Phonics show 2 TG

Have the students tell you the same things for “a” and “t.” Ask the students to trace the letters and then match them to the pictures.. Warm up: Use the pictures and words at the top of

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2 Short Vowels

Teacher’s Guide

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sun, bun, run, fun, nut, hut, cut

Phonics Flip Chart

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Unit 1 Book & Pages Time

lesson

• Unit 1: Short Vowel “a”

• Objectives:

- To recognize the short vowel “a” sound

- To learn words with the short vowel “a” sound

- To build confidence in reading and writing short vowel “a” words

• Duration of each lesson: 45 minutes

• Preparation: Student Book 2, Workbook 2, Readers 2, CDs, Flashcards from

Outline for Three Lessons

Outline for Two Lessons

54

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IIIttt'''sss aaa ssshhhooorrrttt vvvooowwweeelllaaa!!! aaa,,,aaa,,,aaa

Unit

Trace and match Then say

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

images and say each word and the short vowel “a” sound with the students (“a, can”) 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

CD 1 Here comes Word Chant! Here comes Word Chant!

/a/ can(X2) /a/ man(X2) /a/ fan(X2) /a/ pan(X2)

/a/ cat(X2) /a/ rat(X2) /a/ bat(X2) /a/ hat (X2)

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

Trace and match Then say: Ask the students what sounds “a” and “n” make What sound do they make when blended together? Have the students tell you the same things for “a” and “t.” Ask the students to trace the letters and then match them to the pictures Practice saying “a, an, can” and “a,

at, cat” together

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

Warm up: Use the pictures

and words at the top of the

page to introduce the short

vowel “a” sound Have the

students say the short vowel

“a” sound and the pictures (“a,

can” / “a, cat”)

Sing along: Say the lyrics

and have the students repeat

them When they are saying

the short vowel “a” sound

have them jump Play the

CD Encourage the students

to sing and jump during the

short vowel “a” sound parts

of the song

Listen and repeat: Play the

CD and have the students repeat what they hear Say the short vowel “a” sound and have the students repeat

it Point to “n” and ask the students what letter it is and what sound it makes

Tell the students to say the short vowel “a” sound and use their finger to practice writing a lowercase “a” in the air Then do the same thing for “n.” Practice saying the “an” sound together and write the letters in the air Then do the same thing for

“can.” Ask the students what other “an” words they know Follow the same process for teaching the “at” sound

06

CD 1

/a/ /e/ /i/ /o/ /u//a/ /n/ /an/ can/a/ /t/ /at/ cat

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Learn

98

Learn

Listen and repeat CD 1 07

Listen and trace CD 1 08

4.

Say and circle the rhyming words

Listen and circle Then write CD 1 09

1 /an/ man man 2 /at/ cat cat

3 /an/ pan pan 4 /at/ bat bat

Listen and circle Then write: Write “an” and “at” on the board Ask the students what “an” and “at” words they know Play the CD Have the students circle and write the sounds they hear Correct the answers together or have the students work with a partner to check their work

09

CD 1

1 /an/ can 2 /at/ hat 3 /at/ rat

4 /an/ fan 5 /an/ man 6 /at/ bat

Listen and repeat: Review

Put the can fl ashcard on

the board and write “can.”

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 “an”

and “at” rhyming words while

following the arrows with

their finger Then have the

students say the “an” and “at”

rhyming words on their own

07

CD 1

/a/ /an/ can /a/ /an/ man

/a/ /an/ fan /a/ /an/ pan

/a/ /at/ cat /a/ /at/ rat

/a/ /at/ bat /a/ /at/ hat

Say and circle the rhyming words: Ask the students

to tell you what the three pictures in the “an” box are Have them say and circle the rhyming words Do the same thing for the pictures in the

“at” box

Extra idea: Ask the students one or two questions about the images in of the boxes What color is the can? Do they like cats? Teach the students how to answer the questions in full sentences (“It is green.”) / (“Yes, I do.“/”No, I don’t.”)

98

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Read

What does the cat have? Circle two.

Read and match

After You Read

Le Le

L arn to Read d Sentence

L e Le

The rat has a can

What does the cat have? Circle two.

Rat-a-tat-tat!

A man is knocking.

The man has a pan.

The man has a can.

Rat-a-tat-tat,Rat-a-tat-tat!

A cat is knocking.

The cat has a bat.

The cat has a hat.

