Phonics show 4 TG

Put the clap fl ashcard on the board and write “clap.” Draw a red and black arrow underneath the word like there is on page 12 and teach the students to follow the arrow with their finge

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Teacher’s Guide

4 Double Letter Sounds

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L-Blends: cl, fl, gl, pl clap, clock, flag, flute, glass, glove, plane, plum

thumb, mouth, this, that, white, whale, wheel, whisper

Old MacDonald Had a Farm

Digraphs: ng, nk sing, ring, wing, swing, pink, bank, wink, drink

boxes, fixes, classes, kisses, wishes, brushes, benches, teaches

Predictable Chart and Class Book Contents

Activity1

Activity2

Word List Alphabet Handwriting Guide Phonics Show Scope & Sequence Phonics Show Certificate

WCPM Chart

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9 Unit

10

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Unit 1 Book & Pages Time

1st

lesson

2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 1: L-Blends

• Objectives:

- To recognize the L-blend sounds

- To learn words that have the L-blend sounds

- To build confidence in reading and writing L-blend words

• Duration of each lesson: 45 minutes

• Preparation: Student Book 4, Workbook 4, Readers 4, CDs, Flashcards from www.ibuildandgrow.com

Pacing Guide

Lesson Board

Outline for Three Lessons

Outline for Two Lessons

L-Blends

cl ap

cl fl

Unit

111111111111111111111111111111111111111111111111111111111111

5 4

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Start Start

cccaaannndddllltttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsss llliiikkkeeeccclll ccclll,,,ccclll,,,cclllaaappp!!!

fff aaannndddllltttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsssllliiikkkeee

Unit

111111111111111111111111111111111111111111111111111111111111

Chant along: Look at the picture What do the students see? Ask the students some questions

about the picture What color is the trophy? Can the students play piano? Point to the images

and say the L-blend sounds and words with the students (“cl, clap”) Play the CD and do the chant

Then have the students do the chant individually or as a group Ask them to put the stickers from

the back of the student book on the picture

06

Extra idea: Put the Phonics Show fl ashcards in a pile and shuffl e them Turn the pile over so that

the images on the fl ashcards are facing down Give the pile of fl ashcards to a student Ask the

student to turn over each fl ashcard and say the L-blend sound and the word (“pl, plane”) Time

how long it takes After the student has finished, ask them to shuffl e the cards and pass the pile to

Read and write: Read the passage together Then have the students read the passage individually

or as a group Ask them to fill in each of the boxes with the correct L-blend

Extra idea: Use the space under the boxes to have the students practice writing the L-blend words

on their own

Warm up: Use the pictures

and letters at the top of the

page to introduce the L-blend

sounds “cl” and “fl ” Have the

students say the L-blend

sounds “cl” and “fl ” and the

pictures (“cl, clap” / “fl , fl ag”)

Sing along: Say the lyrics

and have the students repeat

them When they are saying

the L-blend sound “cl” have

them clap their hands When

they are saying the L-blend

sound “fl ” have them wave

their hands like fl ags Play

the CD Encourage the

students to sing and do the

actions during the L-blend

parts of the song

Listen and repeat: Play the

CD and have the students repeat what they hear

Explain to the students that when two letters, like

“cl” and “fl ,” come together, each letter keeps its own sound Point to “c” and “l” and ask the students to say the letters Tell the students

to say the L-blend sound “cl” and to use their finger to practice writing “cl” in the air Ask them to write the word

“clap” in the air with their finger and then to say the word and clap their hands

Do the same thing for the L-blend sound “fl ,” but have the students wave their hands like fl ags when they say the word “fl ag.” Read the sentences at the bottom of the activity together Then ask the students if they can think of any words for the L-blends “gl” and “pl.”

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9 8

Learn

Extra idea: Ask the students one or two questions about the images in the boxes

What color is the fl ag? Have the students ever been on an airplane?

9 8

Learn

Listen and repeat CD 1 07

Listen and trace CD 1 08

Read and circle

Read and circle: Have the students read the words out loud and circle the correct pictures

Extra idea: Make two sets of fl ashcards Draw a line down the middle of the board Put one set of

fl ashcards on each side of the line Ask two students to stand at the back of the classroom Call out one of the L-blend words and have the students run to the board and circle it

Listen and repeat: Review

the L-blend cl/fl /gl/pl sounds

Put the clap fl ashcard on

the board and write “clap.”

