Primary Arts of Language - Reading TeacherÕs Manual - Jill Pike - 2012 - Institute For Excellence in Writing - 9780983297901 - Anna's Arch

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Based on the Blended Souna-Sight Program
of Learning by Anna Ingham, C.C.M.
INSTITUTE FOR
Excellence in Writing
An effective method for teaching writing skills
Digitized by the Internet Archive
in 2022 with funding from
Kahle/Austin Foundation
https://archive.org/details/ison_9780983297901_ t5w8
Primary Arts of Language:
Reading
Based on the Blended Sound-Sight Program of Learning

by Anna Ingham, C.C.M.
Adapted for Home Educators

by Jill Pike
Teacher’s Manual
First Edition, January 2011

Institute for Excellence in Writing, L.L.C.
Also by Anna Ingham:
The Blended Sound-Sight Program of Learning
Also byJill Pike:

Primary Arts of Language: Writing Program
Student Writing Intensive Handouts (Levels A, B, and C)
SWI Continuation Course Handouts (Levels A, B, and C)
Copyright Policy
Primary Arts of Language: Reading Teacher’s Manual

First Edition, January 2011
Fifth Printing version 2, November 2012
Copyright © 2011 Jill Pike
ISBN 978-0-9832979-0-1
Our duplicating/copying policy for this Teacher’s Manual:
All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the author, except as provided by U.S.A. copyright law and the specific policy below:
Home use: You may copy student materials from this Teacher’s Manual for use by multiple children
within your immediate family.
Small group or co-op classes: Each teacher is required to have his or her own Teacher's Manual. You
may copy student-related materials from this Teacher’s Manual for use in your own class.
Classroom teachers: Each teacher is required to have his or her own Teacher's Manual. You may copy
student-related materials from this Teacher’s Manual for use in your own class.
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make copies.
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The Institute for Excellence in Writing also provides helpful online support groups for those using our
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Contents
Introduction
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Appendix
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Audio Handouts
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Discovery
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Acknowledgements
Almost ten years ago I watched Andrew Pudewa present Teaching Writing: Structure and Style. His humor and gentle
teaching took my then ten-year-old son from tears to joy as he remarked, “That was fun, mom. Can I do another
one?” Thanks to that teacher’s seminar and the Student Writing Intensive programs, | have been gently mentored not
only in the art of teaching writing, but also in the art of language. For this, I am deeply grateful.
I am also greatly indebted to Anna Ingham, author of the Blended Sound-Sight Program of Learning, and her daughter
Shirley George. Their philosophy and methods ofteaching reading and writing to primary students inspired these
lessons.
In addition, I must thank my tireless husband, Greg, and my precious children. These lessons would never have been
written without their encouragement and support. I am grateful for the talents of my daughter, Ruth, who provided
many of the drawings and illustrations.
Sol Deo gloria.
Note: Throughout these lessons there is frequent reference to your student. Readers will likely wonder why I used
masculine pronouns rather than feminine ones in this book. No slight was intended toward our precious girls. My
goal was to write a manual to help you teach your children to write, and the use of “he or she” and “him or her”
was too distracting.
Introduction
In 2004, the Institute for Excellence in Writing hosted a teacher’s conference in Tacoma, Washington where Anna
Ingham and her daughter, Shirley George, presented the Blended Sound-Sight Program of Learning. Although I was
unable to attend the event, |did get all of the seminars on DVD and CD and listened to Anna and Shirley’s talks over
and over. | finally had the privilege to meet them at the 2008 Writing Educator’s Symposium in Murietta, California,
where I attended all their talks and explored the materials they had brought with them.
Background
Anna Ingham began her teaching career in 1935 ina one-room rural school with forty pupils spanning in age from
five to fifteen. She said her students ranged in ability from very slow to exceptionally quick, in work ethic from
sporadic to diligent, and in grade level from one to ten. How did she do it? Mrs. Ingham developed a system of
classroom management where students learned and were happy in doing so. Each student had personal goals and
objectives in sight, and the class functioned like a family. Knowing her students needed reinforcement of basic skills,
Mrs. Ingham encouraged her students to develop card games which would provide the repetition they needed. Not
only did Mrs. Ingham’s students flourish educationally, they also developed social skills and positive character traits.
Her methods worked.
When Mrs. Ingham moved into a single-grade city classroom, she Blended Sound Sight
continued to use her classroom management skills to foster hands-on
learning in her classroom. She was able to do what scores of other Anna Ingham’s Introduction to the
educators failed to achieve: the blending of a teacher-centered, skills- Blended Sound-Sight Program talk
based education with a student-centered, play approach to learning. By recorded at the 2004 Tacoma
teaching both phonics and sight words from the start while reinforcing Teacher’s Conference, is included on
them through games and stories, Mrs. Ingham had all her students the Primary Arts of Language: Reading
reading at or above grade level by the end of grade one. The students DVD-ROM. The handout for the talk is
embraced the goals set before them and knew exactly what they needed in the Appendix ofthis book.
to do each day to successfully reach the class goals of reading
independently in the Library.
Although not all of Mrs. Ingham’s methods can be reproduced in the home school, many of them can. The goal of
these lessons is to help you apply them as you explore the arts of language with your children.
The Arts of Language

You may be wondering why these lessons are called “The Arts of Language” rather than “Language Arts.” The term
was inspired by Andrew Pudewa in his talk, The Four Language Arts, where he reminded me that there are only four
arts, two of which are sadly neglected in many modern “language arts” curriculum. This talk is included on the
Primary Arts of Language: Reading DVD-ROM for your listening pleasure.
As I sought to pull together Anna Ingham’s methods into a user-friendly format, I also desired to maintain a simple
yet classical approach to teaching these arts. Since the term “language arts” does not evoke pleasant memories in my
mind, I decided to join Mr. Pudewa in referring to them as the arts of language. As with the other visual and
performing arts, much is dependent on the student’s talent and temperament. These lessons strive to help you make
your teaching fit your individual student’s needs.
Reading and Writing

The Primary Arts of Language is divided into two components: Writing
DVD Instruction
and Reading. If your student is old enough to learn printing (generally by
age five or older), then the Primary Arts of Language: Writing should be As you begin to read through these
used concurrently with Primary Arts of Language: Reading. The Writing instructions and prepare to teach this
lessons begin with printing and move into copy work, spelling, and program, watch the Primary Arts of
composition. They also explore the Story Sequence Chart for oral story Language: Reading DVD-ROM. It will
retelling and story writing. If your child is younger than five years of age, show you how to use these lessons to
it is likely that he does not yet have the fine-motor skills necessary to effectively teach your student to read.
learn handwriting yet. However, you can still use the writing program;
just limit the amount of handwriting required.
1 Primary Arts of Language: Reading

© Institute for Excellence in Writing
Reading Instruction Stages
Using poetry as an integrator, this reading program flows through four stages: Foundations, Activities, Discovery,
and the Library. In Foundations, you will be presenting phonetic rules and sight words using games and
manipulatives. Once many games have been presented, your student will move into Activities, where he will play the
games daily to master the phonetic rules. As your student finds the games easy and knows the phonograms and
phonemes well, he can move on to Discovery where he can apply his knowledge to individual words presented on
the Discovery cards. When he decodes all the Discovery cards, he will gain access to the books in the individualized
Library. From there, he will be able to read independently.
Stage 1: Foundations
During the Foundations stage, the teacher is at the center of learning in order
Student Books
to lay a strong foundation in both phonics and whole words. The teacher
directs her student and shows him how to use his time wisely. Each activity Student Books 1 and 2 are
is modeled and practiced so that the student knows exactly what to do. The available on the Primary Arts of
elements of Foundations (poetry, class journal, phonics, and Language: Reading DVD-ROM as
printing/composition) will continue throughout the year; however, the PDF files for easy printing.
teacher intensive time will diminish after the first month or so.
Plan to print these books single-
This stage will last for a few weeks as you present the phonograms and sight sided. All the poetry, posters, and
words, assemble the games, and teach your student how to play them. Each student work pages are included
day you will find directions to add stickers to the Phonetic Farm folder, a in these volumes.
place to organize the many phonograms used in reading. You will also be
teaching sight words to help your student develop fluency in his later
reading and in preparation for receiving a vocabulary controlled reader to Short and Snappy
color and enjoy independently.
Because there is a lot to do each
Beginning in this Foundation stage and continuing through the Discovery day, keep it short and snappy.
stage are daily Work pages provided in Student Books 1 and 2, which are
provided as PDF files on the DVD-ROM. These pages offer a cut-and-paste Your student does not need to
activity to reinforce the day’s reading words and can be an item for the day’s master everything each day.
Agenda. A Reading Practice page provides a few sentences for reading Instead, you are using a system of
practice that are limited to the vocabulary that has been taught in the lessons repetition that will grow his
to date. Using these Work and Reading Practice pages will further reinforce knowledge over time.
the phonetic teaching as your student moves through the stages. When your If you find it is too much too fast,
student reaches the Library stage, the Work and Reading Practice pages will
feel free to spend two days ona
no longer be necessary as you can replace them with the composition
lesson.
assignments in the Primary Arts of Language: Writing lessons.
Although this Foundation stage will require more of your time than the later
stages, it will ensure that your child knows exactly what to do when you free Phonograms and Phonemes
him to work more independently. Phonograms are the written form
Poetry of the sounds of our language.
Phonemes are the sounds the
Poetry is the centerpiece of each lesson. A poem will be enjoyed for several
letter and letter combinations say.
days and used for many purposes. Since primary-aged students have short
attention spans, the poem will be read each day with just a few things noted In these lessons, the phonograms
at each reading. The first day the poem is read, the rhyme is enjoyed, and the will be printed in italics. These
general meaning of the poem discussed. In future readings, the phonetic should be read as the letter
rules or definitions of specific words can be explored. Students can also draw names. When the sound ofthe
a picture based on the poem, or can act out a part. Over time, your student phonogram (the phoneme) is to
will naturally memorize the poem that will help him develop sophisticated be read, the sound will be in
linguistic patterns, which is explained in Andrew Pudewa’s talk, Nurturing vertical slashes, e.g., |er].
Competent Communicators. (This talk is provided on the Primary Arts of
es
Language: Reading DVD-ROM.)
Each poem is provided in the Student Books on the Primary Arts of Language: Reading DVD-ROM. The poems are
also located in Appendix 9 of this document for easy reference.
© Institute for Excellence in Writing Z Primary Arts of Language: Reading

The Phonetic Farm
Anna Ingham invented “Sound City” to help her students collect and organize the many spelling rules. In Sound City,
the spelling rules lived in houses on vowel streets. I used this idea and gave ita farm theme. The Phonetic Farm
contains a colorful farm scene to which your student can add stickers as he learns the phonetic rules
Each area of the farm is for similar sounds. There is the Barn where many of the r-controlled phonograms (ar, er, ir,
or, ur, and wor) are located. The Beehives are for the long-e sounds while the Silo holds the long-o sounds. Your
student will have fun filling the farm with the stickers and will then enjoy exploring the farm, remembering the tools
used for reading and spelling. On the flap of the folder is the Phonetic Village where buildings such as the Jail, Silent
Letter Library, and Foreign Café provide more places to organize the spelling rules.
Phonetic Games (Activities)

To give your student plenty of practice with phonograms and sight words, a series of games are provided for you to
demonstrate and play with your student. Do not feel like you need to completely assemble all the games in advance.
Half the fun of this course is creating the materials with your student, so make the coloring and final assembly of the
game board part ofyour school day.
The Phonetic Games book provides the game boards on plain paper to be trimmed then taped or glued into a manila
file folder. The game pieces are printed on cardstock in the back of the Games book to be cut out as needed. Thus, the
games can be easily filed away between times with their pieces safely stored in an envelope in the file.
Card Game
One ofthe goals of the Blended Sound-Sight system is to help students read words easily and fluently. Thus, while a
student is learning the phonics necessary to sound out words, he is also given frequent exposure to complete words
for easy sight-reading. This blending of the phonics and the sight method is an effective way to teach reading. A
student will learn to quickly identify common words. This allows him to read fluently while he is being armed with a
strong phonetic base so he can sound out any word he encounters in his reading.
The Card Game makes practicing the sight words fun and easy. This game uses plain 3x5 inch cards on which you
will print words to teach to your student. The words are provided in the lessons along with methods for
presentation. The phonograms in the words will be marked on the card to reinforce the phonetic rules.
Although the cards can be kept in a file box, |recommend keeping them much more accessible so that your student
can review them easily throughout the day. They can be used as part of a “Feed Me” game during Activity time
(where your student reads the word, and then “feeds” it to a creature pasted to a box), or use them later in the day
for a quick game of lightning, where the words are presented one at a time for quick sight-reading. When your
student knows many of the phonograms, new Card Game words can be used to prepare for Discovery. After printing
a word on the card, the teacher can invite the student to identify the phonograms in the word and then help his
student decode the word.
In addition to the recommended Card Game words in these lessons, you can also use the cards to teach words that
come up in your other subjects. For example, if you are studying Ancient Egypt, you may wish to include Egypt,
mummy, and pyramid to the cards. If you are studying the human body, words like bone, heart, and body might be
included.
Stage 2: Activity Time

Once a number of the phonograms have been presented and the games have been created (around lesson 19), a
thirty-minute Activity period can be planned for each day to reinforce what has been learned. In addition to the
Activity period each day, you will continue to teach new phonograms, words, and games while your student
continues to practice what he is learning through the games and his work period.
In Mrs. Ingham’s classroom, the numbered games were placed around the room. She divided her class into working
pairs of students, often partnering a weak student with one who was strong in phonics. During the Foundations
stage, she demonstrated how Activity time was to work, so when it became a regular part of the day, the children
knew exactly what to do. When Activity time was finally initiated, each pair of children knew to look around the
room to see which activity was available, walk over to the game, and play it quietly. When they were done, they put
the game back to rights, went to the chart to mark which activity they completed, and then looked around to see
which game they would play next.
Since you do not have a classroom full of children to pair up or a classroom to house the games, you will need to
adapt the Activity time to your situation. If you have only one child, you can be your child’s partner. If you have
© Institute
for Excellence in Writing 8 Primary Arts of Language: Reading
several children, your child can play with an older sibling or teach the game to a younger sibling. When it is time for
Activity, you may set out the games that are appropriate for your child on the table, shelf, or in a box, and let your
student choose which game(s) to play during the period. As your child plays, you can reinforce the intangibles of
patience, fair play, and diligence.
Your child will continue to play the games every day for about thirty minutes a day until you are satisfied that he has
mastered the phonetic rules reinforced by the games. This will take two to four months and in some cases even
longer. Do not rush this process. The goal is mastery of the material. Some children master phonics after a month or
50; others may require several months. It is better to play the games a little too long than not to get enough practice.
As your student masters some games, you may want to remove them from the collection so that he can be sure to
play the others and master them as well.
Phonetic Farm Readers Assembling the Readers

While your student is reinforcing what you are teaching during Activity,
you will continue to add to his collection of phonograms and sight words. The Readers are included on the
The Card Game not only gives your student a place to practice the PAL-Reading DVD-ROM. Print
phonograms, it also gives him a collection of words that he can learn to them double-sided.
read fluently. The first page can be cut in half to
Fun rewards for learning all those sight words are the Primary Arts of serve as a front and back cover.
Language Readers. During the Card Game, all the Reader One words will be Each remaining page is a single
presented in the first twenty lessons. When your student has mastered story. Fold each page so that the
these words through the Card Game, Work pages, and Phonetic Games, you title is on the front. You can stack
can give your student the first reader. He will find that he is able to read it the books, place the covers on the
easily because it contains only the words he has learned. The readers are top and bottom ofthe stack, and
not great literature, but the illustrations are fun to color, and the staple them together at the folded
vocabulary is easy. The readers are on the DVD-ROM for you to print out, edge. You may also leave them
double-sided, as you need them. loose. Your student can make his
As he enjoys the first reader over and over, he will continue to learn the own cover out of construction
words in the next reader (the next goal). There are a total of four readers paper.
presented about every four weeks; however, you do not need to use them You may want to let your child
at all if you do not care for them. These readers will serve as a bridge for color the book before assembly,
reading practice while he is gaining enough mastery of phonics to be able but it will likely be more fun to
to read books in the individualized Library. present a book completely
Thus, these lessons will teach your student a few words and then will assembled.
provide him with a reader to practice reading those words with
expression. By blending phonics with the learning of sight words, your child will be able to taste the joy of reading as
he continues to work at the long list of phonograms necessary to be an independent reader.
Stage 3: Discovery
Once your student has mastered the phonetic rules by playing the games in Activity, he is ready to move on to
Discovery. When this happens, instead of playing the Phonetic Games for thirty minutes a day, he will spend that
time working through the Discovery card packs.
In the back of this book are thirty pages of cardstock, each containing ten Discovery words. The cards can be cut out,
stacked, and rubber banded or clipped together to make thirty packs of Discovery cards. Your student will use his
knowledge of phonics to decode the word on each card. Decoding words by phonics alone without the aid of picture
clues or context will ensure that your student has a firm grasp of phonics for independent reading.
When your student is ready to begin Discovery, show him the first pack of cards, and explain that now that he knows
his phonics rules so well, he will be able to apply them to words and read them for himself. Together, look at the first
word in the pack, and talk about how to decode the word. Find the helpers and mark them, and use the reading tools
practiced during Activity and in the Card Game to sound out the word on the Discovery card. Do several of the cards
with your student, and then invite him to try one on his own with you there to help him.
Once you are confident that he knows what to do with the cards, let him work at a table or desk to decode each of
the words in the pack on his own. If he gets stuck, he can ask for help. Once he feels he has decoded all ten words in
the stack, he can bring the stack to you for testing. Have him read each ofthe word cards to you. If he misses any,
show him how to decode that word, and then have him practice the words on his own before testing again. When he
© Institute
can read all the words to you from the set of ten cards, he may check off that deck on the progress chart that is
included with the cards and begin another pack. Your student will thus spend thirty minutes each day working
through the Discovery packs until he masters all the cards. It usually takes two to four weeks to finish the cards and
graduate from Discovery into the Library.
Although the lessons will suggest when you might want to move your student onto Discovery, be sensitive to his
needs. If he is progressing rapidly and has mastered the games, you may move him onto the Discovery stage while
continuing the lessons, enjoying poetry, and teaching and reinforcing the phonograms each day. If he is still
struggling to apply the phonetic rules to words, then continue to let him play the games for a few more weeks to
ensure he is ready for independent decoding in Discovery.
Stage 4: The Library

When your student has mastered the Discovery cards, he will be ready to enter the individualized Library, a
collection of real books at an easy reading level that your student can enjoy. Now the thirty minutes he used to
spend working on Discovery cards will be spent reading a book aloud to a partner.
To set up the Library, you will need a reading logbook (a spiral notebook) and a set of ten or fifteen very easy books
from the list in Appendix 8. There are a total ofthree lists of books: easy, medium, and hard. The easy books are
primer level, the medium books are level 2 and 3 reading books, and the hard books are easy chapter books. There is
nothing special about the books on the list; they are just a collection oftitles at various reading levels to help you
choose books that are enjoyable and possible for your student to read.
You do not need to have the books in your home; you could simply go to the library and use the list, or ask your
librarian to help your student choose from the books available there. However, a couple ofspecial books for
presentation that are reserved for the day he finishes Discovery will make the achievement of entering the
independent reading library all the more exciting.
When your student begins his time in the Library, let him choose any book from the easy list to read aloud to you. He
may then keep the book with him to read again on his own later in the day. Reading the book several times will
continue to boost his fluency and independence.
The next day he can print the title of the book into his reading logbook and choose another book from the same level.
When he completes about fifteen easy books, he may begin to choose books from the medium then harder lists.
He should continue to read each new book aloud to you or a sibling before reading it on his own. This can be an
activity two ofyour children can enjoy together. Each child can take turns reading his own book aloud to his sibling.
They can be reading books at their own level yet get the practice of reading aloud to someone else. This should be
done for thirty minutes each day.
Once your student shows mastery in reading, you may let him choose a book to read silently on his own, but reading
aloud is an excellent skill to practice. As he reads more and more books and gains more confidence and ability, you
may slowly increase the reading level of his books.
When your student achieves the Library, the poetry reading should continue, but you no longer need to continue the
reader word presentation (Card Game) and worksheets. By this time, you are likely in the composition part of the
Primary Arts of Language: Writing. This will replace the Reading Work pages that your student had been doing for
Agenda.
The Lessons
There are eighty step-by-step lessons for reading provided in these teacher’s notes. By the end of the eighty lessons,
your student will likely be in the Library. The lessons also provide direction to integrate the Primary Arts of
Language: Writing lessons with the reading part.
The Student Books 1 and 2 on the Primary Arts of Language: Reading DVD-ROM contains all the handouts needed for
the lessons. Print them single-sided. It also contains the four Readers if you decide to use them. Print the Readers
double-sided.
If you have questions or comments regarding our program, please email us at PAL@excellenceinwriting.com
The Institute for Excellence in Writing also provides helpful online support groups for those using our
materials. To learn more, please go to excellenceinwriting.com/loop
© Institute
Classroom Management
Anna Ingham developed her Blended Sound-Sight System of Reading to be more than just a phonics program. It is an
entire system of classroom management. In the same way, this program will do more than just help you teach your
student to read and write; it can help you set in motion a method of organizing your school day which can be used
for years to come. In this system, you can teach your student to set goals and develop study and work skills to meet
those goals.
The first section of this introduction explained the stages of learning to read. This section describes some ongoing
tasks for you and your student.
The Work Period

Throughout the year your student should have a period of independent work. Mrs. Ingham referred to this as the
student’s Agenda.” Beginning with one or two tasks represented in picture form, this period will eventually include
Deas
a list of learning activities to be completed each day. This list can be posted for all your students. Suggestions for
Agenda items are included in the daily teacher’s notes.
The daily tasks on the board can be required ofall, but they are individualized for Teacher’s Mailbox
each student. While for one child “spelling” might mean reviewing his All About
Spelling word cards, an older student might be working on his Phonetic Zoo
A “Teacher’s Mailbox” will
lessons. “Math” might mean completing the next math page for one student while protect you from the bane of
for another it might mean working on his math facts. constant interruption.
To keep your student organized, you might want to have a spiral notebook or Select a tray or box, and place
folder for each subject listed in the Agenda. In that folder or notebook, you can it somewhere in your main
write what your student is expected to do. When he completes the assignment, school or work area. Make a
he can place the folder in your “Teacher’s Mailbox” for you to check at the end of sign for it: Teacher’s Mailbox.
the day. During that checking time, you can indicate in the notebook what needs Tell your students that it is
to be fixed or finished and include the next assignment. Place the student’s book the place to put anything that
back onto his shelf or box for him to reference the next day. you need to check at the end
The Work period can start small with just one or two tasks. It should also start of the day. It might also turn
with significant oversight as the teacher watches closely that the student knows into a great place for the day’s
mail, notes, and phone
what to do and is doing it well. Over time, the list of tasks can grow, and the
oversight of the teacher can lessen. messages to land.
Evaluation
Evaluation of your student is ongoing. From the introduction of the first game to the reading oflibrary books, the
teacher needs to be sensitive to the student’s needs. Is he understanding the concept, or is he confused? Does a game
need to be re-taught? Are there games that have become too easy that need to be put away? Are there other games
that he should be playing that he is not? These lessons are designed to foster mastery learning. Do not feel like you
need to follow them exactly. Rather, adjust the pace to meet the needs of your student.
The lessons provided in this book are presented at a rapid pace to ensure that the “birdies,” as Mrs. Ingham called
the advanced students, would continue to be challenged. However, many students will find this pace too rapid. Use
your daily evaluation of your student’s progress to determine if the pace needs to be slowed and more practice time
added. The goal is to incrementally move your student toward independent reading, not to complete these lessons in
a certain period of time. Only you can know what pace is best for your student.
The Intangibles
One of the most important elements that Anna Ingham included in her classroom were the intangibles: teaching
children what is good and right. Mrs. Ingham’s fellow teachers sometimes wondered how she always seemed to get
all the “good” children in her classroom. Anna’s daughter, Shirley, once observed,
I was struck by the unique atmosphere of my mother’s classroom. Operating from the Golden Rule, she
applied its principles, and the children appeared without moral lecturing to follow her example. A
purposeful conscientious spirit pervaded the room, the children being attentive, interested, even eager
about what they were doing. It was like a happy, busy workshop where pupils respected each other, where
there was little unfocused talking, and where everyone seemed to know what to do without being told. One
task seemed to flow into another.
© Institute for Excellence in Writing 6 Primary Arts of Language: Reading

The teacher did not issue commands, ‘Now do this, time to do that.’ One could hardly see the classroom
management; rather, the children regulated themselves. They were so eager, so purposeful and so aware of
goals and taking ownership of their learning that I fell in love with the whole system and wondered whether
I ever could achieve such a degree of harmony mixed with activity and happiness. It involved a whole basket
of intangibles which went into the tone of mom’s classroom combined with what appeared to me as her
almost magical manner with children (Blended Sound-Sight Program of Learning 9).
Unfortunately, these intangibles are just that: intangible. It is difficult to identify exactly what Anna Ingham did to
create the warm and happy atmosphere in her classroom. However, after reading her book and listening to her
stories, | have a few ideas that can help us in our home schools.
Clear Goals
From the first day of school, Mrs. Ingham explained to her students what was expected of them and what they would
be doing that year. She showed them the progress charts and excitedly encouraged her students that if they worked
diligently, they would move along the chart toward reading fluently. Because the steps were incremental and
achievable by even the slowest students, there was a keen sense of anticipation by all that they would succeed in
their tasks that year. When a student struggled, Mrs. Ingham did not scold or become frustrated. Instead, she gave
that student whatever help he needed to succeed.
Setting clear, achievable, and measurable goals will give you a sense of accomplishment. It will also protect you from
the inevitable feelings of “am I doing enough?” when you talk to other homeschool parents or read articles about
what other home schoolers are doing. When those fears arise, go back to your list of goals. You can always tweak the
list, but having it in writing will be very reassuring. It also allows you to check something off—accomplished!
A Family Atmosphere
Not only did Mrs. Ingham encourage each child to succeed, she inspired her entire class to work together as a family.
Students were eager to help one another. When one student graduated into Discovery or the Library, everyone in
the class rejoiced. Those that were in the Library embraced their new companion; those who were still in the
Activity stage continued to work hard, knowing that they too would graduate when they were ready.
Interestingly, we tend to treat neighbors more warmly than our own family. I know in my home, if a neighbor’s child
ran through my house and knocked over a vase, | would cheerfully clean up the pieces, assure the child that it was an
accident, and ask if he would please not run through the house in the future. However, if it had been my own child, I
would likely have given him a twenty-minute lecture about running through the house muttering that he should
know better.
We need to remember that children do forget, and they are usually not trying to spite us. As we teach our own child,
we need to give him the same grace we would give other children. When he does not progress as quickly as we
would like, we do not need to wring our hands; instead we should continue to give him the love and encouragement
he needs, adjusting our teaching methods to meet his individual needs.
An Ounce of Prevention
Although Mrs. Ingham was dedicated to letting children learn by doing, she had clear and precise directions for how
they were to behave in the classroom. She did not just set up a classroom and hope her students would make the
best use ofit. Instead, she carefully demonstrated to them how to complete each and every activity. After several
weeks of demonstration, she released her students to work on their own; however, she still monitored their
movements and interceded when necessary to keep them working toward the classroom goals. Although this
method took a significant amount oftime at the beginning of the year, it paid great dividends later in the year as her
class ran smoothly, freeing her to give individual help where needed.
In addition to showing her students how to play each game, she also demonstrated how her students should behave
when doing their activities. She showed them how to nod to each other instead of speaking, to stand still, and to see
where they should go next instead of wandering aimlessly around the classroom. She also showed them that when
they were on their way to another station, they should not swing by another group and kick someone in the shins or
elbow another student, but they should walk directly to where they needed to be. She knew the trouble children
tended to get into, and she prevented that trouble by making it clear what they should and should not do.
Creativity in Dealing with Problems

Of course, not every child behaved all the time. Mrs. Ingham firmly yet cheerfully dealt with each problem using
natural consequences whenever she could. She used each situation to help her students see how they could be
responsible members of her classroom. Two ofMrs. Ingham’s stories will illustrate how she did this.
© Institute
for Excellence in Writing vg Primary Arts of Language: Reading
1. The Story ofa Plastic Bag
One day, as everyone was preparing to go home, Mrs. Ingham noticed that one of her students was hiding
something under his shirt. When she asked him what was going on, he sobbed, “Oh, Mrs. Ingham! I forgot to
bring my special bag to carry my library book home in. I know I am supposed to have my bag, but I really
want to take this book home and read it. I promise I’ll be careful with it, and I'll bring it back in my bag
tomorrow!”
Mrs. Ingham took advantage of the opportunity to teach a lesson in responsibility. She led the young man to
her desk and pulled a plastic bag out of her bottom desk drawer. Although it was just an old bread bag, she
told the boy, “You may borrow my bag to take your book home, but be sure to return it tomorrow, and
remember to bring your bag then too.”
She didn’t think much more about it until she received a call from the boy’s mother the next morning. The
mother had tried to discard the ratty plastic bag, but the boy insisted that “it is Mrs. Ingham’s bag, and I
must return it to her. I promised!” Glad to have the advance warning, Mrs. Ingham made a big deal about
thanking the boy for being responsible to bring her bag back. Such attentiveness to rules and responsibility
without being disparaging to the students encouraged them all to do what was right.
2. An Ambitious Young Man

My favorite story involved a boy who was a problem during Activity time. He had a little girl for his partner.
He bossed her around and pushed her through the activities. After some thought, Mrs. Ingham decided that
she would be the boy’s partner the next day.
On the following day, Mrs. Ingham asked the class if they would mind if she and the boy occasionally
interrupted an activity so that she could make sure this young man could go as fast as he could through the
activities since that is what he liked to do. That day during the thirty-minute Activity time, Mrs. Ingham
raced through the activities with her partner, hurrying him from station to station. The next day she again
dragged him from activity to activity as fast as she could.
On the third day, the boy pleaded with Mrs. Ingham, “Oh please, Mrs. Ingham, let me have my old partner
back! I promise I'll be good!” Mrs. Ingham acted surprised, “Oh, | thought you liked going fast through all the
stations!” Mrs. Ingham’s application of a little of his own medicine was all that was needed to solve the
problem.
As you work through these lessons and begin your student on the road to reading, keep in mind all the other factors
that go into educating your child: the development of a thirst for knowledge and understanding that will last a
lifetime. Set clear goals, and encourage your student when he achieves them. Include a time each day for
independent work coupled with a clear list of tasks to complete. Make sure the list is long enough and flexible
enough to keep your student occupied with meaningful tasks. And finally, do not neglect the intangibles. Cheerful,
respectful behavior is expected. Do what it takes to keep that atmosphere in your classroom, wherever it may be.
© Institute
Home Classroom Preparation
Primary Arts of Language: Reading Package Contents
° The Phonetic Farm folder and stickers
DVD-ROM
* Primary Arts of Language: Reading Teacher’s Manual
* Primary Arts of Language: Reading DVD-ROM Before you begin teaching these
o Instructional DVD lessons, be sure to watch the
o Files Primary Arts of Language: Reading
* Student Book 1 (Lessons 1-40) as PDF files DVD-ROM. The video will
" Student Book 2 (Lessons 41-80) as PDF files familiarize you with how to teach
« Readers One, Two, Three, and Four as PDF files the phonograms and how to use
« “The Four Language Arts” by Andrew Pudewa MP3 audio the program as intended.
« “Nurturing Competent Communicators” by Andrew Pudewa
If your student is old enough to
MP3 audio
begin learning how to print, the
= “Poetry as an Integrator” by Anna Ingham MP3 audio
Primary Arts of Language: Writing
» “Introduction to the Blended Sound-Sight Program” by Anna
should be used concurrently with
Ingham MP3 audio
these reading lessons.
¢ Primary Arts of Language: Phonetic Games
School Supplies
* 3x5 inch cards (2 packages). These can be blank on both sides or have lines on one side—it doesn’t
matter—get whichever one is cheapest.
* Manila file folders (at least 35 folders, standard size)
* A box or crate to keep file folders in. Hanging files will not work; however, you may use hanging files to
store your game files if you wish.
¢ Crayons, markers, colored pencils, comfortable pens (fairly fat), black Sharpie® marker (for teacher!),
scissors (both for the teacher and the student), glue (school glue or stick), tape
¢ 3-ring binder with five tab dividers
Setup Poster Story

Wall Space or Binder Keeping your posters in a place
Primary children need frequent repetition to remember all the things they where you student can find them
need to learn. The more you can post your student’s learning materials on can really pay off. One mom wrote:
the walls (the poetry, sentences, phonics sounds, etc.) the easier it will be for
I keep all our posters in a 3-ring
him to access the information he needs to learn. However, there are many
binder. My aunt, a retired university
posters provided with this program, so a three-ring binder to contain
English professor, is not entirely
everything might be more practical. Divide the binder into 5 sections:
sure about homeschooling. When
Poetry, Posters, Homophone Clothesline, Phonetic Farm Word Book, and
she stayed with the kids for a few
Reading Practice. As the materials are provided in the lessons, file them into
hours recently, she was quite
the binder, and encourage your student to access them as needed.
astonished and impressed that
Student Book 1 during a conversation with my son
Print the Student Book 1 single sided and place them in a file folder for daily about the double meaning of a word
access. The Readers will be printed 2-sided and can be assembled as he suddenly said, "We need to add
described on page 4 of these notes and placed in a folder for later that to our Homophone Clothesline
poster!" and ran to get the book.
presentation. Student Book 2 may be printed later when it is needed.
The Student Books 1 and 2 include the poetry, posters, and reading practice
pages. The pages can then be pulled out when needed for the lesson. The daily work pages can be displayed for a
short while, saved in a file folder or notebook, or discarded after review. The posters and other reference pages can
be posted or placed in the notebook as described above.
Phonetic Games
Take the Phonetic Games book apart and attach the game boards to the file folders as described in the instructions.
Do not cut off the game board instructions or answer keys. Label each folder with the game number and name. Cut
apart the game pieces (in sections or the individual pieces) and place them in their corresponding file folder. You
can place them in envelopes or reclosable plastic bags.

If you plan to use the games for many students, you may desire to laminate the game pieces before cutting them out.
The game board folders can also be laminated once they are fully assembled and colored, but this is not normally
necessary as they should hold up well for use with just a few children.
3x5 Inch Cards

You will be creating word cards for your student to practice ANOS D A PA
URSA)
reading. Keep a stack of blank cards with your teaching materials, The downloadable Word Book can turn into a
and find a box or small plastic tub to keep the word cards in for fun activity for your children. One mom
frequent review. shared:
Phonetic Farm Folder My children love collecting words that go
The Phonetic Farm folder can be kept in the Games box. Keep the with each of the phonograms. We write
stickers and legend in your own notebook or in the file folder with them in the Phonetic Farm Word Book.
the student pages. As the phonetic rules are taught, the teacher My son loves having me read the lists we
may give the student the appropriate sticker and show him where create to see howsilly they are. His
to place it on the folder. The stickers are permanent, so be careful favorite so far is the ur collection: purple,
where they are placed! turkey, yogurt. My daughter is "finding"
The Phonetic Farm includes a “Phonetic Farm Word Book” which
er words in every book she “reads,”
;
and
wants me to add them to the list.
you may download and print for your student. This wordbook
may be kept in the three-ring binder described above. It can be Instructions to download the Word Book are
used to collect words that apply to the phonetic rules. on the instruction sheet found in the pocket
Teachers Mailbox of the farm folder.
Choose a spot for your “Teacher’s Mailbox” (see page 6).
The specific lesson plans begin on the next page. Remember that the lesson plans are just a guide. You can adjust the
lessons to fit your needs. If you are finding that it is taking too long each day, only do half a lesson per day until you
find your stride. There is no “right” way to do this.
If you get stuck or would like to chat with other parents who use this program, check out our support group,
IEWFamilies. See: excellenceinwriting.com/loop
For specific questions, you are welcome to email the author at: PAL@excellenceinwriting.com
© Institute
Lesson 1
PEM OY:“September” (Author Unknown)

This poem can be found in Student Book 1 which you can Possible Daily Schedule
print for your student. The book is located on the Primary
Arts of Language: Reading DVD-ROM. The complete collection Keep everything short and snappy!
of poetry used in these lessons in Appendix 9 of this manual.
POCUlY incre ee ao er eee (5-10 min.)
Read the poem “September” and enjoy the rhyme.
GLASS JOUTNGl ence ears, (S-10 min.)
Briefly discuss the meaning of the poem. Printing /CODY WOUK” sa ssctesctceee(15 min.)
1
Find a place to post the poem for daily reading, or place it in \

MIPREACAISUOLY ssctecorcsonsarceet
aaboaters (20 min.)
your binder.
Break/other subjects
Class Journal, Printing, and Story Time
If you are also doing Primary Arts of Language: Writing, complete the Foundations & Reader Words....(15 min.)
Class Journal and printing lesson now. Also, read and discuss a story Agenda or Work Period .............. (30 min.)
now or later in the day.
Break/other subjects
Stage 1: Foundations and Reader Words
-
]
/Phonetic FAM tour ores (5-10 min.)

During this stage, you will be teaching your student letters, phonics,
~ Read words/Sentence osesccccsssseese: (5 min.)
and sight words using games.
Informal spelling test «0.0... (S min.)
Create Game #1: Letter Stories. * Presented in Primary Arts of Language: Writing
(Instructions to create the games from scratch are included in
case you did not pre-assemble the game folders.) Follow the
instructions in the Phonetic Games book to trim the Letter
Stories game board, and glue or tape it into a file folder. Goal Setting
Primary Arts of Language: Writing presented the letters c, 0,
Anna Ingham emphasized the
and a in lesson one. Even if you are not doing the Writing
importance of setting short-term,
lessons, you can teach the three letters using the letter stories
achievable goals for your student. As he
described at the end of Appendix 2 (page 108). To reinforce
reaches each goal, he can be encouraged
the letter sounds and shapes using the letter stories, cut out
that he is actually progressing.
the c, o, and a letter story cards from the game pieces section
of the games book, and show your student how to match up The first goal is to start Activity time
the c, o, and a letter story cards with their alphabet where your student can spend thirty
counterparts on the game board. minutes playing the games he is
Put the game pieces into an envelope, put the envelope in the learning.
folder, and place the game folder in your games file box.
The next goal is to get his first reader (if
Create Game #2: Mugs. you are planning to use them), which he
Trim the game board and attach it to the inside of a file folder. will receive when he has learned all the
Cut out Mug’s mouth. words it contains. This will only take a
Cut out three of the Mug’s Bones game pieces, and use a few weeks. Many of the words in the
Sharpie® marker to print ac on one bone, an o on another, Card Game are words included in the
and ana on the third bone. first reader. The games, Work pages, and
Prop the side of the folder with Mugs upright against Reading Practice pages (to come) will
something with the bowl image flat on the table. Show your give your student plenty of experience
student how he can “feed” Mugs the letter bones. Say the with these words. If he is diligent and
sound of the letter, and then feed it to Mugs. You may want to does his work, he can achieve this goal
place a small box (halfa cereal box?) behind Mugs to catch the and enjoy the reader independently
bones. while he learns the next set of words for
Put the bones in an envelope, and put the Mugs folder with his the next reader.
bones in the games file box.
Enjoy the games, and don’t feel like your
Card Game (green, yellow) student needs to master them right off
The Card Game uses 3x5 inch inde
index cards and is used to teach the bat. The goals are to immerse your
sight words which are in Reader One) You will need a small student in the process and have fun with
box ortubtokeepthe wordsin. __ him as he learns.
© Institute for Excellence in Writing BL Primary Arts of Language: Reading

* Using a whiteboard or paper, teach two color words, green andyellow, with their helpers ee and ow.
oee are the Squeally-e’s, and they say |é| in the middle of words such as green. (Note: When you see the two
letters together in italics, say the letter names separately (e-e). When the letter is in vertical lines (e.g., |€]),
say its sound.)
© ow Says |O| at the end of words such asyellow.
* Take two blank 3x5 inch cards. Write the word green on one card, and underline the Squeally-e’s. Write the
word yellow on another, and underline the ow. Place the cards in the box or tub for review later.
Create Game #3: Color Palette.