3

1 2

Read and match: Have the students look at the pictures What do they see? Ask the students to

read the sentences and then match them to the pictures Correct the answers together or have

the students work with a partner to check their work

Extra idea: Put the man fl ashcard on the board Pass another fl ashcard to a student and say “The

man has a (fl ashcard).” Tell the student to pass the fl ashcard to the next student and repeat the

sentence Keep doing this until all the fl ashcards have been passed around the classroom If you

want to make things more exciting, time how long it takes to pass around all the 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 “A

hat A cat has a hat.” 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 Point at the extra

phonics words in the picture

(bat/rat) and ask the students

to make sentences with the

words

10

CD 1

1 a hat A cat has a hat

2 a can A cat has a can

3 a pan A cat has a pan

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 (baseball/

elephant/numbers) and ask one or two questions about them (“What color is the elephant?”/“What number is

on the man’s T-shirt?”) 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

Extra idea: Ask the students

to read the three sentences

and clap their hands when

they say the “at” and “an”

words Have the students

read and clap at diff erent

speeds

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Listen and write the missing letters CD 1 13

Write and draw your favorite words.

The cat has a fan.

The cat has a can.

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 short

vowel “a” 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 of their favorite “an” and “at” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite an/at word is ”)

Listen and write the

missing letters: Use the

fl ashcards to review the short

vowel “a” words 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 four

words on the board Once

the students have finished

writing the missing letters,

tell them to use their answers

to complete the sentence

“Bat” rhymes with “mat.”

Quiz: Write “an” and “at” on the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work

of the words on the board Have other students write the words under the pictures

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Workbook Answer Sheet Readers

• Non-fi ction

1

Unit

Track 04 - 05

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

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

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

assess their reading fl uency

Match the rhyming words.

Find and circle the words.

Match

Match and read.

Read and circle.

1

Unit

d e f a n a t k

I can say the WORDS /9

I can say the SENTENCES /3

Say and write.

3.

r t c a t f a n

1.

Write the missing letters.

Read and trace.

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lesson

• Unit 2: Short Vowel “a”

• Objectives:

- To recognize the short vowel “a” sound

- To learn words with the short vowel “a” sound

- To build confidence in reading and writing short vowel “a” words

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IIIttt'''sss aaa ssshhhooorrrttt vvvooowwweeelllaaa!!! aaa,,,aaa,,,aaa

Unit

images and say each word and the short vowel sound with the students (“a, ham”) Play the CD

16

/a/ ham(X2) /a/ jam(X2) /a/ dam(X2)

/a/ ram(X2) /a/ cap(X2) /a/ map(X2)

/a/ lap(X2) /a/ tap(X2)

Extra idea: Make two sets of Phonics Show fl ashcards Give each student a fl ashcard and ask them

to hold it with the image facing down When you say “Go” the students have to stand up and try

and find who has the same fl ashcard as them Tell the students to say the short vowel “a” sound

Trace and match Then say: Ask the students what sounds “a” and “m” make What sound do they make when blended together? Have the students trace the letters and then match them to the pictures Practice saying “a, am, ham” and “a, ap, cap” together

vowel “a” sound Have the

“a” sound and the pictures (“a,

ham” / “a, cap”)

have them clap their hands

Play the CD Encourage the

students to sing and clap

their hands during the short

vowel “a” sound parts of the

song

CD and have the students repeat what they hear Say the short vowel sound for “a” and have the students repeat

it Point to “m” and ask the students what letter it is and what sound it makes Tell the students to say the short vowel “a” sound and use their finger to practice writing

a lowercase “a” in the air Then do the same thing for

“m.” Practice saying the “am” sound together and write the letters in the air Then do the same thing for “ham.” Ask the students what other “am” words they know

Follow the same process for teaching the “ap” sound

17

CD 1

/a/ /e/ /i/ /o/ /u//a/ /m/ /am/ ham/a/ /p/ /ap/ cap

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Learn

2120

Learn

Listen and check CD 1 19

Listen and check: Play the CD and have the students check whether they hear “am” or “ap” Then

say the words together

19

CD 1

1 /am/ dam dam 2 /ap/ map map

3 /ap/ cap cap 4 /am/ jam jam

Listen and circle Then write: Write “am” and “ap” on the board Ask the students what “am”

and “ap” words they know Play the CD Have the students circle and write the sounds they hear

