Book 1a Workshop - Neuhaus

Basic Language Skills

Book 1a Follow-Up

©Neuhaus Education Center. All rights reserved.

(713)664-7676 www.neuhaus.org Page 1

Basic Language Skills Book 1a Follow-Up

8:30 – 9:30 Review Phoneme Inventory and Daily Schedule Book 1 Demonstration Lesson Concept 35 9:40-10:15 Lesson Planning

Concept Manual, Scientific Spelling Manual, Colors and Shapes of Language Manual

10:15 – 11:15 Reading Concepts and Procedures: Decks, Concept Review and Planning for Reading Practice

11:25 – 12:00 Spelling Practice 12:00 – 1:00 Lunch 1:00 – 1:50 Diagnostic and Prescriptive Teaching: Mastery Check I

Sound Board Activity 2:00 – 3:00 Additional Information for Handwriting and Extended

Reading 3:00 – 3:30 Additional Time for Individual Questions


Book 1a Follow-Up




Book 1a Follow-Up



Introduction


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Book 1a Follow-Up


(713) 664-7676 www.neuhaus.org Page 5

Phoneme Inventory Key Word Phoneme

apron /ā/ _____________________ equal /ē/ _____________________ iris /ī/ _____________________ opener /ō/ _____________________ unicorn /ū/ _____________________ itch /ĭ/ _____________________ echo /ĕ/ _____________________ apple /ă/ _____________________ octopus /ŏ/ _____________________ umbrella /ŭ/ _____________________ book /oo/ _____________________ moon /oo/ _____________________ saucer /au/ _____________________ coil /oi/ _____________________ out /ou/ _____________________ fern /er/ _____________________ star /ar/ _____________________ fork /or/ _____________________ bat /b/ _____________________ dog /d/ _____________________ fish /f/ _____________________ goat /g/ _____________________

Key Word Phoneme

house /h/ _____________________ jam /j/ _____________________ kite /k/ _____________________ box /k//s/ _____________________ queen /k//w/ _____________________ leaf /l/ _____________________ mitten /m/ _____________________ nest /n/ _____________________ pig /p/ _____________________ rabbit /r/ _____________________ sock /s/ _____________________ table /t/ _____________________ valentine /v/ _____________________ wagon /w/ _____________________ yarn /y/ _____________________ zipper /z/ _____________________ chair /ch/ _____________________ ship /sh/ _____________________ king /ng/ _____________________ mother /th/ _____________________ thimble /th/ _____________________ explosion /zh/ _____________________ whistle /hw/ _____________________


Book 1a Follow-Up




Book 1a Follow-Up



Book One Lesson


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Book 1a Follow-Up



BASIC LANGUAGE SKILLS BOOK 1 TIME GROUP MEETS ________________

SCHEDULE TIME Monday Tuesday Wednesday Thursday Friday

*RAPID NAMING 5 ______

*HANDWRITING 5 ______

READING DECKS 3-5 1. IRD 1. IRD 2. Word part deck

1. IRD 1. IRD 2. Word part deck

1. IRD

SPELLING DECKS 3-5 Oral Chalkboard, paper, &/or Carpet squares

Chalkboard, paper, &/or Carpet Squares

Chalkboard, paper, &/or Carpet squares


*CONCEPT 10 Concept 35 th = (th)

READING 5 Reading Practice 45 Review Reg. Word Deck

SPELLING 10 Con. Man. p. 36 Spelling Day 1 Add Spell. Deck Resp.

EXTENDED READING / WRITING

15-20 One-Page Reader 12

ORAL LANGUAGE 5 Unit:

Unit: Five (Tools Unit) Act. 6 Writing a Story

Unit:

Unit:

Unit:

READ ALOUD 5 Book: Little House on the Prairie

*On the days a New Concept is introduced, omit Rapid Naming and Handwriting.

TOTAL HOURS IN TRAINING HOURS IN TRAINING FOR THE WEEK


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Reading Practice 45

th

1. them bath thrift

2. thin math cloth

3. depth thing tenth

4. think moth thick

5. then thrill path


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(th) The (th) sound = th (think).

th

Exceptions:


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[It is now ten minutes until the big game. Tim is desperate. He asks his dog named Pal.]

“Pal, where’s the red sock?”

asks Tim.

Pal runs to get the red sock.

Pal has the red sock.

Tim is glad. The red sock is here.

Tim runs to get his bat and cap.

4

One-page Reader 12

Tim and His Red Sock [Read: It is thirty minutes before the big game. Tim is looking everywhere for his red sock. He can find one but not the other.]

Tick! Tock!

The clock ticks.

The clock tocks.

Where is the sock?

The red sock is missing.

Where is the red sock?

1


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[Tim looks everywhere. He looks under the chair, under the sofa and under the desk. Where is that red sock?]

Is the red sock here?



Where? Where is the sock?

Where? Where is the red sock?

2

[It is now fifteen minutes before the big game. Will Tim ever find that red sock?]

Tim asks, “Mom, where is the red

sock?”

“The red sock is missing?” Mom

asks.

“It’s not here. It is lost,” says Tim.

“Is it on the bed?” asks Mom.

“No, it is not,” says Tim.

“Hop to it!” says Mom. “We must

go!”

3


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Lesson Planning


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BASIC LANGUAGE SKILLS BOOK 1 (Last Sample Lesson Planned in Basic Language Skills) TIME GROUP MEETS ________________


*RAPID NAMING BLS Book 1 Notebook

5 1 min letter naming 1 min sound naming 1 min word reading

______ 1 min letter naming 1 min sound naming 1 min word reading

1 min letter naming 1 min sound naming 1 min word reading

______

*HANDWRITING BLS Book 1 Notebook

5 Obj. Proportions/connecting letters (green bar paper)

______ Teacher Chooses Teacher Chooses ______



1. IRD





*CONCEPT Concept Manual

10 ______ Concept 23 o = (ŏ) ______ ______ Concept 24 m = (m)

READING Concept Manual

5

Warm-up 3-4 words Reading Practice 25 Choose and Review Regular Word Deck

Reading Practice 26 Choose and Review Regular Word Deck

Warm-up 3-4 words Reading Practice 27 Choose and Review Regular Word Deck

Review Irregular Words R.P. 27a Sentences Review Irregular W. D.


