Hop on Pop and Fox in Socks - Amazon S3s3.amazonaws.com/assets.bravewriter.com2/page... · His rhythmic and lyrical language creates a level of fun in ... (no dictation). ... Many

Hop on Pop and Fox in Socks

By Dr. Seuss

Copywork Passages

Throw a “Thirty Books Read Party!”Cut out 31 colored circles 4” in diameter. Help your child to decorate the first circle as the head of a caterpillar, with antennas, eyes and a smile. Tape the caterpillar head onto one end of a long wall in the house. Each time your new reader reads a small primer book, let your child pick one of the colored circles. Then, draw a guide line on that circle and have your child write the title of the book, including capital letters, on the line. Early book titles are usually easy to write, such as the Bob Book titled Mat. Once thirty books are read, and all of the thirty circles are attached to the caterpillar—filling the entire wall—make a cake and have a celebration!

- 2 - © 2011 - Julie Bogart - Brave Writer

Introduction

About Dr. Seuss:Dr. Seuss is the master of wordplay! His rhythmic and lyrical language creates a level of fun in reading that few can match. His books were the “rap music” of his day. His use of phonics in rhyme taught generations how to read, so he is the perfect start to The Wand.

Did you know that before Dr. Seuss came along, most early readers were tedious to kids? Dr. Seuss’s editor asked him to write a book that children couldn’t put down using fewer than the 250 words most first graders should be able to read. The result? The Cat in the Hat.

In this issue of The Wand, we’ll look at the books Hop on Pop and Fox in Socks. These books maximize Seuss’s trademark quirky sense of humor all while rhyming the simplest of words.

There’s a fabulous Internet site with games, author notes and more that your children may enjoy: http://www.seusville.com The author’s biography section is well-written and truly entertaining. Reading that material in addition to the books will give you and your kids a deeper appreciation for Seuss’s contribution to children’s literature.

If your children come to love Dr. Seuss, suggest they keep a list of all his titles read this year. Lists are great for this age group and a satisfying way to do copywork. If your child prefers a more visual representation of learning, try the following activity:

Caterpillar Book Count:

http://www.seusville.com


Introduction

Preparation for this month’s Wand:Young readers enjoy re-reading preschool favorites. They enjoy the comfort of familiarity and the joy of reading independently. If your child is just learning to read, s/he may not be able to read all of the Dr. Seuss books in this month’s selection. That is fine. Help your child to read a few simple pages, and then you read the rest. Seuss books are full of words; thus even a page or two is equivalent to a simple phonics reader.

Have your child do copywork this month (no dictation). Each weekly lesson will contain a few days’ worth of activities. Don’t overwhelm your child—just work with The Wand lessons for 10-15 minutes each day, plus about 10-15 minutes of reading time. Feel free to repeat lessons, as needed. After all of the lessons are complete, help your child write the copywork passage on age-appropriate paper.

It is best to have children keep all of their copywork, phonics and spelling practice in one writing notebook. You can buy primer level composition books, or use a three ring binder. This way, at the end of the year, you and your child can appreciate all of the writing s/he accomplished!

Stop. You must not hop on Pop.

(Hop on Pop)

Week One

Passage:

Why this passage:The passages for this level are brief and will focus on a specific reading and writing goal.

What to note:Many of the ideas in Hop on Pop tap into childhood imagination and experience. What child has not hopped on his or her Pop? And which of us hasn’t then heard a resounding: “Stop!” Most kids have experienced the confusion of great fun gone too far. This collision--what adults and kids think is fun--is universally captured in the rhyme: “Stop. You must not hop on Pop.” Recognition and familiarity is what brings great giggles and interest to children.

How to teach:Seuss sets up his books for phonics practice. He places words at the top to sound out before attempting to put them in a sentence. If your child is reading simple picture books, have them read the entire spread:

“Hop. Pop. We like to hop. We like to hop on top of Pop. Stop. You must not hop on Pop.”

