Kindergarten Chapter 2

TEACHER’S MANUAL

Decoding Strategies for Kindergarten

Published by Reading Horizons

Printed in the United States of America

No part of this publicaon may be reproduced, stored in a retrieval system, or transmied in any form

or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior

permission of the copyright owner.

ISBN 978-1-62382-259-0

Based on the

Discover Intensive Phonics for Yourself®

reading system, originally

developed by Charloe Lockhart

Reading Horizons Discovery®

Teacher’s Manual, Kindergarten Chapter 2

Elementary Educaon, Fourth Edion

iii

Reading Horizons Discovery® Teacher’s Manual, Kindergarten Chapter 2

Decoding Strategies for Kindergarten

Chapter 2 ......................................................................................................................................... 1-130

Chapter 2 Overview ............................................................................................................................... 1-2

Lesson 41: Most Common Words List 6 ............................................................................................... 3-10

Lesson 42: Nouns ............................................................................................................................... 11-14

Lesson 43: L-Blends ............................................................................................................................ 15-22

Lesson 44: R-Blends ........................................................................................................................... 23-30

Lesson 45: S-Blends ........................................................................................................................... 31-42

Lesson 46:

Two Extra Blends .............................................................................................................. 43-48

Lesson 47: Double S, F, and Z and Plurals .......................................................................................... 49-56

Lesson 48: Most Common Words List 7 ............................................................................................. 57-64

Lesson 49: Verbs ................................................................................................................................ 65-66

Lesson 50: Special Vowel Combinaon -LL ........................................................................................ 67-74

Lesson 51: Special Vowel Combinaon -NG ...................................................................................... 75-80

Lesson 52: Special Vowel Combinaon -NK ....................................................................................... 81-86

Lesson 53: Most Common Words List 8 ............................................................................................. 87-94

Lesson 54: Antonyms ......................................................................................................................... 95-96

Lesson 55: Voiced and Voiceless and the TH Digraphs .................................................................... 97-106

Lesson 56: Digraphs CH, SH, WH, and PH ...................................................................................... 107-122

Lesson 57: Short and Long Vowels ................................................................................................. 123-130

Appendix ...................................................................................................................................... 131-150

Index .................................................................................................................................................. I-IV

CHAPTER 2

Table of Contents

INTRODUCTION

Aer compleng the rst chapter, your students should have a rm foundaon of the basic sounds

of the alphabet. Chapter 2 will build on students’ knowledge of the leers by introducing leer

combinaons and addional sounds. It will also build on students’ knowledge of word structure by

teaching them new paerns for single-syllable words. This chapter provides me for reinforcement

before students move on to the Five Phonec Skills in Chapter 3 in the Grades 1-3 sequence.

ORGANIZATION

This chapter covers three important concepts that build on those taught in Chapter 1: Blends;

Double S, F, and Z; and Special Vowel Combinaons. Oponal lessons that teach the voiced

and voiceless th Digraphs, other Digraphs, and short and long vowels are provided, as well:

Lessons 55-57.

The lessons on Blends teach students to combine in specic paerns the leers that they have

already learned. A Blend is two or three consonants standing together, each leer keeping its own

sound. There are 28 Blends, broken into leer categories. These lessons provide an important

foundaon for later work. Students will learn in subsequent chapters in the Grades 1-3 sequence

that Blends rarely separate when words are broken into syllables. The few excepons will be

taught in later lessons. As students learn to idenfy and mark Blends, they are learning not only

the sounds, but also how to recognize those consonants that will remain together when words are

broken into syllables. In addion, students must be able to recognize Blends and disnguish them

from other consonant combinaons, such as Digraphs, that are taught in the oponal Lessons 55

and 56.

Most Common Words Lists 6-8 are included in this chapter. Spread the MCW instrucon evenly

throughout Lessons 41-54 or as you deem appropriate.

Summaries of the lessons in Chapter 2 are, as follows:

• Lesson 41: Most Common Words List 6. This lesson teaches Most Common Words List 6:

they, I, at, be.

• Lesson 42: Nouns. This Reference Lesson teaches about nouns, including plural nouns.

• Lesson 43: L-Blends. This lesson teaches the six L-Blends (bl, cl, , gl, pl, sl),

pracces sliding from an L-Blend to a vowel, and demonstrates how to mark and

read L-Blend words.

• Lesson 44: R-Blends. This lesson teaches the seven R-Blends (br, cr, dr, fr, gr, pr, tr),

pracces sliding from an R-Blend to a vowel, and demonstrates how to mark and read

R-Blend words.

• Lesson 45: S-Blends. This lesson introduces eight two-leer S-Blends (sc, sk, sl, sm, sn,

sp, st, sw) and ve three-leer S-Blends (scr, spr, str, spl, squ), pracces sliding from an

S-Blend to a vowel, and demonstrates how to mark and read S-Blend words.

Overview

CHAPTER 2

Overview

CHAPTER 2 Overview

Chapter Overview

• Lesson 46: Two Extra Blends. This lesson introduces two extra Blends (dw, tw), pracces sliding from

an extra Blend to a vowel, and demonstrates how to mark and read words with extra Blends.

• Lesson 47: Double S, F, and Z and Plurals. This lesson teaches how to spell single-syllable words that

end in s, f, and z. This lesson also teaches students how to create plurals from singular nouns.

• Lesson 48: Most Common Words List 7. This lesson teaches Most Common Words List 7: this, have,

from, or.

• Lesson 49: Verbs. This Reference Lesson teaches about acon verbs.

• Lesson 50: Special Vowel Combinaon -LL. This lesson teaches the sounds and spellings for the -ll

Special Vowel Combinaons (-all, -ell, -oll, -ull, -ill).

• Lesson 51: Special Vowel Combinaon -NG. This lesson teaches the sounds and spellings for the -ng

Special Vowel Combinaons (-ang, -ong, -ung, -ing).

• Lesson 52: Special Vowel Combinaon -NK. This lesson teaches the sounds and spellings for the -nk

Special Vowel Combinaons (-ank, -onk, -unk, -ink).

• Lesson 53: Most Common Words List 8. This lesson teaches Most Common Words List 8: one, had,

by, word.

• Lesson 54: Antonyms. This Reference Lesson teaches about antonyms to build vocabulary.

• Lesson 55 (Oponal): Voiced and Voiceless and the TH Digraphs. This lesson introduces the concept

of voiced and voiceless sounds in English. This lesson also teaches two TH consonant combinaons

that each produce a new sound: voiced TH and voiceless TH.

• Lesson 56 (Oponal): Digraphs CH, SH, WH, and PH. This lesson introduces four consonant

combinaons that produce Digraph sounds. The Digraphs CH, SH, and WH create three new sounds,

while PH is a new spelling for the /f/ sound already learned in Lesson 5.

• Lesson 57 (Oponal): Short and Long Vowels. This lesson teaches the sounds and markings of short

and long vowel sounds.

New Terms

• Blend: Two or three consonants that stand together. Leers in Blends keep their own sounds. While

Blends can be found in dierent places within a word, Blends must be able to begin words.

• Digraphs: two consonants that stand together but produce a single sound.

• Special Vowel Combinaons: leer groups in which the vowel sound is usually altered by the

consonants that follow.

• Voiced : describes a sound that is produced with the vocal cords.

• Voiceless : describes a sound that is produced without the vocal cords.

The Marking System

• Arc: A curved symbol ( ), placed under a Blend or a Digraph to indicate that the sounds of the

Blend or the Digraph stay together. Arcs are also placed under Special Vowel Combinaons.

Teacher Preparaon

The Reading Horizons Online Professional Development Course™ provides in-depth training for the enre

Reading Horizons program using a series of online learning modules. For informaon about how to access

this course, contact your account representave.

CHAPTER 2 Lesson

Lesson Summary

Most Common Words List 6

Lesson Section Time

Frame

Content Materials

Review Content will vary

Whiteboard and marker for each

student

Teacher

Instrucon

Most Common Words

List 6

Whiteboard and marker

Guided Pracce Acvies will vary

Whiteboard space

Marker and eraser for each student

Materials for games and acvies

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

Most Common Words List 6

Kindergarten Whole Class Transfer

Card

Kindergarten Student

Transfer Cards

Oponal: Most

Common Words

Flashcards/Word Wall

Cards

Games and acvies

Most Common Words List 6

Kindergarten Student Transfer Cards

Oponal: Most Common Words

Flashcards/Word Wall Cards

Materials for games and acvies

Reinforcement

and

Dierenaon

Acvies

As needed Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on pp. 8-9.

• Most Common Words are words we oen use that do not always follow phonec rules. This

lesson teaches Most Common Words List 6: they, I, at, be.

CHAPTER 2 Lesson

Most Common Words List 6

Notes

For a complete list of Most

Common Words taught, refer to

the lists in the Appendix at the

end of Chapter 2, pp. 131-150.

To share your own ideas for

teaching individual sight

words, or to learn about

other teachers’ ideas, visit the

Reading Horizons Teachers

League on Facebook.

TEACHER INSTRUCTION

Times Will Vary

Introduce Most Common Words

Teach students that in order to read well, they need to read the Most

Common Words (MCWs) very quickly. They need to memorize them. They will

memorize a few of these MCWs at a me. Some of these words will follow the

phonec skills that students are learning, but many of them will not.

Most Common Words List 6

they I at be

REVIEW

If me permits, choose an appropriate game or acvity to review previously

learned Most Common Words with your students. Refer to the Reading

Horizons Discovery® Games Supplement, or visit www.rhaccelerate.com for

suggested acvies.

Remember these steps for teaching MCWs:

1. Analyze each word, using quesons from the list in the

following secon.

2. Students do not need to mark MCWs. MCWs are simply underlined;

however, if an MCW follows phonec rules, students can mark it for

pracce. Remind students when they encounter a Most Common

Word on the Transfer Cards that they just need to rewrite the word

and underline it.

3. Dene the word, whenever possible. Create a visual connecon for

each word.

4. Teach how the MCW is used in context, and use it in a sentence.

Refer to the sample context sentences on p. 6 of this lesson.

Analyze the Words

Analyze each word, using any combinaon of the following quesons:

1. What do you already know about this word?

2. Does this word have sounds that you already know how to spell?

3. Can you use this word in a sentence?

4. What is the beginning sound of the word?

5. What is the ending sound of the word?

6. How many sounds are in this word?

7. How many leers are in this word?

Possible MCWs Analysis

Grammacal terms are included for you, the teacher. It is not necessary to

teach students these terms. However, aer introducing the MCWs in isolaon,

demonstrate each word’s use in a sentence.

CHAPTER 2 Lesson

Most Common Words List 6

Notes

When you analyze MCWs

with your students, use only

the skills that students know.

You don’t have to explain the

reason for the sound. You

can return to the words aer

students have learned the

relevant skills, if desired.

The following objecves serve as a guide in your MCWs instrucon. Students

should be able to do each of the following:

1. Associate the appearance of each MCW with its sound/

pronunciaon (sight-to-sound correspondence). When reading

MCWs, students should be able to recognize each word

automacally. When encoding (spelling) MCWs, students should be

able to spell them accurately.

2. Correctly read and spell MCWs in context.

3. Recognize MCWs with automacity (rapid recognion).

There are a variety of acvies in which to engage your students to help

achieve these objecves. Select from the acvies listed below, or create your

own acvies to best meet your students’ needs.

Objecves and Suggested Acvies

1. Promote Sight-to-Sound Correspondence

• Dictate an MCW, and have students point to or hold up the MCW

Card for the MCW they hear.

• Dictate an MCW, and have students write the MCW they hear on the

board or on their papers.

• Have students trace and write each MCW independently.

• Use Transfer Cards. MCWs from List 6 are included on the Most

Common Words List 6 Kindergarten Whole Class Transfer Card and

GUIDED PRACTICE

Times Will Vary

they: This may be the rst word students have seen that ends with a y. In this

word, y is a vowel and is preceded by another vowel, e. At this point,

simply teach students that e and y in this word say the name of a. You

may need to idenfy the sound of /th/. This word is a third-person

plural subject pronoun.

I: This is a one-leer word. It is always an uppercase leer. Students may

have learned this word in Chapter 1, Lesson 11, Capitalizaon. As a

word, it is a rst-person singular subject pronoun.

at: This is a two-leer word that starts with a vowel. It follows phonec

rules. Help students learn at by talking about rhyming words. See how

many words your students can think of that rhyme with at. Examples

include bat, fat, hat, mat, rat, and sat. This word is a preposion.

be: This is a two-leer word that ends in a vowel. Students should be

familiar with both leers, but they may not know the phonec rule

that the word follows. Simply teach that the vowel e says its name. This

word is the base form of a verb. Other forms of the verb include am, is,

are, was, and were. For addional explanaon of verbs, see Lesson 49.

CHAPTER 2 Lesson

Notes

Most Common Words List 6

the Most Common Words List 6 Kindergarten Student Transfer Cards.

(See the Transfer/Individual Pracce secon on p. 7.)

• Have students stand up and “sky-write” each word (tracing the leer

in front of them with their index ngers) to put the word into muscle

memory. Have students sky-write the MCW a few mes.

2. Promote Correct Reading and Spelling of MCWs in Context

• Provide students with reading materials that are appropriate

to their levels and that can be marked up. Have students circle,

underline, or use a marker to highlight the MCWs found in a

prescribed reading selecon. Ask students to noce how frequently

MCWs occur in context.

• Have students scan reading material for a parcular MCW. Give

them a certain amount of me to do this. Have them count how

many mes they were able to nd the MCW in the me allowed,

and see which student or student pair was able to nd the MCW the

most mes.

• Write sentences on the board, or prepare a worksheet that

contains sentences from reading material being used in class. (See

possible context sentences in the following secon.) Insert a blank

where an MCW belongs in each sentence. Have students ll in the

correct MCW.

• Have students write context sentences of their own, using the

MCWs learned.

3. Promote Recognizing MCWs with Automacity (recognizing MCWs quickly)

• Modify the “Scramble” game by using MCWs in place of slides.

(See “Scramble” in the Reading Horizons Discovery® Games

Supplement, pp. 39-40.)

• Use the 42 Sounds Cards to spell an MCW with the leers or have

students use the leers to make an MCW.

• Have students play “Oops!” (Reading Horizons Discovery® Games

Supplement, p. 35) in small groups.

Context Sentences

To show the MCWs in context, use the sentences below, or create your own.

they They are nice to me.

I I am a good student.

at I have dance class at 5:00.

be I can’t be late!

Provide opportunies for students not only to read but to write MCWs in

context. In students’ wring, look for correctly spelled MCWs that have been

taught previously.

CHAPTER 2 Lesson

Notes

If you have the technology

available, project the Whole

Class Transfer Card, using

an interacve whiteboard

or projector.

Most Common Words List 6

Kindergarten Student Transfer Cards: Distribute a Most Common

Words List 6 Kindergarten Student Transfer Card to each student. Listen

as students take turns reading the words on the card to a partner, or have

students use the cards with an adult.

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the Most

Common Words List 6 Kindergarten Whole Class Transfer Card at

www.rhaccelerate.com to facilitate automacity with Most Common Words

and to model proper use of Transfer Cards.

Times Will Vary

Pracce Pages

Kindergarten Pracce Pages 58-60

Published by Reading Horizons

K-58

Name

MCWs List 6:

they, I, at, be

Lesson 41: Most Common Words List 6

Write each word two times. Then read each word.

they

Published by Reading Horizons

K-59

Name

MCWs List 6:

they, I, at, be

Lesson 41: Most Common Words List 6

Circle the Most Common Words in each sentence. Copy

the last sentence. Then read each sentence. The first one

has been done for you.

Is Meg at the lab?

I can not be a cat.

They are with Mom.

