Phonics show 1 TG2

“Yes, I do.” / “No, I don’t.” / “Apples are red.” Warm up: Use the pictures and letters at the top of the page to introduce the letters “Aa/Bb/Cc.” Teach the diff erence between uppercas

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1 Alphabet Sounds

Teacher’s Guide

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Word List Alphabet Handwriting Guide Phonics Show Scope & Sequence WCPM Chart

Phonics Show Certificate

A a B b C c apple, ant, alligator, bear, box, bee, cat, car, cot

Unit

5

Teddy Bear, Teddy Bear

P p Q q R r pen, pot, pink, queen, quilt, quarter, red, ring, rock

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Introduction Student Book pp 10~11 20 mins.

Presentation Student Book pp 12~13 20 mins.

Assign Homework Workbook pp 4~5 5 mins.

lesson

Check Homework Workbook pp 4~5 10 mins.

Application Student Book pp 14~15 15 mins.

Evaluation Student Book pp 16~17 15 mins.

lesson

Review Student Book pp 10~17 5 mins.

Reading Readers pp 9~14 25 mins.

Evaluation Readers p 70 5 mins.

lesson

- To recognize uppercase “A,B,C” and lowercase “a,b,c”

- To recognize “/a/, /b/, /k/” sounds

- To learn words that begin with the target letters

- To build confidence in reading and writing the target letters

www.ibuildandgrow.com

Outline for Three Lessons

Outline for Two Lessons

Pacing Guide

Lesson Board

5 4

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b c

B B

A C a

b c c B

C

Trace and write

Match and circle the partner letters

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrrBBbb,,, III m m maaakkkeee ttthhhe ee sssooouuunnndddb,,,b,,,b

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrrCCccc,,, III m m maaakkkeee ttthhheee sssooouuunnndddccc,,,ccc,,,ccc

c

Unit 111111111111111111111111111111111111111111111111111111111111111111111111111111

Chant along: Look at the picture What do the students see? What is happening? Point to the

images and say each word and its beginning sound with the students (“A, a, ant”) 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 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 beginning sounds and

words (“A, a, apple”) If the two fl ashcards match, the student gets a point

Match and circle the partner letters: Have the students look at the letters at the top of the activity Are they uppercase or lowercase letters? What sound does each letter make? Have the students match the letters with the letters in the images Then ask them how many uppercase and lowercase letters are in each image

Extra idea: Ask the students one or two questions about the images at the bottom of the activity

Do they like cats? What color are apples? Teach the students how to answer the questions in full sentences (“Yes, I do.” / “No, I don’t.”) / (“Apples are red.”)

Warm up: Use the pictures

and letters at the top of

the page to introduce the

letters “Aa/Bb/Cc.” Teach

the diff erence between

uppercase and lowercase

letters (“It’s a big A/small

a”) and have the students

practice the phonetic sound

for each letter Then have the

students say the phonetic

sounds and the pictures (“A,

a, apple”)

Sing along: Say the lyrics

and have the students repeat

them When they are saying

the phonetic sounds for the

letters (“a, a, a”), have them

clap their hands Play the

CD Encourage the students

to sing and clap their hands

during the letter and sound

parts of the song

Trace and write: Write uppercase and lowercase letters on the board Show how each letter is written and then have the students use their finger to practice writing the letters in the air Ask them to look at page 11 and trace the letters

Extra idea: Use the space under the uppercase and lowercase letters to have the students practice writing the letters on their own

7 6

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9 8

Learn

9 8

Circle and write Then say

box ox bee ee bear ear

Listen and check: Play the CD and have the students check the beginning sounds they hear

Correct the answers together or have the students work with a partner to check their work

07

CD 1

1 /a/ /a/ apple 2 /k/ /k/ cat 3 /b/ /b/ bee

Listen and check Then match: Review the words at the bottom of page 13 What sound does each word begin with? Play the CD and have the students check the sounds they hear and match them with the proper words Correct the answers together or have the students work with a partner to check their work

08

CD 1

1 /b/ /b/ box 2 /k/ /k/ cot 3 /a/ /a/ alligator

Listen and repeat: Review

the letters and sounds Put

the apple fl ashcard on the

board and write “apple.”

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 words

while following the arrows

with their finger Then

have the students say the

beginning sounds and words

on their own

06

CD 1

/a/ /a/ apple

/a/ /a/ ant

/a/ /a/ alligator

9 8

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Read

Circle two animals from the story

Look at the apple.

Make and read the sentences out loud

Look at the box.

Look at the cat.