Help your child to recognize rhyme, noticing that rhyming words are found throughout the passage, and that only a change in the beginning sound(s) creates the rhyme:

ê hop

ê top

ê Pop

ê stop

Notice how Seuss builds sentences to help build confidence. “We like to hop” is read before adding more, “We like to hop on top of Pop.”

Review with your child that all names are capitalized, therefore, Pop is capitalized because it is the father’s name.

For the new reader, help your child to sound out the words in bold. Then you can read the sentence, pausing for your child to fill in the practiced words: hop, Pop, stop.

Stop. You must not hop on Pop. (Hop on Pop)


Week One

Phonics Lesson:The primary goal this week is to reinforce sound-to-letter correspondence. Children need to understand that words are represented by letters, and that each sound that we hear in a word is linked to a specific letter or letter combination. The sound is called a phoneme, coming from the Latin base phon. The corresponding letter (what you see written) is called a grapheme, from the Latin base graph.

There are many English words related to sound that use this Latin base:

The sound-to-letter link is called phoneme-to-grapheme correspondence. In other words, we speak sounds and use letters of the alphabet to represent them. Because English allows for a variety of letter representations for the sounds our mouths make, it helps to be aware of that fact as you teach reading and writing.

For instance:

Simple enough, right?However, it is not so straightforward with some other sounds our mouths make:

Not so simple!This variety of sounds represented by one letter is what causes early readers some consternation as

they navigate how to transcribe the sounds our mouths make with the correct alphabet letter in writing.Notice the brackets used to represent the written letter versus the slashes for the spoken sound.Throughout The Wand, we’ll use this format to indicate the difference between the phoneme (what

we say) and the grapheme (what we write to represent that sound).

Your young reader probably already knows the basic reading code. Throughout this month’s issue of The Wand, you will be reinforcing and reviewing most of the basic phonics sound-to-letter code, which will include:

The grapheme (letter) <b> represents the phoneme (sound) /b/.

The grapheme <c> represents either the phoneme /k/ or the phoneme /s/.

Notes for the advanced learner:No matter where your child is in the reading process, it is always good to teach and reteach the phoneme-to-grapheme link, especially for vowel sounds. This is called a “P-G Review” in some phonics programs. Re-teaching and review are especially important as a child progresses in reading, because multiple spelling options learned over time can lead to confusion and unstable learning. Also, all of the lessons presented in The Wand support both reading and spelling, practiced through writing. These lessons can be modified or used as review for older children.

phon graph

ê phone

ê phonics

ê homophone

ê xylophone

ê autograph

ê telegraph

ê mimeograph

ê graphic


Week one: Hop on Pop

ê Short vowel sounds:

• /a/ as in “apple”

• /e/ as in “Ed”

• /i/ as in “itchy”

• /o/ as in “octopus”

• /u/ as in “up”

You can use any tag words or songs to help kids to recall these short vowel sounds. You can create a saying, such as “The cat is fed up with the dog!”

ê Simple consonant sounds:

• b, c (representing only the hard /k/ sound)

• d, f, g (representing only the hard /g/ sound)

• h, j, k, l, m, n, p, r, s, t, v, w, z

• Notice that <x> and <q> are not represented in this list.

Don’t worry about teaching the word <you> this week. It will be addressed later in the lesson. This week’s passage reinforces these sound-to-letter correspondences: s, t, o, p, m, u, n, t, i, d, a, h, n, e.

Each week, a lesson is included to help you teach that week’s principles to your child. To save you time, dialog suggestions are included and represented in quotes.



Teaching the Lesson:

1. Ask your child to draw a picture of Pop from the story. Most children like to draw, but some may prefer to have you help them trace the picture.

2. Point to the picture and ask the child to label the picture: <Pop>.

3. Remember: the brackets are for the parent’s use only. Sideways brackets < > indicate the letter(s) you are to write, while forward slashes / / represent the sounds you are to say.