Published by Reading Horizons

K-60

Name

MCWs:

with, are, his, they, as, be,

for, you, the, of

Lesson 41: Most Common Words List 6

are/ara

Circle the correct spelling for each Most Common

Word. Then read the word. The first word is done for you.

wuth/with

uv/of

thay/they

fer/for

as/az

be/eb

thu/the

yu/you

his/hes

CHAPTER 2 Lesson

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Beginning

with L-Blends

(Lesson 43),

Reading Horizons

Discovery® Lile

Books can be used

for a cumulave

review and

applicaon of

MCWs learned up

to that point of

instrucon.

“ABC Is Easy for

Me”

pp. 58-60 Most Common

Words Assessment

Most Common

Words List 6

Lesson

Most Common

Words List 6

Kindergarten

Student Transfer

Cards

Most Common

Words List 6

Flashcards or

Word Wall Cards

“Go Fishing” pp. 58-60 Most Common

Words Assessment

Most Common

Words List 6

Lesson

Most Common

Words List 6

Kindergarten

Student Transfer

Cards

Most Common

Words List 6

Flashcards or

Word Wall Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

Most Common Words List 6

CHAPTER 2 Lesson

Most Common Words List 6

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/Practice

Above

“Word Journal” pp. 58-60 Most Common

Words Assessment

Most Common

Words List 6

Lesson

Most Common

Words List 6

Kindergarten

Student Transfer

Cards

Most Common

Words List 6

Flashcards or

Word Wall Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

Nouns

• A noun is a person, place, or thing.

• A singular noun is one person, place, or thing. A plural noun is more than one person, place,

or thing.

o To form a plural, an -s is added to words ending in a consonant (e.g., one hat, two hats). If

the ending consonant is voiceless, the sound of the plural -s is /s/ (e.g., hats). If the ending

consonant is voiced, the sound of the plural -s is /z/ (e.g., pens).

o If a word ends in ch, sh, ss, zz, or x, an -es must be added to form a plural. The sound of -es is

/iz/ (e.g., benches, wishes, dresses, buzzes, boxes).

Notes

You may also choose to use

the Nouns Pracce Page, p. 61,

found on www.rhaccelerate.

com, to review the objecves

taught in this lesson.

Or, if you have the technology

available, project the lesson on

the board, using an interacve

whiteboard or projector.

Teacher Note: This is a Reference Lesson. The format of this lesson diers

from the standard lessons in this manual because of the dierent nature of

the content. Each Reference Lesson may contain several “mini-lessons.” Each

mini-lesson is comprised of the following: 1) explicit teacher instrucon on the

objecve being taught; 2) examples demonstrang the proper forms and uses

of each objecve; and 3) a guided pracce acvity for applying the objecve

with your students. Resources to assist with the Guided Pracce secons of

this Reference Lesson are available at www.rhaccelerate.com. Modify the

instrucon, acvies, and me spent teaching this lesson according to the

needs and levels of your students. To provide more detailed instrucon, have

students run the Nouns Reference Lesson in the Reading Horizons

Discovery® soware.

Nouns are very important because there is a noun in every sentence that we

hear or speak. There is also a noun in every sentence that we read or write.

INTRODUCTION

Objecve: What Is a Noun?

Teacher Instrucon:

A noun is a word that names a person, place, or thing. Anything you can see

or touch is a noun.

Examples:

A teacher is a noun (a person).

A classroom is a noun (a place).

A book is a noun (a thing).

TEACHER INSTRUCTION

Published by Reading Horizons

K-61

Name

Nouns are words that name a

person, a place, or a thing.

Lesson 42: Nouns

A noun can be a person, a place, or a thing.

Draw a line from the picture to the correct category of

nouns. The first one is done for you.

PERSON

PLACE

THING

CHAPTER 2 Lesson

Notes

Use Guided Pracce

Worksheet Objecve: What

Is a Noun? found on

www.rhaccelerate.com.

Nouns

Guided Pracce:

“Yes or No” game. I will say a word. If it is a noun, mark yes. If it is not a noun,

mark no. To help you know if it is a noun, think about whether it is a person,

place, or thing. Or, think about whether you can see or touch it.

pencil (yes)

bike (yes)

read (no)

school (yes)

student (yes)

big (no)

sing (no)

apple (yes)

Objecve: Singular Nouns versus Plural Nouns

Teacher Instrucon:

Ben has one single cat. Single is a word that means the same as one. So, the

word cat is a singular noun.

A noun is plural when there is more than one person, place, or thing.

When we add the leer s to the end of the word cat, the word becomes cats,

and the noun changes from a singular noun to a plural noun.

If a word ends in c-h, s-h, s-s, z-z, or x, add e-s to form a plural. If a word

doesn’t end in these special consonants, just add an s.

Examples:

Singular Nouns

He has a cat.

She has a sister.

I see a car.

He is a boy.

I have a box.

My mom gave me a kiss.

I made a wish before blowing out my

candles.

Plural Nouns

We have three cats.

He has two sisters.

I see four cars.

They are boys.

I have ve boxes.

My mom gave me three kisses.

The genie gave me three wishes.

Published by Reading Horizons

Lesson 42: Nouns

Guided Practice Worksheet

Name

Objective: What Is a Noun?

Listen to each word pronounced. If it is a noun, mark

yes

. If it is not a noun, mark

. To help you know if it

is a noun, think about whether it is a person, place, or

thing. Or, think about whether you can see or touch it.

Yes No

pencil

bike

read

school

student

big

sing

apple

CHAPTER 2 Lesson

Notes

Use Guided Pracce Worksheet

Objecve: Singular Nouns

versus Plural Nouns found on

www.rhaccelerate.com.

Nouns

Guided Pracce:

Have students rewrite each word and add a plural ending to it.

Example: cap ______

1. bag ______ (bags)

2. log ______ (logs)

3. cat ______ (cats)

4. rug ______ (rugs)

5. frog ______ (frogs)

6. box ______ (boxes)

7. class ______ (classes)

8. wish ______ (wishes)

caps

Published by Reading Horizons

Lesson 42: Nouns

Guided Practice Worksheet

Name

1. bag

2. log

3. cat

4. rug

__________

Objective: Singular Nouns versus Plural Nouns

Rewrite each word and add a plural ending to it.

Example: cap caps

Published by Reading Horizons

Guided Practice Worksheet

Name

Lesson 42: Nouns

Guided Practice Worksheet (cont.)

5. frog

6. box

7. class

8. wish

__________

Objective: Singular Nouns versus Plural Nouns

Rewrite each word and add a plural ending to it.

Example: cap caps

CHAPTER 2 Lesson

Lesson Summary

Lesson Section Time

Frame

Content Materials

Review

Alphabet Review Whiteboard and marker

Blends Poster

Teacher

Instrucon

L-Blends -Whiteboard and marker

-Blends Poster

Guided

Pracce/

Dictaon

Dictaon Whiteboard space

Marker and eraser for each student

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

L-Blends Kindergarten Whole Class

Transfer Card

Kindergarten Student

Transfer Cards

Oponal: Reading

Horizons Discovery®

Lile Books

L-Blends Kindergarten Student

Transfer Cards

Oponal: Corresponding Reading

Horizons Discovery® Lile Books

(see www.rhaccelerate.com)

Reinforcement

and

Dierenaon

Acvies

needed

Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on pp. 21-22.

L-Blends

• L-Blends have an L in them.

• The L stands with another consonant.

• The L is the second leer in the Blend.

• These are the L-Blends: bl, cl, , gl, pl, sl.

CHAPTER 2 Lesson

L-Blends

Notes

In order to be a Blend, a

consonant combinaon must

be able to begin a word. These

consonant combinaons are

NOT Blends: , lb, lf, lk, ln, lm,

lp, lt, mb, mp, nd, ng, nk, nt,

and pt. These combinaons

cannot start a word. Do not

mark them as Blends. Ending

Blends are sc, sk, sp, st, and sm.

When displaying the Blends

Poster, you may want to

cover the boom half,

exposing only the Blends

you are currently teaching.

As new Blends are taught,

remove the covering unl the

enre poster is displayed.

REVIEW

• Dictate each leer, sound, or word twice. Students repeat each leer,

sound, or word twice and then write it once.

Print the leer b.

• Do the same for the leers d and g.

Print the two-leer slide that says /ga/.

• Do the same for the slide //.

Print the word leg, and mark the vowel with an x.

Connue marking the vowels in the words ran and mom.

Make sure students are reading each word aloud as they mark it. Discuss the

meanings of words, as needed.

TEACHER INSTRUCTION

You have learned all of the leers and sounds of the alphabet. Now

you can join some of these sounds together to form Blends. A Blend is

two or three consonants standing together. Each consonant keeps its

own sound.

Blends with the leer L are called L-Blends.

• Point out L-Blends on the Blends Poster, and

write the following Blends on the board: bl, cl,

, gl, pl, sl.

bl gl

cl pl

fl sl

There are six L-Blends. Each L-Blend is made by adding an L to

consonants b, c, f, g, p, and s. The leer L is always the second leer in

L-Blends. Name the L-Blends. (b-l, c-l, f-l, g-l, p-l, s-l)

We mark each L-Blend with an arc underneath the Blend, like this:

Blends

L-BLENDS

R-BLENDS

S-BLENDS

3-LETTER S-BLENDS

EXTRA BLENDS

bl cl fl gl pl sl

br cr dr fr gr pr tr

sc sk sl sm sn sp st sw

scr spr str spl squ

dw tw

blog

brim

scan

scrap

dwell twin

spring

strap

split squid

skip sled small snap

spin

stop swim

crab drum frog

grin

prop

trip

clap flag sled

glad plus

CHAPTER 2 Lesson

L-Blends

Notes

Blends rarely separate when

words are broken into syllables.

As students learn to idenfy

and mark Blends, they are

learning not only the sounds

but also to recognize those

consonants that will remain

together when words are

broken into syllables.

L-Blends are dicult to

pronounce in isolaon.

Therefore, they are rst

pronounced in slides.

Strive to have students

pronounce the complete slide,

including the vowel sound, and

then roll on the ending sound.

blo –b, blob

sla –m, slam

• Draw an arc under each of the Blends.

bl gl

cl pl

fl sl

Now we will pracce sliding L-Blends with a vowel.

• Write the following slides on the board. For each slide, draw an arc under

the Blend, and add a slide arrow under the arc.

blo glu

cla plo

fli sla

Read these slides aloud with me as I point to them: (/blo/, /cla/, /i/,

/glu/, /plo/, /sla/)

Now let’s change these slides into words by adding a consonant to the

end of each slide.

• Next to each corresponding slide, write the following words: blob, clap, ip,

glum, plot, slam.

blo blob glu glum

cla clap plo plot

fli flip sla slam

When you are marking a word that begins with a Blend, it is important

to mark the Blend rst and then mark the vowel. For example, when I

mark the word blob, I start by drawing an arc under the Blend rst.

• Draw an arc under the bl Blend.

blo blob

CHAPTER 2 Lesson

Notes

L-Blends

Then I mark the vowel o.

• Mark the vowel with an x.

Read the word aloud with me:

ip. What is the word? (ip) She

can do a ip on the trampoline.

For each remaining word, draw an arc under the Blend rst, and then mark

the vowel.

Read each slide and each word aloud with me.

• Point to and read each slide and word aloud as students read along

with you.

/glu/; glum. (/glu/; glum)

/plo/; plot. (/plo/; plot)

/slo/; slot. (/slo/; slot)

If me permits, allow students to share words that start with an L-Blend

and/or a sentence that uses a word with an L-Blend.

It is important to mark under the word, from le to right.

Read the word aloud with me: blob. (blob) The arst has a blob of paint

on her shirt.

Repeat the instrucon with the words clap and ip, making sure to emphasize

the importance of marking underneath each word, from le to right.

Read the word aloud with me:

clap. (clap) The seal at the water

park liked to clap for the audience.

blo blob

cla clap

fli flip

glu glum

plo plot

slo slot

GUIDED PRACTICE/DICTATION

Now it is your turn to pracce L-Blends.

Write the three-leer slide b-l-a, b-l-a. (b-l-a, b-l-a)

Draw an arc under the Blend.

bla

CHAPTER 2 Lesson

Notes

L-Blends

Now mark the slide.

What is the sound? (/bla/)

Now write the three-leer slide g-l-i, g-l-i. Draw an

arc under the Blend. Mark the slide. Then say it.

(/gli/)

Repeat with a few of the following slides: f-l-a, f-l-a (/a/); c-l-o, c-l-o (/clo/);

s-l-e, s-l-e (/sle/); p-l-u, p-l-u (/plu/); g-l-a, g-l-a (/gla/); b-l-e, b-l-e (/ble/).

• Dictate a few of the following L-Blend words:

clip slot flip club flag

glen clot sled plum flat

glad slim blot clam clop

flap flop glum plan plus

• Dictate a few of the following nonsense words:

*blam *slib *plog *flim *glab

*clom *flob *blun *blod *cleb

bla

gli

Write the leers c-l-o-g, c-l-o-g. (c-l-o-g, c-l-o-g)

Mark the word, le to right. First mark the Blend, then the vowel.

What is the word? (clog)

Use the word clog in a sentence. (Examples: Kate’s

clog fell into the water. The leaves were causing the drain in the guer

to clog.)

fla clo sle

plu gla ble

clog

Sentence for Dictaon:

• Dictate the following sentence. Aend to students’ spelling and

punctuaon. Students will not be marking the words in this sentence.

Glen had a clam.

CHAPTER 2 Lesson

Notes

If you have the technology

available, project the Whole

Class Transfer Card, using

an interacve whiteboard

or projector.

If you have the technology

available, project the Lile

Book onto the wall, using an

interacve whiteboard or

projector.

L-Blends

Play the “Eraser Game.” See the Reading Horizons Discovery® Games

Supplement, p. 22 for instrucons.

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the L-Blends

Kindergarten Whole Class Transfer Card at www.rhaccelerate.com to facilitate

uency through choral reading and to model proper use of Transfer Cards.

Times Will Vary

Kindergarten Student Transfer Cards: Distribute an L-Blends

Kindergarten Student Transfer Card to each student. Listen as students take

turns reading the slides, words, and sentences on the card to a partner, or have

students use the cards with an adult.

Lile Books

Oponal corresponding Reading Horizons Discovery® Lile Books (see

www.rhaccelerate.com). To facilitate uency with the whole class through

choral reading pracce, project the Reading Horizons Discovery® Lile Book

(from the soware) onto the wall. These Lile Books are also available in print

form for use in small groups or individual pracce. Lile Books can also be

accessed in the soware by individual students.

Words for Dictaon That Include Previous Skills for Review:

big met dog got jog

lit tap cut kid red

nod bed did dim cap

CHAPTER 2 Lesson

Notes

Suggested Spelling Words

Choose from the following:

blog

club

ag

glad

plan

slip

sled

blab

clog

op

For more informaon

on spelling acvies and

assessments, visit

www.rhaccelerate.com.

L-Blends

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Corresponding

Lile Book from

Lesson 43.

“Scramble” pp. 62-65 L-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

Blends Flip Chart

L-Blends Student

Transfer Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

Pracce Pages

Kindergarten Pracce Pages 62-65

Published by Reading Horizons

K-62

Name

Begin with a Blend, add a vowel,

add a consonant, and you have a

Blend word!

Lesson 43:

-Blends

Read and write each Blend slide and Blend word

one time.

bla

clo

fli

blab

clop

flip

Published by Reading Horizons

K-63

Name

Begin with a Blend, add a vowel,

add a consonant, and you have a

Blend word!

Lesson 43:

-Blends

Read and write each Blend slide and Blend word

one time.

gla

plo

sle

glad

plop

sled

Published by Reading Horizons

K-64

Name

Begin with a Blend, add a vowel,

add a consonant, and you have a

Blend word!

Lesson 43:

-Blends

Read and write each Blend slide and Blend word

one time.

blo

cli

plu

fla

blot

clip

plug

flat

Published by Reading Horizons

K-65

Name

This activity provides practice

building words with

-Blends.

Write and mark each

-Blend slide. Choose one of

the letters in the letter box for an ending sound. Write the

word one time. Then read the word you made. Arc each

Blend and mark each vowel with an

Lesson 43:

-Blends

d n b t

blo blo blot

pla

gla

clu

CHAPTER 2 Lesson

L-Blends

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Practice Pages Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Corresponding

Lile Book from

Lesson 43.

“Scramble” pp. 62-65 L-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

L-Blends Student

Transfer Cards

Above

Corresponding Lile

Books from Lesson

43 and/or grades

1-3 Lesson 18.

“Blends Game”

“Detecve”

pp. 62-65 L-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

L-Blends Student

Transfer Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

Lesson Summary

CHAPTER 2 Lesson

R-Blends

Lesson Section Time

Frame

Content Materials

Review

L-Blends Whiteboard and marker

Blends Poster

Teacher

Instrucon

R-Blends -Whiteboard and marker

-Blends Poster

Guided

Pracce/

Dictaon

Dictaon Whiteboard space

Marker and eraser for each student

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

R-Blends Kindergarten Whole Class

Transfer Cards

Kindergarten Student

Transfer Cards

Oponal: Reading

Horizons Discovery®

Lile Books

R-Blends Kindergarten Student

Transfer Cards

Oponal: Corresponding Reading

Horizons Discovery® Lile Books

(see www.rhaccelerate.com)

Reinforcement

and

Dierenaon

Acvies

needed

Reinforcement

and Dierenaon

Acvies

See Reinforcement and

Dierenaon Acvies on

pp. 29-30.

• R-Blends are consonant Blends that include the leer R.

• R is the second leer in an R-Blend.

• There are seven R-Blends: br, cr, dr, fr, gr, pr, tr.

CHAPTER 2 Lesson

R-Blends

Notes

Alternave review acvies:

• Read the corresponding Lile

Book from Lesson 43 as a

whole class. Have students

idenfy L-Blends in the story.

• Using some form of

projecon, project the

L-Blends Refresher from

the soware.

• Use the Blends Flip Chart or

the Whole Class Transfer Card

from Lesson 43 for review.

REVIEW

A Blend is two or three consonants standing together. Each consonant

keeps its own sound. Even though a Blend can be anywhere in a word

(beginning, middle, or end), it has to be able to begin a word. You have

already learned L-Blends. L is the second leer in these Blends. There are

six L-Blends. Can you name them? (bl, cl, , gl, pl, sl).

Here are some words that start with a Blend.

• Write these words on the board: blog, clap, ag, glob, plan, slot.

We mark an L-Blend with an arc underneath the Blend, like this.

• Mark the L-Blend in the word blog by adding an arc underneath bl.

Of course, we need to mark the vowel, as well.

• Mark the vowel with an x.

Have students mark the remaining Blends and vowels. Make sure students are

reading each word aloud as they mark it. If me is limited, mark each Blend and

vowel, and then have the class read each word aloud together.

blog clap flag

glob plan slot

In this lesson, you will learn the R-Blends. There are seven. Just like the

leer L in an L-Blend, R is the second leer in an R-Blend. R-Blends are

almost the same as the L-Blends.

• Name the Blends (b-r, c-r, d-r, f-r, g-r, p-r, t-r) as you

are poinng to them on the Blends Poster or wring

them on the board.

We mark each R-Blend with an arc underneath

the Blend, just like we did with L-Blends:

bl cl fl gl pl sl

br cr dr fr gr pr tr

TEACHER INSTRUCTION

Blends

L-BLENDS

R-BLENDS

S-BLENDS

3-LETTER S-BLENDS

EXTRA BLENDS

bl cl fl gl pl sl

br cr dr fr gr pr tr

sc sk sl sm sn sp st sw

scr spr str spl squ

dw tw

blog

brim

scan

scrap

dwell twin

spring

strap

split squid

skip sled small snap

spin

stop swim

crab drum frog

grin

prop

trip

clap flag sled

glad plus

Read these slides aloud with me as I point to them. (/bri/, /gri/, /cra/,

/pro/, /dru/, /tri/, /fro/)

Now let’s change these slides into words by adding a consonant to the end

of the slide.

• Next to each corresponding slide, write the following words: brim, crab,

drum, frog, grin, prop, trip. For each word, arc the Blend rst, and then mark

the vowel.

Read each slide and each word aloud with me.

• Point to and read each slide and word aloud as students read along with you.

What is the word? (brim) He likes milk so

much that he lled his glass to the brim.

What is the word? (crab) A hermit crab

makes a great pet.

What is the word? (drum) She got a new

drum for her band.

What is the word? (frog) A frog has

smooth, moist skin.

What is the word? (grin) A grin is a smile.

What is the word? (prop) We will use a

rock to prop open the door.

CHAPTER 2 Lesson

R-Blends

Notes

The r sound can be dicult for

some students to pronounce.

You may need to take some

extra me to review how

this sound is produced when

teaching this Blend.

Using pictures to illustrate

R-Blend words will help to

increase vocabulary.

Show students that ve (out of seven) of the beginning leers in the R-Blends

are the same as ve of the beginning leers in L-Blends (b, c, f, g, and p). The

addion of dr and tr make a total of seven R-Blends.

Now we will pracce adding a vowel to each R-Blend to create

R-Blend slides.

• Write the following slides on the board. For each word, arc the Blend, and

place the slide arrow

underneath the arc.

bri cra dru fro

gri pro tri

bri brim

cra crab

dru drum

fro frog

gri grin

pro prop

Now mark the slide.

What is the sound of the slide? (/cra/)

Now write the three-leer slide g-r-i, g-r-i. Draw

an arc under the Blend. Mark the slide. Then say

it. (/gri/)

CHAPTER 2 Lesson

R-Blends

Notes

What is the word? (trip) Our class is going

on a eld trip to the zoo.

If me permits, allow students to share words

that start with an R-Blend and/or a sentence that uses a word with an R-Blend.

When you are marking a word that begins with a Blend, it is important to

mark the Blend rst and then mark the vowel.

• Write the word brag on the board.

brag

For example, when I mark the word brag, I start by drawing an arc under

the Blend rst.

• Arc under the br Blend.

brag

Then I mark the vowel a.

• Mark the vowel with an x.

brag

It is important to mark under the word, from le to right.

What is the word? (brag) Emma likes to brag about her video game scores.

Repeat the instrucon with the words cram and drip, making sure to emphasize

the importance of marking underneath the word, from le to right.

What is the word? (cram) He likes to cram a lot

of stu into his backpack.

What is the word? (drip) The leaky faucet went

drip, drip all night long.

cram

drip

Now it is your turn to pracce R-Blends.

Write the three-leer slide c-r-a, c-r-a. (c-r-a, c-r-a)

Arc the Blend.

GUIDED PRACTICE/DICTATION

tri trip

cra

gri

CHAPTER 2 Lesson

R-Blends

Notes

It is not necessary to dictate

each slide.

It is not necessary to dictate

each word.

To increase vocabulary, use

each word in a sentence, or

have students use them in

a sentence.

For addional words for

dictaon, use R-Blend Student

Transfer Cards.

• Dictate from the following R-Blend words:

trap prom crop frog crib

drag trim fret grab bran

drop brag grin brim grip

*frad *trug *breb *prun *drit

As students are wring, marking, and reading the words aloud, be sure to give

proper feedback.

Sentence for Dictaon:

• Dictate the following sentence. Aend to students’ spelling and punctuaon.

Students will not be marking the words in this sentence.

Can a frog grin?

Words for Dictaon That Include Previous Skills for Review:

clap cot plug kit bat

ten tin slot get *glud

*kem *cax

Play the “Eraser Game.” See the Reading Horizons Discovery® Games

Supplement, p. 22 for instrucons.

Repeat with the following slides: f-r-a, f-r-a (/fra/), t-r-o, t-r-o (/tro/), p-r-e,

p-r-e (/pre/), c-r-u, c-r-u (/cru/), d-r-o, d-r-o (/dro/), b-r-e, b-r-e (/bre/), d-r-i,

d-r-i (/dri/).

fra tro pre cru

dro bre dri

Write the leers d-r-o-p, d-r-o-p. (d-r-o-p, d-r-o-p)

Mark the word, le to right. First mark the

Blend, then the vowel.

What is the word? (drop)

Use the word drop in a sentence. (Don’t drop the vase!)

drop

Notes

If you have the technology

available, project the Whole

Class Transfer Card, using

an interacve whiteboard

or projector.

If you have the technology

available, project the Lile

Book onto the wall, using

an interacve whiteboard

or a projector.

Suggested Spelling Words

Choose from the following:

brag

crib

drop

frog

grin

prop

trap

drag

trip

brim

For more informaon

on spelling acvies and

assessments, visit

www.rhaccelerate.com.

CHAPTER 2 Lesson

R-Blends

Kindergarten Student Transfer Cards: Distribute an R-Blend Kindergarten

Student Transfer Card to each student. Listen as students take turns reading the

slides, words, and sentences on the card to a partner, or have students use the

cards with an adult.

Lile Books

Oponal corresponding Reading Horizons Discovery® Lile Books (see

www.rhaccelerate.com). To facilitate uency with the whole class through

choral reading pracce, project the Lile Book (accessed from the soware)

onto the wall. These Lile Books can also be accessed in print form for use in

small groups or individual pracce. Lile Books can also be accessed in the

soware by individual students.

Pracce Pages

Kindergarten Pracce Pages 66-71

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the R-Blend

Kindergarten Whole Class Transfer Card at www.rhaccelerate.com to facilitate

uency through choral reading and to model proper use of Transfer Cards.

Times Will Vary

Published by Reading Horizons

K-66

Name

This activity provides practice

building words with

-Blends.

Lesson 44:

-Blends

Write and mark each

-Blend slide. Choose one of the

letters in the letter box for an ending sound to make a real

word. Write the word one time. Then read the word you

made. Be sure to arc each Blend and mark each vowel with

b p g

gru

tra

dra

Published by Reading Horizons

Name

This activity provides practice

building words with

-Blends.

Lesson 44:

-Blends

Write and mark each

-Blend slide. Choose one of the

letters in the letter box for an ending sound to make a real

word. Write the word one time. Then read the word you

made. Be sure to arc each Blend and mark each vowel with

p g b

dri dri drip

fro

gra

Published by Reading Horizons

K-68

Name

This activity provides practice

finding words with the

-Blends

and

Lesson 44:

-Blends

Color each of these boxes a different color.

Now find four four-letter words that begin with these

-Blends. Color each word to match the color of the Blend it

begins with. The words will go across.

C R A B X M

S B R A G P

B R I M C L

A D C R O P

Published by Reading Horizons

K-70

Name

This activity provides practice

finding words with the

-Blends

pr,

and

Lesson 44:

-Blends

Color each of these boxes a different color.

Now find four four-letter words that begin with these

-Blends. Color each word to match the color of the Blend it

begins with. The words will go across.

T R I M F T

Y G R I N J

H M P R O P

G R A B G B

Published by Reading Horizons

K-71

Name

This page provides practice

reading sentences containing

simple words, Most Common

Words,

-Blends, and

-Blends.

Read each sentence. Then guess why you think Glen

was glad about his pet.

Fred got a pet.

It was a frog.

Fred was glad.

Lesson 44:

-Blends

Published by Reading Horizons

K-69

Name

This activity provides practice

finding words with the

-Blends

and

Lesson 44:

-Blends

Color each of these boxes a different color.

Now find four four-letter words that begin with these

-Blends. Color each word to match the color of the Blend it

begins with. The words will go across.

F R O G D Q

X J D R U M

K F R E T Z

D R O P M Y

CHAPTER 2 Lesson

R-Blends

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Corresponding

Lile Book from

Lesson 44.

“Scramble” pp. 66-71 R-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

Blends Flip Chart

R-Blends

Kindergarten

Student Transfer

Cards

Corresponding

Lile Book from

Lesson 44.

“Scramble” pp. 66-71 R-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

R-Blends

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

R-Blends

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Above

Corresponding

Lile Books

from Lesson 44

and/or grades

1-3 Lesson 19.

“Blends Game”

pp. 66-71 R-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

R-Blends

Kindergarten

Student Transfer

Cards

Have students

create a list of

R-Blend words

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

S-Blends

Lesson Section Time

Frame

Content Materials

Review

L-Blends

R-Blends

Whiteboard and marker for each

student

Teacher

Instrucon

S-Blends -Whiteboard and marker

-Blends Poster

Guided

Pracce/

Dictaon

Dictaon Whiteboard space

Marker and eraser for each student

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

S-Blends Kindergarten Whole Class

Transfer Card

Kindergarten Student

Transfer Cards

Oponal: Reading

Horizons Discovery®

Lile Books

S-Blends Kindergarten Student

Transfer Cards

Oponal: Corresponding Reading

Horizons Discovery® Lile Books (see

www.rhaccelerate.com)

Reinforcement

and

Dierenaon

Acvies

needed

Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on pp. 41-42.

• S-Blends have an S in them.

• The S stands with at least one other consonant.

• The S is the rst leer in the Blend.

• Some S-Blends can begin and end words.

• These are the two-leer S-Blends: sc sk sl sm sn sp st sw.

• These are the three-leer S-Blends: scr spr str spl squ.

CHAPTER 2 Lesson

Notes

Alternave review acvies:

• Read the corresponding Lile

Book from Lesson 44 as a

whole class or individually.

Have students idenfy

R-Blends in the story.

• Using some form of

projecon, project the

R-Blends Refresher from

the soware.

• Use the Blends Flip Chart

or Whole Class Transfer

Card from Lessons 43 or

44 for review.

S-Blends

REVIEW

A Blend is two or three consonants standing together. Each consonant

keeps its own sound. Even though a Blend can be anywhere in a word

(beginning, middle, or end), it has to be able to begin a word. You have

already learned L-Blends and R-Blends. The leers l and r are the second

leer in these kinds of Blends.

There are six L-Blends. Can you name them? (b-l, c-l, f-l, g-l, p-l, s-l)

Can you think of words that have an L-Blend? (Examples: blog, clap, ag,

glad, plan, slot)

There are seven R-Blends. Can you name them? (b-r, c-r, d-r, f-r, g-r,

p-r, t-r)

Can you think of words that have an R-Blend? (Answers will vary.)

• Write these words on the board: brag, crab, drop, frog, grip, prep, trap.

brag crab drop frog

grip prep trap

How do we mark Blends? (with an arc underneath the Blend)

• Draw an arc underneath the br Blend in the word brag.)

brag crab drop frog

grip prep trap

Of course, we need to mark the vowel, as well.

• Mark the vowel with an x.

If me allows, have students mark the remaining Blends and vowels. Make sure

students are reading each word aloud as they mark it. If me is limited, mark

each Blend and vowel, and then have the class read each word aloud together.

brag

CHAPTER 2 Lesson

Notes

True Blends can begin a word.

S-Blends can also come at the

end of a word (ending Blends

are sc, sk, sp, st, and sm), but

any Blend must be able to

begin a word. Example: stop,

past. Combinaons such as

mp, nd, lk, etc. are not true

Blends because they cannot

begin a word.

You may want to divide this

lesson into two secons: two-

leer S-Blends and three-leer

S-Blends.

Blends will contain either l, r, or

s, and three-leer Blends may

contain more than one of these

leers. The excepons are the

Two Extra Blends, dw and tw.

S-Blends

TEACHER INSTRUCTION

Remember, a Blend is two or three consonants standing together. Each

consonant keeps its own sound. You have already learned the L-Blends

and the R-Blends. You can also make Blends with the leer S. They are

called S-Blends.

• Point out S-Blends on the Blends Poster.

S-Blends are dierent from other Blends in two ways: First, the S is the

rst leer in the Blend. Second, there are both two-leer and three-leer

S-Blends.

Two-Leer S-Blends

• Write and mark the following Blends on the board: sc, sk, sl, sm, sn, sp, st, sw.

sc sn

sk sp

sl st

sm sw

There are eight two leer S-Blends. The consonants that follow s are c, k,

l, m, n, p, t, and w. The leer s is always the rst leer in S-Blends. Name

the S-Blends. (s-c, s-k, s-l, s-m, s-n, s-p, s-t, s-w)

We mark each S-Blend with an arc underneath the Blend, just like we do

with L-Blends and R-Blends.

Blends

L-BLENDS

R-BLENDS

S-BLENDS

3-LETTER S-BLENDS

EXTRA BLENDS

bl cl fl gl pl sl

br cr dr fr gr pr tr

sc sk sl sm sn sp st sw

scr spr str spl squ

dw tw

blog

brim

scan

scrap

dwell twin

spring

strap

split squid

skip sled small snap

spin

stop swim

crab drum frog

grin

prop

trip

clap flag sled

glad plus

brag crab drop frog

grip prep trap

CHAPTER 2 Lesson

Notes

Remember that the sounds of

c and k are both represented

by “/k/” (a k between slash

marks). Likewise, the sounds of

the sc and sk Blends are both

represented by “/sk/.”

With the sc and sk Blends,

there are four excepons to the

c/k spelling rule: skunk, skull,

skate, and skulk.

Strive to have students

pronounce the complete slide,

including the vowel sound, and

then roll on the ending sound.

slo –b, slob

sna –p, snap

Somemes, the sm Blend at

the end of a word sounds like

it contains more than one

syllable due to the schwa sound

between the s and m.

S-Blends

sca sna

ski spe

slo sto

smu swi

• Point out the arcs on the two-leer S-Blends on the poster and/or on

the board.

Now we will pracce sliding L-Blends with a vowel. Let’s join the Blends

with a vowel to form slides.

• Write the following slides on the board. For each slide, draw an arc

underneath the Blend, and add a slide arrow under the arc.

Remember that in a slide that begins with a Blend, you slide from two

consonants to a vowel. Read these slides aloud with me as I point to them.

Noce that you can hear the sounds of both consonants in each Blend.

(/sca/, /ski/, /slo/, /smu/, /sna/, /spe/, /sto/, /swi/)

Noce that s-c and s-k have the same sound because c and k have the

same sound.

The s-c and s-k Blends follow the c/k spelling rule. What is the c/k spelling

rule? (C goes before a, o, and u, and k goes before e and i.) You will use the

s-c Blend to spell words that have an a, o, or u vowel sound. You will use

the s-k Blend to spell words that have an i or an e vowel sound.

Now let’s change these slides into words by adding a consonant to the end

of each slide.

• Next to each corresponding slide, write the following words: scat, skip,

slot, smug, snap, sped, stop, swim.

sca scat sna snap

ski skip spe sped

slo slot sto stop

smu smug swi swim

CHAPTER 2 Lesson

Notes

It is important to mark under the word, from le to right.

What is the word? (scat) If you tell something to scat, you are telling it to

go away, such as a bug.

Repeat the instrucon with the words skip and slob, making sure to emphasize

the importance of marking underneath each word, from le to right.

S-Blends

Then I mark the vowel a.

• Mark the vowel with an x.

sca scat

What is the word? (skip) Who wants to skip recess?

slo slot

ski skip

What is the word? (slot) Put the mail in the slot.

For each remaining word, draw an arc under the Blend rst, and then mark the

vowel, or have students come to the board to mark each word.

Read each slide and each word aloud with me.

• Point to and read each slide and word aloud as students read along with you.

What is the word? (smug) A

person who thinks he/she is beer

than everyone else is smug.

What is the word? (snap)

Mandy’s three-year-old sister can

snap her ngers.

What is the word? (sped) The car

sped past the stop sign.

sca scat

Remember to mark the Blend rst, then mark the vowel. For example,

when I mark the word scat, I start by drawing an arc under the Blend rst.

• Draw an arc under the sc Blend.

smu smug

sna snap

spe sped

CHAPTER 2 Lesson

Notes

S-Blends

What is the word? (stop) It is

important to stop at a stop sign.

What is the word? (swim) Sco

likes to swim in the ocean.

In each of these words, the Blend is at the beginning of the word. Some

two-leer S-Blends can also come at the ends of words. For example, let’s

look at this word.

• Write the word best on the board.

To mark any word, we go from le to right. In the word best, which comes

rst: the Blend or the vowel? (the vowel) The vowel is marked rst.

• Mark the vowel with an x.

Now read the word aloud. (best)

Some words both begin and end with Blends. Any Blend can start a

word, but only two-leer S-Blends can end a word. Let’s look at this

word as an example.

• Write the word crisp on the board.

crisp

What is the Blend in this word? (s-t) Then we mark the s-t Blend with

an arc.

• Mark the Blend.

best

We mark the word, from le to right. In this word, what will I mark rst?

(the c-r Blend)

• Mark the cr Blend.

crisp

What will I mark next? (the vowel i)

• Mark the vowel with an x.

crisp

What will I mark last? (the s-p Blend)

• Mark the sp Blend.

crisp

swi swim

sto stop

CHAPTER 2 Lesson

Now read the word aloud. (crisp)

Use the word crisp in a sentence. (Example: The leaves on the ground were

dry and crisp.)

Three-Leer S-Blends

You may want to teach three-leer S-Blends during the next instruconal

period.

There are ve three-leer S-Blends.

• Point out three-leer S-Blends on the

Blends Poster.

When we are marking a three-leer S-Blend,

we join all three leers with an arc.

• Write the following slides on the board. Mark each

one with an arc and a slide arrow.

Notes

If you choose to teach three-

leer S-Blend at a separate

me, skip to the Dictaon

secon of this lesson on

p. 38 to pracce with two-leer

S-Blends.

In each three-leer Blend, the

S comes before an R-Blend, an

L-Blend, or the qu combinaon.

Noce that in squid, the u is not

marked as a vowel. The leers

qu stand together to say /kw/.

The leer i is the only vowel in

this word.

S-Blends

scra spli

spri squi

stra

Listen as I read each slide aloud: (/skra/, /spri/, /stra/, /spli/, /skwi/).

Now let’s change these slides into words by adding a consonant to the end

of each slide.

• Next to each corresponding slide, write the following words: scrap, sprig,

strap, split, squid.

scra scrap spli split

spri sprig squi squid

stra strap

Remember that when we mark words, we go from le to right.

In the word scrap, the Blend comes rst. I will mark the Blend by pung

an arc under s-c-r.

Blends

L-BLENDS

R-BLENDS

S-BLENDS

3-LETTER S-BLENDS

EXTRA BLENDS

bl cl fl gl pl sl

br cr dr fr gr pr tr

sc sk sl sm sn sp st sw

scr spr str spl squ

dw tw

blog

brim

scan

scrap

dwell twin

spring

strap

split squid

skip sled small snap

spin

stop swim

crab drum frog

grin

prop

trip

clap flag sled

glad plus

CHAPTER 2 Lesson

What is the vowel? (a) I will put an x under the vowel a.

Now read the word aloud. (scrap) The dog found

a scrap of meat under the table.

For each remaining word, draw an arc under the Blend rst, and then mark the

vowel. Or, have students come to the board to mark each word.

Read each slide and each word aloud with me.

• Point to and read aloud each remaining slide and word as students read along

with you.

Now it is your turn to pracce S-Blends.

Write the three-leer slide s-n-i, s-n-i. (s-n-i, s-n-i)

Draw an arc under the Blend.

Now mark the slide.

What is the sound of the slide? (/sni/)

Now write the three-leer slide s-l-a, s-l-a. Draw

an arc under the Blend. Mark the slide. Then say

it. (/sla/)

Notes

S-Blends

spri sprig spli split

stra strap squi squid

What is the word? (sprig) A sprig is a small twig with owers or berries

on it.

What is the word? (strap) The strap on Joe’s backpack broke.

What is the word? (split) Do you want to split an apple with me?

What is the word? (squid) Did you know that a squid has three hearts?

GUIDED PRACTICE/DICTATION

sni

sla

• Put an arc under the scr Blend.

scra scrap

scrap

CHAPTER 2 Lesson

Notes

It is not necessary to dictate

every word listed. Dictate

words unl your students

demonstrate mastery.

S-Blends

• Dictate from the following two-leer S-Blend words:

sled snip spot skin scan

skim swim snap step skit

lost rust best risk slip

crisp blog clasp flask cast

• Dictate from the following three-leer S-Blend words:

strut split sprig squid scrub

strep strip strum scrap strap

splat

• Dictate from the following nonsense words:

*smit *slib *brusp *scost *skeg

*clast *frust *stug *smot *stum

*spub *slox *squeg *sprit *stron

As students are wring, marking, and reading the words aloud, listen to assess

whether students are hearing each sound in the Blends.

Sentence for Dictaon:

• Dictate the following sentence. Aend to students’ spelling and punctuaon.

Students will not be marking the words in this sentence.

Stan can skip.

stem

Repeat with the following slides: s-w-i, s-w-i (/swi/); s-k-i, s-k-i, (/ski/); s-c-a,

s-c-a (/ska/); s-t-e, s-t-e (/ste/); s-l-e, s-l-e (/sle/); s-p-o, s-p-o (/spo/).

Write the leers s-t-e-m, s-t-e-m. (s-t-e-m, s-t-e-m)

Mark the word, le to right. First mark the Blend,

then the vowel.

What is the word? (stem)

Use the word stem in a sentence. (Example: There was a thorn on the stem

of the ower.)

CHAPTER 2 Lesson

Notes

If you have the technology

available, project the

Whole Class Transfer

Card, using an interacve

whiteboard or projector.

If you have the technology

available, project the Lile

Book onto the wall, using

an interacve whiteboard

or projector.

S-Blends

Play the “Eraser Game.” See the Reading Horizons Discovery® Games

Supplement, p. 22 for instrucons.

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the S-Blend

Kindergarten Whole Class Transfer Card at www.rhaccelerate.com to facilitate

uency through choral reading and to model proper use of Transfer Cards.

Kindergarten Student Transfer Cards: Distribute an S-Blend Kindergarten

Student Transfer Card to each student. Listen as students take turns reading the

slides, words, and sentences on the card to a partner, or have students use the

cards with an adult.

Times Will Vary

Lile Books

Oponal corresponding Reading Horizons Discovery® Lile Books (see

www.rhaccelerate.com). To facilitate uency with the whole class through

choral reading pracce, project the Lile Book (accessed from the soware)

onto the wall. These Lile Books can also be accessed in print form for use in

small groups or individual pracce. Lile Books can also be accessed in the

soware by individual students.

Words for Dictaon That Include Previous Skills for Review:

frog flip club glad slim

plan trap brim drop grip

quit fox crib mad kit

led cop hum tug win

CHAPTER 2 Lesson

Notes

Suggested Spelling Words

Choose from the following:

scan

skip

slam

smog

snap

spin

stub

swim

scrap

stop

For more informaon

on spelling acvies and

assessments, visit

www.rhaccelerate.com.

S-Blends

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Corresponding

Lile Book from

Lesson 45.

“Scramble” pp. 72-77 S-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

Blends Flip Chart

S-Blends

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

Pracce Pages

Kindergarten Pracce Pages 72-77

Published by Reading Horizons

K-72

Name

Lesson 45:

-Blends

Join the correct

-Blend with each vowel to create

slides. Arc each Blend and add a slide arrow. Read each

slide. Remember the

c/k

rule.

This activity will provide

practice with

-Blends

and

and a review of the spelling

with

and

rule.

sc sk

a o u

I E

Published by Reading Horizons

K-73

Name

Lesson 45:

-Blends

Join the

-Blends with vowels to create slides. Read

each slide. The first row has been done for you.

There are eight two-letter

-Blends: sc, sk, sl, sm, sn, sp, st,

and sw.

sni sta spa

e a u

o e i

u i o

Published by Reading Horizons

Name

Lesson 45:

-Blends

Read each slide and word. Write each word one time.

Mark each Blend with an arc and each word with an

under the vowel.

There are eight two-letter

-Blends: sc, sk, sl, sm, sn, sp, st,

and sw.

sca scat

ski skip

sle sled

smo smog

Published by Reading Horizons

K-75

Name

Lesson 45:

-Blends

Read each slide and word. Write each word one time.

Mark each Blend with an arc and each word with an

under the vowel.

There are eight two-letter

-Blends: sc, sk, sl, sm, sn, sp, st,

and sw.

sna snap

spo spot

ste stem

swi swim

Published by Reading Horizons

K-76

Name

-Blends can come at the ends

of words, too. Some words begin

and end with a Blend.

Lesson 45:

-Blends

Write and mark each word one time. Then read

the word.

just

mask

crisp

best

risk

Published by Reading Horizons

K-77

Name

There are five three-letter

-Blends: scr, spr, str, spl, and

squ. Arc all three letters in

each Blend.

Lesson 45:

-Blends

Read each Blend and slide. Write the word one more

time. Then read each word again.

scra scrap

stru strut

spla splat

squi squid

CHAPTER 2 Lesson

S-Blends

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Corresponding

Lile Book from

Lesson 45.

“Detecve” pp. 72-77 S-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

S-Blends

Kindergarten

Student Transfer

Cards

Above

Corresponding

Lile Books from

Lesson 45 and/

or grades 1-3

Lesson 20.

“Detecve”

“Blends Game”

pp. 72-77 S-Blends Lesson

Library

Vocabulary Word

Wall/Soware

Games

S-Blends

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

Two Extra Blends

Lesson Section Time

Frame

Content Materials

Review

S-Blends Whiteboard and marker for each

student

Teacher

Instrucon

Two Extra Blends -Whiteboard and marker

-Blends Poster

Guided

Pracce/

Dictaon

Dictaon Whiteboard space

Marker and eraser for each student

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

Two Extra Blends Kindergarten Whole

Class Transfer Card

Kindergarten Student

Transfer Cards

Oponal: Reading

Horizons Discovery®

Lile Books

Kindergarten Student Transfer Cards

Oponal: Corresponding Reading

Horizons Discovery® Lile Books (see

www.rhaccelerate.com)

Reinforcement

and

Dierenaon

Acvies

As needed Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on pp. 47-48.

• A Blend has to be able to begin a word.

• There are not many words that use the Extra Blends.

• These are the Two Extra Blends: dw tw.

CHAPTER 2 Lesson

What does this slide say? (/twi/)

• Write the word twin next to the twi slide.

To mark words with Blends, you work le to right. In twin, the Blend

comes rst. What is the Blend? (t-w)

• Mark the Blend by drawing an arc under tw.

twi twin

There are Two Extra Blends: d-w and t-w. The extra Blends don’t have

the leers L, R, or S as part of the Blend. Noce that w is the second

leer in each Blend. Listen as I say the Blends: /dw/, /tw/. Say them with

me. (/dw/, /tw/)

We mark each of these Blends with an arc underneath the Blend, just

like we do with the other Blends.

• Point out the arcs on the Two Extra Blends on

the Blends Poster and/or on the board.

Extra Blends are not used in very many words.

You can make words by adding a nal

consonant to a t-w slide.

• Write the slide twi on the board.

Two Extra Blends

Notes

Alternave review acvies:

• Read the corresponding Lile

Books from Lesson 45 and/

or grades 1-3 Lesson 20 as

a whole class or individually

Have students idenfy

S-Blends in the story.

• Using some form of

projecon, project the

S-Blends Refresher from

the soware.

• Use the Blends Flip Chart

or Whole Class Transfer

Card from Lessons 43-45

for review.

• Play the “Blends Game” using

L-, R-, and S-Blends cards.

Blends featuring w are not

as dicult to pronounce in

isolaon as other Blends. You

can pronounce these Blends

in isolaon, or you can wait to

have the students pronounce

these Blends for the rst me

in slides.

REVIEW

Remember, a Blend is two or three consonants standing together. Each

consonant keeps its own sound. Even though a Blend can be anywhere

in a word (beginning, middle, or end) it has to be able to begin a word.

There are eight two-leer S-Blends. What are they? (s-c, s-k, s-l, s-m,

s-n, s-p, s-t, s-w)

Can you name all ve of the three-leer S-Blends? (s-c-r, s-p-l, s-p-r,

s-t-r, s-q-u)

As me permits, play charades, having students act out words that start with

s-Blends. (Words: swim, spin, skip, stop)

TEACHER INSTRUCTION

• Write the Blends dw and tw on the board, and draw

an arc under each Blend.

twi

dw tw

Blends

L-BLENDS

R-BLENDS

S-BLENDS

3-LETTER S-BLENDS

EXTRA BLENDS

bl cl fl gl pl sl

br cr dr fr gr pr tr

sc sk sl sm sn sp st sw

scr spr str spl squ

dw tw

blog

brim

scan

scrap

dwell twin

spring

strap

split squid

skip sled small snap

spin

stop swim

crab drum frog

grin

prop

trip

clap flag sled

glad plus

CHAPTER 2 Lesson

Two Extra Blends

Notes

Ensure that students are

accurately pronouncing short

vowels while combining them

with the Blends that have just

been introduced.

twi twin

What is the vowel? (the vowel i) How will I mark the vowel? (put an x

under the i)

• Mark the vowel with an x.

What is the word? (twin) Use the word twin in a sentence. (Example:

Jody is Jay’s twin sister.)

Remember to always mark words, le to right.

• Dictate the following Two Extra Blend slides:

dwi dwe dwu twe twi

twu

GUIDED PRACTICE/DICTATION

• Dictate the following Two Extra Blend words:

twist twig twin

• Dictate the following nonsense words:

*dweb *twust *dwit *twud *dwut

As students are wring, marking, and reading aloud the words, listen to

determine if students are hearing each sound in the Blends.

Sentence for Dictaon:

• Dictate the following sentence. Aend to students’ spelling and punctuaon.

Students will not be marking the words in this sentence.

Fred is a twin.

Words for Dictaon That Include Previous Skills for Review:

crust blot clasp clod flag

flip glib plum brim crab

drum sled grab prod prim

trap trip skin smog snap

step swim scrub strap sprig

CHAPTER 2 Lesson

Lile Books

Oponal corresponding Reading Horizons Discovery® Lile Books (see

www.rhaccelerate.com). To facilitate uency with the whole class through

choral reading pracce, project the Lile Book (accessed from the soware)

onto the wall. These Lile Books can also be accessed in print form for use in

small groups or individual pracce. Lile Books can also be accessed in the

soware by individual students.

Pracce Pages

Kindergarten Pracce Page 78

Two Extra Blends

Notes

If you have the technology

available, project the

Whole Class Transfer

Card, using an interacve

whiteboard or projector.

If you have the technology

available, project the Lile

Book onto the wall, using

an interacve whiteboard

or projector.

Suggested Spelling Words

Choose from the following:

twin twist

For more informaon

on spelling acvies and

assessments, visit

www.rhaccelerate.com.

Aer teaching this lesson, you

may choose to administer a

Skill Check. Blackline masters

are available at

www.rhaccelerate.com.

See the Teacher Supplement,

pp. 15-16 of Chapter 1, for

more informaon.

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the Two Extra Blends

Kindergarten Whole Class Transfer Card at www.rhaccelerate.com to facilitate

uency through choral reading and to model proper use of Transfer Cards.

Times Will Vary

Kindergarten Student Transfer Cards: Distribute a Two Extra Blends

Kindergarten Student Transfer Card to each student. Listen as students take

turns reading the slides, words, and sentences on the card to a partner, or have

students use the cards with an adult.

*blug *plip *brust *crug *drem

*frud *trug *skeg *sneb *stip

Play the “Eraser Game” (see the Reading Horizons Discovery® Games

Supplement, p. 22 for instrucons).

Published by Reading Horizons

K-78

Name

There are two extra Blends: tw

and dw.

is marked like a Blend:

qu. They do not contain an

, or

, but they do begin words.

Lesson 46: Two Extra Blends

Read each slide and word. Write each word one time.

Mark each Blend with an arc and each word with an

under the vowel. Then read each word again.

Remember, even though

is not a Blend, we arc it like

a Blend to keep the

and

together.

dwe *dweb

twi twin

qui quit

CHAPTER 2 Lesson

Two Extra Blends

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Corresponding

Lile Book from

Lesson 46.

“Scramble” p. 78 Two Extra Blends

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Blends Flip Chart

Two Extra Blends

Kindergarten

Student Transfer

Cards

Corresponding

Lile Book from

Lesson 46.

“Blends Game” p. 78 Two Extra Blends

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Two Extra Blends

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Two Extra Blends

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Above

Corresponding

Lile Books from

Lesson 46 and/

or grades 1-3

Lesson 22.

“Blends Game” p. 78 Two Extra Blends

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Two Extra Blends

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

Lesson Section Time

Frame

Content Materials

Review

Blends Whiteboard and marker or paper and

pencil for each student

Teacher

Instrucon

Double S, F, Z

Plurals with S, F, Z,

and X

Whiteboard and marker

Guided

Pracce/

Dictaon

Dictaon Whiteboard space

Marker and eraser for each student

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

Double S, F, Z Kindergarten Whole

Class Transfer Card

Kindergarten Student

Transfer Cards

Oponal: Reading

Horizons Discovery®

Lile Books

Double S, F, Z Kindergarten Student

Transfer Cards

Oponal: Corresponding Reading

Horizons Discovery® Lile Books (see

www.rhaccelerate.com)

Reinforcement

and

Dierenaon

Acvies

needed

Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on p. 56.

• In single-syllable words that end in the leer s, f, or z, the ending consonant is usually doubled.

• An easy way to remember the rule is to make up an acronym (e.g., San Francisco Zoo).

• When there are two or more of an item or thing, it is called a plural.

• To form a plural, an -s is added to words ending in a consonant (e.g., one hat, two hats).

• If a word ends in ss, zz, or x, the plural ending -es must be added. The sound for -es is

/iz/ (e.g., dresses, buzzes, boxes). Plural forms of nouns that end in sh, ch, tch, and y will be

addressed later.

Double S, F, and Z and Plurals

CHAPTER 2 Lesson

Let’s read the words together. (bless, bliss, bu, cli, cu, buzz, zz, jazz)

All of these words end with double leers.

Let’s clap to see how many syllables there are in each of these words.

• Clap each word with the students.

How many syllables are in each word? (one) Yes, these are all short, one-

syllable words.

When there is an s, f, or z sound at the end of a one-syllable word, the

last leer is usually doubled when spelling the word.

• Write “San Francisco Zoo” on the board, and underline the rst leer in

each word.

Watch as I mark the word bliss.

Moving from le to right, rst I will mark the b-l Blend.

To review words with Blends and other words, dictate the following sentences:

Glen cut his leg.

The frog can swim.

Double S, F, and Z and Plurals

Notes

Alternave review acvies:

• Read the corresponding Lile

Book from Lesson 46 as a

whole class. Have students

idenfy words that contain

the Two Extra Blends.

• Show the Two Extra

Blends Refresher from the

soware, using an interacve

whiteboard or projector.

• Play “Scramble” with

slides made with L-Blends,

R-Blends, S-Blends, and the

Two Extra Blends.

• Use the Whole Class

Transfer Card from Lessons

43-46 for review.

There are approximately 21

excepons to this rule. Most of

them are words ending in only

one s.

S: is, as, his, has, was, gas, bus,

yes, us, plus, pus, this, goes,

does, says

F: if, of, clef, chef

Z: whiz, quiz

This list of excepons excludes

words in which s has been

added to make nouns plural

(hats; birds) or present tense

verbs in third-person singular

form (gets; looks).

You may want to point out to

students that the pronunciaon

of doubled ending consonants

is not stretched out to last

longer than the pronunciaon

of a single ending consonant.

Have students make up

an acronym to help them

remember the three leers

of the rule, similar to “San

Francisco Zoo” or “Sam’s

Friendly Zebra.” Share your

acronym online at the Reading

Horizons Teachers League on

Facebook.

REVIEW

TEACHER INSTRUCTION

Double S, F, and Z

• Write the following words on the board, and mark them:

bless bliss buff cliff

cuff buzz fizz jazz

bliss

Some people remember the Double S, F, and Z rule by calling it the “San

Francisco Zoo” rule so they can remember which leers are doubled at

the end of a short word.

• Write the word bliss on the board.

San Francisco Zoo

CHAPTER 2 Lesson

Double S, F, and Z and Plurals

Notes

You may want to teach

each secon of this lesson

separately. If you do, skip to the

Double S, F, and Z Dictaon in

this lesson on p. 53.

Plural nouns were covered in

the Nouns Reference Lesson,

Chapter 2, Lesson 42, pp. 11-14.

When an s is added to words

ending in an unvoiced sound,

such as /f/, /k/, /p/, and /t/,

plural s says /s/. When an s is

added to words ending in a

voiced sound, such as /b/, /d/,

/g/, /l/, /m/, and /n/, plural s

says /z/. For example, the nal

s in cats and cus would say

/s/; the nal s in sleds and grins

would say /z/.

Then I will nish marking the word by marking the vowel i with an x.

• Mark the vowel i with an x.

bliss

What is this word? (bliss) Bliss means “great joy” or “happiness.” Hank

experienced pure bliss every me he caught a sh.

Plurals

Who knows what the word plural means? (more than one) If something

is plural, it means there is more than one.

• Write the word dot on the board, and

mark it. Draw a dot.

dot

This is a dot. How many dots have I drawn on the board? (one) The word

dot is singular because there is one single dot.

• Draw another dot on the board.

dot

Now there are two dots on the board.

• Rewrite the word dot, add the leer s to

the end of the word, and underline the s.

dot dots

When I add the leer s to the end of this word, the word dot becomes

dots to show that there is more than one dot. Adding an s makes the

word plural. When you add an s to a word to make it plural, underline

the leer s.

• Write and mark the words cat and sled

under the word dot on the board.

dot dots

cat

sled

What word would I use to show that

I have more than one cat? (cats) The

plural of the word cat is cats.

• Rewrite the word cat, add the leer

s to the end of the word cat, and

underline the s.

dot dots

cat cats

sled

• Mark the bl Blend.

CHAPTER 2 Lesson

To make the word box plural, add e-s to the end of the word, and

underline the sux.

• Write and mark the word class on

the board.

If a word ends in the consonant x, double s, or double z, add e-s to make

it plural. What is this word? (class) The word class is singular. I could use

the word class in a sentence like this one: You are my favorite class.

class

What is the plural of the word sled? (sleds)

• Rewrite the word sled, add the leer s

to the end of the word, and underline

the s.

Double S, F, and Z and Plurals

Notes

Your students may wonder

why the x takes an -es.

Remind them that the ending

sound of x is /ks/, the same as

k and s together.

dot dots

cat cats

sled sleds

Forming Plurals with Double S, F, and Z and the Consonant X

Most of the me, plurals will end with an s, but somemes plurals will

end in an e-s.

If a word ends with a double f, just add an s to make the word plural.

• Write and mark the word cli on the board. Then rewrite the word, adding

an s, and underline the s.

cliff cliffs

If a word ends in double s, double z, or the consonant x, add e-s to make

it plural.

• Draw a picture of a box (or display a real box), and write and mark the word

box on the board.

box

box boxes

How many boxes do I have? (one) It is one box, so it is singular.

• Draw another box (or display another box).

How many boxes are there now? (two) Now I have two boxes.

• Rewrite the word box, add es, and underline the es at the end of the word.

CHAPTER 2 Lesson

Double S, F, and Z and Plurals

Notes

Now it’s your turn to pracce words that end with double s, f, and z.

class classes

Double S, F, and Z

• Dictate from the following words:

Bess buzz cuff fizz fuss

hiss jazz kiss less mass

muff pass bless bliss class

fluff grass dress press cross

stress stuff gloss

• Dictate from the following nonsense words:

*frazz *snizz *spozz *gliss *foss

*poff *niff *criff *briss

GUIDED PRACTICE/DICTATION

To turn class into classes, I will add an e-s to the end of the word and

underline the e-s.

• Rewrite the word class, add es, and

underline the es at the end of the word.

Plurals

• Dictate from the following words:

hat/hats twin/twins crib/cribs

clip/clips plug/plugs kit/kits

mug/mugs strap/straps squid/squids

CHAPTER 2 Lesson

Notes

If you have the technology

available, project the

Whole Class Transfer

Card, using an interacve

whiteboard or projector.

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the Double S, F, and Z

Kindergarten Whole Class Transfer Card at www.rhaccelerate.com to facilitate

uency through choral reading and to model proper use of Transfer Cards.

Kindergarten Student Transfer Cards: Distribute a Double S, F, and Z

Kindergarten Student Transfer Card to each student. Listen as students take

turns reading the slides, words, and sentences on the card to a partner, or have

students use the cards with an adult.

Times Will Vary

Sentence for Dictaon:

• Dictate the following sentence. Aend to students’ spelling and

punctuaon. Students will not be marking the words in this sentence.

The cli has moss on it.

Words for Dictaon That Include Previous Skills for Review:

twist twin quit bad fix

cap keg blot clam glad

flag bran drip frog grin

trip snip scan skin strap

*kig *dwig *bex *zog

Double S, F, and Z and Plurals

Forming Plurals with Double S, F, and Z and the Consonant X

• Dictate from the following words:

cuff/cuffs cliff/cliffs box/boxes

kiss/kisses fox/foxes class/classes

stress/stresses hiss/hisses gloss/glosses

puff/puffs tax/taxes skiff/skiffs

CHAPTER 2 Lesson

Notes

If you have the technology

available, project the Lile

Book onto the wall, using

an interacve whiteboard

or projector.

Suggested Spelling Words

Choose from the following:

miss

buzz

u

gru

zz

kiss

boss

fuss

mess

pass

For more informaon

on spelling acvies and

assessments, visit

www.rhaccelerate.com.

Double S, F, and Z and Plurals

Lile Books

Oponal corresponding Reading Horizons Discovery® Lile Books (see

www.rhaccelerate.com). To facilitate uency with the whole class through

choral reading pracce, project the Lile Book (accessed from the soware)

onto the wall. These Lile Books can also be accessed in print form for use in

small groups or individual pracce. Lile Books can also be accessed in the

soware by individual students.

Pracce Pages

Kindergarten Pracce Pages 79-82

Published by Reading Horizons

K-79

Name

Most small, single-syllable

words ending in the sounds of

/s/, /f/, or /z/ will have the final

letter doubled.

Lesson 47: Double

, and

and Plurals

Copy each word one time. Arc any Blends and mark

each vowel with an

. Then read each word.

buzz

cliff

miss

jazz

class

Published by Reading Horizons

K-80

Name

When there is more than one of

something, we call it a plural and

add an

to the end of the word.

If the word ends in

, or

, an

is added instead to the end

of the word.

Lesson 47: Double

, and

and Plurals

Turn the words below into plurals. Write the words

that need only -

at the end in the left column. Write the

words that need -

at the end in the right column. Then

underline the ending and read each word. The first two

are done for you.

hat kiss box dog cat dress

Add

-s

Add

-es

hats kisses

Published by Reading Horizons

K-81

Name

When -

or -

is added to the end

of a word, it means “more than

one.” We call it a

plural

Lesson 47: Double

, and

and Plurals

Rewrite each word, adding an -

to make it plural.

Underline the -

. Then read each word.

Now rewrite these words, adding -

to make a plural.

Underline the -

. Then read each word.

rib

sled

mix

mess

Published by Reading Horizons

K-82

Name

Practice reading sentences with

words containing Double

, and

and Plurals

Read this page. Circle the words with plural endings.

The first word has been done for you.

The flip-flops are on the grass.

Ned has cats, dogs, and frogs.

Max got ten kisses from his mom.

Glen had six red boxes.

Lesson 47: Double

, and

and Plurals

CHAPTER 2 Lesson

Double S, F, and Z and Plurals

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Practice Pages Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Corresponding

Lile Book from

Lesson 47.

“Blends Game”

“Detecve”

pp. 79-82 Double S, F, and Z

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Double S, F, and

Z Kindergarten

Student Transfer

Cards

Corresponding

Lile Book from

Lesson 47.

“Detecve” pp. 79-82 Double S, F, and Z

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Double S, F, and

Z Kindergarten

Student Transfer

Cards

Above

Corresponding

Lile Books from

Lesson 47 and/

or grades 1-3

Lesson 23.

“Change That

Word”

pp. 79-82 Double S, F, and Z

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Double S, F, and

Z Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

Most Common Words List 7

Lesson Section Time

Frame

Content Materials

Review

Content will vary Whiteboard and marker for each

student

Teacher

Instrucon

Most Common Words

List 7

Whiteboard and marker

Guided Pracce Acvies will vary

Whiteboard space

Marker and eraser for each student

Materials for games and acvies

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

Most Common Words List 7

Kindergarten Whole Class Transfer

Card

Kindergarten Student

Transfer Cards

Oponal: Most

Common Words

Flashcards/Word Wall

Cards

Games and acvies

Most Common Words List 7

Kindergarten Student Transfer Cards

Oponal: Most Common Words

Flashcards/Word Wall Cards

Materials for games and acvies

Reinforcement

and

Dierenaon

Acvies

needed

Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on pp. 62-63.

• Most Common Words are words we oen use that do not always follow phonec rules. This

lesson teaches Most Common Words List 7: this, have, from, or.

CHAPTER 2 Lesson

Most Common Words List 7

Notes

For a complete list of Most

Common Words taught, refer to

the lists in the Appendix at the

end of Chapter 2, pp. 131-150.

To share your own ideas for

teaching individual sight

words, or to learn about

other teachers’ ideas, visit the

Reading Horizons Teachers

League on Facebook.

TEACHER INSTRUCTION

Times Will Vary

Introduce Most Common Words

Teach students that in order to read well, they need to read the Most

Common Words (MCWs) very quickly. They need to memorize them. They will

memorize a few of these MCWs at a me. Some of these words will follow the

phonec skills that students are learning, but many of them will not.

Most Common Words List 7

this have from or

REVIEW

If me permits, choose an appropriate game or acvity to review previously

learned Most Common Words with your students. Refer to the Reading

Horizons Discovery® Games Supplement, or visit www.rhaccelerate.com for

suggested acvies.

Remember these steps for teaching MCWs:

1. Analyze each word, using quesons from the list in the

following secon.

2. Students do not need to mark MCWs. MCWs are simply underlined;

however, if an MCW follows phonec rules, students can mark it for

pracce. Remind students when they encounter a Most Common

Word on the Transfer Cards that they just need to rewrite the word

and underline it.

3. Dene the word, whenever possible. Create a visual connecon for

each word.

4. Teach how the MCW is used in context, and use it in a sentence.

Refer to the sample context sentences on p. 60 of this lesson.

Analyze the Words

Analyze each word, using any combinaon of the following quesons:

1. What do you already know about this word?

2. Does this word have sounds that you already know how to spell?

3. Can you use this word in a sentence?

4. What is the beginning sound of the word?

5. What is the ending sound of the word?

6. How many sounds are in this word?

7. How many leers are in this word?

Possible MCWs Analysis

Grammacal terms are included for you, the teacher. It is not necessary to

teach students these terms. However, aer introducing the MCWs in isolaon,

demonstrate each word’s use in a sentence.

CHAPTER 2 Lesson

Most Common Words List 7

Notes

When you analyze MCWs

with your students, use only

the skills that students know.

You don’t have to explain the

reason for the sound. You

can return to the words aer

students have learned the

relevant skills, if desired.

The following objecves serve as a guide in your MCWs instrucon. Students

should be able to do each of the following:

1. Associate the appearance of each MCW with its sound/

pronunciaon (sight-to-sound correspondence). When reading

MCWs, students should be able to recognize each word

automacally. When encoding (spelling) MCWs, students should be

able to spell them accurately.

2. Correctly read and spell MCWs in context.

3. Recognize MCWs with automacity (rapid recognion).

There are a variety of acvies in which to engage your students to help

achieve these objecves. Select from the acvies listed below, or create your

own acvies to best meet your students’ needs.

Objecves and Suggested Acvies

1. Promote Sight-to-Sound Correspondence

• Dictate an MCW, and have students point to or hold up the MCW

Card for the MCW they hear.

• Dictate an MCW, and have students write the MCW they hear on the

board or on their papers.

• Have students trace and write each MCW independently.

GUIDED PRACTICE

Times Will Vary

this: This word follows the paern taught in Lesson 8. It is an excepon to

the double s rule (see Chapter 2, Lesson 47). Students should know the

leers i and s, but you may need to teach them the sound /th/.

have: This word’s paern is consonant–vowel–consonant–vowel. Students

should know all of these leers. Teach students that the e is silent.

The a says its sound, and the word is pronounced /hav/, since English

words don’t end with the leer v, the e is used to spell the /v/ sound

at the end of the word correctly. This word is the base form, the rst-

person singular, rst-person plural, second-person singular and plural,

and third-person plural of a verb. Other forms of the verb include has

and had.

from: This word follows the paern taught in Lesson 8 except that it starts

with a Blend. This word is phonecally correct, but the short o is

oen reduced to a schwa sound because the word is so oen in an

unstressed posion. This word is a preposion.

or: This word starts with a vowel and ends with a consonant. Explain to

students that the o and r make the sound /or/. Remind them of the

Most Common Word for. If they erase the f, they get the word or. This

word is a conjuncon that joins two or more opons or choices.

CHAPTER 2 Lesson

Notes

Most Common Words List 7

• Use Transfer Cards. MCWs from List 7 are included on the Most

Common Words List 7 Kindergarten Whole Class Transfer Card and

the Most Common Words List 7 Kindergarten Student Transfer Cards.

(See the Transfer/Individual Pracce secon on p. 61.)

• Have students stand up and “sky-write” each word (tracing the leer

in front of them with their index ngers) to put the word into muscle

memory. Have students sky-write the MCW a few mes.

2. Promote Correct Reading and Spelling of MCWs in Context

• Provide students with reading materials that are appropriate

to their levels and that can be marked up. Have students circle,

underline, or use a marker to highlight the MCWs found in a

prescribed reading selecon. Ask students to noce how frequently

MCWs occur in context.

• Have students scan reading material for a parcular MCW. Give

them a certain amount of me to do this. Have them count how

many mes they were able to nd the MCW in the me allowed,

and see which student or student pair was able to nd the MCW the

most mes.

• Write sentences on the board, or prepare a worksheet that

contains sentences from reading material being used in class. (See

possible context sentences in the following secon.) Insert a blank

where an MCW belongs in each sentence. Have students ll in the

correct MCW.

• Have students write context sentences of their own, using the

MCWs learned.

3. Promote Recognizing MCWs with Automacity (recognizing MCWs quickly)

• Modify the “Scramble” game by using MCWs in place of slides.

(See “Scramble” in the Reading Horizons Discovery® Games

Supplement, p. 39.)

• Use the 42 Sounds Cards to spell an MCW with the leers or have

students use the leers to make an MCW.

• Have students play “Oops!” (Reading Horizons Discovery® Games

Supplement, p. 35) in small groups.

Context Sentences

To show the MCWs in context, use the sentences below, or create your own.

this Is this from Mom?

have Can I have gum?

from This stu is from Mom.

or Can I have a cat or a dog?

Provide opportunies for students not only to read MCWs in context but to

write MCWs in context. In students’ wring, look for correctly spelled MCWs

that have been taught previously.

CHAPTER 2 Lesson

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the Most

Common Words List 7 Kindergarten Whole Class Transfer Card at

www.rhaccelerate.com to facilitate automacity with Most Common Words

and to model proper use of Transfer Cards.

Notes

If you have the technology

available, project the

Whole Class Transfer

Card, using an interacve

whiteboard or projector.

Most Common Words List 7

TRANSFER/INDIVIDUAL PRACTICE

Times Will Vary

Kindergarten Student Transfer Cards: Distribute a Most Common

Words List 7 Kindergarten Student Transfer Card to each student. Listen as

students take turns reading the words and sentences on the card to a partner,

or have students use the cards with an adult.

Pracce Pages

Kindergarten Pracce Page 83

Published by Reading Horizons

K-83

Name

MCWs List 7:

this, have, from, or

Lesson 48: Most Common Words List 7

Write each word two times. Then read each word.

this

have

from

CHAPTER 2 Lesson

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended Dictation/

Practice

Below

Choose any of the

Reading Horizons

Discovery® Lile

Books for a

cumulave review

and applicaon of

MCWs from Lists

1-6.

“Memory” p. 83 Most Common

Words Assessment

Most Common

Words List 7

Lesson

Most Common

Words List 7

Kindergarten

Student Transfer

Cards

Most Common

Words List 7

Flashcards or Word

Wall Cards

“Alphabet

Partners”

p. 83 Most Common

Words Assessment

Most Common

Words List 7

Lesson

Most Common

Words List 7

Kindergarten

Student Transfer

Cards

Most Common

Words List 7

Flashcards or Word

Wall Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

Most Common Words List 7

CHAPTER 2 Lesson

Most Common Words List 7

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended Dictation/

Practice

Above

“What Doesn’t

Belong”

p. 83 Most Common

Words Assessment

Most Common

Words List 7

Lesson

Most Common

Words List 7

Kindergarten

Student Transfer

Cards

Most Common

Words List 7

Flashcards or Word

Wall Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

Verbs

• A verb shows acon (e.g., jump, swim, play).

Notes

You may also choose to use

the Verbs Pracce Page, p. 84,

found on

www.rhaccelerate.com, to

review the objecve taught in

this lesson.

Or, if you have the technology

available, project the lesson on

the board, using an interacve

whiteboard or projector.

Teacher Note: This is a Reference Lesson. The format of this lesson diers

from the standard lessons in this manual because of the dierent nature of

the content. This Reference Lesson is comprised of the following: 1) explicit

teacher instrucon on the objecve being taught; 2) examples demonstrang

the proper forms and uses of each objecve; and 3) a guided pracce acvity

for applying the objecve with your students. Resources to assist with the

Guided Pracce secons of this Reference Lesson are available at

www.rhaccelerate.com. Modify the instrucon, acvies, and me spent

teaching this lesson according to the needs and levels of your students. To

provide more detailed instrucon, have students run the Verbs Reference

Lesson in the Reading Horizons Discovery® soware.

Verbs are important because there is a verb in every sentence that we hear or

speak. There is also a verb in every sentence that we read or write.

INTRODUCTION

Objecve: Acon Verbs

Teacher Instrucon:

Verbs show acon. An acon is something that you DO. The words sleep, eat,

laugh, and walk are all acon words because they are things that you can DO.

A good way to know if a word is a verb is to use it at the end of the sentence,

“I can _____.” If the sentence makes sense, that word can be a verb. Let’s use

the word run in the sentence “I can run.” Does the sentence make sense? Yes,

it does make sense. So the word run is a verb. Now let’s use the word cookie.

Does this sentence make sense? “I can cookie.” No, it does not. So the word

cookie is NOT a verb.

Examples:

run

jump

hop

skip

eat

sleep

TEACHER INSTRUCTION

Published by Reading Horizons

K-84

Name

Verbs are words that show action,

jump

and

run

Circle the verb in each sentence. The first one has

been done for you.

He jumps up.

Bess runs fast!

His pet hops.

The cat naps on a rug.

Lesson 49: Verbs

CHAPTER 2 Lesson

Notes

Use Guided Pracce Worksheet

Objecve: Acon Verbs found

on www.rhaccelerate.com.

Verbs

Guided Pracce:

Let’s play the “Yes or No” game. I will say a word. If it is a verb, mark yes. If it

is not a verb, mark no. To help you know if it is a verb, think about whether it

makes sense in the sentence, “I can _______.”

talk (yes)

read (yes)

dog (no)

type (yes)

student (no)

big (no)

jump (yes)

apple (no)

Published by Reading Horizons

Lesson 49: Verbs

Guided Practice Worksheet

Name

Objective: Action Verbs

Listen to each word pronounced. If it is a verb, mark

yes

. If it is not a verb, mark

. To help you know if it

is a verb, think about whether it makes sense in the

sentence, “I can ________.”

Yes No

talk

read

dog

type

student

big

jump

apple

CHAPTER 2 Lesson

Lesson Summary

Special Vowel Combination -LL

• When vowels are followed by a double l in single-syllable words, some of the vowel sounds

change.

• The -ll Special Vowel Combinaons are: -all, -ell, -oll, -ull, -ill.

• The -all combinaon has a short o sound: call, fall, mall.

• The -oll combinaon has a long o sound: roll, toll, troll (excepons are doll and loll).

• The -ull combinaon has two dierent sounds: short u and oo, as in look. Contrast the vowel

sounds in gull and pull; dull and bull.

• Mark each vowel with an x, and arc the vowel and -ll together to idenfy the sound.

Lesson Section Time

Frame

Content Materials

Review

Double S, F, Z Paper and pencil or whiteboard and

marker for each student

Teacher

Instrucon

Special Vowel

Combinaon -LL

Whiteboard and marker

Guided

Pracce/

Dictaon

Dictaon Whiteboard space

Marker and eraser for each student

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

Special Vowel Combinaon -LL

Kindergarten Whole Class Transfer

Card

Kindergarten Student

Transfer Cards

Oponal: Reading

Horizons Discovery®

Lile Book

Special Vowel Combinaon -LL

Kindergarten Student Transfer Cards

Oponal: Corresponding Reading

Horizons Discovery® Lile Books (see

www.rhaccelerate.com)

Reinforcement

and

Dierenaon

Acvies

needed

Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on pp. 72-73.

CHAPTER 2 Lesson

Special Vowel Combination -LL

Notes

Alternave review acvies:

• Read the corresponding Lile

Book from Lesson 47 as a

whole class. Have students

idenfy words that end in

Double S, F, and Z.

• Project the Double S, F, and Z

Refresher from the soware.

• As a class, chorally read the

Double S, F, and Z Whole

Class Transfer Card.

Words containing double ls are

oen taught as Word Families.

Students can make many words

from these combinaons, but

be sure when teaching these

words that you stress sliding

from the beginning consonant

sound to the vowel sound. For

example, in the word bell, the

sound of the Special Vowel

Combinaon is /ell/. The

beginning sound is /b/; slide

the sounds together to make

the word bell. Try to prevent

students from reading these

combinaons as /b/-/ell/ or

/f/-/ell/. Slide the sounds

together into a complete word.

The only excepon is the

word shall.

TEACHER INSTRUCTION

In the last lesson, you learned that s, f, and z usually double at the end

of small words. There is one more consonant that usually doubles, the

consonant l. Not only do the ls double, but they somemes change the

sound of the vowel they follow. A vowel followed by double l forms a

Special Vowel Combinaon.

• Direct the class to the Special Vowel

Combinaons Poster.

REVIEW

• Write the following sentence on the board. Ask students to copy the

sentence and correct the spelling errors.

Mis Fluf can flos.

-LL

-NG

-NK

ang ong ung ing

ank onk unk ink

all ell oll ull ill

tall

tell

troll

pull will

sang song sung sing

bank honk trunk pink

Special Vowel

Combinations

A Special Vowel Combinaon is marked by placing an x underneath the

vowel, and then joining the vowel and the ls together with an arc.

• On the board, write each of the vowels followed by double ls. Mark

each one.

all ell oll ull ill

The combinaon a-l-l denitely changes the sound of the vowel a. It

no longer says /a/, and it doesn’t say its name, a, either. When a stands

with double l, the sound of the vowel is /o/.

• Write the words ball, call, fall, and tall on the board.

ball call fall tall

It is seen in words like: ball, call, fall, and tall. Again, we mark a Special

Vowel Combinaon by marking the vowel with an x and drawing an arc

to join the vowel and the two ls together.

• Mark the words.

ball call fall tall

CHAPTER 2 Lesson

Special Vowel Combination -LL

Notes

Doll and loll are the only one-

syllable words in which -oll has

the short sound /oll/. The -oll

combinaon will revert back

to its regular short o sound in

mul-syllabic words. Examples:

hollow, collar, follow, dollar,

and holly.

The pronunciaon of the -ull

Special Vowel Combinaon

varies according to dialect. In

some areas of the country, the

-ull combinaon in bull, full,

and pull is pronounced like

the Special Vowel Sound oo

that you hear in look. Consider

the way these words are

pronounced in your area, and

teach accordingly.

Read each word aloud as I point to it. (ball, call, fall, tall)

The vowels e, i, o, and somemes u keep their sounds, so the sound of

e-l-l is /ell/.

• Write the words tell, bell, well, and fell on the board.

tell bell well fell

It is seen in words like: tell, bell, well, and fell. Again, we mark a Special

Vowel Combinaon by marking the vowel with an x and drawing an arc

to join the vowel and the two ls together.

• Mark the words.

tell bell well fell

Read each word aloud as I point to it. (tell, bell, well, fell)

The sound of i-l-l is /ill/. Can you think of some words that end with /ill/?

(ll, bill, pill, will)

• Write the words ll, bill, pill, and will on the board, and mark them.

The Special Vowel Combinaon is seen in words like: ll, bill, pill, and

will. Read each word as I point to it. (ll, bill, pill, will)

When double l follows the vowel o, the sound of the o changes. The o

says it name, /o/. O-l-l has the sound /oll/. Listen as I say the new sound

/oll/, /oll/.

• Write the words roll, poll, troll, and toll on the board, and mark them.

fill bill pill will

roll poll troll toll

It is seen in words like: roll, poll, troll, and toll. Read each word aloud as I

point to it. (roll, poll, troll, toll)

U-l-l has the sound /ull/. It is seen in words such as dull and gull.

Somemes, the double ls change the sound of the vowel u. We can hear

a lile dierent sound in words such as pull, full, and bull.

CHAPTER 2 Lesson

Special Vowel Combination -LL

Notes

As menoned previously, there

are a few words in which the

double ls don’t change the

vowel sound. There are only

three short (one-syllable)

excepon words: shall, doll,

and loll.

It is not necessary to dictate

all of the words in this secon.

Dictate enough words for

students to demonstrate

mastery of the skill.

Remind students to read the

words aloud aer they have

marked them.

-LL

• Dictate from the following words:

well hill gull pull bell

poll tall roll hall still

troll spill spell drill ball

smell dull grill call tell

full sell hull wall fell

still trill bill dill mall

GUIDED PRACTICE/DICTATION

• Dictate the following nonsense words:

*kell *nill *snoll *spull *brell

*crill *grall *zull *froll

Sentence for Dictaon:

• Dictate the following sentence. Aend to students’ spelling and

punctuaon. Students will not be marking the words in this sentence.

Jill will tell it well.

Words for Dictaon That Include Previous Skills for Review:

grass jazz sniff bliss moss

pod fix can trip snip

scan strap zip stop trust

dull gull full pull

Read each word aloud as I point to it. (dull, gull, full, pull)

• Write the words dull, gull, full, and pull on the board, and mark them.

CHAPTER 2 Lesson

ban wig glob clad flap

glad plug kit *grazz *snozz

*gluss *noss *poff *triff *zix

cuff/cuffs glass/glasses

Notes

If you have the technology

available, project the

Whole Class Transfer

Card, using an interacve

whiteboard or projector.

If you have the technology

available, project the Lile

Book onto the wall, using

an interacve whiteboard

or projector.

Special Vowel Combination -LL

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the Special

Vowel Combinaon -LL Kindergarten Whole Class Transfer Card at

www.rhaccelerate.com to facilitate uency through choral reading and to model

proper use of Transfer Cards.

Lile Books

Oponal corresponding Reading Horizons Discovery® Lile Books (see

www.rhaccelerate.com). To facilitate uency with the whole class through

choral reading pracce, project the Lile Book (accessed from the soware)

onto the wall. These Lile Books can also be accessed in print form for use in

small groups or individual pracce. Lile Books can also be accessed in the

soware by individual students.

Kindergarten Student Transfer Cards: Distribute a Special Vowel

Combinaon -LL Kindergarten Student Transfer Card to each student. Listen as

students take turns reading the words and sentences on the card to a partner,

or have students use the cards with an adult.

Pracce Pages

Kindergarten Pracce Pages 85-86

Times Will Vary

Published by Reading Horizons

K-85

Name

Lesson 50: Special Vowel Combination -

Read each Special Vowel Combination. Then copy,

mark, and read each word one time.

When

s are doubled following a

vowel, they are called Special

Vowel Combinations. The vowel

and the double

s are joined by an

arc: all.

has a new sound; it is

/o/, as in

tall

is /o/, as in

roll

all tall

ell well

oll roll

ull gull

Published by Reading Horizons

Name

This activity practices writing

and rhyming words ending with

Special Vowel Combination

-LL

Lesson 50: Special Vowel Combination -

Choose letters from the box, and write them in the

blanks to make words that rhyme.

fill

ill

ell

all

CHAPTER 2 Lesson

Special Vowel Combination -LL

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Corresponding

Lile Books from

Lessons 47 and/

or 50.

“Scramble”

“Blends Game”

pp. 85-86 Special Vowel

Combinaon -LL

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -LL

Kindergarten

Student Transfer

Cards

Corresponding

Lile Book from

Lesson 50.

“Change That

Word”

“Newspaper

Search”

pp. 85-86 Special Vowel

Combinaon -LL

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -LL

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Special Vowel Combination -LL

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Above

Corresponding

Lile Book from

Lesson 50.

“Beat the Clock”

“Oops!”

pp. 85-86 Special Vowel

Combinaon -LL

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -LL

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

Special Vowel Combination -NG

• When vowels are followed by the consonants -ng in single-syllable words, some of the vowel

sounds change. (If necessary, adjust the instrucon of the pronunciaon to t the dialect in

your region.)

• The -ng Special Vowel Combinaons are: -ang, -ong, -ung, -ing.

• The vowel e does not generally stand with -ng. Excepons: England, English, length, strength.

• The new sound for -ang: the a sound is long (e.g., sang; rang).

• The new sound for -ing: the i has the sound of long e (e.g., ring; cling).

• Mark each vowel with an x, and arc the vowel and -ng together to idenfy the sound.

Lesson Section Time

Frame

Content Materials

Review

Special Vowel

Combinaon -LL

Whiteboard and marker for each

student

Two yswaers

Teacher

Instrucon

Special Vowel

Combinaon -NG

Whiteboard and marker

Guided

Pracce/

Dictaon

Dictaon Whiteboard space

Marker and eraser for each student

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

Special Vowel Combinaon -NG

Kindergarten Whole Class Transfer

Card

Kindergarten Student

Transfer Cards

Oponal: Reading

Horizons Discovery®

Lile Book

Special Vowel Combinaon -NG

Kindergarten Student Transfer Cards

Oponal: Corresponding Reading

Horizons Discovery® Lile Books (see

www.rhaccelerate.com)

Reinforcement

and

Dierenaon

Acvies

needed

Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on p. 79-80.

CHAPTER 2 Lesson

Special Vowel Combination -NG

Notes

Alternave review acvies:

• Read the corresponding Lile

Book from Lesson 50 as a

whole class. Have students

idenfy words that end in the

-ll Special Vowel Combinaon.

• Project the Special Vowel

Combinaon -LL Refresher

from the soware.

• As a class, chorally read the

Special Vowel Combinaon

-LL Whole Class Transfer Card

from Lesson 50.

Adjust the instrucon of these

Special Vowel Combinaons to

t the dialect in your region.

Play “Scramble” (see the Reading Horizons Discovery® Games Supplement,

p. 39 for instrucons).

Write the following Special Vowel Combinaon words on the board to use for

the game:

REVIEW

ball bell troll bull bill

TEACHER INSTRUCTION

Besides double ls, there are other leers that can cause the vowel sound

to change. The next set of Special Vowel Combinaons that you will

learn is the consonant combinaon n-g. When n-g follows a vowel in a

short word, it becomes a part of a Special Vowel Combinaon.

• Direct the class to the Special Vowel

Combinaons Poster.

• Write the following Special Vowel Combinaons on the board, and show

students how to mark them:

The sound of the a-n-g combinaon is /ang/. In these combinaons, the

vowel a says its name.

• Write the word sang on the board, and mark it.

ang ong ung ing

-LL

-NG

-NK

ang ong ung ing

ank onk unk ink

all ell oll ull ill

tall

tell

troll

pull will

sang song sung sing

bank honk trunk pink

Special Vowel

Combinations

This is the word sang. Read this word aloud with me. (sang) Can you

think of other words that have the /ang/ sound? (hang, clang, rang)

In the o-n-g combinaon, the vowel o keeps its sound. The sound of the

o-n-g combinaon is /ong/.

• Write the word long on the board, and

mark it.

sang

sang long

CHAPTER 2 Lesson

Special Vowel Combination -NG

Notes

Adjust the instrucon of these

Special Vowel Combinaons to

t the dialect in your region.

The combinaon -eng is not

included because it is used

in only four English words:

English, England, strength, and

length, and it is irregular in

both strength and length.

This is the word long. Read the word aloud with me. (long) Other

words that have the o-n-g Special Vowel Combinaon are song,

strong, and gong.

In the u-n-g combinaon, the vowel u also keeps its sound. The sound of

the u-n-g combinaon is /ung/.

• Write the word hung on the board, and mark it.

sang long hung

This is the word hung. Read the word aloud with me. (hung) Other words

that have the u-n-g Special Vowel Combinaon are lung, rung, and sung.

In the i-n-g combinaon, the vowel i has a new sound. It sounds like the

vowel e’s name. I-n-g says /eng/. Listen as I say the new sound: /eng/.

Say the sound with me. (/eng/)

• Write the word bring on the board, and mark it.

This is the word bring.

• Point to the word bring.

Read it aloud with me. (bring) Can you think of other words that have

the /ing/ Special Vowel Combinaon? (sing, ring, cling, ding, wing)

Read each word on the board aloud as I point to it. (sang, long, hung,

bring) Which vowel is missing from this list of words? (e) There is not a

Special Vowel Combinaon that has the vowel e and ends with n-g. But

we do get to hear the name of the vowel e when we say words that have

an i-n-g Special Vowel Combinaon.

sang long hung bring

GUIDED PRACTICE/DICTATION

• Dictate from the following words:

long lung hang wing song

flung bring spring sprang

• Dictate from the following nonsense words:

*plung *grang *sping *crong *fing

CHAPTER 2 Lesson

Special Vowel Combination -NG

Notes

If you have the technology

available, project the

Whole Class Transfer

Card, using an interacve

whiteboard or projector.

If you have the technology

available, project the Lile

Book onto the wall, using

an interacve whiteboard

or projector.

Sentence for Dictaon:

• Dictate the following sentence. Aend to students’ spelling and

punctuaon. Students will not be marking the words in this sentence.

Jill will sing a long song.

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the Special

Vowel Combinaon -NG Kindergarten Whole Class Transfer Card at

www.rhaccelerate.com to facilitate uency through choral reading and to model

proper use of Transfer Cards.

Lile Books

Oponal corresponding Reading Horizons Discovery® Lile Books (see

www.rhaccelerate.com). To facilitate uency with the whole class through

choral reading pracce, project the Lile Book (accessed from the soware)

onto the wall. These Lile Books can also be accessed in print form for use in

small groups or individual pracce. Lile Books can also be accessed in the

soware by individual students.

Kindergarten Student Transfer Cards: Distribute a Special Vowel

Combinaon -NG Kindergarten Student Transfer Card to each student. Listen as

students take turns reading the words and sentences on the card to a partner,

or have students use the cards with an adult.

Times Will Vary

Words for Dictaon That Include Previous Skills for Review:

grass jazz sniff bliss moss

pod fix can trip snip

scan strap zip stop trust

ban wig glob clad flap

glad plug kit *grazz *snozz

*gluss *noss *poff *triff *zix

cuff/cuffs glass/glasses

CHAPTER 2 Lesson

Special Vowel Combination -NG

Notes

Pracce Pages

Kindergarten Pracce Page 87

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Corresponding

Lile Books from

Lessons 50 and/

or 51.

“Scramble”

“Detecve”

p. 87 Special Vowel

Combinaon -NG

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -NG

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

Published by Reading Horizons

K-87

Name

When the consonants

a vowel, the three letters form

a Special Vowel Combination.

The vowel and

are joined

with an arc.

Lesson 51: Special Vowel Combination -

Read each Special Vowel Combination. Then copy,

mark, and read each word one time.

I can ring the bell.

Read the sentence.

ang rang

ong gong

ing sing

CHAPTER 2 Lesson

Special Vowel Combination -NG

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Corresponding

Lile Book from

Lesson 51.

“Scramble”

“Newspaper

Search”

p. 87 Special Vowel

Combinaon -NG

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -NG

Kindergarten

Student Transfer

Cards

Above

Corresponding

Lile Book from

Lesson 51.

“Beat the Clock”

“Newspaper

Search”

p. 87 Special Vowel

Combinaon -NG

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -NG

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

• When vowels are followed by the consonants -nk in single-syllable words, some of the vowel

sounds change. (If necessary, adjust the instrucon of the pronunciaon to t the dialect in

your region.)

• The -nk Special Vowel Combinaons are: -ank, -onk, -unk, -ink.

• The vowel e does not stand with -nk. There are no words spelled with -enk.

• The new sound for -ank: the a sound is long (e.g., sank; tank).

• The new sound for -ink: the i has the sound of long e (e.g., pink; sink).

• Mark each vowel with an x, and arc the vowel and -nk together to idenfy the sound.

Special Vowel Combination -NK

Lesson Section Time

Frame

Content Materials

Review

Special Vowel

Combinaon -NG

Whiteboard and marker for each

student

Two yswaers

Teacher

Instrucon

Special Vowel

Combinaon -NK

Whiteboard and marker

Guided

Pracce/

Dictaon

Dictaon Whiteboard space

Marker and eraser for each student

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

Special Vowel Combinaon -NK

Kindergarten Whole Class Transfer

Card

Kindergarten Student

Transfer Cards

Oponal: Reading

Horizons Discovery®

Lile Books

Special Vowel Combinaon -NK

Kindergarten Student Transfer Cards

Oponal: Corresponding Reading

Horizons Discovery® Lile Books (see

www.rhaccelerate.com)

Reinforcement

and

Dierenaon

Acvies

needed

Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on pp. 85-86.

CHAPTER 2 Lesson

Notes

Alternave review acvies:

• Read the corresponding

Lile Book from Lesson

51 as a whole class. Have

students idenfy words

that end in the -ng Special

Vowel Combinaon.

• Project the Special Vowel

Combinaon -NG Refresher

from the soware.

• As a class, chorally read the

Special Vowel Combinaon

-NG Whole Class Transfer

Card from Lesson 51.

Adjust the instrucon of these

Special Vowel Combinaons to

t the dialect in your region.

Special Vowel Combination -NK

Play “Scramble” (see the Reading Horizons Discovery® Games Supplement,

p. 39 for instrucons).

Write the following Special Vowel Combinaon words on the board to use for

the game:

REVIEW

sing song sung sang

TEACHER INSTRUCTION

The next set of Special Vowel Combinaons that you will learn contains

the consonant combinaon n-k. When n-k follows a vowel in a short

word, it becomes a part of a Special Vowel Combinaon.

• Direct the class to the Special Vowel

Combinaons Poster.

• Write the following Special Vowel Combinaons on the board, and show

students how to mark them:

The sound of the a-n-k combinaon is /ank/. In this combinaon, the

vowel a says its name.

• Write the word sank on the board, and mark it.

ank onk unk ink

-LL

-NG

-NK

ang ong ung ing

ank onk unk ink

all ell oll ull ill

tall

tell

troll

pull will

sang song sung sing

bank honk trunk pink

Special Vowel

Combinations

sank

This is the word sank. Read the word aloud with me. (sank) Can you think

of other words that have the /ank/ sound? (tank, sank, bank, plank)

In the o-n-k combinaon, the vowel o keeps its sound. The sound of the

o-n-k combinaon is /onk/.

• Write the word honk on the board, and

mark it.

sank honk

CHAPTER 2 Lesson

Notes

Adjust the instrucon of these

Special Vowel Combinaons to

t the dialect in your region.

Special Vowel Combination -NK

This is the word honk. Read the word aloud with me. (honk)

In the u-n-k combinaon, the vowel u also keeps its sound. The sound of

the u-n-k combinaon is /unk/.

• Write the word trunk on the board, and mark it.

sank honk trunk

• Point to the word trunk.

This is the word trunk. Read the word aloud with me. (trunk) Other

words that have the u-n-k Special Vowel Combinaon are sunk and bunk.

In the i-n-k combinaon, the vowel i has a new sound. It sounds like the

vowel e’s name. I-n-k says /enk/. Listen as I say the new sound: /enk/. Say

the sound with me. (/enk/)

• Write the word pink on the board, and mark it.

This is the word pink.

• Point to the word pink.

Read aloud it with me. (pink) Can you think of other words that have the

i-n-k Special Vowel Combinaon? (sink, snk, rink, brink, blink)

Read each word on the board aloud as I point to it. (sank, honk, trunk,

pink) Which vowel is missing from this list of words? (e) There is not a

Special Vowel Combinaon that has the vowel e and ends with n-k. But

we do get to hear the name of the vowel e when we say words that have

an i-n-k Special Vowel Combinaon.

sank honk trunk pink

• Dictate from the following words:

wink blink bank trunk skunk

bunk honk rank sunk drank

GUIDED PRACTICE/DICTATION

CHAPTER 2 Lesson

Special Vowel Combination -NK

Notes

If you have the technology

available, project the

Whole Class Transfer

Card, using an interacve

whiteboard or projector.

If you have the technology

available, project the Lile

Book onto the wall, using

an interacve whiteboard

or projector.

Words for Dictaon That Include Previous Skills for Review:

got crop hum plug red

grip dad kit mix zip

fist buzz miss grill gull

ball smell roll hill hang

bring cling sing long lung

sung *zoss *piff *groll *pling

kiss/kisses cliff/cliffs

TRANSFER/INDIVIDUAL PRACTICE

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the Special

Vowel Combinaon -NK Kindergarten Whole Class Transfer Card at

www.rhaccelerate.com to facilitate uency through choral reading and to model

proper use of Transfer Cards.

Lile Books

Oponal corresponding Reading Horizons Discovery® Lile Books (see

www.rhaccelerate.com). To facilitate uency with the whole class through

choral reading pracce, project the Lile Book (accessed from the soware)

Kindergarten Student Transfer Cards: Distribute a Special Vowel

Combinaon -NK Kindergarten Student Transfer Card to each student. Listen as

students take turns reading the words and sentences on the card to a partner,

or have students use the cards with an adult.

Times Will Vary

• Dictate from the following nonsense words:

*fronk *pank *gonk *sprink *prunk

Sentence for Dictaon:

• Dictate the following sentence. Aend to students’ spelling and

punctuaon. Students will not be marking the words in this sentence.

The pink skunk snks.

CHAPTER 2 Lesson

Special Vowel Combination -NK

Notes

Suggested Spelling Words

Choose from the following:

ball

bell

honk

bring

song

full

tank

lung

hang

spill

dwell

toll

pink

trunk

For more informaon

on spelling acvies and

assessments, visit

www.rhaccelerate.com.

Pracce Pages

Kindergarten Pracce Pages 88-90

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Below

Corresponding

Lile Books from

Lessons 51 and/

or 52.

“Scramble”

“Detecve”

pp. 88-90 Special Vowel

Combinaon -NK

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -NK

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

Published by Reading Horizons

K-88

Name

When the consonants

a vowel, the three letters form a

Special Vowel Combination. The

vowel and

are joined by an arc.

Lesson 52: Special Vowel Combination -

Read each Special Vowel Combination. Then copy,

mark, and read each word one time.

A pink skunk will still stink.

Read the sentence.

ank bank

unk trunk

ink sink

Published by Reading Horizons

K-89

Name

This activity provides a review of

Special Vowel Combinations

-LL

-NG

, and

-NK

Lesson 52: Special Vowel Combination -

bell

ring

trunk

stroll

song

bank

Read each word. Then draw a line between each

word and the matching picture. The first one has been

done for you.

Published by Reading Horizons

K-90

Name

This activity provides a review of

Special Vowel Combinations

-LL

-NG

, and

-NK

Lesson 52: Special Vowel Combination -

Read each sentence. Circle all of the Special Vowel

Combinations in each sentence. The first one has been

done for you.

Bill has a bank.

Hank will bang the gong.

Jill can sing a song.

The pink bag is in

the trunk.

onto the wall. These Lile Books can also be accessed in print form for use in

small groups or individual pracce. Lile Books can also be accessed in the

soware by individual students.

CHAPTER 2 Lesson

Special Vowel Combination -NK

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended

Dictation/

Practice

Corresponding

Lile Book from

Lesson 52.

“Eraser Game”

“Newspaper

Search”

pp. 88-90 Special Vowel

Combinaon -NK

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -NK

Kindergarten

Student Transfer

Cards

Above

Corresponding

Lile Book from

Lesson 52.

“Lingo”

“Oops!”

pp. 88-90 Special Vowel

Combinaon -NK

Lesson

Library

Vocabulary Word

Wall/Soware

Games

Special Vowel

Combinaon -NK

Kindergarten

Student Transfer

Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

Most Common Words List 8

Lesson Section Time

Frame

Content Materials

Review

Content will vary Whiteboard and marker for each

student

Teacher

Instrucon

Most Common Words

List 8

Whiteboard and marker

Guided Pracce Acvies will vary

Whiteboard space

Marker and eraser for each student

Materials for games and acvies

Transfer/

Individual

Pracce

Kindergarten Whole

Class Transfer Card

Most Common Words List 8

Kindergarten Whole Class Transfer

Card

Kindergarten Student

Transfer Cards

Oponal: Most

Common Words

Flashcards/Word Wall

Cards

Games and acvies

Most Common Words List 8

Kindergarten Student Transfer Cards

Oponal: Most Common Words

Flashcards/Word Wall Cards

Materials for games and acvies

Reinforcement

and

Dierenaon

Acvies

needed

See Reinforcement

and Dierenaon

Acvies

See Reinforcement and Dierenaon

Acvies on pp. 92-93.

• Most Common Words are words we oen use that do not always follow phonec rules. This

lesson teaches Most Common Words List 8: one, had, by, word.

CHAPTER 2 Lesson

Most Common Words List 8

Notes

For a complete list of Most

Common Words taught, refer to

the lists in the Appendix at the

end of Chapter 2, pp. 131-150.

To share your own ideas

for teaching individual

sight words, or to learn

about other teachers’

ideas, visit the Reading

Horizons Teachers League on

Facebook.

TEACHER INSTRUCTION

Times Will Vary

Introduce Most Common Words

Teach students that in order to read well, they need to read the Most

Common Words (MCWs) very quickly. They need to memorize them. They will

memorize a few of these MCWs at a me. Some of these words will follow the

phonec skills that students are learning, but many of them will not.

Most Common Words List 8

one had by word

REVIEW

If me permits, choose an appropriate game or acvity to review previously

learned Most Common Words with your students. Refer to the Reading

Horizons Discovery® Games Supplement, or visit www.rhaccelerate.com for

suggested acvies.

Remember these steps for teaching MCWs:

1. Analyze each word, using quesons from the list in the

following secon.

2. Students do not need to mark MCWs. MCWs are simply underlined;

however, if an MCW follows phonec rules, students can mark it for

pracce. Remind students when they encounter a Most Common

Word on the Transfer Cards that they just need to rewrite the word

and underline it.

3. Dene the word, whenever possible. Create a visual connecon for

each word.

4. Teach how the MCW is used in context, and use it in a sentence.

Refer to the sample context sentences on p. 90 of this lesson.

Analyze the Words

Analyze each word, using any combinaon of the following quesons:

1. What do you already know about this word?

2. Does this word have sounds that you already know how to spell?

3. Can you use this word in a sentence?

4. What is the beginning sound of the word?

5. What is the ending sound of the word?

6. How many sounds are in this word?

7. How many leers are in this word?

Possible MCWs Analysis

Grammacal terms are included for you, the teacher. It is not necessary to

teach students these terms. However, aer introducing the MCWs in isolaon,

demonstrate each word’s use in a sentence.

CHAPTER 2 Lesson

Most Common Words List 8

Notes

When you analyze MCWs

with your students, use only

the skills that students know.

You don’t have to explain the

reason for the sound. You

can return to the words aer

students have learned the

relevant skills, if desired.

The following objecves serve as a guide in your MCWs instrucon. Students

should be able to do each of the following:

1. Associate the appearance of each MCW with its sound/

pronunciaon (sight-to-sound correspondence). When reading

MCWs, students should be able to recognize each word

automacally. When encoding (spelling) MCWs, students should be

able to spell them accurately.

2. Correctly read and spell MCWs in context.

3. Recognize MCWs with automacity (rapid recognion).

There are a variety of acvies in which to engage your students to help

achieve these objecves. Select from the acvies listed below, or create your

own acvies to best meet your students’ needs.

Objecves and Suggested Acvies

1. Promote Sight-to-Sound Correspondence

• Dictate an MCW, and have students point to or hold up the MCW

Card for the MCW they hear.

• Dictate an MCW, and have students write the MCW they hear on the

board or on their papers.

• Have students trace and write each MCW independently.

• Use Transfer Cards. MCWs from List 8 are included on the Most

Common Words List 8 Kindergarten Whole Class Transfer Card and

the Most Common Words List 8 Kindergarten Student Transfer Cards.

(See the Transfer/Individual Pracce secon on p. 91.)

• Have students stand up and “sky-write” each word (tracing the leer

in front of them with their index ngers) to put the word into muscle

memory. Have students sky-write the MCW a few mes.

GUIDED PRACTICE

Times Will Vary

one: This word’s paern is vowel–consonant–vowel. Students should be

familiar with all of the leers, but the only leer that follows phonec

rules is n. The o sounds like w plus short u, while the e does nothing:

/wun/. The word won is also pronounced this way, but the word for

the number one has a dierent spelling. This word can be a singular

pronoun or an adjecve.

had: This word is decodable; however, students are taught this word as a

Most Common Word because they should be able to idenfy this word

quickly by sight. This word is the past tense of have.

by: This is a two-leer word that ends with the vowel y. Y is the only vowel,

so it borrows the name of the vowel i. This word is a preposion.

word: The w in this word aects the following vowel o. The leer combinaon

or aer w sounds like /er/. Word is a noun.

CHAPTER 2 Lesson

Notes

Most Common Words List 8

2. Promote Correct Reading and Spelling of MCWs in Context

• Provide students with reading materials that are appropriate

to their levels and that can be marked up. Have students circle,

underline, or use a marker to highlight the MCWs found in

a prescribed reading selecon. Ask students to noce how

frequently MCWs occur in context.

• Have students scan reading material for a parcular MCW. Give

them a certain amount of me to do this. Have them count how

many mes they were able to nd the MCW in the me allowed,

and see which student or student pair was able to nd the MCW the

most mes.

• Write sentences on the board, or prepare a worksheet that

contains sentences from reading material being used in class. (See

possible context sentences in the following secon.) Insert a blank

where an MCW belongs in each sentence. Have students ll in the

correct MCW.

• Have students write context sentences of their own, using the

MCWs learned.

3. Promote Recognizing MCWs with Automacity (recognizing MCWs quickly)

• Modify the “Scramble” game by using MCWs in place of slides.

(See “Scramble” in the Reading Horizons Discovery® Games

Supplement, p. 39.)

• Use the 42 Sounds Cards to spell an MCW with the leers or have

students use the leers to make an MCW.

• Have students play “Oops!” (Reading Horizons Discovery® Games

Supplement, p. 35) in small groups.

Context Sentences

To show the MCWs in context, use the sentences below, or create your own.

one Yasmin had one pet.

had I had a big trunk for my toys.

by The dog is by the bed.

word That word is long.

Provide opportunies for students not only to read but to write MCWs in

context. In students’ wring, look for correctly spelled MCWs that have been

taught previously.

CHAPTER 2 Lesson

Most Common Words List 8

Notes

If you have the technology

available, project the

Whole Class Transfer

Card, using an interacve

whiteboard or projector.

Transfer Cards

Kindergarten Whole Class Transfer Card: Access the Most

Common Words List 8 Kindergarten Whole Class Transfer Card at

www.rhaccelerate.com to facilitate automacity with Most Common Words

and to model proper use of Transfer Cards.

TRANSFER/INDIVIDUAL PRACTICE

Times Will Vary

Kindergarten Student Transfer Cards: Distribute a Most Common

Words List 8 Kindergarten Student Transfer Card to each student. Listen as

students take turns reading the words and sentences on the card to a partner,

or have students use the cards with an adult.

Pracce Pages

Kindergarten Pracce Pages 91-92

Published by Reading Horizons

K-91

Name

MCWs List 8:

one, had, by, word

Lesson 53: Most Common Words List 8

Write each word two times. Then read each word.

one

had

word

Published by Reading Horizons

K-92

Name

This activity provides a review of

MCWs Lists 1-8.

Lesson 53: Most Common Words List 8

Read the words in the box. Then read the sentences

below. Circle each MCW. The first word has been done

for you.

A bug was on the log.

He had one pet.

That box is from Ming.

the a is that he

was on from one had

CHAPTER 2 Lesson

Most Common Words List 8

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended Dictation/

Practice

Below

Choose any of the

Reading Horizons

Discovery® Lile

Books for a

cumulave review

and applicaon of

MCWs from Lists

1-7.

“Oops!” pp. 91-92 Most Common

Words Assessment

Most Common

Words List 8

Lesson

Most Common

Words List 8

Kindergarten Student

Transfer Cards

Most Common

Words List 8

Flashcards or Word

Wall Cards

“Memory” pp. 91-92 Most Common

Words Assessment

Most Common

Words List 8

Lesson

Most Common

Words List 8

Kindergarten Student

Transfer Cards

Most Common

Words List 8

Flashcards or Word

Wall Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Most Common Words List 8

Reinforcement and Dierentiation Activities

Student

Level

Reading Horizons

Discovery

Little

Books

Games* Kindergarten

Practice Pages

Reading Horizons

Discovery

Software

Extended Dictation/

Practice

Above

“Listen Up” pp. 91-92 Most Common

Words Assessment

Most Common

Words List 8

Lesson

Most Common

Words List 8

Kindergarten Student

Transfer Cards

Most Common

Words List 8

Flashcards or Word

Wall Cards

*For addional game suggesons, refer to the Reading Horizons Discovery® Games Supplement.

CHAPTER 2 Lesson

Lesson Summary

Antonyms

• Antonyms are words that mean the opposite of each other (e.g., hard/so).