Download Teaching tl Making Words Lesson

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Many teachers first discovered Making Words in the first edition of Phonics They Use,
which was published in 1991. Since then, teachers around the world have used Making
Words lessons to help children discover how our spellin,g system works. Making Words
lessons are an example of a type of instruction. called guided discovery. In order to truly
learn and retain strategies, children must discover them. But many children do not make
discoveries about words on their own. In Making Words lessons, children are guided to
make those discoveries.
Making Words is a popular activity with both teachers and children. Children love
manipulating letters to make words and figuring out the secret word that can be made
with all the letters. While children are having fun making words, they are also learning
important information about phonics and spelling. As children manipulate the letters
to make the words, they learn how small changes, such as changing just one letter or
moving the letters around, result in completely new words. Children develop phonemic
awareness as they stretch out words and listen for the sounds they hear and the order
of those sounds.
Teaching tl Making Words Lesson
Every Making Words lesson has three parts. First, children manipulate the letters to
make words. This part of the lesson uses a spelling approach to help children learn letter
sounds and how to segment words and blend letters. In the second part of the lesson, children sort words according to rhyming patterns. We end each lesson by helping children
transfer what they have learned to reading and spelling new words. Children learn how
the rhyming words they sorted help them read and spell lots of other rhyming words.
Each Making Words lesson begins with short easy words and moves to longer, more
complex words. The last word is always the secret word-a word that can be made with
all the letters. As children arrange the letters, a child who has successfully made a word
goes to the pocket chart and makes the word with big letters. Children who don't have
the word made correctly quickly fix their word so that they're ready for the next word.
The small changes between most words encourage even those children who have not
made a word perfectly to fix it because they soon realize that having the current word
correctly spelled increases their chances of spelling the next word correctly. In second
grade, each lesson includes 12 to 15 words, including the secret word that can be made
with all the letters.
In Part Two of a Making Words lesson, children sort the words into patterns. Many
children discover patterns just through making the words in the carefully sequenced
order, but some children need more explicit guidance. This guidance happens when
all the words have been made and the teacher guides the children to sort them into
patterns. Children sort the words into rhyming words and notice that words that rhyme
have the same spelling pattern.
Many cl1ildren know letter sounds and patterns but do not apply these to decode an
unknown word encountered during reading or to spell a word they need while writing.
This is the reason that every Making Words lesson ends with a transfer step. After words
are sorted according to beginning letters, children apply these beginning letter sounds to
I
"
new words. When words are sorted according to rhyme, children use these rhyming
words to decode and spell new words. Here is an example of how you might conduct a
Making Words lesson and cue the children to the changes and words you want them to
make. (This lesson is #58 in Making Words Second Grade.)
Be&nning the lesson
The children all have the letters: a e u c c k p s
These same letters-big enough for all to see-are displayed in a pocket chart. The
letter cards have lowercase letters on one side and capital letters on the other side.
The vowels are in a different color.
c k 1P
8
a
k p.
The words the children are going to make are written on index cards. These words
will be placed in the pocket chart as the words are made and will be used for the,Sort
and Transfer steps of the lesson.
The teacher begins the lesson by having the
children hold up and name each letter as the teacher
holds up the big letters in the pocket chart.
"Hold up and name each letter as I hold up the
big letter. Let's start with your vowels. Show me
your a, your u, and your e. Now show me your
two c's, k, p, and s. Today you have 8 letters. In
a few minutes, we will see if anyone can figure
out the secret word that uses all 8 letters."
Part One: Making Words .
"Use 2 letters to spell the word up. I got up at 6:30."
(Find someone with up spelled correctly and send that child to spell up with the big letters.)
"Change I letter to spell us. The fifth-graders put on a play for us."
"Add a letter you don't hear to spell use. We use our letters to make words."
"Move the same letters to spell the name Sue. Do you know anyone named Sue?"
(Find someone with Sue spelled with a capital S to spell Sue with the big letters.)
"Change I letter to spell cue. When you are an actor, you listen for your cue."
(Quickly send someone with the correct spelling to make the word with the big letters.
Keep the pace brisk. Do not wait until everyone has cue spelled with their little letters. It
is fine if some children are making cue as cue is being spelled with the big letters.
Choose your struggling readers to go to the pocket chart when easy words are being
spelled and your advanced readers wh~n harder words are being made.)
2
Inlroduction
5
_.
,
"Change 1 letter in cue'to spell cup. The baby drinks from a sippy cup."
"Change the vowel to spell cap. Do you ever wear a cap?"
"Add a silent letter to change cap into cape. Batman wore a cape."
"Change 1 letter to spell cake. Do you like chocolate cake?"
"Change 1 letter to spell sake. I hope for your sake that it doesn't rain during the game."
"Change the last 2 letters to spell sack. A sack is another name for a bag."
"Change 1 letter to spell pack. Pack your clothes for the sleepover:"
"Change the last letter to spell another 41~tter word, pace. The racers ran at a very
fast pace."
