Day One

Day 1

Onset and rime

Model: Show children how to blend words using onset and rime. I am going to say a word in parts. I want you to listen carefully. Then I will put the parts together to say the word as a whole. Listen: /sss/ /at/. The first sound is /sss/ and the end of the word is /at/. Now listen as I put the first sound together with the rest of the word: /sssaaat/, sat. The word is sat.

Let’s try another one: /sss/ /ad/. Listen as I put the sounds together: /sssaaad/, sad. The word is sad.

Guided Practice/Practice: Have children practice blending words using onset and rime. The first set’s words begin with continuous sounds. These may be easier for children to blend. Guide practice and provide corrective feedback as needed.

/s/ /ok/ /s/ /un/ /s/ /and/ /s/ /et/

/m/ /at/ /m/ /an/ /m/ /op/ /m/ /ud/

/f/ /at/ /f/ /an/ /f/ /un/ /f/ /ish/

The second set’s words begin with stop sounds. These words may be more difficult for children to blend. Continue to guide practice and provide corrective feedback as needed.

/b/ /at/ /b/ /ag/ /p/ /an/ /p/ /at/

/t/ /ap/ /t/ /ip/ /p/ /it/ /b/ /at/

/j/ /az/ /d/ /ash/ /k/ /ot/ /p/ /art/

If children need additional practice blending words using onset and rime, see Practice Book page SS1 or the online activity.

/M/ and /S/ and Review the Alphabet

Build Fluency:.n/a

Model: Display the Map Sound-Spelling Card. Teach the sound /m/ spelled m.

This is the Map Sound-Spelling Card. The sound is /m/. The /m/ sound is spelled with the letter m. This is the sound at the beginning of the word map. Listen: /mmmap/, map. Watch as I write the letter m. I will say the sound /m/ as I write the letter m several times.

Repeat with the Sun Sound-Spelling Card. Teach /s/ spelled s.

This is the Sun Sound-Spelling Card. The sound is /s/. The /s/ sound can be spelled with the letter s. This is the sound at the beginning of the word sun. Listen: /sssun/, sun. Watch as I write the letter s. I will say /s/ as I write the letter s several times.

Guided Practice:

Have children practice connecting the letters and sounds through writing. Now let’s do it together. Say /m/ as I write the letter m. Say /s/ as I write the letter s. Now it’s your turn. Write the letter m five times as you say the /m/ sound. Write the letter s five times as you say /s/.

If children need practice connecting the sounds /m/ and /s/ with the letters m and s, see Practice Book page SS3 or the online activity

Model: Display the ABC Teaching Poster. Say: This is the alphabet. It contains 26 letters. Say the alphabet slowly as you point to each letter a–z. Explain that throughout the year, children will learn how to read and spell words with combinations of the letters.

Guided Practice Sing “Alphabet Song” with children as you point to each letter. Note any letters that children have difficulty naming. Sing the song again and stop on the letters m and s. Ask: What’s the letter’s name? What’s the sound?

I, like

Review: n/a

Display the High-Frequency Word Cards I and like. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word like. Say: This is the word like. Say it with me: like. I like to play outside.

Spell The word like is spelled l-i-k-e. Spell it with me.

Write Let’s write the word in the air as we say each letter: l-i-k-e.

Follow the same steps to introduce the word I. Use this sentence: I can read. Point out that I is also a letter.

Have children work in pairs to make up sentences using the words.

You may wish to begin a Word Bank, a list of words that children have learned, by adding this week’s high-frequency words. Through the year, place related words together, such as words that contain the same spelling patterns. Evaluate the words throughout the year, and as children master words, remove them from the Word Bank.

Day Two

Day 2

Phoneme Isolation

Model Show children how to isolate initial and medial /a/. I am going to say a word and then say the first, or beginning, sound in the word. Listen: at, /aaat/. The sound at the beginning of the word at is /a/, /aaa/.

Now listen for the middle sound in a word. Listen: mat, /mmmaaat/. The middle sound in the word mat is /a/, /aaa/.

Repeat with initial /m/ and /s/, using the words men and sit.

Guided Practice/Practice Have children practice isolating initial /a/, /m/, and /s/. Stretch the target sound as you say each word. Listen to these words. Say the first, or beginning, sound you hear. Guide practice and provide corrective feedback as needed.

am milk at safe mad sit

sack mist ant sun ash man

Now say the middle sound you hear in these words.

sat map men sad run bag

rash bat sap cab nap pan

Short a and Review the Alphabet

Build Fluency: Display the ABC Teaching Poster.

Sing “Alphabet Song” with children and point to each letter. Note letters children have difficulty naming. Repeat, stopping on a. Ask: What’s the letter’s name? What’s the sound?

Model: Display the Apple Sound-Spelling Card. Teach the sound /a/ spelled a.

Say: This is the Apple Sound-Spelling Card. The sound is /a/. The /a/ sound is spelled with the letter a, /aaa/. This is the sound in apple. Listen: /aaapəl/, apple. Watch as I write a. I will say /a/ as I write a.

Guided Practice Have children practice connecting the letter and sound through writing. Now do it with me. Say /a/ as I write a. This time, write the letter a five times as you say /a/.

If children need additional practice blending words with short a, see Practice Book page SS4 or the online activity.

Model: Display Word-Building Cards a, m, s. Tell children that each day you will review the sound-spellings they have learned. Tell them that this is a great way to master these sound-spellings, which is necessary as they begin reading and writing. Have children say each sound. When finished, repeat and vary the pace. Model how to blend the sounds. This is the letter a. It stands for /a/. This is the letter m. It stands for /m/. Listen as I blend: /aaammm/, am.

Guided Practice Display the Word-Building Cards s, a, m. Read the word together with children, blending the sounds: /sssaaammm/. The word is Sam. Then have children blend and read the word.