¢ Trim the game board and attach it to a file folder. Student Generated
¢ Cut out the game cards on which are printed the words green and WCET TFS 2H
INE
yellow. Interestingly, the Squeally-e’s were
¢ Using crayons, colored pencils, or markers, color any one of the an invention of one of Anna
circles on the artist’s palette green and another one yellow. Ingham’s students. When she taught
¢ Show your student how to match the color word by laying it on the the phonogram, one of the students
color circle on the palette. Place the game in the games file box as commented, “When two e’s get
you did the others. together, they love to squeal!” Thus,
2 the Squeally-e’s were born. Invite
Phonetic Farm your student to create his own
Show your student the Phonetic Farm folder. Open it up and look at the stories to remember the
farm scene. Explain that he will be filling the farm with the phonetic phonograms. Student generated
helpers that help us to read. Ask what helpers were talked about today games and activities are usually the
(the Squeally-e’s say |é| and ow at the end of words says |0]). most successful.
¢ Find the ee Beehive sticker and place it where the Beehives belong
on the farm (the cover shows you where everything will go). Tell your student, “These are the Squeally e’s.
They say |é| in words like bee and green.” Have fun squealing the |é| sound with your student. Point to the
words on the sticker, and note the underlined ee. Read the words on the sticker with your student.
* Find the ow sticker that will go on the Long-o Silo (do not choose the ow! Cow; that will come on another
day). Put the sticker on the Silo (the tall round building to the left of the barn). Point to the words on the
sticker, note the underlined ow, and say, “ow says |0| at the end of words such asyellow and snow.”
Agenda or Work Period

Explain to your student that each day there will be an assignment on the board (in pictures) that he will need to
complete during Agenda time. As your child learns to read, the pictures can be replaced by words. The Appendix
contains a variety of picture cards that you might like to use for your Agenda board.
Today’s Agenda should include Lesson 1 Work feo student Bool and another item |
or two of your choosing: Color a picture, listen to a book on tape, complete a chore, Agenda
watch an educational program, or anything that your child can do independently. You <S
might invite him to color the Mugs game board. nag 74
Show your student where the Agenda for this work period is located, and instruct him i YY lesson 2
to check off the items as he completes them. Since this is the first day, you will need to
work with him to show him how to complete the Work page. Watch him carefully to EL,
ensure that he correctly completes the Agenda tasks. Help him check off the items as he V<=—
completes them, and show him where to put his completed student page (in your 3
“Teacher’s Mailbox, described on page 6). Remember, this is the Foundation time where
habits are learned that will reap their benefits if you ensure they are learned well now.
End of Day
Phonetic Farm tour
Later in the day, take a tour of the Phonetic Farm folder. Stop at the Beehives and ask, “Who lives here?” (the
Squeally-e’s, which say |é| in the middle of words such as green). Repeat with the ow section of the Silo.
Informal Spelling Test

If you are doing the Primary Arts of Language: Writing, finish the day with an informal spelling test as described in
those teacher notes. Don’t do this test on paper; do it on a whiteboard (one on the wall or use a small, lap-sized one).
Today your student can try to spell c, o, and a. When you give the test, say the letter sounds, not their names. If he
can’t remember how to form them, cheerfully remind him of the letter story, and show him how if necessary.
© Institute
for Excellence in Writing ti? Primary Arts of Language: Reading
Lesson 2
Poetry: “September”
* Read and enjoy. Now you can begin to use the poem to reinforce and introduce phonetic rules.
* Find the word green and underline the Squeally-e’s.
* Find other ee words in the poem. Underline the ee in each word (deep, peeping).
* As you do the
Class Journal, Printing, and Story Time Primary Arts of
Language: Writing,
* Ifyou are also doing Primary Arts of Language: Writing, complete the Class Journal
don’t forget to read
and printing lesson now. Also, read and discuss a story now or later in the day.
and discuss a story
every day!
Reader Portraits
Find the Reader Portrait page in Student Book 1. These characters will be introduced later in the readers. If you
don’t plan to use the readers, the posters and their names are still fun to have around. Their names match what they
are: Horse, Duck, Sheep, and Kitty. Have your student color the pictures for his Agenda today, and post them on the
wall or display board in your classroom for future reference.
Add to Game #1: Letter Stories.

e From the game pieces section, cut out the letter stories for d, g,
and u which were introduced in the printing lessons. If you don’t Card Game
have those, use the letter stories on page 108 ofthis book to The Card Game is used to introduce
introduce them. the reader words as well as many
¢ Match up the six letter stories now in the game with their other common reading words.
alphabet counterparts on the game board.
The cards can be used as a game
Add to Game #2: Mugs. during Activity. Show your student
¢ Cut out three more of the Mug’s\Bones game pieces, and use a how to choose some of the cards, and
Sharpie® marker to print d, g, and u on three separate bones. lay them face down on the table.
¢ Feed Mugs his six bones saying the letter sounds as you feed Players take turns choosing a card and
him each bone. You can also put ee and ow on bones. attempting to read the word.
Card Game (black) The cards can also be used for a quick
¢ Teach another color word, black, with its helper ck. game of lightning where the teacher
¢ cksays |k| at the end of short words. It actually is used for the holds up a card for the student to read
|k| sound after short vowels at the end of words, but your quickly. If the student can’t remember
right off, the teacher can say the word.
student does not need to know all that just yet.
¢ Take a blank 3x5 inch card, print the word black on the card, Keep these games light and fun. Most
and underline the ck. Add the card to the other Card Game cards. students need more than fifty
repetitions to remember something
Add to Game #3: Color Palette.
without thinking, so the more
¢ (Cut out the game card on which is printed the word black. opportunities your student has to read
¢ Color any one ofthe circles on the artist’s palette black. You may these words, the sooner he'll be fluent
play the game with the cards you have so far. with them. However, some students
struggle with memorizing, so don’t
Phonetic Farm expect perfection right off the bat.
e Review ee and ow. The Card Game is great for reinforcing
e Find the Duck sticker and put him on the Phonetic Farm. other vocabulary words. Feel free to
add words from other subjects to the
Agenda or Work Period Card Game to reinforce what you are
Today’s Agenda should include Lesson 2 Work from Student Book 1 teaching in those subjects.
and the coloring of the reader portraits (Horse, Duck, Sheep, and Kitty).
You may add more items if desired.
Again, monitor your student carefully to ensure that he correctly completes the Agenda tasks. Help him check off the
items as he completes them, and remind him to put his completed work in your Teacher’s Mailbox (a box or tray
with a sign “Teacher’s Mailbox” described on page 6 of this book).
© Institute for Excellence in Writing ih} Primary Arts of Language: Reading

Decide what you will do with the completed Work page. You may have your student keep it in the back oftheir
Reading binder (see “Setup” on page 9 ofthis manual) or display them briefly for review and discard them later.
End of Day
Phonetic Farm tour
Later in the day, take a tour of the Phonetic Farm folder, and stop at the ee Beehive, ow Silo, and the ck Duck.
Find the Letter Sound Activity

Draw ad on the board, and ask your student to find or think offive things that begin with the sound |d|. He can draw
them on the board if he likes, or just name them. Help him think of words if he needs help (e.g., dish, dog, dirt,
dominos, dice, drink, dots, dimples, duck).
Informal Spelling Test

Test c, o, a and d, g, u using the letter sounds, not their names. Continue to use a whiteboard or small board for this
testing. More formal spelling on paper will not begin until the Al/ About Spelling lessons are in full swing.
Two Teacher’s Manuals?
Some teachers have wondered why the PAL Writing teacher’s manual is not imbedded in the PAL Reading teacher’s
manual. The reason they are separate is because the program is suitable for a wide age range. Both programs are
intended to follow a mastery learning approach, and it is common for the Reading part to move more quickly than
the writing portion. In this way, a student may repeat printing or copy work lessons as needed until they are
mastered.
Very young children (ages 4 or 5), commonly require an entire year just to complete Part 1 of PAL Writing while an
older child (age 6 or 7) will likely get through all three parts in a year.
Since the teacher's manuals are spiral bound, it is easy to manage both. Just keep the manual open to the lesson you
are working on. When the Reading manual refers to the PAL Writing part, simply switch manuals. In this way, the
Writing portion can move more slowly or quickly if needed. It also makes completing the writing component at
another time of day if desired. Thus, having the two manuals is really more convenient in the long run.

Lesson 3
* Read and enjoy. Have your student close his eyes and
“September” Poem Fort
visualize the scene.
* Find the ee words and read them. Remember, when you Children love repetition. One mom shared what
see the phonogram in italics in these lessons, say the her family did to make the poetry more fun:
letter names (e.g., when you see ee, say “e-e.”). When you For the "September" poem we made a poem
see the letter(s) in straight lines (e.g., |é|), say its sound. fort. We had brown, blue, and green blankets
* Teach er says |er| at the end of words such as September. for the road, sky, and forest, which we draped
Find other er words in the poem (asters, grasshopper, over the couch and a chair, and put on the floor
summer). Read the “er Jingle” on the back of the Phonetic as needed to create the scene (including the
Farm folder. very important element ofthe sky peeping
through the forest). My son carefully put all of
Class Journal, Printing, and Story Time his toy cars on the road. We cut asters out of
* Ifyou are also doing Primary Arts of Language: Writing, purple construction paper. I wasn't sure what
complete the Class Journal and printing lesson now. Also, to do about the grasshopper until I remembered
read and discuss a story. that my aunt had given my son a set of plastic
insects which included 2 grasshoppers. They
Stage 1: Foundations and Reader Words (and all the rest of the insects) were added to
the scene. I then taped a copy of the poem on
Add to Game #1: Letter Stories. the side of the couch next to the fort.
¢ Cut out the game pieces for i, |, and k. They were
We kept that fort up for at least a couple of
introduced in the printing lessons. Play the game with the
weeks. Every visitor was proudly given a tour
letters you have so far.
of the fort complete with a recitation of the
Add to Game #2: Mugs. poem by each of the children. My daughter, in
typical 2-year old fashion, decided that
¢ Cut out three more of the Mug’s Bones game pieces, and
"September" was our school poem. When we
use a Sharpie® marker to print i, | and k on the bones.
switched to "The Squirrel" she was not
You may also add ck.
happy. She's finally coming around.
¢ Feed Mugs his bones saying the letter sounds as you feed
him each bone.
Card Game (this, is, a)

¢ Teach the words This is a.
o thisahelper who is not polite. The t sticks his
Adding Clips to Your
tongue out at the / and says |th].
Game Boards
o The/in this says its short sound, so put a breve
(1) over the |i] (a breve is the shape of a reverse You can make your game boards more fun to
arc, or a smile). play if you add paper clips at the bottom of
o Briefly explain that the letter s can say |s| or |z]. where each game piece should go.
It says |s| in the word this and |z| in the word is.
Get a box of standard (1”) paper clips. Make
o When the letter a is all by itself as a word, it says
a %” slit at the bottom of each place a game
jul.
piece should go. Slide a paper clip into the
¢ Print the words this and is on two separate 3x5 inch
slot such that one side of the clip is on the
cards, mark the helpers and the vowels, and place them
back and the other side on the front. Puta
with the other Card Game words.
piece oftape across the clip on the back of
Create Game #4: Letter Parking Lot. the folder to keep the paper clip in place.
¢ Cut out the game board, and tape or glue it into a file Now, instead ofjust laying the game piece on
folder. the board, your student can put it into the
¢ (Cut out nine Parking Lot cars to print the lowercase clip. If you make the slits, your student
letters learned so far (aocdguilk). should be able to add the clips
¢ fventually you will explain to your student that some independently as part of his Agenda. It is
letters are vowels and others are consonants. In this also a great exercise to strengthen his
game, there are only five spaces for vowel cars (a ei ou), fingers for writing.
twenty for consonant cars, and one for a letter that is
sometimes a vowel and sometimes a consonant (y). For

now let him park the cars wherever. Once all the vowels have been taught, the cars can be parked in the
proper lots.
Phonetic Farm
* Add the farmer sticker to the r-controlled Barn section of the Phonetic Farm. Read the er words in the er
Jingle on the back ofthe folder. Say, “er (the individual letter names, not the sound) says |er| (the sound) at
the end of words, such as...”
¢ Put the th sticker on one ofthe train cars in the Village (on the flap of the Farm folder).
¢ Review the helpers presented so far.

To prepare your student for the Lesson 3 Work page of Student Book I, print several sentences on the board
following the pattern: “This is a (picture of a tree). This is a (picture of a fork).” Use simple things to draw like tree,
fork, glass, hat, etc. Put a period after each picture, and explain that punctuation is like a traffic sign.
Find the Punctuation Signs poster in lesson 3 of Student Book 1. Periods tell us to stop; commas tell us to yield.
When you come to a period, make your voice go down a little. Read the sentences on the board stressing the
punctuation. Be sure to read the sentences fluently using natural speech; do not pause after each word.
You may keep this poster behind the “Poster” tab in your binder or post it on the wall for easy reference.
On the Lesson 3 Work page, help your student mark all the helpers (underline each th and put a breve () over each
1) before cutting, pasting, and coloring.
Again, monitor your student carefully to ensure that he correctly completes the Agenda tasks. Help him check off the
items as he completes them, and remind him to put his completed work in your Teacher’s Mailbox.
End of Day
Phonetic Farm tour
Later in the day, take a tour of the Phonetic Farm folder, and review everything learned so far.
Reading Practice
Read all the sentences on the Lesson 3 Work page that your student completed in
his Agenda. Remember to stress the punctuation. Save the “This is a...” strips,
and surprise your student
Begin a Reading Practice clipboard, or begin to keep these pages in your binder with them; put them on
behind the “Reading Practice” tab (see “Setup: Wall Space or Binder” on page 9 of photographs of family
this manual). Over the next several days, you will be adding more pages to this members on the wall, or tape
clipboard or binder for choral reading practice. them to items in the
In Student Book 1, find the Lesson 3 “This is a” Strips. Cut these out and have fun bathroom some morning or to
putting them up around the house. Use them on the table at supper by putting cans in the cupboard.
them next to items on the table (e.g., This is a plate. This is a fork. This is a cup.) When your student stumbles
Hold up the “This is” strip to your chest and say, “This is Mommy” or “This is on the signs, excitedly
Daddy.” Have each person at the table do the same. Notice the period at the end encourage him to read them
of each strip. Tell your student the period is to remind the reader to drop his with expression. Let him
voice at the end of each sentence and come to a stop. Obey the sign! surprise you with the strips
Informal Spelling Test someday too.
Test c, o,a,d,g, uandi,l, and k. Test them by saying their sounds, not their
names. You can also ask your student to spell the two letters that together say |k| at the end of words (ck).

Lesson 4
* Read and enjoy. Discuss the meaning and ask questions about the poem (e.g., Why does it say, “the sky
peeping?” Does the sky peep? How does treating the sky like a person make the poem more fun?). Find the
color words, helpers, and notice the rhymes.
* Circle the s at the end of the word asters. Explain that the s makes it mean more than one.

i iz, Choral Reading
If you are also doing Primary Arts of Language: Writing, complete the Class Journal
and printing lesson now. Also, read and discuss a story. Every day, read a few
sentences orally with
Stage 1: Foundations and Reader Words your student from the
“Reading Practice”
Add to Games #1 Letter Stories, #2 Mugs, and #4 Letter Parking Lot. clipboard or binder (so
¢ Cut out the letter story piece for b (introduced in the printing lessons), and far, the only thing there is
print a b on one of Mug’s bones and on a Parking Lot game car. You can also the Lesson 3 Work page).
add th and er to bones. Play the games with the letters you have so far. Be
At first, your student will
sure to pay special attention to the position of your lips, teeth, and tongue as
likely parrot your
you Say the |b] sound. Compare to the positions when you say the |d| sound.
reading. However, over
Create Game #5: Beginning Consonants 1. time he will join you in
Create this game as you have the others. Cut out all the game pieces, show your the reading more and
student what each picture stands for, and play the game. more.
Card Game (blue, brown)

¢ Teach the color words blue and brown.
o ueisa helper that says |oo| at the end of some words such as blue, true, and Sue.
Oo owsays |ow!| in the middle and end of some words such as brown, down, and town.
¢ Print the words blue and brown on two separate 3x5 inch cards, mark the helpers, and place them in the
Card Game box.
¢ Show your student how the Card Game is played. Take out the cards created so far, and place them face
down on the table. Take turns picking up a card, telling about the underlined helper, and reading the word.
You can also use the word in a sentence if desired.

¢ (Cut out the game cards on which are printed the words blue and brown.
¢ Color two circles: one blue, one brown. You may play the game with the cards you have so far.
Read the “ow! Jingle.”

¢ Find the “ow! Jingle” poster in Student Book 1. Discuss the difference between ow saying |0| at the end of
the word, and this ow! which says |ow!| in the middle and sometimes the end of words. Read the sentences
in the jingle, and point out the ow helpers. Display the poster for future reference.
Phonetic Farm
¢ Add the ow! Cow and the ue Fruit Tree to the Phonetic Farm, and read the words. Notice the helpers ow
and ue.
¢ Review all the other helpers on the Phonetic Farm. As the farm gets filled up, you may choose to review only
some of the areas each day.

¢ Pull out the Lesson 4 Work page from Student Book 1. Help your student mark the vowels and color the
pictures appropriately. Today’s Agenda can include this Work page and coloring the pictures on the Lesson
4 Reading Practice page. Add another item or two as desired (such as a math page).
End of Day
Complete the end of day activities as in the past: Tour the Phonetic Farm, and conduct an informal spelling test on
the letters learned so far. Read the sentences on the Lesson 4 Reading Practice page with your student, and answer
the questions. Add the page to your Reading Practice Collection.
© Institute
Lesson 5
poet, “September”
Read and discuss. Find the helpers known so far.
¢ Find and underline words with the th helper.
¢ Find colors in the room to match the colors in the poem.
¢ Act out the poem.

Read a few lines from your Reading Practice pages. If you are also doing Primary Arts of Language: Writing, complete
the Class Journal and printing lesson now. Also, read and discuss a story.

Do it again?
Add to Games #1 Letter Stories, #2 Mugs, and #4 Letter Parking Lot.
* (Cut out the letter story pieces for rand e, and print an r and e on two of You will tire of these games
Mug’s bones and on two Parking Lot game cars. Play the games with the long before your children
letters you have so far. do. Try to play them today
* Now that all the vowels have been introduced, show your student that with as much joy and
there are special lots for the letters: one for vowels and one for consonants enthusiasm as you did on
(you'll discuss special slot fory later). Simply recite the vowels (q, e, i, 0, u). the first day of school.
If the letter is not in that list, then it is a consonant. Sort the cars you have According to Anna Ingham,
so far into consonants and vowels. permanent learning may
* Be sure to pay special attention to the differences between the short take up to fifty-five
sounds of e and i. Emphasize: Showing your teeth when saying the short-e repetitions. By the second
sound and wiping away a tear as you Say the high-pitched Short-i sound day of anew phonogram,
can be helpful. you have only reached
Add to Game #3: Color Palette. about six repetitions, so the
ritual must be repeated
¢ Cut out the game card on which is printed the word réd.
daily for about two weeks
* Color one circle red. You may play the game with the cards you have so far.
for a student to gain
Card Game (réd) mastery.
* Print the word réd on a 3x5 inch card, mark the vowel, and place it in the
Card Game box. Thankfully, children love
¢ Play the Card Game as described in lesson 4, if desired. repetition, so enjoy the
games as much as they do.
Phonetic Farm They won't be little long...
¢ Now that all the vowels have been introduced, visit the Vowel Flower
Shoppe in the Village.
* Review the helpers on the Phonetic Farm.
* Find the ow! Cow on the farm. Read the “ow! Jingle” poster from the student pages.

Pull out the Lesson 5 Work page from Student Book 1. Underline the helpers on blue and brown, and mark the
vowel on the word réd. Color the pictures as directed.
Today’s Agenda can include this Work page and coloring the “ow! Jingle” poster. Be sure he colors the clown’s
nightgown brown! Choose a few of the Card Game words for your student to practice during today’s Agenda. Add
another item or two as desired (such as coloring any games not colored, a math page, etc.).
End of Day
Complete the end of day activities:
* Tour the Phonetic Farm.
* Using the cars from the #4 Letter Parking Lot game, say a letter sound, and have your student point to the letter.
* Play “Lightning.” Using the Card Game words, show your student one word at a time; see how fast he can read it.
* Read some of the sentences from the Reading Practice pages together.
* Conduct an informal spelling test on the letters learned so far (include ck).

Lesson 6
Poet ry: “September”
Read and discuss. Find the helpers known so far.
There are three homophones in this poem: road, blue, and Homonym vs. Homophone
through. Explain that homophones are words that sound the same Reading experts love their
but are spelled differently and have different meanings. Write
vocabulary. In the old days, the
down the words from the poem and next to them write their
word homonym meant two words
homophones (rode, blew, and threw) and discuss the meanings of
that sounded the same (homo) but
each word listed. You might want to use the following sentences were spelled differently.
to teach the words.
o Tomrode his horse down the road while Sam rowed However, somebody noticed that
down the river. the root nym means name, so now
o She threw the ball through the window. homonym is limited to words that
o The wind blew in the blue sky. are spelled the same (the same
Underline oa in road and the ew in the homophones blew and name), but have different meanings
threw (save the helper ough for another lesson). (e.g., the homonym fly. It can mean
an insect or a thing birds can do).
Class Journal, Printing, and Story Time Since the root phon means sound,
Make some entries together in the Class Journal and have your the preferred term for words that
student read them back with you. He will mostly parrot what you sound the same but are spelled
say, but it will be a start. differently is homophone.
With your student, read the sentences from your Reading Practice
clipboard or binder (the lesson 3 Work page and lesson 4 Reading
Practice).
Complete the printing lesson from Primary Arts of Language: Writing, if applicable.

Cut out the letter story pieces for p and t, and print a p and t on Voiced or Whispered?
two of Mug’s bones and on two Parking Lot game cars. If desired, To feel the difference, put your hand
play one or two of the games with the letters you have so far. on your throat as you say the letter
Say the sounds of p and b. Notice that both use the same lip, sounds. Your throat vibrates with
tongue, and teeth position, but one is voiced and the other is not. the voiced b, but not with the
Do the same with the t and d. The tis whispered; the d is voiced. whispered p. It vibrates with the
Add to Game #3: Color Palette. voiced d, but not the whispered t.
Teach the colors orange and purple. Focus on the underlined This distinction can help your
helpers. The soft-g sound and the consonant-l-e rules will be student tell the difference between
taught later. the sounds.
Do talk about syllables. Have your student put his hand under his
chin and say, “pur-ple.” He should feel his chin go down twice.
Repeat with or-ange and red. Orange also has two syllables, while red has only one.
Cut out the game cards, and notice the helpers that are underlined.
Color one circle purple and another one orange; then play the game with the colors learned thus far.
Card Game (orange, purple)

e Print the word orange and purple on two cards, underline the helpers (or, ur), and place them in the Card
Game box.
Homophone Clothesline Poster

In Student Book 1 with the lesson 6 pages is a Homophone Clothesline poster. Use it to begin collecting
homophones. Choose any two of the sock pairs to write down the paired homophones from today’s poetry
(through/threw, blue/blew). For the triplet (road/rode/rowed) use the socks that have a bird nearby for a
third word. There is an alphabetized list of hundreds of homophones in Appendix 6 of this document for
your reference as your student finds more homophones in your environment.
© Institute
Phonetic Farm
Add the or Horse sticker and the ur Turkey sticker to the Phonetic Farm. Both ofthese are located near
the r-controlled Barn. Read the “ur Jingle” on the back ofthe folder.
You can also add the oa sticker to the Long-o Silo and the ew Fruit Tree to the orchard. These sounds were
introduced with the homophones earlier (road, blew, threw).
Review the other helpers on the Phonetic Farm.
eke Le or Work Period Vowel

Pull out the Lesson 6 Work page from Student Book 1. Underline the helpers in yellow, ee
orange and purple. Color the pictures as directed.
Today’s Agenda can include this Work page, coloring the pictures on the lesson 6 Reading
Practice page, and coloring any game board. Add another item or two as desired.
End of Day
Tour the Phonetic Farm.
e Now that all the vowels have been taught, have your student practice saying all the short
vowel sounds. Use the Lesson 6: Vowel Ladder cards in Student Book 1 to post the vowels
in a doorway that can be used to practice all the sounds up and down.
Play the Card Game by either reading the words together or taking turns reading the words.
Read the Lesson 6: Reading Practice sentences provided in Student Book 1. A new page of
sentences will be provided each day. Listen to your student read from other pages every
day. Collect them on a clipboard or in a file folder for daily reading practice. Select a page or
two for your student to read during his Agenda. If he is struggling, let him practice with the
same page for several days until he masters it.
Conduct an informal spelling test on the letters learned so far. Try a few helpers as well
Led
=}
Le]
fe]
§
(such as ur, or, and oa). You can say something like, “Print the two-letter helper that says
|er| and comes in the middle of words like purple.” If he can’t remember, whisper the
answer with a wink, and cheer when he prints it correctly.
Take a Minute
How is it going? Are you having fun or feeling overwhelmed? If overwhelmed, you can make adjustments.
Consider these points:
Are you spending too much time on some of the activities? For example, the poem should only take a minute
to read and a few minutes to discuss. Keep the lessons short and snappy.
You don’t have to master everything on the day that it is presented. Just touch on new things knowing that
the concepts will be repeated many more times.
Is your student overwhelmed feeling like there is too much to learn? Hover on a lesson for a few days, or re-
do a few lessons. You do not need to complete a lesson every day. If your student needs to spend a few days
on each lesson, so be it!
Do you have a place to keep all the posters? Is a wall working or would a binder be better?
There is no “right” way to teach this program. It is meant to be flexible and ajust to your unique situation. If you
would like to chat with other parents using this program, check out our support group, IEWFamilies.
See: excellenceinwriting.com/loop
© Institute
Lesson 7
Read and discuss. What are the differences between summer and fall?
Find the word today and underline the ay. Teach ay says |a| at the end of Too Messy?
words. Although Mrs. Ingham
Print the word today on the board, and think of some things that you recommends underlining the
will do today. Make up a special holiday to celebrate “today,” and print it phonograms in the poem, she
on the board: “Today is (picture of event) Day.” It could be crazy hat day, does warn that this can make
wear a puppet sock day, backwards day, wear-your-jammies-all-day your poster awfully messy.
day, etc.
As you mark your poem, you
can always point instead of
Class Journal, Printing, and Story Time underline, or print a new
¢ Make some entries together in the Class Journal; have your student read poster if your first one gets
them back with you as possible. too sloppy. You could also slip
Together with your student, read a few of the sentences from your the poem into a plastic sleeve,
Reading Practice clipboard or binder. use a transparency marker to
Complete the printing lesson from Primary Arts of Language: Writing, if make your marks, and then
applicable. wipe them off later.

¢ Cut out the letter story pieces for m, n, and h, and print them on Mug’s bones and on the Parking Lot game
cars. If desired, play one or two of the games with the letters you have so far.
Again, pay attention to the lip, tongue, and teeth position when saying these sounds.
Feel free to vary the games a bit. You might want to pick a Mug’s bone at random and have your student find
or think of words that start with that letter sound.
Card Game (today, Horse, Duck, Sheep, see, can)

Print today on a card, underline the helper ay, and put the card in the Card Game box.
Teach the words which will be reinforced on today’s Work page.
© Teach Horse. Print the word on a card and underline the helper.
o Teach Duck. Print the word on a card and underline the helper.
o Teach Sheep. Explain that sh says |sh|. In the sh pair, the h is holding up his finger to say |sh|. Print
the word on a card and underline the ee and the sh helpers.
© Teach see. Print the word on a card and underline the helper.
Notice the capital letters at the beginning of names. Knock-Knock on the Farm
The word can will be taught on today’s Work page. You can add it to the
When Mrs. Ingham visited
Card Game now.
“Sound City” with her
students, she would knock on
Create Game #6: Beginning Consonants 2. the door of the houses and
Put together another game for more beginning consonant sounds. Show your ask who lived there.
student what each picture stands for.
You can do the same on the
Create Game #7: Short-e or Short-i. Phonetic Farm. You can ask,
This game helps your student to identify if the vowel in the word is an e or ani. “Who lives here?” or “Who are
Show your student how to sort the words by their vowel sound. Use the letter you?” and encourage your
stories to help hear the difference between the e and the i. The e is the Teeth student to answer, “I am the
letter. Show your teeth when you Say |é|, and make the high-pitched cry when ow! Cow! I say |ow!| in the
saying |i|. Your student might complain that these letters sound just the same to middle and sometimes the
him. If so, be patient and help him differentiate the sounds using the letter end of words as in cow and
stories. Be sure to practice the vowel ladder presented in Lesson 6. brown.”
© Institute for Excellence in Writing Pil Primary Arts of Language: Reading

Phonetic Farm
Add the ay Haystack sticker to the farm.
Add the sh sticker to the Village Train (on the flap).
Visit the er farmer and read the “er Jingle” on the back ofthe folder.
Visit several other places. You can play “Knock, knock” with each of the stickers, e.g., point to the farmer.
“Who’s there?” “er says |er| at the end of farmer and feeder and father.”
Review the Homophone Clothesline Poster. Tell your student
to watch for homophones to add to the poster. If he finds any, “Feed Me” Game
print them on a pair ofsocks. For your reference, there is a list for Card Game Words
of common homophones in Appendix 6.
Another fun craft you can have your
Agenda or Work Period child create during Agenda is his own
“Feed Me” box.
See the text box to the right for what to do with the Feed Me
creature that is included in the lesson 7 student pages. It can To complete this craft, you will need an
be used as a future Card Game activity. empty cereal box or other box about
Pull out the Lesson 7 Work page from Student Book 1. that size. Have your student color the
Underline the helpers (See, Horse, Sheep, Duck). Today’s “Feed Me” creature included in lesson 7
Agenda can include this Work page and coloring game boards, of Student Book 1. Your student is
if desired. welcome to create his own creature with
a mouth to feed if he desires.
End of Day
Once the picture is colored, take the
Complete the end of day activities: cereal box apart at the bottom and side
Tour the Phonetic Farm. seams. Turn the box inside out, and glue
Go down and up the Vowel Ladder saying the short vowel the colored picture to the front of the
sounds. box. Cut out the creature’s mouth.
Play the Card Game by either reading the words together or
taking turns reading the words. Finally reassemble the side and bottom
of the box using glue or tape. Do not seal
Use the Lesson 7 Reading Practice to teach the word can.
Read the sentences with your student. Encourage your
the top of the box; just close the flap.
student to practice these sentences in the evening. Perhaps he Your student can use this box to read the
can read them at dinner to the rest of the family. The more he Card Game words and feed them to the
practices, the easier reading will be. However, be sensitive to thing he created. After he is done, he can
your student’s ability. If this is hard for him (and it very well open the top of the box to dump the
could be!), then help him with the reading. Do not try to push words back out to return to the Card
your student beyond his comfort zone in these beginning days. Game box. (Your boy will surely have
fun making the creature “throw up.”)
Conduct an informal spelling test on the letters learned so far.
© Institute
Lesson 8
Read and discuss. Have your student close his eyes while you read and imagine the scene. Think about what
you hear and feel. What does a grasshopper’s call sound like? Why is he calling?
Point to the word fall, and teach the third sound of a which is |aw]. This third sound is usually marked with
two dots over the a. Show your student the Third Sound of a poster in lesson 8 of Student Book 1, and
color the lambs. Mrs. Ingham called the letters /, t, u, and w the “babysitters” because when the babysitter
comes, the baby says, “|Aw|, I don’t want to go to bed!” In the Phonetic Farm, the letters |, t, u, and w are the
shepherds which make the a-Lamb say, “|Aw|, now I have to go home.” Notice that the shepherds usually
follow the lambs (all, water, taut, draw); however, the w sometimes leads the lamb and makes it say |aw|
(want, wash). Keep this poster on the wall, a display board, or binder.

Make some entries together in the Class Journal; have your student read them back with you as possible.
Together with your student, read a few of the sentences from your Reading Practice clipboard or binder.

Add to Games #1 Letter Stories, #2 Mugs, and #4 Letter Parking Lot. VIP Parking
Cut out the letter story pieces fory andf,and print them on Mug’s bones When you are working on the
and on the Parking Lot game cars. Use the consonant sound of y in the Parking Lot game, point out
letter stories and Mugs games. Park they in the consonant lot for now. the VIP parking place. Remind
but after you teach the word kitty below, you can move the letter y to his your student how the lettery
VIP parking space (see the text box at right for clarification). said |e| at the end of Kitty. It
sounded like a vowel, yet it
Card Game (draw, Kitty, Hén)
also makes a consonant sound
Teach the word draw and underline the helper. You will use this word in ly|. It is a special letter
the Agenda list today. Print the word draw ona card, and add it to the because sometimes itis a
box. vowel and sometimes it is a
Teach the word Kitty. The i is short and marked with a kit i consonant Park thecor with
breve ("). Look at the back of the Phonetic Farm folder at y Me viiioenecolniace
the “Sounds ofY.” Point out that when ay is at the end of Oe, % : i
a two-beat word, it says |é| as in Kitty. Have your student
hold his hand under his chin and say “Kitty.” His hand goes down twice, so this is a two-beat word. Print the
word Kitty on a card, and mark as illustrated at right.
Teach the word Hen. This is a simple consonant-vowel-consonant pattern, so the vowel is short. Printit ona
card, and mark the vowel with a breve. Discuss the difference between a hen and a rooster.
Create Game #8: Match-It.

This game reinforces the reader words that have been introduced in the Card Game.
This board will be used for several Match-It games using various sets of word cards. The cards are
numbered, so they won’t get mixed up.
Cut out the Match-It Reader Words: Set 1 from the Game Cards section of the Games book.
To play, lay all the cards face down covering the numbers on the board. Take turns turning over one card at
a time. Read the word or identify the picture on the card. If a player turns a card that matches another card
that is face up on the board, he captures the pair. If the card does not match anything on the board, he
should leave the card face up on the board, and his turn ends.
Score by adding up the numbers written in the box under the card. You can have your student collect that
number ofbeads, pennies, M&M’s® or other counters to keep score. Count them (or eat them!) at the end of
the game to see who wins.
for Excellence in Writing

© Institute /a3; Primary Arts of Language: Reading
Phonetic Farm
Add the au/aw Lambs stickers and the Lamb with the shepherds for the letter a sticker (the third
sound of uLamb will be added later).
e
Review the “Sounds of y” on the back of the folder.
Visit several other places. Play “Knock, knock.”
Reading Fluently
As you read to your student
Pull out the Lesson 8 Work page from Student Book 1. Underline the
and your student reads with
helpers and mark the vowels before cutting and pasting.
you, be sure to read with
On today’s Agenda you may include this Work page and a couple of energy and good flow. Do not
directives such as “Draw a yellow sun.” or “Draw 2 black cats.” Be sure
read each word monotone
your student can read the Agenda list before sending him off to complete it and staccato as in “This—
independently.
is—a—green—tree.”
Instead, read it as if itis the
End of Day most interesting thing you
Complete the end ofday activities: can think of.
Tour the Phonetic Farm.
Remember that practice
Go down and up the Vowel Ladder saying the short vowel sounds.
makes permanent. To help
Play the Card Game by reading the words or feeding your new “Feed Me” your student become an
Box (created in lesson 7). excellent oral reader with
Read the sentences on the Lesson 8: Reading Practice page, color the more complex sentences
pictures to match the sentence, and add it to the other Reading Practice later, he needs to read these
pages. simple ones with gusto.
Conduct an informal spelling test on the letters learned so far. Include
some of the helpers learned so far.
© Institute
Lesson 9
After reading the poem, illustrate it on a fresh sheet of paper. Take an old brown crayon, and peel off the paper.
Break the crayon to make it the size of aroad, and make a curvy road with the side ofthe crayon. Alternatively, use a
fat brush and watercolor paint. Read each line of the poem and add to the illustration.

* Make some entries together in the Class Journal; have your student read them back with you as possible.
* Together with your student, read the sentences from your Reading Practice clipboard or binder.
* Complete the printing lesson from Primary Arts of Language: Writing, if applicable.

* Cut out the letter story pieces for s and qu, and print them on Mug’s bones and on the Parking Lot game cars.
Always print the qu together. Note that on the Letter Stories board, there is no lower case q (it only has Qu).
You can teach the Capital Qu now, or print qu in the corner of Qu spot to help your student see the
connection.
Create Game #9: Magic-e.

* Quickly introduce the long and short vowel sounds. Your student has been learning the short vowel sounds
in the printing lessons. The long vowel sounds are simply their names. Go over to the Vowel Ladder. Briefly
go down and up the ladder saying the short, and then down and up saying the long vowel sounds.
¢ Explain that vowels usually say their short sounds, but sometimes things happen to make a vowel say its
name. One way to get a vowel to say its name is to tap it with the Magic-e. After creating the Magic-e game
board, cut out the Magic-e wand. You may want to glue or tape the arm of the wand to a straw, craft stick, or
pencil to make it sturdier.
* Choose a word on the game board, and read it using the short vowel sound. Then place the Magic-e wand
over the word so that the e on the wand is at the end of the word. Make some kind of sound (“Ding!” or
“Poof!”), and read the word with its long vowel sound.
Card Game (like, likes, will) Why Do We Call Them
Long and Short Sounds?
¢ Teach the word like. It is a Magic-e word where the e makes the i long.
The reason the vowel sounds are
e Addans to like to make it likes. Discuss how some words can have tails
called “short” and “long” goes
(suffixes). Don’t worry about discussing verb forms or the term “suffix”
back to linguistics and the
right now; it will suffice to say that words are like animals, and some
duration of the vowel sound.
words can grow a tail.
When we Say the short sounds,
e Print the words like and likes onto two cards, aN
they are staccato: d, & i, 6, and u.
and mark the Magic-e as illustrated above. The word breve (the name of the
Circle the s on the word likes. k Ss curvy symbol we put over the
e Print the word will on a card. The vowel is short sound) has the same root
short. Interestingly, the letter / likes to double after a short vowel. as the word brief.
The long sounds (a @ 7, 6, and w)
Phonetic Farm are marked with a macron ()
Find the Magic-e on the “Jobs of e” on the back of the Phonetic Farm folder. whose root means Jong. When
Review a few other places. you Say the long sounds ofthe
vowels, they are indeed longer in
Agenda or Work Period length than the short sounds. Try
it!
Pull out the Lesson 9 Work page from Student Book 1. Mark the Magic-e words
with an arrow, and circle the s tails. Write down a few items on the Agenda for Perhaps playing with these
your student. Use words when possible. lengths (staccato short sounds
and lengthy loooong sounds)
End of Day might help your children
remember which is “short” and
Complete the end of day activities: which is “long.”
¢* Tour the Phonetic Farm; review the Magic-e. Read the “ow! Jingle.”
* Read the new sentences on the Lesson 9 Reading Practice page. Add
the page to the clipboard. Listen to your student read from other pages.
¢ (Conduct an informal spelling test on the letters learned so far. Include some ofthe helpers (e.g., ck, aw, ow)

© Institute vA Primary Arts of Language: Reading
Lesson 10
* This is the last day for this poem. See if your student can recite it to you. Otherwise, read it together, and
enjoy the picture created in lesson 9.

