Unit10 Dayphonicsskillsbagsresources.benchmarkeducation.com/pdfs/...©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs,

Day #

©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 93Core Materials

Unit ObjectivesStudents will:• Orally substitute medial sounds to create

new words• Listen for the long i sound• Recognize the long i sound in print• Associate the long i sound with the CVCe

pattern

• Blend words that contain the long i sound• Read new sight words one and three and

review sight words• Spell CVCe words containing the long i

sound

10CVCe long i

Unit

Day 3

Day 4

Day 5

Day 2

Day 1

All of these materials can be downloaded from http://phonicsresources.benchmarkeducation.com.

10CVCe long i

Unit

Letter Cards: b, e, i, m, n, p, t

Letter Cards for Unit 10

Picture Word Cards: bike, ice, kite, mice, smile

Picture Word Cards bike, mice, ice, kite, smile

Decodable Word Cards for Unit 10

Decodable Word Cards for Unit 10

Sight Word Cards for Unit 10



Spelling Transparency


BLM 1

BLM 1

BLM 1

BLM 1

BLM 1

BLM 5

BLM 3

BLM 2

BLM 8

BLM 4

BLM 7

BLM 6

Picture Word Cards for Unit 10




Quick-Check Student Sheet

Frieze CardPoetry Poster Student Workmat Poetry CDDecodable Book

©2012 Benchmark Education Company, LLCBenchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels94

Phonemic awarenessListen for Medial Sounds• Show students picture card kite (picture side only). • Say: This is a picture of a kite. Listen for the middle sound as I say the word again: /k/

/I--/ /t/. The middle sound in kite is the long i vowel sound. Listen again to the middle sound: /k/ /I--/ /t/.

• Repeat with picture cards bike, mice, ice, and smile.

Distribute blackline master 6 and instruct students to complete it at home.

Sound/Symbol RelationshipsModel• Hold up the CVCe long i frieze card so that the picture side faces students.• Have students say the name of the object in the picture. Point out that bike has the

long i sound. Explain that often when a word has a vowel followed by a consonant and a final e, as in bike, the vowel sound in the word is long.

• Repeat the word bike and ask: What vowel sound do you hear? What letters stand for the vowel sound?

Practice with the Letter Cards• Give each student letter cards t, i, m, e, b, p, and n. Ask students to line the cards up

on their workmats. • Say the word time and have students pull down the letters for the beginning, middle,

and ending sounds in the word.• Ask students what letter they need at the end of the word. Have them pull down the letter e.

Remind students that although the e has no sound in the word time, it lets them know that the word has the long i sound.

• Repeat with the words bite, pine, and mine.Assessment Tip: Make sure students understand that although they hear three sounds in time, bite, pine, and mine, all the words have four letters. Check to be sure students pull down a final e for each word.

Blending SoundsModel• Write the word ride on the board. Sound out the word by moving your hand under

each letter as you say the sound.• Say: I see i followed by d and e. I know that this pattern—i-consonant-e—usually stands

for the long i sound. I can sound out these letters by blending them: /I--d/. Listen as I blend this word: /rrrr/I--d/.

• Ask students to sound out the word with you.• Repeat with other examples if you feel students need additional support.

Practice with the Word List• Distribute blackline master 1.• Have students point to the word ride. Ask them to sound out the word with you,

holding each sound, except stop sounds, for at least one second. Then ask them to say the word at regular speed.

• Repeat with the words time, kite, and fine. Students who are able to read the words without blending each sound should do so.

Day 1

Frieze Card

Picture Word Cards

©2012 Benchmark Education Company, LLC 95Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels

DAy 1

Spelling WordsModel• Use the spelling transparency. • Say: Today we are going to learn to spell mine and time. Listen as I say mine slowly:

/mmmmI--nnnn/.• Model recording the letters for the sounds on the transparency. Say: The first sound is

/m/. I know that the letter m stands for the /m/ sound. I’ll write m in the first box. Let’s listen for the next sound: /mI-/. I hear /I--/. I know that the letter i can stand for the long i sound, so I will write i in the second box. Let’s listen for the third sound: /mI--nnn/. I hear /n/. I know that the letter n stands for the /n/ sound, so I will write n in the third box. Let’s say the word one more time: /mI--n/. What letter goes in the last box? I know that a word with a long vowel sound followed by a consonant often has a final e. I will write e in the last box.

• Have students blend the sounds to check the spelling of the word.

Practice with the Workmat• Have students record the letters that stand for the sounds they hear in the word mine

on side 2 of their workmats. Make sure they include the final e.• Have them blend the sounds to check the spelling of the word.• Have students practice writing mine on side 1 of their workmats.