Do, to, you

Review: I. like

Display the High-Frequency Word Cards do, to, and you. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word do. This is the word do. Say it with me: do. What will we do today?

Spell The word do is spelled d-o. Spell it with me.

Write Let’s write do in the air as we say each letter: d-o.

Follow the same steps to introduce the words to and you. Use these sentences: We will go to the park. Where are you going?

Have partners use the high-frequency words in sentences.

Tell children that they are now going to read the high-frequency words in a story. Have children turn to Practice Book page SS5. Walk through the Start Smart Reader, identifying the high-frequency words and pointing out the rebuses. Say: If we look at the rebuses, they all show action words. An action word is a word that tells something you can do, like run or jump. I can identify the action word on page 1. Swim is an action, or something you can do. I can swim in a pool.

Have children reread the story, pointing out the high-frequency words and identifying the pictured action words: swim, read, and paint. Have partners continue to identify the high-frequency words and the action words and use them in sentences. Guide practice as needed.

Day Three

Day 3

Phoneme Identification

Model Show children how to identify the same sound in different words. I will say three words: mop, man, milk. What sound is the same in mop, man, and milk? The beginning, or first, sound in mop, man, and milk is the same. The words all begin with the /m/ sound. Have children identify the same sound in drum, him, team.

Guided Practice/Practice Have children identify the same sound in a word group. Do the first one with them. I will say three words. Tell me the sound you hear that is the same in all three words. Guide practice and provide corrective feedback as needed.

sad, say, six mitt, make, men mat, moon, mail

safe, soup, sit sun, soap, suit us, yes, toss

near, nest, not can, run, win next, new, noon

late, let, like lake, loop, look cool, peel, tail

If children need additional practice identifying the same phoneme in multiple words, see Practice Book p. SS2 or the online activity.

/p/ and /t/

Build Fluency: Display the ABC Teaching Poster.

Sing “Alphabet Song” with children and point to each letter. Note letters children have difficulty naming. Repeat, stopping on a. Ask: What’s the letter’s name? What’s the sound?

Model: Display the Piano Sound-Spelling Card. Teach the sound /p/ spelled p.

This is the Piano Sound-Spelling Card. The sound is /p/. The /p/ sound is spelled with the letter p. This is the sound at the beginning of piano. Listen: /p/ /p/ /p/, piano. Watch as I write p. I will say /p/ as I write p several times.

Repeat with /t/ spelled t. Use the Turtle Sound-Spelling Card.

This is the Turtle Sound-Spelling Card. The sound is /t/. The /t/ sound is spelled with the letter t. This is the sound at the beginning of turtle. Listen: /t/ /t/ /t/, turtle. Watch as I write t. I will say /t/ as I write t.

Guided Practice Guided Practice/Practice Have children practice connecting the letters and sounds through writing. Now do it with me. Say /p/ as I write p. Say /t/ as I write t. This time, write p five times as you say /p/. Write t five times as you say /t/. Guide practice and provide corrective feedback as needed.

If children need additional practice connecting /p/ and /t/ to the letters p and t, see Practice Book page SS10 or the online activity.

Model: Display Word-Building Cards p, a, t. Model how to blend the sounds together as you run your finger under each letter. This is the letter p. It stands for /p/. This is the letter a. It stands for /a/. This is the letter t. It stands for /t/. Listen as I blend these sounds together: /paaat/.

Continue by modeling blending the words tap, sat, and map.

Guided Practice Display the Phonics Practice Activity. Guide practice, reading the words in the first row, blending the sounds; for example: /aaat/. The word is at. Have children blend each word with you. Have children practice by completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words and saying high-frequency words quickly. Provide corrective feedback as needed.

he, she, can

Review: I. like, do, to, you

Display the High-Frequency Word Cards he and can. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word he. This is the word he. Say it with me: he. He jumps up and down!

Spell The word he is spelled h-e. Spell it with me.

Write Let’s write the word in the air as we say each letter: h-e.

Repeat the same steps to introduce the words can and she. Use this sentence: We can run outside. She can kick the ball..

Have children work with a partner to make up sentences using the high-frequency words.

Use the same routine to review I, like, do, to, and you. Guide practice and provide corrective feedback as needed.

Day Four

Day 4

Syllable segmentation

Model: Show children how to segment a word into syllables. Then model how to count the syllables in a word. I am going to say a word. Then I will clap the syllables, or word parts, that I hear. Tell children that a syllable has only one vowel sound. Listen: pancake, pan (clap) cake (clap). The word pancake has two syllables, or word parts. Continue modeling syllable segmentation, clapping for each syllable, using the words butter, fan, piano, and January.

Guided Practice/Practice Now, let’s clap the syllables as we say the word pancake: pan (clap) cake (clap). We clapped two times because pancake has two syllables. Have children segment each word into syllables and count the number of syllables. If any children struggle, have them place their hands underneath their chins. Tell them that as they say a word, a new syllable happens every time their chin drops.

Say: Listen to these words. Clap the syllables in each word. Count the syllables and tell me how many syllables you hear. Guide practice and provide corrective feedback as needed.

little (2) Sunday (2) funny (2) book (1) together (3)

running (2) mop (1) teacher (2) student (2) listen (2)

elephant (3) tomato (3) hop (1) rabbit (2) animal (3)

/n/ and /r/

Build Fluency: Display the ABC Teaching Poster.

Sing “Alphabet Song” with children and point to each letter. Note letters children have difficulty naming. Repeat, stopping on a. Ask: What’s the letter’s name? What’s the sound?

Model: Display the Nest Sound-Spelling Card. Teach the sound /n/ spelled n.

This is the Nest Sound-Spelling Card. The sound is /n/. The /n/ sound is spelled with the letter n. This is the sound at the beginning of nest. Listen: /nnnest/, nest. Watch as I write n. I’ll say /n/ as I write n.

Repeat with /r/ spelled r. Use the Rose Sound-Spelling Card.