"Add 1 letter to spell space. When we write, we leave a space between words."
"I have just one word left. It is the secret word you can make with all your letters.
See if you can figure it out."
(Give the children one minute to figure out the secret
word. Then give clues if needed.) Let someone who
figures it out go to the big letters and spell the secret
word: cupcakes.
c
p.c
up
tJ5e
us
k
Part Two: Sorting the Words
into Patterns
Using the index cards with words you made, place
them in the pocket chart as the children pronounce
and chorally spell each. Give them a quick reminder
of how they made these words:
"First we spelled a 2 letter word, up, u-p."
"We changed the last letter to spell us, u-s."
"We added the silent e to spell use, u-s-e."
~
"We used the same letters with a capital S to spell Sue, S-u-e."
"We changed the first letter to spell cue, c-u-e."
"We changed the last letter to spell cup, c-u-p."
"We changed the vowel to spell cap, c-a-p."
"We added the silent e to sPell cape, c-a-p-e."
"We changed 1 letter to spell cake, c-a-k-e."
"We changed 1 letter to spell sake, s-a-k-e."
"We changed 2 letters to spell sack, s-a-c-k."
"We changed 1 letter to spell pack, p-a-c-k."
"We changed the lastletter to spell pace, p-a-c-e."
"We added a letter to spell space, s-p-a-c-e."
"Finally, we spelled the secret word using all our letters, cupcakes, c-u-p-c-a-k-e-s."
Introduction
3
Next have the children sort the rhyming words. Take one of each set of rhyming
words and place them in the pocket chart.
Sue
cake
pace
cup
sack
Ask three children to find the other words that rhyme and place them under the ones
you pulled out.
Sue
cue
cake
sake
pace
space
cup
up
sack
pack
Sue
cake
pace
sock
cup
cue
sake
space
pack
up
Have the children chorally pronounce the sets of rhyming wo:r:ds.
Part Three: Transfer
Tell the children to pretend it is writing time and they need to spell some words that
rhyme with some of the words they made today. Have the children use whiteboards or
half-sheets of paper to write the words. Say sentences that children might want to write
that include a rhyming word. Work together to decide which words the target word
rhymes with and to decide how to spell it.
"Boys and girls, let's pretend it is writing time. Terry is writing about what he likes
to eat for a snack and he is trying to spell the word snack. Let's all say snack and
stretch out the beginning letters. What 2 letters do you hear at the beginning of
snack?"
Have the children stretch out snack and listen for the beginning letters. When they tell
you that snack begins with sn, write sn on an index card and have the children write sn
on their papers or whiteboards.
Take the index card with sn on it to the pocket chart and hold it under each column
of words as you lead the children to chorally pronounce the words and decide if snack
rhymes with them:
"Sue, cue, snack" Children should show you "thumbs down."
"Cake, sake, snack" Children should again show you "thumbs down."
"Pace, space, snack." Children should again show you "thumbs down."
"Sack, pack, snack." Children should show you "thumbs up."
Finish writing snack on your index card by adding ack to sn and place snack in the
pocket chart under sack and pack.
4
Introduction
Make up sentences and use the same procedure to demonstrate how you use pace
and space to spell brace and sack and pack to spell track.
We hope this sample lesson
has helped you see how a Making Words lesson works and how
cake
Making Words lessons help children develop phonemic awaresake
ness, phonies, and spelling
skills. Most important, we hope
you see that in every lesson children will practice applying the
patterns they are learning to
reading and spelling new words.
Kathleen C.
snack
brace
frack
pup
due
.'
"
,
Seope and Sequenee for
Making Words Seeond Grade Lessons
Making Words Second Grade contains 100 lessons that teach all the phonics, spelling,
and phonemic awareness skills included in most second-grade curriculums. The lessons
lead children through a systematic and sequential phonics curriculum. All lessons
include practice with the phonemic awareness skills of segmenting and blending as
children stretch out words they are making and blend the letters to make new words.
Because teaching children letter-sound relationships is easier than teaching children to
actually use these letter-sound relationships, all lessons include a transfer step in which
children apply the sounds they are learning to spelling new words.
The first 10 lessons teach the common sounds for the vowels and most useful
consonants. Lessons 11 to 20 review the vowel sounds and teach the sounds for sll, ell,
til, and ck. The following lessons systematically teach all the important vowel combinations. After the letter sounds are taught, they continue to be practiced and reviewed in
the lessons that follow. You can do the lessons in order or choose lessons that focus on
particular letter combinations your students need to learn,
. '7 "',""
>::: ,c:,: ':'''.~:,:''.:'?'V :
j'J,#.t'i'L
Lessons 1-10
a
e i
Lessons 11-20
sh
ch
th ck
Lessons 21-30
i-e
ie
ir igh
Lessons 31-40
ai
a-e
ar ay
Lessons 41-50
ea
ee
Lessons 51-60
u
ue
Lessons 61-70
oa o-e
Lessons 71-80
00
Lessons 81-90
ow aw
all eU iU
Lessons 91~100
Review
oy
Introduction
0
u
er
y
er
u-e ur
or
oi
ou
5
A$sessment
After every 10 lessons, there is an assessment that you can use to determine how individual children are growing in their phonics, phonemic awareness, and spelling skills.
