word. For an

easier version of the game, you can write the

word on the board for students to refer to.

� When a group of students thinks they have

correctly created the word with their

phoneme cards, ask them to come to the front

of the room. Enlist the support of the entire

class to determine if the word was created

properly or if additional help is needed.

When the class has decided the word was

created accurately, write the word on the

board.

� Call another word from the set and play the

game again.� For a variation, after each word has been

created and recorded, ask the students to

swap their phoneme card with another stu-

dent.

Set #1 – Vowel Digraph Words

1. raincoat r ai n c oa t

2. sailboat s ai l b oa t

3. plain p l ai n

4. train t r ai n

5. weigh w eigh

6. neighbor n eigh b or

7. sleigh s l eigh

8. paint p ai n t

9. pray p r ay

10. stay s t ay

Set #2 – Consonant Blend Words

1. splash spl a sh

2. sound s ou nd

3. jumping j u mp ing

4. bump b u mp

5. round r ou nd

6. grab g r ab

7. ground gr ou nd

8. abound a b ou nd

9. splint spl i nt

10. burnt b u r nt

Note: Once students have completed all of the

words in each set, challenge them to create other

words with their phonemes. You can also use a

copy of the Blank Set, pg. 27, to make other

phoneme cards.


Kid Phonics 2


Kid Phonics 2

UNIT 1 ACTIVITY 1

Word Building 1 (Long Vowels) Name ________________________

Build the words by finding the right sound cards and writing them in order inthe boxes below.

e a ai c n r

v u o oa i t

i u ee l w th

o a ai ea r wh

i a u ea d m

o ai b l x n

UNIT 1 ACTIVITY 1

Word Building 1 (Long Vowels) Name ________________________Continued

e f w ar or sl

o v z er cl y

i a o ea b l

t u ai oa d s

i ee ai au m p

u o ee b n t


Kid Phonics 2

UNIT 1 ACTIVITY 2

Word Building 2 (Short Vowels) Name ________________________

Build the words by finding the right sound cards and writing them in order inthe boxes below.

e a ai s z bl

au u ce sh pple pr

e a i h n ce

nd u f m z fr

a o ck gh mm r

e b d l p u


Kid Phonics 2

UNIT 1 ACTIVITY 2

Word Building 2 (Short Vowels) Name ________________________Continued

a o b l r ze

e u ck n ce m

a i u d p ar

b e o c tt er

a i l nn er mp

e h mm ar or y


Kid Phonics 2

UNIT 1 ACTIVITY 3

Scrambling Words Name ________________________(Vowel and Consonant Digraphs)

Baby Boogie needs some help putting these scrambled words back together.

1. ze ee sn d __________________________________________

2. h oo d ch i l d __________________________________________

3. oo a n sp t ble __________________________________________

4. a d sh ow s __________________________________________

5. d n ew o h ey __________________________________________

6. a a ge nd st h __________________________________________

7. w t eigh __________________________________________

8. e n r ss di ow __________________________________________

9. er ou tr s s __________________________________________

10. wh ze ee __________________________________________


Kid Phonics 2

tablespoon honeydewstagehand sneezedrowdiness wheezetrousers childhoodweight shadows

UNIT 1 ACTIVITY 4

Unscramble a Silly Story Name ________________________(Vowel Diphthongs and Consonant Blends)

Read this silly story about the Phonics Flats Characters. Unscramble thewords below the blanks, then fill in the blanks with the correct words.

All of the Sound Busters decided to come to your school

____________________. Miggles brought a pair of _______________. Tweed(nd pl ay ou gr) (ate s sk)

brought along some _________________ in case Miggles fell down and hurt(nt m e t n oi)

himself. Rhyma decided to plant a garden of __________________ in the sand-(n ea b s oy s)

box. Baby Boogie wanted to watch the beans ____________, but she became (t ou spr)

____________ after a while. Mumpher was too big for most of the equipment (ow sy dr)

but was able to _____________ into a swing. Boogie accidentally turned (ze squ ee)

the ______________ on and got everyone wet. The sandbox became an ocean(l er k i spr n)

of water, and the soybeans started a floating _______________towards the (age v oy)

slide. Even though the Sound Buster critters made a big mess,

they came to visit because they want you as their ____________.(nd ie fr)


Kid Phonics 2

UNIT 1 ACTIVITY 5

Double Trouble Name ________________________(Double Consonants)

Some words have two of the same consonant letters next to eachother to create a single sound. Circle the words below with doubleconsonants in them. Then think of a word which will rhyme with the word you circled. Write your word on the line.

Example: Miggles got the giggles.

1. If you pop my bubble, there will be __________________________________

2. That snake will hiss unless you give it a ______________________________

3. The hat on that fellow is the color ____________________________________

4. When Baby Boogie fell, she let out a big ______________________________

5. During the dance, we wiggle and ____________________________________

6. The pig said, “It doesn’t matter if I get ________________________________

7. If you spill less, there won’t be as much of a __________________________

8. Close the shutter, then pass me the __________________________________

9. Though the boy was small, he sure could throw a ______________________

10. His name is Willy, and people say he is ______________________________

Now it’s your turn! Create some of your own rhyming double-consonant sentences.

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________


Kid Phonics 2

UNIT 1 ACTIVITY 6

Rootin’ Tootin’ Verbs (Verbs) Name ________________________

Miggles is going to the park.

Miggles will _________________________________.

Miggles will _________________________________.

Miggles will _________________________________.

And Miggles will _________________________________.

Miggles is going to the park.

Rhyma is going to the ocean.

Rhyma will _________________________________.

Rhyma will _________________________________.

Rhyma will _________________________________.

And Rhyma will _________________________________.

Rhyma is going to the ocean.

Mumpher is going to a party.

Mumpher will _________________________________.

Mumpher will _________________________________.

Mumpher will _________________________________.

And Mumpher will _________________________________.

Mumpher is going to a party.


Kid Phonics 2

UNIT 1 ACTIVITY 7

Verb-a-doodle-doo! Name ______________________________(Verbs)

The Costume Contest!

One day in Phonics Flats while all of the Sound Busters were

_________ing at the Hotel porch, Boogie suddenly got an idea. He ________ed(1) (2)

up and down with excitement! Rhyma __________ed at his enthusiasm. “I(3)

think we should have a costume contest!” said Boogie.

All of the Sound Busters thought this was a great idea. Mumpher began

__________ing his costume. Rhyma went __________ing at the General Store. (4) (5)

Baby Boogie and Miggles decided to _______________ a costume together. (6) present tense

And Tweed __________ed plenty of materials for his costume.(7)

The big day finally arrived. Boogie __________ed onto the stagecoach(8)

and __________ed for everyone’s attention.(9)

“OK, Sound Busters!” he _________ed. (10)


Kid Phonics 2

UNIT 1 ACTIVITY 7

Verb-a-doodle-doo! Name:______________________________

The Costume Contest! (continued)

“Everyone needs to ______________ up over by the Hotel porch.” All of (11) present tense

the Sound Busters __________ed to the Hotel. Boogie decided to be the judge(12)

since it was his idea. Everybody __________ed in front of Boogie.(13)

Mumpher __________ed on his costume because it was too big. Miggles(14)

and Baby Boogie were__________ing so much inside their costume that they (15)

_______________on top of Rhyma. (16) past tense

Boogie _______________ and _______________ before making his final (17) past tense (18) past tense

decision. In the end, Boogie declared all of the Sound Busters winners and

they enjoyed a big party in Phonics Flats.


Kid Phonics 2

UNIT 1 ACTIVITY 7

Verb-a-doodle-doo! Name:______________________________

The Costume Contest! (continued)

1. ________________________________ (add “ing” to your verb)

2. ________________________________ (add “ed” to your verb)




6. ________________________________ (present tense verb)





11. ________________________________ (present tense verb)





16. ________________________________ (past tense verb, or “ed”)




Kid Phonics 2


Kid Phonics 2

UNIT 1 ACTIVITY 8

Literature Activity

Action Strips

Book: Kites Sail High, Ruth Heller, Grosset and Dunlap, New York, 1988.

1. The pelican flew in the sky.

2. Flowers bloom in the garden.

3. Children run through the park.

4. The colorful kites sail high.

5. The horses galloped wildly.

6. The girl kicked the ball.

7. She painted a beautiful picture.

8. Conner took one chocolate from the box.

9. Rudy marched proudly in the parade.

10. I read my favorite book last night.


Kid Phonics 2

UNIT 1 ACTIVITY 9

Shake It Up!

Set 1–Vowel Digraph Words

r ai

n c

oa t

m l

b s

p w

eigh or

ay


Kid Phonics 2

UNIT 1 ACTIVITY 9

Shake It Up!

Set 2–Consonant Blend Words

spl a

sh s

ou nd

j u

mp ing

b r

gr i

nt


Kid Phonics 2

UNIT 1 ACTIVITY 9

Shake It Up!

Blank Set


Kid Phonics 2


Kid Phonics 2

UNIT 2: THE WORD RODEO

This unit focuses on building compound words and exploring base words to which

prefixes and suffixes are added. The off-line activities in Unit 2 complement the com-

puter activities and can be used both as an introduction to a skill or as a

follow-up.

Learning Objectives

� To understand and apply the concept of connecting add-on words to a base

word in order to create a compound word.

� To understand and apply the concept of creating a new word by adding a pre-

fix to the beginning of a base word.

� To understand and apply the concept of creating a new word by adding a suffix

to the end of a base word.

� To recognize the need to sometimes drop a letter from the end of a base word

before adding a suffix.

Unit 2 Activities

Activity 1 – Camping Out With Compound Words (Compounds)

Activity 2 – Create a Compound Story (Compounds)

Activity 3 – Load Up the Wagon (Prefixes)

Activity 4 – Mix It Up With Mumpher (Prefixes)

Activity 5 – Happy Endings (Suffixes)

Activity 6 – Mumpher Rides the Rodeo (Suffixes)

Activity 7 – Literature Activity (All Aboard Overnight)

Activity 8 – Word Roundup Games (Culminating Activity)


Kid Phonics 2

UNIT 2: THE WORD RODEO

Activity 1 – Camping Out With Compound

Words

Review with students how compound words are

formed.

� Write some examples on the board.

� Pass out copies of the Camping Out With

Compound Words activitly sheet, pg. 33.

Remind students that when they create a

compound word, there is no space in the

new word.

Activity 2 – Create a Compound Story

� Hand out copies of the Create a Compound

Story activity sheet, pg. 34.

� After creating the five compound words at

the top of the activity page, students will use

their comprehension skills to insert the new

words in the appropriate spaces in the story.

Activity 3 – Load Up the Wagon

To introduce the activity, make or get a list of

base words with prefixes written on separate

strips. For example: mis-trust, un-known, re-

appear, etc.

� Have students try moving the prefixes in front

of the base words to make new words.

� Hand out copies of the Load Up the Wagon

activity sheet, pg. 35.

Correct Answers1. reject or inject 4. inside or reside

2. profound 5. disagree

3. exchange 6. detail

Activity 4 – Mix It Up With Mumpher

This activity is designed to challenge students to

create as many prefix words as they can from the

given list.