* Together with your student, read a few of the sentences from your Reading Practice clipboard or binder.

¢ Cut out the letter story pieces for v and w, and print them on Mug’s bones and on the Parking Lot game cars.
If desired, play one or two of the games with the letters you have so far.
* Review voiced and whispered consonants (see lesson 6). Say the sounds of p and b, d and t. Repeat withf
and v. The |f| is whispered, the |v| is voiced. Notice the lip, tongue, and teeth position with all these letters.
Have your student put his hand in front ofhis lips and feel the air when he says |p| and |f|.

* Teach the word white. Discuss the difference between the phonograms wh and w. You blow when you say
|wh|. Have your student hold his hand in front of his mouth and feel the air. Try it with words like with,
whistle, water, wheat, and wind. Now try white. Does it blow? (Yes.) Then it begins with wh.
¢ White also has a Magic-e. Mark the Magic-e with an arrow on the game card for white, and underline the
helper wh.
Card Game (white) Silent Reading

¢ Print the word white on a card, mark the Magic-e with an arrow, and It is helpful to teach your
add it to the box. Review Card Game cards as desired. student how to read a sentence
silently. Look at the words and
Review Game #9 Magic-e Game and Game #8 Match-It.
think about what they say.
* Review the Magic-e game and play it with your student. This is an
Stress the importance of
advanced game, so don’t expect him to master it quickly.
keeping the lips closed while
¢ Play the #8 Match-It game with the Reader Words: Set 1. reading silently. Help your
Create Game #10: Beginning Consonants 3. student form a mental picture in
¢ Set this game up and cut out the cards. Show your students what the his mind so he is visualizing and
pictures illustrate, and play the game. thinking as he reads.
Phonetic Farm
¢ Add the wh sticker to one of the train cars in the Phonetic Village. Review th. These are sounds that a train
makes when it is moving: |wh, wh, wh; th, th, th].
* Visit some other places on the farm, and do knock-knocks.

Pull out the Lesson 10 Work page from Student Book 1. You can add reading the Class Journal or sentences on the
Reading clipboard to the Agenda. Continue to increase the number ofpurposeful activities that your student can
complete independently. This will enable you some freedom to help other children during the day. Use words when
possible.
End of Day
* Tour the Phonetic Farm; review the Magic-e and wh.
* Read the new sentences on the Lesson 10 Reading Practice page. Add the page to the clipboard. Listen to
your student read from other pages.
* Conduct an informal spelling test on the letters learned so far. Include wh. Say, “Print the two-letter helper
that says |wh].” Review a few others helpers too.
© Institute
Lesson 11
Poetry: “The Squirrel” (Author Unknown)
* Read this new poem (located in Student Book 1). Discuss meaning.
Underline some of the helpers: ee in tree, ow in down (read the “ow! Jingle” poster), ur in furly and curly, er
in scampers, feather, and supper.


¢ Cut out the letter story pieces forj,x, and z, and print them on Mug’s bones and on the Parking Lot game
cars. If desired, play one or two of the games with the letters you have so far. The alphabet is complete!
Create Game #11 Beginning Consonants 4.

* Set this game up and cut out the cards. Show your students what the Set Goals
pictures illustrate, and play the game. Anna Ingham stated that short-
term, achievable goals set by the
Card Game (jump, rin, swim, hép) teacher were foundational to her
* Teach jump and run, and print the words on cards for the Card program. You have been teaching
Game. Emphasize the short-u sound in each. Mark the vowel witha your student these games to meet
breve. the first goal of reaching Activity
¢ Also teach swim, and print it on a card to add to the game. Mark the time, where your student can
vowel with a breve. Briefly discuss consonant blends. The two spend thirty minutes each day
consonants both say their sounds, but they say them so fast it playing these games. Build
sounds like one sound: |sw|. anticipation.
¢ Read and feed a few cards to the “Feed Me” creature created during
In Mrs. Ingham’s
8 classroom, pal
pairs
Agenda in lesson 7. of students worked together. You
can plan to be your student’s
Create Game #12: Action Charades.
partner, or you may have your
¢ Create the folder for this game, and cut out the words Jump, jump, child’s sibling play that role.
Run, run, Hop, hop, and Swim, swim. Mark all the vowels. Mix up the Advanced students might manage
cards and lay them face down on the board. Reveal a card, read it, the games independently.
and act it out. As more action cards are added to this game later, the
duplicates can be removed.
Phonetic Farm
¢ Read the er Jingle and ur Jingle on the back ofthe folder.
¢ Point to the cake with the ir Jingle. Think of someone who has a birthday coming up. Teach that ir says |er|
in birthday. Read the ir Jingle.
¢ Putthe ir Bird sticker on the barn of the Phonetic Farm. It goes near the r-controlled Barn.
e Visit some other places on the farm, and do knock-knocks.
A gauge or Work Period

Pull out the Lesson 11 Work page from Student Book 1. Help your student mark the helpers before cutting
and pasting.
¢ Adda few other items to the day’s Agenda, such as reading sentences from the Reading Practice pages. Do
have an item or two that is open ended and enjoyable, such listening to a book on tape or working on an art
project. Talk to your student about how to organize his time. Encourage him to be responsible and complete
the academic activities first.
© Institute
End of Day
Complete the end ofday activities:
* Tour the Phonetic Farm; do knock-knocks.
* Read the new sentences on the Lesson 11 Reading Practice page. Figure out the somewhat new word, can.
* Continue to work on fluent reading rather than word-by-word intonation. Practice silent reading. Listen to
your student read from other pages.
* Conduct an informal spelling test on some of the letters and helpers. Be attentive to how well your student
is hearing the sounds. Work on the ones that he is struggling with.
Good Reading Habits

Some people say, “Practice makes perfect.” The reality is, “Practice makes permanent.” Be sure that your student
is practicing his reading correctly.
Read the sentences with your student using good flow and tone. Read expressively and encourage your student to
do the same. If they sentence is too long for him to read fluently, cover the second part of the sentence. Have him
read just the first phrase, and then reveal the second part for him to read. Practicing reading sentences written on
the board may be easier than working with them on paper because the sweep of his eyes is much larger.
Don't let your student get into the habit of using his finger to point to each word as he reads. He should be using
just his eyes. Using just his eyes also prevents the stilted word-by-word reading that can happen.
If your student is having a hard time focusing on the sentence and easily loses his place, cut the sentences apart,
and place one sentence at a time in front of your student. You may also try putting a clean strip of paper above
and below the sentence you are working on. If you must use a finger to point, try sliding the finger as you read ina
steady movement instead of stopping at each word.
When your student reads silently, he should not move his lips. Have him read the phrase silently to himself, and
then read it again aloud.
© Institute
Lesson 12
Poetry: “The Squirrel”
* Read the poem again. Find the rhyming words. Clap the two and three-beat words.
* Find ou in round and ground. ou says |ow!| in the middle of words. The ou! Cow sticker will be added to the
Phonetic Farm today.

* Together with your student, read a few of the sentences from the Reading Practice pages.
* Complete the printing lesson from Primary Arts of Language: Writing, if applicable. If you are following
those lessons, all the lowercase letters have been presented, and you will begin to present capital letters.

Play Games #1 Letter Stories and #4 Letter Parking Lot.
¢ Play the Letter Stories game, and pay more attention to the capital letter shapes on the game board. Also
play the Letter Parking Lot game. Remind your student that in a few days, he will be able to spend thirty
minutes a day playing these games.
Card Game (come, go)

¢ Teach come and print it ona card.
o This word might look like a Magic-e word, but it is not. The e in come is not doing anything; it is the
Odd Job-e, but in this case he is being lazy and does nothing. The o in come says one ofthe four
sounds of the letter 0. The o in come says |t|. Print a little u over the o to remind your student of its
sound. (Incidentally, the fourth sound of o is |oo| as in to.)
¢ Teach the word go and print it on a card.
o The word go is an example of an Open-o word. When a vowel comes at the end ofa syllable or a
word, it often says its long sound. Puta line (a macron) over the o in go to indicate its long sound.
Student Book 1 has another poster for you to put up: Open-o Words. The poster depicts a volcano
spewing a few Open-o words. Read the words together. As you find more words with an Open-o at
the end, add them to the poster. Later, the Open-o sticker will be added to the Long-o Silo on the
Phonetic Farm.
o Some of the words on the Open-o poster are homophones. Add them to the Homophone Clothesline
if desired (so/sew; no/know). Note: You can briefly indicate that some letters (like the k in know)
are silent, but silent letters will not be taught for a while.
Add to Game #12: Action Charades.

¢ (Cut out and add the game cards come and go. Play the game.
¢ (Choose a couple of other games to play as well.
Phonetic Farm
¢ Add the ou! Cow sticker to the Cows and the Open-o sticker to the Long-o Silo.
¢ Visit the Jobs ofe on the back (specifically the Odd Job-e that did no job in the word come).
¢ Visit some other places on the farm, and do knock-knocks.
ASERGS or Work Period

Pull out the Lesson 12 Work page from Student Book 1. Point out the commas. Remind your student that
punctuation marks are like traffic signs. Commas mean to yield or pause. Read the sentences on the
sentence strips, and pause at the comma.
e Adda few other items to the day’s Agenda, such as reading sentences from the Reading Practice pages.
Continue to encourage your student. Use the word draw or today in an Agenda item.
End of Day Helpers that you can include

Complete the end ofday activities: on the “Spelling Test” are:
¢ Tour the Phonetic Farm; do knock-knocks. : ' ck, ur, or, ee, er, ay, wh, ow,
¢ Read the new sentences on the Lesson 12 Reading Practice page. ow!, ew, ue, Oa, au, AW
© Institute
Lesson 13
* Read the poem again.
* Count syllables for some ofthe phrases:
o Whisky, frisky, hippity hop. How many beats in each word? Have your child put his hand under his
chin and count the syllables. Clap them out too.
o Repeat for Furly, curly, what a tail; Snappity, crackity, out itfell.
o Notice all the yendings in the words you just read. Review the “Sounds of y” on the back of the
Phonetic Farm folder: at the end of atwo-or-more beat word, they says its long-e sound. Ask, “Is the
lettery acting as a vowel or a consonant at the end of aword?” (It is a vowel.)
¢ Find the word he in the poem. This is an Open-e word. Like the Open-o words, the Open-e says |é| at the end
of aword. Fortunately, there are only five short Open-e words. They are listed on the Open-e poster in
Student Book 1. Notice that one of the Open-e words is a homophone. Add be and bee to the Homophone
Clothesline.

* Together with your student, read a few of the sentences from your Reading Practice clipboard or folder.

Review Voiced/Whispered
Use the cards from Mugs (Game #2) to review the voiced/whispered pairs (b/p, d/t, and v/f). The pair c/g are also
voiced/whispered. Notice the position of lips, tongue, and teeth with each of these letters, and feel for the voice as
you say them. Review w/wh too (feel for the air; say some w/wh words such as watch, whale, went, and where).
Card Game (hé, can)

e Print hé ona card, and add it to the Card game box.
e¢ Print the word cdn ona card, and add it to the box. This word was used on the sentence sheets in lesson 11.
¢ Play with the Feed Me box using a handful of cards.
Add to Game #8: Match-it.

* Cut out the Set 2 words. Play the game with the new set.
¢ This game board can be used with any set of 8 paired cards that are roughly 2x2” square. You can use 3x5
inch cards by cutting an inch off the end, and then cut the card in half. You can make game cards to match
number of objects to numbers, addition facts to the answers, color words to colors, or anything else you
wish to reinforce. You can keep several sets of cards in the folder; simply mark an envelope to indicate
which set is inside. Your student can make up his own sets of playing cards as part of his Agenda.
Phonetic Farm Monitor your student’s work

¢ Add the Open-e Beehive sticker. and be sure he is not
¢ Visit some other places on the farm, and do knock-knocks. overwhelmed with what is
required. Help him as much as
TE or Work Period he needs. He is not expected to
Pull out the Lesson 13 Work page from Student Book 1. Encourage complete all of the reading
fluency. Teach your student to say the last word in each sentence tasks independently.
slightly louder than the rest for emphasis.
These activities are provided to
* Adda few other items to the day’s Agenda, such as reading sentences
give him a lot of exposure.
from the Reading Practice pages. Continue to encourage your student.
Mastery will come with time,
End of Day and it could take a long time for
Tour the Phonetic Farm; do knock-knocks. TEE DOME:
* There is no new Reading Practice page today. Listen to your student
read from other pages, and encourage him to continue to practice reading them on his own.
* Conduct an informal spelling test on the letters learned so far. Include a few helpers.
© Institute
Lesson 14
Sseiiah “The Squirrel”
Read the poem again; be sure to pause at all the commas. Have your student close his eyes and imagine
what he is seeing. Some of the words give a sense ofmotion, others sight, and others sound. Talk about
these words.
Underline ai in tail; ai says |a| in the middle of words. The ai Haystack will be added to the Farm today.
Underline the word to. Although it looks like an Open-o, the o in do says |oo| because to is a member of the
Do Family (see the Do Family house in the Phonetic Farm folder on the
Village page). To is a handy word in many sentences; it tells where you
Rhyming and Singing
are going. E.g., The squirrel scampers to the ground; Mom can go to the
store. It is also part of the word today. In addition to reading and
discussing poetry each day,
Class Journal, Printing, and Story Time listen for rhymes in the other
Make some entries together in the Class Journal; have your student read books you read.
them back with you as possible.
Also, don’t neglect singing as
Together with your student, read a few ofthe sentences from your
part of your school day. You
Reading Practice clipboard or binder.
can sing fun songs, patriotic
Complete the printing lesson from Primary Arts of Language: Writing, if
songs, or hymns. Even if your
applicable. Sete erat
voice is that of a frog, singing
Stage 1: Foundations and Reader Words should be enjoyed every day.
When frogs sing, they do
Create Game #13 ai and ay Haystacks. become better!
Assemble the game board. Your student can use the picture to read the
word. Point to the ai or ay in the word, and repeat the spelling rule printed on the page. The words can be
stacked in the box on the haystack.
Card Game (and, to, play)

Teach the word and, print it on a card, and add it to the Card Game box. Use it to combine family names or
other things that go together. Some examples: “Grandma and Grandpa live in Wisconsin. Jack and Jill went
up the hill. I like to eat peanut butter and jelly.” Think of more things that go together.
Print the word to on a card. Print a little oo above the 0 to remember its sound. Add it to the Card Game box.
Play lightning with the word cards. Flash your student a card; have him identify the helper and then say the
word.
The word play will be included on today’s Reading Practice sheet. Add it to the Card Game box now, but
don’t teach it until the Reading Practice sheet is presented at the end of the day.
Phonetic Farm
Add the ai Haystack sticker and say, “ai says |a| in the middle of words.” Visit the ay Haystack.
Find the “Do Family” house in the Village (on the flap). The word to belongs to the Do Family.
Visit some other places on the farm, and do knock-knocks.
Lesson 14 Work
There are a few new words
Pull out the Lesson 14 Work page from Student Book 1. Help your
that have not been discussed
student figure out which pictures to together. Have him color them
before (R6n, Don). Help your
before cutting and pasting.
student mark the vowels and
Add a few other items to the day’s Agenda, such as reading sentences
figure out the new words.
from the Reading Practice pages. Continue to encourage your student.
Read each sentence a few
End of Day times with expression. Pay
close attention to the
Complete the end ofday activities: cary a
Tour the Phonetic Farm; do knock-knocks. Play one of the games.
Read the sentences on the Lesson 14 Reading Practice page.
Conduct an informal spelling test on the letters learned so far. Include a few helpers. As you test, watch
carefully that your student is correctly spelling the voiced and whispered consonants. If not, continue to
practice noticing the difference during game time.
© Institute for Excellence in Writing SH Primary Arts of Language: Reading

Lesson 15
* Read and act out the poem today. Have your student try to read or recite it with you.
* Notice the words up and down. Act out the squirrel going up to the treetop and scampering down to the
ground.
* Point out the consonant pairs (ff, tr, sc, gr, br, sn, cr). These pairs are like blended juice; you hear both
sounds at the same time. There is a list of them on the back of the Phonetic Farm.


Card Game (up, down) Home Reading Books
¢ Teach the words up and down. Print them on file cards. In the lesson plans in the back
o The word up is easy with its single, short sound. Mark it witha of Anna Ingham’s Blended
breve. Sound-Sight Program of
o Read the “ow! Jingle” and notice the word down in the jingle. Learning, Shirley George
o Play with the word cards by having your student reach high introduces “home reading
when you show the up card, and squat down to the floor when books” on Day 15. This was a
you show the down card. set of picture books that the
¢ Play lightning with a few more of the word cards. students would check out and
take home to have their parents
Add to Game #12: Action Charades. read to them.
* Cut out the go up and go down game cards. Play the game. As you add
cards to the game, you may remove the duplicates. You may wish to add this to
your day by having your
Create Game #14: Short-a or Short-e. student choose a picture book
¢ Show your student what each picture illustrates, and sort the words by or chapter book to have read to
their vowel sound. Use the letter stories to help hear the difference them that evening as a bedtime
between the a and thee. book. Choosing the book during
the day might make your
Phonetic Farm bedtime routine run more
smoothly since your child will
* Review the ou! and ow! Cows. have something to look forward
¢ Review the consonant pairs on the back. to!
* Visit some other places on the farm, and do knock-knocks.
* Read the “ir, er, and ur Jingles” on the back. The Wizard of Oz, Dr. Doolittle,
or Thee, Hannah are great
Agenda or Work Period chapter-a-day bedtime books.
* Pull out the Lesson 15 Work page from Student Book 1. Read the
words on the page. Make sure your student understands what to do.
* Adda few other items to the day’s Agenda, such as reading sentences from the Reading Practice pages.
Continue to encourage your student.
End of Day
* Tour the Phonetic Farm; do knock-knocks.
* Play one of the games.
* Read the sentences on the Lesson 15 Reading Practice page. Listen to your student read from other pages.
* Conduct an informal spelling test on the letters learned so far. Include a few helpers.
© Institute
Lesson 16
Poetry: “Autumn Leaves” (Author Unknown)
* Read today’s new poem (located in Student Book 1).
Autumn Leaves Song
* Discuss some ofthe verbs (e.g., fluttering, whirling).
* Review the color words and underline their helpers. The poem for today is an old
* Underline au in Autumn and review the “Third Sound ofa” poster German folk song. If you Google
(presented in lesson 8). Notice the / shepherd (all and fall), making “Autumn Leaves are a-falling
the lamb a say |aw|. song,” you can find several sites
* Teach ea says |é| as in leaves. that play the song. Note that in
our poem, the “a-falling” was
Class Journal, Printing, and Story Time changed to “now falling” for
¢ Make some entries together in the Class Journal; have your student reading purposes.
read them back with you as possible.
One helpful site is kididdles.com.
¢ Together with your student, read a few of the sentences from your “Autumn Leaves” is on their
Reading Practice clipboard or binder. “Action Songs” page along with
* Complete the printing lesson from Primary Arts of Language: many other songs to sing with
Writing, if applicable. your student.

Create Game #15: Short-o or Short-u.
¢ Show your student what each picture illustrates, and sort the words by their vowel sound. Use the letter
stories to help hear the difference between the o and the u.
Create Game #16: ou! or ow!

* ou orowcan be used in the middle of words for the |ow!| sound. Use this game to help your student
memorize some of the words with this phonogram. The Clown jingle is included on the page to help your
student remember which ones use the ow pair.
Card Game (I, mé, shé)

¢ Teach the word /. When the letter / is all by itself, it says its name. Be sure to print it as a capital letter. After
all, “I am important.” Print the word ona card, and add it to the other Card Game words.
¢ Add two more Open-e words: mé and shé. Review the word to and point out its |oo| sound.
¢ Shuffle the cards in the box, and play the Card Game by laying some ofthe cards face down in a pile. Take
turns revealing a card, identifying the helpers, and saying the word.
Too Much Too Fast?
Phonetic Farm
If the end-of-day Reading Practice
e« Add the ea Beehive to the Phonetic Farm.
sentences are progressing too fast
¢ Review the au Lamb and the J, t, u, w shepherds for the letter a
for your student, don’t add new
Lamb. The shepherds make the a say |aw|. Say, “au says |aw| at the ones. Instead, just keep reading
beginning or in the middle of words, never at the end. aw also says the older ones over and over until
|aw| and can come anywhere in the word.” they are easy. You can also cut
¢ Review the Do Family house in the Village (on the flap). them into strips and put the strips
¢ Visit some other places on the farm, and do knock-knocks. in ajar. Your student can graba
strip at a time for reading or copy
Agenda or Work Period work. One sentence on a strip
¢ Pull out the Lesson 16 Work page from Student Book 1. might be less intimidating than a
¢ Adda few other items to the day’s Agenda, such as reading page of them.
sentences from the Reading Practice pages.
There is no perfect pace or
End of Day schedule, so don’t worry about
Complete the end of day activities: getting “behind.” It is better to
¢ Tour the Phonetic Farm; do knock-knocks. Play one of the games. know a few things well thana
bunch of things so-so (which
¢ Read the sentences on the Lesson 16 Reading Practice page.
really means not at all).
¢ Conduct an informal spelling test on the letters learned so far.
Include a few helpers. Add a few easy words if your student is ready
for them. Keep using the whiteboard for these tests.

Lesson 17
Poetry: “Autumn Leaves”
Read and/or sing the poem. Act out the poem. Review the color words.
Find at in the poem. Use the word in several sentences. “He is at the door. We need to leave at nine.”
If there are leaves around at your home, gather some and do leaf tracings. Place a leaf under a plain sheet of
paper, and rub a crayon (red, yellow, and brown, of course!) over the leaf. It might work better to use the
side of the crayon. The leaf and its veins will magically appear on the paper. Once your student knows how
to do this, it can be part of today’s Agenda. These leaves can be cut out and pasted on another piece of paper.
They can also be used for a science lesson to learn the parts of a leaf and to identify the tree they came from.

Make some entries together in the Class Journal; have your student read them back with you as possible.

Create Game #17: The Do Family. Activity Time
Teach the homophones to, two, and too. They are the triplet children of the
Do Family in the Phonetic Farm Village. Show your student how to use Your first goal is almost met!
them properly in the sentences on the game board. When Mrs. Ingham used this
Notice that the words to, two, and too all have the |oo| sound. The word to system in the classroom, she
is already part of the card game. Feel free to add two and too to cards as prepared the children to play
well. Mark them by putting a little 00 over the o in each word. This is the games in pairs. She chose
actually the fourth sound ofthe vowel o. (Incidently, the four sounds of 0 the partners for each student,
are |6], |O|, ||, and |oo].) The w in two is silent, so that word can join the and taught them how to be
words in the Silent Letter Library. Notice that the word two has a w kind to one another by
(double-u) in it—double means two! having a pleasant expression
on their faces when the name
Play a few games.
of their partner was given.
Choose a few games to play together. Use this time to ensure that your
student knows how to play each one. Tell him that in a few days, he will be Starting in lesson 19, thirty
able to spend thirty minutes each day playing these games. minutes will be dedicated to
There will be several sets of cards for Game #8: Match-It. When playing playing the games. The
this game, not all the sets need to be used. As your student masters words games are best played in
ina set, remove it from the game. pairs but can be played
independently if needed. Plan
Card Game (6h, look, Gt, make) to be your student’s partner,
Teach the word oh and print it on a file card. Mark the o with a macron. or assign a sibling to play
Notice the shape of your mouth when you say |oh]. This word can be used with him.
to express both surprise and sorrow. Practice saying it each way.
Teach the word /ook and print it on a file card. Mme Prepare your student for this
Teach that the oo says |ti| as in put when it is k time, and explain how it is to
followed by ak. It is the sound you would make @) O work (play the games quietly,
when relaxing in a hammock under the k tree, so place a long, curved no running around, play the
hammock over the 00 as illustrated. games as they were taught,
Teach at, which has an easy short-a sound. Print the word on a card, and etc:}2
mark the vowel with a breve (dt). Build the excitement!
Teach the word make. It is a simple Magic-e word. Print it on a card, and
draw an arrow from the e to the a (see below). This word can be used in
Agenda for the leaf tracings: Make a leaf brown. Make a leaf orange, etc.
Play lightning with some ofthe word cards. 4k
Phonetic Farm
Add the oo Cow sticker, and review the other Cows.

* Pull out the Lesson 17 Work page from Student Book 1. As you read the sentences with your student, say
the last word in each sentence slightly louder than the rest for emphasis. Mark all the words in the
sentences before cutting and pasting.
* Add a few other items to the day’s Agenda. Use the word make in the Agenda list, such as “Make a green
(picture of leaf).” Continue to encourage your student when he works diligently.
End of Day
¢ Tour the Phonetic Farm; do knock-knocks.
¢ Play one of the Phonetic Games.
¢ Read the sentences on the Lesson 17 Reading Practice page. Teach the exclamation point.
* Review the other punctuation signs. Listen to your student read from other pages.
* Conduct an informal spelling test on letters as needed. Include some easy words.

© Institute 35 Primary Arts of Language: Reading
Lesson 18
Poetry: “Autumn Leaves” Science Integration
: :
¢ Read and/or sing the poem and act it out again.
¢ Review w and wh today with the words wind and whirling. Have your Poetry can be integrated
student hold his hand in front of his mouth as he says the words, and with other subjects. This
decide which starts with wh. poem can lead to a study of
* Teach ar says |ar| as in the word are. trees. Which ones lose their
¢ Review ing in falling, fluttering, whirling. leaves in the fall and which
¢ This poem demonstrates personification by which an inanimate object is ones don’t? Use the leaves
given human qualities. What in the poem is made to sound like a person? to identify the eee in you
(the wind when it blows his trumpet, and the leaves when they are tired) area. Look for differences in
the venation of the leaves,
Class Journal, Printing, and Story Time ote
¢ Make some entries together in the Class Journal; read a few other entries.
¢ Together with your student, read a few of the sentences from your Reading Practice clipboard or binder.
¢ Complete the printing lesson from Primary Arts of Language: Writing, if applicable.
Reader Words and Foundations

Activity Time
Create Game #18: Prepositions.
If you are planning to have
¢ Even though the formal grammar term of “preposition” hasn’t been taught,
your student do the thirty-
the concept is easy to understand and very fun for primary age students.
minute Activity time
You can play this game informally with a table or a chair. Using the
independently or witha
prepositions printed on the game cards, you can have your student act
sibling, use the games prep
them out, e.g., Sarah is under the table. For the game, you will need a small
time today to review how to
box, such as a box from a cake mix or gelatin. By opening both ends of the
play each game. You don’t
box, it can be used for the game and then collapsed for storage.
have to play each game
Add to Game #8: Match-It. completely, play just
* Cut out the Set 3 cards from Game #8 (Match-It), and play the game. enough to ensure that your
* Choose another one or two games to play, or go over procedures for student knows what to do
Activity time starting in the next lesson. with each game.
Card Game (ftin, for) If he will be playing the
* Teach the word fun. This is easy with just the short vowel u. Print it ona games independently, you'll
likely want him to leave the
card and mark it with a breve.
pieces on the board, so you
* Teach for. Review the helper or, which was in the color word orange. Print
can see how he is doing. If
itona card, and underline the or.
playing with an older
¢ Add for/four to the Homophone Clothesline. There are four letters in the
sibling, show them how to
word four.
put each game away
Phonetic Farm properly.
¢ Visit the Train in the Village, and say all the consonant blends there. Make on
I
them sound like a train speeding up: wh, wh, wh, th, th, th, sh, sh, sh (any order is fine).
* Review the or Horse and visit some other places on the farm, and do knock-knocks.

* Pull out the Lesson 18 Work page from Student Book 1. Read the words on the page. Make sure your
student understands what to do.
* Adda few other items to the day’s Agenda, such as reading sentences from the Reading Practice pages.
End of Day
* Tour the Phonetic Farm; do knock-knocks; play one of the games.
* Read the sentences on the Lesson 18 Reading Practice page. Mark all the helpers on the page. Read the
sentences, and choose a few other pages to have your student read with help as needed.
* Conduct an informal spelling test on whatever letters need more practice; include a few easy words.
© Institute
Lesson 19
Prevention, Not Cure
Read and/or sing the poem, and act out the poem again.
Find the word foot. It uses the same |ii| sound as the word One of the hallmarks of the Blended
look. The hammock can hang on the t or the k tree. Sound-Sight System is “Prevention, Not
Find soon in the last line. Notice that the oo in this word Cure.” Mrs. Ingham anticipated her
Says |oo|. Play with this sound like you would play with the students’ needs, and taught them what to
Squeally-e’s. Make your voice hold the oo and go up and expect to prevent a problem in the future.
down. Say, “When those two o’s are playing around instead One problem you may encounter today is
of lying in a hammock, they say |ooooo!].” complaints when the timer rings signaling
the end ofActivity time. “Aw, do we have
Class Journal, Printing, and Story Time to stop?” If you have other things planned,
Make some entries together in the Class Journal. prevent this response by telling your
Together with your student, read a few of the sentences student what is expected when the timer
from your Reading Practice clipboard or binder. dings. If your student is playing the
Complete the printing lesson from Primary Arts of games with a sibling, you may also want
Language: Writing, if applicable. to discuss potential hazards (like fighting
over whose turn to play or whose turn to
Reader Words and Activity Time choose).
Begin Activity Time! Prevention is far better than having to

You can begin the formal Activity time today. Set a timer for come up with a cure later.
thirty minutes. Your student can play the games with you
or a sibling. Monitor how things are going to ensure a cheerful, pleasant time. When the timer dings, your
student may continue to finish the game he is playing, and then everything should be put away neatly.
Card Game (gét, hélp, hélps)

Teach the words get, help, and helps. Print them on a file cards. They all get breve marks over the e.
e Find The Consonants Which Talk the Loudest poster in Student Book 1. It shows six letters that speak the
loudest when paired with an e. When you say the word help, notice how the e seems to be lost when you say
the sound |él|. Since the sound of |é| is part of the name of the letter J, it is easy for children to forget to print
the e when they go to spell help. The letters that speak the loudest aref |, m, n, s, and x. When you hear one
of these letter names in a word, be sure to keep an e nearby. On the poster, they are depicted as a big bear
and baby bear. The big bear might be the one growling its name, but it keeps its baby bear e at its side. Add
this poster to your wall or display board.
e Play lightning with some of the word cards.
Mastering the Words
Phonetic Farm in the Card Game
¢ Review other Fruit Trees (ue, ew). As you play lightning with the
cards in the Card Game, puta
¢ Review the oo Cow. Visit some other places on the farm, and do knock-
knocks. Read some ofthe jingles on the back. Review some ofthe posters mark on the cards your
student can identify instantly.
on the wall too.
When he has said the word
quickly at least three times,
Agenda or Work Period you can congratulate your
¢ Pull out the Lesson 19 Work page from Student Book 1. Mark all the child and remove the card
words in the sentences before cutting and pasting. You will need to from the game. You might
review too for the sentences on the Work page. want to have a “Words
¢ Adda few other items to the day’s Agenda. Mastered” notebook in which
to paste the cards.
End of Day
¢ Read the sentences on the Lesson 19 Reading Practice page. Listen to your student read from other pages.
¢ Conduct an informal spelling test on letters. Once letters are solid, you can use the words as they are taught
in All About Spelling.
© Institute
for Excellence in Writing a, Primary Arts of Language: Reading
Lesson 20
¢ Read and/or sing the poem, and act it out again.
* Notice the letter in autumn that is not saying anything (the n at the end). Introduce silent letters. They are in
the word, but they do not say anything. It is almost like they are at the library. There is a Silent Letter
Library poster in the Student Reading pages which you can use to collect words with silent letters. Add this
to your other posters on the wall or display board.
* Howis the wind like a trumpet? Try blowing through a straw to move papers around the table.
* Notice the compound word: treetops. We normally put a space between words when we print them, so we
can tell where one word stops and another word starts (notice the spaces between words in the poem).
However, some words are supposed to be squished together with no space. We call them compound words.
Some other compound words are: forget, seesaw, catnip, cobweb.

¢ Make some entries together in the Class Journal; read a few past entries.
Reader One Words
* Together with your student, read a few ofthe sentences from your Reading
Practice clipboard or binder. Today’s addition of words
* Complete the printing lesson from Primary Arts of Language: Writing, if to the Card Game
applicable. completes all the words in
Reader One. The first
Stage 2: Activity reader only contains words
that have been taught and
Continue Activity Time. added to the Card Game.
¢ Seta timer and have your student play the games with you or another sibling Tell your student that
for thirty minutes. when he demonstrates he
can read all those words,
Card Game (sleep, péck, cannot)
he can receive his first
¢ Introduce these words one at a time. After printing the letter on a card, have
reader to enjoy and color.
your student help you find and underline the helpers and mark the vowels.
* Notice that cannot is a compound word. It is made up of two words, but Because of the limited
instead of writing them separately, we print them together with no space. vocabulary, the first reader
has very simple text, but
Create Game #19: Compound Words. the illustrations are fun,
¢ Attach the game board to a file folder, and show your student how to match and your student will likely
the cards with the picture to build compound words. This advanced game enjoy having an entire
will not be added to Activity time yet. Keep it separate to use for teaching; book that he can read all by
play it a few times until your student can read better and more of the words himself, giving him further
have been introduced through the poetry. You can also create your own practice reading the words.
game cards as you find other compound words that lend themselves to
illustration. The reader is on the DVD-
ROM and should be printed
Phonetic Farm double-sided. Instructions
to assemble the book are
¢ Visit the Silent Letter Library in the Village. on page 4 in this book.
¢ Visit some other places on the farm, and do knock-knocks. Read some of the
jingles on the back. Review some ofthe posters on the wall too.

* Pull out the Lesson 20 Work page from Student Book 1. Mark all the words in the sentences before cutting
and pasting. Include reading from the sentences pages in the Agenda. You can print the word clipboard in
the Agenda to remind your student to read from the Reading Practice clipboard. Clipboard is another
compound word! Add a few other items to the day’s Agenda.
End of Day
As usual, tour the Phonetic Farm; do knock-knocks; chorally read some of the sentences on the Lesson 20 Reading
Practice page; and conduct an informal spelling test on letters and helpers.

Lesson 21
Poetry: “Ooey Gooey” (Author Unknown)
* Read and enjoy the new poem.
* Underline the 00 in Ooey Gooey. Discuss this helper. When the two o’s are together, they look around and
|oo| at everything, like two lenses in a pair of glasses. Make o’s with your finger and thumb, hold them over
your eyes, and |00| just like the letters.
° Why is “Ooey Gooey” capitalized? (The words are a proper noun, a name.)
* Notice the compound words: railroad and upon. (The word railroad is in the Compound Word game.)
Underline the oa in road. Review the homophones road/rode and a few others.

* Make some entries together in the Class Journal; read a few past entries.
Stage 2: Activity
Continue Activity Time.
¢ Seta timer and have your student play the games with you or another sibling for thirty minutes.
¢ There is a check sheet included in the Phonetic Games book if you would like to keep track of which games
your student plays each day. This is necessary in a classroom with many children, but is not always
necessary in a home setting.
Add to Game #8: Match-lt.

* Cut out the Set 4 cards from Game #8 (Match-It), and play the game. If your student has mastered any of the
other sets, you may remove them from the game.
Card Game (something)

¢ Introduce another compound word: something. Print it on a card.
¢ The word some is like come using the one of the four sounds of o (|t|). Puta little u over the o in come.
¢ Underline the ing on the end of thing. Even though it sounds like |éng|, is it spelling ing. Interestingly, there
are only a few words that use eng. Some are English, England, strength, and length. Your student doesn’t
need to know this now. It will be explained in All About Spelling when the ing phoneme is taught.
Phonetic Farm
e Add the oo Fruit Tree sticker to the farm, and visit the oa section ofthe Silo.
¢ Visit some other places on the farm, and do knock-knocks; review other areas of the farm (back and
posters).

¢ Pull out the Lesson 21 Work page from Student Book 1. Instead of cutting and pasting, your student will
read the color words to color a picture. Include reading from the sentences pages in the Agenda.
¢ Adda few other items to the day’s Agenda.
End of Day
¢ Student Book 1 also includes a list of the Reader One Words presented so far. Have your student practice
them every day until they are easy.
¢ Conduct an informal spelling test on letters. Include some of the helpers. Add in some easy words if your
student is ready.
© Institute
Lesson 22
Poetry: “Ooey Gooey”
¢ Read and enjoy the poem again. Notice the rhymes.
* Underline wor in worm. wor says |wer| in words like worm, work, and world.
¢ Also mark the Open-e in he. Review the Open-e words (he, she, we, me, and be).
* Underline the ey at the end of Ooey and Gooey. ey says |é| at the end ofa few words, such as key and monkey.

Stage 2: Activity
¢ Set atimer and have your student play the games with you or another sibling for thirty minutes.
Card Game (big, little)

¢ Introduce the word big. Although this is a short word, it is not easy to hear the short-i sound in the middle.
Use the vowel ladder to say the word with all five vowels: bag, beg, big, bog, bug. Be sure to hear the middle
sound. Use the letter stories to emphasize them. In big, the i is the crying letter. Draw a breve over the 7 in
big as you print it on a card.
¢ Print little on another card. This word also uses the crying letter. Say the word and count the beats (2).
When spelling, every syllable (beat) needs a vowel, so that is what the Odd Job-e is doing at the end: It is
serving as the Syllable-e in the last beat of little.
¢ Discuss opposites, like big and little.
Add to Game #12 Action Charades.

* Cut out a few more cards: look, peck, and sleep. Play the game.
Create Game #20: Syllable-e.

¢ Little isn’t the only word with a Syllable-e; there are many words where this handy little letter does his job.
Play the game and discuss the words. Tell your student what words the pictures illustrate, and help him
identify the ending sound (gle, ble, etc.) to decide which ending goes with each word.
Phonetic Farm
¢ Add the wor Worm and apple core sticker to the farm (near the r-controlled Barn). This sticker also has
the ore Core, but that won’t be discussed until lesson 33.
¢ Visit the Farmer and remember that “er says |er| at the end of words. Visit the other things around the Barn.
* Add the i/ey Beehive sticker to the farm. In addition to ey says |é| as in Ooey Gooey, you can mention that i
says |é| ina few words (such as pizza). Make the rounds ofthe other Beehives.
¢ Visit some other places on the farm, do knock-knocks, and review other areas ofthe farm.

