Language Arts for the Heartmcguffeyreadersguide.weebly.com/uploads/5/0/5/0/50504815/lah... · Lesson 25: The Moral of the Story ... Harvest Prepare the Soil The lesson plans are modeled

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Language

Arts for the

Heart Reading Level 1

Beginning Reading Course Roadmap

for use with:

The Original McGuffey Primer

The Original McGuffey Pictorial Primer

The Original McGuffey Progressive Speller

Explode the Code Phonics: Books 1-3

ii

Copyright © 2015, HomeMakers for America

All rights reserved

The pages of this guide book may be photocopied for home and personal use. However, any

reproduction of this work for commercial purposes is strictly prohibited.

www.HomeMakersforAmerica.org

www.HearthstonePlan.org

iii

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VI

Lesson 1: First Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Lesson 2: Reading in a Smooth Conversational Tone . . . . . . .6 Lesson 3: Fun with Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Lesson 4: Combining Consonants for a Single Sound . . . . . .16 Lesson 5: Vowel Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Lesson 6: Three Letter Phonograms . . . . . . . . . . . . . . . . . . . .23 Lesson 7: Sentences and Paragraphs . . . . . . . . . . . . . . . . . . .26 Lesson 8: Reading with Expression . . . . . . . . . . . . . . . . . . . . . 28 Lesson 9: Spell Words from Dictation . . . . . . . . . . . . . . . . . . .29 Lesson 10: Reading for Information . . . . . . . . . . . . . . . . . . . .31 Lesson 11: Regular Sounds for the Vowels . . . . . . . . . . . . . . .34 Lesson 12: Reading Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Lesson 13: Vowel Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Lesson 14: Sight Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 15: Stories about Animals . . . . . . . . . . . . . . . . . . . . . . 48 Lesson 16: Stories about People . . . . . . . . . . . . . . . . . . . . . . . 50 Lesson 17: Words with Two Syllables . . . . . . . . . . . . . . . . . . . 52 Lesson 18: Plurals and Rhymes . . . . . . . . . . . . . . . . . . . . . . . . 54 Lesson 19: Combining Sentences with Conjunctions . . . . . . . 58 Lesson 20: Compound Words and Suffixes . . . . . . . . . . . . . . 60 Lesson 21: Short Vowel Sounds . . . . . . . . . . . . . . . . . . . . . . . . 62 Lesson 22: Vowel Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Lesson 23: Word Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Lesson 24: Stories and Rhymes . . . . . . . . . . . . . . . . . . . . . . . . 69 Lesson 25: The Moral of the Story . . . . . . . . . . . . . . . . . . . . . . 71 Letter Tiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Appendix

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Introduction

The Garden Allegory

This Language Arts Reading Guide is based on the Garden Allegory as presented by HomeMakers for America on the Hearthstone Education Plan website. If you have not already done so, we recommend that you view the presentation “What is a Heart Based Education?” and the “Five Elements for Conditioning the Heart” on the Hearthstone Plan website.

Young children are in the Core Values phase of their learning. This is a time to prepare and condition the heart so that a natural love of learning will develop in later years. The Garden Allegory suggests that this is the time to “prepare the soil” by building relationships, establishing family routines and responsibilities and experiencing the joy of discovery.

We recommend that reading instruction begin only after the child expresses a desire to learn how to read. This Reading Guide provides a phonics-based reading instruction program that parents may use to teach reading, spelling, grammar and comprehension to their children.

Plant the

seeds

Nourish and

Cultivate

Weed It Out

Share the

Harvest

Prepare the Soil

The lesson plans are modeled after the garden allegory. As we consider the process of gardening, we discover five steps that are repeated year after year in agricultural production. In this simple model from nature we learn how energy travels through a growth and development process. This same model may be applied to the growth and development of the heart. Each step of the gardening cycle may be applied to a heart-based learning of all subjects, including learning how to read. These steps include: 1: Prepare the Soil: This first step reminds us to evaluate the condition of the heart. Just as soil needs to be plowed and nourished with water and sunshine before seed planting, a child’s heart must be softened and prepared. The Well-Educated Heart program is designed to prepare the soil. We recommend that children remain active in this program to maintain a heart that is prepared to learn. 2. Plant the seeds: In this step, students learn about defined principles or concepts. The lesson plan begins with defining the principle or objective. This section is for the parent or teacher to prepare them to be effective learning coaches for their students. After seeds have been selected, they need to be planted. In the Reading guide, we have labeled this activity as

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Each lesson is designed to take a few key principles and follow them through the full garden cycle, from seed planting to harvest. There is no set time period for completing the lessons. Some lessons may be completed in a few days, others may take a few weeks. We recommend that families schedule time for reading practice without determining how much content should be completed. Reading practice time should be stress-free. Allow the student to move through the material at their own pace so they may experience the joy of learning and reading without undue pressure.

The Reading Guide comes complete with flash cards, letter tiles, and creative works pages that families may copy. We recommend that parents develop a storage system for the flash cards and letter tiles as they will be used in several of the lessons. We have also created a companion Spelling Notebook that will be introduced in the later portion of this guide. The Spelling Notebook is a student created, phonics based, word reference list. As students create this reference themselves, their spelling abilities will improve and they will be able to keep their personal spelling reference close at hand for many years to come.

Pre-requisites: Children should have completed Get Ready, Get Set and Go For the Code or be familiar with all the consonants in the alphabet before beginning this reading course. (Get Ready, Get Set and Go for the Code are the Primer series of books for the Explode the Code series)

“Assess knowledge and make connections”. Students in this phase will take the time to research and study about the principle or concept they want to learn about. This is a time to ask lots of questions and make connections between what is already known what can be learned in the future. 3. Nourish and cultivate: This is the application phase of learning where students perform experiments, practice skills and develop new habits. Academic service projects may be considered during this step where students find a service project that allows them to use the new skill in service towards family and friends. In the Reading Guide, we have labeled this step as “Practice Reading, Writing and Speaking.” 4. Weed it out: This step includes evaluation of the things that have been learned. Students develop critical thinking skills as they learn to discern truth from error and as they discover how to apply the information that has been learned. This step is labels as “Evaluate and Discuss” in the Reading Guide. 5. Share the Harvest: This final step provides an opportunity to celebrate the growth by creating something related to the principles learned. Creative works may include poems, stories, music, handicrafts, art projects, research papers, presentations, and demonstrations. Students may also consider how to share their learning with others through a service project. This step falls under the subheading of “Create and Share”

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Resources

The Original McGuffey’s Eclectic Primer: Begins with the alphabet.

Moves to simple one-syllable words such as cat and fox, then on to more

difficult one-syllable words such as horse and spring. Illustrated with the

charming original drawings.

60 pages, Hardbound List Price: $9.99 Available at Mott Media: www.mottmedia.com

The Original McGuffeys’s Pictorial Eclectic Primer: Begins with the

alphabet. Early lessons have simple three- and four-word sentences of one

line each. Progresses to longer sentences and full paragraphs. Original

illustrations throughout. Both this primer and the one above can be used

in first and second grades.

133 pages, Hardbound List Price: $13.99

Available at Mott Media: www.mottmedia.com

The Original McGuffey’s Eclectic Progressive Spelling Book: by Alexander

H. McGuffey (brother of William McGuffey). Called "Progressive" because

it begins with basic phonics and progresses to advanced vocabulary

worthy of a graduate student. As such, it is the only spelling book you will

ever need.

142 pages, Hardbound List Price: $13.99 Available at Mott Media: www.mottmedia.com

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Explode the Code Books 1-3: Explode The Code provides a sequential, systematic approach to phonics in which students blend sounds to build vocabulary and read words, phrases, sentences, and stories. The Reading Guide for Reading Level 1 will use Books 1-3.

Available on Amazon, Rainbow Resource, and Christian Book

Price: approximately $7.00 per book

Parent/Teacher Resources:

Parent/Teacher Guide for the Original McGuffey Readers:

by Ruth Beechick Please Note: This Parent-Techer Guide has been written expressly for Mott Media's republication of the 1830's McGuffey Readers. For families who want to use McGuffey's Readers as a reading curriculum for homeschooling or as a summer reading program, the Parent-Teacher Guide features practical, easy-to-follow instructions for each lesson in the Readers. This invaluable resource also enables parents and teachers to tap

into Dr. Beechick's years of experience as she explains how McGuffey's Readers correspond to the stages of reading, how to teach phonics, and what to do to help a child at each stage of reading. There's also tips on integrating penmanship, language arts, and spelling with the Readers. Dr. Beechick’s instructions have been incorporated into the reading guide. This book provides more background information for successful implementation. 110 pages, Paperback List Price: $9.99 Available from Mott Media: www.mottmedia.com

The ABC’s and All Their Tricks by Margaret M. Bishop

THE phonics book for teachers. Comprehensive information is given here for every spelling of every sound. For each spelling you find rules which govern it, exceptions to the rules, sample words to use for teaching the sound or spelling, etymological information, and more. Phonics rules listed in the Reading Guide and Spelling Notebook are incorporated into the lesson plans. Paperback Price: $15.99

http://www.mottmedia.com/

viii

Available from Mott Media: www.mottmedia.com

http://www.mottmedia.com/

1

Lesson 1: First Words

Define phonics rules:

a says /ặ/ as in apple

e says /ĕ/ as in elephant

o says /ŏ/ as in octopus

The vowel pair /oi/ and /oy/ create a diphthong (double sound) of o – e as in boy

Assess knowledge and make connections:

Review consonants sounds with flash

cards for b, c, h, m, p, r, t (practice c as the /k/ sound)

Children will learn to blend these

sounds into words to begin reading

When using flashcards, please note that

more than one phonics rule may be presented. Children should only recite the rule(s) they have learned thus far.