Draw a red and black arrow

underneath the word (like

there is on page 12) and

teach the students to follow

the arrow with their finger as

they listen and say the word

Play the CD and have the

students repeat the L-blend

words while following the

arrows with their finger

Then have the students say

the L-blend words on their

to check their work

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After You Read

L e Le

L arn to Read d

Wo

W rd

L e Le

L arn to Read d

Sentence

What does Clay like to do?

Look and read Then check

Clara can read the clock

Clara can read the flag

The plane is green.

The glove is green.

1.

2.

3.

She plays the flute well.

She plays the glass well.

What does Clay like to do?

It is fun having a snack

High Frequency Words

with

and fun

Listen and repeat: Look

at the picture What do

the students see? Point at

number 1 in the picture

and say “Clapping It is fun

clapping.” Have the students

repeat what you said Do

the same thing for numbers

2 and 3 and then play the

CD and ask the students to

repeat what they hear

10

CD 1

1 clapping

It is fun clapping

2 playing the fl ute

It is fun playing the fl ute

3 fl ying the plane

It is fun fl ying the plane

Extra idea: Have the

students read the three

sentences and do the actions

at the bottom of the page

Look and read Then check: Look at the three pictures together What do the students see?

Ask the students to read the sentences and place check marks next to the ones that match the

pictures

Extra idea: Play “Simon says” with the students Teach the students that if you say “Simon says”

before an action, they should do the action If you do not say “Simon says” before an action, they should not do the action Use the actions with the L-blend words from the story (clap your hands/

fl y the plane/drink from the glass/put on gloves/step on the plum) and other fun actions during the game

WCPM Chart: Have the students read the passage on page 15 individually Use the WCPM Chart

on page 102 to assess their reading fl uency

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Extra idea: Write other

sentences from the story on

the board like those in the

exercise Ask the students

to guess what L-blends go in

Listen and write the missing letters CD 1 13

Soun d Dictatio n

cl fl gl pl

1 Clay aps.

2 They fly the a ne.

3 The ums a re on the plate.

gloveflute

plumclock

A flute is in the room

A clock is in the room

Trace and write your own sentence: Look at the picture What do the students see? Read the

question together Then ask the students to choose one of the L-blend words and write their own

sentence

Extra idea: Have the students work with a partner Tell them to take turns asking the question and

reading the sentence they made Choose some of the pairs to present their sentences in front of

the class

Phonics Dictionary: Look at the L-blend “a_e” pictures together Ask the students what each picture is Tell them to write the missing words

Extra idea: Have the students write all the words and draw their own pictures on a separate piece

of paper Ask them what picture is their favorite and what word they think they wrote the neatest

Listen and write the

missing letters: Use the

fl ashcards to review the

L-blend words with the

students Play the CD and

have the students write the

missing letters they hear in

the boxes If the students

have any diff iculty writing

the missing letters, put the

fl ashcards for the three words

on the board

13

CD 1

1 Clay claps

2 They fl y the plane

3 The plums are on the

plate

Quiz – Listen and number Then match and write: Read the L-blend words at the top of the page together Play the CD and have the students number the words

in order Then ask them

to match the words to the pictures and write the words

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Workbook Answer Sheet Readers

cl, fl, gl, pl

L - Blends

• Music (Sing and Dance)

Phonics Show Readers: Read the story title to the students and ask them what they see in the

picture Play the CD and have the students listen and repeat what they hear Read each page and

have the students repeat the sentences Ask them to describe what they see on each page Do

the “Let’s Sing” activity at the end of the story together

Extra Idea: Do the actions while reading the story Add the action “slap your desk.” Ask the children

to think of other actions to do Tell them to say the actions using the sentence pattern from the

story

WCPM Chart: Have the students read the story individually Use the WCPM Chart on page 70 to

assess their reading fl uency

Find the words and circle Then match.

Unscramble and write

Write Write

Read and number Then write.

Write the missing letters

1 clap 2 glass 3 plum 4 flag

5 flute 6 clock 7 plane 8 glove

I can say the WORDS /8

I can say the SENTENCES /3

Read and circle the correct words

Read and circle Then write.

Read and write.

Read

Plums are on the plate

Clay claps and claps

1 I can read the (clock / plum).

2.