SPELLING Concept Manual

10 Con. Man. p. 22 (day 3) Use derivative chart

Phon. Practice 34 Con. Man. p. 23 (day 1) Spell. Deck Response

Con. Man. p. 23 (day 2) Review Floss Rule

Con. Man. p. 23 (day 3)

Phon. Practice 35 Con. Man. p. 24

EXTENDED READING / WRITING Concept Manual

15-20 One-Page Reader 5 Reread Read. Practice 13a

Reread Read. Practice 17a

Begin Pals—First Story Focus on Accuracy

Reread Pals—First Story Focus on Fluency Summarize with Story Map

ORAL LANGUAGE Colors/Shapes Manual

5 Unit: Animal Writing a Story (cont.)

Unit: Animal Writing a Story (cont.)




READ ALOUD 5 Teacher Chooses Teacher Chooses Teacher Chooses Teacher Chooses Teacher Chooses


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BASIC LANGUAGE SKILLS BOOK 1 (Sample Lesson Plan)


*RAPID NAMING BLS Book 1 Notebook

5 ______ 1 min letter naming 1 min sound naming 1 min word reading

______ 1 min letter naming 1 min sound naming 1 min word reading

______

*HANDWRITING BLS Book 1 Notebook

5 ______ Teacher Chooses ______ Teacher Chooses ______



1. IRD





*CONCEPT Concept Manual

10 Concept 25 b = (b) ______ Concept 26 r = (r) ______ Concept 27 u = (ŭ)

READING Concept Manual

5 Reading Practice 29 Choose and Review Reg. Word Deck

Warm-up 3-4 words Reading Practice 30 Choose and Review Reg. Word Deck

Reading Practice 31 Choose and Review Reg. Word Deck

Review Irregular Words Reading Practice 31a Review Irregular W.D.

Reading Practice 32 Choose and Review Reg. Word Deck

SPELLING Concept Manual

10 Phon. Practice 36 Con. Man. p. 25 (day 1) Spell. Deck Response

Phon. Practice 48 Con. Man. p. 25 (day 2)

Phon. Practice 37 Con. Man. 26 (day 1) Spell. Deck Response

Phon. Practice 49 Spelling Dictation (day 2)

Spelling Dictation (day 1) Phon. Practice 38

EXTENDED READING / WRITING Concept Manual

15-20 Read 2nd Story in Pals—Accuracy

Reread 2nd Story in Pals—punctuation and Intonation

Reread 2nd Story in Pals—speaking to friend Summarize with SCAO

One-Page Reader 6 Reread Read. Practice 20a—punctuation and intonation

ORAL LANGUAGE Colors/Shapes Manual

5 Unit: Toys Naming

Unit: Toys Naming

Unit: Toys Describing (a) (orange describing hierarchy)

Unit: Toys Describing (b) (orange describing hierarchy)

Unit: Toys Listening to a Story and Questioning

READ ALOUD 5 Teacher Chooses Teacher Chooses Teacher Chooses Teacher Chooses ______


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BASIC LANGUAGE SKILLS BOOK 1 (Sample Lesson Plan) TIME GROUP MEETS ________________


*RAPID NAMING 5 1 min letter naming 1 min sound naming 1min word reading

______ ______ 1 min letter naming 1 min sound naming 1 min word reading

______

*HANDWRITING 5 Purpose Teacher Chooses

______ ______ Purpose Teacher Chooses

______



1. IRD





*CONCEPT 10 ______ Concept 28 k = (k) Concept 29 e = (e) ______ Concept 30 c = (k)

READING 5 Review Irregular Words Reading Practice 32a Review Irregular W.D.





SPELLING 10 Con. Man. p. 27 Spell. Deck Response

Phon. Practice 51 Con. Man. p. 28 Spell. Deck Response

Phon. Practice 40 Con. Man. p. 29 Spell. Deck Response

Phon. Practice 52 Con. Man. 29 Intro. (k) = k

Con. Man. 30 Intro. (k) = c


15-20 Read 3rd Story in Pals Accuracy

Reread 3rd Story in Pals Punctuation/Intonation

Reread 3rd Story in Pals as if Speak. to Friend

Read Glossary in Pals Accuracy

Reread Reading Practice 27a

ORAL LANGUAGE 5 Unit: Toys Retelling

Unit: Toys Listing

Unit: Toys Writing a Story (Narrative)

Unit: Toys Continue Writing Story

Unit: Toys Continue Writing Story

READ ALOUD 5 Teacher Chooses Teacher Chooses Teacher Chooses Teacher Chooses Teacher Chooses


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BASIC LANGUAGE SKILLS BOOK 1 TIME GROUP MEETS ________________


*RAPID NAMING 5

*HANDWRITING 5



1. IRD





*CONCEPT 10

READING 5

SPELLING 10


15-20

ORAL LANGUAGE 5 Unit:

Unit:

Unit:

Unit:

Unit:

READ ALOUD 5


Book 1a Follow-Up

© Neuhaus Education Center All rights reserved.


Reading Concepts and Procedures: Decks, Concept Review and Planning for Reading

Practice


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Book 1a Follow-Up



NEUHAUS EDUCATION CENTER

Comprehension: The Ultimate Goal of Reading

COMPREHENSIVE APPROACH TO LITERACY INSTRUCTION There are four important ideas about a comprehensive approach to literacy instruction: First: The two components of Literacy Instruction – Reading and Written

Expressive Language

Second: The two components of Reading Comprehension – Decoding and Listening Comprehension

1. 1. 2. 2. 3. 3. 4. 4. Note: Instant Word Recognition is acquired through repeated exposure to the word and from over learning the patterns of the language.

