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© 2012 Really GReat ReadinG® | Phonics Boost Plus | 1
Module 1
When to Use Module 1Students should work on Module 1 activities if they have not yet mastered the concepts taught in Phonics Boost Lessons 1-11.
There are several ways to identify which students are good candidates for Phonics Boost Plus Module 1: 1. Use the Phonics Boost Skills Assessment (PBSA) 1.2. Use More Words to Read and Sounds & Syllables from this module to determine a student’s mastery. 3. Observe students during Phonics Boost instruction and practice.
Module 1 ActivitiesPhonics Boost Plus Student Workbook 1:
• MoreWordstoRead• Sounds&Syllables• PhrasestoRead• MarkIt!• FillItIn!• SolveIt!• FlipIt!
Phonics Boost Plus Teacher’s Guide 1:
• WordSort• WordBuildingpartnerpage• SentenceHuntpartnerpage• VocabularyDominoes• WordChain
Vowels: a, e, i, o, u
Consonants: All the letters of the alphabet except a, e, i, o, u.
Phoneme: A phoneme is a sound, not a letter. Spoken words are made up of one or more phonemes.
Grapheme: Letters or letter combinations that spell sounds.
Short vowel sounds: The first phonemes in these words are short vowels. •apple, edge, itch, octopus, up
qu: The letter q is always followed by a u. •Thequ spells the sounds /kw/. •Theu in quneveractsasavowel.Itispart
of the consonant spelling. •Thereisonlyoneactingvowelinquit.
Digraphs: Two consonant letters that spell one sound. •sh, th, ch •ship, moth, chop
Closed syllable: One vowel letter followed by one or more consonant letters. The vowel sound in a closed syllable is usually short. •at, bash, path, let
Reminders:
1Phonics Concepts
• Shortvowellettersounds • Consonantlettersounds• Digraphs sh, th, and ch
Module 1 | More Words to Read
2 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
InMoreWordstoRead,studentsindividuallyreadrowswordsthataredecodableandcontainphonicspatternslearned in the corresponding Phonics Boostlessons.Itisagroupactivitywhereonestudentreadsaloudtohis/herclassmates. The classmates act as Checkers and assist the teacher in providing feedback to the Reader.
Thewordsaredividedintotwogroups:Challenging[a] andMoreChallenging[b].TheChallengingwordsaremorecommonlyusedandareeasiertodecodethantheMoreChallengingwords.
The goal is for students to read all words in a row accurately on the first attempt.
Materials
• Phonics Boost Plus Student Workbook 1• Pencils
Challenging
More Challenging
1. bug shed mug
2. fib math then
3. tax pep sob
4. win nod box
5. with rim jog
6. much yet chin
7. chat shun chop
8. dish lush mesh
9. posh rush rash
10. shin wish gash
11. than hush shop
12. bath dash shut
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 1
More Words to Read | Module 1
a. Challenging b. More Challenging
More Words to Read | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 3
Procedure
1. Havestudentsopentopage1intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitatethe activity.
2. Callonanonestudenttoreadarowofthreewordsaloud.3. All other students are Checkers:
a. Checkers mark Reader’s errors in their own workbooks.b. After Reader finishes, Checkers hold up fingers to indicate the number of words read correctly.c. Ifallthreewordswerereadcorrectly,congratulateReader on reading accurately.d. IfReadermisreadsanywords,followPositiveErrorCorrectionprocedure(seebelow).
4. Callonanotherstudenttoreadarowofthreewordsaloud.Repeatuntilallstudentshavereadatleasttworows of words.
Positive Error Correction
1. Tell Reader the number of words in the row read accurately.2. One Checker identifies which word was misread by saying “first,” “middle,” or “last,” without saying the
word itself.3. Reader uses Touch & Say to read the misread word(s).
a. IfReader reads the word correctly, thank student and have him/her reread the entire row correctly. b. IfReader misses any words again:
i. Checkers assist by using Touch & Say to chorally read the word(s). ii. Reader independently uses Touch & Say to read the word(s) correctly.iii. Reader reads all three words again. iv. Reader aims to read another row of words accurately in the first attempt.
* Try to finish with the Reader reading all three words correctly.
Suggestions for Differentiation
1. Studentscanfindwordswiththephonicsconceptsthatneedmoreattention.Forexample,studentscanfindall the words that begin or end with digraph sh or with the letter b. This can be done as a timed activity:a. Use a timer and tell all students when to begin.b. All students search independently for the words containing the target phonics concept (digraph sh, the
letter b,etc.).Havestudentsunderlinethegraphemestheyarelookingforastheyfindthem.c. The first person to finish reads all the words containing the target phonics concept aloud. The student
who finishes first and has found and read all the words with 100-percent accuracy is the winner.2. Studentscanfindrhymingwords.Forexample,havestudentsfindallthewordsthatrhymewithcash, hop,
or dug.3. ForEnglishlanguagelearners(ELL),focusontheChallengingwords.Thesewordsaremorecommonlyused
andareeasiertodecodethanthoseintheMoreChallengingsection.Studentscandefinethewords,identifytheir parts of speech, and/or use them in sentences after they read a row.
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Module 1 | Sounds & Syllables
4 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
Sounds&Syllablesisaone-on-oneteacherandstudentactivity.Ideally,thisactivityisdoneinaquietsettingsothe teacher can hear the student read. Students read rows of graphemes and syllables aloud and the teacher checks reading accuracy. Sounds & Syllables helps students improve their recognition and accurate reading of individual graphemes and syllables.
Materials
• Phonics Boost Plus Student Workbook 1• Pencils
Procedure
1. Trade workbooks with the student. Student needs a clean copy to read from while you mark in his/her workbook. Both student and teacher open to page 2 in their workbooks.
2. Point to the top section of the Sounds & Syllables sheet. Remind the student that if a vowel is by itself, the studentshouldreaditasashortvowelsound.Inlatermodules,studentsshouldreadallpossiblesoundsmadeby the graphemes (e.g., sounds of y, ow, ea, etc.).
2 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 1 | Sounds & Syllables
1. ch i o th
2. a k u d
3. g e m p
4. qu sh w r
1. gat cam vim shap
2. zeb thut pon chep
3. quen rom sish hab
4. wix dosh neb chid
Syllables Read these closed syllables.
Sounds Read these sounds. If you see a single vowel, say the short vowel sound.
Module 1 | Sounds & Syllables
a. Sounds section b. Syllables section
Sounds & Syllables | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 5
3. Havestudentreadeachrowofsoundsspelledbythegraphemes.Thestudentshouldreadonlytotheteacher,not to the entire class. Be sure that the student articulates the phonemes correctly and does not add extra sounds.(Forexample:k is read as /k/, not /kuh/; p is /p/, not /puh/.)
4. Pointtothebottomsectionofthesheet.Havethestudentreadeachrowofsyllables.Remindthestudentthatthese are all closed syllables and that they are not real words.
5. Ifastudentmakesamistake,followthePositiveErrorCorrectionprocedure(seebelow)tohelpthestudent read the sound or syllable correctly. Students who are not reading accurately should be given more opportunities to read this page to increase their accuracy.
6. Markanysoundsorsyllableswithwhichthestudentstruggled.Havethestudentpracticereadingthesemultiple times.
Alternative Procedure
Sounds&Syllablescanalsobecompletedasafullclassactivity.Callonindividualstudentstoreadtherows ofgraphemesinthetopsectionandtherowsofsyllablesinthebottomsection.Ifastudentmakesamistake, otherstudentsintheclasscanassistwithcorrectpronunciation.Youwilluseyourowncopyoftheworkbook to facilitate the activity.
Positive Error Correction
1. Tell Reader the number of graphemes or syllables read accurately in the row.2. Point to the misread grapheme or syllable without saying it aloud.3. Reader reads the misread grapheme again or uses Touch & Say to read the misread syllables(s).
a. IfReader reads the grapheme or syllable correctly, thank Reader and have him/her reread the entire row correctly.
b. IfReader misses any graphemes or syllables again:i. Assist by reading the grapheme(s) correctly or using Touch & Say to read the syllable(s) correctly. ii. Reader then independently reads the grapheme(s) correctly or uses Touch & Say to read the
syllable(s) correctly.iii. Reader reads all graphemes or syllables in the row again. iv. Reader aims to read another row of graphemes or syllables accurately in the first attempt.
* Try to finish with the Reader reading all four graphemes or syllables correctly.
Suggestions for Differentiation
1. Ifstudentsareaccuratebutslow,timethemwhiletheyreadthegraphemesandsyllables.Havethemrereadthe page multiple times, working on increasing their speed with each read. Remember that the focus is always accuracy over speed, even while working on increased automaticity.
2. Mix the order in which the students read the graphemes and syllables. Point to the graphemes and syllables at random and have students read them aloud. This ensures that students are not aided by their memory of the order in which they previously read the graphemes and syllables.
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Module 1 | Phrases to Read
6 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
InPhrasestoRead,studentsworkwithapartnertoreadtwocolumnsof15phrases.Bothstudentsreadthewordsin each column, taking turns as Reader and Checker. The phrases contain decodable words with phonics patterns the students have learned in the corresponding Phonics Boost lessons up to and including the current module, as wellaswordsofftheDolchlistsofthe220mostfrequentlyusedwordsandthe95mostcommonlyusednouns.
Materials
• Phonics Boost Plus Student Workbook 1• Pencils
Procedure
1. Havestudentsopentopage3intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitatethe activity.
2. Students form pairs and trade books. 3. ForColumn1:
a. Each member of the pair takes a turn as Reader and as Checker. Be sure that both students read the phrasesinColumn1.
Column 1 Column 2
Number Correct Number Correct
1. Trade books with a partner.2. Take turns as the Reader and Checker.3. Each partner reads the phrases in both columns. 4. Fill in the number correct.
1. bug on a box
2. chop the hot dog bun
3. shut the lid
4. a pup with pep
5. met a man on the ship
6. tax the man
7. a posh shop
8. a dish of fish
9. hush the kid
10. sip the pop
11. with a hush
12. on the run
13. jog on the path
14. gash on his leg
15. chat with the vet
1. dash to the bus
2. in a rush
3. not a fib
4. a rash on his chin
5. a fox in the pen
6. chop the log
7. fun with the pup
8. met in the shop
9. fed her pet cat
10. sat in the sun
11. rim of the pot
12. sat and had a chat
13. cut was not bad
14. a tax on gas
15. dash to the shop
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 3
Phrases to Read | Module 1
a. Both partners read each column
b. Partner writes number correct
Phrases to Read | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 7
b. Reader 1readsthephrasesinColumn1[a].c. Checker marks errors and records the number of phrases read correctly at the bottom of the column [b].d. Checker tells Reader how many phrases were read correctly.e. Checker tells Reader torereadanyphrasesthatwerereadincorrectly,providingPositiveErrorCorrection
(see below).f. Reader correctly rereads phrases that were misread.g. Ifthereisdisagreementaboutaphrase,studentsasktheteacherforhelp.h. PartnersswitchrolesandrepeatthestepsforColumn1.ThefirstChecker becomes the new Reader, and
the first Reader becomes the Checker.4. ForColumn2,studentsrepeatthestepsfromColumn1.Besurethatbothstudentsreadthephrasesin
Column2.ThestudentwhoreadsColumn1firstshouldreadColumn2second.Thisgiveseachstudentachance to read a column of phrases first, before hearing it read by the other student.
Positive Error Correction
1. Ifastudentmisreadsanyphrases,thestudent’spartnerprovidesPositiveErrorCorrection.2. Checker identifies the number of misread phrases. Checker points to the misread word(s) in the phrase,
without saying the word itself.3. Reader uses Touch & Say to read the misread word(s), then reads the whole phrase again.
a. IfReader reads the phrase correctly, Checker thanks Reader and has him/her repeat the entire phrase correctly.
b. IfReader misses any words again:i. Checker assists by using Touch & Say to read the word(s). ii. Reader independently uses Touch & Say to read the word(s) correctly.iii. Reader reads the phrase correctly.
Suggestions for Differentiation
1. Students can find words in the phrases containing the phonics concepts with which they need more practice andcircleorunderlinethetargetphonicsconceptsinthosewords.Forexample,studentsfindandcircleallthe digraphs.
2. Students can “scoop” parts of the phrases with their pencil, finger, or eraser to break the phrases into smaller, meaningfulchunksforeasierdecoding.Forinstance,thephrasemet a man on the ship can be scooped into two parts: met a man and on the ship. To scoop, students simply draw or trace a curved line underneath a portion of the phrase.
3. Students can choose several phrases and draw a picture of each. Students’ partners can then guess which phrases they illustrated.
4. Studentscanchooseseveralphrasesandwritesentencescontainingthosephrases.Challengestudentstowritesentencescontainingatleast6,8,or10words,dependingontheageandabilitylevelofthestudents.Foranaddedchallenge,havestudentsanswerthefollowingquestionsintheirsentences:Who? What? Where? When? Why? How?
1
1. Underline the graphemes. Make sure to underline the letters in a digraph with only one line.
2. Read the words.
4 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 1 | Mark It!
1. m u c h 2. t i p 3. s o b
4 . y e t 5. r i c h 6. s h i n
7. w i t h 8 . p e p 9. t a b
10 . z i p 11. g a s h 12. c a t
13 . r u s h 14 . m a t h 15. f i b
16 . t h e m 17. m e s h 18 . s h e d
19. l a p 2 0. n o d 21. d i m
2 2. s h o p 23. c h a t 24 . s u c h
25 . d i s h 26. j o g 27. p u p
28 . c h o p 29. w i s h 3 0. h u s h
Module 1 | Mark It!
Overview
TheMarkIt!activityhelpsstudentsfocusontheindividualgraphemesinwords.Studentsmarkwords withsymbolswhilepracticingletter-soundcorrespondences.StudentscancompleteMarkIt!individually and independently.
Materials
• Phonics Boost Plus Student Workbook 1• Pencils
Procedure
1. Havestudentsopentopage4intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitatethe activity.
2. Remind students that a grapheme is a letter or set of letters that spells one sound. Explain that they will underline each individual grapheme in the words.
a. Each grapheme is underlined:
b. Students mark all graphemes in the word
1. m u c h
8 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Mark It! | Module 1
3. Show students the example for the word much [a]: a. Explain that much has three sounds, /m/ /ŭ/ /ch/, each spelled by one grapheme. Remind students that
digraph ch is one grapheme because the two letters work together to spell one sound, so the c and h are underlined with one line.
4. Lead students in marking the graphemes for the word tip:a. Explain that tip has three sounds, /t/ /ĭ/ /p/, each spelled by one grapheme [b].
5. Students mark the remaining words independently.6. Checkanswerswithstudents.7. Haveeachstudentreadthewordstoyouorapartner.
Suggestions for Differentiation
1. ChooseadditionalwordsofftheMarkIt!page,andhavestudentsthinkofseveralwordsthatrhyme with each.
2. Students can sort words into groups based on their vowel sounds, initial or final sounds, whether they contain digraphs, or other phonics features.
3. StudentscanusemanipulativestomaketheMarkIt!activitymultisensory:a. Dictateeachword.b. Students place one color tile on their working whiteboards for each sound in the word and then spell
eachsoundwithonelettertile.Havestudentsseparatethelettertilestoemphasizethateachisanindividual grapheme.
c. Alternatively, students can focus on the graphemes and spell each word with letter tiles only, rather than first representing the phonemes with color tiles.
