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ti n 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