Third : The two components of Written Expressive Language – Mechanics and Composition/Creativity

1. 1. 2. 2. 3. 3. 4. 4. Fourth: The two components of instruction – Opportunities and Direct Instruction


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Reading Concepts and

Procedures

READING DECK

• Limit to 3 minutes

• Reading Deck for Book 1

• May begin a secure deck

– Letter and sound

– Sound only

• What NOT to do!

WORD PART DECK

• Suffix Deck in Book 1

• Review base word, suffix, and derivative

with this deck.

Ender Benders

BOOK 1 SUFFIXES

• #10 s

• #17 s

• #22 ing

• #38 less

• #39 ness

• #40 ful

• #48/49 ed

• #70 er

• #72 est

SPELLING DECK

• Green cards

• Limit to 3 minutes

• Write responses

AUDITORY-VISUAL DISCOVERY

• We teach new sound/symbol

correspondences through an Auditory-

Visual Discovery.

• What is the purpose of the Auditory-Visual

Discovery?


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REGULAR WORD DECK

• Select 2 to 3 words from each reading

practice to add to your deck.

• Use at the end of reading practice when

reading a word list.

• Limit to 1 minute.

• Retire words once they are automatic.

IRREGULAR WORD DECK

• Make the deck according to your Scope

and Sequence

• Watch for additional irregular words in

Tracks and Pals

• Review on days that have sentence

practices

READING SENTENCES: GUIDELINES

• Prepare silently.

• Review key vocabulary when needed

• Read aloud

• Question

• Reread


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TIPS ON WORD LISTS

• Use strategies similar to the ones used

with sentences.

– A word that means__

– A word that finishes the sentence

– A word that means the same as

– Give another meaning for a word

– A synonym, and antonym

– A rhyming word

IMPORTANCE OF SYLLABLE TYPES

• Refer to Handouts

Closed Open Vowel Pair

no

not

nook

Closed Open Vowel Pair

canteenpicnic

A NEW SYLLABLE TYPE

• Concept #51


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SYLLABLE DIVISION

(PAGES 239-241 IN TEXT BOOK)

• Always have a syllable division chart

available for reference.

• Review before doing a reading practice

using syllable division.

• Remember: The teacher does not read

the word.

SYLLABLE

1. # V’s, — , [2.

3. # C’s

4.

5.

6. ˇ ˉ ˆ ˜

7. °

8.

SYLLABLE DIVISION CONCEPT #52

napkin˘ ˘′

TEACHING VCCV

Person #1

dentist

Person #2

magnet

Reading Practice 77

Syllable Division – VCCV

1. sudden attic kitten

2. gallon traffic happen

3. carrot mammal possum

4. gallop mitten gossip

GRAMMAR

• Begin grammar at Concept 50

• See Appendix E


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Reading Practice 62a

Sentence Practice put (Review this irregular word.)

1. Add a cupful of crisp greens to the

green leeks, add the dressing, and toss.

(This sentence is about making a salad. Name kinds of lettuce. What are the

three ingredients in this salad? This sentence is a command.) 2. Put on a tan top with tweed slacks, a

belt and socks. (Talk about tweed. Who would wear tweed

slacks, a man or a woman? This sentence is a command.) 3. Do not swat the wasp! (Discuss wasp—meaning. “A”

in swat and wasp make the short (o) sound. Why? 4. As the pup licks the sweet wad of gum,

he wags his tail.

5. Jeff did not want to nap, so he was

resting on his cot.

6. Do not wash the tan tweed slacks with

the red top.


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Reading Practice 31a

Sentence Practice of, to, the

1. Rob and Bob stand on stilts.

2. Dad is fond of golf and Mom is not.

3. Damp rags sit in a tan bin.

4. The frogs hop to a big pond and plop.

5. Hang Mom’s tan bag on the brass

ring.


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Reading Practice Pages (5 minutes)

Word List Reading Practice Pages after an Auditory/Visual Discovery: 1. Distribute Reading Practice page.

2. Students code, prepare (read silently), and read orally.

3. Provide a method for correction.

4. Show Regular Word Deck. Review this deck as time permits. Word List Reading Practice Pages without an Auditory/Visual Discovery: 1. Warm-up with 4-6 words that are coded and read together.

2. Distribute Reading Practice page. 3. Students prepare and read orally. They code only if they need to code.

4. Provide a method of correction.

5. Show Regular Word Deck. Review this deck as time permits. Reading Practice Pages with Sentences or Passages: 1. Distribute Reading Practice page.

2. Review/introduce any necessary irregular reading words.

3. Students prepare and read orally. They code only if they need to code.

4. Re-read as time permits.

5. Show Irregular Word Deck. Review this deck as time permits. Note: Reading Practice pages with passages may be re-read during the Extended Reading activity on another day.


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Reading Practice 31

r = (r)

1. rag drag grip

2. ram drip trim

3. ran raft rob

4. rat grass ring

5. rod bring grasp Row 2—Circle the word that is the name of an animal. Tell me about it. Does it

have another meaning?

Row 3—Circle the word that means a method of transportation on water. What is

it made of?

Column 3—Circle two words that mean nearly the same.

Row 4—Look at the first word. What does it mean if you rat on someone?


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Syllable Sort Chart

Closed Syllable

Open Syllable

Vowel Pair Syllable


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Syllable Sort Chart

Vowel-r Syllable

Final Stable Syllable

Vowel-e Syllable


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Write words on this chart, cut apart, and use for syllable sort.


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SYLLABLE ÷

1. # V’s, - , ’[

2.

3. # C’s

4. ÷

5.

6.

7. 8.

˘

¯ ^ ˜

´

°

´

Enlarg

e at 155%

on 1

1” x

17” p

aper. Page 39


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SYLLABLE ÷ 1. # V’s, - , ‘[ 2. 3. # C’s 4. ÷ 5. 6. 7.

8.