Repeat the modeling and guided practice with the word time.

Sight WordsReview• Place sight word cards and, are, I, see, the, all, go, a, you, want, they, is, for, and

here in the pocket chart one at a time, reading each word as you do. Randomly point to cards and have students read the words.

• Let volunteers pick two word cards out of the pocket chart and use both sight words in an oral sentence.

Introduce• Place sight word cards one and three in the pocket chart. Read and spell the words

with students. • Ask: How are the words alike? Students should recognize that both are number words

and that one is the word for 1 and three is the word for 3. Write the numerals next to the words.

• Alternate holding up one or three fingers. Have students point to the word card that tells how many fingers.

Write• Leave sight word cards one and three in the pocket chart. Have students write each word

on side 1 of their workmats. Then have them write the correct numeral next to each word.

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels96

Phonemic awarenessListen for Medial Sounds• Read or listen to the recording of the poem Five Tired Mice several times and have

students listen for words with the long i sound.• Say: I will read the poem again. Clap your hands when you hear a word that has the

long i sound.Assessment Tip: Note which students have difficulty recognizing the long i sound and use the assessment materials to check these students. While you work with individual students, you may wish to assign Independent Activities for the rest of the class.

Sound/Symbol RelationshipsPractice with the Poetry Poster• Display and reread the poem, pointing to each word as you read.• Let volunteers identify long i words in the poem.• List on the board the long i words that students identified. Let volunteers underline the

i-consonant-e pattern in each word.

Practice with the Picture and Decodable Word Cards• Place picture cards swing and bike in the pocket chart. Ask students to name the

objects in the pictures and tell what vowel sound they hear in each picture name.• Distribute the Unit 10 decodable word cards. Have students take turns reading each

word and placing the card under the picture that has the same vowel sound.• Have students read all the words under each picture card. Ask them to tell how the

words in each group are alike.


Blending Sounds• Have students blend the words life, smile, pride, and dime using the procedures for

Day One.

Spelling Words• Have students practice the words mine and time by writing them several times on their

workmats.• Follow the procedures for Day One to model and practice the words bite and five.

Sight Words• Place the Unit 10 sight word cards in the pocket chart. Have two volunteers stand by

the pocket chart. One volunteer gives a sentence using two of the sight words, and the other volunteer takes the cards for the words and reads the words.

• Show students the sight word cards one at a time. Vary the pace and order of the words, and have students read the words as quickly as they can.

• Hold up a sight word card and ask students to chant the spelling and then say the word. Repeat with other Unit 10 sight word cards.

©2012 Benchmark Education Company, LLC

Day 2

Independent activities

Poetry Poster

Phonemic awarenessLong i Collage Have students cut out magazine pictures of objects that have the long i sound and paste them on a large sheet of drawing paper to make a collage.

Listen Have students listen to the recording of the poem Five Tired Mice in the listening center.

Sound/Symbol RelationshipsBook Vowels Let students work with a partner to write a list of all the CVCe words in the decodable book One to Five that have the long i sound.

Make Words Make available a set of Unit 10 letter cards. Have students use the letter cards to make CVCe words that have the long i sound. Ask students to write the words they make on side 1 of their workmats.

Match Words Place two sets of Unit 10 decodable word cards in the literacy center. Have one partner read aloud a decodable word while the other partner finds that word in his or her set. Then that partner reads aloud another word while the other partner finds the word.

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 97©2012 Benchmark Education Company, LLC

Day 3

Phonemic awarenessMedial Sounds• Say: Listen as I say two words. If you hear the same middle sound in both words, say

“yes.” If the two words do not have the same middle sound, say “no.” Use these pairs of words: rip/ripe, tin/tip, quit/quite, ship/sit, rib/bid, fine/fin, kite/bike. Have students repeat the two words before they say “yes” or “no.”

• Repeat the pairs of words, one pair at a time. Ask students to identify the middle sound in each word.

Blending Sounds• Have students blend the words side, vine, prize, and twice, using the procedure for Day One.

Spelling Words• Have students practice the spelling words by writing them several times on side 1 of

their workmats.• Follow the procedure for Day One to model and practice the words drive and quite.

Sight Words• Place the Unit 10 sight words in the pocket chart. Let volunteers take turns giving clues

about the words as classmates guess the words and remove them from the pocket chart.• Play “Eraser Race.” Write two lists of sight words on the board. Divide students into two

teams. The first player from each team reads the first word on the team’s list, and, if correct, erases it. If incorrect, the next player must read the word. Play until one team has erased all the words.


Decodable BookWork with small groups of students to read One to Five on Days Three and Four. Assign blackline master 3 and Independent Activities for the rest of the class on Day Three.