Record sheets are included to help you monitor each child's progress. In addition to assessing for the new skills taught, you may want to recheck children on items they were
not successful at in previous assessments. Reproducible record sheets are included in
the back of this book.
The materials you need to teach a Making Words lesson are quite simple. You need a
pocket chart in which to display the word correctly made with the pocket-chart letters.
You need a set of pocket-chart letters big enough for all the children to see. Also, you
need index cards on which to write the words children will make and the transfer
words. Most teachers store their index cards for each lesson in an envelope.
The children need small letter cards and a holder in which to make the words. The
letter holder is easily made from half a file folder. The holder is very important to the
success of your lesson because it focuses all the children on making their own words.
Without the holders, children who are not very fast at making words will simply look at
the letters of a quick child seated near them and put down the same letters. The learning
in a Making Words lesson does not occur when the child moves the letters. Rather, the
How to Make a letter Holder
1. Start with a manila file folder.
2. Cut off the tab.
3. Cut the folder in half cross-wise.
Prepare each half of the folder as follows:
4. Fold up one inch on the bottom edge to form a shallow pocket.
5. Press firmly along folded edge with a ruler to flatten.
6. Staple side edges.
You now have a letter holder that your students can set on their desks to
put letters in when making words.
6
Introduction
learning happens when the child says the word and thinks about where to move the
letters. Making Words is a guided discovery activity and you want all your children to
engage in the discovery. AB the children are making words, walk behind them and select
a child with the word made correctly to make the words with the pocket chart letters.
Choose your struggling readers to go to the pocket chart and make some of the easier
words and they will stay engaged with the lesson because they are experiencing some
success. Be sure to ask all children to fix their word if it was not correct when the word
is made in the pocket chart.
Another advantage of using the holder is that it allows you to get all the letters
quickly out of the hands of the children before the sorting step of the lesson. Have all the
children make the secret word in their holder once it is made in the pocket chart. Let
them hold up their holders to show you the secret word and then have them close their
holders with all the letters in them. They will pay better attention to the sorting activity
if they do not still have the letters in front of them to distract them.
A rmal reason to use the holders is that they are the most efficient way to distribute
the letters the children need. When you are going to do a Making Words lesson, put the
holders and letters ona table and have the children walk by and pick up a holder and
one letter from each plate. We call
this "stuffing your holder." When the
lesson ends, collect everyone's
holder with the letters still in there.
At the end of the day, appoint some
"holder unstuffer helpers" to take
the letters out of the holders and
place them on the appropriate plate.
Place the letters from each plate
into the appropriate zippered bag
and you have put everything awayneat and tidy and ready for the next
lesson.
At the back of this book, you
will find reproducible letters. Copy
these on card stock and cut them
with your paper cutter. Use a different color paper for the vowels and a third color for y,
which is sometimes a vowel and sometimes a consonant. Make twice as many letters as
you have children because some words need two of the same letter.
Making, Word:; Homework
Because children like manipulating the letters and coming up with more words than we
have time to make in the lesson, a Making Words Take-Home Sheet is a popular activity.
You will find a duplicatable template in the back of this book. Write the letters in the
boxes at the top in alphabetical order with vowels and then consonants. Before leaving
the classroom, have the children turn the sheet over and write the capital letters on the
back. When they get home, the children cut or tear the letters from the top and then fill
the boxes with words. They can use words made in class or other words. Children enjoy
this homework assignment because they know the secret word and they love watching
parents and others try to figure it out!
Introduction
i
Mftkin~ Word:; Lessons Are Multilevel
Making Words lessons are designed so that all your students, regardless of level, will feel
challenged and will experience success. In the example lesson described here, the focus
was on the u, u-e, and ue patterns. The lesson, however, included some words that reviewed the sound of a-e and ack taught much earlier. The inclusion of a secret word-a
word that can be made with all the letters-provides a challenge for your most able
spellers. From the time they get the letters, they are manipulating them in their minds to
try to figure out what word can be spelled with all the letters. Most of your children will
not figure out that a, e, u, c, c, k, p, and s can be put together to spell cupcakes, but including a secret word in every lesson makes the lesson multilevel for even your quickest
word wizards!