´ ˘ ¯ ^ ˜

´

°

SYLLABLE ÷ 1. # V’s, - , ‘[ 2. 3. # C’s 4. ÷ 5. 6. 7.

8.

´ ˘ ¯ ^ ˜

´

°

SYLLABLE ÷ 1. # V’s, - , ‘[ 2. 3. # C’s 4. ÷ 5. 6. 7.

8.

´ ˘ ¯ ^ ˜

´

°

SYLLABLE ÷ 1. # V’s, - , ‘[ 2. 3. # C’s 4. ÷ 5. 6. 7.

8.

´ ˘ ¯ ^ ˜

´

°

Page 41


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Reading Practice 75

Syllable Division – VCCV

1. mascot picnic tablet

2. absent infant dentist

3. napkin plastic seldom

4. fabric atlas album


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Spelling Practice


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Extending Book One

Spelling Concepts


Book 1A

SPELLING PRACTICE

Concept Manual, page iii

• Introduction of a New Spelling Concept

• Phonology Practice

• Word Dictation Practice

• Phrase and Sentence Dictation

RULE WORDS

Double, drop, or

change

FLOSS RULE

• A one syllable word

• After one short vowel

• Ending in (f) (l) or (s)

• Is spelled ff, ll, or ss

WHERE WILL YOU KEEP STUDENT DICTATION

PAPERS?

• Sample Scientific Spelling Student Manual

SUGGESTIONS FOR SPELLING AND

DICTATION

• Give students the opportunity to find their own mistakes. Asking students to code helps direct them to their mistakes.

• Say, “Convince me that word spells ___________.


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MORE SUGGESTIONS

• Say, “I challenge the spelling of that word.”

• If students have difficulty holding on to the words during sentence dictation, you can give part of the sentence and then give the second part of the sentence.

MORE SUGGESTIONS

• It might be helpful for some students to

use counters or blocks to help them hold

on to words during sentence dictation.

– After dictating a sentence, students can

repeat the sentence moving a counter or

block for each word.

MORE SUGGESTIONS

• After Concept 22, stop unblending for the

students. They should be doing this

independently.

• When spelling derivatives, have students

separate the base word and suffix.

DERIVATIVE CHART

• Refer to handout for chart

• Concept Manual, Concept 39 (-less)

REVIEW

Spelling Practice—10 minutes

• Introduction of New Spelling Concept

• Phonology Practice

• Word Dictation Practice

• Phrase and Sentence Dictation Practice


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Dictation Procedures — Scientific Spelling Manual (purple section pages 12 and 16) Day 1 1. Look and Listen

Write any irregular words on the board. They are underlined in your concept manual.

Students look at the teacher and listen as the teacher dictates a sentence.

Students repeat the sentence.

Discuss the meaning of the sentence to help students get a visual picture.

Dictate the sentence again. 2. Echo

Students repeat the sentence until secure. 3. Write

Students write the sentence when given a signal by the teacher. Do not talk as students write.

4. Proofread (independent check)

After each sentence, have students silently reread the sentence checking for missing words, capitalization and punctuation, and spelling errors.

5. Repeat the process for each sentence. You do not have to dictate every sentence listed in the concept manual.

6. Take up the papers. Students will do a more specific proofread the next day. Day 2 Distribute papers.--Proofread 1. Check for Missing Words

Dictate a sentence.

Students touch each word to make sure all words are included. If a word is missing, students simply add the word.

Students place a check mark in the margin. 2. Check for Capitalization and Punctuation

Dictate the sentence again so students can listen to your intonation. This will help students determine the appropriate punctuation mark(s) to use.

Students place a check mark in the margin. 3. Check for Spelling Errors

Have students start with the last word in the sentence checking the spelling of each word. This takes the words out of context which helps students find spelling errors.

Write the sentence on the board starting with the first word. Students may orally spell each word as you write the word on the board.

Students place a check mark in the margin. Repeat the process for each sentence. 4. Enter Irregular Words in Red Section of Spelling Notebook or in the “Exception” part of the

pattern section of Scientific Spelling.


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Derivative Chart

Base Word Suffix Derivative


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Name__________________________ Date____________________

Mastery Check I

(To be given after concept 25 has been introduced and practiced.)

Part I Oral Language (Must be administered individually.)

The teacher gives the student a category. The student names items in the category for 30 seconds. The teacher marks each item in the category with a hash mark. The teacher has the student name in each of the four categories below. The teacher totals the number of marks for each category.

Total Things in a classroom ________________ ______ Fruits and vegetables ________________ ______ Animals ________________ ______ States in the United States ________________ ______ The teacher adds the four totals and divides by 2. This number is the number of

items named per minute. The teacher records the number and compares it to the benchmarks below.

Number of items named per minute ______ Benchmarks: Second grade – 14 items per minute Third grade – 15 items per minute Fourth grade – 18.5 items per minute Fifth grade – 22 items per minute Sixth grade – 25 items per minute Part II Phonological Awareness (Must be administered individually)

The teacher says a word. The student echoes the word. The teacher tells the student to omit a syllable in the word. The student pronounces the word without

the designated syllable. The teacher marks + for correct and for incorrect. (No errors)

1. sixteen ____ 6. forgetful ____ 2. pumpkin ____ 7. interview ____ 3. fantastic ____ 8. cucumber ____ 4. October ____ 9. location ____ 5. remember ____ 10. December ____

Part III Letter Recognition (Must be administered individually) The teacher lines up a set of plastic letters in two rows as illustrated below. The teacher asks the student to touch and name the letters in each row. The teacher

marks + for correct and for incorrect. (No errors)

V___ U___ J___ L___ M___ W___ N___ C___ O___ Z___ T___ X___K___ P___ D___ E___ F___ Q___ G___ R___ B___ H___ A___ Y___ S___ I___


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Part IV Handwriting (Can be administered in a group)

The teacher gives the handwriting form to the student. The teacher dictates the following letters. The teacher evaluates the formation and fluency of the letter

shapes. The teacher marks + for satisfactory and for unsatisfactory.