This is the Rose Sound-Spelling Card. The sound is /r/. The /r/ sound is spelled with the letter r. This is the sound at the beginning of rose. Listen: /rrrōz/, rose. Watch as I write r. I will say /r/ as I write r.

Guided Practice: Have children practice connecting the letters and sounds through writing. Now do it with me. Say /n/ as I write n. Say /r/ as I write r. This time write n five times as you say /n/. Write r five times as you say /r/.

If children need additional practice connecting /n/ and /r/ with the letters n and r, see Practice Book page SS11 or the online activity.

Model: Display Word-Building Cards r, a, n. Model how to blend the sounds together as you run your finger under each letter. This is r. It stands for /r/. This is a. It stands for /a/. This is n. It stands for /n/. Listen as I blend: /rrraaannn/, ran.

Continue by modeling the words nap, rat, and man.

Guided Practice: Display the Phonics Practice Activity. Guide practice, reading each word in the first row, blending the sounds; for example: /aaannn/. The word is an. Have children blend with you. Have children practice by completing the remaining lines. Prompt children to read the connected text, sounding out decodable words.

go, a, has

Review: I. like, do, to, you, he, she, can

Display the High-Frequency Word Cards go, a, and has. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word go. This is the word go. Say it with me: go. We go to the store.

Spell The word go is spelled g-o. Spell it with me.

Write Let’s write the word in the air as we say each letter: g-o.

Repeat the steps to introduce the words a and has. Use these sentences: He reads a book. She has brown eyes.

Have children work with a partner to make up sentences using the high-frequency words.

Continue to review I, like, do, to, you, he, and can.

Tell children that they are now going to read the high-frequency words in a story. Have children turn to Practice Book page SS13. Walk through the Start Smart Reader, identifying the high-frequency words and pointing out the rebuses. Say: If we look at the rebuses, they all show clothing words. Clothing is a category of words. There can be other categories, such as color words or number words. I can identify the category word on page 1. Coat is a clothing word, or one thing of a specific type. The coat is warm.

Have children reread the story, pointing out the high-frequency words and identifying the category words pictured: coat, mittens, and boots. Have partners identify the high-frequency words and then identify a category and words. Have children use them in sentences. Guide practice as needed.

Day Five

Day 5

Rhyme

Review Use the Photo Cards for man and fan to show children how to identify rhyming words. Look at these two Photo Cards. I will say the name of each card: man (point to card), fan (point to card). The words man and fan rhyme because they both end in /an/. Listen: /m/ /an/, man; /f/ /an/, fan. Both man and fan end in /an/. They rhyme. Rhyming words end in the same sounds.

Now I will try to make some words that rhyme with man and fan. To do so, I need to think of other words that end in /an/. Listen as I try one: ran, /rrr/ /an/. The word ran rhymes with man and fan because it also ends in /an/: ran, man, fan.

Guided Practice Say each word pair. Ask children to identify which words rhyme and why.

Listen to these word pairs. If the words rhyme, say the words. I will then ask you why they rhyme. Think about what sounds the two words have in common at the end. If the words don’t rhyme, remain silent. Guide practice and provide corrective feedback as needed.

man/ran map/tap mat/hop

sad/bat sock/lock run/sun

hat/bat bit/sit hot/hit

Have children generate words that rhyme with each rhyming pair. Now listen as I say the words again. Let’s think of other words that rhyme with the rhyming pairs. Continue to guide practice and provide corrective feedback as needed.

short i

Build Fluency: . Display Word-Building Cards a, i, m, n, p, r, s, t. Have children chorally say the sounds as you point to the letters. Then repeat and vary the pace.

Model: Display the Insect Sound-Spelling Card. Teach the sound /i/ spelled i.

This is the Insect Sound-Spelling Card. The sound is /i/. The /i/ sound is spelled with the letter i. This is the sound at the beginning of the word insect. Listen: /iiinsekt/, insect. Watch as I write the letter i. I will say /i/ as I write the letter i several times.

Guided Practice: Have children practice connecting the letter and sound through writing. Now do it with me. Say /i/ as I write the letter i. This time, write the letter i five times as you say the /i/ sound.

If children need additional practice connecting /i/ to the letter i, see Practice Book page SS15 or the online activity.

Practice: Display Word-Building Cards i, n. Model how to blend the sounds together as you run your finger under each letter. This is the letter i. It stands for /i/. This is the letter n. It stands for /n/. Listen as I blend these sounds together: /iiinnn/, in.

Continue by modeling the words pin, it, and sit

Guided Practice: Display the Phonics Practice Activity. Guide practice, reading each word in the first row, blending the sounds; for example: /iiinnn/. The word is in. Have children blend each word with you. Have children practice, completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Provide corrective feedback as needed.

Review Day

Display the High-Frequency Word Cards for I, like, do, to, you, he, can, go, a, and has. Have children Read/Spell/Write each word.

Read Point to and say the word go. This is the word go. Say it with me: go. I will go to my desk.

Spell The word go is spelled g-o. Spell it with me.

Write Let’s write the word in the air as we say each letter: g-o.

Use the Read/Spell/Write routine to review previously taught words.

Point to a word and call on a child to Read/Spell/Write it. Challenge the child to use the word in a sentence. Then have partners work together to create sentences using as many of the high-frequency words as they can. Guide practice and provide corrective feedback as needed.

Day One

Day 1

Onset and Rime

Model: Show children how to blend words by their onset and rime. I am going to say a word in parts. I’ll say the first sound in a word, and then I’ll say the rest of the word. I want you to listen carefully. Then I will put the sounds together to say the word as a whole. Listen: /fff/ /it/. Now listen as I put the sounds together. /fffiiit/, fit. The word is fit.

Let’s try another one: /fff/ /ish/. Listen as I put the sounds together: /fffiiish/, fish. The word is fish.