Practice Reading, Writing, and Speaking

Complete the following lessons in

Explode the Code 1: o Consonant pretest o Lesson 1, 2, 3

o Lesson 8 o Lesson 10

Practice vowel blend of –oy with flash cards (toy, boy, coy, joy)

Read McGuffey’s Eclectic Primer: Lesson I, II, and III

Teaching Tip: If, for some reason, a child cannot figure out one of the words, you may simply tell him what it is. Don’t say, “Oh, you should know that. Think now, what does the O say?” Keep the reading time as pleasurable as you can, but jot down the word of phonogram that the child stumbled on and plan to reteach it in your next phonics lesson.

Evaluate and Discuss

Using letter tiles with the phonograms

from this unit, ask the child to create as many words as he or she can

Letter tiles needed: b, c, h, m, p, r, t, a, e, o, oy

Letter tiles are available in the Appendix

of this manual. Print tiles on cardstock.

Laminate if desired. Cut the tiles apart and store in a box or plastic container for use in later lessons.

Create and Share Create a My First Words Book by

choosing three words you can make

from the letter sounds you have learned.

Draw pictures of the words you write

Share your book with a family member

2

a A

My name is A. My sound is:

1. Long sound: as in fate 2. Flat sound: as in far 3. Broad sound: as in wash or what

4. Short sound: as in fat

e E

My name is E My sound is:

1. Long sound: as in me 2. Short sound: as in met

o O

My name is O My sound is:

1. Long sound: as in no 2. Long sound of OO: as in move 3. Short sound: as in not, nor 4. Short sound of OO: as in good

oy

My name is oy I am used at the end of a word or syllable. My sound is: o –e as in boy

Flash cards: Print a copy of this page. Cut and fold cards. Save cards to be used in later lessons.

3

b B

My name is B

My sound is /b/ ba

Before t, of after m, in the same syllable it is silent as in debt and dumb

c C

My name is C. My sound is:

1. /k/ as in case 2. /s/ as in face

p P

My name is P My sound is: /p/ pa as in pet

r R

My name is R My sound is /r/ ra as in red

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m M

My name is M My sound is /m/ as in mat

t T

My name is T

My sound is /t/ ta as in tin

h H

My name is H My sound is /h/ as in ha

H is silent after R as in rhyme. When it is preceded by W, it is sounded before it, as in when (hwen)

oi

My name is oi I am used in the middle of a word or syllable.

My sound is: o –e as in voice

5

My

First

Words ____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

6

Lesson 2: Reading in a smooth, conversational tone


The letter i says /ĭ/ as in igloo

The letter u says /ŭ/ as in umbrella

If a little word ends in y, then y says /ῑ/

The letter a also says /ǡ/ as in ape when followed by a vowel like e or y

The letter e also says /ḕ/ as in beet

when followed by another vowel like e or a

The letter O has four sounds: o Long sound: as in no o Long sound of OO: as in move

and do o Short sound: as in not, nor o Short sound of OO: as in good

The vowel blend ou and ow say /ou/ as in mouth and cow


Review consonants with flashcards: w, g, s, d, l, f, x, j

Please note:

o Practice /x/ making the ks sound as in ax

o Practice /g/ making the hard sound as in go

Review vowels from last lesson: a, e, o o Teach two more sounds for the

letter O: Long O as in so, and Long OO as in do

o Teach children one more sound

for letters a and e: long a as in cake, and long e as in see

New vowel sounds: i, u, y o Teach two sounds for the letter i.

Long I as in pine and short I as in pine

New vowel blend: ow

When using flashcards, please note that more than one phonics rule may be

presented. Children should now recite two rules for a, e, and i and three rules for O.


Complete the following lessons in Explode the Code 1:

o Lesson 4, 5, 6 o Lesson 7 o Lesson 9 o Lesson 11 o Post test

Practice vowel blend of –oy with flash cards (toy, boy, coy, joy)

Read McGuffey’s Eclectic Primer:

Lessons IV and V

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Teaching Tip: “This lesson requires children to read sentences. This is not a story, and you can work on each sentence separately. Teach the children to read in a normal, conversational tone. If a child reads, "It . . . is . . . he", let him listen to you read the sentences. Then he may say it to you, making it sound like a statement. When he can say it normally, have him look at the book again and read it.

“On the next sentence, have him look but not read aloud until he is ready to read it all. Then he should try to make it sound like a sentence. For some children it is helpful to cover with a card the sentences already read.” -From the Parent Teacher Guide by Ruth Beechick


Using flashcards with the phonograms from this unit and the previous unit, ask the child to create as many words as he or she can.

Create and Share Choose one sentence from Lesson IV in

the McGuffey Reader

Copy the sentence with your best handwriting on the page provided.

Draw a picture to go with your sentence

Share your picture with a family member. Read the sentence in a smooth, conversational tone.

Please note: Children will have completed Explode the Code 1 by the end of this lesson. If

the child needs extra practice with the sounds learned thus far, they can work in Explode the Code 1 ½

8

i I

My name is I

My sound is:

1. Long sound: as in pine 2. Short sound: as in pin 3. Long sound of e: as in stadium

u U

My name is U My sound is:

1. Long sound: as in tube 2. Short sound: as in tub 3. Short sound of OO, as in full

y Y

My name is Y My vowel sound is:

1. Long sound of I: as in my 2. Long sound of e: as in happy 3. Short sound of I: as in gym

My consonant sound is /y/ as in yard

d D

My name is D My sound is /d/ du as in day At the end of words, when d follows a silent e, it takes the sound of T as in mixed

Flash cards: Print a copy of this page. Cut and fold cards. Save cards to be used in later lessons.

9

f F

My name is F My sound is /f/ as in fun One exception is in the word of, f is pronounced like V

g G

My name is G

My sound is: 1. Hard sound: as in gave 2. Soft sound: as in gem

j J

My name is J My sound is:

1. Soft g sound: as in June 2. Sometimes /y/ as in

Hallelujah (foreign words)

l L

My name is L My sound is /L/ as in live It is often silent when followed by another consonant, as in calm

10

s S

My name is S My sound is:

1. Soft sound: as in set 2. Sound of Z: as in rise

w W

My name is W

My sound is /w/ wu as in wet As a vowel, when W is not silent, it has the sound of U, as in few

x X

My name is X My sound is:

1. Sound of KS: as in wax 2. Sound of GS: as in exact 3. Sound of Z: as in xylophone

11

Use this page to write a sentence and draw a picture

____________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------------------------

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Lesson 3: Fun with Rhyme


Two consonants can be used together

to make a blended sound

When the ending of two words sound alike they rhyme with each other


Review consonants sounds with flash

cards for k,n,q,v,z. The final

consonants have been introduced, now children will learn how to blend consonants together to make a sound

When using flashcards, please note that

more than one phonics rule may be presented. Children should only recite the rule(s) they have learned thus far.


Complete all the lessons in Explode the

Code 2

See how many words the children can read in the nursery rhymes attached to this lesson

Read the nursery rhyme in a sing-song

fashion emphasizing the rhythm and

rhyme. Allow the child to follow along as you read.


The children may have noticed some

two syllable words in the nursery rhymes. Did they attempt to sound them out? Discuss how two syllable words are similar to one syllable words and the children will learn more about these words in future lessons.

Print the letter tiles for consonant

blends and single letters. Allow the children to play a game to see how many words they can make with their cards. Remove the unfamiliar phonograms from the group of tiles to avoid confusing the children.

Create and Share Choose a favorite nursery rhyme to add

to your Literature Gems notebook

Please note: Your child will have completed all of Explode the Code Book 2 with this lesson. If he or she needs more practice with these phonograms, you will find more worksheets on Book 2 ½

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Nursery Rhymes

Pat-a-Cake

Pat-a-cake, pat-a-cake, baker’s man,

Bake me a cake as fast as you can;

Pat it and prick it, and mark it with B,

Put it in the oven for baby and me.

Jack Sprat

Jack Sprat could eat no fat,

His wife could eat no lean;

And so between them both, you see,

They licked the platter clean.

Hot Cross Buns

Hot cross buns!

Hot cross buns!

One a penny, two a penny,

Hot cross buns!

Jack and Jill

Jack and Jill went up the hill

To fetch a pail of water;

Jack fell down and broke his crown,

And Jill came tumbling after.

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k K

My name is K My sound is /k/ as in kind

n N

My name is N

My sound is /n/ as in not

v V

My name is V My sound is /v/ as in vice

z Z

My name is Z My sound is /z/ as in zinc

Flash cards: Print a copy of these pages. Cut and fold flash cards. Cut one-sided blend cards. Save

cards to be used in later lessons.

15

q Q

My name is Q My sound is /kw/ as in quite (kwite) Q is always followed by a U, together they are pronounced like KW

16

Lesson 4: Combining consonants for a single sound


A, E, I, O, U, and sometimes Y are vowels.

A silent e at the end of a word, makes

the vowel before it say its name.