Answer Key
1. m u c h 2. t i p 3. s o b 4. y e t 5. r i c h 6. s h i n
7. w i t h 8. p e p 9. t a b 10. z i p 11. g a s h 12. c a t
13. r u s h 14. m a t h 15. f i b 16. t h e m 17. m e s h 18. s h e d
19. l a p 20. n o d 21. d i m 22. s h o p 23. c h a t 24. s u c h
25. d i s h 26. j o g 27. p u p 28. c h o p 29. w i s h 30. h u s h
1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 9
Module 1 | Word Sort
10 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
Word Sort helps students focus on specific phonics concepts in words as they decode and sort. Students work on their decoding skills and critical thinking skills to find similarities and differences in the words’ structures, spellings of sounds, suffixes, and more. Students physically group word cards into different categories in this multisensory activity. Students can complete Word Sort individually and independently.
Materials
• WordSortactivitysheet(page12ofthisteacher’sguide)• Scissors• Glueortape(optional)
Procedure
1. Prepare for the Word Sort activity:a. Photocopy and distribute one copy of the Word Sort activity sheet to each student.b. Students cut the words and group titles into individual cards. The group title cards are gray, and the word
cards are white. c. Students place the group titles on the working surface with enough space below to place additional cards
in each column. d. Checktoseethatthestudentshavetheirworkingsurfacessetupcorrectly.
2. CompletetheWordSortactivity:a. Readthegrouptitlesaloud(Digraphs,NoDigraphs)sostudentsknowhowtheywillbesorting
the words.b. Ask students to find the word shut.ExplainthatthiswordwillgointheDigraphsgroupbecauseit
contains digraph sh.c. Ask students to find the word win.ExplainthatthiswordwillgointheNoDigraphsgroupbecauseit
does not have a digraph. Model how to sort those words under the correct group titles, and check that all students do the same.
win
fib
shut
chop
than
pal
bug
Digraphs No Digraphs
Word Sort | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 11
1
d. Students complete the rest of the Word Sort independently. e. Checkanswerswithstudents.f. Haveeachstudentreadthewordstoyouorapartner.g. When the sorting is completed correctly, students can glue or tape the group titles and words on a
separate sheet of paper.
Alternate Word Sort Procedures
1. Written Word Sort: Students write the group titles at the top of a sheet of paper. They then write the words in the appropriate column under the correct title. When all the words are written, the student reads the words aloud to you or a partner.
2. Highlight Word Sort: After cutting apart the cards, students read each word and highlight or underline thetargetphonicsconceptsfromthatmoduleinthewords.Forexample,inModule1,studentsunderlinethe digraphs in the words that have them. Students then complete the Word Sort.
Suggestions for Differentiation
1. Students can brainstorm other words with or without digraphs, spell those words on additional cards, and sort them in the appropriate groups.
2. Students can find the words that are nouns. They can choose one noun to use in a sentence and draw a picture that shows the meaning of the word.
3. Students can sort the words according to their part of speech (nouns, verbs, adjectives, adverbs). 4. Studentscanbrainstormalternativewaystosorttheirwords.Forexample,theycansortthewordsbytheir
vowel sound, by their initial consonant letter, or by which digraph they contain. Students make new group titles and sort the words accordingly.
Answer Key
Digraphs No Digraphs shut win such sip wish sob than bug posh box shun met chop fib rash pal shin mug chat tax yet
1. Cut apart the group titles and the words. 2. Look for words with digraphs or no digraphs. Place each word in the correct group.3. Read the words to a teacher or partner.
shut win sip
sob such wish
bug box than
met posh fib
pal shun chop
mug rash tax
yet shin chat
No DigraphsDigraphs
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Module 1 | Word Sort
12 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Word Building | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 13
Overview
The Word Building partner activity gives students a chance to practice sound to symbol correspondence by matching letter tiles to color tiles representing the sounds in words. Students work in pairs. One partner reads words for the other partner to spell.
When students progress to reading multisyllable words, this activity changes so that students spell words on SyllaBoards, rather than with color and letter tiles.
Materials
• WordBuildingactivitysheet(page15ofthisteacher’sguide)• Scissors• WorkingwhiteboardandholdingboardwithletterandcolortilesfromtheStudentPhonicsKit• LetterTilesOnline(optional)
Procedure
1. Prepare for the Word Building activity:a. Students form pairs and sit across from each other at a desk or table.b. Photocopy and distribute one copy of the Word Building activity sheet to each pair.c. One student in each pair cuts the page in half vertically. Students decide who will be Partner A and
who will be Partner B and take the appropriate half of the page.d. Each student takes out the working whiteboard and holding board with letter and color tiles from
his/herStudentPhonicsKit.2. CompletetheWordBuildingactivity:
a. Partner A explains that he/she will read words for Partner B to build with color and letter tiles.b. Partner A reads the first word, bath, uses it in a sentence, and then reads the word again.c. Partner B spells the word aloud, repeats it, and stretches the sounds: /b/ /ă/ /th/. Partner B places one
color tile on his/her working whiteboard for each of the three sounds in bath. Partner B then spells each sound with one letter tile on the working whiteboard and shows it to Partner A.
d. PartnerAchecksthatPartnerBhasspelledthewordcorrectly.IfPartnerBmakesamistake,PartnerAfollowsthePositiveErrorCorrectionprocedure(seebelow).
e. Partner A repeats these steps so Partner B can spell the remaining four words.f. Partner B then follows steps a-d, so Partner A can build five words. Partner B checks that each word is
spelledcorrectlyandfollowsthePositiveErrorCorrectionprocedureifPartnerAmakesamistake.
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Module 1 | Word Building
14 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Positive Error Correction
1. Ifastudentmisspellsanywords,thestudent’spartnerprovidesPositiveErrorCorrection.2. Partner A tells Partner B which sounds were spelled correctly. 3. Partner A repeats the word, and Partner B listens for the misspelled sound(s).4. Partner B corrects the spelling by changing one or more letter tiles.5. Ifnecessary,PartnerAidentifiesthemisspelledsoundandspellingforPartnerB.6. Partner B uses Touch & Say independently to read the word correctly.7. Always finish with Partner B using Touch & Say independently to verify that the word is spelled correctly.
Suggestions for Differentiation
1. Students can use their dry erase markers to write a definition of each word on their working whiteboard after theyspellit.Havestudentssharedefinitionstomakesuretheyarecorrect.
2. Students can identify the part of speech of each word after they spell it.3. After spelling each word, students can think of new words that can be made by swapping out only one letter
tile.Forexample,PartnerBcancreatethewordwish by swapping out the d in dish for a w, or Partner A can create the word rash by swapping out the u in rush for an a.
Word Building | Module 1
Permission granted to purchaser to copy this page | © 2012 Really GReat ReadinG® | Phonics Boost Plus | 15
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Partner Page AFor each word:
1. Read the word to your partner.
2. Read the sentence to your partner.
3. Read the word again.
4. Tell your partner to:
•Stretchthesounds.
• Place one color tile for each sound in the word on a working board.
•Addonelettertiletospelleachsound.
•Readtheword.
Partner Page BFor each word:
1. Read the word to your partner.
2. Read the sentence to your partner.
3. Read the word again.
4. Tell your partner to:
•Stretchthesounds.
• Place one color tile for each sound in the word on a working board.
•Addonelettertiletospelleachsound.
•Readtheword.
b a th r u sh
d i sh m a th
w i n j o g
ch a t ch i n
sh o p sh u t
1. bath We gave the dog a bath to wash him.
2. dish Herolddishhas a chip.
3. win Didyouwin the game?
4. chat Mom will chat with the man.
5. shop Youmustshopfor a new coat.
1. rush We will rush to school.
2. math We add in math.
3. jog Jog on the path.
4. chin There is milk on your chin.
5. shut Shut the door.
Module 1 | Sentence Hunt
16 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
TheSentenceHuntpartneractivityprovidesdecodingpracticeandhelpsstudentsbuildtheirvocabulary. Students search for specific words in three sentences to answer the prompts asked by their partner. By working in pairs, students have the ability to become the teacher and provide positive feedback. Students must read sentences, analyzethevariousphonicsfeaturesofthewordsinthesentences,andthinkaboutwordmeaningsandpartsofspeech. The sentences contain decodable words with phonics patterns the students learned in the corresponding Phonics Boostlessonsuptoandincludingthecurrentmodule,aswellaswordsofftheDolchlistsofthe220mostfrequentlyusedwordsandthe95mostcommonlyusednouns.
Materials
• SentenceHuntAandBactivitysheets(pages18-19ofthisteacher’sguide)• Scissors• Pencils
Procedure
1. PreparefortheSentenceHuntactivity:a. Students form pairs and sit across from each other at a desk or table. They decide who will be Partner A
and Partner B.b. PhotocopyanddistributeonecopyoftheSentenceHuntAtoeachPartnerAandonecopyofthe
SentenceHuntBtoeachPartnerB.Eachstudentcutshis/hersheetinhalfhorizontally.c. PartnerAkeepsthepartofthepagewiththequestionsandgivesthepartofthepagewiththethree
sentences to Partner B.d. Partner B sets his/her sheet aside until after the A sheet has been used.
2. CompletetheSentenceHuntactivity:a. First,PartnerAactsastheteacher.
i. Partner A asks Partner B to read the three sentences aloud.ii. PartnerAasksPartnerBeachquestion,checkingPartnerB’sanswerswiththekeyprovidedon
Partner A’s half of the page.b. When students have completed the A page, students switch roles and Partner B acts as the teacher with
the B page.i. PartnerBkeepsthesideoftheBpagewiththequestionsandgivesthesideofthesheetwiththethree
sentences to Partner A.ii. Partner B asks Partner A to read the three sentences on his/her side of the B page aloud. iii. PartnerBasksPartnerAeachquestion,checkingPartnerA’sanswerswiththekeyprovidedon
Partner B’s half of the page.
Sentence Hunt | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 17
Suggestions for Differentiation
1. Somestudentsmayneedhelpreadingthequestionsaloudtotheirpartner.Youmaywishtoreviewthequestionswithstudentsbeforetheyreadthemaloudsothattheyarefamiliarwiththepronunciationofthewordsinthequestions.Alternatively,youcanpartnerwithstudentssothattheyonlyhavetoanswer,ratherthanask,questions.
2. Ifthreesentencesareoverwhelmingforsomestudents,theycanreadandanswerquestionsaboutonlyoneortwo sentences.
3. Studentscanmakeupadditionalquestionsaboutthesentencestoasktheirpartners.Studentsmayswitchpartnersoneormoretimes,sothattheycanasktheirquestionstomultiplestudents.
4. Youcanaddaphonemicawarenesscomponenttotheactivitybyhavingstudentschoosewordsfromthesentences, read them aloud, have their partner stretch the sounds in the words, identify the vowel sounds, and/or identify the number of phonemes in the words.
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Module 1 | Sentence Hunt
18 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Partner Page A
Vowels:
Digraphs:
1. Chiphadtohitashotfromthemudofthebogtowin.
2. DanandBethcanchatwithDebattheshop.
3. We will get such a big fish with the mesh net.
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Partner Page AAskyourpartner:
1. Read all the sentences.
2. Write the 5 vowels (a, e, i, o, u) on the first line. Circle all the words with the short i sound. Read those words to me.
3. Write the digraphs ch, th, and sh on the second line. Underline all the digraphs you see in Sentence 3. Read those words to me.
4. Put a Smiley Face (☺) above all the words that rhyme with let.
5. Put a wavy line ( ~ ) under the word in Sentence 2 that means to talk.
Answer Key
1. Chiphadtohitashotfromthemudofthebogtowin.
2. DanandBethcanchatwithDebattheshop.
3. We will get such a big fish with the mesh net.☺ ☺
Sentence Hunt | Module 1
Permission granted to purchaser to copy this page | © 2012 Really GReat ReadinG® | Phonics Boost Plus | 19
$ •• ••
Partner Page B
Vowels:
Digraphs:
1. Howmuchcashdidyougettherichmantoputinthepotforthetot?
2. LetusfixupabigdishofChexMix®forourbash.
3. Canyoufixthechipinthelidofthebigdishthatgoeswiththeredmug?
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Partner Page BAskyourpartner:
1. Read all the sentences.
2. Write the 5 vowels (a, e, i, o, u) on the first line. Circle all the words with the short a sound. Read those words to me.
3. Write the digraphs ch, th, and sh on the second line. Underline all the digraphs you see in Sentence 1. Read those words to me.
4.Puttwodots(••)aboveallthewordsthatrhymewith dot.
5. Put a dollar sign ( $ ) above the word in Sentence 1 that means has a lot of money.
Answer Key
1. Howmuch cash did you get the rich man to put in the pot for the tot?
2. LetusfixupabigdishofChexMix®forourbash.
3. Canyoufixthechipinthelidofthebigdishthatgoeswiththe red mug?
1. Read the words in the box.2. Write the word that best completes each sentence. 3. Use each word once.
Fill It In! | Module 1
1. The dog had mud on him, so we gave him a .
2. How money did mom give you?
3. , so the baby can nap.
4. Get an ax to down the tree.
5. Pam had to for a red dress.
6. I drink milk from a .
7. Josh fell and got a bad cut on his .
8. Beth was late, so she had to to get on the bus.
9. The cat likes to play her toy.
much hush shop
bath chop mug
with shin rush
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 5
Module 1 | Fill It In!
20 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
IntheFillItIn!activity,studentspracticedecodingwordsfromtheirMoreWordstoReadlistwhilebuildingtheirvocabulary by using the words in appropriate contexts.
Students read nine sentences with missing words and choose the word from a word list that best fits each sentence.
The sentences contain decodable words with phonics patterns the students have learned in the corresponding Phonics Boostlessonsuptoandincludingthecurrentmodule,aswellaswordsofftheDolchlistsofthe220 mostfrequentlyusedwordsandthe95mostcommonlyusednouns.Studentscancompletethisactivityindividually and independently.
Materials
• Phonics Boost Plus Student Workbook 1• Pencils
a. Read the words in the box
b. Read the sentence
c. Students write the word that best fits the sentence
Fill It In! | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 21
Procedure
1. Havestudentsopentopage5intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitatethe activity.
2. Havestudentsreadallthewordsinthebox.[a]
3. Read the first sentence aloud: The dog had mud on him, so we gave him a . [b]
4. Havestudentshelpyoudeterminetheword bath as the best fit in this sentence. 5. Students write the word bath in the first blank [c] and cross it out in the box.6. Students complete the remaining eight sentences independently. Remind students that each word will only be
used once.7. Checkanswerswithstudents.
Suggestions for Differentiation
1. Students may work with a partner. One partner can read the sentences while the other fills in the blanks. 2. Ifstudentsneedassistancereadingthesentences,youmayreadthemaloudandhavestudentschoosethe
words to fill in the blanks.3. Students can brainstorm other words that would make sense in the blanks. They can make lists of synonyms
for these words on a separate sheet of paper.
Answer Key
1. bath2. much3. hush4. chop5. shop6. mug7. shin8. rush9.with
1
Module 1 | Solve It!
22 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
SolveIt!isatwo-partactivitythatstudentscancompleteindividuallyandindependently.
Studentssolvethreesetsofwordpuzzles[a] by adding and deleting letters from nonsense words to create real words.Whenthepuzzlesarecompletedcorrectly,theyformwordsfromtheMoreWordstoReadlistforstudentsto decode.
Studentsusethewordsfromthepuzzlestocompletethethreesetsofsentenceswithmissingwords[b].
The sentences contain decodable words with phonics patterns the students have learned in the corresponding Phonics Boostlessonsuptoandincludingthecurrentmodule,aswellaswordsofftheDolchlistsofthe220mostfrequentlyusedwordsandthe95mostcommonlyusednouns.
Materials
• Phonics Boost Plus Student Workbook 1• Pencils
6 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 1 | Solve It!
1. Solve each puzzle. Write the answer on the line.2. For each set, write the word from the puzzle that best completes the sentence.3. Use each word once.