3.

The (flag / plane) is big.

Clara plays the (glove / flute) well

1 Fly the , Clay.

2 Wave the , Clay.

3 Gee! Clay steps on the

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2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 2: R-Blends

• Objectives:

- To recognize the R-blend sounds

- To learn words that have the R-blend sounds

- To build confidence in reading and writing R-blend Words

R-Blends

cr ab

cr dr

Unit

222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222

17 16

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Start Start

dr um

R-Blends

cr ab

cr dr

The crab drives a truck

cccaaannndddrrrtttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsss llliiikkkeeecccrrr cccrrr,,,cccrrr,,,ccrrraaabbb!!!

dddaaannndddrrrtttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsssllliiikkkeee

about the picture How many leaves are on the tree? What color is the truck? Point to the images

and say the R-blend sounds and words with the students (“cr, crab”) Play the CD and do the chant

16

Extra idea: Hold a Phonics Show fl ashcard behind a piece of black paper Lift the piece of black

paper up slowly so that only a little bit of the fl ashcard is revealed at a time Ask the students to

try and guess what fl ashcard it is Have them say the R-blend sound “cr” or “dr” and the word (“cr,

crab”) when guessing

or as a group Ask them to fill in each of the boxes with the correct R-blend

Extra idea: Use the space under the boxes to have the students practice writing the R-blend words

on their own

and letters at the top of

the page to introduce the

R-blend sounds “cr” and “dr.”

Have the students say the

R-blend sounds “cr” and “dr”

and the pictures (“cr, crab” /

“dr, drum”)

the R-blend sounds “cr” and

“dr” have them hit their

desks like a drum Play the

CD Encourage the students

to sing and hit their desks

during the R-blend “cr” and

“dr” parts of the song

Explain to the students that when two letters, like “cr” and “dr,” come together, each letter keeps its own sound Point to “c” and “r” and ask the students to say the letters Tell the students to say the R-blend sound “cr” and to use their finger to practice writing “cr” in the air Ask them to write the word “crab”

in the air with their finger

Do the same thing for the R-blend sound “dr.” Read the sentences at the bottom of the activity together Then ask the students if they can think of any words for the R-blends “fr” and “tr.”

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21 20

Learn

Extra idea: Ask the students one or two questions about the images in the boxes Do they like to eat crab? Can the students drive a car?

21 20

Learn

Read and circle

fl ashcards on each side of the line Ask two students to stand at the back of the classroom Call out one of the R-blend words and have the students run to the board and circle it

Listen and repeat:

Review the R-blend cr/dr/

fr/tr sounds Put the crab

fl ashcard on the board and

write “crab.” Draw a red and

black arrow underneath the

word (like there is on page

20) and teach the students

to follow the arrow with

their finger as they listen

and say the word Play the

CD and have the students

repeat the R-blend words

while following the arrows

with their finger Then have

the students say the R-blend

words on their own

to check their work

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After You Read

L e Le

L arn to Read d

Wo

W rd

L e Le

L arn to Read d

Sentence

How do crabs move?

too

can like

3 1

Brian and Tracy are friends

Brain and Tracy are drivers

1 Crabs crawl

number 1 in the picture and

say “Crawl like a crab I can

crawl like a crab.” Have the

students repeat what you

said Do the same thing for

numbers 2 and 3 and then

play the CD and ask the

students to repeat what they

hear

21

CD 1

1 crawl like a crab

I can crawl like a crab

2 leap like a frog

I can leap like a frog

3 grow tall like a tree

I can grow tall like a tree

Listen and read the story out loud: Look

at the picture What do the students see? What

is happening? Teach the students any new words in the picture (dress/grapes/grass) and ask one or two questions about them (“Do you like grapes?” /“What color is the grass?”) Play the

CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students do the chant individually or as a group Ask the students to answer the comprehension question

pictures

Extra idea: Scramble the words for the sentences on page 22 and write them on the board Ask the

students to put the words in the correct order

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exercise Ask the students to

guess what R-blends go in

cr dr fr tr

1 Fred is my iend.

2 We grow a grape ee.

3 I wa nt to play the ums.

crawlfrog

truckdrive

Trace and write your own sentence: Look at the picture What do the students see? Read the

question together Then ask the students to choose one of the R-blend words and write their own

sentence

the class

Phonics Dictionary: Look at the R-blend pictures together Ask the students what each picture is Tell them to write the words in the blanks next to the pictures

of paper After, ask them what picture is their favorite and what word they think they wrote the neatest