Two consonants can be combined

together to make a single sound, i.e. /sh/,/th/, /wh/, /ch/, /-tch/, /-ng/, /-ck/


Ask the children to make the following

words with their letter cards: cut, mad, cub, Tim, cap

Explain that the a, e, i, o, u letters are vowels. Y can sometimes act as a

vowel.

Explain the silent e rule and show how

the e can be placed at the end of each word they made with their cards. Read the new word to show the change in the vowel sound.

Review some blend tiles from the previous lesson. Explain that this lesson will show us how two consonants can

be combined to make a single sound: o Sh says /sh/ as in shell o Th says /th/ as in thumb o Wh says /wh/ as in wheel

More sounds will be presented in the phonics practice book


Explode the Code Book 3: Lessons 1-9

Use the letter tiles for the following

sounds: sh, th, wh, ch, -tch, -ng, and –ck. Add all the vowels and single

consonants. Ask the child to correctly make the sound of the combined consonants.

Visit the library and allow children to choose some simple children’s books they want to try to read


Read and discuss the book(s) your child chose to read

Allow the children to play a game with all their letter tiles to see how many words they can make.

Or, play a game a Scrabble with

simplified rules. o All words must be one syllable o All words must have a short

vowel sound or a silent e to

make the sound long

17

o The only other vowel combinations that may be used

are oy and ow

Create and Share

Encourage the children to create a note for

someone they care about using some of the words they have learned so far. They may deliver the note secretly or in person, whichever they prefer.

18

Lesson 5: Vowel Teams (diphthongs)


The union of two vowels in one syllable

is called a diphthong. A pure diphthong is one in which the sounds of both

vowels are united: as oi in voice, or oil

An impure diphthong is one in which

one of the vowels only is sounded: as ai in aim.

R after a vowel at the end of a word or

syllable (like tire). In these words, the long vowel sound closes the mouth

before the R is pronounced. Students should give the vowel sound its full length before adding the R

R after a vowel within a syllable (like bird). Vowels within the syllable are normally short, but the R sound in these syllables changes each vowel sound. It changes the A sound to a short O as in hot. It changes the short E, I, and U sound to the special English vowel

sound ER.

The word THE is a sight word. It is considered irregular because it doesn’t follow the rules of phonics. When children encounter words that do not seem to follow the phonics rules they know, say the word correctly and encourage them to remember the word as a sight word.

The letter Y at the end of a one-syllable

word makes the Long I sound as in my.

Teaching Tip: A short vowel is “short” because it only involves one motion of the mouth –

opening. A long vowel is “long because it involves two motions of the mouth – opening, and then closing. It is typical for English words

to end with the mouth closed whenever possible.


Review the silent e rule and how it

makes vowel sounds long.

Explain that children will be learning

about more vowel teams that make the vowel say its own name

Practice saying short and long vowel sounds. Ask the children if they can feel how their mouth stays open for the “short” sound and how they need to close their mouth for the “long” sound.

Introduce the following vowel teams:

o ee as in see o ai as in hair o ay as in may o ou as in loud (like ow) o ew as in new (long u sound)

Introduce the following R controlled vowels:

o ir within a word as in bird o er at the end of a word as in her

o ar at the end of a word as in far

Teach the third sound of the letter i: which is a Long e sound as in king or wing.

19


Explode the Code Book 3: o Lessons 10-13 o Post test

Print and practice flash cards for the

following vowel teams and r controlled

vowels: o er, ar, or, ee, ea, ai, ay, ew, ow,

oa

Memorize the word THE and GIVES as a sight word

Read McGuffey Eclectic Primer Lessons VI, VII, and VIII


These lessons provide the opportunity for children to continue practice reading sentences in a conversational tone. Practice reading each sentence or sentence pair if the sentences are related to each other until the child can read it out loud smoothly.

Lesson VIII provides examples of a simple sentence with a SUBJECT. A subject is what the sentence is about. This lesson has a picture and the subject in all caps. Ask children to look at the picture and say what the sentence will be about. Then ask them to read the sentence.

Create and Share

Create a thank you card for a family

member. Write a sentence about what your family member does to help you. Draw a picture on your card. Secretly give the card to your family member.

For example: My father _____________.

Please note: Children will have completed Explode the Code Book 3 at the conclusion of this lesson. Additional practice worksheets for these concepts can be found in Book 3 ½ if needed.

20

er

My sound is /er/ as in her and fern

ar

My sound is /ar/ as in art and star

ir

My sound is /er/ as sir and bird

ee

My sound is a long e as in see or green



21

ea

My sound is:

1. Long e as in each or clean 2. Short e as in head or heaven 3. Long a as in great or break

ai

My sound is long a as in mail or wait

oa

My sound is long o as in road or boat

ow

My sound is: 1. Long O: as in low 2. O-W diphthong as in cow This diphthong is sometimes pure as in cow or impure as in low.



22

ew

My sound is long /U/ Used at the end of the root and before final N (The Y-part of long U is clearly heard in few, but lost in grew and flew

ay

My sound is long A as in say. Used at the end of a root word.



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Lesson 6: Three letter phonograms


DGE is a consonant team for the sound

of J. It is used at the end of the root, right after a short vowel. The silent E is needed to make the G soft. The D serves to insert an extra consonant

letter so that the silent E cannot make the vowel long

A silent E is also used at the end of words with the V sound. English words do not end in the letter V so and E is added to keep the V from tipping over.

The letter before the V may remain short as in give.

TCH is a letter team for the special

English consonant sound of CH. We use TCH to show this sound right after a short vowel in the root.

EAR – When EA comes before R and a different consonant, the R changes the E sound to the special English vowel

sound of ER.

IGH is a vowel team for long I. This is a remnant of old German and Old English spelling


Review the silent e rule and how it

makes vowel sounds long.

Explain that the silent E can also make

the G sound soft. This rule applies in the three letter team of DGE. This letter

team is found at the end of some words. The D is added to make sure the E doesn’t make the vowel before the D

say its own name.

Introduce three more phonograms of three letter teams. TCH, EAR, and IGH


Print and practice flash cards for the following three letter teams:

o DGE, TCH, EAR, IGH

Read McGuffey Eclectic Primer Lessons

IX, X, and XI

If the children struggle to read the sentences smoothly, have them practice the words at the end of the lesson first to become familiar with them, and then try reading the lesson smoothly and with feeling.


In these lessons the children will see how a series of sentences can be used to talk about one idea.

Lesson IX. The first seven sentences are talking about an event. Ask the children to explain the event in their own words.

24

Lesson IX. The final four sentences talk about a different event. Ask the children to restate the event in their own words.

Lesson X. All of the sentences in this

story are about the same topic. What is this story about?

Lesson XI. What does this father want his son to do?

Create and Share

In Lesson XI, a father said many things a

boy can do to be good. Ask to parent or teacher to help you write one sentence about how you can be good on a paper or poster board. Put it in your room where you will see it often to help you remember to do good things.

Teaching tip: The parent may write the sentence down using proper capitalization and punctuation as an example for the child. Then the child may copy the sentence onto a separate paper or poster.

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dge

My sound is /j/ as in lodge or edge

tch

My sound is /ch/ as in pitch or catch

ear

My sound is /er/ as in learn

igh

My sound is long I as in right or light



26

Lesson 7: Sentences and Paragraphs

Define writing and grammar rules:

Several sentences about the same topic are combined to make a paragraph


The children will be using the McGuffey Pictorial Primer for the next several

lessons. Put away the Eclectic Primer for a few weeks. To introduce this Primer, ask the children to read the words listed on the pages prior to Lesson I. Notice the difference between the upper case and lower case letters. The words are the same.

Introduce spelling from dictation by choosing a few simple words the children have already learned well and

ask them to spell them on a paper. (it, is, an, at, my)


McGuffey’s Pictorial Eclectic Primer Lessons I, II, III, and IV

In these lessons, the children will practice spelling the words before they read them in a simple paragraph. Upon completion of each lesson, the children will have learned to spell

and write the words, to read them separately, to form sentences with them, and finally to read the paragraph in the book. The following steps for each lesson are suggested.

1. Dictate the words one at a time and have the children write them. (use a separate index card for each word)

2. As the children to arrange the words on their cards to make a sentence. Try difference arrangements to see if they can make new sentences. Add a question mark card to see if they can

make a question. 3. Ask children to read their sentences out

loud and then write their sentences using a capital letter at the beginning and the proper punctuation at the end.

4. Read the paragraph in the Primer

If your child completes all four steps easily on the first lesson, then do steps one and four for lessons II – IV. If the child needs more practice,

do all four steps again on the next lesson. (Practice sequence is taken from The Parent-Teacher Guide for the Original McGuffey Readers by Ruth Beechick)

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Ask the children how to figure out how to spell of a word if they are uncertain. Show them how you can dictate the phonograms instead of the letters. For example, if they are writing the word it, tell them to first write the letter that says /i/ and then to write the letter that

says /t/.

Discuss the rule for capitalization at the beginning of a sentence and punctuation at the end of a sentence.

Notice how the sentences under each

picture are about the same topic. When we use more than one sentence about the same topic, it is called a paragraph.

Create and Share

Ask children to write a paragraph about

one of their favorite things. Write the name of their favorite thing on an index card (allow the child to write it if he already knows the word). Use the word

index cards that were made previously in this lesson. Encourage the children to rearrange the words to make three different sentences and to write their sentences in a paragraph.