I___ t___ n___ d___ o___ s___ f___ m___ p___ a___ h___ b___ i___ g___

Part V Reading (Must be administered individually)

A. The teacher presents the letters listed below. Each letter is written separately on a 3” x 5” index card. The student gives a sound of the

letter. The teacher marks + for correct and for incorrect. (No errors)

g___ l___ b___ h___ m___ o___ i___ n___ d___ t___ s___ f___ p___ a___ s___

B. The teacher gives the reading form to the student. The student reads the

words aloud. The student may read silently before reading aloud. The

teacher marks + for correct and for incorrect. (No more than 2 errors)

slang___ isn’t___ gland___ plants___ split___ flat___ tinting___ glass___ tossing___

spill___ ponds___ slanting___ stands___ flag___ still___ blimp___ hasn’t___

splints___ staff___ hanging___ list___ panting___ lost___ flinging___

Part VI Spelling (Can be administered in a group)

A. The teacher gives the student a spelling form. The teacher dictates the sound and the student writes the correct letter on the form. The teacher

marks + for correct and for incorrect. (No errors)

(ŏ)___ (f)___ (ă)___ (p)___ (n)___ (s)___ (t)___ (l)___ (g)___ (b)___ (m)___ (ĭ)___ (d)___ (z)___ (h)___

B. The teacher gives student a second spelling form. The teacher dictates +

for correct and for incorrect. (No more than 3 errors)

sit___ mad___ bid___ past___ pond___ hill___ sips___ sniff___ hands___ listing___ split___ splint___ pass___ spots___ flinging___


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Mastery Check I Part I—Oral Language

1. Identify the skill being tested.

2. Identify when these skills are developed.

3. What is it we hope to see in relation to grade level benchmarks?

Part II—Phonological Awareness


2. Identify the prerequisite skills needed.

3. Identify when this skill is developed.

Part III—Letter Recognition of Upper-Case Letters



Part IV—Handwriting

1. Identify the appropriate handwriting mechanics.

2. Identify the approach strokes that are being identified.

swing up

curve way up

push up over

under over stop

3. Identify criteria for properly formed letters.


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Part V—Reading Section A


2. Identify when the skill is developed.

Part V—Reading Section B

1. Identify 5 base words.

2. Identify 5 derivatives

3. Identify rule words.

4. Identify initial consonant blends.

5. Identify final consonant blends.

6. Identify contractions.

Part VI—Spelling Section A



Part VI—Spelling Section B


2. What procedure will help the students?

3. Identify rule words.

4. Identify derivatives.

5. Identify initial consonant blends.

6. Identify final consonant blends.


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Using Sound Board Activity in Basic Language Skills

As a Diagnostic and Prescriptive Tool

Purpose The selected sound board activities are used to reinforce:

Letter recognition

Letter sounds

Word reading based on sound/symbol correspondences taught When do I use the sound board activity?

During Rapid Naming Which students will benefit from the sound board activity?

Students who have difficulty blending sounds to read words (This problem usually surfaces during reading practices.)

Students who have difficulty with consonant blends How do I order more sound boards? Stamp collector pages can be purchased and used as sound boards. You were given a sound board during Reading Readiness or Foundations for Language.

Subway Stamp Shop (Product #MN-714B) 1-800-221-9960 Order Dept. 2121 Beale Ave. Altoona, PA 16601

http://www.subwaystamp.com/PKG-100-3-RING-PGE-4-ROWS/productinfo/ZMN714RB/

Mary Jane’s Stamp Shop (4 pocket manila stock sheet) (713) 688-5850 2015 West 34th #C Houston, TX 77018

How do I make my own sound boards? Use an old or new file folder. Cut at crease. Use one side lengthwise as the back of the sound board. Cut two strips two inches wide from the remaining piece of file folder to make two pockets

for letter cards. To form pockets, attach one strip along the outside edge two inches from the top of the

back piece. Seal the bottom and outside edges of this pocket with tape. Attach the remaining strip along the edges and across the bottom of the back piece to form the bottom pocket. Leave a space between the two pockets.

The completed sound board can be laminated and then pockets cut open with Exacto knife.




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Review of i, t, p, n, s

Prerequisite: Students know the sounds of the following letters: short i, t, p, n, s for each student Materials: One sound board card for each student One set of letters: i, t, p, n, s Directions: a. Students place the letters in the top pocket on the sound

board. b. The teacher uses the following dialogues to direct

students to make and read words.

Dialogue 1:

Find the letter that says /ĭ/, name it and place it in the bottom pocket. [Students find, name and place the letter.]

Find the letter that says /t/, name it and place it in the bottom pocket. [Students find, name and place the letter.]

Find the letter that says /p/, name it and place it in the bottom pocket. [Students find, name and place the letter.]

Find the letter that says /n/, name it and place it in the bottom pocket. [Students find, name and place the letter.]

Find the letter that says /s/, name it and place it in the bottom pocket. [Students find, name and place the letter.]

Place your letters back in the top pocket.

Dialogue 2:

Find the letter that says /ĭ/. Name the letter and place it in the last pocket on your sound board. [Students find, name and place the i.]

Now find the letter that says /t/ and place it after the letter i. [Students find, name and place the t after the i.]

What does that say? [Students say “it.”]

If that says “it,” make it say “pit.” [Students move the p in front of the i and read the new word.]

If that says “pit,” make it say “sit.” [Students replace the p with an s and read the new word.]

If that says “sit,” make it say “sip.” [Students replace the t with a p and read the new word.]

If that says “sip,” make it say “tip.” [Students replace the s with a t and read the new word.]



Book 1a Follow-Up



Dialogue 3:

Find the letter that says /ĭ/. Name the letter and place it in the last pocket on your sound board. [Students find, name and place the i.]

Now find the letter that says /p/ and place it after the letter i. [Students find, name and place the p after the i.]

What does that say? [Students say “ip.”]