Set 1
Set 2
Set 3
fob – o + i =
dush – u + i =
gath – th + sh =
1. Dan fell and had a big on his leg.
2. I will be mad if you tell me a .
3. When I ate my cake, I saw a chip on my .
nud – u + o =
wesh – e + i =
hob – h + s =
1. I we did not get so much homework.
2. A baby will when he is sad.
3. your head up and down to say yes.
min – m + w =
dath – th + sh =
losh – o + u =
1. The hills were with a lot of green grass.
2. Tim must to the farm before the sun sets to get some milk from the cow.
3. She has to every game we play, or she will get mad.
fib
a. Word puzzles b. Finish the sentences with the correct word
Solve It! | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 23
Procedure
1. Havestudentsopentopage6intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitatethe activity.
2. Solvethefirstexamplepuzzlewithstudents:fob - o + i = . Explain that swapping out the o for the i changes the short o vowel sound in fob to the short i sound in fib.
3. Studentscompletethenexttwopuzzlesindependently.4. Read the first sentence aloud: Dan fell and had a big on his leg.5. Havestudentshelpyouchoosethewordfromthepuzzleboxofthreewordsthatisthebestfitinthis
sentence. Gash is the best fit because a gash is a big cut.6. Students write the word gash in the first blank.7. Studentscompletetheremainingpuzzlesandsentencesindependently.Remindstudentsthateachsetofthree
sentencesusesthewordsfromthepuzzlesdirectlyabovethemandthateachwordwillbeusedonlyonce.8. Checkanswerswithstudents.
Suggestions for Differentiation
1. Studentsmayworkwithapartner.Studentscanhelpeachothersolvethepuzzles,andthenonepartnercanread the sentences while the other fills in the blanks.
2. Ifstudentsneedassistancereadingthesentences,youmayreadthemaloudandhavestudentschoosethewords to fill in the blanks.
3. Ifcompletingallthreesetsofpuzzlesandsentencesisoverwhelmingforsomestudents,theycanfocusononly one set at a time.
4. Studentscandrawpicturestoillustratethemeaningofwordsaftersolvingthepuzzles.5. StudentscanchooseadditionalwordsfromtheirMoreWordstoReadlistandcreatenewpuzzlesbyadding
andsubtractingvariousletters.Studentscanworkinpairsandsolveeachother’spuzzles.
Answer Key
Word Puzzle 1 Word Puzzle 2 Word Puzzle 31. fib 1. nod 1. win2. dish 2. wish 2. dash3. gash 3. sob 3. lush
Sentences 1 Sentences 2 Sentences 31. gash 1. wish 1. lush2. fib 2. sob 2. dash3. dish 3. nod 3. win
1
Module 1 | Flip It!
24 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
TheFlipIt!activityallowsstudentstopracticedecodingandspellingwordsfromtheMoreWordstoReadlistwhile building their vocabulary.
StudentsmakeafoldontheFlipIt!pagetocreateapaperf lapwithdefinitionsononeside.Studentsdeterminewhich word out of a set of nine words from their More Words to Read list matches each definition. Students write the correct word under the f lap with the corresponding definition.
Thispagecreatesanaturalbookmarkandcanbeusedrepeatedlybystudentstoquizthemselvesonthedefinitionsof the words.
Materials
• Phonics Boost Plus Student Workbook 1• Pencils
Word Word List
1. a. j o g
2. b. c h i n
3. c. b a th
4. d. s h i n
5. e. s h e d
6. f. da s h
7. g. s h u t
8. h. m u g
9. i. c h o p
shed
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 7
Flip It! | Module 1
1. Fold on the line. 2. Select the word from the word list that best matches the definition.3. Write the word in the Word column.
FOLD
Challenging
More Challenging
1. tell such pass
2. web bill doll
3. will mess fin
4. fox puff fell
5. ill fix loss
6. when miss fall
7. yell cuff whiff
8. wish dull chess
9. chill whip wax
10. which mall fuss
11. quit fad hiss
12. mass whim shell
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 9
More Words to Read | Module 2
Word Word List
1. a. j o g
2. b. c h i n
3. c. b a th
4. d. s h i n
5. e. s h e d
6. f. da s h
7. g. s h u t
8. h. m u g
9. i. c h o p
shed
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 7
Flip It! | Module 1
1. Fold on the line. 2. Select the word from the word list that best matches the definition.3. Write the word in the Word column.
FOLD
to let something fall or drop off
big cup
to run slowly
to run quickly
to cut up
to close something
where you wash something
the front part of your leg between your knee and your foot
part of your face under your mouth
Definition
sh ch phth wh
Before beginning this module, here is a reminder of what we have learned:
Digraphs: Two consonant letters that spell one sound.
Examples: ship, math, chop, Phil, whim
Double Trouble Rule: In a one syllable word, double the final f, l, or s after a single vowel.
miss
Examples: puff, sell, miss
Chunk -all: l forms a chunk that spells the sound that you hear in the word “ball.”
Examples: tall, call, fall
all
Reminders for Module 2
a. Fold here
c. Write answer next to corresponding definition
b. Definition shows after page is folded
Flip It! | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 25
1
Procedure
1. PreparefortheFlipIt!activity:a. Havestudentsopentopage7intheirworkbooks.Youwilluseyourowncopyoftheworkbookto
facilitate the activity.b. Students fold page on the vertical solid line, so that the definitions show when the f lap is folded. [a, b]
c. Checktoseethatthestudentshavetheirpagesfoldedcorrectlyd. Students read all the words in the word list and the definitions for each.
2. CompletetheFlipIt!activity:a. Haveastudentreadthefirstdefinitionaloud:to let something fall or drop off. b. Explain that students must find the word that means to let something fall or drop off (shed) in the
word list and write it in the space next to the f lap with its definition. [c]
c. Students write the remaining eight words independently underneath the f lap with the matching definitions.
d. Checkanswerswithstudents.e. Haveeachstudentreadthewordsanddefinitionstoyouorapartner.f. Studentscanusethispagetoquizthemselvesorapartneronthewordmeanings.
Suggestions for Differentiation
1. Read all definitions aloud for students before they attempt to match them to the correct words.2. Students can work with a partner to match the words with the definitions.3. Students can draw a picture to illustrate the definitions of the words. Students can do this on a separate sheet
of paper or they can draw small pictures on the blank side of the f laps on the back of each definition.4. Students can write the part of speech for each word next to the definition or on the blank side of the f laps on
the back of each definition.
Answer Key1. e 4. f 7. c2. h 5. i 8. d3.a 6.g 9.b
Module 1 | Vocabulary Dominoes
26 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
VocabularyDominoesisagamestudentscanplayindividuallyandindependentlytopracticethemeaningsofwords from their More Words to Read list. The goal in this activity is for students to match the definition side of eachdominowiththecorrectwordonadifferentdomino.TheSuggestionsforDifferentiationbelowdescribehowtocompleteVocabularyDominoesasapartnerorfullclassactivity.
Materials
• VocabularyDominoesactivitysheet(page28ofthisteacher’sguide)• Scissors• Paperclipsorplasticbags(optional)
Procedure
1. PreparefortheVocabularyDominoesactivity:a. PhotocopyanddistributeonecopyoftheVocabularyDominoesactivitysheettoeachstudent.b. Students cut the dominoes apart, shuff le them, and spread them out on a f lat surface.c. Students read all the words and definitions.
2. CompletetheVocabularyDominoesactivity:a. Haveastudentreadonedefinitionaloud:to cry. b. Explain that students must find the word that means to cry (sob) and place it next to the definition on
their desks.c. Checkthatallstudentspositionthedominowithsob correctly next to the domino with the definition
to cry.d. Students match the rest of the words with their definitions independently. e. Checkanswerswithstudents.f. Haveeachstudentreadaloudeachwordanddefinitiontoyouorapartner.g. The cards can be clipped together or stored in a bag or small envelope so they can be used at a later date.
gash sob
rashto cry
red spots on your
skin
to te
ll a
sma
ll lie
Vocabulary Dominoes | Module 1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 27
Suggestions for Differentiation
1. Read all definitions aloud for students before they attempt to match them to the correct words.2. Students can work with a partner to complete the activity. Students can take turns until both students have
matched six words with their meanings.3. Studentscanreshufflethecardsandmatchthedominoesagaintoseehowquicklytheycancomplete
the activity.4. VocabularyDominoescanalsobecompletedasafullclassactivity.Distributeonetothreedominoestoeach
student,dependingonthesizeofthegroup.Onestudentbeginsbyreadingthedefinitionontherightsideof his/her domino and placing the domino on a table or the floor. The student who has the matching word places his/her domino so the definition is touching the word. Students continue taking turns matching the definitions with the correct words until the rectangle is completed.
Answer Keyrush to do something too fastwish to want somethingrim the outside edgelush thick with many green treesmesh a net-like fabricchat to talkgash a big cutsob to cryrash red spots on your skinfib to tell a small liehush to stop talkingpep full of energy
1
28 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Module 1 | Vocabulary Dominoes
hush
fib
me
sh
lush
sob
rim
ga
shc
hat
wis
hra
sh
rush
pe
p
full
of
en
erg
y
to s
top
ta
lkin
g
to t
alk
a n
et-
like
fa
bric
red
sp
ots
o
n y
ou
r sk
in
thic
k w
ith
ma
ny
gre
en
tre
es
to c
rya
big
cu
t
the
ou
tsid
e
ed
ge
to t
ell
a
sma
ll lie
to w
an
t so
me
thin
g
to d
o
som
eth
ing
to
o fa
st
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Word Chain | Module 1
Overview
WordChainisaphonemeandgraphememanipulationactivitythatreinforcesstudents’knowledgeoftherelationship between letters and sounds. Students use letter tiles to spell a chain of 10 real and nonsense words. As students hear each new word dictated, they add, delete, or exchange only one grapheme to form the new word. WordChainisanactivitythatallstudentscompleteatthesametimewiththeirownindividualmanipulatives.
Materials
• WorkingwhiteboardandholdingboardwithlettertilesfromtheStudentPhonicsKitforeachstudent• LetterTilesOnline(optional)
Procedure
1. PreparefortheWordChainactivity:a. Each student takes out the working whiteboard and holding board with letter tiles from his/her
StudentPhonicsKit.2. CompletetheWordChainactivity:
a. Dictatethefirstword:chin
b. All students repeat the word and stretch the sounds: /ch/ /ĭ/ /n/c. All students spell the word with letter tiles on their working whiteboards: ch i n
d. Checktoseethatallstudentsspelledthewordcorrectlyandassist as necessary.
e. Dictatethenextword:shin
f. All students repeat the word and stretch the sounds: /sh/ /ĭ/ /n/g. All students remove the ch tile and replace it with sh: sh i n
h. Checktoseethatallstudentsspelledthewordcorrectlyandassist as necessary.
i. Repeat with the remaining eight words on the dictation list.
1
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 29
ch i n
sh
chi n
Module 1 | Word Chain
Suggestions for Differentiation
1. After students spell a word, call on a student to give its definition and use it in a sentence and correct as necessary.
2. Studentscanworkinpairs.Giveonestudentineachpairacopyofthedictationlist.Thefirststudentdictatesthe first five words to the second student, who manipulates the letter tiles to spell each word. The second student then dictates the final five words for the first student to spell with letter tiles.
3. Havestudentscreatetheirownwordchaindictationlistswithrealand/ornonsensewords.Besurestudentsadd, delete, or change only one grapheme in each word. Students can then dictate their words for a partner to spell with letter tiles.
4. WordChaincanbedoneasaphonemicawarenessactivityusingcolortilesinsteadoflettertiles.Dictateeachwordandhavestudentsplaceacolortileontheirworkingwhiteboardforeachsoundtheyhear.Dictatethe next word and have students switch out the appropriate color tile for a different color to represent the phoneme that changed. Repeat for all the words on the dictation list.
Dictation List
1. chin 2. shin 3. shun 4. shut 5. rut 6. rat 7. mat 8. math 9. mash 10. mesh
30 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 91
Phonics Concepts
• Three-soundblends • Digraphblendsandsqu
Module 6
When to Use Module 6StudentsshouldworkonModule6activitiesiftheyhavenotyetmasteredtheconceptstaughtinPhonics BoostLessons18-19.
ThereareseveralwaystoidentifywhichstudentsaregoodcandidatesforPhonics Boost PlusModule6:1. UsethePhonics Boost Skills Assessment(PBSA)6.2. UseMoreWordstoReadandSounds&Syllablesfromthismoduletodetermineastudent’smastery.3. ObservestudentsduringPhonics Boostinstructionandpractice.
Module 6 ActivitiesPhonics Boost Plus Student Workbook 1:
• MoreWordstoRead• Sounds&Syllables• PhrasestoRead• MarkIt!• FillItIn!• SolveIt!• FlipIt!
Phonics Boost Plus Teacher’s Guide 1:
• WordSort• WordBuildingpartnerpage• WordHuntpartnerpage• MapIt!• IHave/WhoHas?• WordChain
Consonant blends: Consonantsnexttoeachotherwhereeachletterspellsaseparatesound: •Initialtwo-soundblends:
•bl,cl,fl,gl,pl,sl,br,cr,dr,fr,gr,pr,tr,dw,sc,sw,tw
•Finaltwo-soundblends: •-ct,-ft,-ld,-lk,-lm,-lp,-lt,-mp,-nd,-nt,-pt,
-sk,-sp,-st,-np •Initialthree-soundblends:
•str,scr,spr,spl •Finalthree-soundblends:
•-mpt
Digraph blends: Aconsonantblendwithadigraphspellingonesound. •shr(shrimp),-nch(ranch),thr(thrash),
-nth(tenth),squ(squid) •qu-theletterqisalwaysfollowedbyau.
•Thequspellsthesounds/kw/. •Theuinquneveractsasavowel.Itispartof
theconsonantspelling.
Reminders:
6
Module 6 |
More Words to Read1. Havestudentsopentopage41intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. OnestudentreadsarowofthreewordsaloudwhileotherstudentsareCheckers.3. RemembertousePositiveErrorCorrectionifthestudentmakesamistake.4. Toextendtheactivity,havestudentsfindallwordswiththree-soundblends,digraphblends,initialblends,
finalblends,orwordsthatrhymewithprintorFrench,andunderlinethetargetphonicsconceptsinthosewords.
5. Seepages2-3forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
Sounds & Syllables1. Tradeworkbookswithstudenttomarkerrorsinhis/herworkbook.2. Bothteacherandstudentopentopage42intheirworkbooks.3. Haveeachstudentreadthegraphemesandtheclosedsyllablesaloudtoyouindividually.Ensurethatstudents
readtheshortvowelsoundforindividualvowelletters.Alternatively,completetheactivitywiththefullclassbycallingonadifferentstudenttoreadeachrowofgraphemesandsyllables.
4. RemembertousePositiveErrorCorrectionifthestudentmakesamistake.5. Seepages4-5forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
Phrases to Read1. Havestudentsopentopage43intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Studentsformpairs,tradebooks,anddeterminewhowillbethefirstReader.3. ReaderreadsthephrasesinColumn1asCheckermarkserrorsandrecordsthenumberofphrasesread
correctly.StudentsswitchrolesforColumn1soReaderbecomesChecker,andCheckerbecomesReader.4. BothstudentsreadthephrasesinColumn2,againtakingturnsasReaderandChecker.5. RemembertohaveCheckersusePositiveErrorCorrectionifReadersmakeamistake.6. Toextendtheactivity,havestudentsfindallwordswiththree-soundblends,digraphblends,orsqu.Have
studentsunderlinetheblendsinthosewords.7. Seepages6-7forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
92 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
More Words to Read | Sounds & Syllables Phrases to Read
Mark It!1. Havestudentsopentopage44intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Showstudentstheexampleforthewordbranch:
a. Explainthatbranchhasfivesounds,/b//r//ă//n//ch/,eachspelledbyonegrapheme.Remindstudentsthatbandrareaninitialblendandareunderlinedwithtwoseparatelinesbecausetheyspelltwosounds.Digraph chisonegraphemeandshouldbeunderlinedwithoneline.