� Hand out copies of the Mix It Up With

Mumpher activity sheet, pg. 36.

� If students need more room, tell them they

can write more words on the back of the

activity sheet.

Activity 5 – Happy Endings

Remind students that it is necessary to drop the e

before adding ed or ing to words that end in the

letter e.

� Hand out copies of the Happy Endings


Activity 6 – Mumpher Rides the Rodeo

In order to complete this sentence sequence, stu-

dents will need to refer to their completed Happy

Endings word list.

� Hand out copies of the Mumpher Rides the

Rodeo activity sheet, pg. 38.

Possible Answers1. painted 4. asked, helping

2. jumped, opened 5. playing

3. smiled, laughing 6. counted


Kid Phonics 2


Book: All Aboard Overnight, Betsy and Giulio

Maestro, Clarion, New York, 1992

Book Summary: A mother and daughter take a

train trip to visit grandparents.

� Read the story All Aboard Overnight aloud to

students for enjoyment.

� Hand out copies of the Compound Train

activity sheet, pg. 39 and the Compound

Wheel activity sheets, pgs. 40–41.

� During the second reading, ask students to

listen for any compound words they hear.

Write these words on the board, as they will

be used for one of the literature activities.

Activity 8 – Word Roundup

This activity is a combination of three different

games in which students work in pairs and as a

group to create compound words and words that

use prefixes and suffixes.

MaterialsSizes and quantity for class size of 30:

� Compound Game: thirty 12" strips

� Prefix Game: fifteen 12" strips, fifteen 6" strips

� Suffix Game: fifteen 12" strips, fifteen 6" strips

� Bold marking pens

Compound It!

Materials� One word strip for each child, with a different

base word printed on each strip. Refer to

Appendix D – Word Rodeo Compound Word

List on pages 91–92 for base word ideas.

Setting It Up� Review with students how compound words

are created. Show several examples on the

board. For example, on one side of the board

write pepper, farm, and old. On the other

side of the board, write mint, yard, and fish.

Ask two students to come to the board and

draw lines connecting the words

on the left with the words on the right to cre-

ate three new words.

� Tell students they will have the opportunity to

create compound words by playing the

Compound It! game. Remind students that

compound words can work in many ways.

For example, light could be used to make

flashlight and lighthouse. Give each child a

word strip with a base word printed on it.

Playing the Game� Explain that the object of the game is for

pairs of students to combine their base words

and create an appropriate compound word.

� Begin the game by saying “Compound It!”

Allow students approximately 3–5 minutes to

move around the area and try to find a

match. Once student pairs have found each

other, they should sit down on the floor with

their words “connected.”

� When game time is finished, say, “Stop.” Any

students who were unable to make a com-

pound match should stand in the Holding

Zone. The Holding Zone is a designated area

where students will be assisted later.

� Taking turns, each partner pair will hold up

their compound word and share it with the

rest of the class. The other students should

vote to determine if this creation is indeed a

compound word. If the new word is a com-

pound word, write the word on the board. If

no compound word was made, separate the

partners and send them to the Holding Zone

to be called upon later.

� Once all of the compound word creations

have been listed on the board, the focus will

move to the Holding Zone. Have all students

in the Holding Zone hold their word strips up

so the rest of the class can see them. Enlist

the support of the entire class to create some

compound words from the leftover base

words. (Note: You will probably need to

explain that some base words can be used

more than once, which is why there may be

a few words left over.)

� To play the game again, have students trade

their word strips with another student, or cre-

ate a new batch of word strips using the

many compound words from Appendix D –

Word Rodeo Compound Word List on pages

91–92.

Extension Ask students to find different compound word

combinations.

Prefix It!

MaterialsRefer to Appendix E – Word Rodeo Prefix Word

List on page 93 for ideas. You will need:

� fifteen 12" strips, with a base word printed on

each strip

� fifteen 6" strips, with a prefix printed on each

strip

Use different colors for the prefixes and base

words.

Setting It Up� Review with students how prefix words are

created. Show several examples on the

board. For example, on the left side of the

board write dis, mis, and un. On the right

side of the board, write agree, take, and

known. Ask two students to come to the

board and draw lines connecting the prefixes

on the left with the base words on the right to

create three new words.

� Tell students they will have the opportunity to

create prefix words by playing the Prefix It!

game.

Playing the Game� The Prefix It! game is played very much like

the Compound It! game. The only difference

is that students begin in two groups: the

Prefix group and the Base Word group. The

prefixes and base words are written in differ-

ent colors. Distribute the appropriate word

strips to each group.

� Begin the game by saying “Prefix It!” Refer to

the Compound It! instructions for playing the

game.

Suffix It!

MaterialsUse the same materials as above, but use suffixes

instead of prefixes. Refer to Appendix F – Word

Rodeo Suffix Word List on page 94 for ideas.

Setting It Up and Playing the GameUse the same procedures as above, except that

the skill focus will be on suffixes instead of

prefixes.


Kid Phonics 2

UNIT 2 ACTIVITY 1

Camping Out With Name ________________________Compound Words

Help Miggles get ready for his camping trip by packing his bag with compoundwords. Write the compound word on the line next to each pair of words.

1. sheep dog ________________________________

2. pillow case ________________________________

3. rain coat ________________________________

4. tooth brush ________________________________

5. flash light ________________________________

6. saddle bag ________________________________

7. cook book ________________________________

8. jack knife ________________________________

9. oat meal ________________________________

10. wrist watch ________________________________


Kid Phonics 2

Draw a pictureof Miggles onhis camping

trip.


Kid Phonics 2

UNIT 2 ACTIVITY 2

Create a Compound Story Name ________________________

Boogie and Baby Boogie love going to the beach and seeing the ocean.Create some compound words, fill in the blanks in the story with your newwords, and then illustrate your story below.

1. sea + shore = ________________________________

2. sail + boat = ________________________________

3. beach + ball = ________________________________

4. sun + glasses = ________________________________

5. sun + burn = ________________________________

Boogie and Baby Boogie put on their ____________________ and went to the

____________________. They played with their ____________________ and saw

a colorful ____________________ floating on the water. Boogie and Baby Boogie

didn’t stay in the sun too long, to keep from getting a ____________________.


Kid Phonics 2

UNIT 2 ACTIVITY 3

Load Up the Wagon Name ________________________

Fill up Tweed’s covered wagon with words that have prefixes. Cut out theprefix boxes at the bottom of the page, then glue them to the right basewords inside the covered wagon.

tail

agree

ject

changeside

found

re in pro ex de dis


Kid Phonics 2

UNIT 2 ACTIVITY 4

Mixed It Up With Mumpher Name ________________________

Mumpher has two bags. One bag is full of prefixes and the other is full of basewords. Create as many new words as you can. Write your new words in thetrunk below. Hint: You can use some of the prefixes and base words severaltimes.

Prefix Words Base Words

com miscon prede prodis reex subfront unin

__________ __________ __________ __________

__________ __________ __________ __________

__________ __________ __________ __________

__________ __________ __________ __________

__________ __________ __________ __________

agree do lay pressbate fant long ravelcard fine lude servecede form mand straincide found merge tailchange front pare testclude ist part trustcord ject play vitecount known pound way

yard


Kid Phonics 2

UNIT 2 ACTIVITY 5

Happy Endings Name ________________________

Add “ed” or “ing” to the base words below. Don’t forget, you may need todrop an “e” when adding an ending!

ed ing

1. count ________________________ __________________________

2. open ________________________ __________________________

3. ask ________________________ __________________________

4. help ________________________ __________________________

5. laugh ________________________ __________________________

6. play ________________________ __________________________

7. paint ________________________ __________________________

8. smile ________________________ __________________________

9. jump ________________________ __________________________

10. talk ________________________ __________________________

eding


Kid Phonics 2

UNIT 2 ACTIVITY 6

Mumpher Rides the Rodeo Name ________________________

Use the “ed” and “ing” words you created on the Happy Endings page tocomplete this sentence-story about Mumpher at the rodeo. Hint: You will useeach base word one time.

1. It was time for the big rodeo show. Rhyma _______________ a colorful sign for the event.

2. Mumpher then ____________________ onto the horse, and the gates

_____________________.

3. Baby Boogie ____________________ and started ___________________ when Mumpher fell off the horse.

4. Mumpher ______________________ Miggles to help him get back on the

horse. Miggles likes _____________________ others.

5. The rodeo music started ______________________ and everyone cheered for Mumpher.

6. The crowd _____________________ to ten as Mumpher rode the wild horse.

Draw a three-frame comic strip of the story.


Kid Phonics 2

UNIT 2 ACTIVITY 6

Literature Activity Name ________________________

Compound Train

Book: All Aboard Overnight, Betsy and Guilio Maestro, Clarion, New York, 1992.

There are many compound words in the story All Aboard Overnight. Use thetrain boxcars to create compound words.

Example: snowman snow man


Kid Phonics 2

UNIT 2 ACTIVITY 7


Compound Wheel


Make your own compound wheel using these circle patterns. Choose a baseword which could hook up with several other words. The word in the center ofthe wheel will remain the same and will need to match up with several otherwords on the second wheel. Good words for the center include fire, sun, snow,night, and foot.

Write the base word in the middle box of circle A. Color or decorate circle A.Cut out the circle and Space #1.

My CompoundWheel

Space #1


Kid Phonics 2

UNIT 2 ACTIVITY 7


Compound Wheel (continued)


Write compound add-on words on the lines in the circle. If you want to writemore than four words, add your other choices on the dotted lines. Hold cir-cles A and B together, with circle A on top. Insert a paper fastener throughthe center holes. Turn the Compound Wheel and see the new words appear!


Kid Phonics 2


Kid Phonics 2

UNIT 3: THE SILENT LETTER STAGECOACH

This unit focuses on the concept of silent letters. Students will learn about adding a

silent e to the end of a word to create a whole new sound and meaning. They will

also learn about many other words that have silent letters within them or at the end.

The off-line activities in Unit 3 complement the computer activities and can be used

either as an introduction or as a follow-up to the skills outlined.

Learning Objectives

� To understand that by adding a silent e to the end of some words, a new word

with a different sound and meaning is created.

� To be able to identify words where adding a silent e is an option.

� To learn about many English words that have various combinations of silent

letters.

� To understand silent-letter words in context.

� To understand and apply basic rhyming principles in poetry writing.

Unit 3 Activities







Activity 7 – Literature Activity (There’s a Nightmare in My Closet)

Activity 8 – Silent EEEEasy Street (Culminating Activity)


Kid Phonics 2


It is advisable to introduce the concept of silent e

to your students before they access the Silent

Letter Stagecoach feature of the program.

� Write the word hug on the board. Ask the stu-

dents to sound out the word and define it. Ask

them what they think would happen if you

added the letter e to the end of the word.

� After their responses, write the letter e at the

end of the word, then pronounce the word to

the students. Ask them to listen for the sound

difference between the words hug and huge.

� Tell students that the letter e is a silent letter,

but very powerful, because it changes the

sound of the word as well as the meaning.