4. Say to your child: “Great, when we see letters, we know that letters represent sounds in a word: /p/ /o/ /p/” (Underline each sound as you speak, so the word looks like P o p when you are done. Do not say the letter names; say the individual sounds that will result in the spoken word: Pop.)

5. “When we sound out each letter, we can then blend the sounds together like this: /Pop/.” (You can re-draw a line from left to right as you slowly sound blend the written word, so that it looks like this: <Pop>).

6. “We have three sounds in the word /pop/, but sometimes we have two or more sounds blended together, as in the word /stop/. Say and write each of the sounds in the word /stop/.” Your child will write <stop> while saying the sounds of each letter.

7. “Now, let’s use one inch Post-it notes to represent each sound in a word. For instance, in the word /stop/ we need four Post-its for each of the four sounds we hear: /s/ /t/ /o/ /p/.” Your child will write each letter for each of the four sounds on four Post-it notes. Put the Post-its next to each other to see the whole word.

8. The next step: “I am going to say sounds, and you write the letter for the sound I say. Let’s start with vowel sounds, and write those on pink Post-its: /a/ /e/ /i/ /o/ /u/”. Help your child to write each vowel sound on a pink Post-it note per vowel. If your child has handwriting difficulties, you may wish to write the letters for this activity. The resulting letters should look neat and legible, so help your child as needed.

9. “I am going to say consonant sounds, and you write each of those on a yellow Post-it: /s/ /t/ /p/ /m/ /n/ /d/ /h/.” If your child has handwriting difficulties, you may wish to write the letters for this activity. The resulting letters should look neat and legible, so help your child as needed. Help your child to write each consonant sound on a yellow Post-it note per consonant. The color selection is arbitrary, but be consistent with your color usage throughout the year. Yellow is a good choice for consonants, because there are many of them and they are less expensive. Pink is a good choice for vowels because they stand out and vowels are critical for reading and spelling.



10. Help your child to build simple blend words with the Post-its that are phonetically simple and adhere to the short vowel expectations. Examples would be:

ê <must>

ê <spit>

ê <snip>

ê <stomp>

ê <mast>

ê <dent>

A word such as <walk> or <most> is not phonetically simple, so do not practice those words. You can tell your children that those words are good ideas, but that they will be practiced on another day. You can make a list of words for future practice, so your child gains a sense that they will be investigating those words in the future.

11. Encourage your children to use the Post-it notes to create silly Seuss-style words, even nonsense words that follow the simple short vowel rules. Examples might include silly rhymes, such as:

ê <spit>

ê <smit>

ê <stit>.

12. Your children can use their nonsense words to create silly Seuss-style sentences: “Smit. Stit. Smit spit on Stit!” If your child does not create accurate phoneme representations, simply praise the effort and help the child to respell the word. For example, if a child says “spit” but spells <sit>, help your child to resay each sound with you while you rebuild the word. Some children have a great deal of difficulty hearing consonant blends or vowel sounds, so this practice time is essential for phonics and spelling practice.

Teach your children this very important spelling rule:

Every word or syllable must have a vowel!

Therefore, they will be using a pink Post-it for every word.



Two dogs get wet. They yelp for help.

(Hop on Pop)

Week Two

Passage:

Why this passage:Dr. Seuss is not only the master at wordplay, he is the master at phonics! He actually organizes his text so the young reader practices both initial blends and final blends, number words, color words (remember Mr. Brown and Mr. Black?), and suffixing.

What to note:In this passage, you find a tricky number word <two>, a plural suffix in <dogs>, and final blends containing the /l/ sound, which can be hard for kids to hear and spell in words like <yelp> and <help>.

Seuss also plans repetition in his text for short vowel practice; notice all of the words that contain the short <e> vowel sound: get, wet, yelp, help.