R-blend words with the

on the board

24

CD 1

1 Fred is my friend

2 We grow a grape tree

3 I want to play the drums

Quiz – Listen and number Then match and write: Read the R-blend words at the top of the page together Play the CD and have the students number the words

Trang 14

A Crab Crawls

Track 07 - 08

cr, dr, fr, tr

• Science (Animal Actions)

picture Play the CD and have the students listen and repeat what they hear Read each page

and have the students repeat the sentences Ask them to describe what they see on each page

Discuss the “Science Fact” at the end of the story together

Extra Idea: Split the class into two groups Have one group read the questions in the story and the

other group read the answers Then have the two groups switch roles

Look and match.

Read and circle.

1 crab 2 drum 3 frog 4 crawl

5 friend 6 tree 7 drive 8 truck

tree drum drive frog

Read and write.

1 I can (drive / crawl) like a crab.

2.

3.

Dad can drive the (truck / drum)

I can leap like a (crab / frog)

4 The cra b crawls to the !

Say aloud Check the ones you can say.

Say

8

3

cra rog

craw

ru c

can craw i e a cra

a can rive e ruc

can eap i e a rog.

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2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 3: S-Blends

• Objectives:

- To recognize the S-blend sounds

- To learn words that have the S-blend sounds

- To build confidence in reading and writing S-blend words

sk y

sk sn

S-Blends

Unit

333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333

29 28

Trang 16

Start Start

sn ow

sk y

sk sn

Stacy, the snow has stopped

sss aaannndddkkktttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsssllliiikkkeeessskkk ssskkk,,,ssskkk,,,ssskkkyyy!!!

sssaaannnddd nnntttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsssllliiikkkeee

about the picture Is it hot or cold outside? Do the students like ice skating? Point to the images

and say the S-blend sounds and words with the students (“sk, sky”) Play the CD and do the chant

27

Extra idea: Play a matching game with the Phonics Show fl ashcards Make a set of picture

fl ashcards and a set of word fl ashcards Spread both sets of fl ashcards out face down Have a

student turn over one picture fl ashcard and one word fl ashcard and say the S-blend sounds and

words (“sn, snack.”) If the two fl ashcards match, the student gets a point

or as a group Ask them to fill in each of the boxes with the correct S-blend

Extra idea: Use the space under the boxes to have the students practice writing the S-blend words

on their own

S-blend sounds “sk” and “sn.”

Have the students say the

S-blend sounds “sk” and “sn”

and the pictures (“sk, sky” /

“sn, snow”)

the S-blend sound “sk” have

them reach up to the sky

When they are saying the

S-blend sound “sn” have

them wiggle their fingers

and lower their hands to the

ground like falling snow

Play the CD Encourage the

students to sing and do the

actions during the S-blend

parts of the song

Explain to the students that when two letters, like “sk” and “sn,” come together, each letter keeps its own sound Point to “s” and “k” and ask the students to say the letters Tell the students

to say the S-blend sound “sk” and to use their finger to practice writing “sk” in the air Ask them to write the word

“sky” in the air with their finger Do the same thing for the S-blend sound “sn.” Read the sentences at the bottom

of the activity together Then ask the students if they can think of any words for the S-blends “st” and “sw.”

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33 32

Learn

Extra idea:

33 32

Learn

sk y

fl ashcards on each side of the line Ask two students to stand at the back of the classroom Call out one of the S-blend words and have the students run to the board and circle it

the S-blend sk/sn/st/sw

sounds Put the sky fl ashcard

on the board and write “sky.”

students repeat the S-blend

words while following the

arrows with their finger

Then have the students say

the S-blend words on their

to check their work

What’s the students’ favorite snack? Can the students swim?

33 32

Trang 18

Read

1 She wants to see the stars

2 She wants to have snacks

3 She wants to see snow

After You Read

L e Le

L arn to Read d

Wo

W rd

L e Le

L arn to Read d

Sentence

What does the girl want?