� Follow the same procedure for the following

words (using props or actions to create visual

references for the word definitions whenever

possible):

dud dude

glob globe

at ate

her here

rob robe

� Pass out copies of the Picture This activity

sheet, pg. 47. Point out the pictures in the two

boxes labeled tub and tube. Read the words

in the other boxes with the students and dis-

cuss the word meanings before students

begin their illustrations.


Review with your students how some words can

be changed by adding a silent e to the end of the

word.

� Write the following words on the board:

hid bit set hog

� Ask student volunteers to try adding a silent e

to each word. Have the class pronounce each

word as it is changed and determine whether

a real word has been created.

� Pass out copies of the Silent E Necklace

activity sheet, pg. 48. Tell students they will

be looking at 10 words and must determine if

they can add a silent e to the words. They will

also be making a decorative necklace from

the sentence strips.

Materials� Scissors

� Glue

� Yarn

� Tape

� Crayons or colored pencils

� Straws (cut in half)

� Once the appropriate silent e’s have been

added to the words, students can select a

word strip for their necklace and color it.

� Next they will cut out the strips showing

words with silent letter e – pip(e), car(e),

mad(e), strip(e), not(e), cut(e), and past(e).

� Attach each student’s chosen word strip to a

straw. Thread yarn through the straw, and

then tie off the yarn around students’ necks to

complete the necklaces.


Level 2 the of Silent Letter Stagecoach activity in

Kid Phonics 2 focuses on the ability to identify the

silent letter in a given word.

� Write the following words on the board:

plumber doughnut knot wreck

UNIT 3: THE SILENT LETTER STAGECOACH

� Tell students that each of these words con-

tains one or more silent letters. Looking at one

word at a time, ask the students to pronounce

the word.

� Now ask students to identify the silent letter(s).

Circle the silent letter(s).

� Pass out copies of the Silent Mystery activity

sheet, pg. 49. Read the instructions with the

students.

Answer to Mystery Message: I know how to

find silent letters!


In this activity students use contextual clues to

determine which word best completes each

sentence.

� Pass out copies of the Pick a Word activity

sheet, pg. 50.

Correct Answers:1. fin 6. hat

2. bath 7. tube

3. dime 8. kite

4. star 9. globe

5. paste 10. pipe


This activity will require two different skills of your

students. They will first need to add the silent let-

ter e to the words in the box. Next, they will read

the short story and determine which word fits

best in a given sentence.

� Pass out copies of the Superhero Silly Silent

E Story activity sheet, pg. 51. Explain to stu-

dents that they’ll use each word once in the

story.

� Once the stories are finished, provide draw-

ing paper so that students can illustrate their

stories. If they wish, they can fold the paper

into eight equal squares and create a comic-

strip sequence to retell the story.

Correct Answers:fine, cape, clothe, cute, globe, dude, rode, slime,

slope, tube, scare, twine, here, spite, fate, quite.


Students will unscramble a variety of words with

silent letters. To make the activity easier, list the

words (out of order) on the board.

� Pass out copies of the Unscrambler activity

sheet, pg. 52.

Correct Answers:1. bomb 9. wrong

2. gnat 10. thumb

3. neighbor 11. sign

4. rhino 12. straight

5. knife 13. rhyme

6. chalk 14. unknown

7. autumn 15. might

8. receipt


Book: There’s a Nightmare in My Closet, Mercer

Mayer, Pied Piper Books, New York, 1968.

Book Summary: A frightened little boy finally

overcomes his bedtime fear of monsters in the

closet and becomes friends with a cuddly,

harmless monster.

� Write the title of the book on the board and

show students the cover of the book. Ask

them to make predictions about the book

(unless they’ve heard it before!). Point to the

word Nightmare in the title.

� Ask the students to point out the silent letters


Kid Phonics 2


Kid Phonics 2

gh and e. Write down some other words with

a silent gh (examples: bright, daughter, eight,

lights, rights, sleigh, weigh).

� Read the story aloud to students. Discuss how

the boy overcame his fear. Ask students to

share about any bad dreams or nighttime

“scaries” they may experience. Ask them how

they deal with their fears. Remind them that

the story you read them is a silly and fun, and

that sometimes that is the best way to deal

with the nighttime scaries.

� Pass out copies of the No More Nightmare


� Have the students draw a picture humorizing

their nighttime fears.

A Monster Poem� Read the story to the students. Write the word

nightmare on the board. Write other silent gh

words on the board (examples: bright, daugh-

ter, eight, lights, rights, sleigh, weigh).

� Tell students they will be writing a poem

using silent gh words.

� Distribute copies of the Monster Poem activity

sheet, pg. 54. Students will write the correct

rhyming words in the blanks, and then illus-

trate their poem.

Activity 8 – Silent EEEEasy Street

The entire class will play an interactive word-

making game with index cards. Some students

will hold silent e cards, while others will hold

cards with words that may or may not become

new words when the silent e is added.

Materials� Several index cards. To play using the entire

Silent Letter and Non-Silent Letter word lists

on pages 96–98, approximately 233 cards

would be used.

� Bold marking pen

Note: You may want 15 index cards of a different

color to be used for representing the silent e.

Creating the Cards:� Half of your class will hold index cards with

the letter e written on them. The other half will

hold index cards with one of the many silent

and non-silent letter words written on them. In

making a card set for one round of the game

(for a class size of 30), follow this formula:

� 15 cards – letter e

� 10 cards – silent e words (hat, can, tot)

� 5 cards – non-silent e words (dab, jet, pup)

� These 30 cards will make up one set. Place a

rubber band around the set. Make several

other sets following the pattern.

Playing the Game:� Explain to the class that they will work as a

whole group to try to form silent e words.

Some of them will hold the e cards, while oth-

ers will be holding cards with words printed

on them.

� Designate two areas in the room: one for

Silent E Words and the other for Non-Silent E

Words.

� Start the game by saying, “EEEEasy Street.”

The students are to mingle, trying to match up

words with e's and form new words.

� When two students think they have made a

silent e word, they head to the designated

area. The same goes for students holding a

non-silent e word. Once all the students have

chosen an area, review the words with the

class to check for accuracy.

� Break out another set of cards and play

again!

UNIT 3 ACTIVITY 1

Picture This Name ________________________

When you add a silent e to some words, new words with new meanings canbe made. Look at the pictures below:


Kid Phonics 2

Read the words in the boxes below and draw pictures to show their meanings.

tubetub

can cane

twin twine

man mane

capecap


Kid Phonics 2

UNIT 3 ACTIVITY 2

Silent E Necklace Name ________________________

Read the words in the strips below. If a new word can be created by adding asilent e, cut an e box from the bottom of the page and glue it next to the word.

pip

car

mad

lad

strip

wig

not

bib

cut

past

e e eeee e

e ee


Kid Phonics 2

UNIT 3 ACTIVITY 3

The Silent Mystery Name ________________________

Circle the silent letters in the words below. You may want to say the wordsaloud so you can listen and look at the word at the same time. Record thesilent letters you find in the cactus.

At the bottom of the page is a mystery message! Use the silent letters youfound to fill in the spaces and figure out what the message says. Hint: Youcan use the silent letters several times.

1. c o m b

2. s i g n

3. e i g h t

4. h o n e s t

5. k n e e

6. c h a l k

7. h y m n

8. c u p b o a r d

9. w r i n k l e

10. b a l l e t

11. p a l e

I __ __ o __ __ o __ __ o f i __ d

s i __ __ __ __ __ __ __ __ __ r s!

Silent Letter Cactus


Kid Phonics 2

UNIT 3 ACTIVITY 4

Pick a Word Name ________________________

Read the sentences below. Choose the best word to complete the sentence.Write the word on the line provided.

1. That shark has a really big_______________ (fin, fine).

2. My dog is very dirty and really needs a _______________ (bathe, bath).

3. She put a _______________ (dime, dim) in the machine and got a pieceof bubble gum.

4. Look up and see if you can find the brightest _______________ (stare, star) in the sky.

5. Jason used some _______________ (past, paste) to finish his art project.

6. Grandma wore a colorful _______________ (hat, hate) to the party.

7. His _______________ (tub, tube) of toothpaste is almost empty.

8. The _______________ (kite, kit) soared gracefully in the sky.

9. Uncle Eddie has traveled all around the _______________(globe, glob).

10. Too much water is dripping from the ___________ (pipe, pip).

Choose three of the words you did not use and makesentences using those words.

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________


Kid Phonics 2

UNIT 3 ACTIVITY 3

A Superhero Silly Silent E Story Name ________________________

Add silent e’s to the words in the box below, then use the words to completethis story:

One _______________ day, Miggles and Baby Boogie decided to be

superheroes and save the world. They each made a special _______________

to _______________ themselves. Baby Boogie thought she was very

_______________ in her superhero costume! Their mission was to save the

_______________ from evildoers like the infamous Dastardly ______________.

The two _______________ off to Dastardly Dude’s evil hideout. But the

evil villain saw the two heroes approaching and set traps for them. Miggles

fell into a pool of _______________ and quickly slid down a _______________

into a secret chamber. Then, a giant hollow _______________ opened up and

sucked Baby Boogie inside. What a _______________ for the two superheroes!

Luckily, Miggles had packed some _______________ and was able to

climb out of the chamber and rescue Baby Boogie. The two ran away yelling,

“Let’s get out of _______________ !” In _______________ of escaping from a ter-

rible _______________, Miggles and Baby Boogie hung up their capes. They’d

had_______________ enough of being superheroes for that day.

cap cloth cut dud fat finglob her quit rod scar slimslap spit tub twin

UNIT 3 ACTIVITY 6

The Unscrambler Name ________________________

Help Mumpher unscramble the letters to the words below. The silent lettersare already in place.

1. b b m o ___ ___ ___ _b_

2. t g a n _g_ ___ ___ ___

3. h g r n e b o i ___ ___ ___ _g_ _h_ ___ ___ ___

4. h r n i o ___ _h_ ___ ___ ___

5. e k f n i _k_ ___ ___ ___ ___

6. c a h k l ___ ___ ___ _l_ ___

7. n a t m u u ___ ___ ___ ___ ___ _n_

8. t r e p c i e ___ ___ ___ ___ ___ _p_ ___

9. g r w o n _w_ ___ ___ ___ ___

10. b t u m h ___ ___ ___ ___ _b_

11. s g n i ___ ___ _g_ ___

12. g a s t i r h t ___ ___ ___ ___ ___ _g_ _h_ ___

13. e r h m y ___ _h_ ___ ___ ___

14. k u o n n w n ___ ___ _k_ ___ ___ ___ ___

15. m g h t i ___ ___ _g_ _h_ ___


Kid Phonics 2


Kid Phonics 2

UNIT 3 ACTIVITY 7

No More Nightmare Name ________________________

Book: There's a Nightmare in My Closet, Mercer Meyer, Pied Piper Books,New York, 1968.

My nightmare isn't scaryanymore because…


Kid Phonics 2

UNIT 3 ACTIVITY 7

A Monster Poem Name ________________________

Book: There’s a Nightmare in My Closet, Mercer Meyer, Pied Piper Books,New York, 1968.

There’s a ______________________________ in my closet.