How to teach:Have your child read the passage. Help the young reader with tricky words such as two and they. Have your child underline these tricky words in red, so s/he will be on “Red Alert” when writing them in their copywork books.

Phonics and spelling:Many simple content words follow this basic phonics code. However, many of our small function words (such as the, of, is, was) do not follow the phonics code.

Thus, you can explain to your children that some words seem like they “don’t follow the rules” when it comes to sounds. In reality, these function words do follow specific basic spelling rules but they are not based on sound. Rather, many of these are based on word origin. Words of this sort will be explored in future issues of The Wand.

Some function words follow phoneme-to-grapheme correspondence and can be taught and practiced using Post-its, as in last week’s lesson. These words include:

ê <and>

ê <in>

ê <on>

ê <not>

Two dogs get wet. They yelp for help. (Hop on Pop)


Week Two

For the purposes of The Wand, you can think of function words (which are important building blocks for sentences) and tricky content words (such as they and you) as Red Words.

The concept, Red Words, is a moniker used in some popular reading programs that helps kids flag words with tricky spelling patterns. Red Words are underlined with a red pen in the copywork so that the child learns to identify them as having unique spelling properties.

Children need to practice Red Words for reading and spelling, so it is a good idea to pick three to five words to practice each week.

Red Words from copywork:

ê you

ê two

ê they

Additional Red Words to practice:

ê the

ê a

ê is

ê I

Notes to the inquisitive parent:You can find lists online for these tricky spelling words, called the “first 100 high frequency words.” Notice that many of these words are phonetically simple, and can be practiced in your Phonics Lesson: using Post-it notes. The first 50 words include these words for phonics practice throughout this month:

ê and

ê in

ê it

ê on

ê at

ê had

ê not

ê but

ê can

ê an

ê if

ê up

Grammar and word study:Most simple words are known as base words. A base is the most basic unit of meaning in a word (also known by linguists as a grammatical morpheme). The word <dog> is a base and is one morpheme or unit of meaning.

If you add the suffix <-s> to the base word <dog>, you create the new word <dogs>, which now contains two units of meaning: base + plural.

Most young readers have already acquired the necessary knowledge of grammatical morphemes in speaking and listening without any explicit instruction. They learn to make plurals through trial and error based on what they’ve heard and internalized.

The average five-year-old could create the sentence, “The dogs ran in the yard,” and would know that there is more than one dog and that the running already occurred.

Likewise, when your child reads “Two dogs get wet” from this week’s selection, s/he is able to imagine two dogs even without the picture in the book. The grammatical morpheme or “marker” for the concept plural was learned in speaking and listening during the toddler years, but must now be translated into text for reading and spelling.

Many kids make this transition seamlessly, but there are others who benefit from the explicit instruction. All kids benefit from review of the concept!

Week Two : Hop on Pop


Teaching the lesson:

1. Write the word <dog> on an index card. Say to your child, “Look at this word /dog/. A word is called a base word because it has one meaning: this word means dog. When you see this word, you know it represents a dog.”

2. “Let’s look around the room and find some other base words to write on our cards.” Encourage your children to list objects in the room such as: wall, floor, lamp, rug, table.

Be sure to only write single nouns, such as <chair>, not <chairs>.

3. “Sometimes we fix extra word parts in front of a base, called a prefix, and sometimes we fix extra word parts after the base word, called a suffix.” (Note: Point to the left of the word card when you say “in front of a base” and to the right of the word card when you say “after the base.”)

4. “Today, we are going to take these base words and practice fixing word parts on to the end. We are going to add a suffix that you already know about, called a plural. Plural means more than one.”

5. “Here is a base word plus a suffix.” Write the following on a marker board.

When we read the word sum above, we use this terminology:

“dog + s creates the new word dogs.”

6. “When you hear the word /dogs/, what does that mean? It means more than one dog! Right! You already know a lot about adding a suffix to a base word because you do it when you talk!”

