Discover Phonics - PROGRAM SAMPLER

26 ✶ ★ ✦ ✶ ✶ ✦ • ✶ ✦ • • High-Frequency Words Introduce if, in, is, it Display the fronts of High-Frequency Word Cards if, in, is, and it. Invite volunteers to read the words aloud. Then ask: What do you notice about these words? How are they the same? (They all begin with the letter i; they are all spelled with two letters.) How are they different? (The last letter/sound is different in each.) Say: It is important to pay attention to all the letters in each word, not just the beginning letters. Point out the sound-spellings that children already know. Say: The letter i stands for the sound /i/. Listen for /i/ in each word: if, in, is, it. Have children repeat the words. Point to the last letters in if, in, and it. Ask volunteers to name the sound that each letter stands for. Then point out that sometimes s stands for the sound /z/, as it does in the word is. ✼ ENGLISH LEARNERS English Learners may have difficulty learning words with abstract meanings. Newcomer/Beginner ➜ Use the high-frequency words to ask questions, for example: What is in your backpack? Restate nonverbal responses, for example: Yes, I see a pencil in your backpack. Intermediate/Advanced ➜ Guide children to use these sentence frames: • If you ____, then I ____. • I put the ____ in the ____. • My favorite ____ is ____. • I see a ____. It is ____. Read, Spell, Write, Extend Teach each word using the High-Frequency Word Cards and High-Frequency Word Routine 1. • Read the sentence on the card. Point to the word in boldface and read it aloud. Have children repeat the word. • Spell the word aloud and have children repeat. • Write the word, saying each letter aloud as you write it. Then have children write the word in the air as they say each letter aloud. Extend learning by playing a game in which children describe something in their classroom, such as the color of an object. The first person in a pair or group says a sentence using at least one high-frequency word, if, in, is, or it. The second person holds up the corresponding card(s) for the word they heard in the sentence. Then the second person says a sentence as the next person listens. Open Word Sorts Have children cut apart the BLM Practice Words on BLM pages 3.1–3.2. Have pairs work together to sort the words into two or more categories of their choosing. For example, children may sort their words by short vowels, beginning letters, or the number of letters in the word. ✺ AMPLIFY Invite children to examine word sorts created by other pairs of children. Ask: How did they sort their words? How do you know? What other ways can the words be sorted? (by first letter, middle letter, or final letter; by the number of sounds/letters) Spiral Review Use High-FrequencyWord Routine 3, High- Frequency Word Cards, and BLM Practice Words to review a, an, and, as, at, I, see, the. Boston, Massachusetts if PHO23_HFW_cards_updated.indd 241 15/07/2021 16:26 Boston, Massachusetts in PHO23_HFW_cards_updated.indd 245 15/07/2021 16:26 Boston, Massachusetts is PHO23_HFW_cards_updated.indd 249 15/07/2021 16:26 Boston, Massachusetts it PHO23_HFW_cards_updated.indd 251 15/07/2021 16:26 28 WEEK 3 • DAY 1 Week 3 DAY 1