3. Leadstudentsinmarkingthegraphemesforthewordglitch:
b. Explainthatglitchhasfoursounds,/g//l//ĭ//ch/,eachspelledbyonegrapheme.Remindstudentsthatgandlareaninitialblendandareunderlinedwithtwoseparatelines,and-tchisatrigraphthatisunderlinedwithoneline.
4. Checkanswerswithstudentsandhavethemreadthewordstoyouorapartner.5. Toextendtheactivity,havestudentswriteasmanywordsastheycanthinkofthatrhymewithsprint
andthrash.6. Seepages8-9forfulldirectionsandsuggestionsfordifferentiation.
Answer Key
1. branch 2. glitch 3. clench 4. shrimp 5. fifth 6. shrug
7. strict 8. throb 9. stench 10. scrimp 11. tempt 12. strap
13. scratch 14. shrub 15. sixth 16. pinch 17. thrift 18. prompt
19. thrust 20. drench 21. sprint 22. stretch 23. shred 24. splint
25. thrash 26. bench 27. crunch 28. trudge 29. stitch 30. tenth
Word Sort1. PhotocopyanddistributeacopyoftheWordSortactivitysheet(page94ofthisteacher’sguide)toeachstudent.2. Studentscutapartgrouptitleandwordcardsandsetuptheirworkingsurfaces.3. Explaintostudentsthattheywillsortthewordsintothreegroups:DigraphBlends,Three-SoundBlends,
orsqu.4. Modelhowtosortthefirstwordineachgroup:branchintheDigraphBlendsgroup,splintintheThree-
SoundBlendsgroup,andsquidinthesqugroup.Checkthatallstudentssortthefirstthreewordscorrectly.5. StudentscompletetherestoftheWordSortindependently.6. Checkanswerswithstudents,andhaveeachstudentreadthewordstoyouorapartner.7. Seepages10-11forfulldirectionsandSuggestionsforDifferentiation.
Answer Key
Digraph Blends Three-Sound Blends squ branch thrash fifth splint scrimp squidshrug stench drench strut stress squishthrill shrill prompt sprint squintshred throb splotch tempt
Mark It! | Word Sort | Module 6
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 93
6
1. Cut apart the group titles and the words. 2. Look for words with digraph blends, three-sound blends, or squ. Place each word
in the correct group.3. Read the words to a teacher or partner.
splint squid strut
branch shrug thrill
shred thrash prompt
squish splotch scrimp
stress stench sprint
shrill squint throb
fifth tempt drench
Three-Sound Blends
Digraphs Blends squ
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Module 6 | Word Sort
94 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Word Building1. Studentsformpairs,cuttheWordBuildingactivitysheet(page96ofthisteacher’sguide)inhalfvertically,
anddeterminewhowillbePartnerAandPartnerB.2. PartnerAreadseachwordonPartnerPageA,usesitinasentence,readsitagain,andasksPartnerBtobuild
itwithcolorandlettertilesonhis/herworkingwhiteboard.3. PartnerBthenreadseachwordonPartnerPageB,usesitinasentence,readsitagain,andasksPartnerAto
builditwithcolorandlettertilesonhis/herworkingwhiteboard.4. RemembertohavestudentsusePositiveErrorCorrectioniftheirpartnermakesamistake.5. Seepages13-14forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
Word Building | Module 6
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 95
6
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Module 6 | Word Building
96 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Partner Page AFor each word:
1. Read the word to your partner.
2. Read the sentence to your partner.
3. Read the word again.
4. Tell your partner to:
•Stretchthesounds.
• Place one color tile for each sound in the word on a working board.
•Addonelettertiletospelleachsound.
•Readtheword.
Partner Page BFor each word:
1. Read the word to your partner.
2. Read the sentence to your partner.
3. Read the word again.
4. Tell your partner to:
•Stretchthesounds.
• Place one color tile for each sound in the word on a working board.
•Addonelettertiletospelleachsound.
•Readtheword.
1. pinch Don’tpickupthe crab,oritwill pinchyou.
2. shrub Mydadwillcut theshrub.
3. scrub Jimwillscrub thedish.
4. thrill Itwasathrill towin.
5. squish Donotsquish thebug.
1. bench Sitonthebench.
2. shrill Hersong wasshrill.
3. sixth Toddwasthe sixthkidon thebus.
4. splash Thebabywill splashinthetub.
5. squid Thesquid swamaway.
p i n ch b e n ch
sh r u b sh r i ll
s i x ths c r u b
s p l a sh
s qu i sh
th r i ll
s qu i d
Word Hunt1. PhotocopyanddistributeonecopyoftheWordHuntAandWordHuntBactivitysheets(pages98-99of
thisteacher’sguide)toeachpairofstudents.Studentsfoldthepagesalongthefoldlines.2. PartnerAstandstheApageuplikeatentonthetablesothatPartnerBcanonlyseethewords.Alternatively,
PartnerAcutsthepageandgivesPartnerBthehalfofthepagewiththewords.3. PartnerBreadsallthewordsaloud.4. PartnerAasksPartnerBeachquestion,checkingPartnerB’sanswerswiththekeyprovidedonPartnerA’s
halfofthepage.5. StudentsswitchrolesandPartnerBactsastheteacherwiththeBpage,havingPartnerAreadthewordsand
thenanswerthequestions.6. Seepages39-40forfulldirectionsandSuggestionsforDifferentiation.
Word Hunt | Module 6
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Module 6 | Word Hunt
98 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Partner Page A
thrillsquintscratch
shrimpbranchtempt
quenchthrustfifth
thriftstrapstench
Partner Page A
Askyourpartner: 1. Readallthewords. 2. Whichwordhasatrigraph? (scratch)
3. Whichwordsendwithadigraphblend? (branch, quench, fifth, stench)
4. Howmanysoundsareinthefirstword? (4) Underlinethegraphemesinthatword.(t h r i l l)
5. Howmanysoundsareinthelastword? (5) Underlinethegraphemesinthatword.(s t e n c h)
6. Whichwordsstartwiththr? (thrill, thrust, thrift)
7. Readtwowordsthatcanbenouns.(thrill, scratch, shrimp, branch, strap, stench)
8.Whichtwowordsrhyme? (quench, stench)
9. Whichwordmeansto look at something with your eyes partly closed?(squint)
10. Usethewordquenchinasentence.
FOLD
FOLDFOLD
Word Hunt | Module 6
Permission granted to purchaser to copy this page | © 2012 Really GReat ReadinG® | Phonics Boost Plus | 99
Partner Page B
squidbranchshrill
sprintshredpinch
stresspromptthrob
strictshrugstitch
Partner Page B
Askyourpartner: 1. Readallthewords. 2. Whichwordhasatrigraph? (stitch)
3. Whichwordsstartwithadigraphblend? (shrill, shred, throb, shrug)
4. Howmanysoundsareinthelastwordinthesecondrow? (4) Underlinethegraphemesinthatword.(p i n c h)
5. Howmanysoundsareinthefirstwordinthelastrow? (6) Underlinethegraphemesinthatword.(s t r i c t)
6. Whichwordshavethesamevowelsoundyouhearintheworditch? (squid, shrill, sprint, pinch, strict, stitch)
7. Whichwordsendwithdoubleletters?(shrill, stress)
8.Whichwordmeansa part of a tree that grows out of the trunk? (branch)
9. Whichwordmeansto run fast?(sprint)
10. Usethewordshruginasentence.
FOLDFOLD
FOLDFOLD
100 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Fill It In!1. Havestudentsopentopage45intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Studentsreadthewordsinthebox.3. Readthefirstsentencealoud:The man held the pup and sat on the black .
4. Havestudentshelpyoudeterminethattheword benchisthebestfitinthissentence.5. Studentswritethewordbenchinthefirstblankandcrossitoutinthebox.6. Studentscompletetheremainingeightsentencesindependently,choosingthewordthatbestfitseach.
Remindstudentsthateachwordwillbeusedonlyonce.7. Checkanswerswithstudents.8. Seepages20-21forfulldirectionsandSuggestionsforDifferentiation.
Answer Key1.bench 6.pinch2.scratch 7.stretch3.clench 8.shrimp4.squint 9.sprint5.branch
Solve It!1. Havestudentsopentopage46intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Solvethefirstexamplepuzzlewithstudents:chempt - ch + t = .Explainthatswappingout
thechforthetchangesthesound/ch/inchempttothesound/t/intempt.3. Studentssolvetheremainingpuzzlesbyaddingordeletinglettersfromnonsensewordstoformrealwords.4. Studentscompletethethreesetsofsentencesbychoosingthewordfromthethreepuzzlesolutionsabovethat
bestfitseachsentence.Remindstudentsthateachwordwillonlybeusedonce.5. Checkanswerswithstudents.6. Seepages22-23forfulldirectionsandSuggestionsforDifferentiation.
Answer KeyWord Puzzle 1 Word Puzzle 2 Word Puzzle 31.tempt 1.prompt 1.stitch2.squid 2.strict 2.thrill3.splint 3.throb 3.ranch
Sentences 1 Sentences 2 Sentences 31.squid 1.prompt 1.thrill2.splint 2.strict 2.ranch3.tempt 3.throb 3.stitch
Module 6 | Fill It In! |Solve It!
Flip It!1. Havestudentsopentopage47intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Studentsfoldthepagetocreateaf lap.3. Leadstudentsinchoosingthewordthatmatchesthefirstdefinition:done quickly on time.Explainthat
promptisthebestmatch.4. Studentswritetheremainingeightwordsfromthewordlistinthespacesunderneaththef lapwiththe
correctdefinitions.5. Checkanswerswithstudents.6. Haveeachstudentreadaloudeachwordanddefinitiontoyouorapartner.7. Seepages24-25forfulldirectionsandSuggestionsforDifferentiation.
Answer Key1.c 4.b 7.e2.h 5.d 8.a3.i 6.g 9.f
Map It!1. PhotocopyanddistributecopiesoftheMapIt!activitysheet(page358ofthisteacher’sguide)toeachstudent
forusewithoneorbothdictationlists.2. Dictatewordsoneatatime.3. Foreachword,havestudentsrepeattheword,stretchthesounds,andplaceonedotinthecirclesforeach
phonemeintheword.4. Repeattheword,andhavestudentssayeachsoundagainwhilewritingthecorrespondinggraphemesin
theboxes.5. Checkthatallstudentsspelleachwordcorrectlywithonegraphemecorrespondingtoeachphoneme.
Provideassistanceasnecessary.6. Seepages57-58forfulldirectionsandSuggestionsforDifferentiation.
Dictation Lists and Answer KeyList One: List Two: 1. inch i n ch 1. thrust th r u s t
2. fifth f i f th 2. squint s qu i n t
3. bunch b u n ch 3. tempt t e m p t
4. shred sh r e d 4. thrift th r i f t
5. thrill th r i ll 5. prompt p r o m p t
6. strap s t r a p 6. stretch s t r e tch
7. scrub s c r u b 7. shrimp sh r i m p
8. pinch p i n ch 8. sprint s p r i n t
9. bench b e n ch 9. branch b r a n ch
10. scratch s c r a tch 10. quench qu e n ch
Flip It! | Map It! | Module 6
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 101
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Module 6 | I Have/Who Has?
102 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Overview
IHave/WhoHas?isawholeclassvocabularygamethatallowsstudentstopracticethemeaningsofwordsfromtheirMoreWordstoReadlist.Thegoalinthisactivityisforstudentstoidentifywhetherthewordsonthecardsintheirhandmatchthedefinitionsreadaloudbyotherstudents.
Materials
• IHave/WhoHas?activitysheet(page104ofthisteacher’sguide)• Scissors• Paperclipsorplasticbags(optional)
Procedure
1. PreparefortheIHave/WhoHas?activity:a. MakeonecopyoftheIHave/WhoHas?activitysheet.b. Cutapartthe12cards,shuff lethem,anddistributethemtothestudentssothateachstudentreceives
approximatelythesamenumberofcards.Eachstudentshouldreceiveonetofourcards,dependingonthesizeofthegroup.
c. Studentsreadthewordsanddefinitionsontheircardssilently.d. Explainthatstudentswillhearthedefinitionofawordreadaloud.Theymustlookatthe“IHave”
sectionoftheircardsandseeiftheyhavethewordthatmatchesthedefinitionreadaloud.Iftheydo,theywillsay,“Ihave(theword).”Theywillthensay,“Whohas…?”andtheywillreadthedefinitionatthebottomoftheircard.Theotherstudentswillthenlookthroughtheircardstoseewhohasthatword.
2. CompletetheIHave/WhoHas?activity:a. Onestudentbeginsbyreadingthebottomofhis/herfirstcard.Forexample,onestudentwillsay,“Who
hasthewordthatmeans:done quickly or on time?”
b. Allstudentslookattheircardstoseeiftheyhavethewordthatmeansdone quickly or on time.c. Thestudentwhohasthecardwiththewordpromptatthetopsays,“Ihavethewordprompt.”This
studentthenreadsthedefinitionatthebottomofthatsamecard:“Whohasthewordthatmeans:spray or hit with liquid?”
d. Allstudentslookattheircardstoseeiftheyhavethecorrectword.e. Thestudentwhohasthecardwiththewordsplashsays,“Ihavethewordsplash,”andcontinuesthe
gamebyasking“Whohas…?”readingthedefinitiononthebottomofthatcard.
Ihavethewordpledge.Whohasthewordthatmeans:done quickly or on time?
Ihavethewordprompt. Whohasthewordthatmeans:spray or hit with liquid?
I Have/Who Has? | Module 6
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f. Thegamecontinuesuntilthestudentwhostartedthegameendsitwithhis/her“Ihavetheword…”statement.Atthispoint,allthecardsshouldhavebeenused.Ifthisdoesnotoccur,someoneansweredincorrectlyatsomepointduringthegame,sothestudentswillneedtostartover.
g. Thecardscanbeclippedtogetherorstoredinabagorsmallenvelopesotheycanbeusedatalaterdate.
Suggestions for Differentiation
1. Youmayneedtoreviewthedefinitionswithstudentssotheyarefamiliarwiththepronunciationofthewordsontheircardsbeforeplayingthegame.
2. Youcanredistributethecardsandhavestudentsplaythegameagaintoseehowquicklytheycancompletetheactivity.
3. Studentscandrawpicturestoillustratethemeaningsofthewordsontheircards.4. Studentscanidentifythepartofspeechforthewordsontheircards.5. Studentscanusethewordsontheircardsinsentences.Thesentencescanbewrittenorsharedorally.
Studentswhoneedanadditionalchallengecancreatelongersentencesorusethewordsfrommultiplecardsinthesamesentence.
Word List and Answer Key
prompt donequicklyorontimesplash sprayorhitwithliquidscrub tocleansomethingbyrubbingithardsplit tomakesomethingintopartsshrimp smallshellfishyoucaneattrudge walkslowlystrict havinglotsofrulesscript abookthathasthewordsofashoworplayquench togetridoforendsomething,likethirstsquint tolookatsomethingwithyoureyespartlyclosedshred toripalong,thinstripofclothorpaperpledge topromisetodosomething
6
Ihav
ethe
wor
dpl
edge
.W
hohas
thew
ordth
atm
eans
:do
ne q
uick
ly o
r on
tim
e?