7. “Tell me a sentence with the word dogs.” (Help the child to say something using the word dogs.)

8. “We just made a word sum. A word sum is a way to write a base word, plus prefixes and suffixes. Let’s try some more word sums together.”

9. Create more base words plus the suffix <-s>, using your note cards, such as:

rug + s —> rugs

Even though the terms prefix and suffix may seem a bit advanced for a new reader, children are used to hearing new vocabulary words and do not get flustered. Do not require children to remember and use the words base, prefix and suffix, but continue to expose them to the terms as you teach.

Since it takes about 15-20 exposures to learn a new word, there is nothing wrong with starting the exposure to the terms base, prefix and suffix now. By intermediate grade levels, you can teach more advanced affixes for vocabulary building, and your children will have a great basis for this learning.

Likewise, when teaching writing, you will be reinforcing noun-verb agreement, often represented by grammatical verb markers. Thus, getting your children into the practice of suffixing will help you to explain grammar in the future. Helping children to spell a base plus a suffix, practiced in word sums, reinforces important information about spelling!



Grammar:Say the word jumped. If a child is trying to spell jumped, s/he hears the <-ed> suffix as a /t/ sound. You can say to your child: “Spell the base word first before adding the suffix that tells you it already happened: <-ed>.” You have reminded your child to spell the base word <jump> + <ed> suffix. Although we are not adding the <-ed> suffix to this month’s lessons, the example helps you to understand the value of suffixing and word sums for spelling in your child’s future.

Suffixing gives children important grammatical information, so teaching the writing of a suffix is an important start to teaching grammar in writing. Word sums are used by linguists to represent grammatical morphemes or markers, and are extremely helpful in teaching both grammar and spelling.

Notes to the parent:Notice that sometimes we add an <-s> to a verb to indicate the grammatical structure for third person singular.

For example, <sit> + <-s> —> <sits>.

Older children can create word sums and sentences using the suffix <-s> as a grammatical verb marker, creating sentences with nouns or pronouns he/she/it.While older children may be able to create word sums and sentences using the suffix <-s> as a grammatical verb marker, only teach the plural suffix to the young reader at this time. This will avoid confusion.



Week Three

Six sick bricks tick. Six sick chicks tock.

(Fox in Socks)

Passage:

Why this passage:Dr. Seuss’ book, Fox in Socks, sends children into peals of laughter, and parents to an early bedtime. This book is filled with tongue twisters and similar sounds spelled different ways! Seuss reminds every adult that it is a wonder that children ever learn to sort through the English spelling system—and no wonder they need years to do it!

What to note:In this passage, you find one letter <x> which represents two sounds /ks/, and two letters <ck> which represent one sound /k/!

How to teach:As you might have guessed from the selected passage, you are going to teach the <ck> digraph this week. When two consonant letters represent one sound, this is called a consonant digraph. For simplicity’s sake, you can call these Letter Teams.

Have your child read the passage. Help the young reader to underline every <ck> combination. The passage will look like this:

Six sick bricks tick. Six sick chicks tock. (Fox in Socks)

Six sick bricks tick.

Six sick chicks tock.


Week Three


1. Read this week’s passage with your child. Help your children to notice the /k/ sound in the words, and underline the two letters that represent the sound: <ck>. The words will look like this:

ê sick

ê bricks

ê tick

ê chicks

ê tock

2. Give your children a pencil and place three one-inch Post-it notes on table in front of them.

3. “We are going to write the three different ways to represent the /k/ sound.”

Remember to say the /k/ sound, rather than the letter name whenever you see the sound brackets.

“You already underlined one way in our passage, the <ck>. Write the letters <ck> on one Post-it to represent the /k/ sound. These two letters make one sound.”

4. “On these other two Post-its, we will show the other two letters that represent the /k/ sound.” Help your child to write a <c> on one Post-it and a <k> on the other Post-it.