Introduce the Book• Show students the cover of the book. Point to the title, One to Five, and read it with students.• Ask: What do you see on the cover? How many children are in the picture?

Read the Book• Give each student a copy of the book. Have them sound out the words in their heads

and then read the first sentence aloud so you can check their reading. • If students need modeling, have them turn to page 2 and put their fingers on the first

word. Remind them that this is a word they don’t sound out but that they should know by sight. Have them say the word, I.

• Have students continue to read the sight words quickly and sound out the decodable words in the sentence. Then have them read the whole sentence.

• If students can sound out the words without difficulty, have them whisper-read the rest of the text. Remind them to sound out words as needed.

• If students have difficulty, continue guiding them in blending words on each page until they are able to continue reading on their own.

Discuss the Book• When students have finished reading, ask: What do you see in a big circle on each

page? Why do you think there is a number on each page? What is the word for the number on this page? What are some things the children did? What is your answer to the question on this page?

SupporttipS forEnglishLanguageLearnersellDevelop/Reinforce Sentence Structure With Assumed Subject• Before reading, put colored markers (five

each of five different colors) in a box. • Let each student take one marker.• Ask students who have taken one

particular color, for example, blue, to stand up.

• Have the group tell how many students have a blue marker. Accept single-word responses, and model the target expression: All [number of students] have blue markers.

• Repeat the activity for each color marker.• As you are collecting the markers, ask

students with specific colored items of clothing, such as green shirts, to stand. Repeat the question-response paradigm to emphasize the target structure.

Decodable Book


Day 4


Independent activities

Phonemic awarenessMedial Substitution• Say the word fin. Ask students to identify the middle sound. Segment the sounds to

help students hear the middle sound: /f/ /i/ /n/.• Say: I want to change /i/ to /I--/. What word will I have? Together segment the sounds

in the new word: /f/ /I--/ /n/. Then say the new word together: fine.• Continue saying words and having students change the medial sounds to make new

words: bit/bite, mat/mate, set/seat, dim/dime, hid/hide, cot/coat, kit/kite, pin/pine.

Assessment Tip: Note which students have difficulty substituting medial vowel sounds and provide practice in a small group setting. While you work with the small groups, you may wish to assign Independent Activities for the rest of the class.

Blending Sounds• Have students blend the words mile, dive, glide, and price using the procedures for

Day One.

Spelling WordsReview• Have students write the spelling words several times on their workmats.• Provide pairs of students with blackline master 2. While one student reads the words,

the other student should write them.• The partner places a check mark next to correctly spelled words. The partner may

prompt the student by sounding out words that were spelled incorrectly while the student attempts to spell the words a second time. If the second spelling is correct, the partner places a check mark in the “Second Try” column.

Assessment Tip: Collect students’ completed blackline masters and note which words gave students difficulty.

Sight Words• Place the Unit 10 sight word cards in the pocket chart. Read the words aloud with

students. • Ask students to see how long a sentence they can make using the words in the pocket

chart. • Have volunteers write the words for the sentence on the board as they are suggested. • Let volunteers read the sentence when it is completed.

Decodable Book• Read the decodable book One to Five with the remaining small groups while the rest of

the class completes blackline master 4 and Independent Activities.Assessment Tip: Use the completed blackline master to assess how well students can make connections between sounds and the letters that stand for those sounds.

Decodable BookRead and Answer Let partners take turns reading a page from One to Five and answering the question or questions on the pages they read.

Reading Questions Have students tape record themselves reading One to Five. Tell them to listen to their tape to see if their voices rise at the end of the questions.

Sight WordsPuzzles Draw random shapes on cardboard, write sight words in the shapes, cut out the shapes, and put each set of shapes in a separate envelope in the literacy center. Have students read the words and put together the puzzles.

A Dozen Sight Words Place twelve Unit 10 sight word cards in an egg carton, one card in each section. Have partners take turns choosing a card and reading the word. When the words have been read, they can be put back in the egg carton for another round.

Say and Write One partner reads a sight word card. The other partner says “Yes” if he or she wants the card shown as a model or “No” if it is not needed. The partner writes the word on side 1 of his or her workmat. Then partners exchange roles.

SpellingIndependent Practice Write the week’s spelling words on index cards and place them in the literacy center. Provide the letter cards needed to build the words and have students use the cards to spell the words.

Day #

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 99

The following small group activities can be used to provide practice for students who need additional support. Assign blackline master 5 and Independent Activities for the rest of the class.

PHONOLOGICaL aWaRENESS

Long i Rhyme Show students the Unit 10 picture cards one at a time. Have them say as many words as they can that rhyme with the picture name.

