Go back to Learn to Read Unit 1: Days 1-10
Day 11: Short "i" sound
Listen to the "Short I Song" on Starfall.
Stamp "I's" on the Igloo (Part 1)
Cut out the short I words from this pack and have child glue them on to a separate piece of paper. (Take out the "ice" and "iron" words, as we are not yet covering long vowel sounds.)
Day 12: "-it" Word Family
Using letter magnets, help the child read the word "it" on the board. Then, one at a time add a letter at the beginning to make new words: pit, fit, hit, bit, sit, kit, quit (you may have to review the /qu/ sound).
Play the "-It Pocket Chart" Matching Game with pictures.
Using only the short a, e & i-vowel word cards, sort these cards by their correct vowel.
Day 13: More Short I-Vowel Words
Place some more word endings on the board, or write them on a paper: -in, -ig, -im, and -ix.
Help the child to add letters to the beginning of each to make new words: pin, win, tin, pig, wig, big, him, dim, Kim, six, and fix.
Add one more word as a challenge: "quiz", reminding child that the first two letters are one sound.
Now help the child to read the following sentences, which you have written on the board or a piece of paper:
Kit hit the pin.
Six big men can fix the van.
The fat pig can dig.
Put together the "Short I Word Family Puzzles."
Complete the "-in," "-ig," & "-it" Word Family Flowers using letter stamps or handwriting for your Reading Notebook.
Day 14: Sight Words "a," "is," "his," "as," & "has"
Review previous sight word cards. Show the "I" card and remind child that it sounds like it's name. Now, add in a card for the word "a," pointing out that in this case, the "a" also says it's name because it is by itself.
Make sight word cards for each of the following words: is, his, as, and has. Show the child each card, emphasizing the final "s" makes a /z/ sound, like a buzzing bee. Place your cards on your Word Wall or in your special flashcard collection.
Choose some activities from these Rompin' & Roarin' Sight Word Packs for the words: a, is, the & and.
Help child to read the following sentences:
His hat is big and red.
It is as big as the hat Dad has.
Can a big hat fit Jim? Yes, it can.
Day 15: short "O" sound
Review the short vowels we have learned so far. Use these Short Vowel Cue Cards (minus the O & U) to have the child say the sound each vowel makes.
Listen to the "Short O Song" on Starfall.
Trace the "O" & color the "O" pictures on this "Standard Worksheet".
Day 16: "-ox," "-op" & "-ot" Word Families
Use letter magnets or a dry erase board to display the following endings, one at a time: -ox, -op, and -ot. Allow the child to add a beginning letter to each to make words:
box, fox
hop, cop, pop, top
hot, pot, got, not, lot, dot
Then write a few sentences for the child to read:
The fox is in a box. The fox got hot.
The fox did yip a lot.
The fox did rip the box.
Find some practice worksheets for the -op Word Family and the -ot Word Family at 3 Dinosaurs.
Don't forget about these Foldable Short Vowel Word Strips if your child is still having trouble blending letter sounds together to make words.
You can now read BOB Book Set 1, Book 10.
Day 17: More Short O-Vowel Words
Complete the -op, -ot, and -ox Word Family Flowers for your Reading Notebook.
Using your letter magnets or just a dry-erase board, help the student build words with the endings: -og & -ob. They can build: dog, fog, hog, job, log, sob, job.
Play this "Race to the Pond" Game-- page 5 has words with the short-O vowel sound. Instructions are included in the download.
Day 18: short "U" sound
Watch the "Short U Song" on Starfall.
Color the Letter U Words coloring page.
Complete the ABC Dot Marker Pages for each of the vowels.
Say each of the following words. Have your child hold up the correct Short Vowel Cue Card for the vowel he/ she hears in the word:
fat, log, bus, pet, hit, van, hen, quit, hop, sum, rag
Day 19: "-ug," "-un," & "-ut" Word Families
Help the child read the following words using your letter magnets or just by writing them on the board: rug, bug, dug, hug, tug, mug, fun, sun, run, gun, nut, hut, cut.
Complete the "-ug", "-un" & "-ut" Word Family Flowers for your Reading Notebook.
Play one of these "Roll a Vowel" word games with 3-vowel combinations. Instructions are on the website.
Read BOB Books Set 1, Book 7.
Day 20: More Short U-Vowel Words
In your usual way, teach the following words: cup, pup, bus, us, sum, hum, mud, bud, yum.
Then help the child sound out the following sentences:
I dug in the mud.