Another way in which Making Words lessons are multilevel involves the three parts
of the lesson. We ask children to say each word before they make it and encourage them
to stretch out words. This saying and stretching provides crucial practice for children
who still need to work on the phonemic awareness skill of segmenting. In the sort
segment of the lesson, before we sort the words, we place them in the pocket chart
and have the children read the words. As they read the words, children practice the
phonemic awareness skill of blending. Sorting the words into beginning letter patterns
and rhyming patterns helps children learn the sounds for beginning letters and vowel
patterns. Finally, we include a transfer step in every lesson. Children stretch out the
transfer word to determine the beginning letters and then use the rhyming words made
to spell new words. Every Making Words lesson provides multiple opportunities for
children to develop phonemic awareness, learn phonics patterns, and transfer their
knowledge to spelling new words. For many years, teachers have enjoyed doing Making
Words lessons with their entire class of students, confident in the knowledge that all
children, regardless of level, will grow in their phonics, phonemic awareness, and
spelling skills as they participate in these active hands-on learning lessons. We hope
you and your second-graders enjoy these lessons created just for you and them! (For
other phonics lessons tailor-made for second-graders, see Month by Month Phonics for
Second Grade, by Dorothy P Hall and Patricia M. Cunningham, published by CarsonDellosain 2003.)
8
Introduction
These 10 lessons review the most common vowel sounds for a, e, i, 0, and 11
ander.
planets
letters:
a
e
I n
p s t (Review vowel sounds a and e.)
Words to Make: at pat pet net ten tan ant sent nest pest
past pant plant planets
Part One" Makin~ Words
Have the children arrange their letters in front of their holders to match the pocket-chart
letters, with the vowel first and the other letters in alphabetical order. Have them notice
that the vowels are a different color and tell them they will make many new words today
by just changing the vowel. Have children hold up and name each letter, noting the
capital letter is used to spell names.
at
"The first word we are going to spell is at. We are at school. Everyone say
at. Use 2 letters to spell at."
Choose a child who has at spelled correctly to spell at with the pocket-chart letters.
Have the class chorally spell at and fix their word if at is not correct.
Pat
"Add 1 letter to spell the name Pat. My cousin's name is Pat. Everyone say
Pat."
Let a child who has Pat spelled with a capital P spell Pat with the pocket-chart letters.
pet
"Change the vowel to spell pet. Do you have a pet? Everyone say pet."
Continue the lesson, giving children explicit instruction about which letters to remove and where to add letters. Put each word in a sentence and have children say each
word before making it. Have them "stretch" some words to provide practice for children
who are stillleaming to segment words. Let a child who has spelled the word correctly
make that word with the pocket-chart letters. Choose your struggling readers when the
9
word is an easy word and choose your advanced readers for harder words. Have the
children chorally spell each word after it is made in the pocket chart and fix their word
to match.
net
"Change the first letter to spell net. In tennis, you have to hit the ball over
the net. Everyone say net."
ten
"Use the same letters to spell ten. I have ten fingers. Everyone say ten."
tan
"Change the vowel to spell tan. I get a tan in the summer. Everyone say
tan."
ant
"Use the same letters to spell ant. I watched the ant crawl across the
sand. Everyone say ant."
sent
"Clear your holders and use 4 letters to spell sent. I sent a birthday
present to my grandma. Everyone say sent."
nest
"Use the same letters to spell nest. The birds built a nest. Everyone
say nest."
pest
"Change just the first letter to spell pest. Don't be a pest! Everyone
say pest."
past
"Change the vowel to spell past. I walk past the drugstore on my way to
school. Everyone say past."
pant
"Change just 1 letter to spell pant. Does your dog pant when it is hot?
Everyone say pant."
plant
"Add 1 letter to spell plant. We plant flowers in our garden. Everyone
say plant."
planets (the secret word) "It's time for the secret word. Move your letters in
your holder to figure out the word that can be made with all the letters.
Signal me if you think you have it."
If no one makes the secret words in one minute, give them a clue. End the making words
part ofthe lesson by having someone spell planets in the pocket chart and letting everyone hold up their holders to show you planets made in their holders. Have them close
the holders and turn their attention to the pocket chart.
Part Two • Sorting Words (Sort for at, ant, est, and et)
Tell your students that they are going to say all the words they spelled and then sort the
rhyming words. Using the index cards with the words, place them in the pocket chart
and have the children pronounce them. Remind the children of what they changed to
make each word.
"First we used 2 letters to spell at, a-t."
"We added a capital P to spell the name Pat, P-a-t."
"We changed the vowel to spell pet, p-e-t."
"We changed the first letter to spell net, n-e-t."
"We used the same letters to spell ten, t-e-n."
"We changed the vowel to spell tan, t-a-n."
10
Lesson]
F"
..:'..
!!1, '
i·
"We used the same letters to spell ant, a-n-t."
"Next, we spelled a 4 letter word, sent, s-e-n-t."
"We used the same letters to spell nest, n-e-s-t."
"We changed the first letter to spell pest, p-e-s-t."
"We changed the vowel to spell past, p-a-s-t."
"We changed the s to an n to spell pant, p-a-n-t."
"We added a letter to spell plant, p-I-a-n-t."