5. Place the three Post-its on the top of a piece of paper. Help your child to write/copy the <ck> words from the passage, in a column under the <ck> post it.

6. Next, help your child to think of words that begin with either a <c> or a <k>. Help your child to write each word under the appropriate Post-it note. For example, under the <c> Post-it your child might write <cat> and <can>. And under the <k> Post-it, your child might write <ked> and <kin>.

You can also write the words for the child, and have him/her copy the words.

7. Ask your child: “Do you notice where the <ck> is located in each word? Does it come in the beginning, the middle, or the end of each word?” Help your child to notice that the <ck> spelling for the /k/ sound is always placed at the end of a word or syllable.

8. Think of other words with the <ck> spelling, such as <rock> and <backpack>. Test the rule about the placement of the <ck> letter team.

9. Remind your kids that they now have a new spelling rule:

<ck> is never placed at the beginning of a word.

Week Three : Fox in Socks


Spelling and grammar:Create a word list of five words from the text with the <ck> spelling:

ê tick

ê sick

ê tock

ê chicks

ê bricks

Help your child to notice that two of the words contain the plural marker <-s>.

New Red Words to practice this week:

ê who

ê do

ê to

ê was

ê of


1. You will use the list of <ck>, <k> and <c> words, created in the lesson and designated by Post-it notes.

2. Remind your child of the suffix <-s>, which marks a plural.

3. Check-off only the words that are nouns and would use the plural marker <-s>. Help your child to create word sums.

For example:

<cat> + <-s> —> <cats>

<duck> + <-s> —> <ducks>

4. Avoid any words that require an irregular plural, such as <kin>. Avoid any words that require the plural suffix <-es>, such as <foxes>.

Always cue your child to spell the base word first, before adding any suffixes.

Week Three : Fox in Socks


Week Four

Ben’s band. Bim’s band. Big bands. Pig bands.

(Fox in Socks)

Passage:

Why this passage:This passage is a nice review of much that was learned this month about short vowel sounds, proper nouns, blends and the plural suffix.

What to note:In this passage, you find four short sentences to practice, each with a capital and a period. The possessive <’s> is introduced, but does not have to be taught in detail this week.

How to teach:Have your child read the passage. Help the young reader to highlight the tricky names with the possessive <’s>. Explain that the <’s> shows that each person has a band.

Help your child to highlight the words <bands> in another color highlighter. Remind your child that the plural <-s> suffix shows more than one band.

Thus these simple sentences convey all of this information:

ê Ben has a band.

ê Bim has a band.

ê There are two bands.

ê The bands are big and belong to pigs.

Phonics lesson: Create a vowel chartA vowel chart is a tool that helps you to organize all the various vowel graphemes. Eventually your children’s vowel charts will show each vowel sound, as well as all the possible grapheme representations for each sound. For example, the /oi/ sound found in the word <spoil>, will include the graphemes <oi> and <oy>.

Each month you will be given a set of vowel sounds to study and to record on your children’s vowel chart. The chart will serve as a memory tool and a reference tool for reviewing sounds and spellings—phonemes with their corresponding graphemes (sounds + spellings). You will be provided with illustrations that show how to develop the vowel chart at each level.

Ben’s band. Bim’s band. Big bands. Pig bands. (Fox in Socks)


Week Four

Why a vowel chart: Because reading, writing and spelling are all interrelated with listening and speaking, attention and memory, it is important to know that every child has a unique combination of these skills. Each child’s strengths and weaknesses combine with the learning tools s/he is taught along the path to literacy. The vowel chart helps to combine children’s unique skills with these learning tools for improved memory and spelling over time.

The chart is also used as a reference source for other spelling rules. Therefore, key spelling rules and consonant phoneme-to-grapheme correspondences will be recorded on the outside of the vowel chart. For example, the /k/ sound is represented with the graphemes <c>, <k>, <ck>, and eventually, <ch>. Therefore, the spellings of /k/ will be recorded on the outside of the chart, for future reference and review. Spelling rules regarding the usage of these graphemes will eventually be added, as they are taught and practiced, such as the rule that the <ck> digraph only follows short vowel sounds at the end of a syllable, as in the word <duck> or <bracket>.Note: The vowel chart starts very simply this month (not much information to put on it yet), but more pieces will be added over time.

