Adventures in Phonics

Level A

TE A C H E R ’S M A N U A LC

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Page ii Adventures in Phonics Level A

Copyright © 1997 Christian Liberty Press

2005 Printing

All Rights Reserved. No part of this teacher’s manual may bereproduced or transmitted in any form or by any means, electronic or mechanical, without written permission from the publisher.Brief quotations embodied in critical articles or reviews are permitted.

A publication of

Christian Liberty Press

502 West Euclid AvenueArlington Heights, Illinois 60004

Written by Florence M. LindstromLayout and editing by Edward J. ShewanCopyediting by Belit M. Shewan and Diane OlsonCover design by Bob Fine

ISBN 1-930092-75-X

Printed in the United States of America

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Adventures in Phonics Level A Page 1

Introduction

The primary goal of phonics instruction is to giveeach student the ability to decode the proper

sound

for each letter-symbol in the alphabet. Once yourstudent truly understands the basic rules of phon-ics, along with the appropriate letter sounds, theworld of reading will open up to him. Moreover,learning through phonics builds a good speller.

It is important for the teacher to follow the instruc-tions located in the

Adventures in Phonics

Level A

Teacher’s Manual regarding how and when to usethe phonics flashcards and phonics word chartsthat accompany the student’s workbook. Thesesupplemental materials can help your student tograsp the principles of phonics as you systematical-ly drill each important concept presented in thephonics workbook.

This manual also indicates when the

Christian Lib-erty Phonics Readers

should be introduced. Theteacher should first read the introduction to eachreader, found on the inside front cover, before thestudent begins the lessons in the reader. These read-ers reinforce what he is learning in the

Adventures inPhonics

Level A

workbook. Use the following chartas a suggested guideline for beginning the lessonsin the four readers:

Each workbook page is perforated so that teacherscan easily remove pages if this helps the student incompleting his work. All work, however, should becarefully saved for review purposes.

The two most important attributes of a phonicsteacher are loving patience and caring persever-ance. May the Lord grant you, the instructor, anabundant supply of both.

We express our grateful appreciation for permissionto use illustrations from

Thank You, God

, and

WeShow Our Love

, © 1963, David C. Cook PublishingCo., Elgin, IL 60120.

Florence Lindstrom

Arlington Heights, Illinois

Page 1

Purpose

To begin to teach the recognition and sound of theshort vowel

a

.

Before class begins

1. Remove flashcard

a A

from the set of flashcards.

2. Open to the first page or tear it from the work-book, and set it aside.

Lesson

Eagerly explain that today the student will begin tolearn one of the sounds we make as we speak andread. Show the flashcard and say its short vowel

sound

. Have the student repeat the sound threetimes after you as you point to the three ways it isprinted, listening to hear that he makes the correctsound. We can hear this sound in

a-

pple,

a-

x,

a-

nt,

a-

nchor, etc.

Look at the blue box at the top of the page. The topletter

a

is how people print it; the middle letter

A

,or capital letter, is used for proper names, as in

A

dam and

A

nn; and the bottom letter

a

is howmany computers and word processors print it.

Place the flashcard near the work area so it is seenas the page is being studied.

Follow directions and complete the work.

74 or 84

It is Fun to Read

100

Pets and Pals

122

A Time at Home

157

It is a Joy to Learn

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Page 2 Adventures in Phonics Level A

Page 2

Purpose

1. To continue to teach the recognition and soundof the short vowel

a

.

2. To teach the proper formation of

a

in printing.

Before class begins

1. Tear out the Printing Chart at the back of the stu-dent book and display it in a prominent place.

2. Open to page 2.

Lesson

Review the

sound

of the short vowel

a

,

showing theflashcard and having the student say the sound sev-eral times. Proceed to follow the directions andcomplete the first exercise on page 2. For the sec-ond exercise, consider the first letter in each wordand ask if it looks like the

a

on the flashcard. If so,you and the student should say the short vowel

a

sound and the word; then circle that word. Your ex-citement and compliments about the student’s ac-complishments are a great encouragement.

Before the student traces the letters at the bottomof the page, teach the correct way of printing, fol-lowing the Printing Chart. Have your student prac-tice printing

a A

on the blackboard or lined paper.For lower case

a

, first draw the “

c

” part of the letter,then continue to draw a straight line up and thendown on the right side of the letter to complete it.

Page 3

Purpose

To become more familiar with the short sound of

a

,discussing that it may be in the middle of a word aswell as at the beginning.

Before class begins

Open to page 3.

Lesson

Review the sound of the short vowel

a

with theflashcard. Say the following lists of words, empha-sizing the sound of the first letter in each word; seeif the student recognizes the word that does nothave the short vowel

a

sound in each list.

Follow the directions and have the student com-plete the work on the page, “reading” the words several times and putting emphasis on the short sound of “a.”

Watch closely that the letters are printed correctlyas you have your student practice printing

a A

onpaper or the blackboard.

a n t w e l l a x a f t e ra p p l e a n i m a l b u n n y a d m i r e

f i l l A l l e n a n s w e r a n s w e ra n t l e r A l i c e a s h m o t h e r

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Adventures in Phonics Level A Page 3

Page 4

Purpose

To better know the sound and formation of theshort vowel

a

as it is heard and printed in the mid-dle of words.

Before class begins

Open to page 4.

Lesson

Review the short sound of

a A

with the flashcardfive times. Practice printing

a

ten times on a paperor the blackboard. Point out that the

a

stands on a“floor” and does not go over the dotted line. Aftermaking the “

c

” part of the

a

, do not lift the pencilbut continue to go up and then straight down.

Discuss and complete page 4, “reading” the words they have completed.

Page 5

Purpose

To begin to teach the recognition and sound of theshort vowel

e

.

Before class begins

1. Remove flashcard

e E

from the set of flashcards.

2. Open to page 5, but have it set aside.

Lesson

Review with your student the

a A

flashcard sound,saying it five times. Explain that this letter is calleda

vowel

and is a very important letter. Today’s les-son teaches another vowel, which has a little differ-ent sound. Say the short sound of

e E

several timesas your student repeats it after you. We can hearthis sound in

e

-lephant,

e

-gg, and

E

-skimo. Drillboth flashcards, listening to see if the student candistinguish between the two sounds.

Follow the directions and have the student com-plete the work on the page.

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