I run in the sun. It is fun.
I did hum and rub in the tub.
Play the "Snug as a Bug in a Rug" Game.
Showing posts with label Learn to Read. Show all posts
Showing posts with label Learn to Read. Show all posts
Learn to Read Unit 1: Short Vowels-- Days 1-10
Before Day 1:
Be sure the child can recognize each of the consonant letters (both uppercase & lowercase) and knows the sounds they make. You can use our Preschool Theme Weeks or any "Letter of the Week"-type program.
Get the child excited about his very own Reading Notebook. You can use any 1" or 1 1/2" 3-ring binder to store all of the worksheets and activities you complete throughout the course of this program. Let him personalize it by decorating his own cover sheet.
Day 1: short "a" sound.
Listen to the "Short A Song" on Starfall.
Do the "A" Letter Find Worksheet.
Color the "A is for..." Coloring Page for your Reading Notebook. Help child to find other objects around the room that begin with a short "a" sound.
Day 2: "-at" Word Family
Using letter magnets, show the word "at." Have child blend the two letters together to read the word. Then, begin to add other beginning letter sounds to blend new words: bat, sat, cat, hat, and mat.
Complete the "-at Sight Word Search" to recognize the word "at".
Play the Pocket Chart Matching Game for the "-at" Word Family. Mix up the pictures and the beginning letter sounds. First have child put a letter at the beginning of each "-at" and read the word. Then have him/ her match the word to its picture.
Help the child put together the "-at Word Puzzles."
Day 3: Sight word "the"; "-an" Word Family
Help child fill in the "-at Word Family Flower" for his/ her Reading Notebook by using letter stamps or just writing in the words.
Introduce the sight word "the" by writing it on an index-sized flashcard. You can display this on a Word Wall or put it in a special place where you can review it each day. (Other sight words will be added over the course of this study.) Use one or two of the worksheets from Learning2Walk to practice the word (you could even use one of her sheets as your flashcard or wall display).
Using the letter magnets again, show the word "an." Help child blend letters together. Then begin to add beginning letter sounds to make new words: man, can, van, fan, and tan.
Choose an activity from 3 Dinosaurs' "-an Word Family" page: the PlayDoh Mat or the Word Family Pack (which contains the Pocket Chart Matching like you did yesterday).
Day 4: Sight word "I"; reading sentences
Complete the "-an Word Family Flower" for your Reading Notebook in whatever way you choose.
Introduce the sight word "I" in the same way you introduced "the." Display it on your Word Wall or in your special review box. Here are some practice worksheets to learn the word "I." This may be a good opportunity to teach that when the word "I" is in a sentence by itself, it is always capitalized.
Write the following sentences on the board or on a piece of paper. Show your child that now he/ she can read sentences all by himself!
Pat the fat cat.
I can fan the tan cat.
The man ran.
(Take an opportunity to discuss the period at the end of each sentence. Tell child that all sentences end with some type of punctuation mark, and in this case it is a period.)
Day 5: Sight word "on"; "-ad" Word Family
Time for another new sight word. Introduce "on" in the same way you have been introducing all the sight words. Here are some more practice worksheets for the word "on" from Learning2Walk. Review the other sight words you have learned.
Use letter magnets to introduce the "-ad" Word Family. First allow child to read "ad" by itself, then add one beginning letter at a time to sound out each word: pad, mad, sad, dad, had.j
Use some activities from the "-ad" Word Family Pack at 3Dinosaurs.
Complete the "-ad Word Family Flower" for your Reading Notebook.
Day 6: "-am" & "-ap" Word Families; review short A
On a piece of paper, write the words: am, jam, ham, Sam, and Pam. Help child to blend the sounds of each word in order to read it, in the same way he has been doing with the letter magnets. (You may have to explain that if a word begins with a capital letter, it may be a person's name.) Repeat with the words: cap, tap, lap, and map.
If your child is still having trouble blending letter sounds together to make words, you can use these Foldable Short Vowel Word Strips to show them one letter at a time. (Instructions are included in the download.)
Read the following words out loud while the child is seated. Tell him to jump up from his seat if he hears the short "a" sound in the word. Remain seated if he does not hear the "a" sound like in "apple."
pad, cot, red, tag, wet, big, got, yam, sit, can, yet, pop, gap, den, gum, rat
Help child to put together several of the Short A CVC Word Family Puzzles. Show how they can now read many words that have the short "A" sound in the middle.
Now the child can read the first book in the BOB Books, Set 1 series on his/ her own! Go through each page together, sounding out each word. (You will have to help with the word "end" but we will not introduce that as a sight word just yet.)
Day 7: short "E" sound
Listen to the "Short E Song" on Starfall.
Do the "E" Letter Find Worksheet.
Go through the Mini Book of words that begin with the "e" sound. Or choose another activity from the Printable Pack.
Day 8: "-ed" & "-et" Word Families
Review the sight words "I," "the," and "on."
Use letter magnets, or your dry erase board, to help child read the ending "-ed." Then, one at a time, add a beginning letter and help child to sound out each word: red, led, bed, fed, Ted (reminding child that often words beginning with a capital letter are a person's name).
Repeat with the ending sound "-et". Use the words get, bet, let, yet, wet, jet, and set.
Now practice reading some sentences with these words in them. You can write the entire sentence on the board or in a notebook for child to read, or you could write each word on a separate card and have fun building sentences together using the words.
I pet the sad, wet cat. (Introduce the "comma" as another mark of punctuation that separates two words.)
Set the wet pet on the mat.
Let Sam get on the red bed.
You can also build sentences using the words from the BOB Book you read on Day 6.
Choose some activities from the "-ed" Word Family Pack and the "-et" Word Family Pack at 3 Dinosaurs.
Day 9: Sight word "and"; "-en" Word Family
Complete the "-ed" & "-et" Word Family Flowers in your Reading Notebook. Review all the other flowers you have created.
Introduce sight word "and" and add it to your Word Wall or flashcard collection. Choose an activity or two from the "and" Sight Word pack at 3 Dinosaurs.
Practice reading the following words using letter magnets or just writing on the board: hen, pen, ten, Ken. Also, help the child read the word "yes," even though it is not officially part of the "-en" Word Family!
Help the child to read the following sentences you write on the board:
Ben had a red van. The red van ran.
Dad fed the tan hen at the pen.
Pam let Ken get the net wet.
The child is now able to read BOB Book Set 1, Book 2 on his/ her own. Help child go through each page, sounding out the words.
Day 10: Review short A & E vowels
Write the endings -at, -ed, -ap, -et, -an, and -en on the board in big letters, allowing room for the child to put a letter magnet at the beginning to make different words. Have him read each word as he builds it.
Sort Short A & Short E Vowel words only with this Ice Cream Scoop sorting Game.
Review the BOB Books you have already read.
Be sure the child can recognize each of the consonant letters (both uppercase & lowercase) and knows the sounds they make. You can use our Preschool Theme Weeks or any "Letter of the Week"-type program.
Get the child excited about his very own Reading Notebook. You can use any 1" or 1 1/2" 3-ring binder to store all of the worksheets and activities you complete throughout the course of this program. Let him personalize it by decorating his own cover sheet.
Day 1: short "a" sound.
Listen to the "Short A Song" on Starfall.
Do the "A" Letter Find Worksheet.
Color the "A is for..." Coloring Page for your Reading Notebook. Help child to find other objects around the room that begin with a short "a" sound.
Day 2: "-at" Word Family
Using letter magnets, show the word "at." Have child blend the two letters together to read the word. Then, begin to add other beginning letter sounds to blend new words: bat, sat, cat, hat, and mat.
Complete the "-at Sight Word Search" to recognize the word "at".
Play the Pocket Chart Matching Game for the "-at" Word Family. Mix up the pictures and the beginning letter sounds. First have child put a letter at the beginning of each "-at" and read the word. Then have him/ her match the word to its picture.
Help the child put together the "-at Word Puzzles."
Day 3: Sight word "the"; "-an" Word Family
Help child fill in the "-at Word Family Flower" for his/ her Reading Notebook by using letter stamps or just writing in the words.
Introduce the sight word "the" by writing it on an index-sized flashcard. You can display this on a Word Wall or put it in a special place where you can review it each day. (Other sight words will be added over the course of this study.) Use one or two of the worksheets from Learning2Walk to practice the word (you could even use one of her sheets as your flashcard or wall display).
Using the letter magnets again, show the word "an." Help child blend letters together. Then begin to add beginning letter sounds to make new words: man, can, van, fan, and tan.
Choose an activity from 3 Dinosaurs' "-an Word Family" page: the PlayDoh Mat or the Word Family Pack (which contains the Pocket Chart Matching like you did yesterday).
Day 4: Sight word "I"; reading sentences
Complete the "-an Word Family Flower" for your Reading Notebook in whatever way you choose.