"We used all our letters to spell the secret word, planets, p-I-a-n-e-t-s."
"Now we need to sort out the rhymes. I will take one of each set and you can come
and help me fmd the others."
Arrange one of each set of rhyming words to begin four columns.
Pat
pant
nest
pet
Choose four children and help them choose the rhyming words and line them up in
columns. Have the rhyming words pronounced and have children notice that they all
rhyme and they all have the same letters from the vowel to the end of the word.
Pat
at
Part Three Transfer
.Kathll313nC
. snack.
braCii\ .. ·
.track ...
pup ..
pant
plant
ant
nest
pest
pet
net
west grant flat vet
Have the children take out paper. Tell them that you are going to say a word that
someone might be writing. By figuring out the rhyming pattern, they will be able to spell
the word.
"The first word we are going to spell is west. David might be writing about a trip out
west. Let's all say west and listen for the beginning letters."
Write w on an index card when the children decide that west begins with w. Take the
index card to the pocket chart and have the children pronounce west with each set of
rhyming words. When they decide that west rhymes with pest and nest, write est next
to w. Have the children write west on their papers.
Repeat this procedure for grant, flat, and vet.
lesson 1
11
/.
lessons 1=1
These 10 lessons review the most common vowel sounds for a, e, i, 0, and u
ander.
Lesson 1
planets
Letters:
a
e
I n
p s t (Review vowel sounds a and e.)
Words to Make: at pat pet net ten tan ant sent nest pest
past pant plant planets
Part One • Makin~ Words
-'_'CCk
.~.... ~ .. , ..p
~
•
••
Have the children arrange their letters in front of their holders to match the pocket-chart
letters, with the vowel first and the other letters in alphabetical order. Have them notice
that the vowels are a different color and tell them they will make many new words today
by just changing the vowel. Have children hold up and name each letter, noting the
capital letter is used to spell names.
at
"The first word we are going to spell is at. We are at school. Everyone say
at. Use 2 letters to spell at."
Choose a child who has at spelled correctly to spell at with the pocket-chart letters.
Have the class chorally spell at and fix their word if at is not correct.
Pat
"Add 1 letter to spell the name Pat. My cousin's name is Pat. Everyone say
Pat."
Let a child who has Pat spelled with a capital P spell Pat with the pocket-chart letters.
pet
"Change the vowel to spell pet. Do you have a pet? Everyone say pet."
Continue the lesson, giving children explicit instruction about which letters to remove and where to add letters. Put each word in a sentence and have children say each
word before making it. Have them "stretch" some words to provide practice for children
who are still learning to segment words. Let a child who has spelled the word correctly
make that word with the pocket-chart letters. Choose your struggling readers when the
9
Dr
word is an easy word and choose your advanced readers for harder words. Have the
children chorally spell each word after it is made in the pocket chart and fix their word
to match.
net
"Change the first letter to spell net. In tennis, you have to hit the ball over
the net. Everyone say net."
ten
"Use the same letters to spell ten. I have ten fingers. Everyone say ten."
tan
"Change the vowel to spell tan. I get a tan in the summer. Everyone say
tan."
ant
"Use the same letters to spell ant. I watched the ant crawl across the
sand. Everyone say ant."
sent
"Clear your holders and use 4 letters to spell sent. I sent a birthday
present to my grandma. Everyone say sent."
nest
"Use the same letters to spell nest. The birds built a nest. Everyone
say nest."
pest
"Change just the first letter to spell pest. Don't be a pest! Everyone
say pest."
past
"Change the vowel to spell past. I walk past the drugstore on my way to
school. Everyone say past."
pant
"Change just 1 letter to spell pant. Does your dog pant when it is hot?
Everyone say pant."
plant
"Add 1 letter to spell plant. We plant flowers in our garden. Everyone
say plant."
planets (the secret word) "It's time for the secret word. Move your letters in
your holder to figure out the word that can be made with all the letters.
Signal me if you think you have it."
If no one makes the secret words in one minute, give them a clue. End the making words
part of the lesson by having someone spell planets in the pocket chart and letting everyone hold up their holders to show you planets made in their holders. Have them close
the holders and turn their attention to the pocket chart.
Part Two 8 Sorting, Words (Sort for at, ant, est, and et)
Ten your students that they are going to say all the words they spelled and then sort the
rhyming words. Using the index cards with the words, place them in the pocket chart
and have the children pronounce them. Remind the children of what they changed to
make each word.
"First we used 2 letters to spell at, a-t."
"We added a capital P to spell the name Pat, P-a-t."
"We changed the vowel to spell pet, p-e-t."
"We changed the first letter to spell net, n-e-t."
"We used the same letters to spell ten, t-e-n."
"We changed the vowel to spell tan, t-a-n."
Lesson 1
-I
!
"We used the same letters to spell ant, a-n-t."
"Next, we spelled a 4 letter word, sent, s-e-n-t."