* Pull out the Lesson 22 Work page from Student Book 1. Today your student will follow written directions
to draw something.
* Show your student that the word work has the wor helper in it. Now he can read work on the Agenda list.
* Include reading from the sentences pages, and practicing the Reader One words in the Agenda. The Agenda
list should be getting longer.
¢ Add a few other items to the day’s Agenda.
End of Day
* Conduct an informal spelling test on letters. Include some of the helpers. Add in some easy words if your
student is ready.
© Institute
Lesson 23
* Read and enjoy the poem again. Notice the rhymes.
* Underline ai in train and rail. Remind your student that ai says |a| in the middle of words.
* Find the “Big-ight” word in the poem (mighty). The Big-ight words use ight to make the |ite| sound. There
are also “Little-ite” words such as bite and kite.

Stage 2: Activity
Card Game (barn, cow, pig, farmer)

¢ Introduce the word barn. The ar in barn says |ar|. Underline it as you print barn ona card.
¢ Print cow on another card, and underline the ow. Although ow can say |0| at the end of a word, in this word
it says |ow!| like it does in the middle of the word brown. There are several words that have the |ow!| at the
end; three of them are in the sentence, “How now brown cow?”
¢ Print pig ona card. This one rhymes with a word from yesterday, big. It also has the crying letter in the
middle. Put a breve over the jin pig. Go up and down the Vowel Ladder, and insert the individual vowels
into this word as you did with big (pag, peg, pig, pog, and pug). Are all of those real words? (No.) Which ones
are real words? (peg, pig, and pug. A pug is a dog breed.)
¢ Print farmer on a card. This is an interesting word. On the farm, the word illustrates the “er says |er| at the
end of words,” but it also has an ar in it. Underline both. How many beats in this word? (Two.) Which beat
has the |ar| sound? (The first.) Which has the |er| sound? (The second.)
Create Game #21: Big-ight or Little-ite Game.

e Attach the game board to a folder, and cut out the game cards. Explain that there are two houses: Big-ight
and Light-ite. Read the words on the cards, and place the words onto a space in the correct house.
Phonetic Farm Reader One

e Add the ight and the ite Kite stickers to the farm. If your student is reading the
e Add the ar barn sticker onto the barn above the horse. list of Reader One words well,
¢ Visit some other places on the farm and do knock-knocks; review he may receive the reader in
other areas of the farm (back and posters). lesson 25. The reader is located
in the files of the Primary Arts of
Agenda or Work Period Language: Reading DVD-ROM.
Printing and assembly
¢ Pull out the Lesson 23 Work page from Student Book 1. Mark all the ; ;
instructions are on page 4 of
words in the sentences before cutting and pasting.
¢ Include reading from the sentences pages and practicing the Reader sausilastalte
One words in the Agenda. The Agenda list should be getting longer. Decide if you want to present
¢ Adda few other items to the day’s Agenda. the assembled book or if you
want to make the assembly a
End of Day project to do with your student.
e Read the sentences on the Lesson 23 Reading Practice page. Listen to your student read from other pages.
e Review the reader words.
¢ Conduct an informal spelling test on letters. Include some of the helpers. Add in some easy words if your
student is ready.
© Institute
Lesson 24
GOStVs “Ooey Gooey”
Read and enjoy the poem again. Notice the rhymes.
¢ Underline ck in track. Remember that ck says |k| after a short vowel.
* Discuss the poem. It says, “he stepped.” Can a worm step? (Inchworms might be able to do that since they
have a version of feet.) Brainstorm other words that would work for a worm (slithered, crawled, slimed,
etc.). Say the poem with these alternative verbs. You can also change “mighty” to something else (foolish,
silly, proud, etc.).
* This poem also lends itselftochanging the character. It could be “Ooey Gooey was a cat, a mighty cat was
he! He stepped upon the highway, the car he did not see. Ooey Gooey.” Have fun thinking of other options.
You can write your version of the poem in your Class Journal.

* Together with your student, read a few ofthe sentences from your Reading Practice clipboard or binder.
* Complete the printing lesson from Primary Arts of Language: Writing, if applicable. If you are following the
lessons, you will begin printing words today on lines and space.
Stage 2: Activity
Card Game (hay, oats, too, eat)

¢ Print hay ona card. Have your student identify the helper (ay says |a| at the end of words). Underline the
helper.
¢ Print oats on another card. Again, can your student identify the helper oa? Underline it. Also, circle the s at
the end. What does that mean (that there are more than one). Talk about oats: what they are and what they
are used for (feed for animals, or steamed and flattened for us to use to make oatmeal)
¢ Print too ona card. Did your student find the 00 which say |oo| in words? Discuss the usage of this word. It
can mean “to an excessive degree,” as in “I ate too many candy bars,” and it is a synonym for also (I want to
go too!).
¢ Finally, print eat on a card. Although the letters ea can say three different sounds, the only one we have
introduced so far is the |é] sound. Underline the ea and read the word.
Create Game #22: Food Sort.

* The Card Game words all have a food theme, so we had better make a game to sort the foods. After attaching
the game to a file folder, read the sentences on the game board. (Food is good. It is good to chew your food.)
Mark the words as illustrated at right to indicate the two sounds of 00. The word chew also has the |oo|
sound. Underline ew. wees
¢ Have fun sorting the word/picture cards into the pictured categories. If you haven't talked q OO d
about the food groups yet, introduce them.
Phonetic Farm Lia

* Review the ay Haystack, the oa Silo, and the ck Duck. t OO d
* Find the ea Beehive and review the other long-e helpers.
* Be sure to stop by the Do Family house in the Village (on the flap) and visit some other places on the farm,
Boe0 oe or Work Period

Pull out the Lesson 24 Work page from Student Book 1. Mark all the words before cutting and pasting.
* Include reading from the sentences pages and practicing the Reader One words in the Agenda. How is your
student doing with the words? If he has them down pat, he can receive the first reader tomorrow. Add a few
other items to the day’s Agenda.
End of Day
Complete the end of day activities (tour the Phonetic Farm, read from the Lesson 24 Reading Practice page
together, and conduct an informal spelling test).
© Institute
Lesson 25
* — Recite the poem together. If you created alternative versions, recite those too.
* — Illustrate the poem, if desired. This could also be an item for today’s Agenda.

Stage 2: Activity
Continue Activity Time. Used ee
* Seta timer and have your student play the games with you or A little boy named Kenny invented the
another sibling for thirty minutes. Jail in Anna Ingham’s classroom. He
brought in a word that didn’t follow a
Card Game (one, two, three, bee, bees) phonetic rule she had taught. To her
¢ Print one ona card. This word disobeys the rules. Although letter rhetorical question, “What should we do
o can Say |u|, there is no w at the beginning to say |w|. What with words that disobey the rules?” he
replied, “Throw them in jail!” The next
should we do with letters that disobey the rules? Throw them in
day he brought in an empty birdcage,
jail! Included in today’s lesson of Student Book 1 is a Jail poster. and the Jail was born.
To throw a letter in jail, simply print it in the jail.
¢ Print two ona card. This is one of the Do Family’s triplets (two, to, Shirley George, Anna Ingham’s daughter,
had a weekly Word Court with her class.
and too). The w in two is silent; it can be added to the Silent Letter
Her students loved to bring words that
Library if you would like.
they thought should be thrown in jail.
¢ Print three, bee, and bees on separate cards. They all contain
Squeally-e’s. Underline the double-e in each word. Circle the To avoid the daily disruption of deciding
plural s at the end of bees if they were truly jail words, the accused
3 words were placed in a holding cell on
Add to Game #8: Match-lt. teacher’s desk. At the end of the day on
* Cut out the cards in Set 5. Sets 1-4 contained the words from the Friday, court was held. The student who
: brought the word explained what rule it
first reader. If your student has mastered all those words, remove Recneved
those sets from the game.
If no other spelling rule or examples of
Create Game #23: Number Match. words with that spelling pattern turned
¢ This game gives your student practice matching numbers, up, the gavel came down, and the class
quantities, and the words for numbers. Read the instructions for announced that the word had to “go to
play on the game board, review all the numbers, and then play the | Jail.”
game. You may start with just a few numbers if you wish. Dr. Webster took the idea even further
and had his eighth grade students hold a
Phonetic Farm real court complete with defense and
prosecuting attorneys, expert witnesses,
¢ Add the ei Haystack sticker to the Phonetic Farm. ei says |a| ina
and a jury.
few words like the number eight. The gf are silent letters, so eight
can also be added to the Silent Letter Library poster. Have fun with this concept, and make a
* Visit some other places on the farm, and do knock-knocks; review big deal about throwing words in jail. If
other areas of the farm (back and posters). you send an innocent word to jail, itcan
always appeal later when new spelling
rules are taught.
¢ Pull out the Lesson 25 Work page from Student Book 1. Mark all
the words in the sentences before cutting and pasting.
¢ If your student can read his reader words, give him Reader One today. He can enjoy reading and coloring
parts ofthe book during Agenda today. Add a few other items to the day’s Agenda.
End of Day
together, and conduct an informal spelling test). You might want to include reading from the reader today too.

Lesson 26
Poetry: “The Funny Man” (Author Unknown)
* Read the poem to your student. Discuss the poem and what this man might be (a clown).
* Circle the s at the end of trousers, gloves, and hips. The s in those words means there is more than one. Have
your student say the word without the s. Does it make sense? (Yes!)
* Notice the words funny and happy. Say the word with your hand under your chin. How many beats in funny?
(How many times does your chin go down?) They at the end ofthese words says ||. This is one of the rules
ofy:ay at the end ofa two or more beat word says |e].

Stage 2: Activity and Reader Words

Card Game (kite, kites, fly)

¢ Print kite and kites on two separate cards. Ask your student what they notice about the words. There are
two things:
o One of the words has ans on the end; the other one does not. Circle the s.
o They are both Magic-e words. Draw an arrow from the Magic-e to the ij on both cards.
o Read the words together and discuss their meanings. Put them in the Card Game box.
¢ Print the word fly on a card. Read the word to your student, and discuss its meaning. The lettery at the end
of atwo-beat word says |é|, but ay at the end ofa one beat word says |i|. Read the word and add it to the
Card Game box.
¢ Play lightning with some of the cards. Remove any cards that you student has mastered.

* Cut out a few more cards: eat and fly. Play the game.
Create Game #24: Ending Consonants 1.

* Create the game board and cut out the card. Show your student what each picture represents, and play the
game with your student. Instead of matching the letter to the beginning sound, he will be matching the
letter to the ending sound. Add the game to the game box for Activity time.
Phonetic Farm Sample Agenda —

* Review the Sounds of y on the back ofthe folder, especially the sounds of Raa ED a nee
y at the end of one and two-beat words o Lesson 26 Work
¢ Visit some other places on the farm, and do knock-knocks; review other o Math page
areas ofthe farm (back and posters). o Read sentences (from the
reading practice pages)
aE or Work Period © Craft (make....)
Pull out the Lesson 26 Work page from Student Book 1. Mark all the o Look ata book or listen to
words in the sentences before cutting and pasting. a book on tape
* Continue to provide your student with a list for Agenda. It can be fairly o Achore
consistent from day to day using words you have taught your student to o Exercise of some sort
read. If you are doing the Primary Arts of Language: Writing program, his (ride his bike, play
printing page could also be on the list. outside, etc.)
End of Day
© Institute
Lesson 27
OT “The Funny Man”
Enjoy the poem again. Act out the poem by ee to your clothes as you read the poem.
Point out the word wears. ear is sometimes It also says |air| in the word bear.
an “air word.”
Underline the ay in always and day. ay says |a| at the end of words. Notice the s at the end of always is a
suffix (a tail). The root word alway has the ay at the end. We don’t use this word without the s anymore.
Underline wor in works. Does your student remember how wor says |wer| as in worm?

Make some entries together in the Class Journal; read a few past entries.

Set a timer and have your student play the games with you or another sibling for thirty minutes.
Card Game (té/l, about, the)

Print tell on a card. Put a breve above the e, and read the word. Sentence Strips
What does it mean?
During Agenda time, it is good to have
Print about on a card and read the word. What is the helper on many activities that your primary age
this card? (ou says |ou!| in the middle of words.) Underline the student can choose to do
ou and add the card to the file. independently when his required
Print the on a card. Underline the th. Does your student work is complete.
remember what th says? |th|. The e at the end ofthis word is
open; it should say |é|, but it does not. It says ||. Does it obey One thing you can provide is a set of
the rules? (No.) What do we do with words that don’t obey the sentence strips. Since you have a
rules? (Throw them in jail!) Add the to your jail poster. You may plethora of Reading Practice pages by
print a little u above the e in the to help your student remember now, some ofthe older ones can be cut
the sound. into strips with only one sentence on
each strip. Your student may use these
Create Game #25: Ending Consonants 2. strips for reading practice, copy work,
This game gives your student more ending consonants to or for creating a picture to go with the
practice. Create and practice the game, and add it to the games strip (glue or copy the sentence onto
for Activity time. the picture page).
Providing your student witha
Phonetic Farm sentence strip instead of an entire
Add the ear Cloud sticker to the farm today. Review the ear
page of work can be more
words.
encouraging to him, especially if he is
Review the ay Haystack and the wor Worm by the Barn. learning challenged.
Review other areas of the farm (back and posters). This also works well for math practice
pages. If an entire math page is too
AFUE or Work Period overwhelming, cut it into strips, and
have your student tackle one strip ata
Pull out the Lesson 27 Work page from Student Book 1. The
sentences invite your student to draw something before cutting time. It makes the work much more
manageable and fun.
and pasting.
Post the day’s Agenda.
End of Day
together, play lightning with some of the words cards, and conduct an informal spelling test).

Lesson 28
ea “The Funny Man”
Recite the poem together. What words rhyme?
* Can you find the Magic-e words in the poem? (nose, shines, makes) Circle the s on the end ofshines and
makes. The root words are shine and make. You don’t have to teach the term “suffix” or the concept of plural
and singular verbs, just circle the s as something that can be tacked onto a word when needed, to make it
mean more than one.
¢ Did you see a new color word: pink? nk says |nk| in pink. What color is pink?


Card Game (pink, gray, sky)

¢ Print pink ona card. Does your student recognize it from the poem? The Card Game
Underline the nk and put the card in the Card Game box. Is your student playing with the
¢ Print gray ona card. Tell your student this is a color word too. Find the Card Game words? During
helper ay, underline it and say the rule (ay says |a| at the end of Activity time, he can take out a
words). Read the word and add it to the Card Game box. stack of cards and practice
¢ Print sky ona card. What does ay at the end ofa one-beat word say? them by taking turns with his
|i]. Read the word, discuss its meaning, and place the card in the box. partner reading them, or by
feeding them to the “Feed Me”
Add to Game #12: Action Charades. :
creature created in lesson 7.
¢ Cut out the card skip. Read it and act it out along with a couple other
cards from the game. The Card Game can also be
f ; used as an Agenda item where
Add to Game #3: Color Palette, if desired. a student can practice several
¢ Ifyou want to add pink and gray to the color game, add two more of the words.
circles on the palette, and color them in. Cut up a 3x5” card to create
two more word cards for the game on which you can print pink and Routinely test your student on
gray. several cards. As your student
masters them, they can be
Phonetic Farm removed from the game.
¢ Check out the Schoolhouse in the Village, and review the sound of nk
as it appears in words on the school’s windows.
posters).

* Pull out the Lesson 28 Work page from Student Book 1. Be sure your student knows to follow the coloring
directions before marking the words, cutting, and pasting.
* Post the day’s Agenda.
End of Day
© Institute
Lesson 29
ADAGE: “The Funny Man”
Recite the poem together and act it out pretending to wear those kinds of clothes.
* Notice the Open-e words he and be.
* Point out the word he’s. Teach that this is a blending of two words: he is. Print he is on the board separately,
and then print them close together (no space). Show that you can erase the i and replace it with an
apostrophe. Say the word apostrophe together a few times to get the feel of it. It is a word you can almost
skip along with, while saying, “apostrophe, apostrophe, apostrophe.” You can explain to your student that
this new word, he’s, is called a contraction, but your student does not need to know that term just yet.


Card Game (fast, slow, a)

¢ Print fast on a card. The a gets a breve. Notice the two consonants at the end, st. Each one says its sound, but
they get blended together. Say the word a few times, discuss its meaning, and place it in the box.
¢ Print slow ona card. Underline the helper at the end, and say the rule: ow sometimes says |6| at the end of
words. The s and / at the beginning of the word also say their sounds blended together.
¢ Print a onacard. When this letter is alone as a word, it says ||. Hmm, what should we do with this word
that does not obey the rule? Print a little u above the a.

¢ Cut out the cards in Set 6. Read the words on the cards with your student. The word it has not been taught,
so teach it now.
Create Game #26: Contractions.

¢ After attaching the game board to a file folder, cut out the apostrophe cards, and attach them to the board by
putting a dot of glue on each x on the game board. Attach an apostrophe card on each box (be sure it is right
side up!). There is an extra apostrophe card if you need it. Cut out the game cards he and is. Once the glue is
dry, show your student how to put the words on either side of the apostrophe. Read the words separately.
Slide the word on the arrow side (the right side) under the apostrophe tab until the gray letter is covered by
the apostrophe. The word on the left can come close and hide any part of the other word that might have
poked through. Now read the contraction. This is an advanced skill, so play with it, but don’t worry if your
student needs help for a long time.
¢ Do not add this game to Activity time yet. Wait until several contractions are available. Your student will not
need to be able to spell contractions for a while, but he will need to be able to read them.
Phonetic Farm
posters). Read the consonant pairs listed at the bottom ofthe back side.

e Pull out the Lesson 29 Work page from Student Book 1. You will need to teach the word car, which has the
same helper as the word barn. ar says |ar| as in barn and car. Mark all the words in the sentences before
cutting and pasting. You might want to read the fable “The Tortoise and the Hare.”
¢ Post the day’s Agenda.
End of Day
© Institute
Lesson 30
BoauE “The Funny Man”
Recite the poem together.
* Underline th in with. Is this th voiced or whispered? (Whispered.)
* Underline the 00 in too. What does it say? The word shoe also has the |oo0| sound at the end.
* Today’s Work page will invite your student to color clothing for the funny man to wear.

* Complete the printing lesson from Primary Arts of Language: Writing, if applicable. All About Spelling can
begin any time.

¢ Setatimer and have your student play the games with you or another sibling for thirty minutes.
Card Game (fuinny, man)

¢Print funny ona card. Put a breve over the u, and mark the syllables as illustrated. What is f tin n
the rule for the lettery at the end of atwo-beat word? (It says |é|.) J UO nYy
¢ Print man on a card. Mark the a with a breve. Can your student read this word? If not, help
him.
¢ Play lightning with a few of the word cards. Be sure to mark
the ones your student is getting good at, and remove them Prepare for Discovery
from the game when he has mastered them. :
As you continue to present words for
the Card Game, practice the Discovery
Phonetic Farm procedures to decode the words. Have
¢ Add the oe Silo sticker to the farm. oe says |0| in some words your student find the helpers in the
such as toe and hoe. The word shoe from the poem has the oe word and underline them. If there are
at the end, but it says |oo|. Isuppose you can argue that the o single vowels, decide what sound they
is saying one of its four sounds (remember the Do Family?), make (long, short, or other) and how
but if your student wants to throw the word shoe in jail, by all to mark them (with a breve, macron,
means! It is a fun thing to do with words that appear to break or other marking).
the rules. Later, if more words turn up that use the same rule,
then you can have the word appeal and free it. Your student is not expected to be
* Review the ei Haystack on the Phonetic Farm. ei says |a| ina independent with this. Continue to
few words like the number eight. The gh are silent letters, so support him in his endeavors, and be
eight can also be added to the Silent Letter Library poster. very encouraging with his attempts.
¢ Visit some other places on the farm, and do knock-knocks;
review other areas ofthe farm (back and posters).

Pull out the Lesson 30 Work page from Student Book 1. Today your student can dress “The Funny Man” on the
Work page with the clothes on the second page. Have him color the clothes to match the colors in the poem. The
hands ofthe clown are not on his hips, but everything else matches the poem fairly well. Post the day’s Agenda.
End of Day
In addition to the Lesson 30 Reading Practice, together read “The Funny Man” poem. As you read, dress the man
with the clothes colored during the Work time. Complete the rest of the end of day activities (tour the Phonetic Farm
and conduct an informal spelling test).
Note: In Lesson 32 (on page 50) you will be invited to make a vegetable soup as part of your study of the poem “Celery.”
You might want to think about having some raw vegetables on hand to make the soup. You may also want to check out
a version of the story “Stone Soup”from your library, or find a version on the Internet.
© Institute
Lesson 31
PIAS: “Celery” by Ogden Nash
Recite the poem together. Talk about vegetables that are crunchy when you eat them (celery, carrots, etc.).
What does stewing these vegetables (cooking them for a long time in water) do to them?
* Teach about the “Bossy-e” which makes the c in celery say the |s| sound. See the back of the Phonetic Farm
folder for the “Jobs of e.” There are actually three letters that are bossy: e, i, andy.
* Underline the er in celery. How many syllables in celery? (3) Review the sound of y at the end of a two-or-
more beat word.
¢ Underline aw in jaw and raw, and review the shepherds for the letter a. (See the poetry section of lesson 8
on page 23.)

Stage 2: Activity and Reader Words The Poker Game

(Bossy-e, i, and y)
Set a timer and have your student play the games for thirty minutes. Anna Ingham created fun jingles and
games to help her students remember
Card Game (now, thén)
the phonograms and their phonemes.
¢ Print the word now on a card. Underline the ow. ow can say
|O| or |ow!| at the end of a word. In this word, it says |ow!}|. The letters c and g have two sounds. The
¢ Print the word then on a card. Underline the th and puta c can Say its hard sound |k| or its soft
breve over the e. Say the word together. Is the th voiced or sound |s|. The g can also be hard or soft
whispered? (Voiced.) (\g| or |j|, respectively).
¢ Discuss the meanings of these words in reference to time. The c will say its soft sound when it is
followed by ane, i, or y (except when ci
Create Game #27: Bossy e, i, and y Game.
or si say |sh|, but that is a more
¢ This game has two playing boards for the folder. The left side
advanced concept). The g will often, but
is the basic Bossy rule where your student can sort the letter
not always, say its soft sound when
pairs to match the sounds ofc and g. The right side is for
those same vowels follow it.
reinforcing the rule presented in All About Spelling level one,
step 16. You may want to save the right side of this game for Mrs. Ingham made up the “Poker Game”
when you get to that rule in the All About Spelling, but that is to demonstrate how this works. She
up to you. would stand up and pretend she was a
¢ Once the game board is in place, show your student how to gunslinger ready for a duel. The jingle
sort the letter pairs into what the vowels make the c org say. goes like this:
When you introduce the left side, show your student what
¢ When ac (Take a step.)
each picture depicts, and then help him determine whether a
¢ Is followed by an e (Take a step.)
c or ak goes in front of each word depending on the vowel (c
¢ i (Take another step.)
before a, o, and u; k before e, i, or y).
¢ Ory (Take another step.)
It says |s| (Say this slowly as you
Phonetic Farm begin to draw your gun out of its
¢ Check out the Jobs of e on the back of the folder (Bossy-e).
holster.)
e Visit the er Farmer, aw Lamb, and a few other places.
But you put c! (Say this fast as you
shoot the gun.)
Pull out the Lesson 31 Work page from Student Book 1. Mark the The same jingle works forg saying the
words before cutting and pasting. Post the day’s Agenda. Include |j| sound. You can use different motions
practicing some ofthe cards from the Card Game as part of today’s if you would like.
Agenda.
End of Day

Lesson 32
Poetry: “Celery” by Ogden Nash
Recite the poem together. What does develops mean? Discuss Stone Soup
how exercise develops muscles. You can make this vegetable soup
Underline the ch and ew in chewed. Review their sounds. The activity even more memorable by
suffix ed will be discussed later. reading a version of the story “Stone
Perhaps you can make a vegetable soup for lunch this week Soup.”
using raw celery, carrots, and onions. Throw in some leftover
meat or beans, a little bouillon and salt for seasoning, and flour You can add a clean stone to your soup
or oatmeal for thickening. Bite the vegetable before and after to make it more fun. (I pre-boiled my
cooking, and recite the poem again. stone, just to be sure!) | did this with
my students when doing a food unit in
Class Journal, Printing, and Story Time our science class. Not only did
everyone love it, even the most finicky
Make some entries together in the Class Journal; read a few past
eaters relished the soup made from a
entries.
stone.
Together with your student, read a few of the sentences from
your Reading Practice clipboard or binder.
Complete the printing lesson from Primary Arts of Language: Writing, if applicable. If you are following
these lessons, the copy work section starts in this lesson along with All About Spelling.

Card Game Options
Set a timer and have your student play the games with you or As your student masters words in the
another sibling for thirty minutes. Card Game, remove them from the
stack, but save the cards!
Card Game (in, out, yés, no)
These cards (or the Match-It cards)
Print the words above on four separate cards.
can be use for spelling practice. Take
Mark the vowels as illustrated, and underline the phonogram ou.
5-10 of the cards and place them ina
Notice the Open-o in no, and read the other words.
bag or envelope. Teach your student
Discuss opposites and match the opposite pairs (in and out, yes
to read the card and then cover the
and no).
card while he spells the word letter by
Add to Game #8: Match-lIt. letter. He can then look at the card
Cut out the cards for Set 7. Instead of matching the things that again and read each letter to be sure
are the same, this set invites students to match things that are he spelled it correctly. This can be
opposites. Since it is a little harder than the other Match-It sets, added to his daily agenda (Spelling).
you may want to play it a few times with your student before When he is ready, that stack of cards
adding it to the Activity time. If your student has mastered any can be used for a spelling test or
of the other sets of Match-It cards, remove them from the game. spelling bee (orally or in writing).
Phonetic Farm
Add the ch sticker to a train car. Review the other Train cars and a few things in the Village.
Visit the ew Fruit Tree, and review the other sounds of |oo].
Visit some other places on the farm, do knock-knocks, and review other areas of the farm. Review a few of
the posters.

Pull out the Lesson 32 Work page from Student Book 1. Mark all the words in the sentences, and ensure
your student knows what to do. If an animal is partway in the barn, count it as in. If your student is getting
good at printing, he can print yes and no in the boxes instead of cutting and pasting.
End of Day
Complete the end ofday activities (tour the Phonetic Farm, read from the Lesson 32 Reading Practice page

Lesson 33
BOC “Celery” by Ogden Nash
Recite the poem together. Since this poem is so short, a new poem will Too Messy?
be presented in the next lesson. See if your student can recite “Celery”
Although Mrs. Ingham
from memory.
recommends underlining the
* Can you think of other foods that are crunchy when raw and soft when phonograms in the poem, she
stewed? (Apples come to mind.) does warn that this can make
* Underline ore in more. ore says |or| at the end of some words. your poster awfully messy.
* Count out the syllables in quietly. Notice the -ly at the end of the word.
Many words end with -ly. Review they at the end of words rules. As you mark your poem, you
can always point instead of
Class Journal, Printing, and Story Time pode ne Pepe oy
poster if your first one gets
too sloppy. You could also slip
¢ Together with your student, read a few of the sentences from your
the poem into a plastic sleeve
and use a transparency
* Continue the spelling, style, copy work, and story from Primary Arts of
marker to make your marks,
Language: Writing, if applicable.
and then wipe them off later.
Create Game #28: ch, th, sh.

¢ Show your student what each picture illustrates, and help him decide which digraph (letter pair) belongs in
each word.
Card Game (are, kitténs, kittén)

¢ Print are on one card. Underline the ar and say the rule (ar says |ar| in words). There is an Odd Job-e at the
end of the word, but he is being lazy and is doing no job!
¢ Print kitten and kittens on each of two cards. Mark all the vowels with a breve. Circle the s at the end of
kittens. Why is that s there? (To indicate that there is more than one kitten.)
Phonetic Farm
¢ The worm in the ore Core sticker is already on the farm (by the barn). ore says |or| at the end of some
words, as in core, more, and store.
posters).

¢ Pull out the Lesson 33 Work page from Student Book 1. Mark all the words in the sentences. After
following the coloring directions, have your match the sentences to the pictures.
End of Day

© Institute Ay| Primary Arts of Language: Reading
Lesson 34
Poetry: “The Little Man Who Wasn’t There” by Hughes Mearns
¢ Read this silly little poem, and discuss its meaning.
¢ There are two air words in this poem. Underline ere in there and air in stair.
¢ Underline ay in today, away, and Stay.

* Continue the spelling, style, copy work, and story from Primary Arts of Language: Writing, if applicable.

¢ Setatimer and have your student play the games with you or another sibling for thirty minutes.
Card Game (they, nap)

¢ Print they ona card. This word has two phonograms: th says |th| and ey says |a|. Notice that when they is
part of aphonogram, it doesn’t follow the rules fory.Since these phonograms are so close together, you may
desire to only underline the ey.
¢ Print nap ona card. This is a nice and easy word to sound out.
Create Game #29: Beehive Words.

¢ Use this game to sort the spelling of |é|. Use the pictures to read the words. Point to the letter(s) which make
the |é| sound, and stack the words into the correct beehive.
Phonetic Farm
¢ Add the ere/eir Cloud sticker to the farm. This sticker shows both sounds for the homophones there and
their. Print those homophones on a pair of socks that have a bird, because later you will add the third
homophone with that sound: they're.
¢ Add the air Cloud sticker to the phonetic farm. Review the other Cloud (ear) too.
¢ Add the ey Haystack sticker to the group, and review the rule: ey says |a] in just a few words, such as they
and hey. Review the other Haystacks. You may want to add the homophones hay/hey to the Homophone
Clothesline.
posters).

* Pull out the Lesson 34 Work page from Student Book 1. Mark all the words in the sentences, and be sure
your student knows what to do.
* Post the day’s Agenda. Include practicing some of the cards in the Card Game.
End of Day
© Institute
Lesson 35
ELBE “The Little Man Who Wasn’t There” by Hughes Mearns
Today is the last day for this poem. Recite the poem together.
* Underline the sh in wish.
* Notice the contraction in the title: wasn’t. What words are squished together in wasn’t? (was not) Does the
word was obey the rules? (No! Throw it in jail. To do this, print the word on the Jail poster.)
* There is another contraction: he’d. This one is a combination ofhe would. Print the word would on the
whiteboard. What does ou normally say? (|ou!| or ||00|) What do we do with words that disobey the rules?
(Throw them in jail! Add would to the Jail poster too.)
* Did you see the color word: pink? nk says |nk| in pink.

* Continue the spelling, style, copy work, and story from Primary Arts of Language: Writing, if applicable. If
desired, use one of the sentences from the Reading Practice sheet for the copy work.

Card Game (dail, some)

¢ Print all ona card. Remind your student that the letter / is one of the shepherds that makes the a say |aw| in
all. As they will learn in All About Spelling, the lis often doubled at the end of short words.
¢ Print the word some on a card. Some is another word where the o makes the |t| sound. Puta little u over the
o in some. The e is an Odd Job-e, but he is not doing a job! He is just sitting there at the end being lazy.
Add to Game #26: Contractions.

* Cut out the was not and he would cards to make the contractions wasn’t and he’d. Notice that the
apostrophe will only cover the o in not to make wasn’t. Most of the word would is covered to make the
contraction he’d. Play the game with your student using the contractions you have so far.

¢ Cut out the Set 8 cards of the Match-It game. Play a round with your student using the new set, and add it to
the game for Activity time.
Phonetic Farm
¢ Visit the Train in the Village, and review those sounds.
¢ Visit the Jail in the Village, and read the jail words you have collected on the Jail poster.
posters).
AST EE or Work Period

Pull out the Lesson 35 Work page from Student Book 1. Mark the words in each sentence on the page.
Instead of cutting and pasting, your student will be coloring the picture to match the sentence. Discuss what
to do when he is to “Make them all green,” or “Make some purple.”
End of Day

© Institute O38 Primary Arts of Language: Reading
Lesson 36
Poetry: “Holding Hands” by Lenore M. Link
Recite the poem together. Talk about elephants and what they do in a circus parade.
Underline the ing in holding, walking, and things. Say the |ng| sound. It makes one sound, but it takes two
letters to write it. The ng can have any of the vowels in front of it, but it rarely uses the e. Sometimes the ing
is a suffix (hold > holding); sometimes it is just part of the word (thing).
Underling ong in along. This is another word that has the ng sound, but the o is in front.
Underline the ph in elephants. What sound is it making? |f].
Consider getting some books from the library about elephants or circuses for your student to enjoy during
Agenda.

Continue the spelling, style, copy work, and story from Primary Arts of Language: Writing, if applicable.

Card Game (things, think)

Print the word things ona card. Underline the th and ing and circle the s. Read the word. Is the th voiced or
whislpered? (whispered) Does this word mean one or more than one thing? (more than one) How do you
know? (The s on the end tells me there are more than one thing.)
Print the word think on a card. Underline the th and the nk. Is the th in think voiced or whispered?
(whispered again)
In both these words the letter i sounds like |é|, but it uses an i. This will be explored later in All About
Spelling, but it is worth noting now to get started on the fifty-five repetitions necessary for your student to
remember.
Play lightning with some of the cards. [
Reader Two Words
Phonetic Farm
You have now presented all
Go to the Schoolhouse in the Village, and review ng and nk.
the words that are in Reader
Add the ph sticker to the Train in the Village. Two: Come and See. Have your
Visit a few other places. student use the “Reader Two
Words” in the Student
Agenda or Work Period Reading e-book to practice his
Pull out the Lesson 36 Work page from Student Book 1. Mark the words every day. He does not
words. Invite your student to draw a picture of what he “thinks about” need to mark them. If he can
that matches a color. Help him think of something if needed. read them effortlessly at the
* Post the day’s Agenda. end of the week, he may
receive his reader (or some
End of Day other prize if you prefer).
Complete the end of day activities: This is another exciting goal
¢ Tour the Phonetic Farm; do knock-knocks. to meet; make a big deal of it.
* Read the sentences on the Lesson 36 Reading Practice page. Listen to These short-term, achievable
your student read from other pages. goals help give a student a
* Student Book 1 also includes a list of theReader Two Words presented feeling of accomplishment on
so far. Have your student practice them every day until they are easy. the long road to independent
* Conduct an informal spelling test using letters, phonograms, and words reading. Take advantage of it.
from All About Spelling.
© Institute
Lesson 37
* Recite the poem together. Enjoy the rhymes. How many syllables in elephants? (Three)
* There is an interesting little rule that holds for 0. When an 0 is followed by two consonants, it sometimes
says its long sound. This works with the letter i also, but that will be presented later. Think of words that
rhyme with hold where the 0 is also long because it is followed by two consonants (old, cold, bold, sold, mold,
fold, gold, told).
* Underline the ar in are, and review the rule.
* Underline the ee in feel, and review the rule.

¢ Continue the spelling, style, copy work, and story from Primary Arts of Language: Writing, if applicable.

Card Game (d6g, barks, tree)

¢ Print dog on one of the cards, and mark the o with a breve.
¢ What does a dog say? (Bark!) Print bark on another card, and underline the ar.
¢ Print tree on a third card. Does your student see the Squeally-e’s in tree? Also notice the tr. Each letter in
this consonant pair says its sound, but it blends together like two juices in a cup.
Add to Game #8: Match-It.

* Cut out the cards for Set 9. Play a round. If your student has mastered any of the other sets of Match-It
cards, remove them from the game.
Phonetic Farm ONE IENS.

¢ Addtheo. _ sticker to the Long-o Silo. Review the rule that an o followed ARON eu
by two consonants sometimes says its long sound. Review the other train A phoneme has its roots
cars and a few places in the Village. in Greek and means “a
¢ Visit the ar Barn and some of the other r-controlled phonograms around the sound spoken.” Thus, a
Barn. phoneme is the sound a
¢ Visit the Beehives, find the Squeally-e’s, and review some ofthe other long-e letter or group ofletters
phonograms. represents.
¢ Visit some other places on the farm, do knock-knocks, and review other A phonogram is a letter
areas of the farm. Review a few of the posters. or group of letters which
Agenda or Work Period represents the sound.
Using the Reader Two word list, see how many words your student can read
fluently. Pull the words from the Card Game that he still hasn’t mastered, and have him practice them during
Agenda today.
¢ Pull out the Lesson 37 Work page from Student Book 1. Mark all the words in the sentences, and ensure
e Post the day’s Agenda. Include practicing the Reader Two words.
End of Day

Lesson 38
¢ Recite the poem together. Act out the poem.
* Underline el in elephants. The el is an example of the consonant that speaks the loudest (the / speaks so loud,
you might forget to spell it with an e).
* Underline the wh in when. Hold your hand in front of your mouth when you say when. Feel the air. Now say
walk. Any air?
* Notice the shepherd in walk (the /) that makes the a say |aw|. Put two dots over the a.
¢ Underline the ai in trails, tail, and fails, and review the rule.


Card Game (walk, walks, stop)

¢ Print walk on one card and walks on another card. Mark the a in each word with two dots, and review the
shepherds rule (J, ¢, u, and w are shepherds. When they come along, the lambs say, “Aw, we have to go in
now.”). Circle the s in walks.
¢ Print stop ona card. Mark the vowel with a breve. Notice that the letters s and t each say their sound, but
they are mixed together, like juice.
¢ Play lightning with some ofthe cards.
Create Game #30: Long-o Silo Words.

* Use this game to sort the long-o words. Use the pictures to read the words. Point to the letter(s) which make
the |o| sound, and stack the words into the correct box.