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Lesson 8: Reading with Expression

Define skills for oral reading

Good oral reading includes pronouncing

words correctly, expressing thoughts in a conversational tone, and giving proper expression to the mood the words convey.

Questions and exclamations are read with a different inflection than a simple sentence


During the last lesson, the children became very familiar with the words before they read the paragraph. This allows children to become more expressive as they read.

This lesson will give children an

opportunity to practice good oral

reading skills.

Questions are read differently than statements and the voice should rise at the end.

Exclamations are read with emotion that expresses the proper mood.


McGuffey’s Pictorial Eclectic Primer Lessons V, VI, VII, VIII, IX, X, XI, XII

In these lessons, the children should read each passage silently before reading it out loud. The following steps for each lesson are suggested.

1. Read the passage silently 2. Look at the picture and think about how

it relates to the story 3. Tell a parent or learning coach what this

paragraph is about 4. Read the paragraph out loud with good

expression.

If you are working with a group of children, you

may assign one or more lessons to each child to practice and then read to the group while the others follow along.


Discuss each paragraph and picture with the child as they are being read.

Provide feedback and guidance about

the child’s developing skill in reading with expression

Create and Share

Choose a favorite nursery rhyme, poem, or scripture to memorize. (It can be short). Recite it to a family member and use proper expression to convey the feeling of the words.

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Lesson 9: Spell words from dictation

Define spelling objective:

Each child should be able to listen to

and distinguish among sounds and then write those sounds into words.


During Lesson 6, children started spelling simple two and three letter words from dictation

This lesson will give children an opportunity to practice spelling more three letter words and then see how those words can be used in a paragraph


McGuffey’s Pictorial Eclectic Primer Lessons XIII, XIV, XV, XVI, XVII, XVIII

In these lessons, the children should spell the words at the beginning of the passage from dictation and then read the passage. Explain that proper names begin with a capital letter. Have the children try to read with expression without reading the full paragraph ahead of time. The following format is suggested

Lessons XIII – XVI: Spell the words then read the paragraph

Lesson XVII: These should be familiar

words. Try to read each paragraph fluently.

Lesson XVIII: Spell the words from dictation.

You may consider one lesson per day. There is no reason to rush through this material.


For Lesson XVIII: Discuss ideas for a

sentence that can be written about the picture using some of the words on the list. Write the sentence together. Students may copy sentences from the teacher’s model for this exercise.

Create and Share

Create a word search using the words from Lesson XVIII. Ask a family member to find your words.

30

Grid paper for Word Search

31

Lesson 10: Reading for Information

Define objective:

Each child will learn they can read to find answers to questions


Praise children for the progress they are making with their reading

Explain that one of the blessings of reading is the ability to find answers to our questions by reading good books


McGuffey’s Pictorial Eclectic Primer Lessons XIX, XX, XXI, XXII, XXIII, XXIV, XXV

In these lessons, the children will be able to

find answers to simple questions the teacher asks before reading. The following format is suggested for each lesson:

Lessons XIX: Show the picture of the boy, dog and pup. Ask: What might this dog and pup do all day long? Read the paragraph to find the answer.

Show the picture of the cat with her

kittens. Ask: What are the cat and kittens standing on? Read the paragraph to find the answer.

Lesson XX: Read the list of words to check up on the child’s phonics knowledge. Ask the child to make up a

question about the rat and the horse by using one of the words on the list. This can be an oral discussion.

Lesson XXI: Read the word list out loud.

Show picture of the boy, girl, and the dog. Ask the children if they know why Sly is spelled with a capital letter? Ask: Who will feed the dog in this picture? Read paragraph for answer.

Show the picture of the bee? What is the bee sitting on? Read paragraph for answer.

Lesson XXII: Read the word list out loud. Show picture of the pig. Ask: What kind of pets did the children have? Read paragraph for answer.

Lesson XXIII: Read the word list out

loud. Show picture of boy, girl, and the

dog. Ask: What do the children want to do with their dog? Read paragraph for answer.

Lesson XXIV: Read word list. Show picture of the boy opening the box. Ask: What happened inside the box? Read paragraph for answer.

Lesson XXV: Read word list. Show picture of the hen. Ask: Why is the hen

laying on the hay? Read paragraph for answer.

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Asking questions about our reading

helps us learn. Ask children to read a verse in the Bible: Genesis 1:3 and ask the children what was the first thing God did when he created our world?

Create and Share

Make a Christmas decoration for your

family by coloring the picture on the next page and writing the question of the Wise Men searching for Jesus. It can found in Matthew 2: 2. They asked “Where is He?” Write this question on

the line below the picture. Color the picture that answers the question and hang it in your home during the Christmas season.

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____________________________________________________________________________________

Coloring page from December 2013 Friend Magazine. Retrieved from LDS.org

34

Lesson 11: Regular Sounds of the Vowels


A has four sounds: (1) – a long sound as in fate. (2) a flat sound as in far, (3) a broad sound as in what, and (4) a short sound as in fat

E has two sounds: (1) – a long sound as

in me, (2) a short sound as in met

I has three sounds: (1) – a long sound as in pine, (2) a short sound as in pin, (3) a

long e sound as in stadium

O has four sounds: (1) a long sound as in no, (2) the long sound of OO as in move, (3) a short sound as in not, (4) the short sound of OO as in good

U has three sounds: (1) a long sound as

in tube, (2) a short sound as in tub, (3) the short sound of OO as in full

W, when not silent, has the sound of U as in few

Y, when a vowel, has the three sounds of I as in my, happy, and gym

“The vowel (A) makes a broad sound

when it is the very last letter in the word. The same sound is spelled by the letter O as in hot. (zebra, extra, banana, soda). This sound is also made in the word fall or what. (The difference between the sounds of A in fall and what are deemed too small to make a

distinction. The same thing may be said with regard to the sounds of O in nor and not, and or U in rule and tube.” - McGuffey Speller

The vowel (O) also makes the long

sound of OO as in move and the short sound of OO as in book. There is no way for the eye to tell which sound will be made. The reader must be prepared to use whichever sound makes sense. (move, lose, whose, prove) or (look, book, foot, cook, took, wood, nook, rook)


Pull out the vowel flash cards and ask the children to review the vowel sounds they have learned already.

In this lesson children will learn the remaining regular sounds for the vowels


Practice repeating words with similar vowel sounds on the provided tables. Have the children repeat the list from

top to bottom, then from bottom to top. Then repeat the lists with a high voice, then a low voice. Listen for correct pronunciation for each word as

35

the child reads the list. Be creative and think how to make this exercise into a game and practice each list until the children can read the lists fluently.

Practice with the vowel flash cards. Ask the child to demonstrate all the vowel sounds for all the vowels, including Y and W.


Go to the library and allow the child to choose some simple children’s books to

read. Allow children to sound out words in the book based on the phonics they have learned thus far.

Create and Share

Using all the letter tiles that have been

printed for previous lessons, ask the children to make up a game the family

can play that requires the players to create words.

36

Sounds of the Letter A Long a as in fate Flat a as in far Broad a as in what Short a as in fat

ray

day

stay

bake

cake

date

late

wash

swab

calm

palm

car

cart

paw

jaw

what

fin - al

a - lone

tap

trap

cat

sat

lap

hat

map

mat

37

Sounds of the Letter O Long O as in no Long OO as in move Short O as in not Short OO as in good

no

so

toe

go

lo

move

lose

whose

prove

hot

pot

stop

pond

dog

fog

jog

log

look

cook

shook

hook

brook

good

foot

wood

Sounds of the Letter U Long U as in tube Short U as in tub Short OO as in full

dude

true

rule

ruin

us

duck

jump

fun

punch

rub

push

full

pull

bush

bull

38

Lesson 12: Reading Stories

Define objective and phonics rules:

Stories are written around a theme and can be used to teach us important lessons

One sound for the phonogram /ie/ is a long e as in chief.

One sound for the phonogram /ou/ is a short u sound as in young.

Please note, /ie/ and /ou/ have more than

one sound. More sounds for these phonograms and flashcard practice will be provided in future lessons.


Review previous lesson about how reading can be used to find answers to

questions

Explain that many authors hope their

readers will ask questions about the stories they write. When readers ask questions they will find more meaning in the story.

Children will now return to the Eclectic Primer and read seven stories. Parents or learning coaches should begin having conversations with the children about

the themes of the stories.

Be prepared to explain the phonics rule for ie (field) and ou (round) when the Lessons use these words.


McGuffey’s Eclectic Primer Lessons XII, XIII, XIV, XV, XVL, XVIL, XVIII

The following format is suggested for each lesson:

Lessons XII: Read words on the word

list to make sure children are familiar with the words before they read the story. Read the story out loud. Discussion: Look at the picture of the boys and girls playing. Ask: What games do you like to play? How are they careful to play safely? How should they treat each other? At the conclusion of the discussion, explain the theme for this story is to play safely

and courteously

Lesson XIII: Ask children to review

words at the end of the story either vocally or silently. Are there any new words the children have not seen before? Practice reading these words. Read Lesson. Ask the children if they have ever been sick? Who helped you

get better? What if that person cannot help you? What do you think is the theme for this story? Theme: God helps the sick

39

Lesson XIV: Read the words on the word list. Discuss the following ideas first before reading the story. Do you have any rules at the dinner table to show good manners? What are they? Allow children to share several ideas. Read the lesson to discover the manners these girls show at the tea party. What is the theme of this story?