"We used the same letters to spell nest, n-e-s-t."
"We changed the first letter to spell pest, p-e-s-t."
"We changed the vowel to spell past, p-a-s-t."
"We changed the s to an n to spell pant, p-a-n-t."
"We added a letter to spell plant, p-I-a-n-t."
"We used all our letters to spell the secret word, planets, p-I-a-n-e-t-s."
"Now we need to sort out the rhymes. I will take one of each set and you can come
and help me find the others."
Arrange one of each set of rhyming words to begin four columns.
Pat
pant
nest
pet
Choose four children and help them choose the rhyming words and line them up in
columns. Have the rhyming words pronounced and have children notice that they all
rhyme and they all have the same letters from the vowel to the end of the word.
Pat
at
Part Three. Transfer
pant
plant
ant
nest
pest
pet
net
west grant flat vet
Have the children take out paper. Tell them that you are going to say a word that
someone might be writing. By figuring out the rhyming pattern, they will be able to spell
the word.
"The first word we are going to spell is west. David might be writing about a trip out
west. Let's all say west and listen for the beginning letters."
Write w on an index card when the children decide that west begins with w. Take the
index card to the pocket chart and have the children pronounce west with each set of
rhyming words. When they decide that west rhymes With pest and nest, write est next
to w. Have the children write west on their papers.
Repeat this procedure for grant, flat, and vet.
Lesson 1
11
Lesson 2
absent
letters: ~
~
rJ ~ E] ~ ~
(Review vowel sounds a and e.)
Make:
at bat sat set net ten tan ban Ben bent best
nest sent absent
Sort:
at
bat
sat
Transfer: spent
net
set
Ben
ten
nest
best
vest
plan
scat
tan
ban
sent
bent
absent
Make Words
@
Q
e
@
"
@
@
e
c
Have children name and hold up letters.
Tell children how many letters to use to make each word.
Have children say each word and stretch out some words.
Give sentences to clarify meaning.
Give specific instructions on how to change words:
- Add one letter.
- Change the first letter.
- Use the same letters.
Have children clear their holders before making an unrelated word.
Be sure children use capital letters when spelling Ben.
Have children correct their word once it is made in the pocket chart.
Give children one minute to figure out the secret word and then give them clues.
Sort Words
o Put words in pocket chart in the order made.
$I Have children say and spell each word.
€> Remind them of how each word was changed to spell the new word.
@
Select one word from each rhyming set and line up in columns.
o Let children come and choose the other words that rhyme.
($
Have children pronounce the words.
Transfer Words
Tell the children that they are going to use the rhyming words to spell some new
weirds they might need when they are writing.
\) Say the word and a sentence one of your children might write.
0) Have children say the word and decide on the beginning letters.
€I Write the beginning letters on an index card.
Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
<$ Write the rhyming pattern on the card to flnish the word.
e Have students write the word on paper or a whiteboard.
'l)
12
blankets
Letters:
~
Make:
~
Sort:
~ ~ ~ ~ ~ ~ ~ ~
(Review vowel sounds a and e)
sat bat bet net nest best last tank sank bank
blank blast absent basket blankets
bank
sank
blank
tank
Transfer: fast
bet
net
basket
best
nest
last
blast
prank
plank
vest
sat
bat
Make Words
'*
'I)
':}
o
;;
o
"
o
Have children name and hold up letters.
Tell children how many letters to use to make each word.
Have children say each word and stretch out some words.
Give sentences to clarify meaning.
Give specific instructions on how to change words:
- Add one letter.
- Change the flrst letter.
- Use the same letters.
Have children clear their holders before making an unrelated word.
Have children correct their word once it is made in the pocket chart.
Give children one minute to flgure out the secret word and then give them clues.
Sort Words
Put words in pocket chart in the order made.
Have children say and spell each word.
e Remind them of how each word was changed to spell the new word.
0> Select one word from each rhyming set and line up in columns.
{) Let children choose the other words that rhyme.
o Have children pronounce the words.
I)
D
Transfer Words
Tell children that they are going to use the rhyming words to spell some new words
they might need when they are writing.
,) Say the word and a sentence one of your children might write.
@
Have children say the word and decide on the beginning letters.
G Write the beginning letters on an index card.
s; Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
") Write the rhyming pattern on the card to finish the word.
e Have students write the word on paper or a whiteboard.
4'
13
b
son 4
napkins
letfers: ~ ~ ~ ~ ~ ~ ~
~ Make:
Sort:
(Review vowel sounds a and i.)
in an pan pin nip nap snap
pink sank spank napkins
an
pan
Transfer: blink
snip
nip
snip
in
pin
spin
skin
pink
sink
yank
stink
flap
spin
skin sink
spank
sank
snap
nap
Make Words
Have children name and hold up letters.
Tell children how many letters to use to make each word.
''iI Have children say each word and stretch out some words.