¢ Cut out the walk card, and add it to the pile. Play the game. If you haven’t removed the duplicate cards, now
would be a good time.
Phonetic Farm
* Review the phonograms on the Lambs.
¢ Find the Train in the Village, and review the phonograms on the train cars. Make the sound of a train (th, th,
th, sh, sh, sh, wh, wh, wh, ch, ch, ch, phhhhhhh.)
* Visit some other places on the farm, and do knock-knocks; review other areas ofthe farm (back and
posters).
eo euo or Work Period

How is your student doing with the Reader Two words? If he has them all by lesson 40, he can receive
Reader Two.
* Pull out the Lesson 38 Work page from Student Book 1. Mark the words. Explain the meaning of the street
signs; color them as indicated. Some mean walk; some mean stop. Match the correct word to each sign.
* Post the day’s Agenda. Include practicing the jail words and the homophones.
End of Day
* Complete the end of day activities (tour the Phonetic Farm, read from the Lesson 38 Reading Practice page
* Test the Reader Two words. Is your student ready for his reader tomorrow?
© Institute
Lesson 39
Enjoy the poem. Have your student close his eyes and imagine the scene.
Notice that some ofthe words begin with the same letter: holding hands, trunks and tails. This is called
alliteration.
Notice the contraction they’re. What does it stand for? (they are)


Card Game (bone, bones, égg, éggs, meat, Gn)

e
Print bone and bones on two separate cards. Circle the s in bones. Note the
Magic-e, and draw and arrow from the e to the o.
Making Rhymes
Pring egg and eggs on two separate cards. Circle the s in eggs. Which word Another fun thing to do
means one egg? Which word means more than one egg? Mark the e witha with the Card Game words
breve. is to practice rhymes.
Print the word meat on a card, and underline the ea. In this word the ea
Choose a card game word;
says |e|. ea can also Say |a| in another meat word: steak.
write it on the whiteboard,
Print the word an ona card. This should be an easy one! Mark the a witha
or spell it with letter tiles.
breve. We use this word in front of nouns which start with a vowel, such
Erase or remove the first
as an egg. Since bone starts with a consonant, we would write a bone. Print
consonant(s), and see if
a few nouns on the board (dog, ant, cat, elephant), and decide which one
other consonants or
would get the a and which one would get the an (a dog, an ant, a cat, an
consonant pairs can be
elephant).
added to the beginning to
Add to Game #8: Match-lIt. make a real word. For
Cut out the cards for Set 10. Play a round. example, stop can become
bop, top, cop, prop, shop.
This can be made a part of
Cut out they are to make the contraction they’re. Play the game with your
your student’s agenda. He
student using the four contractions you have so far. Add they’re to the
can find rhyming words and
their/there on the homophone clothesline.
print out a list. You will
Phonetic Farm likely have to help him
Add the ea Haystack sticker to the farm. There are so few words where correct the spelling of some
ea says |a| that Dr. Webster made them jail words in the Phonetic Zoo. of his rhymes. (E.g., feet
However, other educators prefer to limit the incarcerations, so on the farm rhymes with meat, but they
ea says |a| received its own special rule and its own little haystack. Review are spelled differently.)
the other Haystack phonograms. This will not work with
every Card Game word, but
Review the Clouds.
many of them can be used
Visit some other places on the farm, and do knock-knocks; review other
for this rhyme-making
areas of the farm (back and posters).
activity.
Pull out the Lesson 39 Work page from Student Book 1. Your student is directed to draw certain items and color
them ina specific way. Post the day’s Agenda. Include practicing reader word cards.
End of Day

Lesson 40
Today is the last day for this poem. Recite the poem together.
There is an Elephant Parade Craft in Student Book 1. Cut it out and use that to trace several elephants on
paper (or print out several copies). Color the elephants and connect the trunks to the tails, just like the
poem describes. This can be an Agenda item for today.

Continue the spelling, style, copy work, and story from Primary Arts of Language: Writing, if applicable. If

Card Game (comes, with)

Print comes on a card. Circle the s and print a little u over the o. Can your student read this word? If
not, help
him. Discuss how the word without the s is the root word (or main word).
Print the word with on a card and underline the th. Mark the i with a breve. Can your student read this
word? Help him if needed.
Create Game #31: ck or k (at the end of words).

Remind your student for when to use ck and when to use k at the end of a word. Use ck after a single short
vowel and k after vowel digraphs and consonants. There are occasional exceptions where just ac is used
(e.g., magic), but this game focuses on the more common endings. If you have All About Spelling, this rule is
introduced in Level 1, Step 19.
Phonetic Farm
Visit the Train in the Village, and review those sounds.
e
Visit the Jail in the Village, and read the jail words you have collected on the Jail poster.
Visit some other places on the farm, and do knock-knocks; review other areas of the farm (back and
posters).
Ag CE or Work Period
Pull out the Lesson 40 Work page from Student Book 1. Mark the words in each Reader Two
sentence on the page. Illustrations
If your student has mastered all the words in Reader Two, present it at this time.
sulle : On page fifteen of
He can enjoy it during Agenda today.
Reader Two, your
* Post the day’s Agenda. student will need to
color the kites to
End of Day match the sentences
Complete the end of day activities (tour the Phonetic Farm, read from the Lesson 40 on the page.
Reading Practice page together, and conduct an informal spelling test). a
© Institute
Lesson 41
Poetry: “Bunches of Grapes” by walter de la Mare
* Read the poem together. Discuss its meaning. Do you think that What Is a Junket?
Timothy, Elaine, and Jane are children? How old would you guess This poem was written at the
them to be? Notice the ai in Elaine and the Magic-e in Jane. beginning of the twentieth century
° Jane likes “a junket of cream and a cranberry tart.” You can read (early 1900s), so it contains some
about junket in the text box to the right. archaic words. A junket is “a dessert
¢ What is a tart? (It is basically a pie.) Write the phrase piece ofpie of sweetened flavored milk set with
on the board. rennet” (merriam-
o The phonograms ie can say a number ofthings. webster.com/dictionary).
o Underline the ie in piece. The ie can say |é].
What is rennet? It is a substance that
o Underline the ie in pie. The ie in pie says |i].
comes from the stomach of acow
which contains the enzymes used
Class Journal, Printing, and Story Time for curdling milk.
¢ Make some entries together in the Class Journal; read a few past
entries. Thus, a junket is basically a custard
thickened by curdling milk or
cream. Pudding is usually thickened
with cornstarch.
¢ Continue the spelling, style, copy work, and story from Primary
Arts of Language: Writing, if applicable. Interestingly, a junket made with
cream was a favorite dessert of
Stage 2: Activity and Reader Words English nobility up to the sixteenth
century. Later, it was enjoyed by
Continue Activity Time. commoners as well. By the middle of
¢ Seta timer and have your student play the games with you or the twentieth century, it was
another sibling for thirty minutes. considered a food for invalids. Since
rennet is an enzyme, it breaks down
Card Game (Gway, Under)
the milk protein making it easier to
¢ Print the word away ona card. Underline the ay which says |a].
digest.
Notice the a at the beginning of the again says |U|, which is an
advanced spelling rule. (Sometimes when the letter a comes at the If you want to try junket, check out
beginning ofa multi-syllable word, it doesn’t say its sound clearly. junketdesserts.com.
It sounds like |u|.)
e¢ Print the word under on another card. Underline the er and put a
breve over the u. Can your student read this word? Help him. How
many beats? (two) Discovery
¢ Play lightning with some of the cards. Continue to monitor how your
student is doing with the activities
Phonetic Farm and finding the helpers
¢ Review Haystacks and the Jobs of e (Magic-e). (phonograms) in words. In a few
¢ Add the ie Kite sticker (ie says |i| in some words like pie). lessons your student may be ready
¢ Add the ie, ei Beehive because today your student learned that ie to move from playing games in
says |é| in piece. Activity time to decoding words in
Discovery, so continue to practice
Agenda or Work Period now on the Card Game words.
¢ Pull out the Lesson 41 Work page from Student Book 2. Mark the
words. You will need to teach the word far. Underline the ar. After printing the word on the card,
¢ Post the day’s Agenda. invite your student to identify the
helpers and underline them, figure
End of Day out whether a single vowel is long
Complete the end of day activities: or short, and mark it with a macron
¢ Tour the Phonetic Farm; do knock-knocks. or a breve. Some students will find
¢ Read the sentences on the Lesson 41 Reading Practice page. this easy; others will find it hard.
Listen to your student read from other pages. Continue to encourage and support
¢ Conduct an informal spelling test using letters, phonemes, and your student in this until he can do
words from All About Spelling. it independently.

Lesson 42
pocuys “Bunches of Grapes” by Walter de la Mare
Recite the poem together. Enjoy the rhymes, and discuss the poem. Mimic A Poem
How many syllables in pomegranates? (four) Have you ever seen or If you and your child(ren) were
eaten a pomegranate? If not, get one from the store when they have writing the first four lines of this
them, (often around Christmastime) and try one. You cut it in half, poem, what would you choose as
and the inside is full of little grape-like seeds that taste like favorite foods? Write your version
grapefruit. A pomegranate is a fruit. Write fruit on the board, and of those lines in your class journal
underline the ui. ui says |oo| in the middle of some words. today. Follow the same pattern.
* Review the sounds ofy in the words Timothy, cranberry, and silvery. Be sure to have some kind of
Those are ally at the end of atwo-or-more beat word. What doesy description with the first two
say at the end ofa one-beat word? (|i|) lines. Here is what we wrote:
¢ Soup is yummy too. Print soup on the board, and underline the ou.
ou also says |oo| in the middle of afew words such as soup. “Fuzzy peaches,” says Laurel;
“A plate of sopapillas,” says Anna;
Class Journal, Printing, and Story Time ancakes aud oaune
¢ Make some entries together in the Class Journal. For me,” says Bethany.
Stage 2: Activity and Reader Words [

Although the Card Game
Continue Activity Time. instructions are directed to the
¢ Seta timer and have your student play the games with you or teacher, continue to move your
another sibling for thirty minutes. student to independence in
identifying the phonograms to
TANCE NSE A225, prepare him for Discovery.
¢ Print well on one of the cards, and mark the e with a breve.
Interestingly, /’s tend to get doubled after a single vowel (e.g., hill,
ball, bull, roll).
¢ Print sick on a card. Underline the ck and mark the i with a breve. ck says |k| at the end of a single vowel.
* Print feels on a third card. Does your student see the Squeally-e’s in feel? Circle the s at the end of the word.
Add all these words to the Card Game.

* Cut out did not and it is game cards to make the contractions didn’t and it’s. Didn’t is a little tricky; the not
needs to slide under the apostrophe such that just the o of not is covered. Play the game with your student
using the contractions you have so far.
Phonetic Farm
* Add the ui Fruit Tree sticker to the farm. ui says |oo| in the middle ofjust a few words.
¢ There is a ui Poster in Student Book 2 for this lesson to reinforce the few words with the ui phonogram.
¢ Add the ou Fruit Tree sticker to the farm. ou says |oo| in the middle ofjust a few words such as soup.
¢ Review the Sounds of y on the back of the folder.
* Review the ck Duck; ck says |k| at the end of short words with a single vowel.
¢ Visit some other places on the farm, and review a few ofthe posters.

* Pull the words from the Card Game that he still hasn’t mastered, and have him practice them during Agenda
today. Remove any words he has mastered.
* Pull out the Lesson 42 Work page from Student Book 2. You will see that Mugs is featured on this page.
Mark all the words in the sentences, and ensure your student knows what to do. Post the day’s Agenda.
End of Day
together, and conduct an informal spelling test using words from All About Spelling).
© Institute
Lesson 43
Poetry: “Bunches of Grapes” by walter de la Mare
* Recite the poem together. Discuss the flowers listed in the middle
stanza. Love-in-a-mist is the common term for Nigella damascena, a Mimic A Poem Again
lovely annual. The scientific name for primrose is Primula Have you planned your summer
malacoides, a perennial flower. The incredibly fragrant mignonette garden yet? Discuss the difference
(Resetta odorata) was often planted in window boxes during between annuals and perennials.
Victorian times to help cover the smells of the city. What are your favorite flowers?
¢ Can your student find all the Magic-e words in this poem? (Jane,
grapes, pale, ride) Mark them by drawing an arrow from the Magic-e “Red roses,” says Abigail;
to the vowel it makes long. Circle the s on the words that are plural. “Giant peonies,” says Sarah;
“Violets and lilacs
¢ Did your student think love was a Magic-e word? It is not. The e does
For me,” says Bethany.
not make the o long. What is the job of that e? (It is the Decorative-e:
No English word ends with v, so decorate it with an e.)


Card Game Options
¢ Setatimer and have your student play the games with you or As your student masters words in
another sibling for thirty minutes. the Card Game, remove them from
the stack, but save the cards!
Card Game (give, géts)
¢ Print give on card. Like the word love, it might look like a Magic-e These cards (or the Match-It
word, but it is not. The e at the end is a Decorative-e to keep the cards) can be use for spelling
word from ending in v. No English word ends in v, so decorate it practice. Take 5-10 of the cards
with an e. Mark the vowel with a breve. and place them in a bag or
envelope. Teach your student to
¢ Print gets on another card, and mark the vowel with breve. Circle
the s at the end. read the card and then cover the
card while he spells the word
Add to Game #8: Match-It. letter by letter. He can then look
¢ Cut out the cards for Set 11. Play a round. Remove any sets that at the card again and read each
your student has mastered. letter to be sure he spelled it
correctly. This can be added to his
daily agenda (Spelling).
Phonetic Farm
¢ Review the Jobs of e on the back of the folder (the Magic-e and the When he is ready, that stack of
Decorative-e). cards can be used for a spelling
¢ Review the ui Fruit Tree, and say the rule: ui says |oo| in the middle test or spelling bee (orally or in
of words such as fruit, juice, and suit. writing).
¢ Visit some other places on the farm, and do knock-knocks; review
In the same way, old Reading
other areas of the farm (back and posters).
Practice sentences can be used for
dictation if your student is up for
ANSEL or Work Period that challenge. Simply read the
Pull out the Lesson 43 Work page from Student Book 2. Mark the sentence to your stendent, and
words. Your student will be drawing his own pictures before cutting have him write it out. Ifhe needs
and pasting. help with the spelling, help him.
¢ Post the day’s Agenda. Include practicing the jail words and the This dictation can supplement the
homophones. dictation included in All About
Spelling.
End of Day

Lesson 44
osu. “Bunches of Grapes” by Walter de la Mare
Enjoy the poem. Mimic A Poem Again
Underline the digraphs (two letter phonograms) which say What are some fun ways to get around
|a|. (Elaine, nosegay, hay) ai says |a| in the middle of words; ay (real or imagined)? How would you like
says |a| at the end of words. to get around?
There are a couple of compound words in this poem. Invite
your student to help you find them (primroses, nosegay). “Kitesurfing,” says Anna;
Also notice the consonant pairs gr, cr, and pr. These letters “A dragon with wings,” says Laurel;
each say their sound, but they blend together. “The back of a tandem bicycle
For me,” says Bethany.

Card Game (made, toy)

Print made on a card. Note the Magic-e and draw an arrow from the e to the a. This word is the past tense of
a word your student has already learned: make. Use each word in a sentence, e.g., “I can make something for
our neightbors,” and “Yesterday | made a cake.”
Print toy ona card, and underline the oy. There are two ways to spell oy: oi and oy. oi can only be used in the
middle of words, whereas oy is used at the end of aword, but sometimes comes in the front or middle (as in
oyster).
Create Game #32: oj or oy.

Attach the game board to a file folder, and cut out all the game cards. Play a round with your student to
show him how to put the o/ in the middle of words and the oy at the end (except in the word oyster). This
rule will be reinforced in Level 2 of All About Spelling, but playing the game now will make the rule easier to
learn then.
Phonetic Farm
Add the oi and oy Pig stickers to the farm, and review the rules (oi says |oi| in the middle of words such as
oink and soil; oy says |oi| at the end of words such as boy and toy).
Review the Haystacks.
Read some of the consonant pairs on the back ofyour folder (at the bottom).
Notice the end of the word contraction. This word demonstrates an advanced phonogram for the |sh| sound.
Add the tiand ci smoke cloud stickers to the Train in the Village. This spelling rule will not show up fora
while, but your student will need to be aware ofit for reading.
posters).
A gouge or Work Period

Pull out the Lesson 44 Work page from Student Book 2. Your student needs to draw before cutting and
pasting. Discuss the mess that Pig could make. Some people keep a pig as a pet. Imagine what a rooting
animal might do to your living room. Mark all the words, and help your student read the word mess.
Post the day’s Agenda. Include practicing jail words or Card Game words.
End of Day
© Institute
Lesson 45
Poetry: “Bunches of Grapes” by Walter de la Mare
* Today is the last day for this poem. Recite the poem together. Write Your Own Stanza
Have you been writing your own poem in your class journal? What other categories of things do you
You can create your own stanza today. like? Favorite subjects? Games? Hobbies?
¢ Read the word chariots. How many syllables? Underline the i
in the middle, and notice that it says |é]. We chose books:
¢ Although quotation marks are optional for primary students, “Northanger Abbey,” says Abigail;
itis good to introduce them. Put the quotation mark first, then “Alice in Wonderland,” says Laurel;
what they say (capitalize the first letter just like you would at “Market Square Dog by James Herriot
the beginning ofa sentence). Put a comma after what they say, For me,” says Bethany.
then put the end quote, and finish with the attribution (e.g.,
says Anna). For me is capitalized because it is at the beginning
of the line in the poem. Normally it would not be capitalized because it is in the middle of a sentence.
¢ Semi-colons (;) are also not a punctuation mark that young students need to worry about, but it is worth
pointing out that it works like a soft period. When you see one, your voice should go down, but don’t pause
too long.


Card Game (round, square)

¢ Print round on a card. Underline the ou and review the rule (ou says |ou!| in the middle of words). What is
round? (Circles are round. Some writers consider anything that is curved and circular in general, such as
river rocks and eggs, could also be considered round.)
e Print the word square on a card, and underline are. Say the rule (are says |air| at the end of some words).
Notice the qu together in the word.
¢ Draw acircle, a square, and a triangle on the whiteboard. Which one is round? Which is square? What is the
third one? Have your student point to objects in your home which are square. Also point to objects which
are round.
Phonetic Farm
e Add the are Cloud sticker to the farm. Visit the other Clouds, and review the phonograms for |air].
e Visit the ou! Cow and review the sounds ofthe other Cows.
¢ Visit the Beehives and review those sounds.
e Visit some other places on the farm, and do knock-knocks; review other areas of the farm (back and
posters).

¢ Pull out the Lesson 45 Work page from Student Book 2. Your student will need to draw a certain number of
round and square things. He can simply draw that many squares and circles if he would like.
End of Day
© Institute
Lesson 46
Poetry: “How Much Wood” attributed to Mother Goose
* Two short poems will be presented in the next five lessons. They are both tongue twisters that involve
homophones, so they are very fun.
* Recite this poem, and have fun with it. Discuss the meanings of the homophones wood (which comes from a
tree) and would (past tense ofwill). There are also two uses of the homonym chuck: the second half of
woodchuck (which is another name for a groundhog) and the verb meaning “to toss.” We don’t worry too
much about homonyms since they are much easier to spell (no difference!), and the context usually reveals
the meaning. (See page 19 for a reminder of the difference between homonyms and homophones.)


Card Game (would, could, should)

¢ Print the three words on three separate cards. Would has been jailed already; now his entire gang can be put
away because they all disobey the rules! Add would, could, and should to the Jail poster.
¢ Discuss the meanings of each word as they are used in this sentence: | brush my teeth.
Create Game #33: Fruit Tree Words.

* Use the pictures on the cards to help read the words. Point to the digraph (letter pair) that says |oo|, and
have your student stack the card in the box on the correct tree. Remind your student that there is another
way to spell |oo| that is not on a fruit tree. They live in the Phonetic Farm Village. Can your student guess?
(The Do Family)
Phonetic Farm
¢ Add wood and would to the Homophone Clothesline. Review the other homophones.
¢ Add should and could to the jail if they are not there already. Review the other jail words.
¢ Visit a few other places and posters.

¢ Pull out the Lesson 46 Work page from Student Book 2. Use each set of words for its corresponding set of
sentences. Thus, your student can decide if he would or would not like to “pet a bee” or “pet a dog.”
End of Day
* Conduct an informal spelling test using letters, phonemes, and words from All About Spelling.
© Institute
Lesson 47
* Recite the poem together. How fast can you Say it?
¢ Underline the oo in wood, which says |ii| as in look and soot.
¢ Underline the ck in chuck, which says |k| at the end of single vowels.
* Do you see the jail words, would and could? Which of that jail-gang is missing in this poem? (should)
¢ Look up woodchuck or groundhog in the encyclopedia or Internet, and learn a little about the animal.


Card Game (good, badd, smélls)

¢ Print good on one of the cards, and mark the 00 with a breve. 00 says |ii| in good, look, and wood.
¢ Print bad ona card, and mark the a with a breve. The words good and bad are opposites.
¢ Print smells on a third card, mark the e with a breve, and circle the s. What does this word mean?
¢ Add all these words to the Card Game.
Phonetic Farm
* Review the Cows, especially the 00 Cow where oo says |ti| as in /ook and book.
* Review the ck Duck; ck says |k| at the end of short words with a single vowel (duck, chuck).
¢ Visit some other places on the farm, do knock-knocks, and review other areas of the farm. Review a few of
the posters.
ANIME or Work Period

Pull some words from the Card Game that your student still hasn’t mastered, and have him practice them
during Agenda today. Remove any words he has mastered.
¢ Pull out the Lesson 47 Work page from Student Book 2. Mark all the words in the sentences, and ensure
End of Day
© Institute
Lesson 48
* Recite the poem together.
¢ Underline the ch in chuck and much.
¢ This is the last day for this poem. How fast can each ofyou say it without stumbling?

e Make some entries together in the Class Journal; read a few past entries.
¢ Together with your student, read a few ofthe sentences from your Reading Practice clipboard or binder.
* Continue the spelling, style, copy work, and story from Primary Arts of Language: Writing. If you have been
following the lessons, the copy work will change from copying complete sentences to filling in beginning
consonants as your student copies the page on a separate piece of paper. This can be made part of Agenda.
You may also add copying sentence strips from your Reading Practice pages to Agenda as extra copy work if
your student finds this task easy.

Card Game (here, there)

¢ Print here ona card. This one follows the Magic-e rule, so draw an arrow from the Magic-e to the other e in
here.
¢ Print there ona card. This word looks like another Magic-e rule, but it is not. The ere says |air], so it is
another |air| word. Underline the ere. It is already on the Homophone Clothesline. Remember the other
words? (their and they’re)
¢ Discuss the meaning ofhere and there.
Phonetic Farm
* Review the Jobs of e on the back of the folder.
* Review the Clouds.
* Review the sounds on the Train in the Village.
¢ Visit some other places on the farm, and do knock-knocks; review other areas ofthe farm (back and
posters).

¢ Pull out the Lesson 48 Work page from Student Book 2. Mark the words before cutting and pasting.
¢ Post the day’s Agenda. Include practicing the Jail words and the homophones.
End of Day
* Complete the end ofday activities (tour the Phonetic Farm, read from the Lesson 48 Reading Practice page
© Institute
Lesson 49
Poetry: “A Flea and a Fly in a Flue” (Author Unknown)
Enjoy the new poem which is also full of homophones.
o Discuss the difference between flea and flee. Underline the different helpers used for the |é| sound.
o Underline the helpers that say |oo| in flew and flue. Explain the meaning of these words.
o Flyand fly are homonyms. They are spelled the same but have different meanings. One is a thing (a
noun); the other is an action (a verb). Underline they at the end of each, and review the sound of y
at the end ofa one-beat word.
Underline the ed at the end of imprisoned. Discuss the meaning ofthe root word imprison, and explain how
the ed just says |d|. You can discuss present and past tense, if you would like.
Notice the No Job-e at the end of were.


Set a timer and have your student play the games with you or
Game Boards Complete
another sibling for thirty minutes.
Although you still have a few
Card Game (said)
pieces to add to some of the
Print said on a card. The helpers in this word (ai) should say |a|, but
games, Game #34 is the last
they say |é|. Does this word obey the rules? (No! Throw it in jail!)
phonetic game in the Phonetic
Create Game #34: Plurals: s or es. Games book. There is a bonus
Your primary student does not need to know the term plurals, but math game (#35: Addition and
he does need to know that the s at the end is added to indicate more Counting) that you can
than one. This rule will be reinforced in All About Spelling Level 1, introduce whenever you wish.
step 23: I hope you will not stop creating
Explain to your student that s is used most ofthe time. es is usually games just because you came to
used after x, ch, sh, and s. If you say the words with the es, you will the end of the book. My goal
find that they have two syllables (e.g., boxes, glasses), thus you need was to inspire you to create
the es to be sure there is a vowel in that second syllable. more of them to reinforce
This game does not address the more advanced spelling of changing vocabulary and concepts in
y toiand adding es, nor does it address the irregular plurals (e.g., your other subjects as well.
mouse/mice). As you encounter them in poetry and reading, discuss
them.
Phonetic Farm
Add flee/flea and flew/flue to the Homophone Clothesline.
Review the Haystacks.
Visit the Fruit Trees.
Review the Sounds of y on the back ofthe folder.
posters).

Pull out the Lesson 49 Work page from Student Book 2. Have your student mark all the helpers before
cutting and pasting.
Post the day’s Agenda. Include practicing jail words or Card Game words.
End of Day

Lesson 50
BOE, “A Flea and a Fly in a Flue”
Today is the last day for this poem. Recite the poem together. Does your tongue get all twisted, or can you
say it clearly and fast?
* Underline aw inflaw. If desired, underline the Open-o in so, ey in they, and notice the word do.
* If desired, introduce the helper ough. There are six sounds for ough which are all listed in Appendix 2, but a
few are more common than others. The ough word in this poem is through. This phonogram will be
presented in lesson 56 where through occurs many times in the poem.

e Make some entries together in the Class Journal; read a few past entries.

¢ Set atimer and have your student play the games with you or another sibling for thirty minutes.
Card Game (but, that)

¢ Print but ona card, and puta breve over the u. This word is used in sentences where a difference is
explained, such as “This is blue, but that is red.”
¢ Print the word that ona card. Underline the th and put a breve over the a.
Phonetic Farm
¢ Visit the Lambs and review the sound of aw.
* Add the t Lamb. The shepherds listed on this Lamb (I, t, and sh) sometimes make the u Say its third sound
|u| as in pull, put, and push. Notice that these shepherds don’t always make the u Say its third sound (as in
the word but).
¢ Ifyou pointed out the ough in the poem, point out the Radio ough poster in the Village. It is called the Radio
ough because it broadcasts on six megacycles (the six sounds), but you do not need to introduce all six at
this point. That is an advanced spelling rule. For primary students, only a few of the sounds, such as |o00| in
through, need to be familiar.
posters).

* Pull out the Lesson 50 Work page from Student Book 2. Have your student follow the coloring directions
before cutting and pasting. What bird eggs are blue? (robin’s eggs)
End of Day
© Institute
Lesson 51
MORN : “Only One Mother” by George Cooper
Don’t be embarrassed by this poem. Your children should be singing your praises every day.
Read this poem with your children, and imagine the scenes described. Have you ever looked at the
thousands of stars in the sky? The winter is a great time to do this since the sun sets so early. Think also
about the hundreds of birds in a flock that come through in the spring and fall during their migration. When
these huge numbers ofthings are seen, they are impressive, but you don’t really notice the individual birds.
However, even in crowds, individual people are important and unique.
Notice that the o in the word mother uses one ofthe four sounds of o (|u|). What are the four sounds of0?
({6|, |O], |oo|, and |u|) Underline the th in mother.
Point to the s at the end of the many plural words (stars, shells, birds).
Point to they at the end ofpretty in the first line, and review the rule that a y at the end of atwo-beat word
says |é|. What should the e in pretty say? (|é|) What does it say? (|i|) What should we do with words that
disobey the rules? (Throw them in jail!)
¢ This poem begs a math lesson. How many is one hundred? Count out one hundred of something (pennies,
beans, Cheerios®, etc.). Make it part of Agenda this week to count to one hundred. Game #35 in the Phonetic
Games book has a hundred chart that you can use. You may also have your student divide the one hundred
things into groups of ten.


* Cut out the Set 12 cards of the Match-It game. Play a round with Discovery Anticipation
your student using the new set, and add it to the game for Activity.
How is your student doing with
Continue Activity Time. the Card Game words? Is he able
¢ Seta timer and have your student play the games with you or to correctly identify the
another sibling for thirty minutes. phonograms? Build the
anticipation of moving from
Card Game (pretty) playing games in Activity time to
¢ Print pretty ona card. What does a y Say in a two-beat word? (|é|) independently working through
The e in the middle of the word should say |é|, but it says |i]. What Discovery Packs.
do we do with words that disobey the rules? (Throw them in jail.)
These lessons will suggest having
Print pretty on a jail cell of the Jail poster.
your student move to Discovery in
¢ Onthe card, print a little i over the e in pretty to remind your
lesson 60. You can graduate your
student what the e says in this word.
student anytime he is ready, but
Phonetic Farm do not graduate him too soon. In
Mrs. Ingham’s classroom, a few of
e Add pretty to the Jail poster. Review the other jail words. the children were ready by mid-
e Visit the Long-o Silo and the Open-o posters. November, but other children
e Visit a few other places and posters. were not ready until late January
or even February. Do not move
Agenda or Work Period your child along until he has fully
¢ Pull out the Lesson 51 Work page from Student Book 2. Mark the mastered the games in Activity
words in each of the sentences. Your student will be printing yes time.
after the sentence if it is true, or no if it is false.
End of Day
Complete the end of day activities (tour the Phonetic Farm; do knock-knocks; read the sentences on the Lesson 51
Reading Practice page. Listen to your student read from other pages; conduct an informal spelling test using
letters, phonemes, and words from All About Spelling.

Lesson 52
Poetry: “Only One Mother” by George Cooper
¢ Read and enjoy the poem together. Close your eyes and visualize the scene.
¢ Point to the b in lambs, which is a silent letter in this word.
¢ Underline the ore in shore.
¢ Underline the ea in weather, which says |é| instead of |é|. Weather is also a homophone (weather/whether).

¢ Together with your student, read a few of the sentences from your Reading Practice clipboard or binder. If
desired, turn some of the older ones into sentence strips for reading, writing, or drawing practice (as
described in the text box in lesson 27).
you have been following the writing lessons, your student will begin to fill in ending consonants today
before copying the page.

¢ Set atimer and have your student play the games with you or another sibling for thirty minutes. If your
student is ready for Discovery, he can do that during this time instead of the games.
Card Game (has, his, him)

* Continue to use these cards for Discovery practice.
¢ Print has, his, and him on three separate cards, and mark all the vowels with a breve. These should be easy
words for your student.
¢ Remind your student that the letter s can say |z| at the end of a word (his, is).
Phonetic Farm
* Review the Silent Letter Library where the words with silent letters feel comfortable. Add the word lamb to
the Silent Letter Library poster.
¢ Add the ea Cow sticker, and review the rule: ea says |é| as in head and bread. The Cow stickers serve as a
miscellaneous catch-all for the odd phonograms. After all, cows can digest just about anything.
* Review the other sounds of ea (long-e in the Beehives and long-a in the Haystacks).
¢ Visit a few other places and posters.
KEP or Work Period

Pull the words from the Card Game that he still hasn’t mastered, and have him practice them during Agenda
today. Remove any words he has mastered.
* Pull out the Lesson 52 Work page from Student Book 2. Have your student color the pictures to match the
sentences.
End of Day
© Institute
Lesson 53
¢ Read and enjoy the poem together. Count to one hundred.
¢ Have your student close his eyes and imagine the sounds of this poem.
¢ Underline the sh in shells and shore. Notice the alliteration (repeated beginning sounds). Are there any other
examples ofalliteration in the poem? (dewdrops/dawn, wide/world)
¢ Find the compound words in the poem: dewdrops, butterflies.


Continue Activity Time (or Discovery).
¢ Ifyou have decided that your student is ready for Discovery, read the text box in Lesson 60 to learn how to
proceed. Otherwise, continue to run the Activity time until your student is ready for Discovery.
¢ Seta timer and have your student play the Activity games with you or another sibling for thirty minutes, or
spend the time working through the Discovery card packs.
Card Game (find)

* Continue to use these cards for Discovery practice.
¢ Print find on card. Just as the letter o when followed by two consonants sometimes says its long sound, the
letter i followed by two consonants might say its long sound as in this word, find. Put a macron over the i
and underline the nd.
Phonetic Farm
¢ Add thei Kite sticker to the farm. Review all the Kites.
¢ Review the sounds on the Train in the Village.
e Visit some other places on the farm, and do knock-knocks; review other areas of the farm (back and
posters).

¢ Pull out the Lesson 53 Work page from Student Book 2. Mark the words if needed to help with the reading.
Your student will color the picture according to the directions in a checklist.
¢ Post the day’s Agenda. Include practicing the jail words and the homophones.
End of Day
¢ Complete the end of day activities (tour the Phonetic Farm, read from the Lesson 53 Reading Practice page
© Institute
Lesson 54
¢ Read and enjoy the poem with your student.
¢ Underline the Squeally-e’s in bees and greet.
¢ Mark the Open-o in go with a macron.
* Teach your student how to draw a star starting with an upside-down V. If he is
struggling, you can take a plastic lid (from a sour cream or cottage cheese container)
and cut the center circle out leaving a half-inch rim of plastic all the way around. Lay
the lid down on the table with the rim facing up. Mark the lid with five dots
where the points of the star should be, and number them (as illustrated), so he
knows what order to connect them to make a star. Have him practice drawing
stars for Agenda today.

* Together with your student, read a few of the sentences from your Reading
Practice clipboard or binder.
¢ Continue the spelling, style, copy work, and story from Primary Arts of Language:
Writing, if applicable.

¢ Cut out the Set 13 cards of the Match-It game. Play a round with your student using the new set, and add it
to the game for Activity time.

Card Game (made)

* Review the word made today along with other words. Today is a good day to flip through Card Game words
to see if any are mastered and remove them.
Phonetic Farm
* Review the Beehives and the Silo.
¢ Review the Jobs of e.
* Visit some other places on the farm, and do knock-knocks; review other areas of the farm (back and
posters).
A gepde or Work Period

Pull out the Lesson 54 Work page from Student Book 2. After your student marks all the words, on the
Work page, have him color the circles any color listed in the sentences. He can then match the sentences to
the colors.
* Post the day’s Agenda. Include practicing jail words or Card Game words.
End of Day
© Institute
for Excellence in Writing ve Primary Arts of Language: Reading
Lesson 55
ALY. “Only One Mother” by George Cooper
Enjoy the poem together. Invite your student to illustrate part of the poem. If he is printing well, he might
want to print one of the verses, exchange the word mother for grandmother, and send her an illustrated
copy of part or all of the poem. This would make an excellent Agenda item.
¢ Underline the ir in birds.
* Point to the ng (twice!) in singing.


Card Game (bird, singing, frogs)

¢ Print bird ona card, and underline the ir. Review the rule: ir says |er| in the middle of some words.
¢ Print the word singing on a card. The ng occurs twice in this word. Even though the 7 sounds like it is saying
|e], it is spelled with an i. Notice how the tongue is over the back of the throat when you say |ng].
¢ Print the word frogs on a card. Mark the o with a breve, and circle the plural s at the end. Notice how the
consonant pair fr each say their sound, but they are blended together. Frogs could have been included in the
“Only One Mother” poem, but it might not come out right: “Hundreds of frogs croaking through the night.”
(No, they are not dying, they are talking.)
Phonetic Farm
e Visit the Barn and review the all the r-controlled vowels.
¢ Read the ir Jingle on the back ofthe folder.
e Visit the Schoolhouse in the Village, and review the sounds of ng and nk.
¢ The various consonant pairs, such asfr, tr, gr, etc., are listed at the bottom ofthe back ofthe folder. It may
help your student to periodically recite these pairs. Some students have a hard time hearing them for
spelling, so reviewing them now may help with the spelling later.
posters).

¢ Pull out the Lesson 55 Work page from Student Book 2. Have your student mark the words in each
sentence as needed before moving onto the cutting and pasting.
e Post the day’s Agenda.
End of Day
¢ All the words for Reader Three have been introduced. In lesson 56 a list of reader words will be provided
for your student to practice in preparation for receiving the third reader (if you are using the readers). After
this, there is only one reader to go.
© Institute
Lesson 56
AQUA “Thanksgiving Day” by Lydia Maria Child
This poem is also a song. After reading it once, you are welcome to sing it.
* What holiday does this poem celebrate? (Thanksgiving) When is Thanksgiving? (In America, it is on the
fourth Thursday in November.) Find the date on the calendar.
* Underline the ough in through. If you did not introduce the phonogram ough, do so now. Although ough says
six sounds (see text box), your student does not need to know them all now. The Student Book 2 includes a
Radio OUGH Poster to add to your collection. It shows the radio tower and lists the broadcast letters and
sound. Run through the list, but you only need to focus on the first two or
Radio ough
three since they are the most common for reading.
Broadcasting on Six Megacycles
¢ Underline the ow in how, blow, snow. Notice that the ow at the end of words
ough saying |oo| as in through.
sometimes says |ow!| and sometimes |0].
ough saying |6| as in although.
ough saying |aw| as in brought.
Class Journal, Printing, and Story Time ough saying |off| as in cough.
¢ Make some entries together in the Class Journal; read a few past entries. ough saying |uff| as in rough.
¢ Together with your student, read a few of the sentences from your Reading ough saying |ow!| as in plough.
Practice clipboard or binder.
¢ Continue the spelling, style, copy work, and story from Primary Arts of
Language: Writing, if applicable. The lesson invites your student to fill in a word before copying the page.

Reader Three Words
You have now presented all
¢ Cut out the Set 14 cards of the Match-It game. Play a round, and add it to the words that are in
the game for Activity time. If your student is no longer working in Activity, Reader Three: Dog. A set of
the game can be added as an Agenda item. “Reader Three Words” is
Continue Activity Time (or Discovery). included in Student Book 2
¢ Setatimer and have your student play the Activity games with you or for your student to use to
another sibling for thirty minutes or work through the Discovery cards. practice his words every
day.
Card Game (crow, frog, jar)
He does not need to mark
¢ Print the these words on separate cards. the words. If he can read
o Underline the ow in crow. What can ow at the end of words say? them effortlessly at the end
(|ow!| or ||) How do you know which one to use? (You don’t. Try of the week (or sooner), he
them both and see which one makes a word.) Figure out which may receive the third
one works for this word. (|6]) reader (or some other prize
o Frog is the singular of the word frogs introduced in the last lesson. if you prefer).
Does your student recognize it? Mark the o with a breve.
o Underline the ar in jar. Can your student read the word? Discuss This is another exciting goal
its meaning. to meet; make a big deal of
o Add the words to the Card Game. it. These short-term,
achievable goals help give
Phonetic Farm your student a feeling of
¢ Visit the ough sign in the Village. Visit the Barn, the Long-o Silo, and Cows. accomplishment on the
* Visit a few other places and posters. long road to independent
reading.
NSE or Work Period
Pull out the Lesson 56 Work page from Student Book 2. Have your
student color the pictures to match each sentence. Your student should also receive a list of Reader Three
words to practice during Agenda this week. They are located after the Reading Practice page.
End of Day
Complete the end of day activities. (Tour the Phonetic Farm; do knock-knock; read the sentences on the Lesson 56
Reading Practice page. Listen to your student read from other pages; practice the words on the Reader Three
Words sheet. Conduct an informal spelling test using letters, phonemes, and words from All About Spelling.)

Lesson 57
Poetry: “Thanksgiving Day” by Lydia Maria Child
* Read and enjoy the poem together. Act it out.
* Underline the ple in dapple and review the Syllable-e. (Every syllable must have a vowel, so the e stands in
at the end of words such as little, giggle, and dapple.) What does dapple mean? (It refers to splotches of
another color on a background. The horse in the Phonetic Farm is dappled.)
¢ Underline the ou in house and the or in horse, and review the sounds. Notice that both these words end in
the letter e. This is the Odd Job-e. In both words, the Odd Job-e keeps the words from looking like a plural
(meaning there is more than one).
¢ Find the Magic-e words (bites, nose, and like).

* Together with your student, read a few of the sentences from your Reading Practice clipboard or binder. If
desired, turn some ofthe older ones into sentence strips for reading, writing, or drawing practice (as
described in lesson 27).

Card Game (cheese, house, mouse)

¢ Print cheese on a card. Underline the Squeally-e’s.
¢ Print house and mouse on two separate cards, and underline the ou in each.
¢ All three of these words end with se. As explained during Poetry time, this is the Odd Job-e. In all three
words, the Odd Job-e keeps the words from looking like a plural (like there is more than one). In cheese, it
also makes the s say |z|, but it does not always do that.
Phonetic Farm
e Visit the Jobs ofe on the back of the folder (the Odd Job-e).
¢ Visit the Cows and the Barn.
¢ Visit a few other places and posters if desired.