It is critical that children sort vowel spellings. You can accomplish this by having your child build a vowel sound chart. Use a colored file folder to begin your vowel chart. File folders are portable, and stand up nicely on the table to use for review during Phonics Lesson:s. If you do not have colored file folders, you can create a folded vowel chart using poster board.

At the top of the chart, write the label “Short Vowel Sounds” in black marker, and have your child identify for you the five short vowel sounds, saying each one as you write: /ă/ as in apple, /ĕ/ as in Ed, /ĭ/ as in itchy, /ŏ/ as in octopus, and /ŭ/ as in /up/.

Using Post-it notes, children can write each short vowel sound on a Post-it. Children can practice writing words under the Post-it headings for each short vowel sound. Have your children find words from the text that use short vowel sounds, and help them to list the words under each Post-it.

While reading, children may find words that contain the target letter, but are not a short vowel sound, such as the word <I>. This word does not make a short /ĭ/, but rather a long /ī/ sound. (The long vowel sound is identified in dictionaries by the <-> sign, called a macron. Your child does not have to use the short and long vowel markings, but awareness of the markings can be helpful for dictionary use.) Help your children to listen for the short vowel sounds, and then explain you will be adding many more vowel sounds to the chart in the future.

Why a vowel chart:

How to make the vowel chart:

Week Four : Fox in Socks


For young readers, you’ll want to use your walls or kitchen tables to help them sort sounds. Fill them with words on cards and sounds on Post-it notes. The tactile practice of moving post it notes around in a big visual space is a great way to help kids engage and actively investigate as they learn!

Some consonant sounds have multiple spellings also, as your child discovered with the sound of /k/. Therefore, help the young reader create a portion of the chart to represent consonant sounds. On the outside of the file folder, write the letter <k> to represent the sound of /k/. Review with your child the three spellings of /k/ and write them on the outside of the Vowel Chart using lines that come from the /k/ to the various graphemes: <ck>, <c>, and <k>.

Spelling:Create a word list of five words from your child’s short vowel practice. These words may include words from the text, such as:

ê fox

ê socks

ê bands

ê bent

ê then

Help your child to notice that two of the words contain the plural marker <-s>. Always cue your child to spell the base word first, before adding any suffixes.

New Red Words to practice this week:

ê for

ê well

ê that

ê are

ê as

Word game idea:Magnetic poetry: Brave Writer’s Year Long Language Arts and Writing Program recommends the purchase of a Magnetic Poetry set for a variety of writing and reading activities you can do with this age group. You can purchase a set through Amazon.com or any major bookstore. Pair the word magnets with a cookie sheet to create the perfect space for playing with language.

Once you own the set of word magnets, try these ideas to extend the lessons in this issue of The Wand:

ê Find all the words that end with <ck>. Make a long train of them, alphabetize them, make them into spokes on a wheel with the <ck> pointing to the center.

ê Pick out your Red Words.

ê Look for short vowel words of 3 and 4 letters. Sort them by vowel sound, run your finger beneath the letters left to right and sound them out, put them together with your Red Words to make short, easy to read sentences.

ê Mix your <ck> words with your Red Words and short vowel sound words. How many silly sentences can you make?

ê Recreate the copywork passages using your magnetic words. Read them, running your finger under the words as you go.

Hint: Choose word magnets in a larger font for this age group.

Week Four : Fox in Socks


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Hop on Pop and Fox in Socks - Amazon S3s3.amazonaws.com/assets.bravewriter.com2/page... · His rhythmic and lyrical language creates a level of fun in ... (no dictation). ... Many