~} Give sentences to clarify meanmg.
~ Give specific instructions on how to change words:
- Add one letter.
- Change the first letter.
- Use the same letters.
til Have children clear their holders before making an unrelated word.
') Have children correct their word once it is made in the pocket chart.
& Give children one minute to figure out the secret word and then give them clues.
it
&
SorlWords
Put words in pocket chart in the order made.
Have children say and spell each word.
e Remind them of how each word was changed to spell the new word.
o Select one word from each rhyming set and line up in columns.
"" Let children choose the other words that rhyme.
Have children pronounce the words.
@
<3
Transfer Words
%
"
e
()
4'
s
Tell children that they are going to use the rhyming words to spell some new words
they might need when they are writing.
Say the word and a sentence one of your children might write.
Have children say the word and decide on the beginning letters.
Write the beginning letters on an index card.
Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
Write the rhyming pattern on the card to fmish the word.
Have students write the word on paper or a whiteboard.
14
Lesson 5
husband
Letters: ~ ~ ~ ~ ~ ~ ~
~ Make:
~
_-1~~c
Sort:
(Review vowel sounds a and u.)
us bus sub sun bun ban bad bud had and hand
sand band husband
bad
had
Transfer: grand
bus
us
sand
band
hand
and
husband
bun
sun
glad
brand
run
Make Words
Have children name and hold up letters.
Tell children how many letters to use to make each word.
e Have children say each word and stretch out some words.
@!
Give sentences to clarify meaning.
® Give specific instructions on how to change words:
- Add one letter.
- Change the first letter.
- Use the same letters.
@!
Have children clear their holders before making an unrelated word.
@
Have children correct their word once it is made in the pocket chart.
@
Give children one minute to figure out the secret word and then give them clues.
@
@
Sort Words
Put words in pocket chart in the order made.
Have children say and spell each word.
e Remind them of how each word was changed to spell the new word.
e Select one word from each rhyming set and line up in columns.
@
Let children choose the other words that rhyme.
o Have children pronounce the words.
@
@
Transfer Words
o Tell children that they are going to use the rhyming words to spell some new words
they might need when they are writing.
@! Say the word and a sentence one of your children might write.
Q Have children say the word and decide on the beginning letters.
@ Write the beginning letters on an index card.
,Q Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
o Write the rhyming pattern on the card to finish the word.
@ Have students write the word on paper or a whiteboard.
15
...,II1II-_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Lesson 6
trusting
letters: ~ ~
[!]
~ ~ ~ ~ ~
(Review vowel sounds i andu.)
Make:
us Gus rig rug tug ring rung rust
stung strung string rusting trusting
Sort:
ring
sting
string
Transfer: spring
tug
rug
us
Gus
rung
stung
strung
must
dusting
mug
trust
sting
rust
trust
rusting
trusting
Make Words
@
@
~
®
@
<0
@
@
G
Have children name and hold up letters.
Tell children how many letters to use to make each word.
Have children say each word and stretch out some words.
Give sentences to clarify meaning.
Give specific instructions on how to change words:
- Add one letter.
- Change the first letter.
- Use the same letters.
Have children clear their holders before making an unrelated word.
Be sure children use a capital letter when spelling Gus.
Have children correct their word once it is made in the pocket chart.
Give children one minute to figure out the secret word and then give them clues.
SorlWords
1$
®
.0
@
<$
q,
Put words in pocket chart in the order made.
Have children say and spell each word.
Remind them of how each word was changed to spell the new word.
Select one word from each rhyming set and line up in columns.
Let children choose the other words that rhyme.
Have children pronounce the words.
Transfer Words
o Tell children that they are going to use the rhyming words to spell some new words
they might need when they are writing.
€! Say the word and a sentence one of your children might write.
@
Have children say the word and decide on the beginning letters.
$
Write the beginning letters on an index card.
@
Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
e Write the rhyming pattern on the card to finish the word.
€I Have students write the word on paper or a white board.
16
Lesson 7
contests
~
Letters:
~ ~ ~ ~ ~ ~ ~ ~
(Review vowel sounds e and 0.)
Make:
on con cot not net set sent
tents tests contest contests
Sort:
nest
test
contest
con
on
cot
not
net
set
Transfer:
trot
west
dent
wet
\'
r"
nest
test
tent
sent
tent
Make Words
Have children name and hold up letters.
<) Tell children how many letters to use to make each word.
o Have children say each word and stretch out some words.
© Give sentences to clarify meaning.
'" Give specific instructions on how to change words:
- Add one letter.
- Change the first letter.
- Use the same letters.
® Have children clear their holders before making an unrelated word.
'iii Have children correct their word once it is made in the pocket chart.
€> Give children one minute to figure out the secret word and then give them clues.
©
Sort Words
Put words in pocket chart in the order made.
Have children say and spell each word.
@> Remind them of how each word was changed to spell the new word.
o Select one word from each rhyming set and line up in columns.