Guided Practice/Practice Now, let’s do one together. I’m going to say the first sound in a word, and then I’ll say the rest of the word. Listen carefully: /ch/ /ip/. Now let’s blend the sounds together: /chiiip/ chip. The word is chip. Continue to have children practice blending onsets and rimes using the examples below. Guide practice and provide corrective feedback as needed.

/f/ /an/ /f/ /at/ /f/ /iks/ /f/ /il/ /m/ /ap/

/m/ /at/ /m/ /is/ /m/ /iks/ /s/ /at/ /s/ /ad/

/s/ /ik/ /s/ /ip/ /k/ /at/ /k/ /an/ /d/ /ish/

/d/ /ig/ /h/ /it/ /h/ /at/ /t/ /ip/ /p/ /in/

c, k, and f

Build Fluency:.Display Word-Building Cards a, c, f, i, m, n, p, r, s, t. Have children chorally say each sound. Then repeat and vary the pace.

Model: Display the Camel Sound-Spelling Card. Teach /k/ spelled c.

This is the Camel Sound-Spelling Card. The sound is /k/. The /k/ sound can be spelled with the letter c. This is the sound at the beginning of the word camel. Listen: /k/ /k/ /k/, camel. Watch as I write c. I will say /k/ as I write the letter c.

Repeat with the Fire Sound-Spelling Card. Teach /f/ spelled f.

This is the Fire Sound-Spelling Card. The sound is /f/. The /f/ sound is spelled with the letter f. This is the sound at the beginning of the word fire. Listen: /fffīr/, fire. Watch as I write f. I will say /f/ as I write the letter f.

Guided Practice: Guide children to practice connecting the letters and sounds through writing. Now do it with me. Say /k/ as I write the letter c. Say /f/ as I write the letter f. This time, write the letter c five times as you say the /k/ sound. Write the letter f five times as you say /f/. Provide corrective feedback as needed.

For independent practice connecting the sounds /k and /f/ with the letters c and f, use Practice Book page SS19 or the online activity.

Model: Display Word-Building Cards f, a, n. Model how to blend the sounds together as you run your finger under each letter. This is the letter f. It stands for /f/. This is the letter a. It stands for /a/. This is the letter n. It stands for /n/. Listen as I blend these sounds together: /fffaaannn/, fan. Continue by modeling blending can, fat, and cat.

Guided Practice: Display the Phonics Practice Activity. Read each word in the first row, blending the sounds; for example: /aaannn/.

The word is an. Have children blend each word with you. Complete the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Guide practice and give corrective feedback as needed.

This, is

Review: Last Week's words

Display the High-Frequency Word Cards this and is. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word is. This is the word is. Say it with me: is. My shirt is blue.

Spell The word is is spelled i-s.Spell it with me.

Write Let’s write the word in the air as we say each letter: i-s.

Follow the same steps to introduce the word this. Use this sentence: This is my dog, Bo.

Have children work in pairs to make up sentences using the words.

Use the same routine to review the words I, like, do, to, you,he, can, go, a, and has. Guide practice and provide corrective feedback as needed.

Day Two

Syllabe Segmentation

Model Show children how to segment a word into syllables. Then model how to count the syllables in a word. I am going to say a word. Then I will clap the syllables, or word parts, that I hear. Remember that each syllable has only one vowel sound. Listen: basket: bas (clap) ket (clap). The word basket has two syllables, or word parts. Continue to model segmenting syllables with the words rug, apricot, and trusting.

Guided Practice/Practice Clap the syllables with me as we say the word basket: bas (clap) ket (clap). You clapped two times because basket has two syllables. Have children segment each word into syllables and count the number of syllables. If they have difficulty, have them place their hands underneath their chin. Tell children that as they say a word, a new syllable happens every time their chin drops.

Listen to these words. Clap the syllables in each word. Count how many syllables you hear. Guide practice and provide corrective feedback as needed.

basketball (3) Monday (2) silly (2) tomorrow (3)

yesterday (3) desk (1) chalkboard (2) rhinoceros (4)

potato (3) California (4) cafeteria (5) tumble (2)

Children can practice segmenting and counting syllables independently, using Practice Book, page SS17 or the online activity.

Short o

Build Fluency: Display Word-Building Cards a, c, f, i, m, n, o, p, r, s, t. Have children chorally say the sound for each. When finished, repeat and vary the pace.

Model: Display the Octopus Sound-Spelling Card. Teach the sound /o/ spelled o.

This is the Octopus Sound-Spelling Card. The sound is /o/. The /o/ sound is spelled with the letter o. This is the sound at the beginning of the word octopus. Listen: /ooo/, octopus. Watch as I write o. I will say /o/ as I write o several times.

Guided Practice: Have children practice connecting the letter and sound through writing. Now do it with me. Say /o/ as I write the letter o. This time, write o five times as you say the /o/ sound. Guide practice and provide corrective feedback as needed.

If children need additional practice blending words with short o, see Practice Book page SS20 or the online activity.

Model: Display Word-Building Cards o, n. Model how to blend the sounds together as you run your finger under each letter. This is the letter o. It stands for /o/. This is the letter n. It stands for /n/. Listen as I blend these sounds together: /ooonnn/, on. Continue by modeling the words mop, top, and not.

Guided Practice: Display the Phonics Practice Activity. Guide Practice, reading each word in the first row, blending the sounds; for example: /ooonnn/. The word is on. Have children blend each word with you. Have children practice by completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Continue to provide corrective feedback as needed.

my, look, little

Review: Lasst Week's words + this, is

Display the High-Frequency Word Cards my, look, and little. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word my. This is the word my. Say it with me: my. My hair is brown.

Spell The word my is spelled m-y. Spell it with me.

Write Let’s write my in the air as we say each letter: m-y.

Follow the same steps to introduce the words look and little. Use these sentences: Look at my new hat! The cat is little.ave partners use the high-frequency words in sentences.

Use the same routine to review I, like, do, to, you, he, can, go, a, has, this, and is.

Tell children that they are now going to read the high-frequency words in a story. Have children turn to Practice Book page SS21. Walk through the Start Smart Reader, identifying the high-frequency words and pointing out the rebuses. Say: If we look at the rebuses, they all show words in the animal category. I can identify the animal word on page 1. A giraffe is an animal. A giraffe is very tall.

Have children reread the story, pointing out the high-frequency words and identifying the pictured category words: giraffe, monkey, and bear. Have partners select another category and identify words in it. Then ask them to use the high-frequency words and the new category words in sentences. Guide practice as needed.

Day Three

Phoneme Isolation

Model Show children how to isolate initial and final /d/. Emphasize the sound as you say the word, especially in the final position. I am going to say a word and then say the first, or beginning, sound in the word. Listen: dog. The beginning sound in dog is /d/. Say the sound with me: /d/. Notice how my lips are apart and slightly pushed out when I say /d/.

Now listen to the last, or ending, sound in a word: sad. The ending sound in sad is /d/. Say the sound with me: /d/.

Repeat with the /h/ sound, using the words hat and him.

Guided Practice/Practice: Guide children to practice isolating initial and final sounds. Listen to these words. Say the first, or beginning, sound you hear with me. Guide practice and provide corrective feedback as needed.

duck nose horse door hop nice

box map bus chip flies rush

Now say the last, or ending, sound you hear in these words.

sit run map bed fan read

wish bull trim best math buzz

Children can practice isolating phonemes independently, using Practice Book page SS18 or the online activity.

d and h

Build Fluency: Display Word-Building Cards a, c, d, f, h, i, m, n, o, p, r, s, t. Have children chorally say each sound. Then repeat and vary the pace

Model: Display the Dolphin Sound-Spelling Card. Teach /d/ spelled d.

This is the Dolphin Sound-Spelling Card. The sound is /d/. The /d/ sound is spelled with the letter d. This is the sound at the beginning of dolphin. Listen: /d/ /d/ /d/, dolphin. Watch as I write d. I will say /d/ as I write d several times.

Repeat with /h/ spelled h. Use the Hippo Sound-Spelling Card.

This is the Hippo Sound-Spelling Card. The sound is /h/. The /h/ sound is spelled with the letter h. This is the sound at the beginning of hippo. Listen: /h/ /h/ /h/, hippo. Watch as I write h. I will say /h/ as I write the letter h several times.

Guided Practice: Have children practice connecting the letters and sounds through writing. Now do it with me. Say /d/ as I write d. Say /h/ as I write the letter h. This time, write d five times as you say /d/. Write h five times as you say /h/.

If children need additional practice connecting letters to sounds with /d/d and /h/h, see Practice Book page SS24 or the online activity.

Model: Display Word-Building Cards h, a, d. Model how to blend the sounds as you run your finger under each letter. This is h. It stands for /h/. This is a. It stands for /a/. This is d. It stands for /d/. Listen as I blend these sounds: /haaad/, had. Continue by modeling the words dad, hip, and dip.

Guided Practice: Display the Phonics Practice Activity. Guide practice, reading the words in the first row, blending the sounds; for example: /diiid/. The word is did. Have children blend each word with you. Have children practice by completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Provide corrective feedback as needed.

Extend: Write and read aloud is and his. Underline the letter -s at the end of each word. Explain that sometimes the letter s at the end of a word has the /z/ sound. Have children say the words is and his with you, emphasizing the /z/ sound.

where, here

Revew: this, is, my, look, little

Display the High-Frequency Word Cards where and here. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word where. This is the word where. Say it with me: where. Where is my pencil?

Spell The word where is spelled w-h-e-r-e. Spell it with me.

Write Let’s write the word in the air as we say each letter: w-h-e-r-e.

Follow the same steps to introduce the word here. Use this sentence: Here it is!

Have children work in pairs to make up sentences using the words.

Use the same routine to review I, like, do, to, you, he, can, go, a, has, this, is, my, look, and little. Guide practice and provide corrective feedback as needed.

Day Five

Rhyme

Review Use the Photo Cards for mop and top to show children how to identify rhyming words. Then model how to generate rhyming words. Look at these two Photo Cards. I will say the name of each card: mop (point to card), top (point to card). The words mop and top rhyme because they both end in /op/. Listen: /m/ /op/, mop; /t/ /op/, top. Both mop and top end in /op/, so they rhyme. Rhyming words end in the same sounds.

Now I will try to make other words that rhyme with mop and top. To do so, I need to think of words that end in /op/. Listen as I try one: /h/ /op/, hop. The word hop rhymes with mop and top because it also ends in /op/. Mop, top, hop.

Review Say each word pair. Ask children to identify if the words rhyme and tell how they know. Guide practice and provide corrective feedback as needed.

Listen to these word pairs. If the words rhyme, say the words. I will then ask you why they rhyme. Think about what sounds the two words have in common at the end.

not/lot rob/job mop/cat

dot/hot bag/pig sock/lock

rod/red bit/sit sad/mad

Guide children to generate additional words that rhyme with each rhyming pair. Now listen as I say the rhyming words again. Let’s think of other words that rhyme with these pairs.

b and l

Build Fluency: . Display Word-Building Cards a, b, c, d, e, f, h, i, l, m, n, o, p, r, s, t. Have children chorally say the sounds. Repeat and vary the pace.

Model: Display the Bat Sound-Spelling Card. Teach /b/ spelled b. Say: This is the Bat Sound-Spelling Card. The sound is /b/. The /b/ sound is spelled with the letter b. This is the sound at the beginning of bat. Listen: /b//b/ /b/, bat. I will say /b/ as I write b several times.

Repeat with /l/ spelled l. Use the Lemon Sound-Spelling Card.