Theme: Use Good Manners

Lesson XV: Read the words at the end

of the lesson. Study the picture of the boys at the pump. Do we drink and

dress like them? Why do you think they are wearing hats and coats? Read the story out loud. What do you think the theme for this story is? Dress warm for cold weather to stay healthy

Lesson XVI: Read the word list out loud. Look at the picture. What do you think we might learn about cows? Read the story out loud. What do you think the theme is for this story? Theme: Cows. Be grateful for God’s creatures and be kind to them.

Lesson XVII: Read word list. Look at

the picture. What animal is this story about? How should we treat horses? Read the story. Theme: Horses: Be kind to them and be careful.

Lesson XVIII: Read word list. Practice

saying each word correctly. Explain this

theme before children read. This story about the setting sun is about God’s creations. They remind us that He is with us and sees all that we do. Have the children practice reading each paragraph in this story with the proper expression. After they have practiced each paragraph individually, ask them to go back the read the full story with

feeling and expression. Theme: God’s creation reminds us that He is with us and see all we do.


Visit the Library and choose some

read aloud books for family reading time or select some read aloud stories from the Well Educated

Heart reading list.

Read the stories together as a family. Allow children time to think about and enjoy the themes of the stories. Young children should be given time to ponder the story without additional discussion.

Create and Share

Ask the children to draw a picture about one of their favorite stories.

40

This lesson concludes the lessons in the McGuffey Eclectic Primer. The remaining lessons will use McGuffey’s Pictorial Primer.

“The next lessons in the Pictorial Primer introduce new phonograms or uncommon sounds more rapidly. They also begin two-syllable words and more complex sentences. Be careful to not move through this material too quickly. At this stage, children need constant review of the phonograms so they overlearn them. This foundation learning makes them better readers and spellers all their lives.”

To help children review phonics rules, the next lessons will also begin using the McGuffey Speller.

“Notice how vowel sounds are marked with numbers at the tops of the columns in the Speller. Help your children understand this system and let them practice reading columns of words or syllables.

Practice on these columns is a highly effective technique for learning phonics and spelling.” -Ruth Beechick, Parent –Teacher Guide

41

Lesson 13: Vowel Teams


OO is a vowel team for the special

English vowel sound heard in moon. It is the long sound of OO. It is used both within the root and at the end. It also has the short sound heard in book.

IE is a vowel team. When IE is at the end of the root, it is stress and sounds like long I (lie, tie, die). When IE is used as a suffix, it sounds like the suffix –Y (brownie, collie, movie). When IE is within the root of the word, it is a letter

team for long E (field, thief, priest, niece, believe)

AW is a letter team for the special

English vowel sound heard in paw. AW is used at the end of the root and before final L,N, or K. Before other consonants, AW becomes AU, as in pause. AW is a native English spelling.

OU is a letter team that makes four

sounds (1) special English vowel sound heard in shout. It is used within the word instead of OW, (2) long O sound as in four, pour, court, soul – many of these words have R or L after OU (3) long OO sound – this is the normal OU sound in French and many of these words are borrowed from the French (you, your, cougar, tour) (4) short U sound as in touch, tough, rough, young,

double


Pull out the flash cards that have been used previously to teach diphthongs (vowel teams). Ask the child to review these cards.

Explain that they will be learning about

more vowel teams in this lesson. Visit the library and check out some

easy readers for children to read during the course of this lesson


Introduce the children to the new vowel teams and discuss their sounds. (OO, IE, AW, and OU)

Print and practice the flash cards for the

vowel teams

Allow enough time each day for children to read their library books. They may need to practice these sounds for a few days.

42


Print and cut apart the pieces for the Vowel-Team Matching game. Play a matching game with the student(s) to see if they can match a sound with the vowel team that makes the sound. Parents should read the sound card so the children use their ears only to hear

the description. If a child finds a vowel team that makes a correct sound, but doesn’t match the full description, praise him for his good ears and ask him to consider all the vowel teams that

make that sound. The parents may consider giving clues first for the vowel team cards that have only one answer.

Create and Share

Write a short thank-you letter to a

teacher or friend. Use the words you have already learned with complete

sentences. If children want to include a word they do not yet know how to spell, the parents may write the word on a paper so it can be copied into the letter.

43

ou

The vowel team OU has four sounds:

1. OW sound as in shout. It is used within a word

2. Long O sound as in pour 3. Long OO sound as in you 4. Shor U sound as in touch

oo

The OO vowel team makes two sounds:

1. Long sound as in moon 2. Short sound as in book

ie

The IE vowel teams makes three sounds:

1. Long I as in pie (at the end of the root

2. Like the suffix Y as in movie 3. Long E as in chief (within the

root)

aw

My sound in AH as in paw. AW is used at the end of the root and before final L, N, L

Flash cards: Print a copy of these pages. Cut and fold flash cards. Save cards to be used in later lessons.

44

ee

ea

ai

oa

ow

ew

oo

ie

aw

ou

Matching Game Cards

45

My sound is long E as in

see

bee

three

My long sound is long E as in meat or short E as

in bread

My sound in long A as in

rain

gain

train

My sound is long O as in

boat

road

toad

My sound is OW as in cow

or

Long O as in

snow

My sound is long U as in

few

grew

flew

My sound is long OO as in

moon or

short OO as in book

I have two sounds:

Long I as in pie

Long E as in movie or

chief

My sound is AW as in

saw

paw

draw

I have four sounds:

OW - shout

Long O - pour

Long OO – soup

Short U - touch

Matching Game Cards

46

Lesson 14: Sight Words


Some words do not follow the regular phonics rules. These words need to be memorized as sight words.

Although English has a massive

vocabulary, the 100 most frequently used words make up 50% of all we read and write. The first step to mastering English is to develop spelling and

decoding skills for the high frequency words.


Ask children to read a simple list of

phonics based words. The words at the beginning of the Pictorial Primer – before the first lesson – are a good list of phonics based words.

Explain that some words do not follow the phonics rules. We call these words irregular, and we need to learn how to

recognize and say them correctly. We also call these words sight words.


Practice reading the following list of words for a few minutes each day until the child can read them fluently

o Sight words: the, one, two, eye,

are, come, said, there, o High frequency words: a, you for,

as, is, of, in, that, on, I, to, he, his, and, it, was, with, give, have, they, this, what

We include high frequency words on the sight word list, even if they follow all the rules of phonics to develop proficiency in reading these words.

Be sure to leave time each day for

children to read from their library books. It may take a few days of practice before the children are confident with these words.


Discuss the library book(s) your children

are reading. Do they like the stories? Do they enjoy the pictures?

Create and Share

Draw a picture about your favorite library book. Share your picture with a family member and tell them why you liked that book.

47

Sight Words

the

one

two

eye

are

come

said

there

a

you

for

as

is

of

in

that

on

I

to

he

his

and

it

was

with

give

have

they

this

what

48

Lesson 15: Stories about Animals

Define objective:

The vowel sounds are pronounced by

opening the mouth in different ways and the sound is not blocked by the lips, teeth, or tongue

The consonant sounds are pronounced by closing the mouth in some way. The sound will be blocked by the tongue, teeth, or lips in some way.

The McGuffey Speller uses a number

system to explain which sound the vowel makes in a word or syllable. The

number system key is shown at the top of each page. The numbers also correspond to the phonics rule on the back of the flash cards that have been used in previous units.

Children should learn to say each sound correctly and demonstrate that they can hear the sound of the consonant at the beginning of each syllable with no visual

cues.


Use the phonics flash cards for the vowels a, e, i, o, u, y. Ask the children to repeat each sound for each vowel.

Ask them if they can feel how their mouth stays open while making the sound. Choose a few consonants for them to say. Ask them if they can feel

how their mouth (lips, teeth, or tongue) close to make the sound.

Open the McGuffey Speller to Section I.

Show the children the number key at the top of the page and explain that the key tells us which sound to make for the vowel.


McGuffey’s Eclectic Progressive Spelling Book

Ask the children to repeat the syllables in the first column that use the long A sound. Continue down the column until you reach the last segment on that page where the vowel sound changes. Then, ask the children to repeat the list again, starting at the bottom and going back

up to the top. Encourage the children to repeat the list several times before moving to the next column.

Make it a habit to practice reciting from

the Speller for 10 minutes each day, until all the syllables in Section I have been practiced.

McGuffey’s Eclectic Pictorial Primer - Lesson XXVI, XXVII, and XXXIII

49

These stories in these lessons are all about animals. For each story, ask the children to recite the list of words before the story and to practice until they can say the list fluently. Take note of any words that cause difficulty and make a note to reteach the phonics rule in a future lesson. Then read the story, encouraging the child to read smoothly,

in a conversational tone and with expression. Remember to pause for periods to show they have read the end of a sentence. This step will take a few days to finish – perhaps you just read one story per day.

Lesson XXIX, XXX

These two lessons provide a list of

words and a related picture. Ask the students to read the list of words out loud for each picture. Choose one picture from each lesson and make up a short story using some of the words on the list. This exercise can be an oral discussion only so the children can use their imaginations freely without feeling limited by their writing abilities.