Oh what will I do?

I could guess his ______________________ (eighty, weight, caught)

I could count __________________________ (tight, drought, eight)

I could jump up________________________ (high, ought, sight)

Or take a deep ________________________ (daughter, fight, sigh)

I could turn on the ____________________ (night, ought, light)

Or cross my fingers real __________________ (tight, through, bough)

I could run away in ____________________ (naughty, fright, bought)

Or face him with ______________________ (might, caught, dough)

There’s a ______________________________ in my closet.

Oh what will I do?


Kid Phonics 2

UNIT 4: HOMONYM HOTEL

This unit focuses on the understanding of homonyms. Homonyms are words that

sound the same but have different meanings and are spelled differently. The off-line

activities in Unit 4 complement the computer activities and can be used either as an

introduction to a skill or as a follow-up.

Learning Objectives

� To understand that homonyms are special words that sound the same but are

spelled differently and have different meanings.

� To understand and apply contextual skills for determining which homonym is

correct in context.

� To understand and appreciate that the improper use of homonyms can create

confusion in terms of context and meaning.

Unit 4 Activities




Activity 4 – Choices, Choices!



Activity 7 – Literature Activity (The Greedy Python)

Activity 8 – Homination! (Culminating Activity)


Remind students that homonyms are special

words and can be confusing. Pass out copies of

the Homonym Pictures activity sheet, pg. 58.

Discuss the sets of homonyms on the activity page

and provide definitions if necessary.


Pass out copies of the Pencil It In activity sheet,

pg. 59. Read through the homonym words with

students and offer meanings if necessary.


Write the homonym words used for this activity

on the board. Review meanings with the stu-

dents. Pass out copies of the Fishing for

Homonyms activity sheet, pg. 60. Students will

need to choose the correct homonym to complete

each sentence in the story. Remind kids that only

half of the fish words will be used. They can cross

off the fish words they use to help them keep

track.

Correct Wordsone, road, creek, ate, piece, heard, deer, pair

Activity 4 – Choices, Choices!

Pass out copies of Choices, Choices! activity

sheet, pg. 61.

Correct Words1. need 6. four

2. ate 7. read

3. bee 8. sent

4. not 9. wood

5. week 10. There

Accept reasonable responses for the second part

of the activity.


This activity is best done after students have spent

time exploring the Homonym Hotel feature of Kid

Phonics 2. Pass out copies of the Some Silly

Scenes activity sheets, pgs. 62–63. A list of

homonyms should be provided for students.

Depending on the age and ability level of stu-

dents, you can distribute copies of Appendix G –

Homonym Hotel Word List, pg. 95, or refer to a

running list the class has created which is posted

on the board. Students will probably want to first

create a rough version of their homonym dialogs

on a separate piece of paper.


Pass out copies of the Homonym Word Search

activity sheets, pgs. 64–65.

Answers


Kid Phonics 2

A L O U D Z B R A K E P W R A P U D O X

M R E A D Z O X S E L L J K X W O N C F

A M T R W P N X O E M S X N D C A V X L

N D F W H O E G N B I D O E X G N U X E

T S N E E D S P R B K J I A U Y I F R A

G H W Y S I E L F R N L I D N R E E D X

W E I G H T B A K E D E X D T P H J Z D

X C R P N J Y N E A X D O U G H T D R I

F I S A L E U E P K O K H R V T F L E E

A W P U V I L F X S E W R T P H S C X R

R J T H R O W N L V M N O R E A I Y R T

E P E X D M J R Q Y O U Z A L L O W E D

D R A P Z A U N T L V E S X C L G F D X

K R E I H N O B E U X W A I T M C E L L

N P S A I L M H E N E M W O X P Q L R D

E C V N E M S I X I P P D M A N E X A U

W R I N G P L E A D N R W A O C X Z Q E

O I W C D F A S E V P F A I R S X W U R

Q N O T H R O N E O L D O N X T H E I R

X G O P C T T R C B M W O S A P C L M S

C X H A U L X T H E R E M P L A I N X O

X C V B N M E O S C D W S O R T C W P F

X C V E C R E A K P M E O I C R E E K I


Kid Phonics 2


Book: The Greedy Python, Richard Buckley,

Picture Book Studio, Saxonville, MA, 1985.

Book Summary: A greedy, hungry python eats all

the animals that come near him. They create

such turmoil in his stomach that he coughs

them up, only to begin eating his own tail.

� Read the book aloud for enjoyment. Read the

book a second time, asking students to listen

for any words that could be homonyms.

Create a homonym list on the board for stu-

dents to refer to.

Snake Summary � Students will need to use contextual clues in

order to select the correct words.

� Pass out copies of the Snake Summary activi-

ty sheet, pg. 66.

Homonym Crosswords:� Pass out copies of the Homonym Crosswords


Answers

B L E W

L E

U E

E K N O W W H O L E

O E I

A T E G S T A I R

S K H A I

W R I T E T A I L G

A E H

R T

H O L E

Activity 8 – Homination!

The game Homination! is a variation of the tradi-

tional Concentration matching game.

Homination is designed to be played by 2–4 play-

ers and is probably best managed in a centers

format.

� Copy, cut out, and laminate the homonym

cards found on pgs. 68–69. Spread them face-

down on a table.

� At the start of his or her turn each student will

choose two cards and turn them over. If a

match is made, the player keeps the cards

and takes another turn. If no match is made,

the cards are returned to their face-down

position and another player takes a turn.

� The winner of the game is the player with the

most homonym matches.

� A bonus round of the game could be played,

with students writing out sentences using

their homonyms. For example: Talking aloud

in the library is not allowed.

� To make the game easier for younger play-

ers, leave half of the cards face up through-

out the game, or play with fewer cards.

UNIT 4 ACTIVITY 1

Homonym Pictures Name ________________________

Homonyms are words that sound alike but are spelled differently and havedifferent meanings. Color the pictures of the homonyms in the boxes below.


Kid Phonics 2

Now it’s your turn! Draw pictures of the homonym words in the boxes.

aunt ant

hairhare

flower flour

UNIT 4 ACTIVITY 2

Pencil It In Name ________________________

Cut out the pencil halves at the bottom of the page. Glue them next to thecorrect eraser halves to make a homonym pair.


Kid Phonics 2

✄

one

or

pair

so

wood

wring

plane

week

sew

ring

plain

would

weak

won

pear

oar

UNIT 4 ACTIVITY 3

Fishing for Homonyms Name ________________________

Miggles Goes Fishing

_______________ day Miggles decided to go fishing. He walked down the

_______________ towards his favorite _______________. When he got there, he

_______________ his lunch first. For dessert he had a _______________ of pie.

After fishing for a while, he _________ a strange sound. It was only a

_______________ walking through the forest. After catching a _______________

of fish, Miggles decided to head home.


Kid Phonics 2

piece

deer

ate

eight

heard

dear

rowed

pair

one

herd

parecreek

creak

won

roadpeace

UNIT 4 ACTIVITY 4

Choices, Choices! Name ________________________

Read the sentences below. Circle the homonym that best fits the sentence.

1. “I (need, knead) a new hat!” declared Mumpher.

2. Baby Boogie (ate, eight) all of her vegetables.

3. There was a (be, bee) buzzing loudly around Tweed’s head.

4. Rhyma did (knot, not) ride the bucking bronco.

5. “This (week, weak) is the Phonics Flats Rodeo!” shouted Miggles.

6. There were (for, four) horses in the coral.

7. Baby Boogie (read, red) a good alphabet book.

8. Mumpher (cent, sent) a message to Boogie.

9. A lot of (wood, would) was needed to build the Homonym Hotel.

10. (Their, There) is always something fun to do in Phonics Flats.

Choose three of the words you did not pick, and write a sentence for eachone. Underline the homonym in each sentence.

1. ______________________________________________________________

______________________________________________________________

2. ______________________________________________________________

______________________________________________________________

3. ______________________________________________________________

______________________________________________________________


Kid Phonics 2

ABC

UNIT 4 ACTIVITY 5

Some Silly Scenes (Part A) Name ________________________

The Old Timers on the front porch of the hotel sometimes get a bit confusedusing homonyms. Write your own silly conversations between the Old Timersin the boxes below.


Kid Phonics 2

Write down the homonyms you used in this box:

UNIT 4 ACTIVITY 5

Some Silly Scenes (Part B) Name ________________________

Create your own characters and scenes to make some silly conversationsusing homonyms. Be sure to include a dialog bubble when a characterspeaks.


Kid Phonics 2

Write down the homonyms you used in this box:

UNIT 4 ACTIVITY 6

Homonym Word Search Name ________________________

Using the homonym list on pg. 65, find and circle the homonyms below.


Kid Phonics 2

A L O U D Z B R A K E P W R A P U D O X

M R E A D Z O X S E L L J K X W O N C F

A M T R W P N X O E M S X N D C A V X L

N D F W H O E G N B I D O E X G N U X E

T S N E E D S P R B K J I A U Y I F R A

G H W Y S I E L F R N L I D N R E E D X

W E I G H T B A K E D E X D T P H J Z D

X C R P N J Y N E A X D O U G H T D R I

F I S A L E U E P K O K H R V T F L E E

A W P U V I L F X S E W R T P H S C X R

R J T H R O W N L V M N O R E A I Y R T

E P E X D M J R Q Y O U Z A L L O W E D

D R A P Z A U N T L V E S X C L G F D X

K R E I H N O B E U X W A I T M C E L L

N P S A I L M H E N E M W O X P Q L R D

E C V N E M S I X I P P D M A N E X A U

W R I N G P L E A D N R W A O C X Z Q E

O I W C D F A S E V P F A I R S X W U R

Q N O T H R O N E O L D O N X T H E I R

X G O P C T T R C B M W O S A P C L M S

C X H A U L X T H E R E M P L A I N X O

X C V B N M E O S C D W S O R T C W P F

X C V E C R E A K P M E O I C R E E K I

UNIT 4 ACTIVITY 6

Homonym Word Search Name ________________________

Find and circle the following homonyms in the word search puzzle on pg. 64.


Kid Phonics 2

aloud allowedaunt antbreak brakecreak creekdough doedo duefair fareflee fleahaul hallgnu knewlead ledmain maneneed knead

one wonplane plainreed readsail salesell cellso sewtea teethrone throwntheir therewait weightwrap rapwring ringyou ewe

UNIT 4 ACTIVITY 7


Book: The Greedy Python, Richard Buckley, Picture Book Studio, Saxonville,MA, 1985.

Snake Summary

Read the paragraph below about The Greedy Python and circle the correcthomonyms.


Kid Phonics 2

(Their, There) are many kinds of snakes.

(Some, Sum) live on land and others live in

water. In The Greedy Python, the python

(ate, eight) ten different animals. He did not

even chew up his (meet, meat). Most animals

thought they were (too, to, two) big to (be,

bee) (prey, pray) for this snake. (Do, Due) to

his big appetite, they were wrong. The

python gained so much (wait, weight) that he

could no longer slither around. So he just

coughed the animals (write, right) up. Now

he was hungrier than ever. His last meal was

just at the end of his (tail, tale).