Ihav
ethe
wor
dpr
ompt
. W
hohas
thew
ordth
atm
eans
:sp
ray
or h
it w
ith
liqui
d?
Ihav
ethe
wor
dsp
lash
. W
hohas
thew
ordth
atm
eans
:to
cle
an so
met
hing
by
rubb
ing
it h
ard?
Ihav
ethe
wor
dsc
rub.
W
hohas
thew
ordth
atm
eans
:to
mak
e so
met
hing
into
par
ts?
Ihav
ethe
wor
dsp
lit.
Who
has
thew
ordth
atm
eans
:sm
all s
hellf
ish
you
can
eat?
Ihav
ethe
wor
dsh
rim
p.W
hohas
thew
ordth
atm
eans
:w
alk
slow
ly?
Ihav
ethe
wor
dtr
udge
.W
hohas
thew
ordth
atm
eans
:ha
ving
lots
of r
ules
?
Ihav
ethe
wor
dst
rict
.W
hohas
thew
ordth
atm
eans
:a
book
that
has
the
wor
ds o
f a sh
ow o
r pl
ay?
Ihav
ethe
wor
dsc
ript
. W
hohas
thew
ordth
atm
eans
:to
get
rid
of o
r en
d so
met
hing
, lik
e th
irst
?
Ihav
ethe
wor
dqu
ench
.W
hohas
thew
ordth
atm
eans
:to
look
at
som
ethi
ng w
ith
your
eye
s par
tly
clos
ed?
Ihav
ethe
wor
dsq
uint
.W
hohas
thew
ordth
atm
eans
:to
rip
a lo
ng, t
hin
stri
p of
clo
th o
r pa
per?
Ihav
ethe
wor
dsh
red.
Who
has
thew
ordth
atm
eans
:to
pro
mis
e to
do
som
ethi
ng?
CU
TModule 6 | I Have/Who Has?
104 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Word Chain1. Studentstakeoutworkingwhiteboardsandholdingboardswithlettertiles.2. Dictatethefirstword (scratch).Havestudentsrepeattheword,stretchthesounds,andspellitwith
lettertiles.3. Checktoseethatallstudentsspelledthewordcorrectlyandassistasnecessary.4. Dictatethenextword(scran).Havestudentsrepeattheword,stretchthesounds,andmanipulateonlyone
tiletochangescratchtoscran.Makesurestudentschangethe-tchton.5. Repeatwiththeremainingeightwordsonthedictationlist.6. Seepages29-30forfulldirectionsandSuggestionsforDifferentiation.
Dictation List (contains nonsense words)1.scratch 6.thrunch2.scran 7.thrunt3.scranch 8.shrunt4.scrunch 9.shrent5.crunch 10.shren
Word Chain | Module 6
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© 2012 Really GReat ReadinG® | Phonics Boost Plus | 147
Phonics Concepts
• Readingchallengingwordswiththreeormoresyllables
Module 9
When to Use Module 9StudentsshouldworkonModule9activitiesiftheyhavenotyetmasteredtheconceptstaughtinPhonics Boost Lesson26.
ThereareseveralwaystoidentifywhichstudentsaregoodcandidatesforPhonics Boost PlusModule9:1. UsethePhonics Boost Skills Assessment(PBSA)9.2. UseMoreWordstoReadandSounds&Syllablesfromthismoduletodetermineastudent’smastery.3. ObservestudentsduringPhonics Boostinstructionandpractice.
Module 9 ActivitiesPhonics Boost Plus Student Workbook 1:
• MoreWordstoRead• Sounds&Syllables• PhrasestoRead• FillItIn!• SolveIt!• Sort&Construct• FlipIt!
Phonics Boost Plus Teacher’s Guide 1:
• WordSort• WordBuildingpartnerpage• SentenceHuntpartnerpage• SplitIt!• IHave/WhoHas?
Schwa: Thevowelsoundintheunstressedsyllableofamultisyllableword. •Thesymbolfortheschwais/Ə/. •Anyofthevowelletterscanmakethe
schwasound. •sandal,helmet,tennis,wagon,campus
Whenreadingwordswithmorethanonesyllable,rememberthesequestions: •Howmanyvowelslettersdoyousee? •Arethevowelsletterstogetherorapart? •Howmanysyllablesarethere?
Reminders:
9
More Words to Read1. Havestudentsopentopage65intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. OnestudentreadsarowofthreewordsaloudwhileotherstudentsareCheckers.3. RemembertousePositiveErrorCorrectionifthestudentmakesamistake.4. Toextendtheactivity,havestudentsfindallthewordswithafinalsyllablethatrhymeswithbentorpickout
thethreewordsthathaveonlytwosyllables(attracts,pamphlet,andmammal).Havestudentsunderlinethetargetphonicsconceptsinthosewords.
5. Ifstudentsstruggletodecodemultisyllablewords,havethemdividethewordsintosyllablesbylookingforthevowellettersanddrawingalineatthesyllablebreaks.Studentscanreadsyllablesindividually,andthenblendthemtoreadthewholeword.
6. Seepages2-3forfulldirections,stepsforPositiveErrorCorrection,andmoreSuggestionsforDifferentiation.
Sounds & Syllables1. Tradeworkbookswithstudenttomarkerrorsinhis/herworkbook.2. Bothteacherandstudentopentopage66intheirworkbooks.3. Haveeachstudentreadthegraphemes,isolatedclosedsyllables,andclosedsyllablesinnonsensewords
aloudtoyouindividually.Ensurethatstudentsreadtheshortvowelsoundforindividualvowelletters.Alternatively,completetheactivitywiththefullclassbycallingonadifferentstudenttoreadeachrowofgraphemesandsyllables.
4. RemembertousePositiveErrorCorrectionifthestudentmakesamistake.5. Seepages4-5forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
Phrases to Read1. Havestudentsopentopage67intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Studentsformpairs,tradebooks,anddeterminewhowillbethefirstReader.3. ReaderreadsthephrasesinColumn1asCheckermarkserrorsandrecordsthenumberofphrasesread
correctly.StudentsswitchrolesforColumn1soReaderbecomesChecker,andCheckerbecomesReader.4. BothstudentsreadthephrasesinColumn2,againtakingturnsasReaderandChecker.5. RemembertohaveCheckersusePositiveErrorCorrectionifReadersmakeamistake.6. Toextendtheactivity,havestudentsfindallthetwo-syllablewordsorthree-syllablewords.Havestudents
underlinethevowellettersinthosewordsanddividethemwithalinebetweenthesyllables.7. Seepages6-7forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
148 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Module 9 | More Words to Read | Sounds & Syllables Phrases to Read
Word Sort1. PhotocopyanddistributeonecopyoftheWordSortactivitysheet(page150ofthisteacher’sguide)to
eachstudent.2. Studentscutapartgrouptitleandwordcardsandsetuptheirworkingsurfaces.3. Explaintostudentsthattheywillsortthewordsintofourgroups:OneSyllable,TwoSyllables,Three
Syllables,orFourSyllables.4. Modelhowtosortthefirstwordineachgroup:shrunkintheOneSyllablegroup,contentintheTwo
Syllablesgroup,capitalintheThreeSyllablesgroup,andinconsistentintheFourSyllablesgroup.Checkthatallstudentssortthefirstfourwordscorrectly.
5. StudentscompletetherestofWordSortindependently.6. Checkanswerswithstudents,andhaveeachstudentreadthewordstoyouorapartner.7. Seepages10-11forfulldirectionsandSuggestionsforDifferentiation.
Answer KeyOne Syllable Two Syllables Three Syllables Four Syllablesshrunk content capital inconsistentthatch attracts equipment disinfectantprompt pamphlet medical academicsprang mammal African significant method umbrella arithmetic consensus abundant ethical
Word Sort | Module 9
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 149
9
1. Cut apart the group titles and the words. 2. Look for words with one, two, three, or four syllables. Place each word in the
correct group.3. Read the words to a teacher or partner.
capital equipment
medical shrunk African
content umbrella attracts
pamphlet inconsistent mammal
thatch consensus disinfectant
academic ethical method
prompt abundant sprang
significant arithmetic
Two Syllables
Three Syllables
One Syllable
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Module 9 | Word Sort
150 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Four Syllables
Word Building1. Studentsformpairs,cuttheWordBuildingactivitysheet(page152ofthisteacher’sguide)inhalfvertically,
anddeterminewhowillbePartnerAandPartnerB.
2. PartnerAreadseachwordonPartnerPageA,usesitinasentence,andreadsitagain.PartnerBrepeatstheword,saysitinsyllables,spellseachsyllableonaSyllaBoard,andwritesthewordonhis/herworkingwhiteboard.
3. PartnerBthenreadseachwordonPartnerPageB,usesitinasentence,andreadsitagain.PartnerArepeatstheword,saysitinsyllables,spellseachsyllableonaSyllaBoard,andwritesthewordonhis/herworkingwhiteboard.
4. RemembertohavestudentsusePositiveErrorCorrectioniftheirpartnermakesamistake.5. Seepages129-130forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
Word Building | Module 9
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Module 9 | Word Building
152 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Partner Page AFor each word:
1. Read the word to your partner.
2. Read the sentence to your partner.
3. Read the word again.
4. Tell your partner to:
•Repeattheword.
•Saythewordinsyllables.
• Place one SyllaBoard on the desk for each syllable.
•WriteeachsyllableonaSyllaBoard.
•Writethewholeword.
•Readtheword.
Partner Page AFor each word:
1. Read the word to your partner.
2. Read the sentence to your partner.
3. Read the word again.
4. Tell your partner to:
•Repeattheword.
•Saythewordinsyllables.
• Place one SyllaBoard on the desk for each syllable.
•WriteeachsyllableonaSyllaBoard.
•Writethewholeword.
•Readtheword.
1. adjustment Herglassesneedanadjustment.
2. establish Ourclasshadtoestablisharulefornot runninginthehall.
3. African WewillstudyAfricananimalslike theelephant.
4. disconnect Wehadtodisconnecttheplugfrom thelaptop.
5. invalid Thepasswordwasinvalidanddidnotwork.
1. discontent Wefeltdiscontentbecausewecouldnotgo totheparty.
2. investment Putthemoneyinthebankasaninvestment.
3. umbrella Shegrabsanumbrellawhenitrains.
4. magnetic Themetalobjectwillsticktothefridge becauseitismagnetic.
5. inhabit Whichanimalsinhabitthatland?
addis
Afum
dismag
inin
es in
justcon
tab vestlish ment
canla
nectic
menttent
idit
ribrel
valhab
connet
Sentence Hunt1. PhotocopyanddistributeonecopyoftheSentenceHuntAandSentenceHuntBactivitysheets(pages
154-155ofthisteacher’sguide)toeachpairofstudents.Eachstudentcutshisorhersheetinhalfhorizontally.2. PartnerAgivesPartnerBhis/herhalfoftheApageandhasPartnerBreadthethreesentencesaloud.3. PartnerAasksPartnerBeachquestion,checkingPartnerB’sanswerswiththekeyprovidedonPartnerA’s
halfofthepage.4. StudentsswitchrolesandPartnerBactsastheteacherwiththeBpage,havingPartnerAreadthesentences
andthenanswerthequestions.5. Seepages16-17forfulldirectionsandSuggestionsforDifferentiation.
Sentence Hunt | Module 9
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 153
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Module 9 | Sentence Hunt
154 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Partner Page A
Aclosedsyllablehasonevowelfollowedbyoneormore.
1. Rosswasinsistentthathewasnothesitanttodothedifficultjob.
2. Alexrecommendsthattheclassabandonsboththebackgammonandbasketball
matchesatthepicnic.
3. Thoseextraexpenseswilllessenourprofitfromsellingtheinstruments.
CUT
Partner Page AAsk your partner:
1. Read all the sentences.
2. Finish the definition of closed syllable on the first line. (A closed syllable has one vowel followed by one or more consonants.)
3. Put a triangle ( ) above all the words with three syllables in Sentence 1. Read those words to me.
4. Circle the words in Sentence 3 that begin with the same vowel sound you hear in the word edge.
5. Put a smiley face (J) above the word in Sentence 2 that means says good things about something.
Answer Key
1. Rosswasinsistentthathewasnothesitanttodothedifficultjob.
2. Alexrecommendsthattheclassabandonsboththebackgammonandbasketball
matchesatthepicnic.
3. Thoseextraexpenseswilllessenourprofitfromsellingtheinstruments.
J
Sentence Hunt | Module 9
Permission granted to purchaser to copy this page | © 2012 Really GReat ReadinG® | Phonics Boost Plus | 155
Partner Page B
Aclosedsyllablehasavowelsound.(longorshort)
1. Shecanaccomplishwhatshewantstowithsomeadjustmentstotheequipment.
2. Dowehaveaconsensustorecommendthatinvestment?
3. Didthecolumnistdiscusspoliticswiththecongressman?
CUT
Partner Page BAsk your partner:
1. Read all the sentences.
2. Finish the definition of closed syllable on the first line. (A closed syllable has a short vowel sound.)
3. Put a dot ( • ) above all the words with three syllables in Sentence 1. Read those words to me.
4. Write the number 3 above all the words with three syllables in Sentence 3.
5. Put a smiley face (J) above the word in Sentence 2 that means when everyone agrees.
Answer Key
1. Shecanaccomplishwhatshewantstowithsomeadjustmentstotheequipment.
2. Dowehaveaconsensustorecommendthatinvestment?
3. Didthecolumnistdiscusspoliticswiththecongressman?3 3 3
• • •
J
Fill It In!1. Havestudentsopentopage68intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Studentsreadthewordsinthebox.3. Readthefirstsentencealoud:Before you take the TV, you must the plug from the wall.4. Havestudentshelpyoudeterminethattheworddisconnectisthebestfitinthissentencebecauseitmeans
tomakeitsothattwothings(theTVplugandthewall)arenotconnected.5. Studentswritetheworddisconnectinthefirstblankandcrossitoutinthebox.6. Studentscompletetheremainingeightsentencesindependently,choosingthewordthatbestfitseach.
Remindstudentsthateachwordwillbeusedonlyonce.7. Checkanswerswithstudents.8. Seepages20-21forfulldirectionsandSuggestionsforDifferentiation.
Answer Key1.disconnect 6.inhabit2.president 7.cabinet3.instrument 8.invalid4.inconsistent 9.umbrella5.recommend
Solve It!1. Havestudentsopentopage69intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Solvethefirstexamplepuzzlewithstudents:pogmissal - pog + dis = .Explainthatswapping
outpogfordischangesthesyllablepoginpogmissaltothesyllable disindismissal.3. Studentssolvetheremainingpuzzlesbyaddingordeletinglettersfromnonsensewordstoformrealwords.4. Studentscompletethethreesetsofsentencesbychoosingthewordfromthethreepuzzlesolutionsabovethat
bestfitseachsentence.Remindstudentsthateachwordwillbeusedonlyonce.5. Checkanswerswithstudents.6. Seepages22-23forfulldirectionsandSuggestionsforDifferentiation.
Answer KeyWord Puzzle 1 Word Puzzle 2 Word Puzzle 31.dismissal 1.animal 1.magnetic2.medical 2.consensus 2.disrespect3.arithmetic 3.pamphlet 3.athletic
Sentences 1 Sentences 2 Sentences 31.medical 1.pamphlet 1.disrespect2.dismissal 2.animal 2.athletic3.arithmetic 3.consensus 3.magnetic
Module 9 | Fill It In! |Solve It!