I will put on my sweater

I will put on my scarf

He wants some snacks

He wants some stones

will

make let

3

1 2

So I ca n play outside tomorrow

2 She wants to have snacks

3 She wants to see snow

say “Make a snowman I will

make a snowman.” Have the

students repeat what you

said Do the same thing for

numbers 2 and 3 and then

play the CD and ask the

students to repeat what they

I will put on my sweater

3 skate all day

I will skate all day

in them

Listen and read the story out loud: Look at the picture What do the students see? What is happening? Play the CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students do the chant individually or as a group Ask the students to answer the comprehension question

Extra idea: Have the children write the second part of the passage on a piece of paper Under the passage, ask them to draw

a picture of themselves putting on a sweater and scarf, making a snowman, and skating all day

pictures

Trang 19

guess what S-blends go in

swimstone

Trace and write your own sentence: Look at the picture What do the students see? What is

happening? Read the question together Then ask the students to choose one of the S-blend

words and write their own sentence

the class

Phonics Dictionary: Look at the S-blend pictures together Ask the students what each picture is Tell them to write the words in the blanks next to the pictures

S-blend words with the

3 I can skate all day

Quiz – Listen and number Then match and write: Read the S-blend words at the top of the page together Play the CD and have the students number the words

Trang 20

have the students repeat the sentences Ask them to describe what they see on each page Have

them complete the “Let’s Find” activity at the end of the story

Extra Idea: Have the students work in pairs One student will be Steve and the other student will

be Steve’s friend Ask each pair to think of gestures for their characters and to stand up and act

out the story in front of the class

s t o n e

Write Write

1 sky 2 star 3 swim 4 snack

5 stone 6 skate 7 snow 8 sweater

sky snack sweater swim

stone sweater skate

star sky skate snow

Read and write.

Read

1 Can you (swim / skate)?

2.

3.

He wants some (snow / snacks).

I will put on my (sweater / scarf)

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2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 4: Digraphs “sh” and “ch”

• Objectives:

- To recognize the digraph “sh” and “ch” sounds

- To learn words that have the digraph “sh” and “ch” sounds

- To build confidence in reading and writing digraph “sh” and “ch” words

Unit

444444444444444444444444444444444444444444444444444444

41 40

Trang 22

Start Start

Are you ready to eat?

op wa lun

ch eese

sh irtsss aaannndddhhhtttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsssllliiikkkeeessshhh ssshhh,,,ssshhh,,,ssshhhiiirrrttt!!!

cccaaannndddhhhtttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsssllliiikkkeee

Unit

444444444444444444444444444444444444444444444444444444

about the picture How many balloons are there? Do the students like cotton candy? Point to the

images and say the digraphs “sh” and “ch” and the words with the students (“sh, shirt”) Play the

CD and do the chant Then have the students do the chant individually or as a group Ask them to

put the stickers from the back of the student book on the picture

05

Extra idea: Put one of the Phonics Show fl ashcards on the board Give two students markers and

ask them to stand at the back of the classroom Tell them to run to the board and write down the

word on the fl ashcard The first person to write down the word and then say the digraph and the

word (sh, wash) is the winner

or as a group Ask them to fill in each of the boxes with the correct digraph

Extra idea: Use the space under the boxes to have the students practice writing the digraph “sh”

and “ch” words on their own

digraphs “sh” and “ch.” Have

the students say the digraphs

“sh” and “ch” and the pictures

(“sh, shirt”/“ch, cheese”)

the digraphs “sh” and “ch”

have them hop on one foot

students to sing and hop on

one foot during the digraph

“sh” and “ch” parts of the

song

Explain to the students that when two letters, like “sh” and “ch,” come together, they make one sound Point to “s” and “h” and ask the students

to say the letters Tell the students to say the digraph

“sh” and to use their finger to practice writing “sh” in the air Ask them to write the word

“shirt” in the air with their finger Do the same thing for the digraph “ch.” Read the sentences at the bottom of the activity together

Trang 23

45 44

Learn

45 44

Learn

sh irt

fl ashcards on each side of the line Ask two students to stand at the back of the classroom Call out one of the digraph “sh” and “ch” words and have the students run to the board and circle it

the digraphs “sh” and “ch.”

Put the shirt fl ashcard on

the board and write “shirt.”

students repeat the digraph

“sh” and “ch” words while

following the arrows with

their finger Then have the

students say the digraph “sh”

and “ch” words on their own

or have the students work with a partner to check their work

What did the students eat for lunch? Do the students like peaches?