If that says “ip,” make it say “tip.” [Students place the t in front of the i and read the new word.]

If that says “tip,” make it say “nip.” [Students replace the t with an n and read the new word.]

If that says “nip,” make it say “sip.” [Students replace the n with an s and read the new word.]

If that says “sip,” make it say “sit.” [Students replace the p with a t and read the new word.]

If that says “sit,” make it say “pit.” [Students replace the s with a p and read the new word.]



Book 1a Follow-Up



Review of i, t, p, n, s, a

Prerequisite: Students know the sounds of the following letters: short i, t, p, n, s, short a. Materials: One sound board card for each student One set of letters: i, t, p, n, s, a Directions: a. Students place the letters in the top pocket on the sound



Dialogue 1:






Find the letter that says /ặ/, name it and place it in the bottom pocket. [Students find, name and place the letter.]


Dialogue 2:

Find the letter that says /ặ/. Name the letter and place it in the last pocket on your sound board. [Students find, name and place the a.]

Now find the letter that says /t/ and place it after the letter a. [Students find, name and place the t after the a.]

What does that say? [Students say “at.”]

If that says “at,” make it say “pat.” [Students place the p in front of the a and read the new word.]

If that says “pat,” make it say “sat.” [Students replace the p with an s and read the new word.]

If that says “sat,” make it say “sap.” [Students replace the t with a p and read the new word.]

If that says “sap,” make it say “tap.” [Students replace the s with a t and read the new word.]

If that says “tap,” make it say “tip.” [Students replace the a with an i and read the new word.]



Book 1a Follow-Up



Dialogue 3:


Now find the letter that says /p/ and place it after the letter a. [Students find, name and place the p after the a.]

What does that say? [Students say “ap.”]

If that says “ap,” make it say “tap.” [Students place the t in front of the a and read the new word.]

If that says “tap,” make it say “nap.” [Students replace the t with an n and read the new word.]

If that says “nap,” make it say “sap.” [Students replace the n with an s and read the new word.]

If that says “sap,” make it say “sat.” [Students replace the p with a t and read the new word.]

If that says “sat,” make it say “pat.” [Students replace the s with a p and read the new word.]

If that says “pat,” make it say “pit.” [Students replace the a with an i and read the new word.]



Book 1a Follow-Up



Review of i, t, p, n, s, a, d

Prerequisite: Students know the sounds of the following letters: short i, t, p, n, s, short a, d. Materials: One sound board card for each student One set of letters: i, t, p, n, s, a, d Directions: a. Students place the letters in the top pocket on the sound


students to make and read words. Dialogue 1:







Find the letter that says /d/, name it and place it in the bottom pocket. [Students find, name and place the letter.]


Dialogue 2:


Now find the letter that says /d/ and place it after the letter a. [Students find, name and place the d after the a.]

What does that say? [Students say “ad.”]

If that says “ad,” make it say “pad.” [Students move the p in front of the a and read the new word.]

If that says “pad,” make it say “sad.” [Students replace the p with an s and read the new word.]

If that says “sad,” make it say “sap.” [Students replace the d with a p and read the new word.]

If that says “sap,” make it say “tap.” [Students replace the s with a t and read the new word.]


Book 1a Follow-Up



If that says “tap,” make it say “tip.” [Students replace the a with an i and read the new word.]

If that says “tip,” make it say “dip.” [Students replace the t with a d and read the new word.]


Dialogue 3:


Now find the letter that says /p/ and place it after the letter a. [Students find, name and place the p after the a.]

What does that say? [Students say “ap.”]

If that says “ap,” make it say “tap.” [Students move the t in front of the a and read the new word.]

If that says “tap,” make it say “nap.” [Students replace the t with an n and read the new word.]

If that says “nap,” make it say “sap.” [Students replace the n with an s and read the new word.]

If that says “sap,” make it say “sat.” [Students replace the p with a t and read the new word.]



If that says “pit,” make it say “sit.” [Students replace the p with an s and read the new word.]

If that says “sit,” make it say “sat.” [Students replace the i with an a and read the new word.]

If that says “sat,” make it say “sad.” [Students replace the t with a d and read the new word.]

If that says “sad,” make it say “pad.” [Students replace the s with a p and read the new word.]

If that says “pad,” make it say “pan.” [Students replace the d with an n and read the new word.]

If that says “pan,” make it say “tan.” [Students replace the p with a t and read the new word.]

If that says “tan,” make it say “tap.” [Students replace the n with a p and read the new word.]



Book 1a Follow-Up



Review of i, t, p, n, s, a, d, l

Prerequisite: Students know the sounds of the following letters: short i, t, p, n, s, short a, d, l. Materials: One sound board card for each student One set of letters: i, t, p, n, s, a, d, l Directions: a. Students place the letters in the top pocket on the sound









Find the letter that says /l/, name it and place it in the bottom pocket. [Students find, name and place the letter.]



Dialogue 2:




If that says “ad,” make it say “lad.” [Students move the l in front of the a and read the new word.]

If that says “lad,” make it say “sad.” [Students replace the l with an s and read the new word.]



Book 1a Follow-Up



If that says “sap,” make it say “sip.” [Students replace the a with an i and read the new word.]

If that says “sip,” make it say “lip.” [Students replace the s with an l and read the new word.]

If that says “lip,” make it say “dip.” [Students replace the l with a d and read the new word.]


Dialogue 3:


Now find the letter that says /l/ and place it after the letter a. [Students find, name and place the l after the a.]

What does that say? [Students say “al.”]

If that says “al,” make it say “pal.” [Students place the p in front of the a and read the new word.]

If that says “pal,” make it say “pad.” [Students replace the l with a d and read the new word.]

If that says “pad,” make it say “sad.” [Students replace the p with an s and read a new word.]

If that says “sad,” make it say “sat.” [Students replace the d with a t and read the new word.]



If that says “pit,” make it say “lit.” [Students replace the p with an l and read the new word.]