The Greedy Python

UNIT 4 ACTIVITY 7


Book: The Greedy Python, Richard Buckley, Picture Book Studio, Saxonville,MA, 1985.

Homonym Crosswords

Use the clues at the bottom of the page to help you complete this homonymcrossword puzzle.


Kid Phonics 2

Down Across1. color of the sky 1. past tense of blow2. 7 days are in this 3. to be familiar with4. opposite of yes 5. having all of the parts7. more than 7, less than 9 6. past tense of eat

10. a story 8. the rear part of an animal11. opposite of left 9. part of a staircase12. to look at for a long time 13. expressing thoughts with

paper and pen or pencil14. an empty space

1 2

3 4

12

13

14

5

6

7

8

9 10 11

UNIT 4 ACTIVITY 8

Homination!


Kid Phonics 2

aloud allowed aunt ant

bear bare bee be

blew blue chord cord

creak creek deer dear

die dye fair fare

flee flea flower flour

knew gnu nose knows

heal heel hear here

lead led main mane

UNIT 4 ACTIVITY 8

Homination! (continued)


Kid Phonics 2

knead need one won

pail pale pair pear

piece peace rain reign

right write role roll

sale sail cell sell

sea see tale tail

tea tee their there

wait weight ware wear

wood would you ewe


Kid Phonics 2


Kid Phonics 2

UNIT 5: PHANTASTIC PHONIC PHUN

This unit offers a cross-curricular focus to the skills and concepts presented in Kid

Phonics 2. Students will participate in phonics-related activities in the areas of

drama, art, music and social studies. The activities in Unit 5 can be used throughout

the year or be offered as a weeklong culminating unit upon successful acquisition of

the phonics skills and concepts in the program.

Learning Objectives

� To appreciate and understand that different musical instruments create unique

sounds.

� To apply geography skills and identify locations on a map.

� To learn about and understand a means of communication used in the United

States in the mid-1800s.

� To utilize and cultivate dramatic interpretation skills.

� To express thoughts and ideas through drama, art, and music.

Unit 5 Activities

Activity 1 – Sound Buster Theater (Drama)

Activity 2 – Tasty Western Word Collage (Art)

Activity 3 – Modeling Dough Word Roundup (Art)

Activity 4 – The Ding Dong Dance (Music)

Activity 5 – The Pony Express (Social Studies)


Kid Phonics 2

Activity 1 – Sound Buster Theater

Most children greatly enjoy and are comfortable

with opportunities for dramatization with puppets.

Use the Sound Buster Theater for many oral lan-

guage activities. Here are some suggestions:

� Word Building Scenes: Student puppet

groups (2–4 kids) can create scenes where

they build words using the characters and

phoneme cards. Choose a group of words to

focus on (for example, long vowels or conso-

nant blends) from the Word Builder Ranch

Word List beginning on page 89. Students

break each word down into its phonemes

and write the phoneme parts on the cards.

Then students create a story about how to put

a word together, using the puppets.

� Create a story about Phonics Flats and

dramatize it.

� Perform the Sound Buster songs.

� Teach a lesson to the rest of the class using

the puppets.

� Present a TV commercial for any aspect of

phonics.

Activity Summary: Using stick puppets, students

will dramatize dialog and word-building

scenes between the Sound Busters.

Materials� Puppets and phoneme cards. Make a set of

puppets and cards for every 2–4 students.

reproduce the Sound Buster Clip Art, pgs.

99–100 on white cardstock.

� Tongue depressors

� Crayons, markers and colored pencils

� Scissors, glue

� Stage (Make one theater for every 2–4

students.)

� Colored poster board cut in half

Setting It UpCreating the Puppets and Phoneme Cards

� Students will color and then cut out the

Sound Buster characters.

� Glue a tongue depressor to the back of each

character and let it dry.

� Cut out cards, write a phoneme on each

card, then glue a tongue depressor to each.

Hint: For repeated use and durability, lami-

nate the cards first, then write the phonemes

with overhead projector marking pens. The

markings can be wiped off and the cards

used several times.

Creating the Stage

� Cut a piece of colored poster board in half.

� Fold the sides back.

� Cut a window in the front panel.

� Have students create their own decorations

for the theater.

Activity 2 – Tasty Western Word Collage

Students will use their sorting and word-building

skills for this art activity. After creating a Western

background scene with tempura paint, students

will then sort through alphabet cereal pieces to

create words. They will then glue their words to

the painted scene to create a two-dimensional

collage. This activity gives new meaning to the

old expression “eating your words”!

Materials (Based on a class size of 30)� 3 boxes of alphabet cereal

UNIT 5: PHANTASTIC PHONIC PHUN

� Several medium-size plastic bowls

� White construction paper (81⁄2"x11" sheets)

� Tempura paint in Southwestern colors

(brown, tan, red, orange, yellow, pink)

� Paintbrushes

Setting It Up:� Create the background scene for the collage

first. Students will use Southwestern-colored

paints. To make a classic desert sunset scene,

several colors will be used over a period of

time. Paint the entire paper yellow. Allow

time to dry. Paint the bottom third of the

paper brown and tan (representing the land).

Students may want to add square shapes

representing mesas. The top third of the

paper will have stripes of red, pink and

orange. If students want to add some texture

to their painting, they can cut out cactus or

coyote shapes from green and khaki con-

struction paper, then glue them to the scene.

� While paint is drying, students can search

through the alphabet cereal letters for possi-

ble words. Provide a bowlful of alphabet

cereal for each work group of four students

each. Remind students to handle the letters

carefully, as they break easily. Students

should try to build as many words as they

can.

� When the Western scenes are fully dry, stu-

dents can glue their alphabet words onto the

scenes.

Activity 3 – Modeling Dough Word Roundup

Never have enough time to create fun, meaning-

ful and interesting student centers? This activity

will solve that dilemma for you! In Modeling

Dough Word Roundup, students will form

phonemes from a batch of modeling dough.

Attach magnets to the backs of the phonemes,

make a few cookie sheets available, and students

will have an interactive and engaging activity

center which they have created!

Materials� 3 cups flour

� 1 tablespoon cream of tartar

� 1 1⁄2 cups salt

� 4 tablespoons cooking oil

� 3 cups water

� Food coloring (various colors)

� Waxed paper

� Self-sealing plastic sandwich bags

� Set of large magnetic alphabet letters (often

used as refrigerator magnets)

� Magnetic strips (from local arts and crafts

store)

� Several cookie sheets

Setting It UpMixing the Modeling Dough

� Mix all ingredients together in a saucepan.

� Heat the mixture over low heat until it

becomes lumpy.

� Stir the mixture until it reaches a doughy

consistency.

� Divide the dough into equal parts and put it

in sandwich bags.

� Add food coloring to each sandwich bag for

desired color and squish the baggy until the

liquid food coloring is absorbed. The dough

will last up to three months in airtight bags.

Creating the Letters and Phonemes

� Using the Jailhouse Decoder Word List on

pg. 88 and the Word Builder Ranch Word

List on pgs. 89–90, make a selection of words.

You and your students will need to determine

the phonemes for each word beforehand to

know which letters will be needed.


Kid Phonics 2

� Roll the dough out evenly on waxed paper,

about 1⁄4" thick.

� Press the magnetic letters into the dough and

then pull them out, using them like cookie

cutters.

� Line the letters on the cookie sheet for baking.

� Bake the letters at 350 degrees Fahrenheit for

30 to 40 minutes. When the letters become

slightly brown on the edges, they are done.

� When the letters are completely cool, glue (or

attach, depending on the type of magnetic

strips you are using) the magnetic strips to

the back of each phoneme. For phonemes of

more than one letter, use a longer magnetic

strip.

� Store the letters in long, shallow containers

rather than deep containers to avoid unnec-

essary breakage. Hint: Medium-size new

pizza boxes work especially well for storing

the letters.

Roundup CenterThere are several options for this center. Here are

some suggestions:

� Create several boxes of modeling dough

phonemes. Each box of phonemes will have

a specific phonic focus. For example:

Red Box, red-colored phonemes, long vowels

Bue box, blue-colored phonemes, short

vowels

Yellow box, yellow-colored phonemes,

consonant blends

� Create one large box of a mixture of

phonemes.

� Conduct this activity three or four times a

year in order to gather a wide selection of

phonemes, or do the activity in conjunction

with a special event such as a holiday or

theme the class has been studying, to focus

on specific words.

� Students can work individually or in pairs

when building words at the Roundup Center.

To play, students select a phoneme and use

the magnet on the back of the phoneme to

attach it to the cookie sheet. They search

through the other phonemes until they find

one that will help build a word. When a word

has been created, students should record the

word on a copy of the Modeling Dough Word

Roundup activity sheet, pg. 78.

� When students have completed their activity

page, or at least written several words they

have created, they can trade with a neighbor

and challenge the other student to create the

same words.

Activity 4 – The Ding Dong Dance

Activity Summary: Students will hear to the

“Rhyma-Dima-Ding-Dong Girl” song from the

Kids Phonics 2 CD and listen for lyrical cues

to play musical bells in time with the music.

Materials� Audio CD player

� Kid Phonics 2 CD

� Musical bell instruments for each student

Setting It UpGathering the Bell Instruments

1. If your school has a supply of handheld musi-

cal instruments for student use (such as

bongo drums, hand bells, noisemakers, snap-

pers, etc.), gather them for this activity. If

there are not enough bells for each student in

your class, to follow the instructions on the

next page.

Making Hand-Made Bell Instruments

There are a variety of options for creating bell-

type instruments. It is advisable to create several


Kid Phonics 2

different kinds of instruments to enjoy a variety of

sounds!

Materials

� A large collection of craft bells of several dif-

ferent types and sizes

� Wide elastic bands of different colors (2" thick,

12" long)

� Yarn in a variety of colors

� Tongue depressors

� Wire coat hangers

� Glue

� Thread

� Needles

� Elastic Band Bells: Sew several bells all

around an elastic band. Sew the ends of the

elastic band together to create a circle. Leave

some of the bell bonds unsewn, in long strips.

� Tongue Depressor Bells: Glue bells to the

ends of a tongue depressor. Leave a space in

the middle for holding the instrument.

� Yarn Bell Necklaces: Thread a string of yarn

through a variety of bells. Tie the ends togeth-

er to create a necklace.

� Coat Hanger Bells: Open a wire hanger.

Thread the hanger through large bells, then

close the hanger.

Singing, Playing and Dancing� Pass out the instruments to the students and

let them experiment with the sounds. Ask

each student to play his or her bell instru-

ment for the rest of the class, individually so

all the students can hear the different tones

and sounds of each instrument.

� Ask the students to lay their instruments

down as they listen to the song for the first

time. Tell the students to listen for the words

ding dong throughout the song. Play track #5,

the “Rhyma-Dima-Ding-Dong Girl” song.

� Tell students you will play the song again,

but this time when they hear the words ding

dong, they are to play their bells. Remind

them that they’ll only play the bells when

they hear those words, so they will have to be

very good listeners.

� Move the students’ desks or worktables to the

so there is a large open area in the center of

the room. Students will gather in this area

with their bell instruments. Play the song.