¢ Pull out the Lesson 57 Work page from Student Book 2. Mark the words in the sentences as needed. This
time, your student will color the pictures to match the sentences after he completes the cutting and pasting.
End of Day
© Institute for Excellence in Writing US Primary Arts of Language: Reading

Lesson 58
BOeIys “Thanksgiving Day” by Lydia Maria Child
Read and enjoy the poem together. Close your eyes and encourage your student to visualize the scene. Can
he feel the cold?
* Underline the ei in sleigh, and the ay in way and gray. ei says |a| in very few words; ay says |a| at the end of
words. The gh in sleigh are silent letters.
* Underline the k in knows in the first stanza. It is a silent letter. Find the word nose in the second stanza. It
says the same thing but is spelled differently. Knows and nose are homophones!

« Make some entries together in the Class Journal; read a few past entries.

Play Game #19: Compound Words.
¢ This game includes grandfather from the poem. Play the game and add
Syllabication
it to Activity Time.
Why is the o in over long? In All
Continue Activity Time (or Discovery). About Spelling, you will learn
¢ Setatimer and have your student play the Activity games with you or the “Six Rules of Syllabication.”
another sibling for thirty minutes or spend the time working through The first two rules apply to
the Discovery card packs. open and closed syllables.
Card Game (wé, went, Over) A syllable is open when a single
¢ Print we ona card. Does your student recognize this as one ofthe five vowel comes at the end. That
Open-e words? vowel usually says its long
¢ Print went ona card. Puta breve over the e, and read the word. sound.
¢ Print over ona card. Underline the er and review the rule (er says |er|
A syllable is closed when there
at the end of words). Mark the o with a macron since it says its long
is aconsonant after the single
sound.
vowel at the end ofthe syllable.
In that case, the vowel says its
Phonetic Farm short sound.
¢ Visit the Haystacks and review the phonograms which say long-a.
¢ Visit the Silent Letter Library, and add sleigh and knows to the Silent The word over is a two beat
Letter Library poster. word: o-ver. Since the first
* Add knows/nose to the Homophone Clothesline. syllable does not have a
* Visit some other places on the farm ifdesired. consonant closing off the end of
that syllable, the o says its long
ANS2OEe or Work Period sound.
Pull out the Lesson 58 Work page from Student Book 2. Mark the For now, don’t worry too much
words if needed, and have your student match the sentences to the over the reasons. That will
pictures. become clear when you work
* Post the day’s Agenda. Include practicing the jail words and the through All About Spelling.
homophones.
When encountering a single
vowel in a word, try the short
End of Day
sound first. If that doesn’t make
* Complete the end of day activities (tour the Phonetic Farm, read from a real word, try the long sound.
the Lesson 58 Reading Practice page together, and conduct an
informal spelling test).
¢ Practice the Reader Three Words.
© Institute
Lesson 59
Poetry: “Thanksgiving Day” by Lydia Maria Child
* Read or sing the poem with your student. Enjoy the rhymes and the feel of it.
* Puta breve over the oo in wood. What does it mean to go “through the wood”?
* Underline the arr in carry. This is another |air| phonogram (helper). It is used in words like marry (to wed)
and Harry (the name).
* Underline the ing in sting and spring.
° Find the alliteration (repeated beginning sounds: hunting-hound).


Card Game (where, live, lives, pond)

¢ Print the word where on a card. There are two phonogramss in this word. Did your student identify that wh
says |wh|? The ere is a little trickier. It could be a Magic-e or an |air| word. It only works as an |air| word, so
underline the ere.
¢ Print the words live and lives on two separate cards. Start with live. What is the job ofe at the end of this
word? Is ita Magic-e or a Decorative-e? (Decorative-e: No English word ends with v, so decorate it with an
e.) The i gets a breve. The word lives works the same way, except the s is circled. Notice that even though the
sis at the end, the Decorative-e still stays on.
¢ Print the word pond on a card. An o will sometimes say its long sound when followed by two consonants,
but not always. Since there is no such word as pond, the o likely says its short sound. Mark the o witha
breve.
Phonetic Farm
e Add the arr Cloud sticker to the Phonetic Farm.
posters).
e All the stickers should be on the Farm at this point. If you have any left, add them now.
¢ Point out the ci sticker on the train cloud. This could be considered a “Special Day” because all the stickers
are on the Farm.
ATONE or Work Period

Pull out the Lesson 59 Work page from Student Book 2. If he is reading the sentences easily, he does not
need to mark the words.
¢ Besure to have your student continue to practice the Reader Three Words page. If he can recite them all
tomorrow, he can receive the reader, if you are using them.
¢ Post the day’s Agenda. Include practicing jail words or Card Game words.
End of Day
© Institute
Lesson 60
Booty, “Thanksgiving Day” by Lydia Maria Child
Enjoy the poem together. Can your student recite it? Discovery
¢ Find the Magic-e words in the poem: bites, nose, and like. Mark Is your student ready to graduate from
them with arrows from the Magic-e to the vowel. Circle the plural s Activity time to Discovery? If he is
in bites. playing the games in Activity
effortlessly and easily decoding the
Class Journal, Printing, and Story Time words as they are introduced with the
¢ Make some entries together in the Class Journal; read a few past Card Game, then he is. Make a big deal
that he can now graduate from Activity
entries.
and begin Discovery in lesson 61. This
means that instead of spending thirty
Reading Practice clipboard or binder. minutes playing the Activity games, he
¢ Continue the spelling, style, copy work, and story from Primary can use those thirty minutes decoding
Arts of Language: Writing, if applicable. words on the Discovery cards.
Stage 2/3: Activity/Discovery & Reader Words The cards are in the back of this
teacher’s book. Cut out the cards, and
Add to Game #8: Match-lt. use a rubber band or paper clip to keep
them in packs of ten cards. The cards
¢ Cut out the Set 15 cards of the Match-It game. Play a round with
have their pack number printed on
your student using the new set, and add it to the game for Activity
them so you won’t mix them up.
time or to Agenda if your student is doing Discovery.
The cards are loosely arranged to
Begin Discovery or Continue Activity Time. progress from easy to hard. Show your
¢ Ifyour student is ready, graduate him to Discovery as described in student how to work through a pack. He
the text box at right. Set a timer and have your student work on may mark the words if he needs to, but
the Discovery cards for thirty minutes. Otherwise, continue it is better for him to learn to identify
the phonograms in his mind, and then
Activity as before until your student is ready to progress to
read the word. Once your student
Discovery.
knows what to do, he can
Card Game (what, sing, her) independently work through the
Discovery packs, one pack ata time.
¢ Print what ona card. The shepherd t makes the a say |a|, but does
the wh say |wh| or |w|? (It says |w].) It disobeys the rule. What do When he feels he has decoded all ten
we do with words that disobey the rules? (Throw it in jail!) Print words in the pack, he should bring the
what on a jail cell. cards to you for testing. Show him each
card, and have him read it to you. If he
¢ Print sing ona card. Did your student underline the ng
correctly reads all ten words, he may
phonogram?
check off the pack on the Discovery
¢ Print her ona card. Have your student underline the er at the end. card checklist. Ifhestumbles on a few,
have him go back and practice the set
Phonetic Farm some more before retesting.
¢ Add what to the Jail poster.
Working thirty minutes a day, a student
¢ Visit the Jobs ofe on the back of the folder.
usually requires about two weeks to
* Read the er, ir, and ur Jingles on the back of the folder. decode all the Discovery cards, but your
¢ Visit some other places on the farm, and do knock-knocks; review student may take longer. During that
other areas of the farm (back and posters). time, prepare the Independent Reading
Library so that the books are all ready
AOA: or Work Period when your student has completed
Discovery. Library suggestions are
If your student can read all the Reader Three words, he may
included in Appendix 8.
receive Reader Three: Dog today. He may color the pictures and
assemble the book as part of his Agenda.
* Pull out the Lesson 60 Work page from Student Book 2. He should read the questions at the top of each
picture, and paste the correct answer below.
End of Day

Lesson 61
Poetry: “How Doth the Little Crocodile” by Lewis Carroll
* Read this poem with your student, and enjoy the irony of the welcoming jaws to the little fishes.
* The shepherd t makes the a say |aw| in the word water.
* Underline old in golden. Review the rule that two consonants following an o sometimes makes the 0 say its
long sound.
¢ Underline the ai in tail.

* Together with your student read a few of the sentences from your Reading Practice clipboard or binder.
Stage 2 or 3: Activity or Discovery and Reader Words

Continue Activity Time or Begin Discovery.
¢ Seta timer for thirty minutes, and have your student work on Individualized Reading Library
Discovery card packs, or continue to play the Activity games
When your student completes all
during this time. If starting Discovery, help your student work
thirty Discovery card packs (in two to
through a pack or two until you are confident that he knows
four weeks), he will be ready to enter
what to do.
the library. Instructions to prepare and |
Card Game (wé@ter, rain, not) implement the library are in Appendix
¢ Print these words on separate cards. See if your student can 8.
correctly identify the phonograms as illustrated. In the library, he may first choose a
¢ Add the words to the Card Game. book from the easy group of books. He
will read that book out loud toa
Phonetic Farm partner (either you ora sibling), and
¢ Visit the Long-o Silo, the Lambs, and the Haystacks. then read it again on his own. After
¢ Visit a few other places and posters. reading it a second time, he can write
the title in his Library Reading Record
Agenda or Work Period (you can entitle a notebook to use for
¢ Pull out the Lesson 61 Work page from Student Book 2. Mark this purpose) before choosing another
the words if needed for reading before cutting and pasting. book.
As his list of completed books grows,
End of Day congratulate him! You may wish to set
Complete the end of day activities: rewards for certain numbers of books
completed, to keep the excitement of
reading going.
¢ Read the sentences on the Lesson 61 Reading Practice page.
Listen to your student read from other pages.
¢ Conduct an informal spelling test using letters, phonemes, and words from All About Spelling.
Multi-Level Reading
The individualized reading library is one of the most brilliant and useful inventions of Anna Ingham for increasing
classroom reading time. When using traditional reading groups, a student was stuck in a level and could only read
for a few minutes each day because everyone in the large group took a turn to read. Since there were usually
three groups, it also took significant amounts of teacher’s time.
With the individualized reading library, two students spend thirty minutes reading their books to each other,
fifteen minutes apiece. They each read a book at their own level, so an advanced student can work well witha
weak student because they are each reading out of their own library book. They get to practice good, oral reading
every day without depending on the teacher’s presence. Thus, in your own homeschool you can assign two of
your children to spend thirty minutes reading to each other out of their own book. They will enjoy each other’s
books while getting the reading practice they need every day.

Lesson 62
Read and enjoy the poem together. Find the Nile River on a map. Do alittle Poetry As an Integrator
study of the Nile and Egypt.
Underline the ou in pour. This is a tricky one. The ou can say |0| which is If you haven’t enjoyed Anna
then followed by the |r| at the end. It rhymes with four. Ingham’s talk on integrating
Underline old in gold. What is the rule when the letter o is followed by two poetry yet (it is on the
consonants? (It might say its long sound.) Primary Arts of Language:
Reading DVD-ROM), now
would be a good time. The
handouts are in the
Appendix ofthis book.
Together with your student, read a few of the sentences from your Reading
Practice clipboard or binder. If desired, turn some of the older ones into You can also enjoy watching
sentence strips for reading, writing, or drawing practice (as described in 96-year-old Anna Ingham
lesson 27). and her daughter, Shirley
Continue the spelling, style, copy work, and story from Primary Arts of George, sing and dance to
Language: Writing, if applicable. the poem “Robin in the
Rain.” It is a bonus video on
Stage 2 or 3: Activity or Discovery and Reader Words | the pvp-Rom.
¢ Seta timer for thirty minutes, and have your student play the games or work on Discovery card packs
during this time. If he is working in Discovery, continue to move him toward independence. Always help
him decode a word if he asks, but show him how to use the Phonetic Farm to find the phonograms.
Card Game (time, drink, think)

¢ Print time, drink, and think on three separate cards. Invite your student to mark them as illustrated.
¢ He should notice the Magic-e in time and mark it with an arrow.
¢ drink and think both have the nk at the end. Notice that even though they sound like |drenk| and |thénk|,
they are spelled with an i. There are very few words that use eng (English, England, length, strenth), and |am
not aware of any words use enk.
¢ Add these words to the Card Game. If your student is working in Discovery, the Card Game can be used as an
activity at the end ofthe day to play lightning.

* Cut out the rest of the cards (smell, sing, flee, drop, and drink), and add them to the game. Play the game. If
your student is in Discovery, make the game part of Agenda on occasion.
Phonetic Farm
¢ Visit the Long-o Silo.
¢ Visit the nk/ng Schoolhouse in the Village.

* Pull out the Lesson 62 Work page from Student Book 2. Mark the words in the sentences if needed before
cutting and pasting.
End of Day
© Institute
Lesson 63
¢ Read and enjoy the poem together. Have your student close his eyes and visualize the shining tail and
golden scale.
¢ Underline the ea in spreads and the ea in neatly. Compare the sounds of ea in these two words.
¢ Underline the ee in cheerfully. What do the Squeally-e’s say?
¢ Discuss the irony of the poem. It seems happy and welcoming, but is it? Talk about how some things appear
to be nice and safe but are really a trap.


¢ Seta timer for thirty minutes and have your student play the games or work on Discovery card packs during
this time. If starting Discovery, work through a pack or two until you are confident that he knows what to
do.

* Cut out the Set 16 cards of the Match-It game. Play a round with your student using the new set. If your
student is in Discovery, you may keep this game out for Agenda, or put it away if your student can easily
decode the words.
Card Game (once, upon, lived)

¢ Print the three words on three separate cards, and have your student try to decode them.
© Once is not decodable; it is a Jail word. Do notice the Bossy-e at the end which makes the c say |s].
o The word upon is a compound word. Both vowels are marked with a breve.
o _Lived is the word live with the suffix ed at the end. Discuss the meaning of the word lived and that it
refers to living in the past (past tense). Notice that the ed just says |d|. As you encounter other ed
words, notice that this suffix can say |éd|, |d], or just |t].
Phonetic Farm
e Visit the Jobs of e on the back.
e Visit the Cows and the Beehives.
¢ Add once to the Jail poster.
¢ Visit some other places on the farm if desired.

¢ Pull out the Lesson 63 Work page from Student Book 2. Mark the words if needed, and have your student
match the story starters with the pictures. Can your student tell the stories?
End of Day
© Institute
Lesson 64
¢ Read the poem with your student. Act it out.
¢ Doalittle study on crocodiles.
¢ Many ofthe Jobs ofe are depicted in this poem.
o The Bossy-e in gently. (When aq is followed by ane, i, ory, it says |j|, but you put g!)
The Decorative-e in improve. (No English word ends in v, so decorate it with an e.)
The Odd Job-e in welcomes. (This e has no job!)
The Syllable-e in /ittle. (Every syllable needs a vowel.)
OOThe Magic-e in Nile. (It makes the letter i long.)
CO)


¢ Seta timer for thirty minutes, and have your student play the games or work on Discovery card packs
during this time.
Card Game (rock, récks, hard, were)

¢ Print the four words on four separate cards, and see if your student can mark them correctly as illustrated.
The s at the end ofrocks should be circled. Note the No Job-e at the end of were.
Phonetic Farm
¢ Visit the Jobs of e on the back of the folder.
posters).

* Pull out the Lesson 64 Work page from Student Book 2. Your student may cut and paste the sentences to
match the pictures. It might be fun to get a book on rocks and minerals from the library.
End of Day
© Institute
Lesson 65
* Enjoy the poem together. Can your student recite it?
¢ Underline the ow in how.
¢ Discuss how shine becomes shining and smile becomes smiling. The spelling rules will come up later in All
About Spelling, but you can discuss how the ing takes the place of the e and still makes the vowel long for
reading purposes.


Continue Activity Time or Discovery.
this time. If your student is starting Discovery, help him work through a pack or two until you are confident
that he knows what to do.

* Cut out the Set 17 cards of the Match-It game. Play a round with your student using the new set, and add it
to the game if Activity time is still going on. Otherwise, if your student needs more practice on these words,
the game may be added to the Agenda.
Card Game (how, many)

¢ Print how ona card and underline the ow.
¢ Print the word many on a card. Can your student figure out what it says? They at the end must say |é|
because it is not the only vowel. (y says |é| at the end of atwo-beat word.) It should say |mane], but really
says |méne]. What should we do with words that break the rules? (Throw them in jail!)
Phonetic Farm
¢ Put many in jail if you haven't already.
e Visit the Jobs of e on the back of the folder.
¢ Read the er, ir, and ur Jingles on the back ofthe folder.
posters).
PASEOE or Work Period

Pull out the Lesson 65 Work page from Student Book 2. Your student will need to print the number which
corresponds with the number of items in the picture. You may also have him print the number word instead
of the numeral.
End of Day
© Institute
Lesson 66
Poetry: “The Moon’s the North Wind’s Cookie” by Vachel Lindsay
¢ Read this poem with your student.
* Underline the ai in again. What should ai say? (|a]) However, in again it says |é|. What should we do with
words that break the rules? (Throw them in jail.) Does the word jail obey the rules? (Yes, the ai says |a|.)
¢ What rhymes with moon? (noon, coon, soon, etc.) What letters say the |oo| sound in these words?


this time.
Card Game (again, do)

Discovery Practice
¢ Print the these words on separate cards.
© again breaks the rules because the ai says |é|. Notice the If your student isn’t ready for
letter a at the beginning of the again says |u|, which is an Discovery, the Card Game words can
advanced spelling rule. (When the letter a comes at the continue to be good practice. Write
beginning ofa multi-syllable word, it sometimes does not the words on a card, and help him
say its sound clearly. It sounds like |U|.) decode them using the rules you
o The word do should be quite familiar to your student by have been learning.
now with the o saying its |oo| sound. Print the word ona
card for practice sight reading. Be patient. Decoding is not the
easiest thing for some children.
¢ Add the words to the Card Game.
Continuing to work with the
Activities, and touring the Phonetic
Phonetic Farm
Farm will continue to make the
¢ Add again to the Jail if you have not already done so. phonograms easier to see.
¢ Visit the Haystacks and the Fruit Trees.
¢ Visit a few other places and posters. If your student is dyslexic, All About
Spelling will provide him with the
tools for both decoding and spelling,
A (SITE or Work Period
so be patient as he gains these skills
Pull out the Lesson 66 Work page from Student Book 2. On this
incrementally. Continue to help him
page, your student should follow the directions by drawing or
as much as he needs.
coloring the items as directed.
* Post the day’s Agenda. Continue to use the Card Game
cards for practice reading the words
End of Day at the end of each day.
* Conduct an informal spelling test using letters, phonemes, and words from All About Spelling.

Lesson 67
LAY: “The Moon’s the North Wind’s Cookie” by Vachel Lindsay
Read and enjoy the poem together. Discuss the phases of the moon and why this happens. What phase is the
moon in now?
¢ Underline the or in North and the ou in South and clouds. Review their sounds.
¢ What is the North Wind like? The South Wind?
* Find the Magic-e in bites and bakes. Notice that bake can become baker.

¢* Make some entries together in the Class Journal; read a few past entries.

this time. If your student is in Discovery, always help him decode a word if he asks, but show him how to use
the Phonetic Farm to find the phonograms.
Card Game (drops, into)

¢ Print drops and into on two separate cards. If your student is in Discovery, these should be easy. If they are
not, do not lament. All it means is that your student is going to need a lot more repetition to master these
words.
o ©Mark the vowel with a breve, and circle the s. The dr consonant pair each say their sound, but they
run together.
o Into isa compound word joining in and to. /n is easy with its single short vowel, to is a member of
the Do Family, so it should be very familiar.
¢ Add these words to the Card Game. If your student is working in Discovery, the Card Game can be used as an
activity at the end ofthe day to play lightning.
Phonetic Farm
e Visit the phonograms around the Barn.
e Visit the Cows.
¢ Visit a few other places and posters ifdesired.

¢ Pull out the Lesson 67 Work page from Student Book 2, and assign it for Agenda. Help your student read
the sentences if needed.
End of Day
© Institute
Lesson 68
¢ Read and enjoy the poem together. Get a cookie and eat it while
reciting the poem. Pretend to be the South Wind, and bake a batch of If the website doesn’t change
cookies to eat again. you can hear an old recording of
¢ Notice the word hungry. When you say the ng, it makes you feel like the author reading his poem.
you are swallowing.
¢ Try to get out each day and observe the phase of the moon. Drawa http://media.sas.upenn.edu/
picture of the current phase of the moon on the calendar every day, pennsound/authors/Lindsay/
and watch it moving through its phases. Is the North Wind or South Lindsay-Vachel_7_North-Wind-
Wind doing its thing? Is it really the wind that makes the moon wax Cooky_New-York_1931.mp3
and wane?


this time.
Card Game (more, /éss)

¢ Print the words more and less on two separate cards, and have your student try to decode them.
* When the North Wind is eating the moon, is it becoming more or less? How about when the South Wind is
baking?
Phonetic Farm
¢ Visit the ore Core near the Barn.
¢ Visit the ng/nk Schoolhouse in the Village.

* Pull out the Lesson 68 Work page from Student Book 2. Mark the words if needed, and have your student
match the sentences to the pictures during Agenda.
End of Day
© Institute
Lesson 69
AEENY. “The Moon’s the North Wind’s Cookie” by Vachel Lindsay
Read the poem with your student. Act it out.
¢ Underline the contraction there’s. What is this short for? (there is) Underline the |air| phonogram in there
(ere).
¢ Underline ea in eats and kneads. Notice the silent letter in kneads.
¢ What does it mean to knead?

¢ Together with your student read a few of the sentences from your Reading Practice clipboard or binder.
you have been following the lessons, you will see that you are almost done with the copy work section. The
next few lessons will have your student make new words by changing a few letters.

this time.
Card Game (béfore, after)

¢ Print before and after words on two separate cards, and see if your student can mark them correctly as
illustrated. After is fairly easy, but before is a little trickier. When a vowel is alone it can be short or long. Try
the short sound first. The syllabication of before is be-fore, so it has an Open-e that is long, but your student
doesn’t need to know that yet. It will come in All About Spelling when you learn about open and closed
syllables. For now, try the short sound first to see if itmakes a word. If it doesn’t, try the long sound.

* Cut out the there is cards to make the contraction there’s. You can add this game to Activity if you haven’t
already. If you are no longer doing Activity time, make it an Agenda item.
Phonetic Farm
¢ Visit the Beehives.
posters).

e Pull out the Lesson 69 Work page from Student Book 2. Your student needs to make judgements for
today’s work. First, pair up the pictures, and then decide which comes before and which comes after.
¢ Post the day’s Agenda. Include practicing jail words or Card Game words.
End of Day
© Institute
Lesson 70
Enjoy the poem together. Can your student recite it?
Underline the ie in cookie. What does it say? (|é|) What else can ie say? ([i])
Have him draw a picture to go with each stanza.

Together with your student, read a few ofthe sentences from your Reading Practice clipboard or binder.
Stage 2-4: Activity, Discovery, or Library and Reader Words

Continue Activity Time, Discovery, or Library.
Set a timer for thirty minutes, and have your student play
the games, work on Discovery card packs, or read his library Individualized Reading Library
book aloud to a partner during this time. Remember, when your student completes
all thirty of the Discovery card packs (300
Add to Game #8: Match-lIt. words), he may graduate to the library.
Cut out the Set 18 cards of the Match-It game. Play a round Instructions to prepare and implement the
with your student using the new set, and add it to the game library are in Appendix 8 on page 123.
if Activity time is still going on. Otherwise, if your student
needs more practice on these words, the game may be In the library, he may begin by choosing a
added to the Agenda. book from the easy group of books. He will
read that book out loud to a partner
Card Game (happy, face) (either you or a sibling), and then read it
Print happy and face on two separate cards. again later in the day on his own (make it
How many syllables in happy? You know there are at least an Agenda item). After reading it a second
two syllables because they is at the end, and there are other time, he can write the title in his Library
vowels in the word. Reading Record (you can entitle a
Did your student identify the Jobs of e in face? The e has two notebook to use for this purpose) before
jobs: Magic-e (making the a long) and Bossy-e (making the c choosing another book.
Say S).
As his list of completed books grows,
congratulate him! You may wish to set
Phonetic Farm rewards for certain numbers of books
Visit the Jobs ofe on the back of the folder. completed, to keep the excitement of
Visit the ie Kite and the ie/ei Beehive. reading going.
Read the er, ir, and ur Jingles on the back of the folder.
Visit some other places on the farm, and do knock-knocks;
review other areas of the farm (back and posters).
ANGIE or Work Period

Pull out the Lesson 70 Work page from Student Book 2. Your student will be drawing pictures to match the
sentences. A “singing face” is simply someone with his mouth open and musical notes coming out. If your
student is unfamiliar with musical notes, show him what they look like. There are musical notes on the
Agenda Pictures page in Appendix 3.
End of Day

Lesson 71
Poetry: “What is Pink?” by Christina Rossetti
¢ Read this poem with your student.
¢ Review the word whdt.
¢ Underline the nk in pink and brink. Think of other rhymes for pink.
* Notice the Big-ight and Little-ite words (white, bright).
* Underline the ey in barley.

Reader Words and Games Prep

¢ Seta timer for thirty minutes and have your student play the games, work on Discovery card packs, or read
his library book aloud to a partner during this time.
Card Game (other)

¢ Print other ona card. Can your student find all the phonograms and decode the word? The o says |ti| just
like it does in mother. Add the word to the Card Game.
Phonetic Farm
¢ Visit the Lambs and the Kites.
e Visit the Schoolhouse in the Village.
¢ Read the words on your Jail poster, and say why each one disobeys the rules.
e Visit a few other places and posters.

¢ Pull out the Lesson 71 Work page from Student Book 2. Have your student follow the coloring directions
on the page.
End of Day
¢ Conduct an informal spelling test using letters, phonemes, and words from All About Spelling.
© Institute
Lesson 72
* Read and enjoy the poem together. Have your student close his eyes and visualize the lines.
* Underline ow in flowers, and the ou in clouds and fountain.
¢ Underline the ough in through. What does ough say in this word?

* Continue the spelling, composition, and story from Primary Arts of Language: Writing. If you have been
following the lessons, you will begin Part 3: Composition today.

¢ Setatimer for thirty minutes, and have your student play the games, work on Discovery card packs, or read
¢ Ifyour student is in Discovery, always help him decode a word if he asks, but show him how to use the
Phonetic Farm to find the phonograms. Some students zing through Discovery in just a couple of weeks;
others will take longer. If your student is still in Activity or Discovery, prepare the Library as described in
the Appendix for your student to use when he is ready. A gift of an easy reader or two would be a nice prize
for the day he completes Discovery.
Card Game (found, string, boots)

¢ Print the words above on three separate cards, and invite your student to underline the phonograms and
decode the words.
Phonetic Farm
* Visit the Cows.
e Visit the Fruit Trees.
¢ Visit the consonant pairs on the back (at the bottom). Read all the ones that start with the letter s.

* Pull out the Lesson 72 Work page from Student Book 2. Have your student cut and paste to match the
sentences to the pictures.
End of Day
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Lesson 73
¢ Read and enjoy the poem together.
¢ Underline they in the words why, sky, and by, and review the sounds of y.
¢ Put two dots over the a in the words swan, small, and what. Can your student identify the shepherds?
* Underline the consonant pairs that say their sound in blue, float, grass, and green.

¢ Continue the spelling, composition, and story from Primary Arts of Language: Writing, if applicable.

Card Game (hurray, have)

¢ Print the words hurray and have on two separate cards. Have your student try to decode them. Help him as
needed. Did your student figure out that have uses the Decorative-e and not a Magic-e?
¢ Add the cards to the Card Game for review.
Phonetic Farm
¢ Visit the Lambs and the Haystacks.
¢ Visit the Sounds ofy on the back ofthe folder and the consonant pairs at the bottom.

¢ Pull out the Lesson 73 Work page from Student Book 2. Have your student match the sentences to the
pictures.
End of Day
© Institute
Lesson 74
Poetry: “What is Pink?” by Christina Rossetti Write Your Own
* Read the poem with your student. Have him begin to draw a picture
It is fun to use a poem as a model
to go with each stanza. Alternatively, your student can also try to
for your own lines. Here are some
write some of his own lines following the color and rhyme pattern.
that I made up:
Many of the stanzas use prepositions (by, in, with). You can try that
too. What is blue? The sky is blue
¢ Underline the Big-ight in twilight. What is twilight? High over head.
¢ Underline the ear in pears. This is an |air| word. What is black? The night is black,
¢ Underline the oa in float, and say its sound. soft and dark and quiet.


Card Game (wént)

* Print went ona card, and invite your student to decode it. Discuss its meaning.
Phonetic Farm
¢ Visit the Long-i Kites and the |air| Clouds.
¢ Visit the Long-o Silo.
posters).

* Pull out the Lesson 74 Work page from Student Book 2. After marking the words, your student may match
the words to the pictures.
End of Day
© Institute
for Excellence in Writing D2 Primary Arts of Language: Reading
Lesson 75
¢ Enjoy the poem together. Can your student recite it?
* Have him finish drawing pictures to go with each stanza. Write more of your own if desired.

* Together with your student read a few ofthe sentences from your Reading Practice clipboard or binder.

¢ Seta timer for thirty minutes, and have your student play the games, work on Discovery card packs, or read
Card Game (did, you)

¢ Print did and you on two separate cards, and invite your student to decode them.
¢ Although the ou in you does follow the sound rule (ou says |oo|), it does not obey the position rule (no
English word ends in u). Throw you in jail!
Phonetic Farm
¢ Add you to the Jail poster.
¢ Visit the Fruit Trees.
¢ Visit some other places on the farm, and do knock-knocks; review other areas ofthe farm (back and
posters).

e¢ Pull out the Lesson 75 Work page from Student Book 2. Your student will need to print yes or no in the
boxes to answer the question in each sentence.
End of Day
© Institute
Lesson 76
BOeye “The Little Elf’ by Christina Rossetti
Read and enjoy this poem with your student. Last Lessons
Find the compound word in the first line (Elfman). Elfis Lessons 76-80 are the last detailed lessons
an example of the “Consonants Which Talk the presented in this teacher’s manual.
Loudest” introduced in lesson 19.
Underline the ie in /ilies. What sounds can ie make? (|é| Since the Primary Arts of Language: Writing
or |i|) Which sound does it make in this word? (|é]) lessons have begun composition at this time,
This word is plural for lily. there should be no further need for the Work
pages.
Class Journal, Printing, and Story Time If your student still needs copy work practice,
Make some entries together in the Class Journal; read a cut up the Reading Practice pages, and use
few past entries. those sentence strips for more practice. They
Together with your student read a few of the sentences may also be reviewed for reading and extra
from your Reading Practice clipboard or binder. decoding practice if your student is not ready
Continue the spelling, composition, and story from for the Library.
Primary Arts of Language: Writing, if applicable.

Add to Game #8: Match-it.
* Cut out the Set 19 cards of the Match-It game. This is the last set to add to the game. Play a round with your
student using the new set, and add it to the game ifActivity time is still going on. Otherwise, if your student
needs more practice on these words, the game may be added to the Agenda.

¢ Seta timer for thirty minutes, and have your student play the games, work on Discovery card packs, or read
Card Game (friends)

¢ Print friends on a card. Can your student find all the phonograms and decode the word? This is a tricky one
because it is a Jail word. The ie says |é], so it goes to jail.
¢ Add the word to the Card Game. This is the last word to be added to the game in these lessons.
Phonetic Farm
Add friends to the Jail poster if it isn’t already there.
Visit the Beehives and the Kites.
Visit a few other places and posters.
elenoe or Work Period

If you have been doing the Primary Arts of Language: Writing along with this reading course, then your
student should have started Part 3: Composition by now. This will provide work for his Agenda time. There
is an optional Lesson 76 Work page for today, which asks your student to print his friend’s name and then
draw a picture for that friend.
Reader Four Words
End of Day
Complete the end of day activities: Since all the words in Reader Four: Dog and
* Tour the Phonetic Farm; do knock-knocks. Friends have been presented, a set of “Reader
¢ Read the sentences on the Lesson 76 Reading Practice Four Words’ is included in the Student Reading
page. e-book for your student to use to practice his
¢ Student Book 2 includes a set of the Reader Four words every day.
Words if you need them for a student who is not yet in If your student is already in the Individualized
Discovery or the Library. library, just add Reader Four to his Agenda for
* Conduct an informal spelling test using letters, reading and coloring.
phonemes, and words from All About Spelling.
© Institute
Lesson 77
Boel: “The Little Elf” by Christina Rossetti
Read and enjoy the poem together. Have your student close his eyes and visualize the lines.
* Find the ed words in the poem (asked and looked). These words are examples of when the ed says |t| instead
of |d| at the end ofa word.
¢ Underline the ough in through. What does ough say in this word?


Card Game
* Continue to practice the words on the remaining cards until they are fluent.
Phonetic Farm
e Visit a few places and posters if desired. As your student enters the Library, the Phonetic Farm can move to
a place of reference, especially as spelling continues.
ENefenTet or Work Period

Student Book 2 includes a Lesson 77 Work page inviting your student to draw another picture for a friend.
Continue to use the Primary Arts of Language: Writing for Agenda. Illustrating the poem can be an Agenda
item as well.
End of Day
Complete the end of day activities. There is an optional Lesson 77 Reading Practice Page. The end ofday activities
can include a little spelling bee and review of the day’s work.
© Institute
Lesson 78
Poetry: “The Little EIf’ by Christina Rossetti
¢ Read and enjoy the poem together.
¢ Find the contractions didn’t and I’m. What do these words stand for? (did not and I am)
* Underline the ow in down and the ow in blow. What does each one say?

* Continue the spelling, composition, and story from Primary Arts of Language: Writing, if applicable.

* Set a timer for thirty minutes and have your student play the games, work on Discovery card packs, or read
Card Game
¢ Continue to practice the words on the remaining cards until they are fluent. If your student is in the Library,
you may discontinue the game.
Phonetic Farm
¢ Visit the Cows and the Long-o Silo.

¢ Continue to create an Agenda for the day using assignments from the Primary Arts of Language: Writing
lessons. Today’s Lesson 78 Work page invites your student to do more drawing.
* Post the day’s Agenda. Include practicing the jail words and the Contractions game.
End of Day
* Read the sentences on today’s Lesson 78 Reading Practice page, and continue to practice a few spelling
words or sentences from All About Spelling at the end ofthe day.
© Institute
Lesson 79
Poetry: “The Little Elf” by Christina Rossetti
* Read the poem with your student. Have him begin to draw a picture to go with the poem.
¢ Underline the Big-ight in slightly and the Little-ite in quite.
¢ The jail word and homophone eye is in this poem. Discuss the meaning ofeye vs. I.
¢ Find the Open-e words he and me and the jail word you. Why is the word you a jail word? (No English word
ends in u.)

¢ Together with your student, read a few ofthe sentences from your Reading Practice clipboard or binder.

Phonetic Farm
* Visit the Long-i Kites and Beehives. Reader Four
? Review the Homophone Clothesline. If your student can read all
¢ Visit some other places on the farm, and do knock-knocks; review other the words on the Reader Four
areas of the farm (back and posters). Words page, then he may
receive his fourth and last
ATE or Work Period reader. If he is in the Library,
Continue to create an Agenda for the day using assignments from the just add the reader to the
Primary Arts of Language: Writing lessons. Today’s Lesson 79 Work shelves, or make it a reading
page has more drawing to do. Your student can see how frogs were and coloring book for Agenda.
drawn in Reader Four and try his hand at drawing them.
¢ Post the day’s Agenda. Include practicing the jail words and the
homophones.
End of Day
¢ Read the sentences on the Lesson 79 Reading Practice page. Continue to practice a few spelling words or
sentences from All About Spelling at the end of the day.
© Institute
Lesson 80
Poetry: “The Little EIf’ by Christina Rossetti
¢ Enjoy the poem together. Can your student recite it?

* Continue the spelling, composition, and story from Primary Arts of Language: Writing, if applicable.

Phonetic Farm
e Visit the Fruit Trees.
posters).

¢ The Lesson 80 Work page suggests more drawing. Continue to create an Agenda for the day using
assignments from the Primary Arts of Language: Writing lessons.
End of Day
¢ Continue to practice a few spelling words or sentences from All About Spelling at the end ofthe day.
This concludes the specific lessons for Primary Arts of Language: Reading. There are several more poems in the
Student Book 2 which you may continue to use weekly to continue the poetry enjoyment. Anna Ingham’s talk,
Poetry Integration, is included on the Primary Arts of Language DVD-ROM, and her handout is in the Appendix. It
provides more ideas for using poetry to integrate many subjects in your classroom.
If your student is in the Library, continue to listen to him read aloud for thirty minutes every day. This daily
reading will cement his fluency. Although it is good to increase the difficulty of his reading material over time,
there is no hurry. Let him practice with easy and fun books. Continue to add to his list of books read, and continue
to have reading goals of numbers of books or numbers of pages read to keep your student motivated and excited.
If your student is in Discovery, he will be entering the Library soon. Continue to work through the Discovery cards
until he is done with them, and then move him into the Library.
If your student is still in Activity time, that is fine too. Continue to review the Card Game words as desired, and
use the older Reading Practice pages every day. Cut them into strips and pull out a few each day to read and use for
copy work. Use the poetry to continue to identify a few phonograms every day, and tour the Phonetic Farm daily.
After a total of four or five months of this program, you may wish to move your student into Discovery, and help
him decode the cards as needed. If you are using All About Spelling, it will continue to incrementally present the
phonograms which will help your student learn to read. If your student has had a hard time learning to read, you
may wish to use the All About Spelling readers. They are vocabulary controlled to ensure that only the words and
spelling rules mastered in the All About Spelling steps are presented in the books. These books will permit your
student to enter the Library without becoming overwhelmed with vocabulary that is too complex for him.
© Institute
Appendix 1 Scope and Sequence
Teachers will need to print the Student Books 1 and 2, which are PDF files on the Primary Arts of Language: Reading
DVD-ROM. These books contain all the poems, Work pages, and posters needed to teach these lessons. The Readers
One, Two, Three, and Four are in separate files on the DVD-ROM to be printed as needed.
Student Book 1 and Student Book 2 should be printed single-sided; the Readers should be printed double-sided.
The elements listed in the Writing column are not included in these Reading lessons. They are provided in the
Primary Arts of Language: Writing program. However, the two progams do not need to match lesson for lesson. If
your student needs to complete the writing portion at a slower pace, that is fine.
Les. _| Poetry Games Writing Add to Phonetic Farm Card Game Student Reading e-book
il September | 1. Letter Stories coa ee (Beehive) green “September”
2. Mugs Story ow (Silo) yellow L1 Work Page
3. Color Palette Summary*
z. September | 1,2.Add:dgu dgu ck (Duck in pond) black Reader Portraits
3. black L2 Work Page
3 September | 4. Parking Lot er (Farmer by barn) | this Punctuation Signs
1,2. Addilk er Jingle is L3 Work Page
th (Train) | a “Thisis-a:.. othips®
4 September | 1,2,4.Addb ue (Fruit Trees) blue ow! Jingle
3. blue, brown ow! (Cow) brown L4 Work Page
Sy Deg GON! L4 Reading Practice
5 September | 1,2,4.Addre Vowel Flower red a: Work Page
3. red Shoppe (Village)
6 September | 1,2,4.Add pt or (Horse by Barn) orange Homophone
3. orange, purple ur (Turkey by Barn) | purple Clothesline
ur Jingle (back) L6 Work Page
oa (Silo) Vowel Ladder
ew (Fruit Trees) L6 Reading Practice
7 September | 1,2,4.Addmnh ay (Haystack) today Feed Me Creature
6. Beg. Con. 2 sh (Village Train) Horse L7 Work Page
7.eori Duck L7 Reading Practice
Sheep
see
can
8 September | 1,2,4.Add yf au (Lambs) draw Third Sound of a
8. Match It: Set 1 aw (Lambs) Kitty L8 Work Page
Lt, u, w> a (Lamb) Hen L8 Reading Practice
Sounds of y (2-beat
words)
9 September | 1,2,4.Adds qu Long vowels likes L9 Work Page
9. Magic-e Magic-e (back) like L9 Reading Practice
will
10 | September | 1,2,4.Addvw wh (Village Train) white |L10 Work Page
3. white L10 Reading Practice
10. Beg. Con. 3
it The 1,2,4.Addjxz er, ir, and ur Jingles jump |“The Squirrel”
Squirrel 11. Beg Con 4 (back) run L11 Work Page
12. Action ir (Bird by barn) swim L11 Reading Practice
Charades hop
12 The 12. Add: come, go Caps ou! (Cow) come Open-o Volcano
Squirrel May begin Open-o (Silo) go L12 Work Page
All About Odd Job-e (back) L12 Reading Practice
Spelling
* Story Summaries will continue every day in the PAL Writing program even though they not included in each box of
this chart.
© Institute
Les. Games Writing _| Card Game
AddtoPhoneticFarm Student Reading e-book
als The 8. Match-It: Set 2 Caps Open-e (Beehive) he Open-e Words
Squirrel H. Clothesline: be/bee | can L13 Work Page
14 | The 13. ai and ay ai (Haystack) and L14 Work Page
Squirrel Haystacks Do Family (Village) to L14 Reading Practice
lay__
15 The 12. Add go up, go Consonant pairs up L15 Work Page
Squirrel down (back) down L15 Reading Practice
14. Short-a or
Short-e
16 | Autumn 15. Short-o or ea (Beehive) I “Autumn Leaves”
Leaves Short-u H. Clothesline: J, eye me L16 Work
16. ou! or ow! she L16 Reading Practice
17. | Autumn 17. The Do Family oo (Cow) oh L17 Work Page
Leaves look L17 Reading Practice
at
i (make)
18 | Autumn 8. Match-It: Set 3 H. Clothesline: four, fun L18 Work Page
Leaves | 18. Prepositions for for L18 Reading Practice
19 | Autumn (Begin Activity (no new) | get Consonants Which
Leaves Time) help Talk the Loudest
helps L19 Work Page
L19 Reading Practice
20 | Autumn 19. Compound Silent Letter Library | sleep Silent Letter Library
Leaves Words (Village) peck L20 Work Page
cannot L20 Reading Practice
21 | Ooey 8. Match-It: Set 4 oo (Fruit Tree) something | “Ooey Gooey”
Gooey L21 Work Page
L21 Reader 1 Words
(aif Ooey 12. Add look, peck, i/ey Beehive big L22 Work Page
Gooey sleep wor (Worm by barn) | little L22 Reading Practice
20. Syllable-e Syllable-e (back)
23 | Ooey 21. Big-ight or ar (barn) L23 Work Page
Gooey Little-ite ight (Kite) L23 Reading Practice
ite (Kite)
24 22. Food Sort (no new) L24 Work Page

2D 23. Number Match see ei = |a| (Haystack) one (jail) Jail

8. Match-It: Set 5 come two Present Reader 1*
three L 25 Work Page
bee/bees L 25 Reading Practice
26 12. Add eat, fly no y= |i| at the end ofa kite “The Funny Man”
Funny 24. Ending SO one-beat word (back) kites L26 Work Page
Man Consonants 1 fly L26 Reading Practice
Ze The 25. Ending go ear (Clouds) tell L27 Work Page
Funny Consonants 2 me about L27 Reading Practice
Man the (jail)
(me)
28 | The 3. Add pink, gray we nk School (Village) pink L28 Work Page
Funny (if desired) she gray L28 Reading Practice
Man 12. Add skip sky
* The Readers can be found on the Primary Arts of Language: Reading DVD-ROM.

29 The Funny 8. Match-It: Set 6 (no new) fast L29 Work Page
Man 26. Contractions slow L29 Reading Practice
a
(car)
30 | The Funny (no new) oe (Silo) funny | L30 Work Page:
Man man Funny Man Craft
ot Celery 27. Bossy e, i, andy Bossy-e (back) now “Celery”
Ogden Nash then L31 Work Page
32 Celery 8. Match-It: Set 7 Copy Work | ch (Village Train) L 32 Work Page
Ogden Nash Kseprences) L32 Reading Practice
Punctuation:
End Marks eee
no
Celery 28. ch, th, sh Copy Work | ore (core at barn) are L33 Work Page
Ogden Nash Rcpieuces) kittens | L33 Reading Practice
Punctuation: Mitten
End Marks
34 The Little Man | 29.Beehive Words | Copy Work | ere/eir (Cloud) “The Little Man Who
Who Wasn't a air (Cloud) Wasn't There”
There aoene |ey = [al (Haystack) L34 Work Page
Hughes Mearns ae iaH. Clothesline L34 Reading Practice
there/their
35 The Little Man | 8. Match-It: Set 8 Copy Work | (no new) L35 Work Page
Hughes Mearns | 26, Add wasn’t, he’d | (sentences) L35 Reading Practice
Punctuation:
End Marks
36 | Holding (no new) Copy Work | ph (Village Train) things | “Holding Hands”
Hands (sentences) ng (Village School) | think | L36 Work Page
Lenore M. Link STOUS 2 L36 Reader 2 Words
Pronouns
37 | Holding 8. Match-It: Set 9 Copy Work Dog L37 Work Page
Hands Sd barks | L37 Reading Practice
ESLenore M. Link Nouns and tree
Pronouns
38 | Holding 12. Add walk Copy Work | (no new) walk L38 Work Page
Hands 30. Long-o Silo eo) walks | L38 Reading Practice
Lenore M. Link Words Nouns and stop
Pronouns
3 Holding 8. Match-It: Set 10 Copy Work | ea (Haystack) bone L39 Work Page
Hands 26. Add they’re (seers) bones | L39 Reading Practice
Lenore M. Link Nouns and egg
Pronouns eggs
meat
an
40 | Holding 31. ck or k (at the Copy Work | (nonew) comes | Elephant Parade Craft
Hands end of words penton wane with Present Reader 2*
panera! Link Whe
Clause
Which L40 Work : Page :
41 Bunches of (no new) Copy Work | ie (Kite) (far) “Bunches of Grapes”
Grapes Lage ie/ei (Beehive) away L41 Work Page
Walter de la Mare eens d under | L41 Reading Practice
© Institute
Les. | Poetry Games Writing Add to Phonetic Farm pe Student Reading e-book 7
42 Bunches of 26. Add: didn’t, |Copy Work | ui (Fruit Trees) well ui Poster
Grapes it’s Geneances) ay ou (Fruit Trees sick L42 Work Page
Sats de la Mare DH gases feels L42 Reading Practice
Clause
(Mugs)
43 | Bunches of 8. Match-It: Set |Copy Work | Decorative-e (back) give L43 Work Page
Grapes ile enrencss) ets L43 Reading Practice
Walter de la Mare Who/Which :
Clause
44 | Bunches of 32. oi or oy Copy Work | oi (pig) made L44 Work Page
Grapes See) oy (pi to L44 Reading Practice
ees de la Mare Strong Verbs Ta eee f
45 | Bunches of (no new) Copy Work | are (Cloud) round L45 Work Page
Grapes peepience) square | L45 Reading Practice
Walter de la Mare Strong Verbs
|46 How Much 33. Fruit Tree Copy Work | H. Clothesline: would “How Much Wood”
Wood Words (sentences) would/wood could L46 Work Page
Att. Mother Goose Strong Verbs should | L46 Reading Practice
| (all jail)
47 | How Much (no new) Copy Work | (nonew) good L47 Work Page
Wood (sentences) bad L47 Reading Practice
Strong Verbs smells
How Much (no new) Copy Work | (no new) here L48 Work Page
Wood Beg. Cons. there L48 Reading Practice
Continue
W/W Project
49 | AFleaanda 34. Plurals: s or | Copy Work | H. Clothesline: said “A Flea and a Fly in a Flue”
Fly in a Flue es Beg. Cons. flea/flee; flew/flue (jail) L49 Work Page
Continue L49 Reading Practice
W/W Project
50 | AFleaanda (no new) Copy Work | u Lamb but L50 Work Page
Fly ina Flue Beg. Cons. that L50 Reading Practice
Continue
W/W Project
51 | Only One 8. Match-It: Copy Work | (nonew) pretty “Only One Mother”
Mother Seu Beg. Cons. (jail) L51 Work Page
George Cooper Continue L51 Reading Practice
W/W Project
Only One (no new) Copy Work | Silent Letter Library | has L52 Work Page
Mother End. Cons. ea = |é| (Cow) his L52 Reading Practice
George Cooper Quality Adj. him
53 | Only One (no new) Copy Work (Kite) find L53 Work Page
Mother End. Cons. L53 Reading Practice
George Cooper Quality Adj.
54 | Only One 8. Match-It: Copy Work | (no new) made L54 Work Page
Mother Set 13 End. Cons. L54 Reading Practice
George Cooper Quality Adj.
55 | Only One (no new) Copy Work | (nonew) bird L55 Work Page
Mother End. Cons. singing | L55 Reading Practice
George Cooper Quality Adj. rogs
56 | Thanksgiving 8. Match-It: C.W. Fillin | ough sign (Village) Crow “Thanksgiving Day”
Day Set 14 a word frog Radio ough
Lydia Maria Child “-ly” Adverbs jar L56 Work Page
L56 Reader 3 Words
57 | Thanksgiving (no new) C.W. Fillin | Odd Jobs-e (keeps the cheese L57 Work Page
Day a word word from looking like a house L57 Reading Practice
Lydia Maria Child “-ly” Adverbs plural) mouse

Les. | Poetry Games Writing pata Student Reading e-book
58 Thanksgiving 16. Add C.W. Fillina H. Clothesline: we L58 Work Page

Day grandfather | word nose/knows went L58 Reading Practice
Lydia Maria Child “-ly” Adverbs over
59 Thanksgiving (no new) C.W. Fillina arr (Cloud) where L59 Work Page
Day word live, L59 Reading Practice
Lydia Maria Child “-ly” Adverbs lives
pond
60 Thanksgiving 8. Match-It: C.W. Fillina (no new) what L60 Work Page
Day Set 15 word (jail) L60 Reading Practice
Lydia Maria Child Dress-up sing Present Reader 3*
Detective her
61 How Doth the (no new) C.W. Fillina (no new) water “How Doth the Little
Little Crocodile word rain Crocodile”
Lewis Carroll Dress-up not L61 Work Page
Detective L61 Reading Practice
62 | How Doth the 12. Add C.W. Fillina (no new) time L62 Work Page
Little Crocodile | smell, sing, word drink L62 Reading Practice
Lewis Carroll flee, drop, Dress-up think
drink Detective
63 | How Doth the 8. Match-It: C.W. Fillina |(nonew) once L63 Work Page
Little Crocodile | Set 16 word upon L63 Reading Practice
Lewis Carroll Dress-up lived
Detective
64 | How Doth the (no new) C.W. Fillina (no new) rocks L64 Work Page
Little Crocodile word rock L64 Reading Practice
Lewis Carroll Dress-up hard
Detective were
65 How Doth the 8. Match-It: C.W. Fillina (no new) how L65 Work Page
Little Crocodile | Set 17 word many L65 Reading Practice
Lewis Carroll Finish W/W (jail)
Project
66 | The Moon’s the | (nonew) C.W. Fillina (no new) again “The Moon’s the North
North Wind's word (jail) Wind’s Cookie”
Cookie Finish W/W do L 66 Work Page
Vachel Lindsay Project L 66 Reading Practice
67 The Moon’s the | (no new) C.W. Fillina (no new) drops L 67 Work Page
North Wind's word into L 67 Reading Practice
Cookie Pattern Writing
Vachel Lindsa
68 The Moon’s the | (no new) C.W. Fillina (no new) more L 68 Work Page
North Wind’s word less L 68 Reading Practice
Vachel Lindsay_
69 The Moon’s the | 26. Add C.W. Make new | (nonew) after L 69 Work Page
North Wind’s there’s words before L 69 Reading Practice
Vachel Lindsay_
70 The Moon’s the | 8. Match-It: C.W. Make new _| (nonew) happy L 70 Work Page
North Wind's Set 18 words face L 70 Reading Practice
Vachel Lindsa
71 What Is Pink? (no new) C.W. Make new | (nonew) other “What Is Pink?”
Christina Rossetti words L 71 Work Page
Pattern Writing L 71 Reading Practice

Card
Les. Poetry Games Writing Add to Phonetic Farm Gate Student Reading e-book
fe. What Is Pink? (no new) Unit 3 Story | (no new) found L 72 Work Page
Christina Rossetti Writing string L 72 Reading Practice
boots
73 What Is Pink? (no new) Unit 3 Story | (no new) Hurray! | L 73 Work Page
Christina Rossetti Writing have L 73 Reading Practice
74 | What Is Pink? (no new) Unit 3 Story | (no new) went L 74 Work Page
Christina Rossetti Writing L 74 Reading Practice
75 What Is Pink? (no new) Unit 3 Story | (no new) did L 75 Work Page
Christina Rossetti Writing you L 75 Reading Practice
(jail)
76 The Little Elf 8. Match-It: Unit 3 Story | (no new) friends | “The Little Elf’
John Kendrick Set 19 Writing (jail) L 76 Work Page
one L 76 Reading Practice
L 76 Reader 4 Words
77 The Little Elf (no new) Unit 3 Story | (no new) Discove | L 77 Work Page
John Kendrick Writing ry L 77 Reading Practice
Bangs
Bangs
Bangs
The Little Elf (no new) Unit 3 Story | (no new) Discove | L 80 Work Page
Bangs
Present Reader 4*
© Institute
Appendix 2 Phonograms (Helpers)
Below are listed the phonograms (helpers) as they are described in the Phonetic Farm. You can hear many ofthese
phonograms spoken on the All About Spelling phoneme CD-ROM and all of them on the Primary Arts of Language:
Reading DVD-ROM.
This is not intended to be a comprehensive list of phonograms; however, it does provide a useful collection of them
that will help a student read and spell better. This collection of rules is handy for teaching a primary student to read
without having to cover every rule exhaustively (exhausting your student). The phonograms are presented
thoroughly and systematically in All About Spelling.
Note: When reading these rules, the letters in italics are spoken letter by letter. The letters inside the vertical slashes
(e.g., |ee|) are the phoneme (the sound that is spoken).
Lesson | Letters | Farm Location Rule

12 Open-o | Long-o Silo Open-o: the |o| is long when it comes at the end of a syllable or word
such as silo and go.
Long-o Silo ow Says |O| at the end of some words such asyellow and grow.
Long-o Silo oe says |0| at the end of some words such as hoe and toe.
Long-o Silo oa says |0|in the middle of some words such as boat and oak.
Long-o Silo o-consonant-consonant sometimes says |0| in words such as old and
both. {|
Barn (barn) ar says |ar| in words such as barn, farm, and car.
Barn (farmer) er says |er| at the end of words, such as farmer, feeder, and father.
Barn (bird) ir says |er| in some words such as bird, shirt, and dirt.
Barn (horse) or says |or| in some words, such as horse, pork, and sort.
Barn (turkey) ur Says |er| in the middle of some words, such as turkey and turtle.
Barn (core) ore Says |or| at the end of words as in core and more.
Barn (worm) wor Says |wor| at the beginning of some words such as worm, work, and
world.
34 air Clouds air says |air| as in fair, hair, and chair.
59 arr Clouds arr says |air| as in marry.

45 are Clouds are says |air| as in care and mare.
27 ear Clouds ear says |air| as in bear.
34 ere Clouds ere Says |air| as in there.
eir eir Says |air| as in their and heir.
34 air Clouds air says |air| as in hair, fair, and hairy.
42 ui Fruit Trees ui says |o0o| as in fruit, juice, and suit.
6 ew Fruit Trees ew Says |oo| as in chew.
42 ou Fruit Trees ou says |0o| in the middle of words, as in soup.
4 ue Fruit Trees ue says |oo| as in glue and blue.
21 00 Fruit Trees 00 says |0o| as in boot, moon, and food.
44 oi oi says |oi| in the middle of words as in oink and soil.
44 @) oy says |oi| in the middle and end of words such as boy and toy. 4
8 aw aw Says |aw| in the middle and end of some words, such as paw and
Straw.
8 Lt,w | Lambs l, t, ware the shepherds which make the a say |aw| in walk, water, and
want. The shepherds usually follow the sheep, but the shepherd w
sometimes leads. sil
8 au Lambs au says |au| in the middle of some words such as daughter and haul. ==!
50 Lt,sh | Lambs I, t, sh are the shepherds which make the u Say |u| as in pull, put, and
push. =
© Institute
Letters | Farm Location Rule
i Long-a Haystacks ay says |a| as in hay, play, and today.
25 Long-a Haystacks ei says |a| in just a few words, such as vein and eight.
39 Long-a Haystacks ea Says |a| in just a few words, such as break, great, and steak.
14 Long-a Haystacks ai says |a| as in train, paint, and aim.
34 Long-a Haystack ey says |a| in just a few words, such as they and hey.
1 Long-e Beehives ee says |é| as in green, see, and tree. These are the “Squeally-e’s.”
13 Long-e Beehives Open-e says |é| as in bé, mé, hé, shé, we.
16 Long-e Beehives ea Says |é| as in meat and treat.
41 Long-e Beehives ie and ei says |é| as in believe and receive. “i before e, except after c or
when sounds like an |a| as in neighbor and weigh.”
ieee Long-e Beehives ey says |é| in just a few words, such as in key and monkey.
i says |é| in words such as pizza and prettier.
23 Long-i Kites ite is the “Little-ite” and says |ite| in some words such as kite and bite.
(You could also say it followed the Magic-e rule.)
58) Long-i Kites i-consonant-consonant sometimes says |i| as in child and mind.
ae Long-i Kites ight is the “Big-ight” and says |ite| in some words such as right and
bright.
41 ie Long-i Kites | ie says |i| at the end of some words, such as tie and lie.
2 ck Duck ck says |k| at the end of short vowel words such as duck and sack.
ow! Cows ow says |ow!| as in brown and cow.
12 ou! Cows ou says |ow!| in the middle of words such as round and out.
DZ ea Cows ea says |é| as in head and bread.
Ly 00 Cows oo says |u| as in look and book.
The Village includes several houses for various rules. These houses often have a poster to use to collect the words.
Lesson | Letters | Farm Location Rule

-- -- Foreign Café This is for words that break the rules because they are not English
words. Examples: spaghetti, chili, crepe; also ballet.
28 nk/ng_ | School nk says |nk| in ink, honk, thank. Not illustrated dunk.
ng says |ng| in sing, sang, song. Not illustrated: English, sung.
25 -- Jail For rule-breakers such as said, the, one, many, of, etc.
Lai ee] Silent Letter Library For words with quiet letters, such as ghost, lamb, gnat, and listen.
Vowel Shoppe The vowels live here. Notice thaty is in the shop, but it isn’t exactly a
vowel flower.
14 The Do Family o Says |oo| as in “Who has to move? The Do family with their triplets: to,
two, and too.
Train (digraphs) th says |th| and can be voiced or whispered. It looks like the cross-bar
on the tis sticking its tongue out at the h:
sh says |sh| and is what you say when you put your finger to your lips to
make someone be quiet—see the snake? |Sh|!
ch says |ch| as in chew and crunch.
wh says |wh| in words such as white and while. Feel the air.
ph says |f| as in elephant and phone.
ti, ci say |sh| in some words such as nation and special. These advanced
sound for |sh| pasted in the smoke coming out ofthe train engine.
Since all these sounds are depicted on train cars in the Village, you can
make the sounds of a train starting up: |th, th, th, sh, sh, sh, ch, ch,
ch, wh, wh, wh, phhhhhhh!|.
56 ough Billboard ough says |oo| as in through. ough says |off| as in cough.
ough says |0| as in although. ough says |uff| as in rough.
ough says |aw| as in brought. ough says |ow!| as in plough.

The Back of the Phonetic Farm: Handy Lists and Jingles
Jobs of e
1. Magic-e (the e jumps the consonant and makes the vowel say its long sound: cut > cute)
2. Bossy-e makesg say |j| and c say |s|; i andy are bossy too!
3. Decorative-e: no English word ends in u or v, so decorate it with an e
4. Syllable-e: (consonant-consonant-e) as in little
5. Odd Job-e: keeps words ending in s from looking plural (mouse, house, cheese), voices s and th in some words
(please, breathe), and sometimes he is lazy and does no job (sneeze, come, done).
Sounds ofy
1. Consonant (yellow)
2. |i| at the end of 1-beat words (sky, my, by, try)
3. |e] at the end of 2-beat words (piggy, happy, pretty)
4. y=iin the middle of words (gym, cycle).
er Words
er comes at the end of some words
farmer, feeder, father, mother, teacher, reader
ir Jingle
ir comes in the middle of some words.
On my third birthday, I was the first to get dirt on my shirt, but the girl in the skirt washed it out!
ur Jingle
ur comes in the middle of some words.
Surprise! On Thursday near the church, the nurse caught a turtle and a turkey in a purple purse!
Vowel Suffixes
-es, -ed, -er, -ing, -est, -y, -ish
Consonant Suffixes
-s, -ful, -ness, -ly, -ment, -less
Consonant Pairs
bl, cl, fl, gl, pl, sl, dw, tw
Dich, Gr,.fr,.or,. pr, ty wi
SC, SCL Asp; SPrstu stl ok
sl, sn, sm, squ, Sw
© Institute
The Letter Stories
a is the angry letter Start with a, close it up, and continue the line straight down. Curve it a little at
the bottom to make a little ponytail. a is the angry letter because the boys often
pull her hair and make her say |a].
b is the bomb letter Start at the top, draw a line straight down, and then bounce up and over (in the
direction we read). |b], |b], boom!
c is the happy letter Start at the top and circle around, but don’t close it up! This is the happy cookie
because somebody took a big bite! |c], |c|, cookie.
d is the dog letter Start with ac to make the dog’s head. Circle around; then make a tall straight up,
and come straight down. |d], |d|, doggie.
e is the toothy letter Start with a straight line across; (left to right) then circle up and around. Do not
close it up. That line reminds me to show my teeth when saying the toothy letter
|é|.
fis the slow-leak letter This is a tall letter. Start at the top, circle up and around, and then come straight
down. Poke a nail in the side (from left to right), and say the sound of the air
hissing out ofthe tire |f].
g is the draggy-leg letter Start with a c, come straight down, and put a broken leg underneath. This letter
says |g| as it drags its bent leg across the floor.
h is the tired letter This is a tall letter. Start at the top and draw a line straight down. Bounce back up
and make the seat of achair for mommy to drop into as she says, “|h].”
iis the crying letter This is a short letter. Make a little line straight down, and put a tear over the top.
Make a high-pitched crying sound: |I |.
j is the jumping letter Make a straight line down with a handle under it. Make a dot over the top which is
the candle flame. This is the jumping letter: Jack be nimble; Jack be quick; Jack
jump over the candlestick!
k is the kicking letter Start with a tall line (from top to bottom). Pick your pen up, start again about
2S halfway down, and kick in and out.
lis the licking letter This tall letter starts at the top and is just a long line. It looks like a lollipop stick
that someone has licked clean!
m is the mountain letter Start with a short line, and then make two humps like the holes in the mountain
for the cars to drive through.
nis the nose letter Start with a short line; then trace back up and make a long nose come out of the
top. It is so long that it touches the floor!
o is the sad letter Make ac, but close it up. This is a sad cookie. He says, “|6|, nobody took a bite out
BIQGE
a
of me!”
p is the bubble letter Make a stick that goes down into a child’s hand. Blow a bubble that will go “pop.”
qu is the queen Print the q by making ac; come up and then down to make her train flowing
en)=
a behind her. Princess u must come after to carry the train.
ris the noisy letter Start this short letter with a line; then trace back up and make a branch coming
~
out on the top. A leopard sits on that branch and says |r|!
s is the snake letter Start at the top as if you were going to make a c, but swing around and make ans.
This snakes says |s].
tis the telephone pole Start this tall letter at the top; then cross it with a pole for the telephone wires.
u is the princess This is princess u. She is holding up her hands asking to be picked up, but it comes
ta
|
oe
= out “|u|.”
v is the vase Slide down then up to make a pretty vase.
w is for water Three fingers held up stands for water. Slide down, slide up, and down and up
again.
x marks the spot Slide down, pick the pencil up, and slide down the other way making the x.
y is the yanking letter Make au and then puta curvy handle underneath. This looks like a wrench. Yank
it!
z is the zipper letter It can also be the zigzag letter. Zig across the top, zag down, and then zig across
Nei
i<
|S
ix<
< again.

Appendix 3 Agenda Pictures
Use these pictures for your Agenda until your child can read the Agenda items. You can make each picture mean
anything you wish.
© Institute
© Institute
Appendix 4 Reader Stories
Below is the text for each ofthe illustrated readers which you may print from the Primary Arts of Language: Reading
DVD-ROM.
Reader 1
Horse
This is Duck. Duck likes this.
This is Sheep. Sheep likes this.
This is Horse. Horse likes this.
Get Up!
Duck likes to swim. Swim, Duck, swim! This is fun.
Horse likes to jump. Jump, Horse, jump! This is fun.
Sheep likes to sleep. Get up, Sheep, get up! Oh, oh.
| Can Go
Come down, Horse. Come down.
I like to go. I like to go and jump.
I can go. | can go and jump. Oh, oh.
Come Down!
Come Horse and Duck. Come Horse, Duck, and Sheep. This is fun!
I can see Horse. I can see Horse and Sheep. I cannot see Duck.
Oh, I see Duck. Come down, Duck, come down. This is fun.
Kitty Can Run

Look at Duck. Duck can swim. Duck can swim up and down.
Look at Hen. Hen can peck. Hen can peck and peck and peck.
Look at Kitty. Kitty can run. Look, look! Kitty can run and run! see
cannot
Can Kitty Jump? Kitty
See Kitty? Kitty can jump. Kitty can jump up. Kitty can jump down. run
Come, Kitty. Come and jump! Jump, Kitty, jump. Can Kitty jump? look
Oh, oh. Kitty can jump! Can Kitty come down? Help Kitty come down. at
Hen
Come and See peck
Come down, Kitty. Come down and see. Kitty will like this. help
Come up Horse. Come up and see. Come and see this. Horse will like this. will
Come up and look. Come up and see. Oh, oh. This is fun.
© Institute for Excellence in Writing dvd Primary Arts of Language: Reading

Reader 2 warde
Big and Little ey

This is Cow. She is big. She likes this. This is Horse. He is big. He likes this too. cone
This is Duck. He is little. This is Hen. She is little too. aha
This is Kitty. She is little. This is Sheep. She likes a big nap. he
Sheep Likes Oats ae

This is the barn. The barn is big and red. Horse likes the barn. an
Horse is big and gray. He likes green hay. He likes brown oats. ns
Sheep is big and white. She likes green hay. She likes brown oats too. pe
See the Bees? red

This is a bee. This bee is yellow and black. She is a little bee. Bray
One little bee can fly. Two little bees can fly. Three little bees can fly, oh my! Been
Black and yellow bees fly in the blue sky. See the bees? hay
brown
Kites white
Look, look! See the white cat kite. See the black sheep kite. bees
See the little red kite. See the big red kite. See the little green kite. See the big green kite. 2
Look, look! See the big horse kite. See the big, funny horse kite. bee
yellow
Run and Tell black
Come, Cow and Sheep. Come to the barn. Come and see. Look, look and see! one
Oh, oh look! See Kitty? See Kitty and the kittens. See all the kittens. fly
Run and tell. Run, run to all. Tell all about the kittens! two
three
Now It Can Go my
See the kite go up. See the kite go down. in
Oh, oh. The kite cannot come down. The kite cannot go up. blue
The farmer can help. The farmer can get the kite down. sky
See? The farmer can help get the kite down. Now the kite can go up! kites
cat
See Kitty Go kite
Look, Kitty. See Horse go. Go fast, Horse! Look, Kitty. See Cow go. Go fast, Cow! funny
Cow and Horse can go fast. tell
Look, Kitty. See Sheep go. See Pig go. Go fast, Sheep! Go fast, Pig! kittens
Come Kitty. Come and go. Horse and Cow can go fast. Sheep and Pig can go fast. all
See Kitty go! They all can go! about
now
it
farmer
fast
pig
they
© Institute
Reader 3 Words
Dog
Dog
has
Dog has a bone. He likes his bone.
bone
Dog runs with his bone. He runs and runs. Dog likes his bone.
his
Dog walks up and up.
with
Dog looks down. He sees a dog. He sees a dog with his bone!
walks
Dog barks and barks at the dog.
barks
Oh, no! Now Dog cannot eat the bone.
no
Sad, sad Dog.
eat
sad
Good Dog!
good
Here is Dog. He is under the green tree.
here
Dog will stop bad men. Dog is a good dog.
under
One day a bad man comes. He sees the brown dog.
thee
He thinks, “The dog will stop me.”
men
The man gets some meat. He will give the meat to the dog.
day
Will Dog eat? No! Dog will not eat. Dog barks and barks.
bad
The man runs away. Good Dog!
man
comes
Mugs and the Eggs
thinks
Some eggs are white. Some eggs are brown. All eggs are round.
stop
Mugs likes eggs. Mugs likes to eat eggs.
me
One day Mugs finds something. He finds something round like an egg.
gets
He finds something white like an egg. Mugs eats something round and white.
some
Mugs feels sick. Something made him sick.
meat
Eggs are round and white, but not all round and white things are eggs.
give
Sad, sad Mugs.
away
Mugs
eggs
are
round
finds
something
an
egs
feels
sick
made
him
but
things

Reader 4 Ween
Wh : where
ere is the Cheese? cheece
Where is Crow? She is in the tree. She has cheese. Crow
Where is Dog? Here is Dog. He is down. sing
Dog sees Crow and the cheese. Dog likes cheese. her
Crow is up. Dog is down. Can Dog get the cheese? singing
Dog barks, “Crow can sing. Her singing is pretty. Sing, Crow, sing!” pretty
Crow sings. Her singing is not pretty. She drops her cheese. Crow has no cheese. es
Dog is happy. He has the cheese. drops
One Little Drink see

Here is Crow. She has no water. She has to have water. Where can Crow find water? water
There is a jar. The jar has a little water in it. Can Crow get a drink? Oh, no! Crow cannot get a drink. How
How can Crow get water? Crow can think. She thinks hard. nd
Crow gets one little rock. She drops it into the jar. The water comes up a little. Phare
Crow gets two little rocks. She drops the rocks into the jar. The water comes up a little more. jar
Crow gets three rocks. Crow gets four rocks. The water comes up and up. think
Now Crow can get the water. Crow can get a drink. Crow is happy for one little drink. foe
rock
The Two Frogs
into
Once upon a time there were two frogs. They lived in a pond. They were happy.
rocks
One day it did not rain. It did not rain again and again.
more
After days and days the pond had no water.
four
“What will we do?” said one frog. The other frog said, “We must go and find water.”
for
The frogs went to find water.
frogs
The frogs found something like a well. “Hurray! Here is water!” said one frog. “I will jump in!”
once
“Stop!” said the other frog. “How will we get out again?”
upon
It is good to think.
time
were
lived
pond
did
rain
again
after
what
do
said
frog
other
went
found
well
hurray
we
out
© Institute
Appendix 5 Alphabetical List of Reader Words
Word’ Reader Word’ Reader Word’ Reader Word’ Reader
cle eascree 2 TAS Uirete caer 2 iSSiQ2), ea lee Z si@eaee es Z
AOU tree * feels.ce ore 3 KiteSerre etre. 2 Seep eee 1
EYTEWUM conornentonasces 3 finde 3 aT osscecoocone D, S) C Koen crete 3
alle ee ee2 (DN
OVG Siconcteccececrn: 3 Kittyzeeceeen 1 SING 3
AN Satesee 3 flVien eee Z like parent il SIUOVADDVS ccocsescecee 3
and ene eee, il LOTeear ee 3 likes teen eres 1 Sly eum eer: 2,
al Caceres: 3 OUI Cee 3 littl esas 2 SICCDissnkeie il
AU haters if FOUN accuser 3 [Ve Gieremrcess: 3 SOMGines ore 3
AWA Vinca: 3 {TORR eee 3 LOOK eeecage 1 something.....3
Da Geeta 3 AT OUS renee 3 IGEN Beacon brew y 5 SOOUp eee 3
Dabs pemetcrr: 3 TUN reece seen ih TAG secs 3 StOD eect 3
Daetiaeeecseee Us funny eee i TWAT ence 2 SWiltina cane il
beeen ere 2 Petia ee ik TG eee ec arrrenetsss 5) tell eee cee 2
Dees ..sreme 2 etStamecees 3 Wied tare eters, 3 thankful. 3
DIB srecsrcssessecortsees 2 IVE. csnenene 3 TMOLG cearcressereee 3 Cheer tse 2
black eeercccae fe PO vse eeeee: 1 MURS ican 2 thet ee 3
bluesiceaee 2 SOOd wees 3 Myers 2 the yan 2
DORekae wee 3 Clave eee Z Naps Z Lhingsme ee 5
brOwn'eere a: 2 STCen ee 2 MO eee erento: 3 idoUhal, Qiicmrenere 3
DUC eee 3 Nappyen ee 3 TOU res
temnrar: 5 (aeVEalCo ee a S)
Calieennr er 1 Tear ere errr 3 NOW icccsiconaeeaess 2 Tissot it
Cann Otis: 1 HaSteccnsmerur 3 OatSime ee 2 Enieea se 2
Calvatia 3 Naveen 2 Oli paacneea 1 Lies 3
cheesesse0-s 3 DEN Z ONCE seeksta:3 RO ix oesctsvcteves 1
COM Cranes: 1 N@ licensor sl (6)seer cee 2 LOOnee seen 2
COMMEGSHereeers 3 Hei eircanyecnee il Others at3 (WES axccornresscccere 5
COW reno 2 heresies 3 OUCH een eee 3 CWO iierctsssencnects 2
COW sesccerespccses 3 Nee sever 3 DOCK teecesacsnac: 1 UNCLE Yeeros 3
a Vien Sea 5 INA yeteeteneeots3 Digan e 2 UP) Ssaectenssragerese it
CLLCh <3. steereecnenss5 ES reeweeseecscccteee 5) DOudseer 3 UpOns so 3
ivan cee 3 HOES @reccrere 1 DOO cea 3 Wills ernccetee 3
CU Oerreeance 3 NO Wisticsinoeee 5 prettye 3 WOUEL secrertanrcaere 3
DOG rrncorteces: 3 hUCray soe 3 DALD) csssssosciecerrsase 3 WG ner rne 3
dOWilecate... i ere errs eer 1 1EY6 lecree eS Ys We lee 3
drink. S2e0ee: 3 if as eats 3 LOCK see 3 Wen Eneecco )
drepsa.6 3 Aer eee 3 NOCKS aeeeeeer 3 Were. oe 5
CTY sass 3 AM ool eFcccassrteete 2 POUNC ee nacre 3 Wh atscrcrccsens 3
DiGK cee: 1 INO mere ee 3 CUD erect 1 WITETO Soecerarteaet 3
Gal seetctrecs 3 1S ae eter care 1 Satan cecatencs 3 White ....scessseee 2
OQ sntverscrssremnasst 3 LU ctpscrsarareeonee: 2 SACL Vices 3 WINO yevisesosenasers 3
CRBS sn cstsaierars 3 JA ercaskansncnseeres 3 SellCccsestsssernpacoass 3 WALL astierteasarternce 1
farmMerseners 2 RUB 8)cccerserecnsseee 1 SAV Season 3 MALE Oasseccecrercensece 3
SCOi ieismenmerce:1 VASO cacceececmecs 2
© Institute
© Institute
Appendix 6 Common Homophones
Homophones are words that sound alike but are spelled differently. Consult a dictionary to make sure you use the
right word for your needs. Thank you, Patsy Brekke of Writing Foundations, for this great list!
ad - add census — senses gilt - guilt

aid - aide Cent sent Scent gnu - knew - new
ail - ale cents - sense gored - gourd
aisle - isle - I'll cereal — serial gorilla - guerrilla
allowed — aloud chaste - chased grate — great
alter - altar cheap - cheep grays - graze
ant — aunt chews - choose grease - Greece
arc - ark chili - chilly groan - grown
ate - eight choir - quire guessed - guest
aught - ought choral - coral gym - Jim
aw] - all chute - shoot hail - hale
bail - bale cite - site - sight hair - hare
ball - bawl climb - clime hall - haul
band - banned close - clothes hart - heart
bare - bear coarse - course hay - hey
baron - barren colonel - kernel heal - heel - he'll
based - baste cord - chord hear - here
be - bee core - corps heard - herd
beach — beech counsel - council hew - hue
bear - bare coward - cowered hi - high
beat - beet creak - creek higher - hire
beau - bow crews - cruise him - hymn
beer - bier cue - queue hoard - horde
belle - bell current - currant hoarse - horse
berry - bury cymbal - symbol hole - whole
berth - birth days - daze holy - wholly
billed — build dear — deer hour - our - are
blue - blew dew - do- due idle - idol - idyl
boar - bore die - dye in - inn
board - bored disc - disk incite - insight
bolder - boulder discreet — discrete its — it's
born - borne discussed —- disgust jam - jamb
bow - bough doe - dough jeans — genes
boy - buoy doughs - doze key - quay
brake - break dual - duel knead - need
bread — bred earn - urn knew - new
breech - breach eight - ate knight - night
bridle - bridal ewe - you knit - nit
brows - browse eye - I know - no
build - billed fair - fare knows - nose
burro - burrow feat — feet lain - lane
but - butt find - fined lead - led
buy - by - bye fir - fur leak - leek
cache - cash flare - flair leased - least
canvas - canvass flea - flee lessen - lesson
capital - capitol flew - flu - flue levy - levee
caret - carrot - carat — karat flower - flour lie - lye
caries - carries for - four - fore links - lynx
cast - caste forth - fourth load - lode - lowed
cause - Caws foul - fowl loan - lone
cede - seed freeze — frieze - frees locks - lox
cell - sell gamble - gambol loot - lute
cellar - seller gate - gait maid - made
© Institute for Excellence in Writing Primary Arts of Language: Reading

mail - male read - reed team - teem
main - mane - Maine read —- red tear - tare
maize — maze real - reel tear - tier
mantel - mantle reek — wreak teas — tease - tees
marry - merry - Mary rest — wrest tents —cense
meat - meet - mete review - revue 1K) 10)— Wb gel
medal - meddle right - write - rite there - they’re - their
metal - mettle ring —- wring threw - through
might - mite road - rode - rowed throne - thrown
mince — mints roe - row throw - throe
miner — minor role - roll thyme - time
missed - mist roll - role tide - tied
mold - mould root — route tighten — titan
mooed - mood rose —- rows time - thyme
morn - mourn rote - wrote to - too - two
morning - mourning rye - wry toad - toed - towed
muscle - mussel sacks - sax toe - tow
mussed - must sail - sale told - tolled
naval - navel sawed - sod tracked - tract
nays — neighs scene - seen trussed - trust
no - know sea - see use - ewes
none — nun sealing - ceiling vain - vein - vane
nose - knows seam - seem vale - veil - Vail
not - knot - naught seize - Seas - sees verses — versus
one - won serf — surf vial - vile
or - Oar — ore serge - surge vice - vise
ours - hours Sew - SO - Sew wade - weighed
overdo - overdue shear - sheer wail - whale
owe - oh shoe - shoo waist - waste
paced — paste shone - shown wait — weight
pail - pale side - sighed Waive — wave
pain - pane sighs - size Wales - whales
pair — pare - pear sight - site - cite war — wore
passed - past sign — sine ware — wear - where
patience - patients slay - sleigh warn — worn
pause - paws soar - sore Wax — whacks
peace — piece soared - sword way - weigh - whey
peak - peek - pique sole - soul we - wee
peal - peel some - sum we'd —- weed
pearl - purl son-sun we'll - wheel
pedal - peddle spade - spayed We've —- weave
peer — pier staid - stayed weak - week
peers — piers — pierce stair - stare Wear - ware - where
pi-pie stake - steak weather - whether
plain - plane stationary - stationery weld - welled
plum - plumb steal — steel which — witch
praise — prays - preys straight - strait whine - wine
presence — presents suede - swayed whirred - word
pride - pried suit - soot who's - whose
prince — prints summary - summery whoa —- woe
principle - principal sun - son wood - would
prophet - profit sundae - Sunday worst — wurst
quarts — quartz sweet - suite yoke - yolk
quince — quints tacks — tax you - ewe
rain — reign - rein tail - tale you'll - yule
raise - rays — raze taut - taught your - you're - yore
rap - wrap tea - tee