McGuffey Speller: Section I

Evaluate how well the children are

hearing the different consonant sounds at the beginning of the syllable. This exercise is not only an excellent tool for

language development, but also an excellent screening device for auditory processing skills.

Use the letter tiles for the following

letters: b, d, f, h, k, l, m, n, p, r, s, t, v, b, z, w. You may choose to do this exercise with four letters at a time and repeat the following assessment four times until all the letters have been used:

Lay four consonant cards on the table in front of the child

The parent or teacher will repeat

several syllables from Section I. Put a small index card in front of your mouth to prevent lip-reading. Ask the child to listen for the beginning sound and pick up the letter tile in front of them to show which sound he heard. Choose several syllables that begin with each of the four sounds. Make note of any

missed sounds to determine if the child is hearing or not hearing the sounds consistently.

Repeat the exercises above until all the consonant sounds have been used.

If the child has consistent difficulty in saying or hearing the beginning sounds of the syllables, you may want to have an evaluation by a

hearing or speech therapist, or possibly an auditory processing evaluation to determine if a physical limitation is interfering with the child’s abilities.

Create and Share

Draw a picture of your favorite animal. What sound does that animal make? Can you make the sound with your

voice? Write down the letters you would use to make a word for the animal sound.

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Lesson 16: Stories about People

Define objective:

The vowel sounds are pronounced by

opening the mouth in different ways and the sound is not blocked by the lips, teeth, or tongue

The consonant sounds are pronounced by closing the mouth in some way. The sound will be blocked by the tongue, teeth, or lips in some way.

The McGuffey Speller uses a number

system to tell you which sound the vowel makes in a word or syllable. The

number system key is shown at the top of each page. The numbers also correspond to the phonics rule on the back of the flash cards that have been used in previous units.

Children should learn to say each sound correctly and demonstrate that they can hear the sound of the consonant at the end of each syllable with no visual cues.

Assess knowledge and make connections

Turn to Section I in the McGuffey Spelling Book. The children should be very familiar with the syllables in Section I. Explain that the syllables in Section II are similar but the consonant

sound has been moved to the end of the syllable instead of the beginning.


McGuffey’s Eclectic Progressive Spelling Book

Open the McGuffey Speller to Section

II. Ask the children to review the number key at the top of the page to know which sound to make for the vowel.

Ask the children to repeat the syllables

in the first column that use the short A sound. Then, ask the children to repeat the list again, starting at the bottom and going back up to the top. Encourage the child to repeat the list several times before moving to the next column.

Make it a habit to practice reciting from the Speller for 10 minutes each day, until all the syllables in Section II have been practiced several times.

McGuffey’s Eclectic Pictorial Primer

Lesson XXVIII – Ask the children to read the story without practicing the words first. Listen for how well they read with a conversational tone. Take note of words that cause difficulty for later practice.

Use the word list at the beginning of the Lesson on page 44 for a spelling test. Each of these words use a simple

51

phonics rule the children have already learned. Dictate the words. If they ask for help, say the sound of the letter, but do not say the letter name.

Lesson XXXI – Read the word list. Notice how the names of Tom Day and Ned Ray are capitalized. Explain that a capital letter is used at the beginning of a name when you write it in a sentence.

Read the story about Tom Day.

Lesson XXXII – Ask the children to read the story silently and to look for punctuation marks (comma, periods, and exclamation points). Explain that these marks help you know how to read a story. A comma indicates a slight pause. A period ends a sentence so the voice should sound like it has come to

the end of a thought. An exclamation point indicates the sentence should be read with more emotion. Ask the children to read the story silently again while looking at the punctuation marks. Then, read the story out loud, practicing the proper expression.

Lesson XXXIV, XXXV – These two

lessons are about God and how we can pray to Him. Whenever children read

the name of God, it should be read with a feeling of respect and reverence. Ask the children to think about their voice when they read these lessons.


McGuffey Speller: Section II

Evaluate how well the children are hearing the different consonant sounds. This exercise is not only a great tool for language development, but also an excellent

screening device for auditory processing skills.

Use the single-sided letter cards for the following letters: b, d, f, h, k, l, m, n, p, r, s, t, v, b, z, w. You may choose to do the exercise with four letters at a time and repeat the following assessment four times until all the letters have been

used: Lay four consonant cards on the table in

front of the child. Parent will repeat several syllables from Section II. Put a small index card in front of your mouth to prevent lip-reading. Ask the child to listen for the ending sound and pick up the letter card in front of them to show which sound he heard. Choose several

syllables that end with each of the four sounds. Make note of any missed sounds to determine if the child is hearing or not hearing the sounds consistently.

Repeat the exercises above until all the consonant sounds have been practiced.

If the child has consistent difficulty in saying or hearing the ending sounds of the syllables, you

may want to have an evaluation by a hearing or speech therapist, or possibly an auditory processing evaluation, to determine if a physical limitation is interfering with the child’s abilities.

Create and Share

Write a sentence or word that shows how you

feel when you meet someone you are happy to see. Put an exclamation point at the end of your sentence or word. Draw a picture of you and that person together.

52

Lesson 17: Words with Two Syllables

Define objective:

A syllable is a word-part. It is composed

of a vowel sound and all consonant sounds that are pronounced with that

vowel. You can find the number of syllables in a word by saying the word slowly, and notice how many “bites” it seems to have.

Knowing how many syllables are in a

word and where the syllable breaks occur are great tools to help with spelling.


McGuffey Speller Section I and II gave us a list of syllables. As you practiced these

sounds, you may have noticed they are parts of a word. Syllables can be added together to make a full word.

Ask the children if they can find these

word parts in Section I and II. o op en o ox en o ov en o ba by



Lesson XXXVI, XXXVII (Do one lesson

per day to avoid overwhelming the child)

Give the children a short spelling

assignment using syllables. Tell the children they will spell syllables of two letters (just like the McGuffey Speller lists they have practiced). Make three columns on their paper or white board. The first column is for the first syllable. The second column is for the second syllable. The third column is for the full word when you put the two syllables

together. Ask the children to pronounce the word after they have put the two syllables together. Use the words from the McGuffey Pictorial Primer Lessons XXXVI and XXXVII

Lesson XXXVIII Read the word list then read the story out loud. Ask the

children to look back in the story to see if they can find any two syllable words.

53


Lesson XXXIX Use this lesson as an

evaluation tool. All the words on this list are two syllable words. Encourage the children to sound out the word by sounding out each syllable separately then putting the word together.

Create and Share

Create a game with syllables by making letter cards with beginning and ending syllables.

One idea is to place one syllable card on each circle of the Twister mat. Make up rules for a version of twister where the players say the word that they made by standing on two different circles.

Another idea is to make a memory matching game where players try to turn over two syllable cards that can make a word.

You may use the two-syllable words from the McGuffey Lessons or add more of your own words. Have fun! Ask your family to play the game with you.

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Lesson 18: Plurals and Rhymes

Define objective:

To form a plural, the suffix –s is added

to a base word

Rhyming words end in the same sound

A colon ( : ) can be used instead of a

period when the next phrase gives more explanation about the sentence before the colon. The words before the colon must make a complete sentence and the phrase after the colon is playing off a noun in the previous sentence.

Quotation marks are used to indicate the exact words of a person who is speaking.

There are many rules about commas that will be explored in Reading Level 2. For this level, children should practice oral reading skills by pausing briefly when they see a comma.


Ask the children to read the following

list of words that should already be familiar to them: bed, hat, mug, cup, hen, pen, hog. Word cards have been included in this lesson

Explain that each of these words can be

made plural (meaning that you are talking about more than one) by adding an “s”. Ask the children to place the “s”

word tile at the end of each word and then read the word out loud.

Open the McGuffey Speller to Section I.

The children should already be very familiar with this list of syllables. Explain that the syllables in each column rhyme with each other because they

end in the same sound. Ask the children to think of a rhyming word for each of the words on the cards provided for the previous exercise.

Introduce punctuation marks using the

letter tiles for commas, colons, question marks, periods, and quotation marks.

The children should remember pausing

for a comma. Explain that the comma is used in the sentence in many ways and the children will learn rules about using the comma in future lessons. .

Introduce the colon and quotation marks: o Quotation marks are used to

indicate the exact words a person is saying

o A colon ( : ) can be used instead of a period when the next phrase gives more explanation about the sentence before the colon.

55


McGuffey’s Eclectic Progressive Speller

If a child needs more practice with the syllables in Sections I and II, use the time during these lesson to practice the syllables.


Lesson XL – This list of words has several plural words and several rhyming words. Ask the children to organize this list into the categories listed on the provided worksheet. Children should write the words using their best handwriting.

Lesson XLI, XLIII, XLIV, XLV, and XLVI –

Have the children review the words at the beginning of each story. Offer help with pronunciation as needed. (Note: In Lesson XLVI, the words rule and mule give an example of the Long sound for the letter U. One word include the “Y” sound with the U and the “Y” sound is lost in the other word, but they are both long U sounds). Ask children to read

this story silently and look for any commas, colons, or quotation marks. Discuss how the marks are used in the paragraph and read a sentence with the new punctuation for the children to give

them an example of how to read it out loud. Then, ask the children to read the whole story out loud.

Lesson XLII – This lesson gives a list of words and two pictures that are related to the words. Ask the children to read the words out loud. Ask the children to make up a story about one of the pictures, using some of the words that

are listed. (This is an oral story only where children can use their imaginations. They do not need to write the story down. )


Locate a book of Mother Goose Rhymes. Ask

the children to look at some of the poems and find some rhyming words.