This is the Lemon Sound-Spelling Card. The sound is /l/. The /l/ sound is spelled with the letter l. This is the sound at the beginning of lemon. Listen: /l/ /l/ /l/, lemon. I will say /l/ as I write I several times.

Guided Practice: Guide children to practice connecting the letters and sounds through writing. Now do it with me. Say /b/ as I write the letter b. Say /l/ as I write l. This time, write b five times as you say /b/. Write l five times as you say /l/. Guide practice and provide corrective feedback as needed.

For independent practice connecting /b/ and /l/ to the letters b and l, have children complete Practice Book page SS29 or the online activity.

Model: Display Word-Building Cards l, i, d. Model blending the sounds as you point to each letter. This is l. It stands for /l/. This is i. It stands for /i/. This is d. It stands for /d/. Listen as I blend: /llliiid/, lid.

Continue modeling, blending the words bat, lip, and bill.

Guided Practice: Display the Phonics Practice Activity. Guide practice, read each word in the first row, blending the sounds; for example: /baaat/. The word is bat. Have children blend each word with you. Have children practice by completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Listen in and provide corrective feedback as needed.

For independent practice, have children read the words and connected text aloud chorally or with a partner.

Write and read aloud fell. Underline the letters -ll at the end of the word. Explain that the last sound is /l/, but it is spelled with two l’s instead of one letter l. Have children say the word fell with you.

Review Day

Display the High-Frequency Word Cards this, is, my, look, little, where, here, play, the, and we. Have children Read/ Spell/ Write each word.

Read Point to and say the word here. This is the word here. Say it with me: here. Can you come here?

Spell The word here is spelled h-e-r-e. Spell it with me.

Write Let’s write the word in the air as we say each letter: h-e-r-e.

Use the routine to review the other words.

Point to a word and call on a child to Read/Spell/Write it. Challenge the child to use the word in a sentence. Then have partners work together to create sentences using as many of the high-frequency words as they can. Guide practice and provide corrective feedback as needed.

Day One

Phoneme Blending

Model: Show children how to blend words phoneme by phoneme. I am going to say a word sound by sound. Listen carefully to each sound. Then I will put the sounds together to say the word as a whole. Let’s try one. The beginning sound is /k/. The ending sound is /ē/. There are two sounds in this word. Listen as I put the sounds together: /kēēē/, key. The word is key.

Let’s try another one: There are three sounds in this word. The beginning sound is /b/. The middle sound is /a/. The ending sound is /k/. Listen as I put all three of the sounds together: /baaak/, back. The word is back. Continue to model blending phonemes with the words /a/ /n/ /d/, and; /p/ /l/ /ā/, play; /p/ /l/ /a/ /n/ /t/, plant; and /i/ /n/ /ch/, inch.

Guided Practice/Practice Have children practice blending phonemes to form words. Listen to each sound. Blend the sounds together to make a word. Guide practice and provide corrective feedback as needed.

/k/ /i/ /s/ (kiss) /k/ / ī/ /t/ (kite) /s/ /k/ / ī/ (sky)

/k/ /i/ /d/ (kid) /k/ / ē/ /p/ (keep) /b/ /l/ /e/ /n/ /d/(blend)

/k/ /i/ /k/ (kick) /l/ /o/ /k/ (lock) /f/ /l/ /ē/ (flee)

/p/ /a/ /k/ (pack) /s/ /i/ /k/ (sick) /ē/ /s/ /t/(east)

For independent practice blending phonemes, use Practice Book page SS31 or the online activity.

k, c, and ck

Build Fluency:.Display Word-Building Cards a, b, c, ck, d, e, f, h, i, k, l, m, n, o, p, r, s, t. Have children chorally say the sound for each card. When finished, repeat and vary the pace.

Model: Display the Koala Sound-Spelling Card. Teach /k/ spelled k.

This is the Koala Sound-Spelling Card. The sound is /k/. The /k/ sound can be spelled with the letter c. The /k/ sound can also be spelled with the letter k. This is the sound at the beginning of the word koala. Listen: /k/ /k/ /k/, koala. Watch as I write k. I will say /k/ as I write k several times.

Repeat with /k/ spelled ck. Point out that ck never appears at the beginning of a word.

The sound is /k/. Often the /k/ sound can be spelled with the letters ck at the end of a word. These two letters, c and k, together make one sound, /k/. That’s called a digraph. This is the sound at the end of duck. Listen: /duuuk/, duck. Watch as I write the digraph ck. I will say /k/ as I write the digraph ck several times.

Guided Practice: Have children practice connecting the letters and sounds through writing. Now do it with me. Say /k/ as I write k. Say /k/ as I write ck. Write k five times as you say /k/. Write ck five times as you say /k/. Guide practice and provide corrective feedback as needed.

To have children independently practice connecting /k/ with k and ck, use Practice Book page SS33 or the online activity.

Model: Display Word-Building Cards k, i, ck. Model blending the sounds as you point to each letter. This is k. It stands for /k/. This is i. It stands for /i/. This is the digraph ck. It stands for /k/. Listen as I blend these sounds: /kiiik/, kick. Continue by modeling the words kit, kid, sick, stick, and lock.

Guided Practice: Display the Phonics Practice Activity. Guide practice, read the words and blend the sounds in the first row; for example: /kiiit/. The word is kit. Have children blend each word with you. Have children practice, completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words.

Write and read aloud the word snack. Underline sn at the beginning of the word. Say: This word begins with the consonants sn. They stand for the /sn/ sounds. You can still hear both sounds. The letters s and n together form a blend and not a digraph, like ck. Listen as I use this blend at the beginning of this word /sssnnnaaak/, snack. Repeat with the words snap, stick, stack, spot, and spin. Have children identify the sounds in the initial blends.

Are, me

Review: Last week's words

Display the High-Frequency Word Cards are and me. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word are. This is the word are. Say it with me: are. We are in the classroom.