156 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Sort & Construct1. Havestudentsopentopage70intheirworkbooks.2. PhotocopyanddistributeonecopyoftheSort&Constructactivitysheet(page158ofthisteacher’sguide)to
eachstudent.Studentscutapartthesyllablesandgrouptitlestosetuptheirworkingsurfaces.3. Explainthatstudentswillsortthesyllablesintofivegroupsbasedonthevowellettertheycontain:a,e,i,o,
andu.4. Modelhowtosortthefirsttwosyllables:athintheagroup,andomintheogroup.5. StudentscompletetherestofSort&Constructindependently.Checkanswerswithstudents.6. Dictateeachwordfromthedictationlist.7. Foreachword,havestudentsfindthesyllablesneededtospelltheword,placethosesyllablesnexttoeach
other,readthesyllablesandthewholeword,andwriteitintheirstudentworkbooks.8. Seepages138-139forfulldirectionsandSuggestionsforDifferentiation.
Dictation List and Answer Key 1. discredit dis cred it
2. investment in vest ment
3. athletic ath let ic
4. pamphlet pam phlet
5. recommend rec om mend
6. columnist col um nist
7. establish es tab lish
8. evident ev i dent
Sort & Construct | Module 9
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9
a e i o u ath ment nist om um
pam rec lish col
tab ev dis
es ic
let it
dent i
mend in
vest
cred
phlet
ae
io
u
ath
om
nist
lishm
en
t
dis
icre
cp
am
ev
es
um
let
de
nt
me
nd
iti
vest
cre
dc
ol
tab
inp
hle
t
CUT
Module 9 | Sort & Construct
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Flip It! | Split It! | Module 9
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 159
Flip It!1. Havestudentsopentopage71intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
theactivity.2. Studentsfoldthepagetocreateaf lap.3. Leadstudentsinchoosingthewordthatmatchesthefirstdefinition:not wanting or needing much
help from others.Explainthat independentisthebestmatch.4. Studentswritetheremainingeightwordsfromthewordlistinthespacesunderneaththef lapwiththe
correctdefinitions.5. Checkanswerswithstudents.6. Haveeachstudentreadaloudeachwordanddefinitiontoyouorapartner.7. Seepages24-25forfulldirectionsandSuggestionsforDifferentiation.
Answer Key1.g 4.i 7.h2.f 5.d 8.e3.c 6.b 9.a
Split It!1. PhotocopyanddistributecopiesoftheSplitIt!activitysheet(page359ofthisteacher’sguide)toeachstudentfor
usewithoneorbothwordlists.2. Writethewordsontheboardordistributecopiesofthelists.Do not say the words aloud.3. Foreachword,havestudentscountthevowelletters,determinewhethertheyaretogetherorapart,and
determinehowmanysyllablesthereare.4. Havestudentsspelleachsyllable,readthesyllablesindividually,andthenreadthewholeword.5. Checkthatallstudentsspelleachwordcorrectlywithonesyllableineachsection.Provideassistance
asnecessary.6. Seepages143-144forfulldirections,alternativeprocedure,andSuggestionsforDifferentiation.
Word List and Answer KeyNote: Vowel letters that spell the schwa sound are underlined.
List One: List Two: 1. columnist col um nist 1. investment in vest ment
2. dismissal dis mis sal 2. immigrant im mi grant
3. establishment es tab lish ment 3. disinfect dis in fect
4. disrespect dis re spect 4. recommend rec om mend
5. instrument in strum ent 5. athletic ath let ic
6. appendix ap pen dix 6. consensus con sen sus
7. adjustment ad just ment 7. inconsistent in con sis tent
8. pamphlet pam phlet 8. politics pol i tics
9
Module 9 | I Have/Who Has?
160 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
I Have/Who Has?1. MakeonecopyoftheIHave/WhoHas?activitysheet(page161ofthisteacher’sguide),cutthecardsapart,
anddistributethemevenlyamongstudents.2. Studentsreadthewordsanddefinitionsontheircardssilently.3. Onestudentbeginsbyreadingthe“Whohas….?”questionatthebottomofhisorherfirstcard.4. Allstudentslookattheircardstoseeiftheyhavethecorrectword.Thestudentwhohasitsays,“Ihavethe
word…”andthenreadsthe“Whohas…?”questionatthebottomofthatsamecard.5. Thegamecontinuesuntilthestudentwhostartedthegameendsitwithhis/her“Ihavetheword…”
statement.Atthispoint,allthecardsshouldhavebeenused.6. Seepages102-103forfulldirectionsandSuggestionsforDifferentiation.
Word List and Answer Key
diminish tobecomesmallerorlessimportantcritical findingproblemswithsomethingconsensus wheneveryoneagreesononethingindependent notwantingorneedingmuchhelpfromotherssignificant importantintellect theabilitytothinkorunderstandinconsistent notalwaysthesamediscontent asadorunhappyfeelingabundant morethanwhatyouneedhesistant notsureaboutornotwillingtodosomethingimmigrant someonewhocomestoliveinanewcountryacademic havingtodowithschooloreducation
I Have/Who Has? | Module 9
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Ihav
ethe
wor
ddi
min
ish.
Who
has
thew
ordth
atm
eans
:fi
ndin
g pr
oble
ms w
ith
som
ethi
ng?
Ihav
ethe
wor
dcr
itic
al.
Who
has
thew
ordth
atm
eans
:w
hen
ever
yone
agr
ees o
n on
e th
ing?
Ihav
ethe
wor
dco
nsen
sus.
W
hohas
thew
ordth
atm
eans
:not
wan
ting
or
nee
ding
muc
h he
lp fr
om o
ther
s?
Ihav
ethe
wor
din
depe
nden
t. W
hohas
thew
ordth
atm
eans
:im
port
ant?
Ihav
ethe
wor
dsi
gnif
ican
t.W
hohas
thew
ordth
atm
eans
:th
e ab
ility
to th
ink
or u
nder
stan
d?
Ihav
ethe
wor
din
telle
ct.
Who
has
thew
ordth
atm
eans
:no
t alw
ays t
he s
ame?
Ihav
ethe
wor
din
cons
iste
nt.
Who
has
thew
ordth
atm
eans
:a
sad
or u
nhap
py fe
elin
g?
Ihav
ethe
wor
ddi
scon
tent
.W
hohas
thew
ordth
atm
eans
:m
ore
than
wha
t you
nee
d?
Ihav
ethe
wor
dab
unda
nt.
Who
has
thew
ordth
atm
eans
:not
sure
ab
out o
r no
t will
ing
to d
o so
met
hing
?
Ihav
ethe
wor
dhe
sita
nt.
Who
has
thew
ordth
atm
eans
:som
eone
w
ho c
omes
to li
ve in
a n
ew c
ount
ry?
Ihav
ethe
wor
dim
mig
rant
.W
hohas
thew
ordth
atm
eans
:ha
ving
to d
o w
ith
scho
ol o
r ed
ucat
ion?
Ihav
ethe
wor
dac
adem
ic.
Who
has
thew
ordth
atm
eans
:to
bec
ome
smal
ler
or le
ss im
port
ant?
CU
T
162 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
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Module 19
When to Use Module 19Students should work on Module 19 activities if they have not yet mastered the concepts taught in Phonics Boost Lessons 46-47.
There are several ways to identify which students are good candidates for Phonics Boost Plus Module 19: 1. Use the Phonics Boost Skills Assessment (PBSA) 19.2. Use More Words to Read and Sounds & Syllables from this module to determine a student’s mastery. 3. Observe students during Phonics Boost instruction and practice.
Module 19 ActivitiesPhonics Boost Plus Student Workbook 1:
• MoreWordstoRead• Sounds&Syllables• PhrasestoRead• WhichSyllableIsWhich?• FillItIn!• SolveIt!• FlipIt!
Phonics Boost Plus Teacher’s Guide 1:
• WordSort• WordBuildingpartnerpage• WordHuntpartnerpage• SplitIt!• WordSwat
Open syllable: A syllable that ends in a single vowel letter with a long vowel or schwa sound. •ta-ble, e-ven, si-lent, o-ver, mu-sic, pres-i-dent
Open and closed syllables before consonant-le: When you see a two syllable word with second syllable being a consonant-le, look closely at the first syllable: •Ifthesyllableendswithaconsonant,thevowel
will be short. • little, sample, juggle
•Ifthesyllableendswithavowel,thevowelwill be long.
•title, staple, bugle
•Ifthewordhasthreeormoresyllables,the vowel sound in the open syllable before the consonant-le may be long or schwa.
•obstacle, unable, article
Reminders:
19
Phonics Concepts
• Open syllables in words with three or more syllables
• Consonant-le with open syllables
More Words to Read1. Havestudentsopentopage145intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
the activity.2. One student reads a row of three words aloud while other students are Checkers.3. Remember to use Positive Error Correction if the student makes a mistake.4. To extend the activity, have students find all the words where the vowel sound in the open syllable is long a,
long e, long i, long o, or long u,orallthewordswithtwo,three,four,orfivesyllables.Havestudentsunderlinethe open syllables in these words.
5. Ifstudentsstruggletodecodemultisyllablewords,havethemdividethewordsintosyllablesbylookingforthe vowel letters and drawing a line at the syllable breaks. Students can read each syllable individually and then blend them to read the whole word.
6. See pages 2-3 for full directions, steps for Positive Error Correction, and Suggestions for Differentiation.
Sounds & Syllables1. Trade workbooks with student to mark errors in his/her workbook. 2. Both teacher and student open to page 146 in their workbooks. 3. Haveeachstudentreadthegraphemes,isolatedsyllables,andsyllablesinnonsensewordsaloudtoyou
individually. Be sure students read both the short and long vowel sounds for individual vowel letters and all three sounds spelled by the letter y. Be sure students read the open syllables in sections two and three with a long vowel sound. Alternatively, complete the activity with the full class by calling on a different student to read each row of sounds and syllables.
4. Remember to use Positive Error Correction if the student makes a mistake.5. Seepages4-5forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
Phrases to Read1. Havestudentsopentopage147intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
the activity.2. Students form pairs, trade books, and determine who will be the first Reader.3. Reader reads the phrases in Column 1, while Checker marks errors and records the number of phrases read
correctly. Students switch roles for Column 1 so Reader becomes Checker, and Checker becomes Reader.4. Both students read the phrases in Column 2, again taking turns as Reader and Checker.5. RemembertohaveCheckers use Positive Error Correction if Readers make a mistake.6. To extend the activity, have students find all the words where the vowel sound in the open syllable is long a,
long e, long i, long o, or long u,orallthewordswithtwo,three,four,orfivesyllables.Havestudentsunderlinethe open syllables in these words.
7. See pages 6-7 for full directions, steps for Positive Error Correction, and Suggestions for Differentiation.
324 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Module 19 | More Words to Read | Sounds & Syllables Phrases to Read
Word Sort1. Photocopy and distribute one copy of the Word Sort activity sheet (page 326 of this teacher’s guide) to
each student. 2. Students cut apart group title and word cards and set up their working surfaces.3. Explain to students that they will sort the words into five groups based on the vowel sound in the open
syllable: Long a, Long e, Long i, Long o, or Long u. 4. Model how to sort the first word in each group: cradle in the Long a /ā/ group, vehicle in the Long e /ē/
group, title in the Long i /ī/ group, exploded in the Long o /ō/ group, and popular in the Long u /yōō/ group.
5. Checkthatallstudentssortthefirstfivewordscorrectly.6. Students complete the rest of Word Sort independently. 7. Check answers with students, and have each student read the words to you or a partner.8. See pages 10-11 for full directions and Suggestions for Differentiation.
Answer KeyLong a /ā/ Long e /ē/ Long i /ī/ Long o /ō/ Long u /yōō/ cradle vehicle title exploded popular animated prehistoric vitamins photograph uniform crazy represent horizon overturn computer vacant survival unspoken community composer utensils
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 325
Word Sort | Module 19
19
1. Cut apart the group titles and the words. 2. Look for words where the vowel sound in the open syllable is spells Long a, Long e,
Long i, Long o, or Long u. Place each word in the correct group.3. Read the words to a teacher or partner.
Module 19 | Word Sort
326 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
overturn
cradle vitamins community
title horizon prehistoric
animated vacant represent
popular vehicle unspoken
crazy survival utensils
uniform photograph composer
exploded computer
CU
T
Long i /ī/Long e /ē/
Long u /yōō/
Long a /ā/
Long o /ō/
Word Building1. Students form pairs, cut the Word Building activity sheet (page 328 in this teacher’s guide) in half vertically,
and determine who will be Partner A and Partner B.2. Partner A reads each word on Partner Page A, uses it in a sentence, and reads it again. Partner B repeats
the word, says it in syllables, spells each syllable on a SyllaBoard, and writes the word on his/her working whiteboard.
3. Partner B then reads each word on Partner Page B, uses it in a sentence, and reads it again. Partner A repeats the word, says it in syllables, spells each syllable on a SyllaBoard, and writes the word on his/her working whiteboard.
4. Remember to have students use Positive Error Correction if their partner makes a mistake.5. Seepages129-130forfulldirections,stepsforPositiveErrorCorrection,andSuggestionsforDifferentiation.
Word Building | Module 19
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19
CU
T
Module 19 | Word Building
328 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Partner Page AFor each word:
1. Read the word to your partner.
2. Read the sentence to your partner.
3. Read the word again.
4. Tell your partner to:
•Repeattheword.
•Saythewordinsyllables.
• Place one SyllaBoard on the desk for each syllable.
•WriteeachsyllableonaSyllaBoard.
•Writethewholeword.
•Readtheword.
Partner Page AFor each word:
1. Read the word to your partner.
2. Read the sentence to your partner.
3. Read the word again.
4. Tell your partner to:
•Repeattheword.
•Saythewordinsyllables.
• Place one SyllaBoard on the desk for each syllable.
•WriteeachsyllableonaSyllaBoard.
•Writethewholeword.
•Readtheword.
1. volcano We visited a volcano.
2. overturn The judge will overturn the verdict.
3. bugle The man will play the bugle in the band.
4. vehicle A truck is a vehicle.
5. argument They had an argument about sports.
1. computer We used a computer program to do the project.
2. exploded Hedroppedthecanofsoda,anditexploded.
3. cradle The baby will sleep in a cradle.
4. composer Mozart is a composer of music.
5. remember Didyouremembertobringit?
volcom
bucra
vecom
arre
oex
capu
verplo
noter
turnded
cleser
mentber
gledle
hipo
gumem
Word Hunt1. PhotocopyanddistributeonecopyoftheWordHuntAandWordHuntBactivitysheets(pages330-331of
this teacher’s guide) to each pair of students. Students fold the pages along the fold lines.2. Partner A stands the A page up like a tent on the table so that Partner B can only see the words. Alternatively,
Partner A cuts the page and gives Partner B the half of the page with the words.3. Partner B read all the words aloud. 4. Partner A asks Partner B each question, checking Partner B’s answers with the key provided on Partner A’s
half of the page.5. StudentsswitchrolesandPartnerBactsastheteacherwiththeBpage,havingPartnerAreadthewordsand
then answer the questions. 6. See pages 39-40 for full directions and Suggestions for Differentiation.