Create and Share

Create a page for your Literature Gems Notebook using a favorite Mother Goose Rhyme and a picture.

56

bed

hat

mug

cup

hen

pen

hog

Word cards for plurals and rhymes

57

Use the word list from McGuffey Pictorial Primer Lesson XL. Write the words from the list in the proper column

Plural Words Rhyming Words -s -old -all -ell

Plurals and rhymes worksheet

58

Lesson 19: Combining sentences with conjunctions

Define objective:

Two simple sentences may be combined into one sentence with a conjunction and a comma. (example: The bird flies to the ground. He picks up a worm. These sentences may be combined to say: The bird flies to the ground, and he picks up a worm.)

Sometimes the author will use a comma

to set apart a part of the sentence for more emphasis. Rules about the use of commas in this situation will be explained in future lessons.

Some vowels have two sounds, other vowels have more. Children should be able to give an example of each of the vowel sounds. (All the sounds for the vowels are listed on the back of the flashcards and in the McGuffey Spelling Book key across the top of the page)

.


McGuffey’s Spelling Book: Ask students

to read the words in Section III (page 12-

13). As they read each word, have them look at the number above the word and compare the sound of the vowel to the number above that vowel on the top of

the page. Allow them to practice with

all the words to help them understand how the vowel sound key works. (Please note that the word girl and bird do not have a number above them. These vowels are changed slightly by the R that follows the vowel)

Write the following two sentences on

the board or paper: The bird flies to the ground. He picks up a worm.

Explain to the children that these sentences may be combined into one sentence by using the word, and with a comma. Write the new sentence on the board or paper. Example: The bird flies to the ground, and he picks up a worm.



Lesson XLVII: This lesson has a list of words with related pictures. Use this list of words to practice the number key in the spelling book. Ask the children to state the number of the vowel sound for each word. For example: The word

“fish” uses the 2nd vowel sound for the letter I. Recite all the words on the list with this vowel sound. Then look to the key to find the number for the next

59

vowel sound. Continue in this manner until all the words have been used.

Lesson XLVIII - Ask the children to read the story silently. Look to see if they can find a sentence with the word and with a comma that could be separated into two sentences. Ask the child to read the full story out loud, pausing for the commas and lifting the voice at the

end of questions.

Lesson L – Ask the children to read the

words at the beginning of the story. Ask them to find the two-syllable words on the list and then read the story out loud.

Lesson LII – This entire story about the cat is made up of two and three letter words. Ask the children to write the words listed on their paper as you dictate them. Read the story out loud.


McGuffey Eclectic Pictorial Primer: Lesson XLIX and LI

Use the words on this list to write two simple sentences. Join these sentences

with and the word and, and a comma. This can be an oral discussion, but the teacher or parent should write out the sentences on the board or paper to show how they are combined.

Create and Share

Begin creating your own spelling

notebook. This book will be a spelling reference for many years. You will need the following supplies:

o 3 Ring Binder – with plastic insert cover.

o Cover designed by student o Page templates are provided on

the Spelling Notebook file on the Hearthstone Education Plan website.

o Choose some words from the lists in Lessons XLIX and LI to add to your Spelling Notebook.

o Continue adding words to your lists as you read in the McGuffey Readers and also as you read other books and stories.

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Lesson 20: Compound Words and Suffixes

Define objective:

Compound words combine two or more

complete base words to form a new word (example: hand+bag = handbag; hand+ball = handball)

When forming compound words, the two base words do not change. They are simply written as one word without a space in between.

The word ending –le acts and sounds like the suffix –al.

The suffix –ing is added to a base word

to show the action is happening right now.


Pictorial Primer Lesson LIII: Show

children the picture and words for Lesson LIII. Explain that these big words are just two little words put together. Use the first word as an example: mole + hill. Put these two words together and you have one word: molehill. Ask the children to read the next words on the list, identify the two small words

and then read the new combined word. The second list in Lesson LIII is made up

of two-syllable words. You can learn to pronounce these words using the same

method. Separate the word into two

syllables. Sound out the syllables and then put the two parts of the word together.


McGuffey Eclectic Spelling Book

Section IV: Practice the words and syllables of three letters that make the long vowel sounds. Repeat the words in the columns on the first page with the #1 above the words. Recite the words for 10 minutes a day. Add variety to the recitation by saying them forwards, backwards, in a high voice, in a low voice, girls recite, boys recite, etc.


Lesson LIV, LVI, LVIII, and LIX: Ask the

children to read the words at the beginning of each lesson silently. Have them look for any new words they do not know how to say. (They may notice the words with the –ing ending. Demonstrate the correct pronunciation

for this syllable and have them try saying the word.) After the children feel comfortable with each of the words, ask

61

them to read the story out loud, using proper expression.

Lesson LV: The first list of words ends with the suffix –ing. Explain that this suffix is added to action words to show that the action is happening right now. Ask the children to make up a short story about what the farmer is doing right now, using the words from the list.

The second list of words end with the suffix –le. This suffix sounds like the letter team –al. Ask the children to read the list using proper pronunciation for these words.



Lesson LVII – Many of the words on this list have the long vowel sound which

corresponds to the #1 sound for these letters in the McGuffey Spelling Book. Ask the children to find the words that say the long A sound? What vowel teams are used to make this sound? Find the words that say the long E sound. What vowel teams are used to make this sound? Find the words that make the long O sound. What vowel

teams are used to make this sound?

Create and Share

Add more words to your Spelling Notebook. Find the proper page for each of the words in Lesson LVII and write the words with your best handwriting on the proper list.

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Lesson 21: Short vowel sounds

Define objective:

All the vowels have both a short sound

and a long sound. If you pronounce each short vowel sound separately, your mouth will only make one movement while producing the sound, and each

one will leave your mouth open.

If you pronounce each long vowel sound separately, your mouth will make two movements while producing the sound. For each one, your mouth will open to begin the sound, and then glide shut to

end the sound. The sounds of long A,E, and I all glide shut with a Y sound at the end; the long O and U both glide shut with a W sound at the end.

The vowel i has three sounds: Long I,

Short I, and Long E (it; ivy, stadium)

A double OO has two sounds. Its long sound is found in hoop and its short sound is found in book


McGuffey Spelling Book - Section IV: During the last lesson, the children practiced the long sound of all the vowels from Section IV. During this lesson, the children will practice the short sounds of all

the vowels. Use the next two blocks of words (the columns are headed by the numbers 4 2 2 3 2) Ask the children to recite the list of words, one column at a

time. Ask them to identify the vowel sound in each list. Continue reciting these words for 10 minutes each day.

McGuffey’s Eclectic Pictorial Primer – Lesson LX: This lesson provides a list of words and a related picture. Ask the children to look over the list and find any words that have a long vowel sound. Look at the lesson again and identify any words that have the short vowel sound. Do you notice any vowels that are not long or short? (ball, call, fall have the broad A sound) . . .



Lesson LXI, LXIII, LXV. These three stories are about dogs. Review the

words before the story and ask the children to read them.

Lesson LXII – This lesson has a list of words. Ask the children to look at the list and try to make at least two compound words, using the words on the list. This lesson also gives examples of the different OO sound. Ask the children to find the OO words from both lists and to practice saying those words.

This list also shows some o_e words like

come dove, love, home. Read this list of 4 words and identify the one that sounds different. Explain that English

63

words do not end in the letter V. Therefore a silent E is placed at the end of these words to “keep the V from tipping over.” The vowel sound in these words may be short or long. Children need to listen and say the sound that makes the most sense.

O frequently has a short U sound when the spelling would normally suggest

either a short O or a long O sound as in son, ton, come, oven, done, etc. This seems to occur mainly before M, N, TH, and V but it doesn’t happen all the time. Student should be prepared to try a short U sound when the long or short O does not make sense.

Discuss the OO phonics rule. The long

sound of OO is heard in moon. The short sound of OO is heard in book.

There is no way for the eye to tell which sound is spelled by a given OO. The reader must be prepared to use

whichever sound makes sense in the context in which the OO appears.


Lesson LXIV – This list of words has both

long vowel and short vowel sounds. Ask the children to find the words with long sounds and the words with short

sounds

Create and Share

Add more words to your Spelling Notebook. Find the proper page for each of the words in Lessons LXII and LXIV. Write the words with your best

handwriting on the proper list.

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Lesson 22: Vowel review

Define objective:

AW is a letter team for the special

English vowel sound heard in paw. AW is used at the end of the root and before final L, N, or K

Ew as in new

Ou as in soup; as in four, as in young

Ea as in meat

Ue as in glue

AI as in rain

Ee as in sheep

Ow as in cow

OO as in book; as in poor


McGuffey’s Spelling Book: The remaining

words in Section IV use all the vowel sounds

from the number key at the top of the page. The students should practice reciting one column at a time as they follow the number key at the top of each column. Remember to practice words for at least 10 minutes each day. Begin with the words in the block that is headed with the number 2 3 4 1 2 and continue to the end of Section IV.

Pull out the vowel flash cards and the vowel team flash cards. Review the sounds of the vowels and vowel teams



Lesson LXVI – The word list in Lesson

LXVI provides an opportunity to review

many of the vowel sounds. Ask the children to transfer the words into their spelling notebook on the appropriate page.