Encourage students to move about to the

music and sing along as they learn the

words.

Other Ideas

Students can use their bells, and any other

rhythm instruments you have access to, when lis-

tening to the other songs on the Kid Phonics 2 CD.

Encourage students to make up movements in

time with the music and create hand signs repre-

senting words they hear in the songs. Divide the

class into small groups, assign each group one of

the Sound Buster songs, and have them create a

music video. Videotape the student performances

and share them with other classes.

Activity 5 – The Pony Express

The Sound Busters in Kid Phonics 2 live in a

make-believe town in the Old West. Introduce

your students to one facet of life during this time

by exploring information about the Pony Express.

Students will listen, read, and answer questions

about the Pony Express. They will use geography

skills to create a Pony Express map and enjoy

earning by participating in a simulation.

Background Information on the PonyExpress


Kid Phonics 2

The Pony Express (1860–1861) was a brief but

spectacular experiment in rapid mail delivery

from Missouri to California. Hoping to win a gov-

ernment contract, the freighting and express firm

of Russell, Majors, and Waddell promised to

carry letters the almost 2,000 miles between St.

Joseph, MO and Sacramento, CA in 10 days. This

was half the time taken by the Overland Mail

Company, which followed a longer route through

the Southwest. To provide fresh mounts for riders,

the company established 190 way stations 10–15

miles apart along a route through Nebraska,

Wyoming, and Nevada. The riders, who traveled

about 75 miles each in a relay system, carried the

mail at a cost of $5 an ounce, continuing even

through the winter months. Successful logistically

but not financially, Russell, Majors, and Waddell

went bankrupt. Pony Express service ended after

18 months, in October 1861, when overland tele-

graph connections were completed. (Elliot West,

Grolier’s Encyclopedia, 1996)

Materials� Mailbags (these could be fanny packs, back-

packs, shoulder bags, or actual mailbags

from the post office loaned to the class)

� Several index cards

� Items for a large outdoor obstacle course,

such as traffic pylons, hula hoops, large

blocks, jump ropes, chairs, balance beams

(very low to the ground), tires

Setting It UpSetting Up the Obstacle Course

� Enlist the support of parent volunteers or

older students. Set up the course over a large

area. A grassy area is preferred in case stu-

dents fall, or the course can be planned in a

multipurpose room.

� Provide enough space between obstacles so

that each relay team member has plenty of

room to run the course.

� At the beginning of the course, post a sign (of

construction paper) which says “St. Joseph,

MO.” At the end of the course, post a sign

which reads “Sacramento, CA.”

� Each of the four mailbags will hold a mes-

sage. Each bag will contain a word (written

on index cards) which is broken down into its

phonemes. By putting all of the words from

each of the four bags together, a sentence is

created:

Bag #1: T i me (Time)

Bag #2: f or (for)

Bag #3: t h e (the)

Bag #4: s ur pr i se! (surprise)

Thee sentence spells “Time for the surprise!”

Consider what kind of surprise would be

appropriate for the entire class.

Running the Simulation� Review with students how the Pony Express

worked. Remind them that to deliver one bag

of mail, several riders were required over a

long distance. Sometimes riders had to travel

in bad weather and over difficult terrain.

� Divide the class into four relay teams. If there

is an uneven number of students on a given

team, individual team members can run two

parts of the course.

� Explain each part of the obstacle course and

what must be accomplished. Place the start-

ing members of each relay team at the

beginning of the course. Have other students

go to their posted positions along the course.

� The starting “rider” will hold a mailbag.

When he or she reaches the second member


Kid Phonics 2

of the team, the bag is passed to the next

rider. A rider who has finished his or her part

of the course should immediately go the

“Sacramento, CA” area and wait for the rest

of the team.

� When the team has finished the course, the

member holding the bag opens it and pulls

out the phoneme cards. The team unscram-

bles the cards and puts them together to form

the word.

� When all the teams have formed their words,

the entire class works together to build the

sentence: “Time for a surprise!”

� Congratulate the class and reward all the

tired riders with their surprise!


Kid Phonics 2


Kid Phonics 2

UNIT 5 ACTIVITY 3

Play Modeling Word Roundup (Art) Name ________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

Write the words you created with themodeling dough phonemes on the linesbelow.

UNIT 5 ACTIVITY 5

The Pony Express (Social Studies) Name ________________________

How does the mail come to your house? __________________________________

How often does the mail come? __________________________________________

How long do you think it takes for a letter to travel across the United States?

______________________________________________________________________

Did You Know?Letters can be delivered overnight anywhere in theworld. But over 100 years ago, it could take 20 days for a

letter to travel from one house to another house. A groupof people decided to try a special experiment to see if they coulddeliver the mail across the country in just 10 days instead of 20

days. This experiment was called The Pony Express. A group ofhorse riders would carry the mail in special bags. Each riderwould ride very fast over a long distance, and switch horses

along the way. When the Pony Express riders reached the end oftheir journey, they would give the mail to another Pony Express

rider. The next rider would ride very fast until he met with another PonyExpress rider at another station. The riders rode along the Pony Express trail,which was 2,000 miles long! Pony Express riders would carry the mailthrough rain and snow, across rivers, and over tall mountains. In 1861 thePony Express service ended, but mail carriers of today still carry on the tradi-tion of bringing the mail to us no matter how hard it may be.

1. Before the Pony Express started, how many days could it take for a letterto reach another house across the country?

______________________________________________________________________

2. How many miles was the Pony Express trail? __________________________

3. Did the Pony Express riders stop when it would rain or snow? ____________

4. When did the Pony Express end? ______________________________________


Kid Phonics 2

UNIT 5 ACTIVITY 5

The Pony Express (Social Studies) Name ________________________________

Trace the path the Pony Express riders traveled on this map of the United States. Add the cities ofSacramento, California and St. Joseph, Missouri. Color in the Rocky Mountains.

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Kid Phonics 2

APPENDIX A SOUND BUSTER SONG LYRICS

We’re on Our Way(All the Sound Busters)

Track 2Words and music by

Dave Kinnoin

If you’re having trouble with a silent letter,If a big, long word should cause a fuss,We’ll be right there to make it better.Hey, if that sounds good, sing along with us!

We’re on our way,We learn a little each day.As words appear,We readers cheer –We’re on our way.

Every compound word is gonna be our buddy,Every homonym will bring a smile.A rhyme or two will help us study,Our adventure grows mile after mile.

(repeat chorus)

We’ll discern each twist and turn,One by one –Our journey’s just begun.It’s lots of workAnd lots of fun!


Kid Phonics 2

Two-For-One Store(Boogie)Track 3

Words and music byDave Kinnoin

Hey, put your words togetherFor the two-for-one store!

Welcome to the two-for-one store.Everybody’s havin’ fun,‘Cause we’re guaranteedTo find the words we needAt two for the price of one.Better get here on the double,We’re rockin’ on the showroom floor.Hear and see for yourselfWhat’s shakin’ off the shelf,Maybe take a mouthful out the door.

The two-for-one store sells compound words:Lemondrops, bellyflops, whirlybirds,Each word is made from two.There’s something just right for you.

Did you notice that last sentence had the compound word “something” in it? I’ll just betcha the two-for-one store has some-thing for you! Hmm…how ‘bout

Bathtub, backrub,(Scratch me!)Smokestack, lumberjack,(Tough)Raincoat, sailboat,(A storm’s comin‘)Underwater, jellybean,Teeter-totter, evergreen,And some you’ve never heard or seen!

(repeat chorus twice—last line:)Compound words galore—come on, let me take you to the two-for-one store!


Kid Phonics 2

Silent Letters(Mumpher)


Dave KinnoinSilent letters are sneaky,They never make a sound.Their intentions are not clear,At least to my ear,They just sorta hang around.So watch out for those silent letters,Please learn the tricks they play,‘Cause I know those silent lettersWill sure ‘nuff try to get you someday.

There’s a “b” in “thumbtack,”There’s an “e” in “kite,”There’s a “g” in “bologna,”And a “gh” in “sight.”There’s an “h” in “hourglass,”A “k” in “knife,”An “l,” an “n,” a “p,” a “w”To trouble you your whole life.(And there are even more silent letters than that,So be extra careful, okay?)

Beware of those silent lettersAs you ride the reading trail.When you see those silent letters,Rope those little dogies by the tail.(Wrestle ‘em down! There’s that “w” again.)Rope those silent letters by the tail.(That oughta get a little noise outa them!Well, maybe not—they’re silent letters…)


Kid Phonics 2

Rhyma-Dima-Ding-Dong Girl(Rhyma)Track 5


I’m a rhyma-dima-ding-dong girl,So give my rhyma-dima-sing-song a whirl.It’s a time to be a-tappin’,I’m a rhyme all set to happen,I’m a rhyma-dima-ding-dong girl!

Oh, I know some words that almost hit the mark,My, my, they almost do.But, when I make my selection,I go for the perfection,I only choose the rhymes that are true.

(repeat chorus)

Ding dong—this rhyme belle’s a ringer,A dead-on bull’s-eye—do I make my point?Ding dong—each chime tells the singerEach rhyme we make upWill shake up this joint!

(repeat chorus)


Kid Phonics 2

I Want to Be a Big Kid, Too(Baby Boogie)


Dave Kinnoin

I want to be a big kid too,I’m tired of baby stuff;Do all the things the big kids do,Not wait until I’m old enough.

I want to read (A big kid book!),I want to write (Have you seen my pencil?),I want to stay up and play with my computerA little later at night. (How about ten o’clock?)Oh, what I’d give,What I’d give to go to big kid school!I want to learn every letter, every word in every book,Understand every fact, every rule.(That’d be cool!)

(repeat chorus)

Big kids use those great big wordsAnd I think, “Why not me?”If I try, I can figure them outAnd ex-pand my vo-cab-u-lar-y.(Hey, I did it!)

I want to be a big kid too,I’m tired of baby stuff;Do all the things the big kids do,Can’t wait until I’m older.I want to be like you,I want to be a big kid, too!


Kid Phonics 2

Homonym-ble Game(Miggles)


Dave KinnoinWhan I ask you for a pearAnd you say, “A pair of what?”When I’m pulling out my hairAnd the rabbit hutch sticks shut,When my certainty is swayingAnd I don’t know what to blame,The homonyms are playingThe homonym-ble game.

Homonym-ble game,What surprise it brings!Words can sound the sameAnd mean different things.Fun-filled to the brim,Contents tough to tame,We all ride the rimOf the homonym-ble game.

Little seamstress soon to wed,Introduce me to your beau,You’re too busy with your thread,Oh, my, my, you sew and sew!You are not sure what I’m saying,And it’s somewhat of a shame,The homonyms are playingThe homonym-ble game.

(repeat chorus)

Close inspection of surrounding words can clue the reader in.“Context” is the name for this,It’s something you don’t want to miss—That is, if you want to win the…

(repeat chorus)


Kid Phonics 2

All Long Words Are a Series of Short Sounds Strung Together

(Tweed)Track 8


When you stand at the bottom of a mountain,It looks too high to climb.With the right technique,You can reach the peakIf you take it one step at a time.A long word can be rather like a mountain,It’s very hard to read.I’m pleased to sayYou’re in luck today,‘Cause you’ve got the only tool you need:That would be your brain—yo!