If that says “lit,” make it say “lip.” [Students replace the t with a p and read the new word.]

If that says “lip,” make it say “lap.” [Students replace the i with an a and read the new word.]

If that says “lap,” make it say “nap.” [Students replace the l with an n and read the new word.]

If that says “nap,” make it say “nip.” [Students replace the a with an i and read the new word.]

If that says “nip,” make it say “dip.” [Students replace the n with a d and read the new word.]



Book 1a Follow-Up



Review of i, t, p, n, s, a, d, l, f

Prerequisite: Students know the sounds of the following letters: short i, t, p, n, s, short a, d, l, f Materials: One sound board card for each student One set of letters: i, t, p, n, s, a, d, l, f Directions: a. Students place the letters in the top pocket on the sound



Dialogue 1:




Find the letter that says /f/, name it and place it in the bottom pocket. [Students find, name and place the letter.]







Dialogue 2:




If that says “ad,” make it say “lad.” [Students place the l in front of the a and read the new word.]


Book 1a Follow-Up



If that says “lad,” make it say “fad.” [Students replace the l with an f and read the new word.]

If that says “fad,” make it say “sad.” [Students replace the f with an s and read the new word.]




If that says “lip,” make it say “dip.” [Students replace the l with a d and read the new word.]


Dialogue 3:









If that says “pat,” make it say “fat.” [Students replace the p with an f and read the new word.]

If that says “fat,” make it say “fit.” [Students replace the a with an i and read the new word.]

If that says “fit,” make it say “lit.” [Students replace the f with an l and read the new word.]

If that says “lit,” make it say “lip.” [Students replace the t with a p and read the new word.]







Book 1a Follow-Up



Review of i, t, p, n, s, a, d, l, f, h

Prerequisite: Students know the sounds of the following letters: short i, t, p, n, s, short a, d, l, f, h. Materials: One sound board card for each student One set of letters: i, t, p, n, s, a, d, l, h, f Directions: a. Students place the letters in the top pocket on the sound

board. b The teacher uses the following dialogues to direct











Find the letter that says /h/, name it and place it in the bottom pocket. [Students find, name and place the letter.]


Dialogue 2:




If that says “ad,” make it say “lad.” [Students place the l in front of the a and read the new word.]


Book 1a Follow-Up



If that says “lad,” make it say “fad.” [Students replace the l with an f and read the new word.]

If that says “fad,” make it say “had.” [Students replace the f with an h and read the new word.]

If that says “had,” make it say “sad.” [Students replace the h with an s and read the new word.]




If that says “lip,” make it say “flip.” [Students place an f and read the new word.]

If that says “flip,” make it say “flap.” [Students replace the i with an a and read the new word.]


Dialogue 3:






If that says “pad,” make it say “sad.” [Students replace the p with an s and read.]


If that says “sat,” make it say “hat.” [Students replace the s with an h and read the new word.]

If that says “hat,” make it say “pat.” [Students replace the h with a p and read the new word.]

If that says “pat,” make it say “fat.” [Students replace the p with an f and read the new word.]

If that says “fat,” make it say “fit.” [Students replace the a with an i and read the new word.]

If that says “fit,” make it say “hit.” [Students replace the f with an h and read the new word.]

If that says “hit,” make it say “lit.” [Students replace the h with an l and read the new word.]

If that says “lit,” make it say “slit.” [Students place the s and read the new word.]

If that says “slit,” make it say “slat.” [Students replace the i with an a and read the new word.]

If that says “slat,” make it say “slap.” [Students replace the t with an p and read the new word.]

If that says “slap,” make it say “slip.” [Students replace the a with an i and read the new word.]

If that says “slip,” make it say “dip.” [Students replace the s and l with a d and read the new word.]



Book 1a Follow-Up



Review of i, t, p, n, s, a, d, l, f, h, g

Prerequisite: Students know the sounds of the following letters: short i, t, p, n, s, short a, d, l, f, h, g. Materials: One sound board card for each student One set of letters: i, t, p, n, s, a, d, l, f, h, g Directions: a. Students place the letters in the top pocket on the sound













Find the letter that says /g/, name it and place it in the bottom pocket. [Students find, name and place the letter.]


Dialogue 2:


Now find the letter that says /g/ and place it after the letter a. [Students find, name and place the g after the a.]


Book 1a Follow-Up



What does that say? [Students say “ag.”]

If that says “ag,” make it say “sag.” [Students place the s in front of the a and read the new word.]

If that says “sag,” make it say “hag.” [Students replace the s with an h and read the new word.]

If that says “hag,” make it say “had.” [Students replace the g with a d and read the new word.]

If that says “had,” make it say “sad.” [Students replace the h with an s and read the new word.]


If that says “sap,” make it say “snap.” [Students place the n and read the new word.]

If that says “snap,” make it say “snip.” [Students replace the a with an i and read the new word.]

If that says “snip,” make it say “hip.” [Students replace the s and n with an h and read the new word.]

If that says “hip,” make it say “dip.” [Students replace the h with a d and read the new word.]

If that says “dip,” make it say “dig.” [Students replace the p with a g and read the new word.]


Dialogue 3:




If that says “al,” make it say “gal.” [Students place the g in front of the a and read the new word.]

If that says “gal,” make it say “pal.” [Students replace the g with a p and read the new word.]




If that says “sat,” make it say “hat.” [Students replace the s with an h and read the new word.]

If that says “hat,” make it say “fat.” [Students replace the h with an f and read the new word.]

If that says “fat,” make it say “flat.” [Students place the l and read the new word.]

If that says “flat,” make it say “flag.” [Students replace the t with a g and read the new word.]

If that says “flag,” make it say “flap.” [Students replace the g with a p and read the new word.]

If that says “flap,” make it say “lap.” [Students remove the f and read the new word.]

If that says “lap,” make it say “lip.” [Students replace the a with an i and read the new word.]


Book 1a Follow-Up







If that says “dip,” make it say “dig.” [Students replace the p with a g and read the new word.]