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

20

CD 1

1 /am/ jam 2 /ap/ map 3 /am/ ram

4 /ap/ lap 5 /am/ ham 6 /ap/ tap

Put the ham fl ashcard on

the board and write “ham.”

the arrow with their finger as

they listen and say the word

Play the CD and have the

students repeat the “am” and

“ap” rhyming words while

students say the “am” and “ap”

18

CD 1

/a/ /am/ ham

/a/ /am/ jam

/a/ /am/ dam

/a/ /am/ ram

/a/ /ap/ cap

/a/ /ap/ map

/a/ /ap/ lap

/a/ /ap/ tap

to tell you what the three pictures in the “am” box are Have them say and circle the rhyming words Do the same thing for the pictures in the

“ap” box

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

What color is the cap? Do they like ham? Teach the students how to answer the questions in full sentences (“It is blue.”) / (“Yes, I do.“/”No,

I don’t.”)

2120

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Read

Where are Sam and Randy?

Read and match

After You Read

Le Le

L e Le

Where is Randy Ram?

Look and see.

Sam is by the dam.

Sam taps by the dam.

Randy Ram is by the dam, too.

Randy Ram naps by the dam.

3 1

2

Extra idea: Tape the cap/map fl ashcards together Do the same thing for the ram/lap and jam/ham

fl ashcards Put the pairs of fl ashcards on the board Ask a student to stand up Give them a foam

ball to throw at the board Have them make a sentence with whatever pair of fl ashcards the ball

hits closest to (“The cap is on the map.”)

1 in the picture and say “The

map A ram is on the map.”

Have the students repeat

what you said Do the same

thing for numbers 2 and 3

and then play the CD and ask

they hear Ask the students

to find the extra phonics

words in the picture (tap/

A ram is on the cap

and stamp their feet when

they say the “am” and “ap”

is the bird?” / “How many trees do you see?”) 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

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Where is the ram?

The ram is on the

Soun d Dictatio n

Jam is on the ram.

vowel “a” words and write their own sentence

Phonics Dictionary: Ask the students to draw pictures of their favorite “am” and “ap” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite am/ap word is ”)

Listen and check Then

write: Use the fl ashcards

to review the short vowel “a”

words with the students Play

the CD and tell the students

to listen to the sentences and

check the picture it matches

Read the question together

and have them write the

answer in the blank

24

CD 1

The ram is on the map

Where is the ram?

The ram is on the map

Quiz: Write “am” and “ap” on the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work

2524

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In My Picnic Bag

15

am, ap

Short Vowel a

• Social Studies (Picnic)

• Fiction

2

Unit

Track 06 - 07

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

Find the rhyming words and write the numbers

Read and circle.

2

Unit

k e b c a p z

1 ham 2 jam 3 cap

4 map 5 lap 6 ram

Find the words and circle Then match

Puzzle

, 3, 6, 7 , 4, 5, 8

Say and write Read and trace.

1.

2.

3.

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lesson

• Unit 3: Short Vowel “e”

• Objectives:

- To recognize the short vowel “e” sound

- To learn words with the short vowel “e” sound

- To build confidence in reading and writing short vowel “e” words

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IIIttt'''sss aaa ssshhhooorrrttt vvvooowwweeellleee!!! eee,,,eee,,,eee

Unit

images and say each word and the short vowel sound with the students (“e, hen”) 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

27

/e/ hen(X2) /e/ men(X2) /e/ pen(X2)

/e/ ten(X2) /e/ pet(X2) /e/ wet(X2)

/e/ jet(X2) /e/ net(X2)

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 short vowel “e” sound and word (“e, hen”) when making a guess

Trace and match Then say: Ask the students what sounds “e” and “n” make What sound do they make when blended together? Have the students trace the letters and then match them to the pictures Practice saying “e, en, hen” and “e, et, pet” together

vowel “e” sound Have the

“e” sound and the pictures (“e,

hen” / “e, pet”)

the short vowel “e” sound

have them stamp their feet

students to sing and stamp

their feet during the short

vowel “e” sound parts of the

song

CD and have the students repeat what they hear Say the short vowel sound for “e” and have the students repeat

it Point to “n” and ask the students what letter it is and what sound it makes

Tell the students to say the short vowel “e” sound and use their finger to practice writing a lowercase “e” in the air Then do the same thing for “n.” Practice saying the “en” sound together and write the letters in the air Then do the same thing for “hen.” Ask the students what other “en” words they know

Follow the same process for teaching the “et” sound

28

CD 1

/a/ /e/ /i/ /o/ /u//e/ /n/ /en/ hen /e/ /t/ /et/ pet

Trang 17

Learn

3332

Learn

1 /en/ ten ten 2 /et/ net net

3 /en/ hen hen 4 /et/ pet pet

Extra idea: Ask the students one or two questions about the images in the boxes What color is the hen? What number comes before 10? Teach the students how to answer the questions in full sentences (“It is white.”) / (“Nine comes before ten.”)