@
Let children choose the other words that rhyme.
(} Have children pronounce the words.
III
$
Transfer Words
o Tell children that they are going to use the rhyming words to spell some new words
they might need when they are writing.
<.' Say the word and a sentence one of your children might write.
® Have children say the word and decide on the beginning letters.
@
Write the beginning letters on an index card.
@ Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
o Write the rhyming pattern on the card to finish the word.
e Have students write the word on paper or a whiteboard.
17
~\.
LessonS
stopped
letters: ~ ~ ~ ~ ~ ~ ~
Make:
set pet pot pop pep
pets pest stopped
Sort:
pop
stop
Transfer: vet
(Review vowel sounds 0 and e.)
step
pet
set
pot
spot
drop
flop
stop
spot
tops
pots
pep
step
Make Words
@
Q
@
\1#
$
Have children name and hold up letters.
Tell children how many letters to use to make each word.
Have children say each word and stretch out some words.
Give sentences to clarify meaning.
Give specific instructions on how to change words:
- Add one letter.
- Change the first letter.
- Use the same letters.
Have children clear their holders before making an unrelated word.
Have children correct their word once it is made in the pocket chart.
Give children one minute to figure out the secret word and then give them clues.
SoriWords
@
@
1}
111
II}
@
Put words in pocket chart in the order made.
Have children say and spell each word.
Remind them of how each wordwas changed to spell the new word.
Select one word from each rhyming set and line up in columns.
Let children choose the other words that rhyme.
Have children pronounce the words.
Transfer Words
©
@
'"
;:;
'"
s
e
Tell children that they are going to use the rhyming words to spell some new words
they might need when they are writing.
Say the word and a sentence one of your children might write.
Have children say the word and decide on the beginning letters.
Write the beginning letters on an index card.
Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
Write the rhyming pattern on the card to finish the word.
Have students write the word on paper or a whiteboard.
18
Lesson 9
hunters
letters: ~ ~ ~ ~ ~ ~ ~
Make:
us
rust
Sort:
(Reviewvowelsoundseanduander.)
run sun nut net ten
runt hunt hunters
run
sun
Transfer: stunt
nest
rest
runt
hunt
stun
crest
hen
her
nest
rest
ten
hen
Make Words
Have children name and hold up letters.
Tell children how many letters to use to make each word.
@ Have children say each word and stretch out some words.
t)
Give sentences to clarify meaning.
$
Give specific instructions on how to change words:
- Add one letter.
- Change the fIrst letter.
- Use the same letters.
<0 Have children clear their holders before making an unrelated word.
<!JI Have children correct their word once it is made in the pocket chart.
• Give children one minute to figure out the secret word and then give them clues.
@
@
Ii
if
~I ,
Sort Words
@
@
@
@
@
®
Put words in pocket chart in the order made.
Have children say and spell each word.
Remind them of how each word was changed to spell the new word.
Select one word from each rhyming set and line up in columns.
Let children choose the other words that rhyme.
Have children pronounce the words.
Transfer Words
Tell children that they are going to use the rhyming words to spell some new words
they might need when they are writing.
@
Say the word and a sentence one of your children might write.
o Have children say the word and decide on the beginning letters.
@
Write the beginning letters on an index card.
s Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
€) Write the rhyming pattern on the card to finish the word.
e Have students write the word on paper or a whiteboard.
$
19
...
Lesson 10
printers
Letters:
~ ~
E]
~ ~ ~ ~ ~
(Review vowel sounds e and i.)
Make:
it in pin pit pet set sit
print stern insert printers
Sort:
it
pit
sit
set
pet
sip
trip
tip
strip
in
pin
Transfer:
spin
grip
pit
yet
sip
tip
trip
strip
Make Words
e Have children name and hold up letters.
@
Tell children how many letters to use to make each word.
e Have children say each word and stretch out some words.
\$
Give sentences to clarify meaning.
" Give specific instructions on how to change words:
- Add one letter.
- Change the fIrst letter.
- Use the same letters.
o Have children clear their holders before making an unrelated word.
o Have children correct their word once it is made in the pocket chart.
@
Give children one minute to figure out the secret word and then give them clues.
Sort Words
Put words in pocket chart in the order made.
Have children say and spell each word.
o Remind them of how each word was changed to spell the new word.
€! Select one word from each rhyming set and line up in columns.
{) Let children choose the other words that rhyme.
@
Have children pronounce the words.
<Ii
€!
Transfer Words
Tell children that they are going to use the rhyming words to spell some new words
they might need when they are writing.
" Say the word and a sentence one of your children might write.
@
Have children say the word and decide on the begirm.illg letters.
@ Write the beginning letters on an index card.
® Take the index card with the beginning letters to the pocket chart and have children
say the columns of rhymes and the new word to find the rhyming pattern.
$
Write the rhyming pattern on the card to fInish the word.
e Have students write the word on paper or a whiteboard.
&
20