Look at the cot.

L arn to Read d

Wo

W rd

3 1

2

Make and read the sentences out loud: Tell the students to use the pictures and words to

make sentences Use the fl ashcards to help the students make sentences with the unit’s other

phonics words

Extra idea: Tape the fl ashcards to the board Ask the students to make sentences for the fl ashcards

(“Look at the bear.”) Time the students to see how fast they can make sentences for all nine

fl ashcards

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

Listen and repeat: Look

at the picture What do

the students see? What is

happening? Point at number

1 in the picture and say “The

apple Look at the apple.”

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

Extra idea: Point at the

extra phonics words in the

picture (ant/bee) and ask the

students to make sentences

with the words

Look at the cat

Listen and read the story out loud: Look at the picture What do the students see? What are the animals doing? Teach the students any new words in the picture (castle/clouds) and ask one or two questions about them (“Is the castle big or small?”/“How many clouds are there?”)

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

at the bottom of the page

11 10

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Look at the bee.

Look at the car

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

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

words and write their own sentence

Extra idea: Have the students stand up and read the sentence they wrote out loud Give them the

word’s fl ashcard to hold up while they read their sentence

Phonics Dictionary: Ask the students to draw pictures for the beginning sounds Then have them tell you about the beginning sounds and pictures

Listen and write the

beginning letters: Write

lowercase a/b/c on the board

and review the sound each

letter makes Play the CD and

have the students write the

beginning sounds they hear

in the boxes Once they have

finished, tell them to use

their answers to complete

to circle the words with the same beginning sounds, and then to write the uppercase and lowercase letters for the sounds in the boxes

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Blowing Bubbles

Aa, Bb, Cc

• Social Studies (Outdoor Fun)

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

picture Do they like blowing bubbles? 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 Have them complete the “Let’s Find” activity at the end of the story

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

assess their reading fl uency

Workbook Answer Sheet Readers

1 2

I can say the WORDS /9

I can say the SENTENCES /3 Say aloud Check the ones you can say.

b ox

Look at the ca r

Look at the a lligator

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lesson

- To recognize uppercase “D,E,F” and lowercase “d,e,f”

- To recognize “/d/, /e/, /f/” sounds

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Start

Trace and write

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrrEEeee,,, III m m maaakkkeee ttthhhe ee sssooouuunnndddeee,,,eee,,,eee

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrrFFfff,,, III m m maaakkkeee ttthhheee sssooouuunnnddd fff,,,fff,,,fff

2 1

e E

Unit

222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222

d E

f e e

images and say each word and its beginning sound with the students (“D, d, dog”) 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

15

Extra idea: Put the Phonics Show fl ashcards on the board Ask two students to stand at the back of

the classroom Call out a beginning sound and word (“E, e, elephant”) and have the students run

and find the fl ashcard Whoever finds it first gets a point

What is the elephant doing? Do the students like to play with balls? Teach the students how to answer the questions in full sentences (“It is playing.”) / (“Yes, I do.”/“No, I don’t.”)

letters “Dd/Ee/Ff.” Teach

letters (“It’s a big D/small

d”) and have the students

sounds and the pictures (“D,

d, dog” )

the phonetic sounds for

the letters (“d, d, d”), have

them jump Play the CD

Encourage the students to

sing and jump during the

letter and sound parts of

song

Trace and write: Write uppercase and lowercase letters on the board Show how each letter is written and then have the students use their finger to practice writing letters in the air Ask them to look at page 19 and trace the letters

19 18

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21 20

Learn

21 20

17

CD 1

1 /d/ /d/ dad 2 /e/ /e/ egg 3 /f/ /f/ fish

Listen and check Then match: Review the words What sound does each word begin with?

Play the CD and have the students check the sounds they hear and match them with the proper words Correct the answers together or have the students work with a partner to check their work

18

CD 1

1 /d/ /d/ door 2 /f/ /f/ fan 3 /e/ /e/ elephant

the letters and their sounds

Put the dog fl ashcard on

the board and write “dog.”

21 20

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Make and read the sentences out loud.

After You Read

Dad, I see a door.

I see five eggs, too.

Dad, I see a fox

make sentences Use the fl ashcards to help the students make sentences with the unit’s other

phonics words

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

fl ashcards in the squares Split the students into two teams, “X” and “O” Ask one student to throw

a foam ball at the board If they hit a square, the other students ask “What do you see?” The

student answers, “I see a/an (fl ashcard).” Then the student draws an “X” or “O” in the square The

first team to get three squares in a row is the winner

the students see? Point at

number 1 in the picture and

say “A door I see a door.”

Have the students repeat

fl ag) and ask a few questions about them (“How many drums are there?”/“What shape is the fl ag?”) 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

23 22

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Can

2 4 1

Listen and circle the pictures that have the same beginning sound Then write the letters CD 1 23

lowercase d/e/f on the board

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See What

I See!

Dd, Ee, Ff

• Science (Animals)

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 Talk

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

4 5 6.

7 8 9.

2 3.

1.

Color the three correct pairs.

Say and circle.

1 2

2

2 3

3 4

2

2 1

I can say the SENTENCES /3

Write

f ish

I see five eggs

Dad , I see a door

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lesson

- To recognize uppercase “G,H,I” and lowercase “g,h,i”

- To recognize “/g/, /h/, /i/” sounds

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Start

Trace and write

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrrHHhhh,,, III m m maaakkkeee ttthhheee sssooouuunnndddhhh,,,hhh,,,hhh

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrr IIIiii,,, III m m maaakkkeee ttthhhe ee sssooouuunnndddiii,,,iii,,,iii

3

1 3

2 2 1 2

1 1 2

G G

G g

g H

h

h G

Unit

333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333

images and say each word and its beginning sound with the students (“G, g, girl”) Play the CD and

25

Extra idea: Put the Phonics Show fl ashcards on the board Tell the students to close their eyes and

take one of the fl ashcards away Ask the students to guess which fl ashcard is missing Have them

say the beginning sound and the word when guessing (“G, g, girl”)

What is the girl looking at? Do the students like to wear hats? Teach the students how to answer the questions in full sentences (“She is looking at an insect.”) / (“Yes, I do.”/“No, I don’t.”)

letters “Gg/Hh/Ii.” Teach

letters (“It’s a big G/small

g”) and have the students

sounds and the pictures (“G,

g, girl”)

letters (“g, g, g”), have them

turn around Play the CD

Encourage the students to

sing and turn around during

the letter and sound parts of

the song

31 30

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33 32

Learn

33 32

27

CD 1

1 /g/ /g/ goat 2 /h/ /h/ horse 3 /i/ /i/ iguana

28

CD 1

1 /g/ /g/ gift 2 /h/ /h/ hand 3 /i/ /i/ igloo

Put the girl fl ashcard on

the board and write “girl.”

Circle and write Then say: Have the students circle and write the beginning sound for each word Correct the answers by having the students say the beginning sound and the word (“I, i, insect”)

33 32

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Make and read the sentences out loud.

After You Read

A horse runs to a hippo.

They run, run, run.

They did a good job!

Extra idea: Pass the girl fl ashcard to a student and say “A girl runs.” Tell the student to pass the

fl ashcard to the next student and repeat the sentence Keep doing this until the girl/horse/

iguana/insect/goat fl ashcards have been passed around the classroom If you want to make

things more exciting, time how long it takes the students to pass around all the fl ashcards

the students see? What is

happening? Point at number

1 in the picture and say “A

girl A girl runs.” 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

29

CD 1

3 an iguana An iguana runs

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 (hippo/gold medal/gloves) and ask a few questions about them (“What color is the hippo?”/

“What color are the gloves?”)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

35 34

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lowercase g/h/i on the board

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walk.

We walk!

Gg, Hh, Ii

• Social Studies (Trafﬁ c Safety)

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

Extra idea: After reading the story, play a short game of “red light/green light” with the students

Have all the students stand at the back of the classroom (or take them outside if possible) When

you say “green light” they can walk When you say “red light” they must stop Any students that do

not stop right away are out The first student that walks across the room and back to the starting

point is the winner

3

1 3 2

2 1

1

2 1

1 2

3

Unit

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lesson

- To recognize uppercase “J,K,L” and lowercase “j,k,l”

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Start

Trace and write

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrrKKkkk,,, III m m maaakkkeee ttthhheee sssooouuunnndddkkk,,,kkk,,,kkk

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrr LL lll,,, III m m maaakkkeee ttthhheee sssooouuunnnddd lll,,,lll,,,lll

2 3

3

1 1

images and say each word and its beginning sound with the students (“J, j, jam”) Play the CD and

35

What kind of jam do the students like? Do the students like lions or koalas? Teach the students how to answer the questions in full sentences (“I like grape jam.”) / (“I like koalas.”)

letters “Jj/Kk/Ll.” Teach

letters (“It’s a big J/small

j”) and have the students

sounds and the pictures (“J, j,

jam”)

letters (“j, j, j”), have them

stamp their feet Play the

to sing and stamp their feet

during the lettrr and sound

parts of the song

43 42

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45 44

Learn

45 44

37

CD 1

1 // // jet 2 /k/ /k/ king 3 /l/ /l/ lemon

38

CD 1

1 /l/ /l/ lamp 2 // // juice 3 /k/ /k/ key

Put the jam fl ashcard on

the board and write “jam.”