Spell The word are is spelled a-r-e. Spell it with me.

Write Let’s write the word in the air as we say each letter: a-r-e.

Follow the same steps to introduce the word me. Use this sentence: My friend gave me a book.

Have partners make up sentences using the words.

Use the same routine to review I, like, do, to, you, he, can, go, a, has, this, is, my, look, little, where, here, play, the, and we. Guide practice and provide corrective feedback as needed.

You may wish to continue your Word Bank by adding this week’s high-frequency words. Remember to place related words together, such as words that contain the same spelling patterns. As children master words, remove them from the Word Bank.

Day Two

Phoneme Blending

Model Show children how to blend words by phoneme. I am going to say a word sound by sound. I want you to listen carefully. Then I will put the sounds together to say the whole word. Let’s try one. The beginning sound is /u/. The ending sound is /p/. Listen as I put the sounds together: /uuup/, up. The word is up.

Let’s try another one: The beginning sound is /b/. The middle sound is /u/. The ending sound is /s/. Listen as I put the sounds together: /buuusss/, bus. The word is bus.

Continue to model blending phonemes to form the words stun, rust, trust, and flush.

Guided Practice/Practice Have children practice blending phonemes to make words. Say: Let’s do one together. Listen to these sounds: /l/ /a/ /sh/. Now, let‘s blend the sounds together to make a word: /lllaaash/, the word is lash. Continue, having children blend sounds to form the following words. Continue to guide practice and provide corrective feedback as needed.

/u/ /s/ (us) /f/ /u/ /n/ (fun) /s/ /t/ /u/ /k/ (stuck)

/t/ /u/ /b/ (tub) /h/ /u/ /t/ (hut) /p/ /l/ /u/ /s/ (plus)

/s/ /u/ /n/ (sun) /p/ /u/ /p/ (pup) /s/ /k/ /u/ /n/ /k/(skunk)

/b/ /u/ /g/ (bug) /b/ /u/ /n/ (bun) /t/ /r/ /u/ /n/ /k/ (trunk)

Short u

Build Fluency: Display Word-Building Cards a, b, c, ck, d, e, f, h, i, k, l, m, n, o, p, r, s, t, u. Have children chorally say the sound for each card. When finished, repeat and vary the pace.

Model: Display the Umbrella Sound-Spelling Card. Teach /u/ spelled u.

This is the Umbrella Sound-Spelling Card. The sound is /u/. The /u/ sound is spelled with u. This is the sound at the beginning of umbrella. Listen: /u/ /u/ /u/, umbrella. Watch as I write u. I will say /u/ as I write the letter several times.

Guided Practice: Have children practice connecting the letter and sound through writing. Now do it with me. Say /u/ as I write the letter u. This time, write the letter u five times as you say /u/. Guide practice and provide corrective feedback as needed.

If children need additional practice connecting the letter u to the sound /u/, see Practice Book page SS34 or the online activities.

Model: Display Word-Building Cards u, p. Model how to blend the sounds together as you run your finger under each letter. This is the letter u. It stands for /u/. This is the letter p. It stands for /p/. Listen as I blend these sounds together: /uuup/, up. Continue by modeling the words cup, sun, and bus.

Guided Practice: Display the Phonics Practice Activity. Guide practice, reading each word in the first row, blending the sounds; for example: /uuup/. The word is up. Have children blend each word with you. Have children practice by completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words.

she, with, for

Review: Last week's words + are, me

Display the High-Frequency Word Cards she, with, and for. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word with. This is the word with. Say it with me: with. I eat crackers with cheese.

Spell The word with is spelled w-i-t-h. Spell it with me.

Write Let’s write with in the air as we say each letter: w-i-t-h.

Follow the same steps to introduce the words she and for. Use these sentences: She plays soccer. This book is for you.

Have partners use the high frequency words in sentences.

Review the words I, like, do, to, you, he, can, go, a, has, this, is, my, look, little, where, here, play, the, we, are, and me.

Tell children that they are now going to read the high frequency words in a story. Have children turn to Practice Book page SS35. Walk through the Start Smart Reader, identifying the high-frequency words and pointing out where the characters are in relation to one another and what they are doing. Say: We can use position words to describe where the characters are. I look at the illustration on page 1. The child is riding on a bike. Now I’ll say another sentence about the child’s position. The child is riding on a path.

Have children reread, pointing out the high-frequency words and using position words in sentences that describe the characters’ interaction in the pictures: I can ride on my bike on the path. She is riding behind me. I am in front of her on my bike. We are standing next to our bikes. She is next to me. We are across from each other. She tosses a ball across to me. Partners can then identify the high-frequency words and the position words they used in their sentences.

Have partners use the position words to describe the location of other people in the classroom relative to their own. Guide practice and provide corrective feedback as needed.

Day Three

Phoneme Segmentation

Model Show children how to segment a word phoneme by phoneme. I am going to say a word. Then I will say it sound by sound. Listen carefully. The word is am. Listen as I stretch the sounds: /aaammm/. (Move hands as if pulling a rubber band as you stretch the sounds.)

Now I will say the sounds in the word am, one at a time. I will place one counter in each box of the Response Board as I move from sound to sound. Watch: /aaa/ (place counter in the first box); /mmm/ (place counter in the second box). The word am has two sounds: /a/ /m/.

Repeat, modeling segmenting the words sat, clay, and plank.

Guided Practice/Practice Have children practice segmenting words into phonemes. Guide practice and provide corrective feedback as needed.