45 44

Trang 24

Extra idea: Ask the students

to read the three sentences

and stamp their feet when

they say the sh/ch words

After You Read

L e Le

L arn to Read d

Wo

W rd

L e Le

L arn to Read d

Sentence

What sounds do you hear when you wash your hands?

1.

2.

3.

after

hear before

3 1

2

Brush your hands.

Wash your hands.

I like to shop

I like to wash

First, chop some cheese First, chop some peaches

Can you hear the sounds?

Yum, yum, yum!

Look at my tummy I am so full

Gargle, gargle, gargle!

1 Splash! Splash!

What sounds do you hear when you wash your hands?

say “Eat a sandwich for lunch

I eat a sandwich for lunch.”

Have the students repeat

what you said Do the same

thing for numbers 2 and 3

and then play the CD and ask

the students to repeat what

they hear

43

CD 1

1 eat a sandwich for lunch

I eat a sandwich for lunch

2 wash the dishes

I wash the dishes

3 brush my teeth

I brush my teeth

Listen and read the story out loud: Look at the picture What do the students see? What is happening? Play the CD and have the students follow the words with their finger while listening Read the story together and then play the chant After, have the students do the chant individually or as a group Ask the students to answer the comprehension question

pictures

Extra idea: Play hangman with the sentences from page 38 Draw a gallows on the board and write

blanks underneath it for all the letters Have the students guess which letters go in the blanks,

and then what the sentence is

Trang 25

sh ch

1 Before lun , I wa sh my ha nds.

2 After lunch, I bru my teeth.

3 Now I say, " eese!"

lunch

wa shshop

How much is this peach?

How much is this toothbrush?

happening? Read the sentence together Then ask the students to choose one of the digraph

words and write their own question

Extra idea: Have the students work with a partner Tell them to take turns reading the question

they made and the answer Choose some of the pairs to present their sentences in front of the

class

Phonics Dictionary: Look at the digraph “sh” and “ch” pictures together Ask the students what each picture is Tell them to write the words in the blanks next to the pictures

digraph “sh” and “ch” words

with the students Play the

write the missing letters

they hear in the boxes If the

students have any diff iculty

writing the missing letters,

put the fl ashcards for the

three words on the board

3 Now I say, “Cheese!”

guess what digraphs go in

the blanks

Quiz – Listen and number Then match and write: Read the digraph “sh” and “ch” words at the top of the page together Play the CD and have the students number the words in order Then ask them to match the words to the pictures and write the words

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have the students repeat the sentences Ask them to describe what they see on each page

Extra Idea: Have the students work in pairs Ask them to role-play shopping for the items in the

story with their partner One student can ask, “How much is this (item)?” The other student can

think of prices

Look and match.

Read and circle.

1 shop 2 cheese 3 wash 4 peach

5 lunch 6 shirt 7 chop 8 brush

wash chop peach shop

Read and write.

I brush my teeth.

1 (Brush / Wash) the dishes.

2.

3.

I eat a sandwich for (peach / lunch).

First, chop some (cheese / shirt)

ea a san wic or unc

irs , c op some c eese

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2nd

lesson

3rd

lesson

1st

lesson

2nd

lesson

• Unit 5: Digraphs “th” and “wh”

• Objectives:

- To recognize the digraph “th” and “wh” sounds

- To learn words that have the digraph “th” and “wh” sounds

- To build confidence in reading and writing digraph “th” and “wh” words

Digraphs

th wh

Unit

555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555

53 52

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Start Start

w aaannndddhhhtttooogggeeettthhheeerrr!!! IIIttt sssooouuunnndddsss llliiikkkeee

wwhhh wwhhh,,,wwhhh,,,wwhhheeeeeelll!!! w + h = w h

about the picture Where are the children? Is the girl making the sandcastle happy? Point to the

images and say the digraphs “th” and “wh” and the words with the students (“th, thumb”) Play the