All long words are a series of short sounds strung together,Break it down-dee-dee, break it down-dee-dum.All long words are a series of short sounds strung together,Break it down with me, break it down, old chum.

Take a long word like “velociraptor”—Hmm…let’s see who’s boss:Sometimes “e” is “ ”—And “l-o-c” is “los,”“I” is “i,” “r-a-p” is “rap,” “t-o-r” is “t r.”Now, lift the word off the page:“Ve-loc-i-rap-tor”—a new chapterIn the story of the “Phonics Age”!And I do say, it’s jolly hip!

(repeat chorus)

When I say “break it down,” I mean more than “let’s get funky,”I mean cut it up. (What it up?)Cut it up (every word) till it’s good and chunky.I have found out if you sound out every part,The beautiful thing that’s making me sing will start—Build a word! (Groove on it!)

(repeat chorus)

e

e


Kid Phonics 2

amusement

autumn

blacksmith

blizzard

blossom

brainstorm

breathless

celebrate

challenge

childhood

classroom

climate

clipboard

consonant

crackers

craftsmanship

crossroads

crystal

customer

design

dewdrop

dictionary

disappointed

discovers

drawbridge

drizzle

drowsy

dwarf

earache

empty

example

floodlight

freckles

freighter

freshman

friendship

furniture

gadget

glitter

glossary

gradually

graffiti

grammar

grandfather

graphics

highlight

honest

honeydew

insecticide

instantly

investment

juggler

jumprope

knighthood

knowledge

knuckles

laughter

loiter

loyalty

matchbook

mustang

mustard

neighbor

nightgown

ointment

oyster

package

patchwork

peace

playground

plumbing

plywood

pneumonia

poisonous

poundcake

professor

programmer

projector

prophecy

psalm

psychic

quarrel

quotation

reminded

rowdiness

royalty

scallop

scholar

scorch

scrambled

scream

scrimmage

sculpture

shadows

showers

shutters

skeptical

skyscraper

sleighride

slipknot

slippery

smallpox

smudge

smuggler

sneezed

snowstorm

soldier

soybean

spaghetti

spearmint

sphere

splendor

splinter

sprain

springboard

sprinkler

sprout

squeak

squeal

squeegee

squeeze

stadium

stagehand

stampede

starch

stargazer

stethoscope

straight

struggle

stuffing

superior

swallow

sweepstakes

switchboard

swordfish

tablespoon

thirteen

thunder

toothpaste

toothpick

traffic

treatment

trousers

understand

unfold

vampire

volcano

voyage

wastebasket

weight

wheeze

whirlpool

whittle

wrestling

wrinkled

yachting

zillion

APPENDIX B

Jailhouse Decoder Word List

almonds

antelope

applesauce

arrowhead

backpack

bandage

bandana

blanket

blender

bookend

bookmark

boomerang

braid

bread

bridle

brush

bumblebee

butter

cabbage

cactus

camera

cantaloupe

canteen

cartoon

chair

chalk

checkerboard

cheese

chopsticks

church

clerks

clothespin

clover

coffeepot

cookbook

couch

cowboy

crutches

diamond

doghouse

dress

drumsticks

duffle

dustpan

earrings

easel

eggbeater

eggplant

emerald

envelope

farmhouse

faucet

feather

fence

firecracker

flashlight

flowerpot

fountain

fudge

glue

goggles

grapefruit

griddle

groundhog

hammer

hammock

hamster

handcuffs

handkerchief

haystack

headphones

holster

hourglass

hummingbird

igloo

iguana

inchworm

insect

jackknife

jeep

jewelry

kangaroo

ketchup

keyboard

knapsack

lantern

leash

leather

lipstick

mailbox

matches

mountain

mouthwash

mushroom

nail

necklace

nectarine

needle

newspaper

noodles

nurse

nutcracker

oatmeal

octagon

orange

ornament

outlaw

padlock

pail

paint

parakeet

peach

pendant

pheasant

pitchfork

pizza

plow

poison

porch

potholder

protractor

pumpkin

quarter

radio

raincoat

ribbon

ring

rodeo

saddle

sailboat

sandwich

saucepan

scale

scarecrow

screen

screw

screwdriver

scroll

seashell

shampoo

shawl

shirt

shoelaces

shovel

shrimp

skateboard

skeleton

skillet

skirt

slingshot

sneakers

snorkel

snowshoe

softball

sparrow

spatula

speedometer

sphinx

splint

sponge

spurs


Kid Phonics 2

APPENDIX C

Word Builder Ranch Word List

square

squirrel

stamp

stapler

statue

steak

stepladder

stirrups

stopwatch

strainer

strawberry

sunflower

sweater

swimsuit

teakettle

teaspoon

teepee

thermometer

thimble

thread

thumbtack

toaster

toothbrush

towel

triangle

trombone

tweezers

ukulele

unicycle

uniform

vacuum

valentine

violin

vitamins

volleyball

wheel

wheelbarrow

wheelchair

whip

windmill

wreath

wristwatch

xylophone

yardstick

zucchini


Kid Phonics 2

Yee Haw!

after-noon

air-bag

air-brush

air-drop

air-lock

air-man

air-plane

air-way

ant-hill

apple-sauce

back-board

back-bone

back-door

back-drop

back-ground

back-side

back-slide

back-wash

back-water

back-yard

bare-foot

barn-storm

barn-yard

base-ball

base-board

base-man

basket-ball

birth-day

birth-mark

blue-book

blue-fish

blue-print

book-case

book-end

book-mark

book-shelf

book-worm

broom-corn

broom-stick

bull-dog

bull-frog

camp-ground

camp-mate

card-board

cart-wheels

chalk-board

cook-book

cook-house

cook-out

dog-fish

dog-house

dog-wood

drive-way

drum-stick

dust-pan

ear-drum

ear-mark

earth-quake

earth-worm

fair-ground

fair-way

fare-well

farm-house

farm-yard

fire-ball

fire-boat

fire-box

fire-dog

fire-house

fire-light

fire-man

fire-side

fire-storm

fire-water

fire-weed

fire-wood

flag-pole

flash-light

flower-pot

foot-ball

foot-fall

foot-hill

foot-hold

foot-light

foot-man

foot-print

foot-step

free-board

free-hold

free-man

free-way

gold-fish

green-house

green-room

gum-drop

gum-shoe

hair-brush

hair-cut

home-made

home-room

horse-man

horse-shoe

house-boat

house-breaker

house-coat

house-hold

ice-boat

ice-box

ice-breaker

ice-house

ice-man

jack-knife

jack-pot

jaw-bone

jaw-breaker

key-board

key-word

land-fall

land-lord

land-mark

land-slide

light-house

light-weight

look-out

mail-bag

mail-box

mail-man

mail-room

mid-day

mid-night

mid-point

mid-way

milk-man

milk-shake

milk-weed

moon-light

moon-rise

moon-shine

mouth-wash

night-fall

night-gown

night-mare

night-stick

north-east

north-west

note-book

oat-meal

other-wise

out-board

out-door

out-fit

out-house

out-shine

out-side

pad-lock

paper-board

paper-weight

pass-book

pass-word

pepper-corn


Kid Phonics 2

APPENDIX D

Word Rodeo Compound Word ListNote: Hyphens are shown to separate the base words.