Word Hunt | Module 19
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19
Module 19 | Word Hunt
330 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Partner Page A
sanitizer horizon communicated
edible exploded misbehaving
argument vitamins prehistoric
idle volcano entitle
Partner Page A
Ask your partner:1. Read all the words.2. Which three words have a consonant-lesyllables? (edible, idle, entitle)
3. Whichthreewordsstartwithanopensyllable? (vitamins, prehistoric, idle)
4. Which two words have the suffix -ed? (communicated, exploded)
5. Whichtwowordshaveaconsonantsuffix? (argument, vitamins)
6. Which word means the line where the land or water seems to meet thesky?(horizon)
7. Findthreewordsthatcanbenouns. (sanitizer, horizon, argument, vitamins, volcano)
8. Choose one word and use it in a sentence.
FOLD
FOLDFOLD
Word Hunt | Module 19
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Partner Page B
isolated photograph overturn
uniform investigating title
utensils ecosystem nobody
misbehaving bugle vehicle
Partner Page B
Ask your partner:1. Read all the words.2. Whichwordhasaconsonantsuffix? (utensils)
3. Whichwordhas5syllables? (investigating)
4. Find3wordsthatstartwithasinglevowelletterastheirfirstsyllable. (isolated, overturn, uniform, utensils, ecosystem)
5. Whichwordendswiththesamefinalsyllablethatyouhearinbrittle? (title)
6. Whichwordmeansapicturetakenwithacamera?(photograph)
7. Whichwordissomethingthatyoueatwith? (utensils)
8. Choose one word and use it in a sentence.
FOLDFOLD
FOLDFOLD
Which Syllable Is Which?1. Havestudentsopentopage148intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
the activity.2. Read the three syllables in the first word: par, ti, and cle. Lead students in determining the syllable types
for these three syllables. Explain that par is an r-controlled syllable because it has the r-controlled vowel spelling ar, ti is an open syllable because ends in one vowel letter that spells the schwa sound, and cle is a consonant-le syllable. Students point to these three syllables filled in for them in the chart. Remind students to write “schwa” (or they can write an “s” for “schwa”) in the box next to ti.
3. Students complete the remaining lines of the chart, reading the syllables in the first column, determining the syllable type for each, and writing each syllable in the appropriate column. Remind students to write “long” or “schwa” next to the open syllables to show which type of vowel sound they spell.
4. Check answers with students. 5. Haveeachstudentreadthewordsandtheirsentencestoyouorapartner.6. See pages 312-313 for full directions and Suggestions for Differentiation.
Answer Key
Closed R-Controlled Consonant-le Open (long or schwa)par ti cle par cle ti (schwa)pop u lar pop lar u (long)nu mer al al mer nu (long)com pu ter com ter pu (long)bu gle gle bu (long)spec ta cle spec cle ta (schwa)cra dle dle cra (long)com po ser com ser po (long)ed i ble ed ble i (schwa)sur vi val val sur vi (long)ar gu ment ment ar gu (long)fe ver ish ish ver fe (long)
Module 19 | Which Syllable Is Which?
332 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Fill It In!1. Havestudentsopentopage149intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
the activity.2. Students read the words in the box.3. Read the first sentence aloud: We looked at the old of my grandmother in her
wedding dress.4. Havestudentshelpyoudeterminethatthewordphotograph is the best fit in this sentence. 5. Studentswritethewordphotograph in the first blank and cross it out in the box.6. Students complete the remaining eight sentences independently, choosing the word that best fits each.
Remind students that each word will only be used once.7. Check answers with students.8. See pages 20-21 for full directions and Suggestions for Differentiation.
Answer Key1. photograph 6. evening2. nobody 7. stable3. utensils 8. sanitizer4. calculator 9. misbehaving5.argument
Solve It!1. Havestudentsopentopage150intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
the activity.2. Solve the first example puzzle with students: arrivacle – cle + l = . Explain that swapping
out cle for l changes the last syllable from cle in arrivacle to al in arrival. 3. Students solve the remaining puzzles by adding or deleting letters from nonsense words to form real words. 4. Students complete the three sets of sentences by choosing the word from the three puzzle solutions above that
best fits each sentence. Remind students that each word will only be used once.5. Checkanswerswithstudents.6. See pages 22-23 for full directions and Suggestions for Differentiation.
Answer KeyWord Puzzle 1 Word Puzzle 2 Word Puzzle 31. arrival 1. isolated 1. bugle2. community 2. horizon 2. cradle3. investigating 3. volcano 3. edible
Sentences 1 Sentences 2 Sentences 31. community 1. volcano 1. cradle2. investigating 2. horizon 2. bugle3. arrival 3. isolated 3. edible
Fill It In! |Solve It! | Module 19
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19
Flip It!1. Havestudentsopentopage151intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitate
the activity.2. Students fold the page to create a f lap.3. Lead students in choosing the word that matches the first definition: something you can eat. Explain that
edible is the best match. 4. Students write the remaining eight words from the word list in the spaces underneath the f lap with the
correct definitions.5. Checkanswerswithstudents.6. Haveeachstudentreadaloudeachwordanddefinitiontoyouorapartner.7. Seepages24-25forfulldirectionsandSuggestionsforDifferentiation.
Answer Key1. d 4. a 7. e2.f 5.g 8.h3. c 6. b 9. i
Split It!1. PhotocopyanddistributeoneortwocopiesofSplitIt!activitysheet(page359ofthisteacher’sguide)toeach
student for use with one or both word lists. 2. Write the words on the board or distribute copies of the lists. Do not say the words aloud.3. Foreachword,havestudentscountthevowelletters,determinewhethertheyaretogetherorapart,and
determine how many syllables there are. 4. Havestudentsspelleachsyllable,readthesyllablesindividually,readthewholeword,andwritethewhole
word on the line. 5. Checkthatallstudentsspelleachwordcorrectlywithonesyllableineachsection.Provideassistance
as necessary.6. See pages 143-144 for full directions, alternative procedure, and Suggestions for Differentiation.
Word List and Answer KeyNote: Vowel letters that spell the schwa sound are underlined.
List One: List Two: 1. photograph pho to graph 1. microscopic mi cro scop ic
2. denominator de nom i na tor 2. community com mu ni ty
3. argument ar gu ment 3. edible ed i ble
4. cradle cra dle 4. misbehaving mis be ha ving
5. represent re pre sent 5. overturn o ver turn
6. particular par tic u lar 6. uniform u ni form
7. investigating in vest i ga ting 7. volcano vol ca no
8. prehistoric pre his tor ic 8. idle i dle
Module 19 | Flip It! | Split It!
334 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
Word Swat | Module 19
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Word Swat1. Photocopy the Word Swat activity sheets (pages 336-337 of this teacher’s guide). Cut the cards and tape them
to the wall (or an index card to the wall). Alternatively, write the words and terms on the board in a square or rectangular shape.
2. Formtwoteamsofstudents.Havethemlineupintwolinesandreadthewordsonthewallorboardsilently.3. Read each clue aloud. The first student on each team chooses the answer from among the words on the wall
or board and attempts to touch or cover that word with his/her swatter. The student then reads the answer aloud and scores a point for his/her team.
4. Continue reading clues aloud and have students from each team touch or cover the appropriate words with their swatters. When all clues have been read, the team with the most points wins.
5. Seepages193-194forfulldirectionsandSuggestionsforDifferentiation.
Clues and Answer KeyRead these clues or definitions out loud.Clue/DefinitionLiked by many people .......................................................................Same in quantity or size ....................................................................Disagreement or dispute ..................................................................Stand for or symbolize ......................................................................Examples of open syllables ...............................................................Common suffixes ..............................................................................Very tiny and difficult to see ...........................................................A picture made with a camera .........................................................Words with digraph -ck ...................................................................Examples of r-controlled syllables ..................................................1-1-1 Words ........................................................................................Examples of closed, one-syllable words .........................................Happeningorappearingoften .......................................................Picky or very specific about what you like ....................................Relating to the sun .............................................................................Symbol representing a number .......................................................Skillful at doing something ..............................................................Three-sound blends ...........................................................................The name of a book ...........................................................................Group of people living together in one place ...............................
Answerpopularequalargumentrepresentra, se, ti, co-ly, -ed, -fulmicroscopicphotographback, peck, lickard, der, cor, durdigging, runningam, it, on, upfrequentparticularsolarnumeralcapablesqu, sprtitlecommunity 19
336 | Phonics Boost Plus | © 2012 Really GReat ReadinG® | Permission granted to purchaser to copy this page
Module 19 | Word Swat
squ, spr
popular
argument
back, peck, lick
particular
numeral
represent
am, it, on, up
ard, der, cor, dur
solar
CUT
frequent
microscopic
ra, se, ti, co
digging, running
photograph
equal
title
capable
community
-ly, -ed, -ful
CUT
Word Swat | Module 19
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338 | Phonics Boost Plus | © 2012 Really GReat ReadinG®
a i oe u
sh chth
Before beginning this module, here is a reminder of what we have learned:
Vowels:
Consonants: All the letters of the alphabet except a, e, i, o, u.
Phoneme: A phoneme is a sound, not a letter.
Grapheme: Letters or letter combinations that spell sounds.
Short Vowel Sounds: The first phonemes in these words make short vowel sounds.
Examples: apple, edge, itch, octopus, up
qu: The letter q is always followed by u.
The u in qu never acts as a vowel. It is part of the consonant spelling.
There is only one acting vowel in quit .
Digraphs: Two consonant letters that spell one sound.
Examples: ship, math, chop
Closed Syllable: One vowel letter followed by one or more consonant letters.
bash
Examples: at, bash, path, let
qu
Reminders for Module 1
Challenging
More Challenging
1. bug shed mug
2. fib math then
3. tax pep sob
4. win nod box
5. with rim jog
6. much yet chin
7. chat shun chop
8. dish lush mesh
9. posh rush rash
10. shin wish gash
11. than hush shop
12. bath dash shut
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 1
More Words to Read | Module 1
2 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 1 | Sounds & Syllables
1. ch i o th
2. a k u d
3. g e m p
4. qu sh w r
1. gat cam vim shap
2. zeb thut pon chep
3. quen rom sish hab
4. wix dosh neb chid
Syllables Read these closed syllables.
Sounds Read these sounds. If you see a single vowel, say the short vowel sound.
Module 1 | Sounds & Syllables
Column 1 Column 2
Number Correct Number Correct
1. Trade books with a partner.2. Take turns as the Reader and Checker.3. Each partner reads the phrases in both columns. 4. Fill in the number correct.
1. bug on a box
2. chop the hot dog bun
3. shut the lid
4. a pup with pep
5. met a man on the ship
6. tax the man
7. a posh shop
8. a dish of fish
9. hush the kid
10. sip the pop
11. with a hush
12. on the run
13. jog on the path
14. gash on his leg
15. chat with the vet
1. dash to the bus
2. in a rush
3. not a fib
4. a rash on his chin
5. a fox in the pen
6. chop the log
7. fun with the pup
8. met in the shop
9. fed her pet cat
10. sat in the sun
11. rim of the pot
12. sat and had a chat
13. cut was not bad
14. a tax on gas
15. dash to the shop
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 3
Phrases to Read | Module 1
1. Underline the graphemes. Make sure to underline the letters in a digraph with only one line.
2. Read the words.
4 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 1 | Mark It!
1. m u c h 2. t i p 3. s o b
4 . y e t 5. r i c h 6. s h i n
7. w i t h 8 . p e p 9. t a b
10 . z i p 11. g a s h 12. c a t
13 . r u s h 14 . m a t h 15. f i b
16 . t h e m 17. m e s h 18 . s h e d
19. l a p 2 0. n o d 21. d i m
2 2. s h o p 23. c h a t 24 . s u c h
25 . d i s h 26. j o g 27. p u p
28 . c h o p 29. w i s h 3 0. h u s h
1. Read the words in the box.2. Write the word that best completes each sentence. 3. Use each word once.
Fill It In! | Module 1
1. The dog had mud on him, so we gave him a .
2. How money did mom give you?
3. , so the baby can nap.
4. Get an ax to down the tree.
5. Pam had to for a red dress.
6. I drink milk from a .
7. Josh fell and got a bad cut on his .
8. Beth was late, so she had to to get on the bus.
9. The cat likes to play her toy.
much hush shop
bath chop mug
with shin rush
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 5
6 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 1 | Solve It!
1. Solve each puzzle. Write the answer on the line.2. For each set, write the word from the puzzle that best completes the sentence.3. Use each word once.
Set 1
Set 2
Set 3
fob – o + i =
dush – u + i =
gath – th + sh =
1. Dan fell and had a big on his leg.
2. I will be mad if you tell me a .
3. When I ate my cake, I saw a chip on my .
nud – u + o =
wesh – e + i =
hob – h + s =
1. I we did not get so much homework.
2. A baby will when he is sad.
3. your head up and down to say yes.
min – m + w =
dath – th + sh =
losh – o + u =
1. The hills were with a lot of green grass.
2. Tim must to the farm before the sun sets to get some milk from the cow.
3. She has to every game we play, or she will get mad.
fib
Word Word List
1. a. j o g
2. b. c h i n
3. c. b a th
4. d. s h i n
5. e. s h e d
6. f. da s h
7. g. s h u t
8. h. m u g
9. i. c h o p
shed
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 7
Flip It! | Module 1
1. Fold on the line. 2. Select the word from the word list that best matches the definition.3. Write the word in the Word column.
FOLD
to let something fall or drop off
big cup
to run slowly
to run quickly
to cut up
to close something
where you wash something
the front part of your leg between your knee and your foot
part of your face under your mouth
Definition
sh ch phth wh
Before beginning this module, here is a reminder of what we have learned:
Digraphs: Two consonant letters that spell one sound.
Examples: ship, math, chop, Phil, whim
Double Trouble Rule: In a one syllable word, double the final f, l, or s after a single vowel.
miss
Examples: puff, sell, miss
Chunk -all: l forms a chunk that spells the sound that you hear in the word “ball.”
Examples: tall, call, fall
all
Reminders for Module 2
a promise that someone has to keep
the long, thin part of a f lower or plant
a big body of water that has land around much of it
to put f lower seeds or a tree into the ground
a job that must be done
big in size
fresh, dry, and cool
to move something
to stop from passing or moving
Definition
Before beginning this module, here is a reminder of what we have learned:
Consonant Blends: Consonants next to each other where each letter spells a separate sound.
Initial Two-Sound Blends
• f l at •bl,cl,fl,gl,pl,sl,br,cr,dr,fr,gr,pr,tr,dw,sc,sw,tw
Final Two-Sound Blends
• fact
• -ct, -ft, -ld, -lk, -lm, -lp, -lt, -mp, -nd, -nt, -pt, -sk, -sp, -st, -np
Initial Three-Sound Blends
• spring
•str,scr,spr,spl
Final Three-Sound Blend
• tempt
•mpt
Digraph Blends: A consonant blend with a digraph spelling one sound.
tenth squish
shr, nch, thr, nth, squ
shrimp, ranch, thresh
Reminders for Module 6
Challenging
More Challenging
1. bench thrill sixth
2. shrug pinch scrub
3. ranch shrill stitch
4. shred squid fifth
5. strap inch scratch
6. throb bunch shrub
7. stench thrust stretch
8. branch quench prompt
9. scrimp squish clench
10. squint tempt splash
11. crunch splint shrimp
12. sprint strict thrift
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 41
More Words to Read | Module 6
42 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 6 | Sounds & Syllables
1. shr -tch o spl
2. qu ch -ck thr
3. squ i th wh
4. e str -dge a
1. stosh shrag vitch thrim
2. clob mudge lench shrid
3. quen strill squit benth
4. whib lud thrack splesh
Syllables Read these closed syllables.
Sounds Read these sounds. If you see a single vowel, say the short vowel sound.
Column 1 Column 2
1. Trade books with a partner.2. Take turns as the Reader and Checker.3. Each partner reads the phrases in both columns. 4. Fill in the number correct.
1. crunch the chips
2. trim the shrubs
3. scratch the itch
4. bring the fifth box
5. stitch the patch
6. shred the cloth
7. acts very strict
8. smell the stench
9. the drink will quench
10. strut in the mall
11. sprint around the track
12. drench the grass
13. squint in the sun
14. pass the shrimp
15. squish the ball
1. sit on the bench
2. pinch his hand
3. thrust the ball
4. be prompt to class
5. clench your hands
6. put a splint on his leg
7. cut off the branch
8. thrash in the pond
9. tempt with fudge
10. lots of stress
11. went to the thrift shop
12. a bunch of flowers
13. watch the squid swim
14. what a thrill
15. sit in the sixth desk
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 43
Phrases to Read | Module 6
Number Correct Number Correct
44 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 6 | Mark It!