Now it’s your turn. I will say a word. Say the sounds and stretch the word with me. Then place one counter in each box for each sound you hear in the word.

at (2) mat (3) sat (3) rat (3)

an (2) man (3) fan (3) ran (3)

egg (2) leg (3) beg (3) bag (3)

set (3) wet (3) get (3) red (3)

end (3) wind (4) spin (4( spend (5)

Children can practice segmenting words into phonemes independently, using Practice Book page SS32 or the online activity.

g and w

Build Fluency: Display Word-Building Cards a, b, c, ck, d, e, f, g, h, i, k, l, m, n, o, p, r, s, t, u, w. Have children chorally say each sound as you point to a letter. When finished, repeat and vary the pace.

Model: Display the Guitar Sound-Spelling Card. Teach /g/ spelled g.

This is the Guitar Sound-Spelling Card. The sound is /g/. The /g/ sound is spelled with the letter g. This is the sound at the beginning of guitar. Listen: /g/ /g/ /g/, guitar. Watch as I write g. I will say /g/ as I write the letter g several times.

Repeat with /w/ spelled w. Use the Window Sound-Spelling Card.

This is the Window Sound-Spelling Card. The sound is /w/. The /w/ sound is spelled with the letter w. This is the sound at the beginning of window. Listen: /w/ /w/ /w/, window. Watch as I write w. I will say /w/ as I write the letter w several times.

Guided Practice: Have children practice connecting the letters and sounds through writing. Now do it with me. Say /g/ as I write g. Say /w/ as I write w. This time, write g five times as you say /g/. Write w five times as you say /w/.

If children need additional practice connecting letters to sounds with /g/g and /w/w, see Practice Book page SS38 or the online activity.

Model: Display Word-Building Cards g, e, t. Model how to blend the sounds as you run your finger under each letter. This is g. It stands for /g/. This is e. It stands for /e/. This is t. It stands for /t/. Listen as I blend these sounds: /geeet/, get. Continue by modeling the words wet, gum, bag, and win.

Guided Practice: Display the Phonics Practice Activity. Guide practice, reading each word in the first row, blending the sounds; for example: /eeeg/. The word is egg. Have children blend each word with you. Children can practice, completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Provide corrective feedback as needed.

and, have

Review: are, me, she, with, for

Model Display the High-Frequency Word Cards and and have. Use the Read/Spell/Write routine to teach each word.

Read Point to and say the word and. This is the word and. Say it with me: and. I like rice and beans.

Spell The word and is spelled a-n-d. Spell it with me.

Write Let’s write the word in the air as we say each letter: a-n-d.

Follow the same steps to introduce the word have. Use this sentence: They have fast bikes!

Have children work in pairs to make up sentences using the words.

Use the same routine to review I, like, do, to, you, he, can, go, a, has, this, is, my, look, little, where, here, play, the, we, are, me, she, with, and for. Guide practice and provide corrective feedback as needed.

Day Five

Day 5

Rhyme

Review Use the Photo Cards to show children how to identify rhyming words. Then model how to generate rhyming words. Look at these two Photo Cards. I will say the name of each card: queen (point to card), green (point to card). The words queen and green rhyme because they both end in /ēn/. Listen: /kw/ /ēn/, queen; /gr/ /ēn/, green. Both queen and green end in /ēn/. They both rhyme. Rhyming words end in the same sounds.

Now I will try to think of other words that rhyme with queen and green. To do so, I need to think of words that end in /ēn/. Listen as I try one: /s/ /ēn/. The word seen rhymes with the words queen and green because it also ends in the sounds /ēn/: queen, green, seen all end with the sounds /ēn/ and rhyme.

ReviewSay each word pair. Ask children to identify if they rhyme and why or why not.

Listen to these word pairs. If the words rhyme, say the words. I will then ask you why they rhyme. Think about what sounds the two words have in common at the end. If the words don’t rhyme, remain silent. Guide practice and provide corrective feedback as needed.

yet/let zip/rip zip/zap

yell/bell yes/win yard/yak

zoom/boom jet/bet jog/fog

Have children generate words that rhyme with the rhyming pairs. Now listen as I say the words again. Let’s think of other words that rhyme with each rhyming pair..

j, y, and z

Build Fluency: . Display Word-Building Cards a, b, c, ck, d, e, f, g, h, i, j, k, l, m, n, o, p, qu, r, s, t, u, v, w, x, y, z. Have children chorally say the sound for each card as you point to the letters. When finished, repeat and vary the pace.

Model: Display Word-Building Cards z, i, p. Model how to blend the sounds as you run your finger under each letter. This is z. It stands for /z/. This is i. It stands for /i/. This is p. It stands for /p/. Listen as I blend: /zzziiip/, zip.

Continue modeling, blending the words zap, yes, yet, jet, and jog.

Guided Review: Display the Phonics Practice Activity. Guide practice, reading the words in the first row, blending the sounds; for example: /yyyeeesss/. The word is yes. Have children blend each word with you. Have children practice, completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Guide practice and provide corrective feedback as needed.

Model: z, i, p. Model how to blend the sounds as you run your finger under each letter. This is z. It stands for /z/. This is i. It stands for /i/. This is p. It stands for /p/. Listen as I blend: /zzziiip/, zip.

Continue modeling, blending the words zap, yes, yet, jet, and jog.

Guided Review: Display the Phonics Practice Activity. Guide practice, reading the words in the first row, blending the sounds; for example: /yyyeeesss/. The word is yes. Have children blend each word with you. Have children practice, completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Guide practice and provide corrective feedback as needed.

Review Day

Display High-Frequency Word Cards for are, me, she, with, for, and, have, see, said, and was. Have children Read/ Spell/Write each word.

Read Point to and say the word said. This is the word said. Say it with me: said. The boy said he was cold.

Spell The word said is spelled s-a-i-d. Spell it with me.

Write Let’s write the word in the air as we say each letter: s-a-i-d.

Use the Read/Spell/Write routine to review previously taught words.

Point to a word and call on a child to Read/Spell/Write it. Challenge the child to use the word in a sentence. Then have partners work together to create sentences using as many of the high-frequency words as they can. Guide practice and provide corrective feedback as needed.