Appendix 7 Discovery Word Lists
In the back ofthis book you will find a Discovery Progress Chart followed by 30 sets of 10-word cards to use for
Discovery.
When your student has mastered the games during Activity time, he can graduate to Discovery. In Discovery, he will
spend thirty minutes a day decoding the words on the cards, one deck at a time. When he feels he has decoded all the
words in the pack, he can bring them to you for testing. If he can accurately read all ten words, he may check off the
pack on the progress chart at the front of the cards and begin to work on the next pack of ten Discovery cards.
It usually takes a student two to four weeks to complete all the words in Discovery. When he finishes all 30 decks, he
may graduate to the Library.
Pack 1 Pack 4 Pack 7 Pack 10 Pack 13

as ran own must both
hot dear minute sadly flower
wish on ask thankful princess
Shall heart Snow ride fire
bunch new old of wait
light main from wise may
pick call write uS very
past these grow cook planet
just done wash bring sword
be troll mother waiting important

April kind likely hurt by
going button cut best any
goes pot morning had crumbs
eyes goodness afternoon only cake
around off evening shut show
first head myself fur reins
read been finally banana music
please right warm next why
lost put exercise open full
lily start breakfast am making
Pack3 Pack 6 Pack 9 Pack 12 Pack 15

let thank their honey work
family many love when better
himself try who came every
our doctor certain sO broken
book bubble forget gave fall
cold balloon pull small take
sit king says never carry
long ate hold your much
together keep begins butler happened
saw thunder was which stammered

handkerchief costume millions disappeared leaving
distance because cellar Alexander England
upstairs worried tingled father general
really changed finished brother suddenly
potatoes conductor clean sister cobra
jewelry alley hungry revere bayonets
country skyscraper slither pleasant extra
pants cozy cinnamon frightened lightning
worry vacation lumpy mistake listened
mountain awfully adopt wearing toothpicks

sniffed roaring silent captain beautiful
behind newspaper pearl dinosaur shoebox
marathon swallow garage explained sneezes
mystery dancing hammers allergic commander
rocky picture handle revolution peas
believe holiday wrench exciting information
village bear probably troops tomatoes
anteater blueberry strange scarf laundry
carrots Surprise diamonds reached flashlight
station examined blossom wizard garbage

engineer dessert medicine wonder energy
coat audience trouble muttered soup
promise clumsily hurried bandage acorns
enormous package Amelia Lexington hour
puzzled screamed Samantha screwdrivers outdoor
dried knocked suitcase excuse closed
mission thousands bright those spaghetti
pursued always birthday vegetable meatballs
shouted private escaped policeman engine
afraid hundreds board tonight island
Alphabetical List of Discovery Words

acorns as begins broken certain
adopt ask behind brother changed
afraid ate believe bubble cinnamon
afternoon audience best bunch clean
Alexander awfully better butler closed
allergic balloon birthday button clumsily
alley banana blossom by coat
always bandage blueberry cake cobra
am bayonets board call cold
Amelia be book came commander
anteater bear both captain conductor
any beautiful breakfast carrots cook
April because bright carry costume
around been bring cellar country
© Institute
cozy goes marathon promise surprise
crumbs going may pull swallow
cut goodness meatballs pursued sword
dancing grow medicine put take
dear had millions puzzled thank
dessert hammers minute ran thankful
diamonds handkerchief mission reached their
dinosaur handle mistake read these
disappeared happened morning really those
distance head mother reins thousands
doctor heart mountain revere thunder
done himself much revolution tingled
dried hold music ride together
energy holiday must right tomatoes
engine honey muttered roaring tonight
engineer hot myself rocky toothpicks
England hour mystery sadly troll
enormous hundreds never Samantha troops
escaped hungry new saw trouble
evening hurried newspaper says try
every hurt next scarf upstairs
examined important of screamed us
exciting information off screwdrivers vacation
excuse island old shall vegetable
exercise jewelry on shoebox very
explained just only shouted village
extra keep open show wait
eyes kind our shut waiting
fall king outdoor silent warm
family knocked own sister was
father laundry package sit wash
finally leaving pants skyscraper wearing
finished let past slither when
fire Lexington pearl small which
first light peas sneezes who
flashlight lightning pick sniffed why
flower likely picture snow wise
forget lily planet SO wish
frightened listened pleasant soup wizard
from long please spaghetti wonder
full lost policeman stammered work
fur love pot start worried
garage lumpy potatoes station Worry
garbage main princess strange wrench
gave making private suddenly write
general many probably suitcase your
© Institute for Excellence in Writing i21 Primary Arts of Language: Reading

© Institute
Appendix 8 Individualized Library Suggestions
When Anna Ingham taught, her school did not have a suitable library for her students, so she needed to set up a
classroom library. Since primer books were nonexistent in her school, she began by taking apart several sets of
readers to create short books that the students could check out from the classroom and take home. Today, there are
so many leveled reading books, it can be hard to decide which to use.
If your library has a good collection of children’s books, and it is conveniently located for you to visit, you may
simply plan a trip to the library on the day your student graduates from Discovery. At the library, ask a librarian to
help you find books that would be appropriate for a beginning reader, and you can check out a collection of easy
books to start with. As you work through the books, you may determine when your student is ready for harder
books.
At my library, the easy (primer) level books all have a green sticker on the spine to make them easy to locate. Your
library might also have some system to make finding appropriate books easy. Start with a collection of easy reading
books, and check out ten to fifteen. If your student finds these easy, move on to books from the medium list, and stay
there until your student is very fluent with them. The hard list includes early chapter books, so they are much
harder. From those books, your student should be able to read just about anything that would be suitable for a child.
A good way to test ifa book is at a good reading level for your student is to simply open the book to a page and have
him begin reading. If he struggles with more than a handful of words on the page, the book will be too difficult for
him to read independently.
Let your student read many books at or below his reading level. Reading many books, even if they are easy, will
build his stamina and speed for reading harder books later. At this point, there is a benefit to quantity over quality,
but both are desirable.
Easy Books
Easy books are generally the primer level books. They only have one or two sentences per page using one and two
syllable words in large type. They are very easy to read if your student knows his phonograms, and thus are good
confidence builders.
Book Sets:
* Rookie Readers
* Green Light Readers (Super Easy and Level 1)
¢ Step into Reading (Step 1)
¢ Beginning to Read Books (Author: Hillert)
¢ Dr. Seuss Beginner Books
° Biscuit (Series) by Alyssa Capucilli

¢ Put Me in the Zoo by Robert Lopshire
¢ One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss
Medium Books (choose about 15)

These books will have several lines of text per page with slightly harder vocabulary. Some of them are divided into
chapters; however, each chapter is short. Many of these are from the Harper Collins’ |Can Read Book® series. Levels
2 and 3 are generally in this medium category. Your student should read many books at this level to make his
reading fluent.
¢ Harold and the Purple Crayon (Series) by Liza Baker

¢ Oscar Otter by Nathaniel Benchley
¢ Daniel’s Duck by Clyde Robert Bulla
¢ The Big Balloon Race by Eleanor Coerr
¢ Are You My Mother? by P. D. Eastman
e The Best Nest by P. D. Eastman
¢ Sam and the Firefly by P. D. Eastman
¢ Danny and the Dinosaur (series) by Syd Hoff
¢ A Big Ball of String by Marion Holland
¢ Hill of Fire by Thomas P. Lewis
¢ Frog and Toad (series) by Arnold Lobel
© Institute
for Excellence in Writing #23 Primary Arts of Language: Reading
¢* A Fly Went By by Mike McClintock
¢ Little Bear by Elsa Holmelund Minarik
° A Fish Out of Water by Helen Palmer
¢ Scruffy by Peggy Parish
¢ Henry and Mudge (Series) by Cynthia Rylant
¢ Mr. Putter and Tabby (Series) by Cynthia Rylant
¢ Green Eggs and Ham by Dr. Seuss
¢ The Cat in the Hat by Dr. Seuss
¢ Amelia Bedelia (Series) by Peggy Parish
Harder Books
These books are beginning chapter books. There are still some illustrations, and the text size is still somewhat large,
so they make a good bridge to novels.
¢ Prairie School by Avi

¢ The Chalk Box Kid by Clyde Robert Bulla
¢ Riding the Pony Express by Clyde Robert Bulla
¢ Secret Valley by Clyde Robert Bulla
* Tornado by Betsy Byars
¢ Jake Drake: Bully Buster by Andrew Clements
¢ The Last Little Cat by Meindert DeJong
¢* Cora Frear by Susan E. Goodman
¢ The House on Walenska Street by Charlotte Herman
¢ Clara and the Bookwagon by Nancy Smiler Levinson
* The Magic Treehouse (Series) by Mary Pope Osborne
* The Littles by John Peterson
¢* A Question of Yams by Gloria Repp
* The Ladd Family Adventure (Series) by Lee Roddy
¢ D,J. Dillon Adventure (Series) by Lee Roddy
¢ Keep the Lights Burning, Abbie by Peter Roop
* The Long Way (Series) by Joan Sandin
¢ The Boxcar Children (Series) by Gertrude Chandler Warner
© Institute
Appendix 9
These are the poems are presented in poster form in the Student Books 1 and 2 on the Primary Arts of Language:
Reading DVD-ROM.
September (Author Unknown) The Funny Man (Author Unknown)
A road like brown ribbon, I know a man, a funny man.

A sky that is blue, His coat is pink, his trousers tan.
A forest of green with the sky peeping through. One shoe is purple, the other red;
Asters deep purple, He wears his big green hat to bed.
A grasshopper’s call,
He never walks, he always skips
Today it is summer;
With yellow gloves upon his hips.
Tomorrow is fall.
He sleeps by day and works at night,
His nose shines with an orange light.
The Squirrel (Author Unknown)
He’s as happy as he can be.
Whisky, frisky,
He makes folks happy too, you see.
Hippity hop,
Up he goes
To the tree top!
Celery by Ogden Nash
Whirly, twirly,
Round and round, Celery, raw,
Down he scampers Develops the jaw,
To the ground. But celery, stewed,
Is more quietly chewed.
Furly, curly,
What a tail!
Tall as a feather,
The Little Man Who Wasn’t There
Broad as a Sail!
by Hughes Mearns
Where’s his supper—
In the shell, As | was going up the stair,
Snappity, crackity, I met a man who wasn’t there;
Out it fell! He wasn’t there again today!
I wish, I wish, he’d stay away.
Autumn Leaves (Author Unknown)
Autumn leaves are now falling,

Holding Hands by Lenore M. Link
Red and yellow and brown.
Autumn leaves are now falling, Elephants walking
See them fluttering down. Along the trails
Are holding hands
Autumn leaves from the treetops
By holding tails.
Flutter down to the ground,
Trunks and tails
When the wind blows his trumpet,
See them whirling around.
Are handy things
When elephants walk
Autumn leaves when they’re tired, In Circus rings.
Settle down in a heap, Elephants work
At the foot ofthe old tree, And elephants play
Soon they'll all fall asleep. And elephants walk
And feel so gay.
Ooey Gooey (Author Unknown) And when they walk,
It never fails,
Ooey Gooey was a worm,
They’re holding hands
A mighty worm was he.
By holding tails.
He stepped upon the railroad tracks,
The train he did not see!
Ooooey Goooey!

Bunches of Grapes by Walter de la Mare Over the river and through the wood—
Oh, how the wind does blow!
"Bunches of grapes," says Timothy; It stings the toes
"Pomegranates pink,” says Elaine; And bites the nose,
"A junket of cream and a cranberry tart As over the ground we go.
For me,” says Jane.
Over the river and through the wood
"Love-in-a-mist," says Timothy; Trot fast, my dapple-gray!
"Primroses pale," says Elaine; Spring over the ground,
"A nosegay of pinks and mignonette Like a hunting-hound!
For me," says Jane. For this is Thanksgiving Day.
"Chariots of gold," says Timothy;
"Silvery wings," says Elaine;
"A bumpity ride in a wagon of hay How Doth the Little Crocodile by Lewis Carroll
For me," says Jane.
How doth the little crocodile
Improve his shining tail,
And pour the waters of the Nile
How Much Wood? (attributed to Mother Goose)
On every golden scale!
How much wood
would a woodchuck chuck How cheerfully he seems to grin,
Ifa woodchuck could chuck wood? How neatly spreads his claws,
And welcomes little fishes in,
He would chuck as much wood With gently smiling jaws.
as a woodchuck would chuck,
Ifa woodchuck could chuck wood.
The Moon’s the North Wind’s Cookie
by Vachel Lindsay
A Flea and a Fly in a Flue (Author Unknown)
The Moon’s the North Wind’s cookie.
A flea and a fly ina flue He bites it, day by day,
Were imprisoned, so what could they do? Until there’s but a rim of scraps
Said the fly, “Let us flee,” That crumble all away
Said the flea, “Let us fly,”
So they flew through a flaw in the flue. The South Wind is a baker.
He kneads clouds in his den,
And bakes a crisp new moon that...
Only One Mother by George Cooper Hungry
North...Wind...eats...again!
Hundreds of stars in the pretty sky,
Hundreds ofshells on the shore together,
Hundreds of birds that go singing by, What Is Pink? by Christina Rossetti
Hundreds of lambs in the sunny weather.
What is pink? A rose is pink
Hundreds of dewdrops to greet the dawn, By the fountain’s brink.
Hundreds of bees in the purple clover, What is red? A poppy’s red
Hundreds of butterflies on the lawn, In its barley bed.
But only one mother the wide world over. What is blue? The sky is blue
Where the clouds float through.
What is white? A swan is white
Thanksgiving Day by Lydia Maria Child Sailing in the light.
What is yellow? Pears are yellow
Over the river and through the wood, Rich and ripe and mellow.
To grandfather’s house we go; What is green? The grass is green,
The horse knows the way With small flowers between.
To carry the sleigh What is violet? Clouds are violet
Through the white and drifted snow. In the summer twilight.
What is orange? Why, an orange,
Just an orange!

The Little Elf by John Kendrick Bangs Robin in the Rain by Claire Senior Burke
This poem is sung by 96-year-old Anna Ingham and her daughter,
I meta little Elfman once,
Shirley George, on the Primary Arts of Language: Reading DVD-ROM.
Down where the lilies blow. Look for it in the Bonus Material section of the main menu.
I asked him why he was so small,
Robin in the rain
And why he didn’t grow.
What a saucy fellow
He slightly frowned, and with his eye Robin in the rain,
He looked me through and through— Mind your socks ofyellow.
“I’m quite as big for me,” said he,
Running in the garden
“As you are big for you!”
On your nimble feet
Digging for your dinner
The Young Lady of Niger (Author Unknown) With your long, strong beak
There was a young lady of Niger Robin in the rain,

Who smiled as she rode on a Tiger; You don’t mind the weather;
They came back from the ride Showers always make you gay.
With the lady inside, But the worms are wishing
And the smile on the face ofthe Tiger. You would stay at home.
Robin on a rainy day.
Trees by Sara Coleridge

The Scissor-Man by M. Nightingale
The Oak is called the king of trees,
The Aspen quivers in the breeze, Sing a song of Scissor-men,
The Poplar grows up straight and tall, “Mend a broken plate,
The Peach tree spreads along the wall, Bring your knives and garden shears,
The Sycamore gives pleasant shade, I’ll do them while you wait.
The Willow droops in watery glade, Buzz-a-wuzz! Buzz-a-wuzz!
The Fir tree useful timber gives, Fast the wheel or slow,
The Beech amid the forest lives. Ticker Tacker! Ticker Tack!
Rivets in a row.”
The Cupboard by Walter de la Mare Sing a song of Scissor-men,

Sitting in the sun,
I know a little cupboard, Sing it when the day begins,
With a teeny tiny key, Sing it when it’s done.
And there's a jar of Lollypops Be it hard or be it soft,
For me, me, me. Here’s a jolly plan;
Sing to make the work go well,
It has a little shelf, my dear,
Like the Scissor-man.
As dark as dark can be,
And there's a dish of Banbury Cakes
For me, me, me. Mice by Rose Fyleman
I have a small fat grandmamma, I think mice
With a very slippery knee, Are rather nice.
And she's the Keeper of the Cupboard
Their tails are long,
With the key, key, key.
Their faces small,
And I'm very good, my dear, They haven’t any
As good as good can be, Chins at all.
There's Branbury Cakes, and Lollypops Their ears are pink,
For me, me, me. Their teeth are white,
They run about
the house at night.
They nibble things
They shouldn’t touch
And no one seems
to like them much.
But I think mice
Are nice.
© Institute
The Land of Story-Books by Robert Louis Stevenson The Monkeys and the Crocodile
by Laura E. Richards
At evening when the lamp is lit,
Around the fire my parents sit; Keep the first two lines with the five monkeys light. Make the last
verse all contrasts—four instead of five moneys, and instead of their
They sit at home and talk and sing, taunting challenge to Mr. Crocodile, they are scolding.
And do not play at anything.
Now, with my little gun, I crawl Five little monkeys
All in the dark along the wall, Swinging from a tree;
And follow round the forest track Teasing Uncle Crocodile,
Away behind the sofa back. Merry as can be.
Swinging high, swinging low,
There, in the night, where none can spy, Swinging left and right:
Allin my hunter’s camp I lie, “Dear Uncle Crocodile,
And play at books that I have read Come and take a bite!”
Till it is time to go to bed.
Five little monkeys
These are the hills, these are the woods,
Swinging up in the air;
These are my Starry solitudes; Heads up, tails up,
And there the river by whose brink Little do they care.
The roaring lions come to drink. Swinging up, swinging down,
I see the others far away Swinging far and near:
As if in fire lit camp they lay, “Poor Uncle Crocodile,
And I, like to an Indian scout, Aren’t you hungry, dear?”
Around their party prowled about. Four little monkeys
So, when my nurse comes in for me, Sitting in the tree;
Home I return across the sea, Heads down, tails down,
And go to bed with backward looks Dreary as can be.
At my dear land of Story-books. Weeping loud, weeping low,
Crying to each other:
“Wicked Uncle Crocodile,
Roads by Rachel Field To gobble up our brother!”
A road might lead to anywhere—

To harbor towns and quays, The Little Turtle by Vachel Lindsay
Or to a witch’s pointed house
Hidden by bristly trees. There was a little turtle.
It might lead past the tailor’s door, He lived in a box.
Where he sews with needle and thread, He swam ina puddle.
Or by Miss Pim the milliner’s, He climbed on the rocks.
With her hats for every head.
He snapped at a mosquito.
It might be a road to a great, dark cave He snapped at a flea.
With treasure and gold piled high, He snapped at a minnow.
Or aroad with a mountain tied to its end, And he snapped at me.
Blue-humped against the sky.
He caught the mosquito.
Oh, a road might lead you anywhere—
He caught the flea.
To Mexico or Maine.
He caught the minnow.
But then, it might just fool you, and—
But he didn’t catch me.
Lead you back home again!
I found many ofthese poems ina delightful book entitled Time for Poetry compiled by May Hill Arbuthnot.
Although the book is long out ofprint (the copyright on my volume is 1952), you may be able to find it at your
library, or purchase one online.
For more poetry to last for years to come, check out Andrew Pudewa’s Lingustic Development Through Poetry
Memorization, which is available from the Institute for Excellence in Writing.
© Institute for Excellence in Writing Primary Arts of Language: Reading

Audio Handout Poetry As an Integrator
This handout accompanies the e-audio on the Primary Arts of Language: Reading Instructional DVD-ROM of Anna
Ingham’s “Poetry As an Integrator” talk from the 2004 Tacoma Teacher’s conference.
In Anna Ingham’s book, Blended Sound-Sight Program of Learning, there is a complete discussion of poetry
appreciation, the importance of poetry, techniques for teaching poetry, and suggestions for subject integration.
In the following suggested weekly schedule, skills in phonics, structure, language, vocabulary, and comprehension
are meaningful and enjoyable when introduced through poetry. Below is a suggested weekly routine.
Monday
1. Present poem. Provide good model by reading with expression.
2. Read poem with whole class.
3. Discuss main idea, sequence, mental images, mood.
4. Develop vocabulary - word meaning, senses, homonyms, etc.
5. Children choose poetry words for spelling lists.
6. Choral reading
7. Illustrate poem (later in the day or later in the week).
Tuesday
1. Choral reading
2. Note rhyme, rhythm, parts of speech.
3. Ask comprehension questions.
4. Discuss and mark phonics on chosen words.
5. Dramatize.
6. Have individuals or groups read poem.
7. Some students copy poem into study books (later in day).**
Wednesday
1. Choral and individual reading. Sing if appropriate.
2. Quickly review comprehension and vocabulary.
3. Quickly review phonics.
4. Begin memorization.
5. Integrate science, health, etc.
6. Individual study (later in day)**
Thursday
1. Continue choral reading and memorization.
2. Discuss emotional response to poem.
3. Discuss experiences related to poem.
4. Later in day some do self-testing (writing by memory).**
Friday
1. Poem is removed.
2. Those who are able and willing will write poem from memory.**
3. Other children do teacher-directed poetry-related tasks.
4. Spelling test that day will include poetry words.
5. Creative poetry if suitable
** Not done in Grade One until printing is established (possibly November).

Poetry As an Integrator Handout, continued
Integrating Poetry Across the Curriculum

The Little Seed
A. PHONICS - This poem provides good examples of "Magic-e's" where
The Little Seed
"e jumps over the consonant, taps the vowel on the head and
wow
the
by Wilhelmina Seegmiller
makes it say its name. Examples: became, vine, nine, tale
DRAMA - Children crouch on floor like tiny seeds. With pretend
There was a little seed
water and sunlight provided by teacher, they grow, reaching for
It was very small indeed
sunlight. They twist and turn to simulate growth ofa vine.
But it made a little plant
MATH - How many is eighty-nine?(tens and ones)Draw a large vine And it grew, grew, grew.
on the chalkboard. Have groups often children go to the board and
The plant became a vine
decorate the vine with a blossom each. Keep track of how many
It had blossoms eighty-nine
groups (1 group of ten, 2 groups of ten, etc.) until 8 groups have
While the tale is very strange,
gone up. Then, only 9 children go to the board. Thus, you have 8
It is true, true, true.
groups of ten and 9 left over = 89.
SCIENCE
a) Funny Face Barber Shop - Decorate paper cups by drawing a face using felt markers, paint or paper.
Fill each cup with soil and sprinkle grass seed on top. As the grass seeds grow, the barber clientele
will require haircuts.
b) Seed Study - Soak large bean or lima seeds in water over night. Give each child one seed, which has
been soaked. Have him compare it with a dry seed. Why is the dry seed hard? Carefully remove the
seed covering from the soaked seed. Examine the bulk of the seed. What is it used for? Carefully
split the seed open to find the small plant inside. (Have extra soaked seeds since some will
disintegrate.)
a) Glass House - Plant some of the seeds by slipping them between paper towel wrapped inside a
beaker. Crumpled paper towels in the centre will keep the seeds against the glass. Keep the towels
damp. Observe the seeds in their houses each day and record the changes observed.
d) Spring Plants for Mother - Celebrate the first day of spring by decorating small yogurt containers
with torn paper collage. The children tear pieces of pictures (appealing colours rather than objects)
from magazines and glue on to the containers. Coat each container with shellac. Plant 5-10
marigold seeds in each container. Send them home for Mother's Day.
E MUSIC
Robin in the Rain

A. PHONICS - There are many 2 syllable words = saucy, robin etc.
Robin in the Rain
which will give students opportunity to feel the beats, by clapping,
bouncing, jumping and feeling their chins drop as they say the Robin in the rain
words. There are also good examples ofthe suffix “ing” and the rule What a saucy fellow
for doubling the final consonant “running” and “digging” as Robin in the rain,
compared with “wishing”. Mind your socks ofyellow.
LITERATURE - Robin Poem Books. More advanced students could
Running in the garden
make their own book ofrobin poems by cutting out a construction
On your nimble feet
paper cover in the shape ofa robin and gluing in duplicated copies
Digging for your dinner
of poems about robins to read and share.
With your long, strong beak.
MATH
a. Make a bulletin board display of robins and worms. As Robin in the rain,
hungry robins eat worms, children subtract to see how You don’t mind the weather.
many are left. Showers always make you gay.
Shapes - Have the children construct robins out of various But the worms are wishing
shapes. Discuss shapes used. You would stay at home.
Measurement - Make a game or worksheet with worms to |Robin on a rainy day.
be measured.

Poetry As an Integrator Handout, continued
D. SCIENCE
a. Study robins and spring. Is a robin a meat-eater or plant-eater? The shape of a bird’s beak is a good
indication of the type offood he eats. A comparison could be made ofthe various types of beaks and
feet of anumber ofbirds. The coloring of the male and female could be discussed. One of the signs
of spring is of course the return of the robin. Signs of spring could be included in this discussion.
b. Study of earthworms - Make a home for earthworms by placing at least 20 earthworms ina small
pan with an inch of moist soil. Scatter coffee grounds on one side of the pan and spread potato
gratings on the other side. Cover the pan with a damp towel and place it in a dark place for a week.
Then examine the pan to see what happens to the different foods. What happens to the coffee
grounds after a week? Do you think earthworms are helpful or harmful to man? Why or why not?
Do areport on earthworms.
E. CREATIVE WRITING - Does your class know why worms come out in the rain and how the robin tricks a
worm into thinking it is raining? A creative writing project could stem from these questions.
BiecAR L.
a. Make a Robin mobile: Make construction paper robin. Place it between 2 pieces of wax paper
ironed together in shape of raindrop. Use newspaper to protect iron. Shavings of blue crayon could
be melted between layers to represent rain.
b. Vegetable Prints: If you choose to develop the theme ofthe vegetable garden, vegetable prints
would tie in nicely. Potatoes, carrots, green peppers, celery, turnips etc. may be used.
G. DRAMA - Have children act as poem is sung or read.
H. MUSIC - Watch Mrs. Ingham and her daughter, Shirley George, A Funny Man
sing and dance “Robin in the Rain” on the Primary Arts of from May Arbuthnot's Time For Poetry
Language: DVD-ROM.
I know a man, a funny man
A Funny Man His coat is pink, his trousers tan.
A. The structural and phonetic analysis markings would be put on One shoe is purple, the other red.
the poem according to what you want to emphasize. Remember, He wears his big green hat to bed.
do not mark all the words. Choose ones appropriate to the lesson.
Underline the helpers; squiggly line under the “ghost” (silent) He never walks, he always skips,
letters (the k in know), arrows from the Magic-e to the vowel it With yellow gloves upon his hips.
makes long; circle the plural s. He sleeps by day and works at night,
B. You may wish to make a large "funny man" with removable clothes His nose shines with an orange light.
so the children could dress him as the poem is recited. He's as happy as he can be.
C. You may give each child a copy of the small "funny man" along He makes folks happy too, you see.
with his clothes. They will colour the clothes according to the
poem and dress their man. Tie in a science project by having them
make a home, furniture, and perhaps a vehicle for their man.
D. Children who are ready to write the poem out by memory on
Friday might use the small man and his clothes as a memory aid if Frogs Jump
necessary.
Frogs jump,
Frogs Jump Caterpillars hump,
Use this science poem to discuss how animals move and communicate. Worms wiggle,
A picture clue sheet could help the children remember the sequence. Bugs jiggle,
Rabbits hop,
Your students can have fun adding “-ly” adverbs to the verbs (Frogs jump
Horses clop,
quickly; caterpillars hump slowly; worms wiggle wildly, etc.).
Snakes slide,
You can also have your students rewrite the poem using adjectives (Frogs Sea gulls glide,
are slimy, Caterpillars are fuzzy, etc.). Mice creep,
Deer leap,
Many poems can serve as a model for students to use writing their own Puppies bounce,
poetry. Limericks, haiku, and other specific kinds of poems are fun to write.
Kittens pounce,
Lions stalk,
Anna Ingham But—
blendedsoundsight.com I walk.

© Institute
for Excellence in Writing ifsPf Primary Arts of Language: Reading
Audio Handout Introduction to the BSS Program
This handout accompanies the e-audio on the Primary Arts of Language: Reading Instructional DVD-ROM of Anna
Ingham’s “Introduction to the Blended Sound Sight Program of Learning” talk from the 2008 Writing Educator’s
Symposium.
Elements of the Blended Sound-Sight Program of Learning

Although the Program was developed by Mrs. Anna Ingham, working with her children many years ago, it is up-to-
date because it is based on the way children learn and has been proven to be successful for children, educators, and
parents wherever it has been fully implemented over these many years.
1. Activity Time
Students work in partners using manipulative activities to reinforce basic skills which have been taught as well as to
develop good character traits such as co-operation, patience, and acceptance.
2. The Individualized Library

After earning their way into the class library, thus providing motivation, the children are exposed to a wide variety
ofliterature, follow a daily routine of independently choosing appropriate books from the levels within the library,
share their book orally with a friend each day, write about their book, and are encouraged to celebrate the success of
others.
3. Poetry Appreciation and Study

Daily enjoyment and study of aweekly poem exposes children to good literature as well as introduces them toa
variety of poems. Poetry is used as a vehicle to teach phonics within meaningful context, develop vocabulary and
comprehension, integrate subjects, and provide a time of fun. Children are challenged to write poetry by memory
and to create their own.
4. Reading, Word Attack, and Spelling

¢ As children learn basic English rules, they are encouraged to transfer that knowledge to new situations.
¢ Basic English rules which BSS calls "helpers" or "tools" are built into a Sound City, a place for practice and
reference.
¢ Exceptions to rules are placed in the class "jail," one of the many ideas invented by children.
¢ Words which contain silent consonants are placed on a ghost or suitable poster.
¢ Special areas in the classroom house student-gathered collections of homonyms, synonyms, antonyms,
compounds, adjectives, and adverbs. These are especially useful as references for writing tasks.
e Prevention Rather Than Cure Jingles are learned and displayed. These jingles consist of troublesome words
which are placed in child-related stories as an aid to memory.
¢ Spelling integration: Spelling and reading rules are integrated and taught in every subject.
¢ Daily spelling: Helpers are underlined. Spelling words are analyzed and studied in a variety of ways and
games.
¢ Spelling errors: Children keep their Spelling Hound bone clean by correcting errors and learning correct
spelling in a relaxed, non-threatening atmosphere.
¢ Early in grade one, children learn the sounds and formation of alphabet letters through child-centered
stories and songs.
5. Discovery
¢ Children decode previously unencountered words by independently transferring their knowledge of English
rules. Since these words are not in context, children must achieve a high level of decoding skill.
¢ As they plot their progress on a Discovery Chart, they are excited to reach their goals.
6. Writing Component
¢ Children write daily (early grade one writing entails learning to print, then copy and compose)
¢ Emphasis is placed not only on ideas expressed but on sentence structure, comprehension, and mechanics.
e Since reading and writing are inter-related, children are encouraged to read with expression, to stress the
main words, and to be aware of the flow ofthe language.
¢ Children learn to improve their writing by following models and then creating their own works.
© Institute
for Excellence in Writing 125: Primary Arts of Language: Reading
Elements of the Blended Sound-Sight Program of Learning, continued
Narrative stories are written with the use of the Story Sequence Chart, which guides children through the
parts ofa story (setting, plot, problem, solution, and clincher).
Children use reader stories as beginning models and later summarize library book stories, finally creating
their own.
Sophisticated vocabulary which children have read in library books is incorporated into their writing.
Children are encouraged to take risks in spelling when doing writing tasks, using their knowledge of rules.
Errors are corrected. A mistake is an opportunity to learn.
Teachers guide children in improving their writing by using a variety of sentence structures and by adding
better vocabulary such as substituting more appropriate words for "said."
Most of these guidelines can be applied to other writing tasks such as personal, descriptive, and persuasive
writing.
7. Individualized Silent Reading Files

These are non-consumable sheets which require students to follow directions independently, work through
assignments at their own rate, use their writing skills by answering in complete sentences, and follow an
orderly routine.
They reinforce concepts taught and develop comprehension.
The file routine helps students develop responsibility and take ownership oftheir own learning.
The files become one item in an Agenda which the students follow during Work Period.
8. Character Development
Modeled, discussed, and practiced with a positive approach
Elements practiced: co-operation, patience, respect, tolerance, learning to accept and give help, developing a
sense of humor, feeling happy when others succeed, independence, responsibility, solving one's own
problems, taking consequences for one's own actions, following directions, consideration for others, and
more.
Excitement, goals, high achievement, organization are an integral part of all the above components.
Anna Ingham
Shirley George
blendedsoundsight.com
© Institute
Discovery Cards Check Sheet
Teacher: Read these instructions to your student.
Congratulations! You have graduated to Discovery.

Work through one pack of cards at a time. Use your knowledge of the
reading rules to figure out each word. When you think you know all ten
words in a pack, have your teacher listen to you read them. If you get
them all right, check off the pack number and start on another.
When you finish all 30 packs, you can enter the Library!!
www.excellenceinwriting.com 135 Primary Arts of Language: Reading

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Primary Arts of Language: Reading
Teacher's Manual
Based on the Blended Sound-Sight Program of Learning

by Anna Ingham, C.C.M.
Adapted for Home Educators
by Jill Pike
This book contains detailed lesson plans to pull all the pieces of the Primary Arts of Larguage: Read-
ing package together. The lessons provide daily instruction for presenting the poetry, phonetic rules,
and games. You do not need to have any background in phonics to teach this program. Once you have
watched the instructional DVD, the teacher’s notes do not require any further preparation to use.
Using poetry, the reading portion of the Primary Arts of Language teaches phonics and whole words.
Students are introduced to letters through letter stories and discover the vowel and consonant pairs
that help us read. Daily games played during “Activity Time” reinforce the phonetic concepts so that
a student can know them completely.
When a student demonstrates mastery of the phonetic rules, he can apply the rules to sets of words
presented during “Discovery.” When those words have been mastered, the student 1s ready for the
library, a collection of suggested titles from the real library that your student will be able to read inde-
pendently.
The complete Primary Arts ofLanguage: Reading package includes:
¢ Primary Arts of Language: Reading Teacher’s Manual
« Primary Arts of Language: Reading DVD-ROM with Student Materials
e Phonetic Games
¢ The Phonetic Farm
Trained as a registered nurse, Jill has over twenty years of experience

educating her children at home. In addition to teaching high school
level science and writing classes, Jill has explored Anna Ingham’
award-winning Blended Sound-Sight Program of Learning to better
teach reading, writing, and spelling to young students. She and her
husband, Greg, continue to educate their five youngest children
at home.
$29.00
Excellence in Writing ISBN 978-0-9832979-0-1
|
|| 32900
An effective method for teaching writing skills
IEK.com
800.656.5315
9 "780983"297901
Ag
HEN
1)

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— Primary Arts of Language:

Based on the Blended Sound-Sight Program of Learning

Adapted for Home Educators

First Edition, January 2011

Also byJill Pike:

Primary Arts of Language: Reading Teacher’s Manual

Our duplicating/copying policy for this Teacher’s Manual:

All rights reserved.

Institute for Excellence in Writing

Introductionytotie. Blend CdcSOUsd=

Sol Deo gloria.

The Arts of Language

Reading and Writing

1 Primary Arts of Language: Reading

© Institute for Excellence in Writing Z Primary Arts of Language: Reading

Phonetic Games (Activities)

Stage 2: Activity Time

Phonetic Farm Readers Assembling the Readers

Stage 4: The Library

The Work Period

© Institute for Excellence in Writing 6 Primary Arts of Language: Reading

Creativity in Dealing with Problems

2. An Ambitious Young Man

Setup Poster Story

© Institute for Excellence in Writing 9 Primary Arts of Language: Reading

3x5 Inch Cards

Choose a spot for your “Teacher’s Mailbox” (see page 6).

PEM OY:“September” (Author Unknown)

Find a place to post the poem for daily reading, or place it in \

/Phonetic FAM tour ores (5-10 min.)

© Institute for Excellence in Writing BL Primary Arts of Language: Reading

Create Game #3: Color Palette.

Agenda or Work Period

Informal Spelling Test

Add to Game #1: Letter Stories.

© Institute for Excellence in Writing ih} Primary Arts of Language: Reading

Find the Letter Sound Activity

Informal Spelling Test

Two Teacher’s Manuals?

© Institute for Excellence in Writing 14 Primary Arts of Language: Reading

Card Game (this, is, a)

© Institute for Excellence in Writing 15 Primary Arts of Language: Reading

Agenda or Work Period

© Institute for Excellence in Writing 16 Primary Arts of Language: Reading

Class Journal, Printing, and Story Time

Card Game (blue, brown)

Add to Game #3: Color Palette.

Read the “ow! Jingle.”

Agenda or Work Period

Class Journal, Printing, and Story Time

Stage 1: Foundations and Reader Words

Agenda or Work Period

© Institute for Excellence in Writing 18 Primary Arts of Language: Reading

Stage 1: Foundations and Reader Words

Card Game (orange, purple)

Homophone Clothesline Poster

eke Le or Work Period Vowel