If that says “dig,” make it say “fig.” [Students replace the d with an f and read the new word.]



Book 1a Follow-Up




Book 1a Follow-Up



Review of i, t, p, n, s, a, d, l, f, h, g

Prerequisite: Students know the sounds of the following letters: short i, t, p, n, s, short a, d, l, f, h, g. Materials: One sound board card for each student One set of letters: i, t, p, n, s, a, d, l, f, h, g Directions: a. Students place the letters in the top pocket on the sound













Find the letter that says /g/, name it and place it in the bottom pocket. [Students find, name and place the letter.]


Dialogue 2:


Now find the letter that says /g/ and place it after the letter a. [Students find, name and place the g after the a.]

What does that say? [Students say “ag.”]


Book 1a Follow-Up



If that says “ag,” make it say “nag.” [Students make and read each of the new words.]

If that says “nag,” make it say “snag.”

If that says “snag,” make it say “lag.”

If that says “lag,” make it say “flag.”

If that says “flag,” make it say “flap.”

If that says “flap,” make it say “flip.”

If that says “flip,” make it say “snip

If that says “snip,” make it say “lip.”

If that says “lip,” make it say “slip.”

If that says “slip,” make it say “slap.”

If that says “slap,” make it say “nap.”

If that says “nap,” make it say “lap.”

If that says “lap,” make it say “lad.”

If that says “lad,” make it say “glad.”


Dialogue 3:


Now find the letter that says /t/ and place it after the letter a. [Students find, name and place the t after the a.]

What does that say? [Students say “at.”]

If that says “at,” make it say “sat.” [Students read each of the new words.]

If that says “sat,” make it say “slat.”

If that says “slat,” make it say “slit.”

If that says “slit,” make it say “slip.”

If that says “slip,” make it say “slap.”

If that says “slap,” make it say “lap.”

If that says “lap,” make it say “nap.”

If that says “nap,” make it say “snap.”

If that says “snap,” make it say “snip.”

If that says “snip,” make it say “nip.”

If that says “nip,” make it say “nap.”

If that says “nap,” make it say “sap.”

If that says “sap,” make it say “sad.”


Book 1a Follow-Up



If that says “sad,” make it say “lad.”

If that says “lad,” make it say “glad.”

If that says “glad,” make it say “pad.”

If that says “pad,” make it say “lad.”

If that says “lad,” make it say “lag.”

If that says “lag,” make it say “flag.”

If that says “flag,” make it say “lag.”

If that says “lag,” make it say “snag.”



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Book 1a Follow-Up



i t p n s

a l d f h

To prepare and use: 1. Run a set for each student on colored card stock. 2. Cut apart and band. 3. Each student will use a packet of cards with a sound board.


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Book 1a Follow-Up



g o m b r

u k e c y



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Book 1a Follow-Up



j w v x z



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Book 1a Follow-Up



Additional Information for Handwriting and Extended Reading


Book 1a Follow-Up




Book 1a Follow-Up



Handwriting

and

Extending Reading

HANDWRITING

• Begin capital letters at

Concept 32

• There is an attempt to

organize the capital

letters by approach

strokes.

• There are no “stroke

descriptions” for

capital letters.

EXTENDED READING

A HOOK

• Read/reread “The

Tortoise and the

Hare”.

PURPOSE: THE TYPE OF TEXT

• Narrative: Tells a

story

• Expository: Gives

Information

THE SECRET FOR ATTAINING FLUENCY

• Repeated Reading

– *Read for accuracy

– *Reread silently for comprehension

– Reread to practice parts

– The “Academy Awards” performance

* Flexible


Book 1a Follow-Up



THE ACADEMY AWARD PERFORMANCE

Who?

What?

When?

Where?

Why?

Venn Diagram

READ ALOUD

• My Prince Charming


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Book 1a Follow-Up



A tall straight stick will make a one.

Writing numerals can be fun.

Around and back, watch what you do, as

you make the numeral two.

Go around and around.

What can it be?

This is the numeral known as three.

Down half way, then go right.

A tall straight stick and four’s in sight.

Numeral five has a round fat tummy;

With his hat on, he looks funny.

Pull a line down, then go around.

It’s numeral six that we have found.

Slide right and down we go;

the numeral seven now we show.

Start with an S, but do not wait…

Go back to the top to make an eight.

Make an oval, then a line.

This is the numeral known as nine.

Down and around your pencils go.

Now you have the numeral zero.

WRITING NUMERALS


Book 1a Follow-Up



The Tortoise and the Hare Aesop

A hare once made fun of a tortoise. “What a slow way you have!” he said. How you creep along!” “Do I? said the tortoise. “Try a race with me and I’ll beat you.” “What a boaster you are,” said the hare. “But come! I will race with you. Whom shall we ask to mark off the finish line and see that the race is fair?” “Let us ask the fox,” said the tortoise. The fox was very wise and fair. He showed them where they were to start, and how far they were to run. The tortoise lost no time. He started out at once and jogged straight on. The hare leaped along swiftly for a few minutes till he had left the tortoise far behind. He knew he could reach the mark very quickly, so he lay down by the road under a shady tree and took a nap. By and by he awoke and remembered the race. He sprang up and ran as fast as he could. But when he reached the mark, the tortoise was already there! “Slow and steady wins the race,” said the fox.


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Page 97


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My Prince Charming

He swept through the door. I nearly fell to the floor.

Here was Prince Charming With a smile, so disarming.

He was debonair.

He was handsome and fair. Our glances did meet.

My glad heart skipped a beat.

I swallowed my pride. Off I rushed to his side. My knees became weak

As I kissed his soft cheek.

Then before my eyes, Imagine my surprise,

This man, fine and tall, Wasn’t a prince after all.

I looked at the floor.

The bright prince was no more. Oh, what a grand mess!

Who would ever have guessed!

This prince was a frog!

Documents

Book 1a Workshop - Neuhaus