pepper-mint

pillow-case

pitch-fork

pitch-out

pop-corn

quick-sand

quick-step

rail-road

rail-way

rain-coat

rain-drop

rain-fall

rain-storm

rain-water

rattle-snake

room-mate

saddle-bag

saddle-cloth

sail-boat

sail-cloth

sail-fish

scare-crow

school-book

school-ground

school-house

school-mate

school-room

sea-board

sea-man

sea-plane

sea-quake

sea-side

sea-weed

shoe-shine

sky-light

sky-way

snow-ball

snow-drop

snow-fall

snow-man

snow-shoe

snow-storm

snow-suit

sun-burn

sun-fish

sun-light

sun-rise

sun-shine

surf-board

table-cloth

table-spoon

tea-house

tea-pot

tea-room

tea-spoon

tooth-brush

trap-door

under-brush

under-coat

under-cut

under-dog

under-foot

under-ground

under-side

under-water

under-way

under-weight

video-cassette

video-tape

view-point

vine-yard

volley-ball

wall-board

wall-paper

wash-board

wash-cloth

wash-day

wash-out

wash-room

waste-basket

waste-paper

waste-water

week-day

week-end

week-night

wish-bone

wrist-watch

yard-man

yard-stick

year-book

year-end


Kid Phonics 2


Kid Phonics 2

APPENDIX E

Word Rodeo Prefix List

Base Words able

agree

appear

change

cline

count

cover

crease

deal

ease

easy

even

feat

fect

fend

fix

fold

grace

gram

gress

hale

ject

just

kind

lead

light

load

lock

long

marine

mask

match

mote

nect

pack

pair

pare

part

place

plain

play

print

prove

quire

quote

read

real

rest

said

school

scribe

sent

serve

sign

snap

solve

spect

spell

take

test

tie

trust

turb

use

used

vent

vide

view

wind

wrap

Prefixes

com

con

de

dis

ex

in

mis

pre

pro

re

sub

un


Kid Phonics 2

APPENDIX F

Word Rodeo Suffix List

Base Words

act

affect

agree

amaze

appear

bad

bark

bat

beg

believe

bloom

boil

boss

bounce

brag

brown

care

cheap

city

close

cloudy

clown

confuse

copy

cough

count

crawl

cry

dark

direct

dirty

drop

early

easy

enjoy

fair

fancy

foggy

fry

funny

grin

happy

hard

harm

help

high

hope

inspect

juggle

kind

large

laugh

light

long

loud

main

march

messy

miss

most

neat

new

noisy

pass

penny

play

pony

poor

porch

pour

pretty

prove

provide

puppy

quiet

reply

rest

road

rough

ruby

sad

scare

share

shiny

shout

sick

silly

sleepy

slow

solve

spooky

spot

story

surprise

swim

swing

tall

tight

tiny

try

use

weak

week

win

Suffixes

ed

er

es

est

ing

ion

less

ly

ment

ness

s


Kid Phonics 2

APPENDIX G

Homonym Hotel Word List

aunt/ant

be/bee

bare/bear

bass/base

beats/beets

blue/blew

board/bored

brake/break

berry/bury

by/buy/bye

cent/scent/sent

course/coarse

creak/creek

deer/dear

died/dyed

due/dew/do

eight/ate

fare/fair

feet/feat

flea/flee

foul/fowl

four/for

gnu/knew/new

hare/hair

hall/haul

heel/heal

hear/here

knot/not

loan/lone

one/won

pail/pale

peace/piece

pleas/please

pole/poll

rain/rein/reign

read/red

right/write

road/rode/rowed

role/roll

sail/sale

see/sea

seem/seam

sell/cell

site/sight/cite

some/sum

sow/sew/so

tail/tale

there/their/they’re

tow/toe

weight/wait

wear/where

week/weak

would/wood

Silent E

at ate

ban bane

bar bare

bat bate

bath bathe

bid bide

bit bite

breath breathe

cam came

can cane

cap cape

car care

cloth clothe

con cone

cop cope

crud crude

cub cube

cut cute

dim dime

din dine

dot dote

dud dude

dun dune

fad fade

fat fate

fin fine

fir fire

flak flake

gal gale

gap gape

glad glade

glob globe

grad grade

grim grime

grip gripe

hat hate

her here

hid hide

hop hope

hug huge

jib jibe

kit kite

lob lobe

lop lope

mad made

man mane

mat mate

met mete

mop mope

mut mute

nap nape

nod node

not note

pal pale

pan pane

par pare

past paste

pin pine

pip pipe

plan plane

plum plume

pop pope

prim prime

quit quite

rag rage

rang range

rat rate

rid ride

rip ripe

rob robe

rod rode

rot rote

sag sage

sat sate

scar scare

scrap scrape

secret secrete

sever severe

sham shame

shin shine

sir sire

sit site

slat slate

slid slide

slim slime

slop slope

snip snipe

spar spare

spin spine

spit spite

stag stage

star stare

strip stripe

tap tape

them theme

ton tone

tot tote

trip tripe

tub tube

twin twine

us use

van vane

wad wade

wag wage

war ware

win wine

wok woke

Silent B

bomb

climb

comb

crumb

debt

debtor

doubt

dumb

indebted

lamb

limb

numb

plumb

plumber

plumbing

thumb

thumbtack

tomb

Silent G

align

assign

bologna

campaign

cologne

design

foreign

gnarl

gnash

gnat


Kid Phonics 2

APPENDIX H

Silent Letter Stagecoach Word List

gnaw

gnome

gnu

lasagna

reign

resign

sign

Silent GH

bough

bought

bright

brought

caught

daughter

daylight

dough

doughnut

drought

eight

eighteen

eighty

fight

flight

freight

fright

height

high

insight

light

might

naughty

neigh

neighbor

night

ought

plight

right

sigh

sight

sleigh

sought

straight

taught

thought

tight

weigh

weight

Silent H

afghan

dinghy

ghastly

ghetto

ghost

ghoul

heir

heirloom

herb

honest

honor

hour

hourglass

rhapsody

rhinestone

rhino

rhinoceros

rhubarb

rhyme

rhythm

shepherd

Silent K

knack

knapsack

knead

knee

kneel

knew

knickers

knife

knit

knob

knock

knot

know

knowledge

knuckle

unknown

Silent L

calf

caulk

chalk

half

salve

Silent N

autumn

column

condemn

hymn

solemn

Silent P

corps

cupboard

pneumonia

psalm

psychology

pterodactyl

raspberry

receipt

Silent W

sword

wrap

wreath

wreck

wrench

wrestle

wring

wrinkle

wrist

write

wrong

Miscellaneous

Silent Letters

aisle

ballet

crochet

fillet

indict


Kid Phonics 2


Kid Phonics 2

Non-Silent E

an

back

bag

bed

bib

big

blot

brim

bug

bun

cab

cat

clot

cob

crust

cup

dab

den

did

dip

dog

dug

fan

fit

flap

fog

fun

fur

gas

gem

glen

gob

got

grab

gut

ham

hen

him

hog

hub

jar

jet

jig

jog

jug

kin

lad

led

leg

let

lip

log

lot

map

math

men

mud

nag

net

nip

nit

nor

nun

nut

pat

path

pig

pit

plod

pot

prod

pun

pup

quiz

red

rest

rib

rig

rub

rut

sad

scab

scrub

set

shack

shed

ship

sip

slam

slap

slip

sop

spill

straw

sub

sud

tag

ten

then

tip

toy

trim

tug

tweak

vat

wet

wig

wit

yam

yes

zap

zip

APPENDIX I

Non-Silent Letter Stagecoach Word List


Kid Phonics 2

APPENDIX J

Sound Buster Clip Art

Boogie

Baby Boogie

Miggles


Kid Phonics 2

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APPEN

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This award is presented to

________________________________for being a

Super Word and Sentence Builder!

_______________ _______________Teacher Date

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Hooray!

____________________________is an official

Homonym Expert!

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This award is presented to

______________________________________for successfully completing the

challenges and lessons of

Kid Phonics 2!

_______________ _______________Teacher Date

Adjectives

Boynton, Sandra. A Is for Angry: An Animal andAdjective Alphabet. Workman, 1983.

Heller, Ruth. Many Luscious Lollipops: A BookAbout Adjectives. Scholastic, 1989.

McMillan, Bruce. Super, Super, Superwords.Lothrop, 1989.

Alliteration

Bayer, Jane. A, My Name Is Alice. Dial, 1984.Chess, Victoria. Alfred’s Alphabet Walk.

Greenwillow, 1979.Curtis, Foley. The Little Book of Big Tongue

Twisters. Holiday House, 1977.Kellogg, Steven. Aster Aardvark’s Alphabet

Adventures. Morrow, 1987.

Antonyms

McMillan, Bruce. Here a Chick, There a Chick.Lothrop, 1983.

Cause and Effect

Aylesworth, Jim. Hush Up! Henry Hold, 1980.Charlip, Remy. Fortunately. Parents Press, 1964.Lester, Helen. It Wasn’t My Fault. Dutton, 1979.Lexxu, Joan. That’s Good, That’s Bad. Dial, 1963.Noble, Trinka Hakes. The Day Jimmy’s Boa Ate

the Wash. Dial, 1980.Numeroff, Laura Joffe. If You Give a Mouse a

Cookie. Harper Collins, 1985.

Compare and Contrast

Barrett, Judy. I’m Too Small, You’re Too Big.Atheneum, 1981.

Dantzer-Rosenthal, Marya. Some Things AreDifferent, Some Things Are the Same.Whitman, 1986.

Hughes, Shirley. Bathwater’s Hot. Lothrop, 1985.

Compound Words

Maestro, Betsy. All Aboard Overnight. HoughtonMifflin, 1992.

Exaggeration

Boyd, Selma and Pauline. I Met a Polar Bear.Lothrop, 1983.

Galdone, Paul. The Amazing Pig. Clarion, 1981.Peterson, Esther Allen. Frederick’s Alligator.

Crown, 1979.

Homonyms/Homographs

Basil, Cynthia. How Ships Play Cards. Morrow,1980.

Blossom, Naomi. Scale Full of Fish and OtherTurnabouts. Greenwillow, 1979.

Buckley, Richard. The Greedy Python. PictureBook Studio, 1985.

Gwynne, Fred. A Little Pigeon Toad. Simon andSchuster, 1988.

Hunt, Bernice Kohn. Your Aunt Is a Which. HBJ,1975.

Terban, Marvin. The Dove Dove: FunnyHomograph Riddles. Clarion, 1984.

Terban, Marvin. Eight Ate: A Feast of HomonymRiddles. Clarion, 1988.

Idioms

Folsom, Michael and Marcia. Easy as Pie: AGuessing Game of Sayings. Clarion, 1985.

Parish, Peggy. Amelia Bedelia. Harper and Row,1963.

Terban, Marvin. In a Pickle and Other FunnyIdioms. Clarion, 1983.

Teban, Marvin. Mad as a Wet Hen. Clarion, 1987.


Kid Phonics 2

APPENDIX L

Language Arts Skills Bibliography

Letter Sounds

MacDonald, Suse. Alphabetics. Bradbury, 1986.

Letter Writing

Ahlberg, Janet and Allan. The Jolly Postman.

Little, Brown, 1986.

Alexander, Sue. Dear Phoebe. Little, Brown, 1984.

Leedy, Loreen. Messages in the Mailbox. Holiday

House, 1991.

Tsutsui, Yorko. Anna’s Secret Friend. Viking, 1987.

Williams, Vera and Jennifer. Stringbean’s Trip to

the Shining Sea. Scholastic, 1988.

Winslow, Nancy. Love From Uncle Clyde. Dodd

Mead, 1977.

Nouns

Heller, Ruth. A Cache of Jewels and Other

Collective Nouns. Scholastic, 1987.

Heller, Ruth. Merry-Go-Round. Grosset and

Dunlop, 1990.

Hooper, Patricia. A Bundle of Beasts. Houghton

Mifflin, 1987.

Kock, Michelle. Just One More. Greenwillow, 1989.

Terban, Marvin. Your Foot’s on My Feet! And

Other Tricky Nouns. Clarion, 1986.

Plot

Fox, Mem. Koala Lou. HBJ, 1988.

Kipling, Rudyard. Just So Stories. Doubleday, 1952.

Prepositions

Bancheck, Linda. Snake In, Snake Out. Crowell,

1978.

Punctuation

Fox, Mem. Wilfrid Gordon McDonald Partridge.

Kane/Miller, 1984.

Ziefert, Harriet. Sarah’s Questions. Lothrop, 1986.

Quotation Marks

Lobel, Arnold. Frog and Toad Are Friends.

Harper and Row, 1979.

Setting

Cooney, Barbara. Miss Rumphius. Puffin, 1987.

Oram, Haiwyn. In the Attic. Henry Holt, 1988.

Silverstein, Shel. The Giving Tree. Harper and

Row, 1964.

Simile

Juster, Norton. As: A Surfeit of Similes. Morrow,

1989.

Synonyms

McMillan, Bruce. Here a Chick, There a Chick.

Lothrop, 1983.

Verbs

Heller, Ruth. Kites Sail High: A Book About Verbs.

Scholastic, 1988.

MacMillan, Bruce. Kitten Can. Lothrop, 1984.

Maestro, Betsy and Guilio. Camping Out: A Book

of Action Words. Crown, 1985.

Noll, Sally. Jiggle, Wiggle, Prance. Greenwillow,

1987.

Terban, Marvin. I Think I Thought and Other

Tricky Verbs. Clarion, 1984.

Writing

Dr. Seuss. I Can Write! Random House, 1971.

Hoban, Lillian. Arthur’s Pen Pal. Harper and Row,

1976.

Oakley, Graham. The Diary of a Church Mouse.

Atheneum, 1987.


Kid Phonics 2

Bolton, F. and Snowball, D. Teaching Spelling: A Practical Resource.

Heinemann, 1993.

Gentry, J. Richard. Spel is a Four-Letter Word. Scholastic, 1987.

Goodman, Ken. Phonics Phacts. Heinemann, 1994.

Hansen, J. When Writers Read. Heinemann, 1987.

Jan, Lesley Wing. Spelling and Grammar in a Whole Language

Classroom. Ashton Scholastic, 1991.

Johnson, Terry D. and Louis, Daphne R. Literacy Through Literature.

Heinemann, 1987.

Powell, Debbie and Hornsby, David. Learning Phonics and Spelling in

a Whole Language Classroom. Scholastic, 1993.

Wagstaff, Janiel. Phonics: What Works. Scholastic, 1994.

Yopp, Ruth Helen and Yopp, Hallie Kay. Literature-Based Reading

Activities. Allyn and Bacon, 1992.


Kid Phonics 2

APPENDIX M

Professional Book Bibliography

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