Introduce the sight word "I" in the same way you introduced "the." Display it on your Word Wall or in your special review box. Here are some practice worksheets to learn the word "I." This may be a good opportunity to teach that when the word "I" is in a sentence by itself, it is always capitalized.
Write the following sentences on the board or on a piece of paper. Show your child that now he/ she can read sentences all by himself!
Pat the fat cat.
I can fan the tan cat.
The man ran.
(Take an opportunity to discuss the period at the end of each sentence. Tell child that all sentences end with some type of punctuation mark, and in this case it is a period.)
Day 5: Sight word "on"; "-ad" Word Family
Time for another new sight word. Introduce "on" in the same way you have been introducing all the sight words. Here are some more practice worksheets for the word "on" from Learning2Walk. Review the other sight words you have learned.
Use letter magnets to introduce the "-ad" Word Family. First allow child to read "ad" by itself, then add one beginning letter at a time to sound out each word: pad, mad, sad, dad, had.j
Use some activities from the "-ad" Word Family Pack at 3Dinosaurs.
Complete the "-ad Word Family Flower" for your Reading Notebook.
Day 6: "-am" & "-ap" Word Families; review short A
On a piece of paper, write the words: am, jam, ham, Sam, and Pam. Help child to blend the sounds of each word in order to read it, in the same way he has been doing with the letter magnets. (You may have to explain that if a word begins with a capital letter, it may be a person's name.) Repeat with the words: cap, tap, lap, and map.
If your child is still having trouble blending letter sounds together to make words, you can use these Foldable Short Vowel Word Strips to show them one letter at a time. (Instructions are included in the download.)
Read the following words out loud while the child is seated. Tell him to jump up from his seat if he hears the short "a" sound in the word. Remain seated if he does not hear the "a" sound like in "apple."
pad, cot, red, tag, wet, big, got, yam, sit, can, yet, pop, gap, den, gum, rat
Help child to put together several of the Short A CVC Word Family Puzzles. Show how they can now read many words that have the short "A" sound in the middle.
Now the child can read the first book in the BOB Books, Set 1 series on his/ her own! Go through each page together, sounding out each word. (You will have to help with the word "end" but we will not introduce that as a sight word just yet.)
Day 7: short "E" sound
Listen to the "Short E Song" on Starfall.
Do the "E" Letter Find Worksheet.
Go through the Mini Book of words that begin with the "e" sound. Or choose another activity from the Printable Pack.
Day 8: "-ed" & "-et" Word Families
Review the sight words "I," "the," and "on."
Use letter magnets, or your dry erase board, to help child read the ending "-ed." Then, one at a time, add a beginning letter and help child to sound out each word: red, led, bed, fed, Ted (reminding child that often words beginning with a capital letter are a person's name).
Repeat with the ending sound "-et". Use the words get, bet, let, yet, wet, jet, and set.
Now practice reading some sentences with these words in them. You can write the entire sentence on the board or in a notebook for child to read, or you could write each word on a separate card and have fun building sentences together using the words.
I pet the sad, wet cat. (Introduce the "comma" as another mark of punctuation that separates two words.)
Set the wet pet on the mat.
Let Sam get on the red bed.
You can also build sentences using the words from the BOB Book you read on Day 6.
Choose some activities from the "-ed" Word Family Pack and the "-et" Word Family Pack at 3 Dinosaurs.
Day 9: Sight word "and"; "-en" Word Family
Complete the "-ed" & "-et" Word Family Flowers in your Reading Notebook. Review all the other flowers you have created.
Introduce sight word "and" and add it to your Word Wall or flashcard collection. Choose an activity or two from the "and" Sight Word pack at 3 Dinosaurs.
Practice reading the following words using letter magnets or just writing on the board: hen, pen, ten, Ken. Also, help the child read the word "yes," even though it is not officially part of the "-en" Word Family!
Help the child to read the following sentences you write on the board:
Ben had a red van. The red van ran.
Dad fed the tan hen at the pen.
Pam let Ken get the net wet.
The child is now able to read BOB Book Set 1, Book 2 on his/ her own. Help child go through each page, sounding out the words.
Day 10: Review short A & E vowels
Write the endings -at, -ed, -ap, -et, -an, and -en on the board in big letters, allowing room for the child to put a letter magnet at the beginning to make different words. Have him read each word as he builds it.
Sort Short A & Short E Vowel words only with this Ice Cream Scoop sorting Game.
Review the BOB Books you have already read.
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