Use the vowel flash cards and ask the

children to match the vowel card to each word and then explain the phonics rule. For example: the first word duck will be matched up with the U card and the child will say, the short sound of U is /u/ as in duck.

o Three sounds of the letter A are used (Long A, short A and broad A as in fall)

o The Long E sound is found in the

word sleep. This sound is also made by the letter I in the word wing.

o Three sounds of the letter I are used (Long I, short I, and Long E)

o Two sounds of the Letter O are used (Short A in pond and gosling, and Long OO in goose).

o The short U is found in the word duck

65

Lesson LXVII, LXVIII, LXIX, LXX, LXXI – Each of these lessons provide a list of words at the beginning, followed by a story that uses some of the words from the list. Many of the vowel sounds are used in the words from these lists. Ask the child to read the list. Review phonics rules as needed to build confidence in sounding out each word.

Ask children to transfer the words to their spelling journal on the appropriate page. After the word list can be read fluently, ask the child to read the story. Repeat this process for each Lesson. One lesson a day is a good pace for this exercise.


Using the flash cards again, ask the child to demonstrate the sounds created by each vowel and each vowel team.

Create and Share

Create a Word Cloud using a group of words. Consider the following:

Using at least one word for each of the vowel sounds. (Four A sound words; two E sound words, 3 I sound words; Four O sound words and three U sound words)

Select one vowel sound or one

vowel team and create a list of words

The website http://www.wordle.net/ provides a tool to help you build your Word Cloud.

http://www.wordle.net/

66

Lesson 23: Word Endings

Define objective:

AY is a vowel team for long A. It is used

at the end of the root as in say, day, pay, and may

CK is a consonant team for the sound of K. It is used at the end of the root, right after a short vowel as in duck, back, neck, or pick

When adding the suffix –er, double the

consonant of short vowel sound words (setter, better, letter)

Final silent E does a variety of jobs: o It makes the vowel before it long

as in cake, bike, type, rope, tube o It make a final C or G soft, as in

chance, force, sauce, hinge o It shows that a final S or Z sound

is part of the root word and not a suffix, as in cheese, purse, house, sneeze

o It prevents V from being the last

letter of the word (English words do not end in V). As in have, carve, leave


McGuffey’s Spelling Book – Section V

Review the Silent E rule about making the vowel before it long. Ask children to recite the words in the first two columns marked by the number 1. Discuss the silent E rule

as needed to help children feel secure in reciting these words. Recite the words for 10 minutes each day. The columns marked

with the Number 2 and 3 may be recited on following days. Practice the words on the first page of Section V for 10 minutes each day during this lesson. (page 16)



Lesson LXXII - This list contains words with three different endings: CK, ER, and AY. Ask children to transfer these words into their Spelling Notebook on the appropriate page. Please note that the Spelling Notebook does not have a page for –er words.

Lesson LXXIII, LXXIV, LXXV, LXXVI,

LXXVII: Each of these stories have a

picture with a list of words. Ask the children to look at the picture, read the words, and then predict what they think the story might be about. Read the story to see if their predictions match.

Lesson LXXVIII – This lesson has a list of many rhyming words that follow the same phonics rule. Ask the children to read the words out loud and then write them in their spelling journal notebook on the appropriate page.

67


Students should have already discussed each of these lessons in the previous step. No further discussion is necessary.

Create and Share

Create a Word Search using the words from Lesson LXXVIII in the McGuffey Pictorial Primer.

68

Grid for Word Search

69

Lesson 24: Stories and Rhymes

Define objective:

WH is a consonant team that sounds

like W in most words such as when, where, which, why

If WH is before a long O or OO sound, it sounds like H as in who, whom, whose, whole

EA – A vowel team that can make a long

A sound

AI – A vowel teams that makes the long A sound. Used within the root instead of

AY

OU– Used instead of OW within a word

OE – A vowel team for Long O at the end of the root


McGuffey’s Spelling Book – Section V (page 17).

The children should be familiar with the phonics rules for each of these words. Practice reciting words for 10 minutes each day. Work towards completing this page by the end of this lesson



Lesson LXXIX – The reading in this lesson is a poem. Ask the children to first read the poem silently and to look

for the rhyming words at the end of each line. The 1st and 3rd lines rhyme. The 2nd and 4th lines rhyme. Practice reading the words at the beginning of

the lesson until the children can read them fluently. Ask them to read the poem out loud, in a sing song manner, using good expression. The children may need to try a few times. Parents may want to give an example of how it

should be read.

Lesson LXXX. – This lesson is a good

introduction for a discussion about books. Review the words at the beginning of the story and allow children time to practice the words until they can read them fluently. Read the story. Ask the children to answer the question at the end of the story in an oral discussion.

Lesson LXXXI – This lesson has two pictures with related words. Ask children to look at the pictures, read the words, and then make up a story about the picture using some of the words on the list.

Lesson LXXXII - This list of words has two types of word endings –er, -ing. One word ending makes the word a

noun (a person). The other word ending makes a word that shows action (verb). Discuss the difference between the

70

person (noun) and the action of the person (verb).

Lesson LXXXIII – This lesson gives children an opportunity to read for information. First, read the words at the beginning to make sure the children know how to pronounce them. Then read the story and try to find as many details about swans as they can. When

they are finished reading the story ask the following questions:

o Is a swan a large or small bird? o What color is a swan? o How would you describe a neck

on a swan? o What do swans make their nests

out of? o What color are swan eggs? o How long does it take for a swan

egg to hatch?


The children should have discussed each of the Lessons during the previous step. No further discussion is necessary.

Create and Share

Use Lesson LXXXIII from the McGuffey Pictorial Primer. This lesson has a second group of words at the end of the story. Many of these words follow the same phonics rules. Ask the children to write these words in their Spelling Notebook on the appropriate page.

71

Lesson 25: The Moral of the Story

Define objective:

Stories can be used to teach us many

things. The lesson in a story is often called the moral of the story.


McGuffey Spelling Book – Section V (page 18)

Children should be familiar with the phonics rules for the words on this list. Ask children to practice reciting the words for 10 minutes each day. They should complete Section V by the time they finish this lesson.



Lesson LXXXIV, LXXXV, LXXXVI, LXXXVII, LXXXVIII

Each of these lessons has a picture, a list of words, and a story. Use the following teaching format for each lesson:

o Look at the picture and read the list of words out loud.

o Predict what the story may be about using the picture and vocabulary words

o Read the story out loud o Identify the moral of the story


Students should have already discussed each of these lessons in the previous step. No further discussion is necessary.

Create and Share

Aesop’s Fables are famous and each one has a “moral to the story”. Create a picture book for one of Aesop’s most famous stories called “The Tortoise and the Hare”. Draw your own pictures and write the moral of the story at the end of your picture book.

The moral to this story is:

Slow and steady wins the race.

72

The Hare

and the

Tortoise One day, a hare made fun of the short feet

and slow pace of a tortoise. And the tortoise

laughed and said, “Even though you are very

fast, I know I can beat you in a race.”

The hare thought that was impossible so he

agreed to the race. On the day of the race,

the tortoise and the hare started together.

The tortoise never stopped. He went on with

slow and steady pace. But the hare stopped

and took a nap.

73

At last, the hare woke up and saw the

Tortoise had close to the finish line.

It was too late. The hare could not win the

race.

The

moral to

this story

is . . .

___________

___________

___________

___________

___________

Appendix

Letter Tiles: Photocopy, print, and cut apart for children to use in lessons.

a

a

a

a

e

e

e

e

i

i

i

i

o

o

o

o

u

u

u

u

y

y

y

y

w


w

w

w

au

au

ay

ay

ea

ea

ee

ee

ew

ew

ar

ar

ir

ir

ur

ur

er

er

or

or

ey

ey


ie

ie

igh

igh

oa

oa

oe

oe

oi

oi

ui

ui

oo

oo

ou

ou

ow

ow

oy

oy

ai

ai

aw

aw

ay


ay

ee

ee

ei

ei

ear

ear

ed

ed

cei

cei

c

c

c

d

d

d

f

f

f

g

g

g

h

h


h

j

j

j

k

k

k

l

l

l

m

m

m

n

n

n

p

p

p

q

r

r

r

s

s


s

t

t

t

v

v

v

w

w

w

x

x

x

z

z

z

ng

ng

qu

qu

ph

ph

si

si

ci


ci

ch

ch

-ck

-ck

gn

gn

kn

kn

bu

bu

ed

ed

gu

gu

bl

cl

fl

gl

sk

sl

pl

cr

dr

gr

br

fr

pr

tr

sm

sn

sp

st

sw

tw

-mp

-sk

-st

-ft

-lt

-nt

-lf

-lp

-nd

-nk

a e i o u

augh

augh

eigh

eigh

ough

ough

wor

wor

dge

dge

dge

tch

eigh

cei

ssi

ssi

tch tch ough ough

sh

sh

sh

th

th

th

wh

wh

wh

ch

ch

-ng

-ng

-ng

-n

-nt

-lf

-lp

-nd

-nk

! , “_” : ?

Documents

Language Arts for the Heartmcguffeyreadersguide.weebly.com/uploads/5/0/5/0/50504815/lah... · Lesson 25: The Moral of the Story ... Harvest Prepare the Soil The lesson plans are modeled