1. b r a n c h 2. g l i t c h 3. c l e n c h
4 . s h r i m p 5. f i f t h 6. s h r u g
7. s t r i c t 8 . t h r o b 9. s t e n c h
10 . s c r i m p 11. t e m p t 12. s t r a p
13 . s c r a t c h 14 . s h r u b 15. s i x t h
16 . p i n c h 17. t h r i f t 18 . p r o m p t
19. t h r u s t 2 0. d r e n c h 21. s p r i n t
2 2. s t r e t c h 23. s h r e d 24 . s p l i n t
25 . t h r a s h 26. b e n c h 27. c r u n c h
28 . t r u d g e 29. s t i t c h 3 0. t e n t h
1. Underline the graphemes. Underline the letters in a digraph or trigraph with one line.
2. Read the words.
Fill It In! | Module 6
1. The man held the pup and sat on the black .
2. Bill has an itch he has to .
3. The small boy will his fists when he is mad.
4. She had to to see the small print.
5. The bird sits on the tree .
6. Do not let the crab you.
7. Stan will his legs and then jog down the path.
8. Did you have fish or for lunch?
9. Beth had to to catch her fast brother.
squint stretch clench
branch shrimp pinch
bench scratch sprint
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 45
1. Read the words in the box.2. Write the word that best completes each sentence. 3. Use each word once.
Set 3
Set 1
Set 2
chempt – ch + t =
squim – m + d =
thrint – thr + spl =
1. We saw the fish swim next to the in the tank of water.
2. I had to get a for my leg because I hurt it when I fell off a horse.
3. Stan cannot eat cake, but his little sister likes to him to do it.
clompt – cl + pr =
strect – e + i =
throch – ch + b =
1. You have to be to the party, or you will miss the birthday cake.
2. Sometimes, Mom is very and will not let me watch TV.
3. Your head will all day if you don’t sleep well at night.
stotch – o + i =
thriss – ss + ll =
ransk – sk + ch =
1. It is always a for the kids to go on the swings at the park.
2. The little boy likes to see the horses, cows, and sheep at the .
3. Will you the rip in my pants?
tempt
46 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 6 | Solve It!
1. Solve each puzzle. Write the answer on the line.2. For each set, write the word from the puzzle that best completes the sentence.3. Use each word once.
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 47
Flip It! | Module 6
1. Fold on the line. 2. Select the word from the word list that best matches the definition.3. Write the word in the Word column.
Word Word List
1. a. s c r u b
2. b. t em p t
3. c. p r o m p t
4. d. q u e n c h
5. e. b ra n c h
6. f. s h r u g
7. g. s t r e tc h
8. h. c l e n c h
9. i. s h r e d
promptFO
LD
done quickly on time
to hold something strongly
to rip a long, thin strip of cloth or paper
to try to get someone to do or want something
to get rid of or end something, like thirst
to make something longer
a part of a tree that grows out of the trunk
to clean something by rubbing it hard
to move your shoulders up and down
Definition
ang ong
ank onk
ing ung
ink unk
Before beginning this module, here is a reminder of what we have learned:
Suffix: Letter(s) added at the end of the word that can change the meaning.
-s • ispronounced/s/(hits, sips) • ispronounced/z/(runs, bugs)
-es • is used when the word ends in -sh, -ch, -s, -z,
and -x
• bunches
Chunks: Letters that always spell the same sounds.
rang song
bank honk
wing hung
think chunk
Consonant Blends: Consonants next to each other where each letter spells a separate sound.
Initial Three-Sound Blends
• spring
•str,scr,spr,spl
• strap, scram, spring, splash
Digraph Blends: A consonant blend with a digraph spelling one sound.
tenth squish
shr, nch, thr, nth, squ
shrimp, ranch, thresh
Final Three-Sound Blends
• tempt
•mpt
•prompt
Reminders for Module 7
64 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
1. Cut apart the syllables.2. Place them in the correct column by their vowel letter.3. Read the syllables to your teacher or a partner.4. Listen as your teacher says a word. Find the syllables you need to spell
the word. Place them on your desk in the correct order.5. Continue until you have used all the syllables to spell real words.6. Write each word on a line.
1.
2.
3.
4.
5.
6.
7.
8.
Construction List
Module 8 | Sort & Construct
Before beginning this module, here is a reminder of what we have learned:
Schwa: The vowel sound in the unstressed syllable of a multisyllable word.
The symbol for the schwa is /Ə/
Any vowel can be a schwa
• sandal, helmet, tennis, wagon, campus
When reading words with more than one syllable, remember these questions:
How many vowel letters do you see?
Are the vowel letters together or apart?
How many syllables are there?
Reminders for Module 9
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 65
More Words to Read | Module 9
Challenging
More Challenging
1. investment disconnect politics
2. capital instrument animal
3. equipment president discredit
4. invalid medical attracts
5. cabinet discontent appendix
6. African umbrella inhabit
7. pamphlet athletic mammal
8. adjustments congressmen magnetic
9. recommend consensus attachments
10. establishment columnist difficult
11. academic element intellect
12. independent dismissal ethical
13. immigrant critical disrespect
14. diminish evident hesitant
15. significant skeletal arithmetic
16. disinfectant inconsistent abundant
66 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 9 | Sounds & Syllables
Syllables Read these closed syllables.
Syllables Read the underlined closed syllables in these nonsense words.
Sounds Read these sounds. If you see a single vowel, say the short vowel sound.
1. str u -tch sn
2. j -ff spl x
3. ph shr e tw
4. a bl p th
1. esh ap pect dinch
2. cred lish ath slan
3. fid phlet vust lompt
4. shran dom thub lesk
1. sublish accad comsist
2. nopplex problet otsult
Column 1 Column 2
1. Trade books with a partner.2. Take turns as the Reader and Checker.3. Each partner reads the phrases in both columns. 4. Fill in the number correct.
1. a capital letter
2. make an investment
3. fix the equipment
4. open the cabinet
5. an academic class
6. get medical help
7. bring an umbrella
8. make adjustments
9. an African immigrant
10. open the attachments
11. read the pamphlet
12. an arithmetic problem
13. disconnect the plug
14. play an instrument
15. the athletic children
1. act hesitant
2. inhabit the nest
3. the wind will diminish
4. ask the congressmen
5. a difficult method
6. recommend a TV show
7. cats are mammals
8. attracts the magnet
9. use your intellect
10. an invalid ticket
11. watch the animal
12. help the president
13. look in the appendix
14. inconsistent work
15. be independent
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 67
Phrases to Read | Module 9
Number Correct Number Correct
1. Read the words in the box.2. Write the word that best completes each sentence. 3. Use each word once.
1. Before you take the TV, you must the plug from the wall.
2. The lives in the White House in Washington, D.C.
3. Which will you play in the school band?
4. Kenneth’s work is good at times and bad at times, so the teacher said that it was .
5. Could you please a good play for me to see?
6. The fox and wolf are animals that the tundra.
7. Put the pretzels on the shelf in the .
8. This ticket is because it has the wrong time on it.
9. It will rain today, so I will carry my .
inhabit recommend umbrella
instrument cabinet inconsistent
president disconnect invalid
68 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 9 | Fill It In!
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 69
Solve It! | Module 9
Set 3
Set 1
Set 2
pogmissal – pog + dis =
mudical – u + e =
arithmepal – pal + tic =
1. When he hurt his head, we were quick to call for help.
2. If it snows, the school may be after lunch.
3. When you can add and subtract in math, you have skills.
animack – ck + l =
consenpic – pic + sus =
tonphlet – ton + pam =
1. The man down the street gave me a about the new mall.
2. I see an in our garden, and I think it is a rabbit.
3. We came to the that we would eat chips for dinner.
magzatic – za + ne =
hegrespect – heg + dis =
oshletic – osh + ath =
1. “Take your hat off for the anthem, or you’ll be showing .”
2. The boy is very because he is good at lots of sports.
3. It this object because it sticks to the metal wall?
di smissal
1. Solve each puzzle. Write the answer on the line.2. For each set, write the word from the puzzle that best completes the sentence.3. Use each word once.
70 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 9 | Sort & Construct
1. Cut apart the syllables.2. Place them in the correct column by their vowel letter.3. Read the syllables to your teacher or a partner.4. Listen as your teacher says a word. Find the syllables you need to spell
the word. Place them on your desk in the correct order.5. Continue until you have used all the syllables to spell real words.6. Write each word on a line.
1.
2.
3.
4.
5.
6.
7.
8.
Construction List
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 71
Flip It! | Module 9
1. Fold on the line. 2. Select the word from the word list that best matches the definition.3. Write the word in the Word column.
Word Word List
1. a. a th l e t i c
2. b. a b u n da n t
3. c. i n ha b i t
4. d. d i s c o n n e c t
5. e. i n va l i d
6. f. c r i t i ca l
7. g. i n d ep e n d e n t
8. h. c o l u m n i st
9. i. d im i n i s h
independentFO
LD
not wanting or needing much help from others
finding problems with something
to live with
to become smaller or less important
to unplug
plenty of something
someone who writes for a newspaper
not able to be used
being good at sports
Definition
Before beginning this module, here is a reminder of what we have learned:
Schwa: The vowel sound in the unstressed syllable of a multisyllable word.
The symbol for the schwa is /Ə/
Any vowel can be a schwa
• sandal, helmet, tennis, wagon, campus
Some words have more than one schwa
• banana, Alaska, Aruba
When reading words with more than one syllable, remember these questions:
How many vowel letters do you see?
Are the vowel letters together or apart?
How many syllables are there?
Reminders for Module 10
144 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 18 | Sort & Construct
1. Cut apart the syllables.2. Sort each syllable into the correct column.3. Read the syllables to your teacher or a partner.4. Listen as your teacher says a word. Find the syllables you need to spell
the word. Place them on your desk in the correct order.5. Continue until you have used all the syllables to spell real words.6. Write each word on a line.
1.
2.
3.
4.
5.
6.
7.
8.
Construction List
Before beginning this module, here is a reminder of what we have learned:
Open Syllables: An open syllable ends in a single vowel letter with a long vowel or schwa sound. • table, even, silent, over, music, extra, along,
president
Open and Closed Syllables before Consonant-le: If the syllable ends with a consonant, the vowel
will be short. • little, sample, juggle
If the syllable ends with a vowel, the vowel will be long. • title, staple, bugle
If the word has three or more syllables, the vowel sound in the open syllable before the consonant -le may be long or schwa. •obstacle, unable, article
Reminders for Module 19
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 145
More Words to Read | Module 19
Challenging
More Challenging
1. computer deposit survival
2. popular exploded overturn
3. unspoken argument cable
4. title uniform sanitizer
5. cradle photograph vitamins
6. composer ecosystem community
7. nobody evening idle
8. volcano remember bugle
9. stable particular numeral
10. environment horizon denominator
11. entitle isolated edible
12. diversity prehistoric utensils
13. communicated document investigating
14. arrival microscopic misbehaving
15. spectacle calculator represent
16. capable animated vehicle
146 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 19 | Sounds & Syllables
Syllables Read these syllables. Read open syllables with a long vowel sound.
Syllables Read the underlined open and closed syllables in these nonsense words.
Sounds Read these sounds. If you see a single vowel, say the short vowel sound.
1. br e -ct ar
2. sk er i -dge
3. a v spl qu
4. th u y ir
1. nym fru spec cor
2. par -ble fi monch
3. -sle phon san stre
4. ta ver stum lib
1. bugor ladar zable
2. apred nacro hiber
Column 1 Column 2
1. Trade books with a partner.2. Take turns as the Reader and Checker.3. Each partner reads the phrases in both columns. 4. Fill in the number correct.
1. overturn the verdict
2. prehistoric animal
3. take your vitamins
4. a community project
5. on the horizon
6. a common denominator
7. the cable network
8. cooking utensils
9. rock the cradle
10. deposit the money
11. the volcano erupted
12. felt isolated
13. a popular song
14. remember to study
15. use a calculator
1. park your vehicle
2. edible food
3. the misbehaving toddler
4. investigating the prints
5. take a photograph
6. hand sanitizer
7. harm the ecosystem
8. later this evening
9. the crazy spectacle
10. the computer program
11. play the bugle
12. the capable student
13. microscopic particles
14. a particular story
15. the music composer
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Phrases to Read | Module 19
Number Correct Number Correct
Module 19 | Which Syllable Is Which?
148 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
1. Read the words. 2. Put the syllables in the correct categories according to the syllable types.
par ti cle
pop u lar
nu mer al
com pu ter
bu gle
spec ta cle
cra dle
com po ser
ed i ble
sur vi val
ar gu ment
fe ver ish
Closed R-Controlled Consonant -le Open (long or schwa)
par cle ti
1. Read the words in the box.2. Write the word that best completes each sentence. 3. Use each word once.
Fill It In! | Module 19
1. We looked at the old of my grandmother in her wedding dress.
2. The room was silent and talked during the test.
3. Wash the after you eat lunch, please.
4. I always bring my to a math test.
5. When we got the check, they started to have an about who would pay for the dinner.
6. My family is going to my school this to watch me perform in a play.
7. Check if the chair is before you sit down, or you could fall.
8. Justin rubs into his hands before he eats dinner.
9. The toddler was , so I would not give him any candy.
calculator utensils sanitizer
nobody stable misbehaving
argument evening photograph
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 149
150 | © 2012 Really GReat ReadinG® | Phonics Boost Plus
Module 19 | Solve It!
Set 1
Set 2
Set 3
arrivacle – cle + l =
coppunity – pp + mm =
devestigating – de + in =
1. In our class, we help and support everyone because we are a .
2. The dog is the baby’s crib by sniffing and licking it.
3. We are expecting the of our new pick-up truck any moment.
asolated – a + i =
horuzon – u + i =
volcapix – pix + no =
1. The burst, and dark, black ashes fell from the sky.
2. Let’s watch the sun set over the .
3. Dennis asked to be from the rest of the class so he could finish his art project.
bugack – ack + le =
pladle – pl + cr =
ozible – oz + ed =
1. The new mother rocked her baby girl in the .
2. I play many different instruments, but I have never played a .
3. I asked the server if the lobster shell on my dish was .
arrival
1. Solve each puzzle. Write the answer on the line.2. For each set, write the word from the puzzle that best completes the sentence.3. Use each word once.
© 2012 Really GReat ReadinG® | Phonics Boost Plus | 151
Flip It! | Module 19
1. Fold on the line. 2. Select the word from the word list that best matches the definition.3. Write the word in the Word column.
Word Word List
1. a. p o p u l a r
2. b. ca p a b l e
3. c. m i c r o s c o p i c
4. d. e d i b l e
5. e. d i v e r s i t y
6. f. r ep r e s e n t
7. g. u t e n s i l s
8. h. c o m p o s e r
9. i. a r r i va l
edibleFO
LD
something you can eat
to stand for something
too small to see with only the eyes
liked by a lot of people
objects used to eat or make food
skillful or fit to do something
many different people or things
a person who writes music
when someone gets to a place
Definition
Before beginning this module, here is a reminder of what we have learned:
Soft c: The sound /s/ as in “city.” The c is soft when followed by e, i, or y.
cell, city, fancy
Hard c: The sound /k/ as in “can.” The c is hard when followed by a, o, u, l, or r.
cash, contact, cub, cliff, cranky
Reminders for Module 20