CD and do the chant Then have the students do the chant individually or as a group Ask them to

put the stickers from the back of the student book on the picture

05

Extra idea: Play tic-tac-toe with the Phonics Show fl ashcards Draw a 3x3 grid on the board and

tape the fl ashcards in the squares (use one fl ashcard twice) Split the students into two teams, “X”

and “O” Ask one student to throw a foam ball at the board If the student hits a square, have their

team say the digraph sound and the word (“th, thumb”) Then the student draws an “X” or “O” in

or as a group Ask them to fill in each of the boxes with the correct digraph

Extra idea: Use the space under the boxes to have the students practice writing the digraph “th”

and “wh” words on their own

digraphs “th” and “wh.” Have

the students say the digraphs

“th” and “wh” and the pictures

(“th, thumb”/“wh, wheel”)

the digraphs “th” and “wh”

have them turn around

students to sing and turn

around during the digraph

“th” and “wh” parts of the

song

Explain to the students that when two letters, like “th” and

“wh,” come together, they make one sound Point to “t” and “h” and ask the students

to say the letters Tell the students to say the digraph

“th” and to use their finger to practice writing “th” in the air Ask them to write the words

“thumb” and “this” in the air with their finger Do the same thing for the digraph

“wh.” Read the sentences at the bottom of the activity together

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57 56

Learn

57 56

Learn

fl ashcards on each side of the line Ask two students to stand at the back of the classroom Call out one of the digraph “th” and “wh” words and have the students run to the board and circle it

the digraphs “th” and “wh.”

Put the shirt fl ashcard on

the board and write “shirt.”

students repeat the digraph

“th” and “wh” words while

following the arrows with

their finger Then have the

students say the digraph “th”

and “wh” words on their own

or have the students work with a partner to check their work

What is the person pointing at? What is the whale doing?

57 56

Trang 30

Read

1 My birthday

2 My father's birthday

3 My little brother's birthday

After You Read

L e Le

L arn to Read d

Wo

W rd

L e Le

L arn to Read d

Sentence

What special day is it?

1.

2.

3.

old

little he

3 1 2

This is a new wheel

That is a new whale

Open your mouth , please.

Open your thumb , please.

There is a white wheel

There is a white whale

2 My father's birthday

3 My little brother's birthday

say “Is three years old My

brother is three years old.”

Have the students repeat

what you said Do the same

thing for numbers 2 and 3

and then play the CD and ask

the students to repeat what

they hear

54

CD 1

1 is three years old

My brother is three years

old

2 likes the white whale

My brother likes the white

whale

3 whispers to me

My brother whispers to

me

Extra idea: Ask the

students to read the three

sentences Time the students

pictures

Extra idea: Write the three correct sentences from the activity on the board and then read them

together Erase a few words from each sentence and ask the students to read them again Can

they remember the missing words?

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th wh

1 Today is my little brother's bir day

thatwha le

whitemouth

happening? Read the sentence together Then ask the students to choose one of the digraph

words and write their own question

Extra idea: Have the students work with a partner Tell them to take turns reading the question

they made and the answer Choose some of the pairs to present their sentences in front of the

class

Phonics Dictionary: Look at the digraph “th” and “wh” pictures together Ask the students what each picture is Tell them to write the words in the blanks next to the pictures

digraph “th” and “wh” words

with the students Play the

write the missing letters

they hear in the boxes If the

students have any diff iculty

writing the missing letters,

put the fl ashcards for the

three words on the board

guess what digraphs go in

the blanks

Quiz – Listen and number Then match and write: Read the digraph “th” and

“wh” words at the top of the page together Play the

CD and have the students number the words in order Then ask them to match the words to the pictures and write the words

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Tooth Fairy

Track 13 - 14

th, wh

• Health Education (Teeth)

picture Play the CD and have the students listen and repeat what they hear Read each page

and have the students repeat the sentences Ask them to describe what they see on each page

Discuss the “Let’s Talk” questions at the end of the story together

Extra Idea: Have the students work in pairs Tell one student to read the story while their partner

acts it out Have each pair read and act out the story in front of the class

w h a l e

w h i t e

m o u t h t h a t

Write Write

1 mouth 2 white 3 thumb 4 this

5 whisper 6 that 7 whale 8 wheel

whisper whale mouth this

whale mouth thumb

whale thumbs whispers

Read and write.

Read

My brother whispers to me

My father smiles at me with his thumbs up.

1 My brother (whispers / wheel) to me

2.

3.

Open your (thumb / mouth), please.

This is a new (wheel / white).

wh ite wh a le wh eel wh isper

1 He likes the white

2 He to me, "Tha nk you!"

3 He smiles at me with his up

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