Hear Long i Say the following words one at a time and have students raise their hands when they hear the long i sound: kite, slice, sit, mile, his, lit, lime, pine, dim, ride.

SOUND/SyMBOL RELaTIONSHIPS

Find the Words Display the poetry poster Five Tired Mice. Ask students to find something in the picture that has the long i sound, then point to and read the word for it in the poem.

Read and Take Place the Unit 10 decodable word cards in the pocket chart. Have a volunteer point to a word, read it, and identify the vowel sound. If correct, the student takes the card. Then spread the cards out on a table. Have students sort the cards according to short or long sounds.

BLENDING

Blend and Name Display the CVCe long i frieze card, showing the side with the words. Ask a volunteer to choose a word and blend the sounds in the word. Have another volunteer say the word that was blended and the vowel sound in the word.

Word List Practice Have a volunteer say a word from one of the daily word lists. Students are to find and point to the word on their word list as quickly as they can and raise their hands.

SPELLING

How Many Letters? Repeat the whole-group modeling lesson from Day One with students. Have them slide counters into the boxes on their workmats along with you as you demonstrate. Have them say the sounds as they push the counters. Point out the long vowel followed by a consonant and ask what letter they need to finish the spelling of the word.

Letter-Card Spelling Give each student letter cards. Have students build the spelling words. Provide a model on the board, if necessary. Have students mix their letter cards. Then remove the models, one word at a time, and have them build that word again.

SIGHT WORDS

Read the Word Distribute the Unit 10 sight word cards to students. Say a sight word. The student with that word card holds it up, and the rest of the group reads the word.

Write Ask students to write the sight words one and three on side 1 of their workmats. Then encourage them to write other number words they know, such as five, six, nine, and ten. Have them sound out six and ten as they write the words. Point out that five and nine have the CVCe pattern.

Fill In the Grid Draw a grid four boxes long and four boxes deep on the board. Show the sight word cards one at a time. Have a volunteer read the word and write it in a box. When the grid is filled, have students point to, read, and erase each word.

Around the Circle Place twelve Unit 10 sight word cards facedown in a circle. Ask volunteers to choose a card, turn it over, and read the word. If correct, the word remains faceup. Play continues until all the cards are faceup.

©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 99

Day 5

Spelling assessmentUse the following procedure to assess students’ spelling of the Unit 10 words.• Say each spelling word and use it in a sentence.• Have students write the word on their papers.• Continue with the next word on the list.• When students have finished, collect their papers and analyze their spelling of the words.• Use the assessment to plan small group or individual practice.

Small Group activities


UNIT 10 Quick-Check: CVCe long i

Student Name Assessment Date


Phonemic Awareness: Medial Sound Substitution

Directions: Say the word, and then segment it sound by sound. Ask the student to replace the middle sound in the word with the new sound while segmenting sound by sound and then say the new word. Put a ✔ if the student’s response is correct. If the student misses the word, record the error.Example: wade, /w/ /a/ /d/. Change /a/ to / i/. /w/ / i/ /d/, wide.

lake, /l/ /a/ /k/Change /a/ to / i/.(/l/ / i/ /k/, like)

grape, /gr/ /a/ /p/Change /a/ to / i/.(/gr/ / i/ /p/, gripe)

grim, /gr/ /i/ /m/Change /i/ to / i/. (/gr/ / i/ /m/, grime)

miss, /m/ /i/ /s/Change /i/ to / i/.(/m/ / i/ /s/, mice)

dome, /d/ /o/ /m/Change /o/ to / i/.(/d/ / i/ /m/, dime)

drove, /dr/ /o/ /v/Change /o/ to / i/.(/dr/ / i/ /v/, drive)

Score /6

Phonics: Segmenting and Blending Sounds

Directions: Explain that these nonsense words use sounds the student has been learning. Have the student point to each word on the corresponding student sheet, say each sound, and then blend the sounds together. Put a ✔ if the student’s response is correct. If the student misses the word, record the error.Example: sprive. /spr/ /i/ /v/, sprive.

gline (/gl/ / i/ /n/, gline)

skile (/sk/ / i/ /l/, skile)

trise (/tr/ / i/ /s/, trise)

squite (/skw/ / i/ /t/, squite)

spibe (/sp/ / i/ /b/, spibe)

blime (/bl/ / i/ /m/, blime) Score /6

Sight Words

Directions: Have the student point to the first sight word on the corresponding student sheet and read across the line, saying each word as quickly as possible. Put a ✔ if the student successfully reads the word and an X if the student hesitates more than a few seconds. If the student misses the word, record the error.

one three Score /2

Documents

Unit10 Dayphonicsskillsbagsresources.benchmarkeducation.com/pdfs/...©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs,