Teachers Guide 3

cont ents
Lesson Flow 4
Downloadable Resources 6
Scope & Sequence 8
Unit
1 -ave -ake -ane 10
Unit
2 -ape -ame -ace 14
Review 1 / Story 1 18
Unit
3 -ive -ide -ine 20
Unit
4 -ite -ike -ire 24
Unit
5 -one -ope -ome 30
Unit
6 -ole -ose -oke
Review 3 / Story 3
34
38
Unit
7 -une -ube -uke 40
Unit
8 ai ay 44
Unit
9 ee ea 50
Unit
10 oa ow 54
Summary 60
Assessment 61
Board Game 63

Lesson Flow
‌F
ly Phonics 3 focuses on the isolation and combination of sounds. Each unit
is carefully designed so that learners can recognize the target letters and read
the target words on their own. Kinesthetic learning also helps internalize phonics
more effectively.
Unit
1 -ave -ake -ane

2
CD1
Listen and repeat. stick
•‌‌Introduction the target
a_e ave sounds and words.
w ave wave
a_e ake
c ake cake
a_e ane 3
CD1
Listen and repeat.
c ane cane
•‌‌L
earn additional -ave
target words
4 Unit 1
w ave c ave s ave

containing the
target sounds.
-ake
c ake b ake l ake
-ave -ake -ane
4
CD1
Let’s sing along.
•‌‌R
eview the target -ane
a an d e make wave cave s

ave words and sounds c ane m ane l ane
cake bake ake cane mane

an e through songs. -ave -ake -ane 5
5 Listen and circle.

CD1
1. 2.
-ake -ane •‌‌L

isten and
-ane -ave distinguish the
3. 4. correct target
-ave -ave sounds. 6
CD1
Listen, circle and write.
-ave -ake -ane

-ake -ane
1.
6 Unit 1
2.
3.
•‌‌L
isten and write
the missing letters. 4.
-ave -ake -ane 7

-ave -ake -ane
Match and write.

•‌‌L
earn to combine letters to
form the target words.
1.
l a v e
s a k e
2.
c ane
m a k e
3.
w ane
c a v e
4.
b a k e
l ane
5.
w ane
m a v e Choose and write.
8 Unit 1 cake lane lake wave

•‌‌R
ead and 1.
complete the I want a .

sentences
using the target 2.
words. That is a big .
3.
Ted is at the .
4.
-ave -ake -ane

The cat is on the .
7
CD1
Listen and circle. •‌‌L
isten and distinguish
the correct target
1. 2.
cave cake mane wave -ave -ake -ane 9
3. 4.
words.
save lane lake cane
5. 6.
save bake lane bake
Read aloud. 8
CD1
•‌‌P
ractice reading
Ex
c e ll e n t
!
the target sounds

-ave wave cave save
and words.
-ake cake bake lake
Story
-ane cane mane lane
Let’s read the story. 9
10
CD1
10 Unit 1
•‌‌P
ractice reading
sentences
including target Dave and ane are at the lake. They see the waves.
and sight words

through short
stories.
A big wave, ane!

The cake is not in the cave.
Save the cake, Dave!
Sight words and are at the they see a is not in

-ave -ake -ane 11
Downloadable Resources
‌
Activities, Flashcards, Practices, etc., for teachers and students are available from
Fly Phonics website: www.twoponds.co.kr/flyphonics
Fly Phonics 3
Unit Activities Craft Activities
•‌‌A
dditional
Name
Paste and complete the word.
Unit 4 -ite -ike -ire
reviews
Name
provided
Find the words of the pictures.
Paste Paste
f k
with various the
pictures.
the
pictures.
i i e activites
r M t
i e i e
w t b k Unit 10
Craft 3 Resources (Cut the dotted lines.)
i i i i Paste Paste
the the
k r t r pictures. pictures.
i e e
o a t o wl o a d
h r
i
•‌‌Improve phonics skills through
Unit 4 Activity
intriguing
Paste and fun activities.
Paste
e ll ow o a t ill o w
the the
Phonics Sentence Cards 3
pictures. pictures.
The man bakes the bread.
The man has the cane.

The rat is at the lake.
The lion has manes.

Flashcards t p b
Craft 3 Unit 10
b c y
Phonics Word Cards Phonics Sentence Cards

Phonics
Phonics Word Word
CardsCards
3 3 Phonics Sentence Cards 3
bake
bake
bake
The man bakes the bread.
<front> <back> bake lake <back> cane mane
•‌‌P
ractice the target words using
lake
lake
lake
<front>
corresponding pictures.
•‌‌S
tudy the targetThe
words by seeing how
rat is at the lake.
they can be used in sentences.

cane
cane
cane
Activity Cards
Activity Cards 3
•‌‌U
se for “Activities & Games”
The man has the cane.
in Teacher’s Guide.
mane
mane
mane
You can also download

bake lake cane mane - ‌Answer Keys /The
Curriculum
lion has manes.
/
Unit Tests / MP3 Files
Listening Practice Reading Practice Writing Practice
Reading Practice
Listen and write.

Check the ones that you can read.
face
-ive -ide -ine She has a big face.
1. 2. bite hike wire

f s mite Mike tire
3. 4.
kite like fire lace
v h site bike hire That is a lace.
5. 6.
p d 1. The dog is on the bike.
1.
Listen and write.
2. The rat bites the tire. race
The h is big. 3. Mike likes to fly the kite. They have a race.
2. 4. Bees bite the kites and tires.

I can r the bike.
ㅕ
Unit 2 Writing Practice -ape, -ame, -ace
Unit 3 Listening Practice -ive, -ide, -ine Unit 4 –ite –ike -ire
•‌‌A
dvanced exercises •‌‌A
dditional exercises •‌‌A
dditional drills to
to enhance listening to enhance reading reinforce writing
skills skills skills
Extra Resources Sight Sight

Word Word
CardsCards
SightaWord
a Cards
This This
is a is
bug.
a bug.
Alphabet Cards
Alphabet CardsCards
Alphabet
am
am I amI Jam
ames.
J ames.
AA
aa
<front> <back> <front> <back>
•‌‌Introduce the sight
anan Thiswords
This andapple.
show how
is anisapple.
they are used in sentences.
an •‌‌R
Bb
Bb
einforce letter recognition through word
and picture association.
Sight Word The

Worksheets Letter Cards
and
and The
fox and
fox and
ox ox
havehave
dots.dots. Cc
Cc Letter Card
(Uppercase) Letter Cards
Letter Card
Letter Card
(Lowercase) Letter Cards
Letter Card
Sight Words
•‌‌P
ractice sight
Color and write. words by
writing and
reading aloud.
A
Dd
Dd
Ba b
•‌‌P
ractice forming the target sounds and
Letter Card Letter Card
big big
words.
Fill in the blank and read.
C Dc d
a bear Letter Card Letter Card
Write and read aloud.

You can also download
E Fe f
a big bear
- ‌Placement Tests / Board Games

/ Wallcharts Letter Card Letter Card
G Hg h
Scope & Sequence
‌
Each book contains 10 units and 5 reviews. Each unit introduces two or three
target sounds.
Book 1 Book 2 Book 3 Book 4
Unit 1 Aa Bb -an -at -ave -ake -ane sl- cl- fl-
Unit 2 Cc Dd -am -ap -ape -ame -ace pl- gl- bl-
Review 1
Unit 3 Ee Ff -eg -et -ive -ide -ine br- cr- pr-
Unit 4 Gg Hh Ii -ed -en -ite -ike -ire dr- gr- tr-
Review 2
Unit 5 Jj Kk Ll -ig -ip -one -ope -ome sm- sw- st-
Unit 6 Mm Nn Oo -in -it -ole -ose -oke sk- sn- sp-
Review 3
Unit 7 Pp Qq Rr -og -op -une -ube -uke -ck -ng -nt
Unit 8 Ss Tt -ot -ox ai ay -mp -nd -nk
Review 4
Unit 9 Uu Vv Ww -ug -un ee ea -ch -th -sh
Unit 10 -Xx Yy Zz -ub -ut oa ow kn- wr- -mb
Review 5
Assessment
Phonics Words Sight Words
wave, cave, save, cake, bake,
Unit 1 and, are, at, the, they, see, a, is, not, in
lake, cane, mane, lane
tape, ape, cape, game, the, boy, have, I, am, too, and, run, in, on,
Unit 2
name, same, face, lace, race now, they
a, at, away, birthday, can, eat, fly, from,
Story 1 words in units 1-2 he, his, in, is, it, on, people, put, say, see,
the, today, up
five, dive, hive, side, ride, hide,
Unit 3 the, there, are, and, in, on
nine, vine, pine
kite, bite, site, bike, hike, Mike,
Unit 4 like, to, the, my, fly, is, on
fire, tire, wire
a, and, are, boy, by, cut, fly, his, line, in,
Story 2 words in units 3-4
into, on, the, up
bone, cone, zone, rope, hope,
Unit 5 the, is, at, for, a, on, under, has, this, my
dome, home
hole, pole, mole, hose, rose, come, to, this, I, like, what, is, in, the, it, a,
Unit 6
nose, poke, joke, yoke he, do, not, his
a, again, am, and, be, can, come, do,
has, he, his, I, is, like, make, me, no, not,
Story 3 words in units 5-6
now, play, please, small, the, there, they,
to, want, with
tune, une, dune, tube, cube,
Unit 7 the, goes, down, it, is, like
uke, duke
Look, at, the, it, is, not, a, good, he, has,
rain, mail, rail, nail, day, May,
Unit 8 what, in, there, are, and, I, can, make, for,
hay, play
you
a, and, are, away, boy, come, fly, for, from,
Story 4 words in units 7-8 goes, has, is, it, like, look, make, men, on,
see, take, the, them, time, to, what
feet, bee, seed, meet, pea,
Unit 9 the
meat, leaf, eat
boat, coat, road, toad, bowl,
Unit 10 the, and, are, in, they, see, on, is
row, pillow, yellow
Story 5 words in units 9-10 a, and, in, into, is, on, the, there, with
Unit 1 Pages Student Book pp. 4-11, Workbook pp. 4-7
Words wave, cave, save, cake, bake, lake, cane, mane, lane
Materials Flashcards, CD1, CD player
Listen and repeat the arrow and follow the arrow with their finger as
they read the words from left to right. Explain the
The objective of this section is to introduce the target
meaning of each target word if necessary.
sounds by presenting long vowel sounds in the
words. • ‌Ask individual students to read the words. Call out
the words at random and have students point to the
• ‌Write “a_e” on the board and tell students that when
correct pictures.
“a” and “e” are used in a word with a consonant in
the middle, they make an /eɪ/ sound. Write “ave,” Track 3
“ake,” and “ane” on the board and have students /w/ /ave/ wave, wave /c/ /ane/ cane, cane
guess how they would read them. /c/ /ave/ cave, cave /m/ /ane/ mane, mane
• ‌Play CD1 Track 2. Let students put their index /s/ /ave/ save, save /l/ /ane/ lane, lane
finger under “w” and slowly move to “ave” as they /c/ /ake/ cake, cake
say the sounds. Then have them put their finger /b/ /ake/ bake, bake
under “w” and quickly slide to “ave” as they read /l/ /ake/ lake, lake
“wave.” Repeat with the other words.
• ‌Have students find and put stickers in the correct
Activities & Games
places.
Word formation activity
Track 2
Materials: ‌letter cards, pocket chart or magnets
/a/ /ave/ (x2) /a/ /ane/ (x2)
Place “a” and “e” letter cards on the board using
/w/ /ave/ wave (x2) /c/ /ane/ cane (x2)
magnets or a pocket chart. Divide students into
/a/ /ake/ (x2) two teams and have one student come up to the
/c/ /ake/ cake (x2) front. Call out a word and have the student fill in
the correct consonants to complete the word.
If the spelling is correct, the team wins a point.
Listen and repeat Repeat until all students have had a chance to
The objective of this section is to learn the target participate.
words with the target sounds.
• ‌Play CD1 Track 3 and have students listen and
repeat a few times. Have them point to the end of
10
-ave -ake -ane
Let’s sing along Listen, circle and write

The objective of this section is to review the target The objective of this section is to choose the correct
words and sounds through a song. pictures of the target words by listening and to write the
ending letters.
• ‌Play CD1 Track 4 and have students listen and sing
along a few times. • ‌Have students look at the letters in boxes at the top
Track 4 and read them.
a and e make wave cave save • ‌Play CD1 Track 6 and have students listen, circle
cake bake lake cane mane lane the correct pictures and write the ending letters.
Track 6
1. wave, wave 3. lake, lake
Listen and circle
2. cane, cane 4. lane, lane
The objective of this section is to choose the correct
ending letters by listening to the target words.
• ‌Have students look at the pictures and say the
words. Play CD1 Track 5 and have students listen
and circle the correct ending letters.
Track 5
1. /ake/ /ake/ bake 3. /ave/ /ave/ cave
2. /ave/ /ave/ save 4. /ane/ /ane/ mane
11
-ave -ake -ane
Match and write Choose and write

The objective of this section is to match the beginning The objective of this section is to choose the correct
consonants with the ending letters to write the words words to complete the sentences to describe the
correctly. pictures. Students will practice reading the sentences
• ‌Ask students what each picture indicates. Have with sight words.
them match the correct letters and write the words • ‌Have students read the words at the top of the
on the lines. Then have them read each word out page together. Have them look at the first picture
loud. Ask individual students to read the words. and read the sentence together. Have students
choose and write the word on the lines. Ask
students to do numbers 2 to 4 by themselves. Go
over the answers and read the sentences together.
Activities & Games

Guess the word
Materials: flashcards
Cover a flashcard with a book and show students
only a part of the picture. Have students guess the
word and say it out loud. For a challenge, have
students spell the word as well.
12
-ave -ake -ane
Listen and circle • ‌Ask students what they see in the pictures. Play
CD1 Track 9 and have students listen to and read
together a few times. Have students read the
target words by listening without pictures.
story pointing to the words in red. Have individual
• ‌Play CD1 Track 7 and have students listen and students read the story.
circle the words that they hear.
• ‌Ask a few questions to check comprehension such
Track 7 as “Where are Dave and Jane?”, “What do they
1. cave, cave 4. lake, lake see?”, “Where is the cake?”.
2. mane, mane 5. save, save • Read
‌ the sight words out loud together. Play
3. lane, lane 6. bake, bake
CD1 Track 10 and repeat after each sentence.
Track 9/10
Read aloud Dave and Jane are at the lake.
Through this section students will review the target They see the waves.
words once again. “A big wave, Jane!”
“Save the cake, Dave!”
• ‌Have students read the words together rhythmically The cake is not in the cave.
and then individually.
• ‌Play CD1 Track 8 and check if they read the words
correctly. Put an “excellent” sticker if one reads all Activities & Games
the words. Writing on the board
Track 8 Materials: board, markers
1. /ave/ wave, cave, save Divide students into teams of 2 or 3. Have one
2. /ake/ cake, bake, lake student from each team come up to the board
3. /ane/ cane, mane, lane and pick up a marker. Call out a word and have
students repeat and write the word. Each correct
word gives their team a point.
Let’s read the story

The objective of this section is to read the sentences
including the target words.
13
Words tape, ape, cape, game, name, same, face, lace, race
Listen and repeat • ‌Play CD1 Track 12 and have students listen and
the arrow and follow the arrow with their finger as
words.
• ‌Write “a_e” on the board and ask students how they
• ‌Ask individual students to read the words. Call out
would read it. Write “ape,” “ame,” and “ace” on the
board and have students guess how they would
correct pictures.
read them.
Track 12
• ‌Play CD1 Track 11. Let students put their index
finger under “t” and slowly move to “ape” as they /t/ /ape/ tape, tape /f/ /ace/ face, face
say the sounds. Then have them put their finger /ape/ ape, ape /l/ /ace/ lace, lace
under “t” and quickly slide to “ape” as they read /c/ /ape/ cape, cape /r/ /ace/ race, race
“tape.” Repeat with the other words. /g/ /ame/ game, game
• ‌Have students find and put stickers in the correct /n/ /ame/ name, name
places. /s/ /ame/ same, same
Track 11
/ā/ /ape/ (x2) /ā/ /ace/ (x2) Activities & Games
/t/ /ape/ tape (x2) /f/ /ace/ face (x2) Scan and slap
/ā/ /ame/ (x2) Materials: flashcards
/g/ /ame/ game (x2) Scatter flashcards of this unit on the table. Divide
the class into two teams and have one student
from each team come up to the table. Call out a
Listen and repeat word and have the students scan and slap the
The objective of this section is to learn the target correct flashcard. The one who slaps the card first
words with the target sounds. wins a point for their team.
14
-ape -ame -ace

ending letters.
sing along a few times. • ‌Have students look at the letters in boxes at the top
a and e make tape ape cape • ‌Play CD1 Track 15 and have students listen, circle
game name same face lace race the correct pictures and write the ending letters.
Track 15
1. tape, tape 3. game, game
Listen and circle 2. lace, lace 4. face, face
and circle the correct ending letters.
Track 14
1. /ape/ /ape/ cape 3. /ace/ /ace/ race
2. /ame/ /ame/ name 4. /ame/ /ame/ same
15
-ape -ame -ace

• ‌Have students look at the pictures, match and write with sight words.
the words on the lines. Then have them read each • ‌Have students read the words at the top of the
word out loud. Ask individual students to read the page together. Have them look at the first picture
words. and read the sentence together. Have students
Activities & Games

Line up
Materials: flashcards
Give each student a flashcard, and say the words in
any order. Have students listen and stand in a line in
the order of words called. Have students exchange
cards and repeat the game, changing the order of
the words. This can be played as a team with more
than one set of flashcards.
16
-ape -ame -ace
Listen and circle story pointing to the words in red.

The objective of this section is to choose the correct • ‌Ask a few questions to check comprehension such
target words by listening without pictures. as “What is this boy’s name?”, “Who has the same
name?”, “Do you have a friend who has the same
name as you?”, “What does James step on?”, “Why
do they have the same face?”.
Track 16
• Read
1. name, name 4. lace, lace
2. race, race 5. same, same
3. ape, ape 6. cape, cape Track 18/19
The boys have the same name.
“I am James.” “I am James, too.”
Read aloud James and James run in the race.
Through this section students will review the target James steps on the lace.
words once again. Now they have the same face.
• ‌Have students read the words together rhythmically

and then individually. Activities & Games
• ‌Play CD1 Track 17 and check if they read the Reading with emotions
words correctly. Put an “excellent” sticker if one Materials: ‌paper cup, strips of paper with the words
reads all the words. “happy,” “sad,” “angry,” “sleepy,” and
“surprised” written on one end of the strip
Track 17
with pictures of faces
1. /ape/ tape, ape, cape 3. /ace/ face, lace, race
2. /ame/ game, name, same Ex : happy
sad
Show students each strip of paper and teach
Let’s read the story them the five emotion words. Put the strips of
The objective of this section is to read the sentences paper in a paper cup so the students cannot see
including the target words. the words and faces. Have each student pull out a
strip and read the story on page 19 in the voice of
• ‌Play CD1 Track 18 and have students listen to and
the emotion they picked.
read together a few times. Have students read the
17
Review 1
Unscramble and write Review Activity

• ‌Have students look at the first picture and ask what • ‌Have students help the bee find the hive by
it is. Have them unscramble the word and write drawing a path through the maze. Have the class
it correctly. Have students do numbers 2 to 6 by follow the line together and read the ending letters
themselves. Go over the answers and have students that they encounter along the way. Ask students
call out the correct spelling. what each picture is.
Listen and circle Activities & Games

• Play
‌‌ CD1 Track 20 and have students listen and circle Pick and say a rhyming word
the correct ending letters in number 1. Play the rest of Materials: flashcards (activity cards) of unit 1 and 2
the CD and have them do numbers 2 to 4. Pause after Shuffle flashcards and hold three of them face
each number and check the answers together. down. Have a student pick and read a flashcard,
Track 20 and say another word that rhymes with it. Repeat
until all students have participated.
1. bake, bake, lake, lake
2. game, game, same, same
3. face, face, lace, lace
4. cane, cane, lane, lane
18
Story 1 Super Dave
How to teach before. Ask them what they would do if they had a
1. ‌Picture walking: Ask students what words they magic cape. Share what kind of birthday gifts they
can identify in the pictures. Write the words on the would like to receive.
board. Help them to describe what is going on in 8. ‌Review vocabulary: Go to the glossary on page
the pictures. 52 and review the phonics words and sight words
2. Listen
‌ to the story: Play CD2 Track 43 and listen together. Make sure all the students can read the
to the story. words correctly, and know the meanings.
3. ‌Repeat: Play CD2 Track 44 and repeat after each Track 43/44
sentence. Today is Dave’s birthday.
4. ‌Read along: Together as a class, read the story Dave eats cake.
without the CD, pointing to the target words. His name is on a box.
A cape is in the box.
5. ‌Individual reading: Have students take turns It is a magic cape!
reading each sentence. Dave puts a mask on his face.
He can fly in the sky.
6. ‌Comprehension: Ask students some questions
Dave sees a big wave at a lake.
about the story: “Whose birthday is it?”, “What
He saves people from the wave.
does Dave eat?”, “What other food do you see?”, A big ape is on a lane.
“What is on the box?”, “What is in the box?”, “What People run away.
does Dave put on?”, “What does Dave see?”, Dave tapes up the ape.
“Where is the ape?”. People say his name.
7. ‌Application: Ask students what they want to eat
on their birthday, and what gifts they have received
2 1
4 3
A Number the pictures in order B Write the correct word

Have students look at the pictures and Have students read the words in the box at the
put numbers according to the order of the top together. Ask students what each picture
events. Go over the answers together. is, and have them write the words.
19
Words five, dive, hive, side, ride, hide, nine, vine, pine
Listen and repeat the arrow and follow the arrow with their finger as
words. • ‌Ask individual students to read the words. Call out
• ‌Write “i_e” on the board and tell students that when
correct pictures.
“i” and “e” are used in a word with a consonant in
the middle, they make an /aɪ/ sound. Write “ive,” Track 22
“ide,” and “ine” on the board and have students /f/ /ive/ five, five /n/ /ine/ nine, nine
guess how they would read them. /d/ /ive/ dive, dive /v/ /ine/ vine, vine
• ‌Play CD1 Track 21. Let students put their index /h/ /ive/ hive, hive /p/ /ine/ pine, pine
finger under “f” and slowly move to “ive” as they /s/ /ide/ side, side
say the sounds. Then have them put their finger /r/ /ide/ ride, ride
under “f” and quickly slide to “ive” as they read /h/ /ide/ hide, hide
“five.” Repeat with the other words.
Activities & Games
places.
Bingo
Track 21
Materials: handouts with three by three grid
/ / /ive/ (x2) / / /ine/ (x2)
Have students fill in the grid with the words on
/f/ /ive/ five (x2) /n/ /ine/ nine (x2)
page 23 at random. Call out the target words and
/ / /ide/ (x2) have students cross out the words they hear.
/s/ /ide/ side (x2) Repeat until a student has crossed out three
words in a row either horizontally, vertically, or
diagonally and shouts “Bingo!”. Whoever shouts
Listen and repeat first wins the game.
The objective of this section is to learn the target
20
-ive -ide -ine

ending letters.
i and e make five dive hive • ‌Play CD1 Track 25 and have students listen, circle
side ride hide nine vine pine the correct pictures and write the ending letters.
Track 25
1. ride, ride 3. nine, nine
Listen and circle 2. hive, hive 4. five, five
Activities & Games
words. Play CD1 Track 24 and have students listen Writing on the board
and circle the correct ending letters. Materials: board, markers
Track 24 Divide students into 3 to 4 teams. Have one

student from each team come up to the board
1. /ine/ /ine/ vine 3. /ide/ /ide/ hide
and pick up a marker. Call out a word and have
2. /ide/ /ide/ side 4. /ive/ /ive/ dive
the students repeat and spell the word. If the word
is correct, the team wins a point. Repeat until all
students have participated.
21
-ive -ide -ine

Activities & Games

Make a sentence
Materials: flashcards (activity cards)
Shuffle flashcards and scatter them on the table
face down. Have one student come up to the
front and pick one card. Have the student make a
sentence using that word. If the sentence makes
sense, the student keeps the card. Repeat until all
students have participated. The student with the
most cards wins.
22
-ive -ide -ine
CD1 Track 28 and have students listen to and
Track 26 as “What does Jane have?”, “What does she hit?”,
1. dive, dive 4. pine, pine “What are these?”, “How many vines/pines are
2. hide, hide 5. hive, hive there?”, “Where does Jane hide?”.
3. vine, vine 6. ride, ride • Read
Read aloud Track 28/29
Through this section students will review the target Jane hits the hive.
words once again. There are five vines and nine pines.
Jane hides in the pines.
• ‌Have students read the words together rhythmically Oh, the bees are on the side.
• ‌Play CD1 Track 27 and check if they read the
Activities & Games
words correctly. Put an “excellent” sticker if one
reads all the words. Make your own story
Materials: blank sheets of paper
Track 27
Hand out blank sheets of paper and have students
1. /ive/ five, dive, hive
draw and write a sentence about what Jane would
2. /ide/ side, ride, hide
3. /ine/ nine, vine, pine do after the story on page 29 using one of the
words learned so far. Let students present their
work.
23
Words kite, bite, site, bike, hike, Mike, fire, tire, wire
Listen and repeat they read the words from left to right. Explain the
sounds by presenting long vowel sounds in the • ‌Ask individual students to read the words. Call out
words. the words at random and have students point to the
correct pictures.
• ‌Write “i_e” on the board and ask students how they
would read it. Write “ite,” “ike,” and “ire” on the Track 31
board and have students guess how they would /k/ /ite/ kite, kite /f/ /ire/ fire, fire
read them. /b/ /ite/ bite, bite /t/ /ire/ tire, tire
/s/ /ite/ site, site /w/ /ire/ wire, wire
• ‌Play CD1 Track 30. Guide students to put their
index finger under “k” and slowly move to “ite” /b/ /ike/ bike, bike
as they say the sounds. Then have them put their /h/ /ike/ hike, hike
finger under “k” and quickly slide to “ite” as they /M/ /ike/ Mike, Mike
read “kite.” Repeat with the other words.
• ‌Have students find and put stickers in the correct Activities & Games
places.
Word formation activity
Track 30
Materials: ‌several sets of letter cards, pocket chart or
/ / /ite/ (x2) / / /ire/ (x2) magnets
/k/ /ite/ kite (x2) /f/ /ire/ fire (x2)
Place “i” and “e” letter cards on the board using
/ / /ike/ (x2) magnets or a pocket chart. Divide students into
/b/ /ike/ bike (x2) two teams and have one student come up to the
front. Call out a word and have the student fill in
the correct consonants to complete the word.
Listen and repeat If the spelling is correct, the team wins a point.
The objective of this section is to learn the target Repeat until all students have had a chance to
words with the target sounds. participate.

24
-ite -ike -ire

ending letters.
i and e make kite bite site • ‌Play CD1 Track 34 and have students listen, circle
bike hike Mike fire tire wire the correct pictures and write the ending letters.
Track 34
1. bike, bike 3. kite, kite
Listen and circle 2. tire, tire 4. fire, fire
Activities & Games
Whisper game
and circle the correct ending letters. Materials: board, markers
Track 33 Divide the class into two teams and have students
line up facing the board. A teacher whispers into
1. /ite/ /ite/ bite 3. /ike/ /ike/ hike
the first students ear, “/ite/, kite.” The teacher says,
2. /ike/ /ike/ Mike 4. /ire/ /ire/ wire
“Go!” and the students whisper to the next student
on their team. The last students write the word
on the board. Teams get a point for each correct
word. The teacher may use any words learned in
the previous lessons for a challenge. Change the
order of students and repeat the game.
25
-ite -ike -ire

Activities & Games

Guessing game
A teacher gives a few clues about a word such
as “This word has an ‘i’ in the middle. This is hot.
This is red or yellow. What is it?”. Have students
guess what the word is. The student who guesses
correctly can give clues for the next word.
26
-ite -ike -ire
Track 35 as “What is the boy’s name?”, “What does he like
1. tire, tire 4. hike, hike to do?”, “What does the rat do?”, “What does Mike
2. Mike, Mike 5. bite, bite like to fly?”, “Where is the kite?”.
3. site, site 6. wire, wire • ‌Read the sight words out loud together. Play CD1
Track 38 and repeat after each sentence.
Read aloud Track 37/38

Mike likes to ride the bike.
Through this section students will review the target
The rat bites the tire.
words once again.
“My bike!”
• ‌Have students read the words together rhythmically Mike likes to fly the kite.
and then individually. The kite is on the wire.
• Play
‌ CD1 Track 36 and check if they read the The kite is on fire.
words correctly. Put an “excellent” sticker if one “My kite!”
reads all the words.
Track 36 Activities & Games
1. /ite/ kite, bite, site Reader’s theater
2. /ike/ bike, hike, Mike Pair up students and have them practice reading
3. /ire/ fire, tire, wire the story on page 37. Invite a pair and have one
student read the story while the other acts out the
role of Mike. Let them change roles, and then let
Let’s read the story other pairs do the same.
27
Review 2

• ‌Have students look at the first picture and ask what • ‌Have students look at the pictures and say what
it is. Have them unscramble the word and write they are. Ask them how to spell number 1 and have
it correctly. Have students do numbers 2 to 6 by them fill in the blanks. Tell students that different
themselves. Go over the answers and have students colors are marked to distinguish “across” and
call out the correct spelling. “down.” Have students fill in the blanks. Go over
the answers and have students read the words out
Listen and circle loud.
• Play
‌ CD1 Track 39 and have students listen and circle
the correct ending letters in number 1. Play the rest of
Activities & Games
the CD and have them do numbers 2 to 4. Pause after Pick and say
each number and check the answers together. Materials: flashcards (activity cards) of unit 3 and 4
Track 39 Shuffle and hold three flashcards face down,
1. dive, dive, hive, hive 3. side, side, ride, ride and have one student pick a flashcard. Have the
2. bike, bike, hike, hike 4. nine, nine, pine, pine student make a sentence using the word. If the
sentence makes sense, the student wins a point.
Repeat until all students have had a chance to
participate.
28
Story 2 Save Mike
How to teach 7. ‌Application: Ask students what they like to do

1. ‌Picture walking: Ask students what words they with their friends. Ask them if they have ever flown
can identify in the pictures. Write the words on the a kite and how it was. Ask them if they have any
board. Help them to describe what is going on in experiences with bees. Discuss Mike’s day and
the pictures. how he would have felt.
2. Listen
‌ to the story: Play CD2 Track 45 and listen 8. ‌Review vocabulary: Go to the glossary on page
to the story. 52 and review the phonics words and sight words
together. Make sure all the students can read the
3. ‌Repeat: Play CD2 Track 46 and repeat after each words correctly, and know the meanings.
sentence.
Track 45/46
4. ‌Read along: Together as a class, read the story
without the CD, pointing to the target words. Mike and five boys hike side by side.
Mike and the five boys fly nine kites.
5. ‌Individual reading: Have students take turns The kites are in the pine and vine.
reading each sentence. The boys cut the lines.
6. ‌Comprehension: Ask students some questions The nine kites are on Mike’s bike.
about the story: “Who is in the story?”, “What The boys ride the bikes.
do they do?”, “Where are the kites?”, “What do Mike’s bike flies up.
His bike hits a hive.
they do with the kites?”, “What happens to Mike’s
Bees bite the kites and tires.
bike?”, “What does bike hit?”, “What do the bees
Mike dives into a lake.
do?”, “What does Mike do?”.
A Circle True(T) or False(F) B Circle the correct word

Have students read number 1 together and Ask students what each picture indicates, and
ask them if it is true or false. Let students do have them circle the correct words.
numbers 2 to 4 by themselves, and go over
the answers.
29
Words bone, cone, zone, rope, hope, dome, home
Listen and repeat Listen and repeat

The objective of this section is to introduce the target The objective of this section is to learn the target
sounds by presenting long vowel sounds in the words with the target sounds.
words. • ‌Play CD1 Track 41 and have students listen and
• ‌Write “o_e” on the board and tell students that when repeat a few times. Have them point to the end of
“o” and “e” are used in a word with a consonant in the arrow and follow the arrow with their finger as
the middle, they make an /oʊ/ sound. Write “one,” they read the words from left to right. Explain the
“ope,” and “ome” on the board and have students meaning of each target word if necessary.
guess how they would read them. • ‌Ask individual students to read the words. Call out
• ‌Play CD1 Track 40. Let students put their index the words at random and have students point to the
finger under “b” and slowly move to “one” as they correct pictures.
say the sounds. Then have them put their finger Track 41
under “b” and quickly slide to “one” as they read
“bone.” Repeat with the other words. /b/ /one/ bone, bone /d/ /ome/ dome, dome
/c/ /one/ cone, cone /h/ /ome/ home, home
• ‌Have students find and put stickers in the correct /z/ /one/ zone, zone
places.
/r/ /ope/ rope, rope
Track 40 /h/ /ope/ hope, hope
/ō/ /one/ (x2) /ō/ /ome/ (x2)
/b/ /one/ bone (x2) /d/ /ome/ dome (x2)
Activities & Games
/ō/ /ope/ (x2)
/r/ /ope/ rope (x2) Writing race
Materials: blank sheets of paper, stopwatch
Divide the class into teams of 3 or 4 and give
each team a sheet of paper. Give students a
minute to write as many four-letter words as
possible. The team with the most words wins.
Repeat the game changing team members.
30
-one -ope -ome

ending letters.
o and e make bone cone zone • ‌Play CD1 Track 44 and have students listen, circle
rope hope dome home the correct pictures and write the ending letters.
Track 44
1. cone, cone 3. home, home
Listen and match
2. rope, rope 4. bone, bone
The objective of this section is to listen and match the
ending letters with the correct pictures.
• ‌Play CD1 Track 43 and have students match the Activities & Games
ending letters and pictures. Go over the answers Concentration
and have students say the words out loud. Materials: two sets of flashcards (activity cards)
Track 43 Shuffle two sets of flashcards and place each set
1. /one/ /one/ zone 3. /ope/ /ope/ hope face down on the table. Have students take turns
2. /ome/ /ome/ dome flipping a card from each set and say the words
on the cards. If the two cards match, the student
keeps the cards. When all the cards are gone, the
student with the most cards wins. Reshuffle and
repeat.
31
-one -ope -ome
Circle and write Choose and write

The objective of this section is to choose the correct The objective of this section is to choose the correct
letters to write the target words. words to complete the sentences to describe the
• ‌Have students look at the pictures, circle the pictures. Students will practice reading the sentences
correct letters and write the correct words on the with sight words.
lines. Go over the answers and have students read • ‌Have students read the words at the top of the
the words out loud. page together. Have them look at the first picture
and read the sentence together. Have students
Activities & Games

Charades
Materials: flashcards, board, markers
Divide students into two teams. A student from
each team picks a flashcard and acts out the word
for their team. The students may draw pictures on
the board if the teams have a hard time guessing
the word. Give them a time limit. For a challenge,
a teacher may include words learned in the
previous lessons.
32
-one -ope -ome
Track 45 as “Where is the dog?”, “What does the dog hope
1. rope, rope 4. zone, zone for?”, “Where is the cone?”, “Where is the bone?”,
2. cone, cone 5. home, home “What does the dog have?”, “What’s wrong in the
3. dome, dome 6. hope, hope last picture?”.
• ‌Read the sight words out loud together. Play CD1
Track 48 and repeat after each sentence.
Read aloud
Track 47/48
The dog is at home. The dog has the rope.
words once again.
The dog hopes for a bone. “This is my zone.”
• ‌Have students read the words together rhythmically The cone is on the dome.
and then individually. The bone is under the cone.
• ‌Play CD1 Track 46 and check if they read the
Activities & Games
Sentence strip
Track 46
Materials: ‌strips of paper with the sentences from the
1. /one/ bone, cone, zone story on page 47, scissors
2. /ope/ rope, hope
Pair up students and give each pair a sentence
3. /ome/ dome, home
strip. Have them cut the sentence in the middle
into phrases and exchange the phrase sets with
Let’s read the story other pairs. Read the story and have the pairs work
together to put the sentences in the correct order.
33
Words hole, pole, mole, hose, rose, nose, poke, joke, yoke
Listen and repeat they read the words from left to right. Explain the
sounds by presenting long vowel sounds in the • ‌Ask individual students to read the words. Call out
words. the words at random and have students point to the
correct pictures.
• ‌Write “o_e” on the board and ask students how
they would read it. Write “ole,” “ose,” and “oke” on Track 50
the board and have students guess how they would /h/ /ole/ hole, hole /p/ /oke/ poke, poke
read them. /p/ /ole/ pole, pole /j/ /oke/ joke, joke
• ‌Play CD1 Track 49. Let students put their index /m/ /ole/ mole, mole /y/ /oke/ yoke, yoke
finger under “h” and slowly move to “ole” as they /h/ /ose/ hose, hose
say the sounds. Then have them put their finger /r/ /ose/ rose, rose
under “h” and quickly slide to “ole” as they read /n/ /ose/ nose, nose
“hole.” Repeat with the other words.
Activities & Games
places.
Whisper
Track 49
Materials: board, markers
/ō/ /ole/ (x2) /ō/ /oke/ (x2)
Divide students into two teams and line them up
/h/ /ole/ hole (x2) /p/ /oke/ poke (x2)
facing the board. A teacher whispers into the first
/ō/ /ose/ (x2) students ear, “/ole/, pole.” The teacher says, “Go!”
/h/ /ose/ hose (x2) and the students whisper to the next student on
their team. The last students write the word on
the board. Teams get a point for each correct
Listen and repeat word. The teacher may use any words learned in
The objective of this section is to learn the target the previous lessons for a challenge. Change the
words with the target sounds. order of students and repeat the game.

34
-ole -ose -oke

ending letters.
o and e make hole pole mole • ‌Play CD1 Track 53 and have students listen, circle
hose rose nose poke joke yoke the correct pictures and write the ending letters.
Track 53
1. hole, hole 3. hose, hose
Listen and match
2. joke, joke 4. yoke, yoke
• ‌Play CD1 Track 52 and have students match the Activities & Games
ending letters and pictures. Go over the answers Word relay
and have students say the words out loud. Materials: board, markers
Track 52 Divide students into two teams and have each
1. /oke/ /oke/ poke 3. /ose/ /ose/ nose team line up facing the board. Using a finger,
2. /ole/ /ole/ pole a teacher writes a word on the back of the last
students in line. The students write the word on
the back of the students in front of them. The first
students in line write the word on the board. The
first team to write the word correctly on the board
wins a point. Change the order of students and
repeat.
35
-ole -ose -oke

letters to write the target words correctly. words to complete the sentences to describe the
correct letters and write the correct words. Go over with sight words.
the answers and have students read the words out • ‌Have students read the words at the top of the
loud. page together. Have them look at the first picture
Activities & Games

Writing race
Materials: blank sheets of paper, stopwatch
Divide the class into teams of 3 or 4 and give each
team a sheet of paper. Give students a minute to
write as many four-letter words as possible. The
team with the most words wins. Repeat the game
changing team members.
36
-ole -ose -oke
Listen and circle Let’s read the story

The objective of this section is to choose the correct The objective of this section is to read the sentences
target words by listening without pictures. including the target words.
• ‌Play CD1 Track 54 and have students listen and • ‌Ask students what they see in the pictures. Play
circle the words that they hear. CD1 Track 56 and have students listen to and
Track 54 read together a few times. Have students read the
1. rose, rose 4. nose, nose
students read the story.
2. mole, mole 5. yoke, yoke
3. joke, joke 6. pole, pole • ‌Have them play the roles of the girl and the father,
and read the story. Repeat until all students have
participated.
Read aloud • ‌Read the sight words out loud together. Play CD1
Through this section students will review the target Track 57 and repeat after each sentence.
words once again. Track 56/57
• ‌Have students read the words together rhythmically “Come to this pole. I like this rose.”
and then individually. “What is in the hole?”
• ‌Play CD1 Track 55 and check if they read the “It is a mole!”
words correctly. Put an “excellent” sticker if one “I like this mole.”
reads all the words. “He is mad. Do not poke his nose!”
Track 55
1. /ole/ hole, pole, mole
2. /ose/ hose, rose, nose
3. /oke/ poke, joke, yoke
37
Review 3

• ‌Have students look at the first picture and ask what • ‌Have students read the words at the top of the
it is. Have them unscramble the word and write page. Have them look at the picture and say what
it correctly. Have students do numbers 2 to 6 by they see. Have students find the hidden things. Ask
themselves. Go over the answers and have students them where each thing is, and have them answer
call out the correct spelling. in complete sentences using prepositions. Some
examples are: “The bone is on the surfboard.”, “The
Listen and circle rose is in the sea/in front of the fish.”, “The home is
• ‌Play CD1 Track 58 and have students listen and by the wave.”, “The pole is on the lifeboat.”
circle the correct ending letters in number 1. Play
the rest of the CD and have them do numbers 2 to
Activities & Games
4. Pause after each number and check the answers Concentration
together. Materials: flashcards (activity cards) of units 1 to 6
Track 58 Shuffle flashcards and place them face down on
1. rope, rope, hope, hope the table. Have students take turns flipping two
2. dome, dome, home, home cards at a time saying the words. If the cards have
3. hose, hose, nose, nose words that rhyme, the student keeps the cards.
4. pole, pole, mole, mole When all the cards are gone, the student with the
most cards wins. Mix up cards and repeat.
38
Story 3 Small Mole, Happy Mole
How to teach 8. ‌Review vocabulary: Go to the glossary on page

1. ‌Picture walking: Ask students what words they 53 and review the phonics words and sight words
can identify in the pictures. Write the words on the together. Make sure all the students can read the
board. Help them to describe what is going on in words correctly, and know the meanings.
the pictures.
Track 47/48
2. Listen
‌ to the story: Play CD2 Track 47 and listen There is a big dog.
to the story. The dog has a nice home.
3. ‌Repeat: Play CD2 Track 48 and repeat after each A mole has a hole.
sentence. The mole hopes to be big.
A fox comes to the mole.
4. ‌Read along: Together as a class, read the story The fox makes the mole big.
without the CD, pointing to the target words. “Make a wish!”
5. ‌Individual reading: Have students take turns The mole has a dome with roses.
He likes his bone and cone.
reading each sentence.
Cats play with a rope.
6. ‌Comprehension: Ask students some questions The mole pokes a cat.
about the story: “What does the big dog have?”, “Can I play?” “No.”
“What does the mole have?”, “What does he Pigs play with a hose.
want?”, “What does the fox do?”, “What does he They do not like the big mole.
like?”, “What are the cats/pigs doing?”, “Why do “I am sad.”
they not play with the mole?”, “What happens to The mole wants to be small.
the mole?”. The fox comes to the mole.
“Please, make me small.”
7. ‌Application: Ask students if they have seen a The mole is small again.
mole before. Ask them what they could do if they He is happy, now.
were big, small, tall, or short and how they would
feel. Ask them if they are happy as they are.
o m e
o n e
o s e
o l e
A Check what they do B Match and write

Look at the first picture and read the Identify each picture and have students match
sentences together. Have students read the them with the beginning letters and complete
other sentences and check the correct ones the words.
by themselves. Go over the answers together.
39
Words tune, June, dune, tube, cube, Juke, duke
Listen and repeat Listen and repeat

The objective of this section is to introduce the target The objective of this section is to learn the target
sounds by presenting long vowel sounds in the words with the target sounds.
words. • ‌Play CD2 Track 3 and have students listen and
• ‌Write “u_e” on the board and tell students that when repeat a few times. Have them point to the end of
“u” and “e” are used in a word with a consonant in the arrow and follow the arrow with their finger as
the middle, they make a /ju:/, /u:/, or /Ʒu:/ sound. they read the words from left to right. Explain the
Write “une,” “ube,” and “uke” on the board and meaning of each target word if necessary.
have students guess how they would read them. • ‌Ask individual students to read the words. Call out
• ‌Play CD2 Track 2. Let students put their index the words at random and have students point to the
finger under “t” and slowly move to “une” as they correct pictures.
say the sounds. Then have them put their finger Track 3
under “t” and quickly slide to “une” as they read
“tune.” Repeat with the other words. /t/ /une/ tune, tune /J/ /uke/ Juke, Juke
/J/ /une/ June, June /d/ /uke/ duke, duke
• ‌Have students find and put stickers in the correct /d/ /une/ dune, dune
places.
/t/ /ube/ tube, tube
Track 2 /c/ /ube/ cube, cube
/ū/ /une/ (x2) /ū/ /uke/ (x2)
/t/ /une/ tune (x2) /J/ /uke/ Juke (x2)
Activities & Games
/ū/ /ube/ (x2) Guessing game
/t/ /ube/ tube (x2)
A teacher gives a few clues about a word such
as “This word has a ‘u’ in the middle. This is one
of the months. What is it?”. Have students guess
what the word is. The student who guesses
40
-une -ube -uke

ending letters.
• ‌Play CD2 Track 4 and have students listen and sing
along a few times. • ‌Have students look at the letters in boxes at the top
u and e make tune June dune • ‌Play CD2 Track 6 and have students listen, circle
tube cube Juke duke the correct pictures and write the ending letters.
Track 6
1. tune, tune 3. dune, dune
Listen and match
2. cube, cube 4. duke, duke
Activities & Games
• ‌Play CD2 Track 5 and have students match the
ending letters and pictures. Go over the answers Changing places game
and have students say the words out loud. Materials: two sets of flashcards
Track 5 Have students sit in a circle and distribute two
sets of flashcards among them. Call out a word:
1. /une/ /une/ June 3. /ube/ /ube/ tube
students with that flashcard change places. For
2. /uke/ /uke/ Juke
a challenge, call out two words at the same time
or have the students with the same ending sound
stand up and change places.
41
-une -ube -uke

letters to write the target words. words to complete the sentences to describe the
correct letters and write the correct words on the with sight words.
lines. Go over the answers and have students read • ‌Have students read the words at the top of the
the words out loud. page together. Have them look at the first picture
Activities & Games

Pick and say
Materials: flashcards (activity cards)
Shuffle and hold three flashcards face down,
and have one student pick a flashcard. Have the
student make a sentence using the word. If the
sentence makes sense, the student wins a point.
Repeat until all students have had a chance to
participate.
42
-une -ube -uke
together a few times. Have students read the
Track 7 as “Who is this?”, “What does he ride?”, “Where
1. June, June 4. Juke, Juke does he go down?”, “What month is it?”.
2. duke, duke 5. dune, dune • ‌Read the sight words out loud together. Play CD2
3. cube, cube 6. tube, tube Track 10 and repeat after each sentence.
Track 9/10
Read aloud The duke sings the tune.
The duke rides the tube.
The duke goes down the dune.
words once again.
It is June.
• ‌Have students read the words together rhythmically The duke likes summer.
• Play
‌ CD2 Track 8 and check if they read the words Activities & Games
correctly. Put an “excellent” sticker if one reads all
the words. Reader’s theater
Track 8 Pair up students and have them practice reading
the story on page 65. Invite a pair and have one
1. /une/ tune, June, dune
student read the story while the other acts out the
2. /ube/ tube, cube
role of the duke. Let them change roles, and then
3. /uke/ Juke, duke
let other pairs do the same.

43
Words rain, mail, rail, nail, day, May, hay, play
Listen and repeat • ‌Read the words at random and have students point
to the correct pictures. Ask individual students to
This unit introduces the long vowel /eɪ/ sound made
read the words.
with vowel blends “ai” and “ay.”
Track 12
• ‌Write “a” on the board and ask students to read the
letter. Tell them they will learn the /eɪ/ sound. Write /ai/ rain, rain /ay/ day, day
“ai” and “ay” on the board reading /eɪ/, and have /ai/ mail, mail /ay/ May, May
students repeat. Tell them that “ai” and “ay” are /ai/ rail, rail /ay/ hay, hay
spelled differently but sound the same. /ai/ nail, nail /ay/ play, play

repeat a few times. Have students put their index Activities & Games
finger on the arrow and follow along as they read. Word formation activity
• ‌Have students find and put stickers in the correct Materials: letter cards, pocket chart or magnets
places. Place “a” and “i” letter cards on the board using
Track 11 magnets or a pocket chart. Divide students into
two teams and have one student come up to the
/ai/ /ay/
front. Call out a word and have the student fill in
/ai/ rain (x2) /ay/ day (x2)
the correct consonant(s) to complete the word.
If the spelling is correct, the team wins a point.
Listen and repeat Repeat until all students have had a chance to
participate.
repeat a few times. Have them put their index finger
on the arrow and follow along as they read the
words. Explain the meaning of each target word.
44
ai ay
Let’s sing along Listen, match and write

The objective of this section is to review the target The objective of this section is to listen to the target
sounds and words through a song. words, choose the correct pictures and complete the
• ‌Play CD2 Track 13 and have students listen and words.
sing along a few times. • ‌Play CD2 Track 15 and have students match the
Track 13 target sound with the correct pictures and write the
missing letters.
rain mail rail nail all have /ai/
day May hay play all have /ay/ Track 15
1. rail, rail 3. nail, nail
2. hay, hay 4. play, play
Listen and circle
target words by listening.
• ‌Play CD2 Track 14 and have students circle the
words that they hear. Go over the answers and
have students read the words out loud.
Track 14
1. /ai/ /ai/ rain 3. /ay/ /ay/ day
2. /ay/ /ay/ May 4. /ai/ /ai/ mail
45
ai ay
Choose and write Choose and write

The objective of this section is to choose and write The objective of this section is to choose the correct
the correct words for each picture. words to complete the sentences to describe the
• ‌Have students read the words in the box at the top pictures. Students will practice reading the sentences
of the page. Have them look at the first picture and with sight words.
say what it is. Have students write the correct word • ‌Have students read the words at the top of the
on the lines. Have students do numbers 2 to 6 on page together. Have them look at the first picture
their own. Go over the answers and read the words and read the sentence together. Have students
out loud together. choose and write the word on the lines. Ask
Activities & Games

Word chain
Have students sit in a circle. Say a word and make
a connecting motion and have a student repeat
this and add a new word and a new motion. Go
around the circle and have students add new
words and motions every time. Continue and see
how long the word chain goes.
46
ai ay
Listen and circle • ‌Have students predict the story by looking at the
pictures. Ask them how the boy is feeling in each
picture, and how the weather is. Ask them why the
boy might be feeling better at the end of the story.
• Play
‌ CD2 Track 18 and have students listen to
and read the story. Have them take turns playing
Track 16
the roles of the boy and the father. Ask a few
1. May, May 4. mail, mail questions to check comprehension such as
2. nail, nail 5. rail, rail “Why is the boy feeling bad?”, “What does the
3. play, play 6. hay, hay
mailman have?”, “What is in the box?”, “Why is
the boy happy?”. Ask students what toys make
Read aloud them happy.
Through this section students will review the target • Read

words once again. CD2 Track 19 and repeat after each sentence.
• ‌Have students read the words together rhythmically Track 18/19
and then individually. “Dad, look at the rain. It is not a good day.”
• ‌Play CD2 Track 17 and check if they read the “Kay, look at the mailman. He has a big box.”
words correctly. Put an “excellent” sticker if one “Dad, what is in the box?”
reads all the words. “There are nails and rails.”
“I can make rails for you.”
Track 17 “It is a good day! I can play.”
1. /ai/ rain, mail, rail, nail
2. /ay/ day, May, hay, play
Activities & Games
Act it out
Let’s read the story Pair up students and have them practice reading
The objective of this section is to read the sentences the story on page 73. Invite pairs to present the
including the target words. story by reading and acting it out. A student can
volunteer to be the mailman to make it more fun.
47
Review 4

• ‌Have students look at the first picture and ask what • ‌Have students look at the pictures at the bottom
it is. Have them unscramble the word and write and say what they are. Give students some time
it correctly. Have students do numbers 2 to 6 by to find the words and circle them. Help them out if
themselves. Go over the answers and have students necessary.
call out the correct spelling.
Activities & Games
Listen and circle Say the rhyming word
• Play
‌‌ CD2 Track 20 and have students listen and circle Materials: flashcards (activity cards) of unit 7 and 8
the correct letters in number 1. Play the rest of the CD Scatter flashcards on the table face down. Have
and have them do numbers 2 to 4. Pause after each a student turn over a card, read the word and say
number and check the answers together. another word that rhymes with it. If the student is
Track 20
successful, he or she keeps the card. Repeat until
all students have participated. This can be played
1. June, June, dune, dune in teams.
2. hay, hay, May, May
3. Juke, Juke, duke, duke
4. rain, rain, mail, mail
48
Story 4 Mail for Jake
How to teach or a letter by looking at the pictures. Compare

1. ‌Picture walking: Ask students what words they the means of transportation of the past and the
can identify in the pictures. Write the words on the present.
board. Help them to describe what is going on in 8. ‌Review vocabulary: Go to the glossary on page
the pictures. 53 and review the phonics words and sight words
2. Listen
‌ to the story: Play CD2 Track 49 and listen together. Make sure all the students can read the
to the story. words correctly, and know the meanings.
3. ‌Repeat: Play CD2 Track 50 and repeat after each Track 49/50
sentence.
Jake takes mail on a rainy day.
4. ‌Read along: Together as a class, read the story Jake goes to Cave City on a rail.
without the CD, pointing to the target words. Dear Jake,
Come to Cave City
5. ‌Individual reading: Have students take turns
From Dr. Grace
reading each sentence.
May 9th, 2020
6. ‌Comprehension: Ask students some questions Dr. Grace makes a time machine for Jake and the
about the story: “How is the weather?”, “What boys.
does the mail say?”, “Who wrote it?”, “Where is It looks like a tube.
Jake going?”, “How does he get there?”, “What The tube has a cube.
does Dr. Grace make?”, “What does it look like?”, It makes a tune.
“What does it have?”, “Where are the five boys?”, The five boys are on a dune.
“What do they do?”, “What do other people think of “What day is it?”
them?”, “What happens to the boys?”, “What can The boys ride, joke and play.
A man sees them.
you tell from the last picture?”.
Nine men chase Jake and the boys.
7. ‌Application: Discuss what students would do with The five boys run and run.
a time machine. The teacher may show them how The boys fly away.
to write dates and time, and how to write a note
A Circle True(T) or False(F) B Circle and write

Read number 1 together and ask students if it Identify each picture together, and have
is true or false. Have them do numbers 2 to 4 students circle and write the correct words.
and go over the answers together.
49
Words feet, bee, seed, meet, pea, meat, leaf, eat
Listen and repeat • ‌Read the words at random and have students point
This unit introduces the long vowel /i:/ sound made
read the words.
with vowel blends “ee” or “ea.”
• ‌When students read the word “seed,” make sure
• ‌Write “ee” and “ea” on the board and tell students
that they are not saying “sheed.” Have students
that they will learn the /i:/ sound. Have students
practice saying “/si:/, /si:d/.”
make a big smile, pulling their mouth to each side,
and say /i:/. Tell them that this is different from the Track 22
short /ɪ/ sound as in “pin,” “big,” etc. Read a few /ee/ feet, feet /ea/ pea, pea
words using minimal pairs, “bin/bean, it/eat, hip/ /ee/ bee, bee /ea/ meat, meat
heap, lip/leap,” and have students listen for the /ee/ seed, seed /ea/ leaf, leaf
difference. Have them repeat as the teacher reads. /ee/ meet, meet /ea/ eat, eat
repeat a few times. Have students put their index Activities & Games
finger on the arrow and follow along as they read.
Odd one out using minimal pairs
Write numbers 1, 2, and 3 on the board. Tell
places. students that they will hear three words, but one
Track 21 of them will sound different. Stand before number
/ee/ /ea/ 1 and say “fit,” move on to number 2 and say
/ee/ feet (x2) /ea/ pea (x2) “feet,” and go to number 3 and say “feet.” Ask
students which number was different. Have them
put up their fingers to show the number. Play the
Listen and repeat game with the following examples so that they
can practice listening and distinguish /ɪ/ and /i:/
sounds.
fit, feet, feet bean, bean, bin
• ‌Play CD2 Track 22 and have students listen and heap, hip, heap leap, leap, lip
repeat a few times. Practice reading the words and ease, is, ease pick, peek, peek
explain them. bit, beat, beat it, eat, eat
keen, kin, keen sit, seat, seat
50
ee ea

words and sounds through a song. words, choose the correct pictures and complete the
• ‌Play CD2 Track 23 and have students listen and words.
missing letters.
feet bee seed meet all have /ee/
pea meat leaf eat all have /ea/ Track 25
1. seed, seed 3. bee, bee
2. leaf, leaf 4. meat, meat
Listen and circle
target words by listening. Activities & Games
• ‌Play CD2 Track 24 and have students circle the Listen and raise hands
words that they hear. Go over the answers and Write “ee” and “ea” on the board. A teacher says
have students read the words out loud. a word from this unit and students raise their left
Track 24 hand if the word has “ee,” and their right hand
1. /ea/ /ea/ eat 3. /ee/ /ee/ meet if the word has “ea.” For the words “meet” and
2. /ee/ /ee/ feet 4. /ea/ /ea/ pea “meat,” they raise both of their hands. Increase
speed as you go along.
51
ee ea

Activities & Games

Guessing game
A teacher gives a few clues about a word such as
“This is small. You can plant this and a plant
grows out of it. What is it?”. Have students guess
what the word is. The student who guesses
52
ee ea
Listen and circle • ‌Ask students what they see in the pictures. Ask
them what happened at the end of the story. Play
together a few times. Have students read the story
• ‌Play CD2 Track 26 and have students listen and pointing to the words in red.
• ‌Ask a few comprehension questions such as “What
Track 26 does the seal eat?”, “What does the seal meet?”.
1. leaf, leaf 4. bee, bee • ‌Read the sight words out loud together. Play CD2
2. meet, meet 5. meat, meat Track 29 and repeat after each sentence.
3. seed, seed 6. eat, eat
Track 28/29
The seal eats the meat.
Read aloud The seal eats the peas.
The seal eats the leaf.
The seal meets the bee.
words once again.
• ‌Have students read the words together rhythmically
and then individually. Activities & Games
• ‌Play CD2 Track 27 and check if they read the Make your own story
words correctly. Put an “excellent” sticker if one Materials: blank sheets of paper
reads all the words. Hand out blank sheets of paper. Ask students
Track 27 what they think will happen after the bee meets
1. /ee/ feet, bee, seed, meet the seal on page 83. Have them draw a picture
2. /ea/ pea, meat, leaf, eat and write a sentence to describe it. Circulate and
help students out.

53
Words boat, coat, road, toad, bowl, row, pillow, yellow
Listen and repeat • ‌Note that the /oʊ/ sound followed by a /t/ sounds a
little shorter than the /oʊ/ sound followed by a /d/
This unit introduces the long vowel sound /oʊ/, which
due to the aspiration of the /t/ sound. Have students
made with the letters “oa” or “ow.”
listen to the words again and compare.
• ‌Write “oa” and “ow” on the board and tell students
Track 31
that they will learn the /oʊ/ sound. Read “oa” and
“ow,” and have students repeat after the teacher. /oa/ boat, boat /ow/ bowl, bowl
/oa/ coat, coat /ow/ row, row
• ‌Play CD2 Track 30 and have students listen and /oa/ road, road /ow/ pillow, pillow
repeat a few times. Have students put their index /oa/ toad, toad /ow/ yellow, yellow
finger on the arrow and follow along as they read.
places. Activities & Games
Track 30 Shuffle game
Materials: several sets of flashcards
/oa/ /ow/
/oa/ boat (x2) /ow/ bowl (x2) Have students sit in a circle. Distribute flashcards
randomly. A teacher calls out “boat!” and all the
students with the “boat” flashcard stand up and
Listen and repeat change seats. Play a few times with other words
and then challenge them by calling out two words
at the same time, like “road” and “toad.”
repeat a few times. Have them put their index finger
on the arrow and follow along as they read the
words. Explain the meaning of each target word.
• ‌Read the words at random and have students point
read the words.
54
oa ow

words and sounds through a song. words, choose the correct pictures and complete the
words.
missing letters.
boat coat road toad all have /oa/
bowl row pillow yellow all have /ow/ Track 34
1. coat, coat 3. boat, boat
2. yellow, yellow 4. pillow, pillow
Listen and circle
target words by listening.
• ‌Play CD2 Track 33 and have students circle the
words that they hear. Go over the answers and
have students read the words out loud.
Track 33
1. /oa/ /oa/ road 3. /ow/ /ow/ bowl
2. /ow/ /ow/ row 4. /oa/ /oa/ toad
55
oa ow

Activities & Games

Speed game
Materials: flashcards, stopwatch
Divide the class into two teams. Prepare 10
different flashcards for each team without showing
them. Have a student come up to the front, facing
the other team members. Have another student
from the other team time one minute using a
stopwatch. A teacher shows the first student one
flashcard at a time. The student quickly describes
or mimes the words so the team members can
guess as many words as possible in the given
time. The team that guesses the most words
correctly wins the game.
56
oa ow
together a few times. Have students read the story
pointing to the words in red.
• ‌Ask a few comprehension questions such as “Where
are the goat and toad?”, “What do they eat?”,
Track 35 “Where is the cake?”, “What do they do?”, “What do
1. coat, coat 4. row, row they see?”, “What is wrong with the coat?”.
2. yellow, yellow 5. toad, toad • ‌Read the sight words out loud together. Play CD2
3. road, road 6. pillow, pillow Track 38 and repeat after each sentence.
Track 37/38
Read aloud The goat and toad are in the yellow boat.
The goat and toad eat cake in the bowl.
They row and row.
words once again.
The toad sees the coat on the pillow.
• ‌Have students read the words together rhythmically The hole is on the coat.
• ‌Play CD2 Track 36 and check if they read the Activities & Games
Make your own story
Materials: blank sheets of paper
Track 36
Distribute blank sheets of paper. Have students
1. /oa/ boat, coat, road, toad write a sentence with two words from unit 10 at the
2. /ow/ bowl, row, pillow, yellow bottom of the paper. Let students draw a picture
to describe their sentence. Encourage them to
present their picture and read the sentence to
Let’s read the story other students.
57
Review 5

• ‌Have students look at the first picture and ask what • ‌Have students read the words in the box at the top
it is. Have them unscramble the word and write of the page. Have them look at the picture, find the
it correctly. Have students do numbers 2 to 6 by hidden things and circle them. Go over the answers
themselves. Go over the answers and have students together. Have students describe where each thing
call out the correct spelling. is using complete sentences.
Listen and circle Activities & Games

• ‌Play CD2 Track 39 and have students listen and Bingo
circle the correct letters in number 1. Play the rest Materials: handouts with four by four grid
of the CD and have them do numbers 2 to 4. Pause Have students fill in the grid with the words
after each number and check the answers together. learned in unit 9 and 10 at random. Call out the
Track 39 target words and have students cross out the
words they hear. Repeat until a student has
1. meet, meet, feet, feet
crossed out four words in a row either horizontally,
2. pillow, pillow, yellow, yellow
3. leaf, leaf, eat, eat vertically, or diagonally and shouts “Bingo!”.
4. coat, coat, road, road Whoever shouts first wins the game.
58
Story 5 The Boat Race
How to teach 7. ‌Application: Ask students whose boat they like

1. ‌Picture walking: Ask students what words they the most and why. Ask them if they can build a
can identify in the pictures. Write the words on the boat for a race, how they would make it and why.
board. Help them to describe what is going on in Encourage students to share their experiences
the pictures. with boats or a race.
2. Listen
‌ to the story: Play CD2 Track 51 and listen 8. ‌Review vocabulary: Go to the glossary on page
to the story. 53 and review the phonics words and sight words
together. Make sure all the students can read the
3. ‌Repeat: Play CD2 Track 52 and repeat after each words correctly, and know the meanings.
sentence.
Track 51/52
4. ‌Read along: Together as a class, read the story
without the CD, pointing to the target words. A bee is on a pea with a nail and leaf.
A toad is on soap with a cone and pillow.
5. ‌Individual reading: Have students take turns A seal is on a base with a bone and cape.
reading each sentence. A goat is on a tire with a pole and coat.
6. ‌Comprehension: Ask students some questions The toad, goat, bee and seal row.
about the story: “Where is the bee?”, “What does There is a big wave!
The toad and seal dive into the lake.
the boat have?”, “Where is the toad/seal/goat?”,
The goat and bee row and row.
“What does it have?”, “What do they do?”, “Who
The goat’s boat hits hay in the lake.
dives into the lake?”, “What happens to the goat?”,
The bee wins the boat race.
“Who wins the race?”.
2 4
3 1
A Number the pictures in order B Match the word with the picture
Have students look at the pictures and put Have students read the words on the left side
numbers according to the order of the events. together. Let them look at the pictures on the
right side and match. Go over the answers
together.
59
Summary
Summary
long vowel a long vowel o

-ave -ake -ane -one -ope -ome
wave cake cane bone rope dome
-ape -ame -ace -ole -ose -oke

tape game face hole hose poke
ai ay oa ow
rain day boat bowl
long vowel u
long vowel i
-une -ube -uke
-ive -ide -ine
tune tube uke
five side nine
long vowel e
-ite -ike -ire ee ea
kite bike fire feet pea
94 Summary Summary 95
This is a summary page of all the long vowel sounds Activities & Games
learned through this book.
Speedy reading
• ‌Have students see how each long vowel sound is Materials: stopwatch
marked in a different color. Have students read the
Divide students into teams. Have one team read
target sounds and words.
the target words and sounds on page 94 and 95 in
• ‌Call out the letters like “ame” and have students unison. Have a student from a different team time
point to the picture and read the word. Have a them using a stopwatch. If they make a mistake,
student play the role of the teacher and call out they need to read the word again. The team that
the letters while other students point and read the reads all the sounds and words correctly in the
words. Have a few other students do the same. shortest time wins.
60
Assessment
Circle the correct ending letters Circle the correct picture

This section is to assess if students can find out the This section is to assess students’ vocabulary built
ending letters of each picture. up throughout this book.
• ‌Have students look at the pictures and circle the • ‌Have students read the words on the left and circle
correct letters. the correct pictures.
61
Assessment
Listen and circle Listen and circle

This section is to assess the ability to find the correct This section is to assess the ability to find the correct
pictures by listening. words by listening.
• ‌Play CD2 Track 40 and have students listen and • ‌Play CD2 Track 41 and have students listen and
circle the correct pictures. circle the words that they hear.
Track 40 Track 41
1. toad, toad 1. cake, cake

2. seed, seed 2. nine, nine
3. day, day 3. joke, joke
4. leaf, leaf 4. five, five
5. hike, hike 5. face, face
6. cape, cape
Listen and write

This section is to assess the ability to figure out the
correct long vowel sounds to complete the words by
listening to the target words.
write the letters to complete each word.
Track 42
1. poke
2. tube
3. tape
4. leaf
5. coat
6. fire
62
Board Game
B oar d Game Help the mole get out of the hole.

Roll a dice and say a word with the letters on
the space.
100 Board Game Board Game 101
Board Game Dice

Fly Phonics 3 Board Game Dice
Through this board game, students will be able

to review the target words and sounds learned
throughout this book.
• ‌Divide students into teams of 2 or 3, and give each
team a dice. Let students roll the dice or play rock-
paper-scissors to set the order of play in the game.
Have students roll the dice and move their marker,
using any small objects such as coins, erasers,
buttons, etc., and say a word that has the letters
written on the space.
• ‌When a student lands on a space that says, “move
2 spaces,” the student moves 2 spaces forward as
indicated. When a student lands on a space that
says, “skip a turn,” the student cannot roll the dice
on the next turn. Go Online!
• ‌When a student fails to say a word which has the www.twoponds.co.kr/flyphonics
letters written on the space, the student cannot
move forward but needs to go back to their original
place. The first student who gets through the path
and goes out of the “hole” wins the game.
63

Teachers Guide 3

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teachers Guide 3

Uploaded by

Copyright:

Available Formats

cont ents

Scope & Sequence 8

Review 1 / Story 1 18

Review 2 / Story 2 28

Review 4 / Story 4 48

Review 5 / Story 5 58

Board Game 63

1 -ave -ake -ane

w ave c ave s ave

-ave -ake -ane

a an d e make wave cave s

cake bake ake cane mane

5 Listen and circle.

-ake -ane •‌‌L

-ave -ake -ane

-ave -ake -ane 7

Match and write.

8 Unit 1 cake lane lake wave

complete the I want a .

words. That is a big .

-ave -ake -ane

the target sounds

and sight words

A big wave, ane!

Sight words and are at the they see a is not in

The man has the cane.

The lion has manes.

Phonics Word Cards Phonics Sentence Cards

<front> <back> bake lake <back> cane mane

they can be used in sentences.

You can also download

Listen and write.

1. 2. bite hike wire

p d 1. The dog is on the bike.

2. 4. Bees bite the kites and tires.

Extra Resources Sight Sight

Sight Word The

Write and read aloud.

- ‌Placement Tests / Board Games

Book 1 Book 2 Book 3 Book 4

Unit 1 Aa Bb -an -at -ave -ake -ane sl- cl- fl-

Unit 2 Cc Dd -am -ap -ape -ame -ace pl- gl- bl-

Unit 3 Ee Ff -eg -et -ive -ide -ine br- cr- pr-

Unit 4 Gg Hh Ii -ed -en -ite -ike -ire dr- gr- tr-

Unit 5 Jj Kk Ll -ig -ip -one -ope -ome sm- sw- st-

Unit 6 Mm Nn Oo -in -it -ole -ose -oke sk- sn- sp-

Unit 7 Pp Qq Rr -og -op -une -ube -uke -ck -ng -nt

Unit 8 Ss Tt -ot -ox ai ay -mp -nd -nk

Unit 9 Uu Vv Ww -ug -un ee ea -ch -th -sh

Unit 10 -Xx Yy Zz -ub -ut oa ow kn- wr- -mb

Let’s sing along Listen, circle and write

Match and write Choose and write

Activities & Games

Let’s read the story

Let’s sing along Listen, circle and write

Match and write Choose and write

Activities & Games

Listen and circle story pointing to the words in red.

• ‌Have students read the words together rhythmically

Unscramble and write Review Activity

Listen and circle Activities & Games

A Number the pictures in order B Write the correct word

Let’s sing along Listen, circle and write

Scope & Sequence 8

Review 1 / Story 1 18

Review 2 / Story 2 28

Review 4 / Story 4 48

Review 5 / Story 5 58

Board Game 63

-ake -ane •‌‌L

- ‌Placement Tests / Board Games

• ‌Have students read the words together rhythmically

• ‌Play CD1 Track 31 and have students listen and

How to teach 7. ‌Application: Ask students what they like to do

• ‌Play CD1 Track 50 and have students listen and

How to teach 8. ‌Review vocabulary: Go to the glossary on page

• ‌Play CD2 Track 11 and have students listen and

How to teach 7. ‌Application: Ask students whose boat they like