Listen and circle Then write: Write “en” and “et” on the board Ask the students what “en” and “et” words they know Play the CD Have the students circle and write the sounds they hear Correct the answers together or have the students work with a partner to check their work

31

CD 1

1 /en/ pen 2 /et/ wet 3 /en/ men

4 /et/ net 5 /en/ hen 6 /et/ jet

Put the hen fl ashcard on

the board and write “hen.”

the students repeat the “en”

and “et” rhyming words while

students say the “en” and “et”

29

CD 1

/e/ /en/ hen /e/ /en/ men

/e/ /en/ pen /e/ /en/ ten

/e/ /et/ pet /e/ /et/ wet

/e/ /et/ jet /e/ /et/ net

to tell you what the three pictures in the “en” box are Have them say and circle the rhyming words Do the same thing for the pictures in the

“et” box

3332

Trang 18

Read

What are on the pen?

Two m en are on the runway.

Read and match

After You Read

Le Le

L e Le

They will run

Two jets are on the runway

They will fly

Two hens are on the pen.

They will crow

Ready, set, go!

Oh, Oh! They are all wet!

Extra idea: Write the three sentences on the board without the numbers at the beginning Ask a

student to roll two dice Tell the student to count what number is on the dice Have them choose

one of the sentences and use that number when reading it out loud

1 in the picture and say “Two

men Two men are on the

runway.” 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 Point

at the extra phonics word in

the picture (pets) and ask the

students to make a sentence

with the word

Two hens are on the runway

Extra idea: Ask the

students to read the three

sentences Time the students

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

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Two pets are on the track.

Two jets are on the track.

vowel “e” words and write their own sentence

Phonics Dictionary: Ask the students to draw pictures of their favorite “en” and “et” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite en/et word is ”)

fl ashcards to review the

short vowel “e” words with

the students Play the CD

“Ten” rhymes with “pen.”

Quiz: Write “en” an “et” on the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work

3736

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• Fiction

3

Unit

Track 08 - 09

Match

Match and read.

Read and circle.

3

Unit

Trang 21

lesson

• Unit 4: Short Vowel “e”

• Objectives:

- To recognize the short vowel “e” sound

- To learn words with the short vowel “e” sound

- To build confidence in reading and writing short vowel “e” words

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IIIttt'''sss aaa ssshhhooorrrttt vvvooowwweeellleee!!! eee,,,eee,,,eee

Unit

images and say each word and the short vowel sound with the students (“e, bed”) Play the CD

38

/e/ bed(X2) /e/ red(X2) /e/ wed(X2)

/e/ Ted(X2) /e/ leg(X2) /e/ keg(X2)

/e/ beg(X2) /e/ egg(X2)

Extra idea: Put 3 or 4 Phonics Show fl ashcards on the board in random order Have two students

come up and write the words in alphabetical order Whoever puts them in correct order fi rst

and reads all the words out loud gets one point Swap in other words and have other students

Trace and match Then say: Ask the students what sounds “e” and “n” make What sound do they make when blended together? Have the students trace the letters and then match them to the pictures Practice saying “e, ed, bed” and “e, eg, leg” together

vowel “e” sound Have the

“e” sounds and the pictures

(“e, bed” / “e, leg”)

have them shake their arms

students to sing and shake

their arms during the short

vowel “e” sound parts of the

song

CD and have the students repeat what they hear Say the short vowel sound for “e” and have the students repeat

it Point to “d” and ask the students what letter it is and what sound it makes

Tell the students to say the short vowel “e” sound and use their finger to practice writing a lowercase “e” in the air Then do the same thing for “d.” Practice saying the “ed” sound together and write the letters in the air Then do the same thing for “bed.” Ask the students what other “ed” words they know

Follow the same process for teaching the “eg” sound

39

CD 1

/a/ /e/ /i/ /o/ /u//e/ /d/ /ed/ bed /e/ /g/ /eg/ leg

Trang 23

Learn

4544

Learn

Listen and check CD 1 41

Listen and check: Play the CD and have the students check the “ed” and “eg” sounds Then say to

the words together

41

CD 1

1 /ed/ wed wed 2 /eg/ keg keg

3 /ed/ red red 4 /eg/ egg egg

Listen and circle Then write: Write “ed” and “eg” on the board Ask the students what “ed” and “eg” words they know Play the CD Have the students circle and write the sounds they hear Correct the answers together or have the students work with a partner to check their work

42

CD 1

1 /ed/ wed 2 /eg/ egg 3 /ed/ red

4 /eg/ keg 5 /ed/ Ted 6 /eg/ beg

Put the bed fl ashcard on

the board and write “bed.”

the arrow with their finger as

they listen and say the word

Play the CD and have the

students repeat the “ed” and

“eg” rhyming words while

students say the “ed” and “eg”

40

CD 1

/e/ /ed/ bed /e/ /ed/ red

/e/ /ed/ wed /e/ /ed/ Ted

/e/ /eg/ leg /e/ /eg/ keg

/e/ /eg/ beg /e/ /eg/ egg

to tell you what the three pictures in the “ed” box are Have them say and circle the rhyming words Do the same thing for the pictures in the

“eg” box

How many pillows are on the bed? Do you like to eat eggs? Teach the students how to answer the questions

in full sentences (“There are two pillows.”) / (“Yes, I do.“/

”No, I don’t.”)

4544

Trang 24

Read

What are red? Circle two

I painted the b ed red.

Read and match

After You Read

Le Le

L e Le

2

Dad says, "R ed, red, red!"

Dad painted the bed red.

Dad painted the legs red

Ted says, "Yellow, yellow, yellow!"

Ted painted the eggs yellow

Ted painted the keg yellow

They like red and yellow.

Extra idea: Put the bed/keg/egg/leg fl ashcards in an envelope Add some of the fl ashcards from

past units too (bat/pan/cap/pen/jet) Ask the students what their favorite color is Then have

them pull a fl ashcard out of the envelope and say, “I painted the (fl ashcard) (favorite color).”

1 in the picture and say “The

bed I painted the bed red.”

Have the students repeat

what you said Do the same

thing for numbers 2 and 3

and then play the CD and ask

I painted the keg red

and clap their hands when

they say the “eg” and “ed”

words Have the students

read and clap at diff erent

pillow) and ask one or two questions about them (“How many pencils do you see?”/“What color is the pillow?”) 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

Trang 25

Listen and check Then write CD 1 46

.

What color is the egg?

The egg is

Soun d Dictatio n

I painted the egg red.

I painted the keg red.

vowel “e” words and write their own sentence

Phonics Dictionary: Ask the students to draw pictures of their favorite “ed” and “eg” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite ed/eg word is ”)

Listen and check Then

write: Use the fl ashcards

to review the short vowel “e”

words with the students Play

the CD and tell the students

to listen to the sentences and

check the picture it matches

Read the question together

and have them write the

answer in the blank

46

CD 1

I painted the egg red

What color is the egg?

The egg is red

Quiz: Write “ed” and “eg” on the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work

4948

Trang 26

• Fiction

4

Unit

Track 10 - 11

Find the rhyming words and write the numbers

Find the words and circle Then match

Read and circle.

1 egg 2 red 3 keg

4 Ted 5 leg 6 wed

Match and read.

4

Unit

1, 4, 5, 7 2, 3, 6, 8

1.

2.

3.

Trang 27

lesson

• Unit 5: Short Vowel “i”

• Objectives:

- To recognize the short vowel “i” sound

- To learn words with the short vowel “i” sound

- To build confidence in reading and writing short vowel “i” words

Trang 28

IIIttt'''sss aaa ssshhhooorrrttt vvvooowwweeellliii!!! iii,,,iii,,,iii

Unit

images and say each word and the short vowel sound with the students (“i, pig”) 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

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/i/ pig(X2) /i/ big(X2) /i/ fig(X2)

/i/ dig(X2) /i/ bin(X2) /i/ win(X2)

/i/ tin(X2) /i/ fin(X2)

Extra idea: Arrange all the students’ chairs in a circle with the seats facing out Tell the students

to walk around the circle of chairs and to sit down when they hear you say a short vowel “i” word

Start off by saying the phonics words from past units (short “a” and “e” words) and then say a short

vowel “i” word Take away a few chairs Any student that cannot find a chair to sit on when you

Trace and match Then say: Ask the students what sounds “i” and “g” make What sound do they make when blended together? Have the students trace the letters and then match them to the pictures Practice saying “i, ig, pig” and “i, in, bin” together

vowel “i” sound Have the

“i” sounds and the pictures (“i,

pig” / “i, bin”)

the short vowel “i” sound

have them hop on one foot

students to sing and hop on

one foot during the short

vowel “i” sound parts of the

song

CD and have the students repeat what they hear Say the short vowel sound for “i” and have the students repeat

it Point to “g” and ask the students what letter it is and what sound it makes

Tell the students to say the short vowel “i” sound and use their finger to practice writing a lowercase “i” in the air Then do the same thing for “g.” Practice saying the

“ig” sound together and write the letters in the air Then do the same thing for “pig.” Ask the students what other “ig” words they know

Follow the same process for teaching the “in” sound

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CD 1

/a/ /e/ /i/ /o/ /u//i/ /g/ /ig/ pig /i/ /n/ /in/ bin

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Learn

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Learn

Listen & Writetet

big g fig g dig g

bin n win tin fin

1 /ig/ dig dig 2 /in/ tin tin

3 /ig/ pig pig 4 /in/ fin fin

Listen and circle Then write: Write “ig” and “in” on the board Ask the students what “ig” and “in” words they know Play the CD Have the students circle and write the sounds they hear Correct the answers together or have the students work with a partner to check their work

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CD 1

1 /in/ win 2 /ig/ dig 3 /in/ tin

4 /ig/ fig 5 /in/ bin 6 /ig/ pig

the short vowel “i” sound

Put the can fl ashcard on

the board and write “pig.”

the students repeat the “ig”

and “in” rhyming words while

students say the “ig” and “in”

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CD 1

/i/ /ig/ pig /i/ /ig/ big

/i/ /ig/ fig /i/ /ig/ dig

/i/ /in/ bin /i/ /in/ win

/i/ /in/ tin /i/ /in/ fin

to tell you what the three pictures in the “ig” box are Have them say and circle which of the pictures are the rhyming words Do the same thing for the pictures in the

“in” box

Have you ever tried a fig? What color is the bin?

Teach the students how to answer the questions in full sentences (“Yes, I have.“/”No,

I haven’t.”) / (“It is green.”)

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Read

What does the tin man have?

Read and match

After You Read

Le Le

L e Le

Oh, there is a big fig!

There is a tin man.

It's digging.

Oh, there is a cookie bin!

The cookie bin is bigger

The tin man wins!

Read and match: Have the students look at the pictures on the right side of the page What do

they see? What are the characters doing? Ask the students to read the sentences and then match

them to the pictures Correct the answers together or have the students work with a partner to

check their work

Extra idea: Scatter noun fl ashcards from this unit and past units around the classroom Have two

students stand at the front of the classroom Tell them, “There is a (fl ashcard).” The first student to

bring you the fl ashcard you asked for is the winner Have both the students (the winner and the

loser) choose another fl ashcard for the next two students to find

1 in the picture and say “A

pig There is a pig.” Have

the students repeat what

you said Do the same thing

for numbers 2 and 3 and

then play the CD and ask

they hear Point at the extra

phonics word in the picture

(tin) and ask the students to

make a sentence with the

and stamp their feet when

they say the “at” and “an”

is the dirt?”/”What is the scarecrow wearing?”) 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

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There is a big bin.

vowel “i” words and write their own sentence

Phonics Dictionary: Ask the students to draw pictures of their favorite “ig” and “in” words Then have them tell you about the pictures Encourage them to speak in full sentences (“My favorite ig/in word is ”)

fl ashcards to review the

short vowel “i” words with

the students Play the CD

“Big” rhymes with “fig.”

Quiz: Write “ig” and “in” on the board Ask the students what sound each makes Read the words at the top of the activity together Play the CD and have the students circle the pictures and write the words they hear Correct the answers together or have the students work with a partner to check their work

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• Fiction

5

Unit

Track 12 - 13

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

Match

Match and read.

Read and circle.

5

Unit

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