45 44

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Read

Check who makes the lemon juice

A koala ma kes a jet.

A koala makes a

After You Read

A koa la ma kes jam.

Kiwi jam for King James!

Check who makes the lemon juice

make sentences Use the Phonics Show fl ashcards to help the students make sentences with the

unit’s other phonics words Teach the students not to use “a” before jam and juice

Extra idea: Put all the fl ashcards on the board except for the koala and lion fl ashcards Give the

students pieces of paper and crayons and ask them to choose one or two of the fl ashcards to draw

and cut out Put the koala and lion fl ashcards in the middle of the board and have the students

come up and put their pictures next to the koala or the lion Tell them to say, “A koala/lion makes

a (fl ashcard).”

say “A jet A koala makes a

jet.” Have the students repeat

A koala makes a lamp

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 (kiwi) and ask a few questions about them (“What color is a kiwi?”/“Do you like kiwi?”)

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

47 46

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A girl makes a key.

A girl makes a lion

oc

lowercase j/k/l on the board

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M a k i n g A rt

I s Fu n !

Jj, Kk, Ll

• Art (Craft)

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

end of the story, ask them if they like making art What art project would they like to make with

their friends?

4 5 6.

7 8 9.

2 3.

1.

Color the three correct pairs.

Say and circle.

2 3

3

1 1

Write

l ion

A koala makes a lamp

A king makes jam

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lesson

- To recognize uppercase “M,N,O” and lowercase “m,n,o”

- To recognize “/m/, /n/, /o/” sounds

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Start

Trace and write

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrrNNnnn,,, III mmmaaakkkeee ttthhheee sssooouuunnndddnnn,,,nnn,,,nnn

W Whhheeennn III ssseeeeee ttthhheee llleeetttttteeerrrOOooo,,, III mmmaaakkkeee ttthhheee sssooouuunnnddd ooo,,,ooo,,,ooo

n eck

5

1 1

1 2

2 3

1 2

1 2 3

m m o

n N

N N

n

images and say each word and its beginning sound with the students (“M, m, mom”) 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

45

Extra idea: Put the Phonics Show fl ashcards on the board Write one of the words on the board, but

scramble the letters so that the word cannot be easily read Ask two students to guess what the

word is Tell them to say the beginning sound and word (“M, m, mom”) when making a guess

Do the students wear mittens when it is hot outside? What is going into the net? Teach the students how to answer the questions in full sentences (“No, I don’t.”) / (“It’s a ball.”)

letters “Mm/Nn/Oo.” Teach

letters (“It’s a big M/small

m”) and have the students

sounds and the pictures (“M,

m, mitten”)

letters (“m, m, m”), have them

hop on one foot Play the

to sing and hop on one foot

during the letter and sound

parts of the song

55 54

Trang 29

57 56

Learn

57 56

47

CD 1

1 /m/ /m/ milk 2 /n/ /n/ nurse 3 /o/ /o/ ox

48

CD 1

1 /m/ /m/ mom 2 /n/ /n/ neck 3 /o/ /o/ otter

Put the mom fl ashcard on

the board and write “mom.”

/o/ /o/ otter

/o/ /o/ octopus

/o/ /o/ ox

Circle and write Then say: Have the students circle and write the beginning sound for each word Correct the answers by having the students say the beginning sound and the word (“M, m, milk”)

57 56

Trang 30

Read

Circle what the otter has

Mom ha s the milk.

Mom has the .

After You Read

L arn to Read d

Wo

W rd

3 1

2

make sentences Use the fl ashcards to help the students make sentences with some of the unit’s

other phonics words Teach them to use “a” instead of “the” before neck

say “The milk Mom has the

milk.” 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

Mom has the ox

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

59 58

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It is a

The otter has a net

lowercase m/n/o on the

board and review the sound

each letter makes Play the

CD and have the students

write the beginning sounds

they hear in the boxes Once

they have finished, tell them

to use their answers to

complete the sentence

net, net

61 60

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Achoo! Mm, Nn, Oo• Social Studies

(Caring for Animals)

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” question at the end of the story together

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