Spotlight on English

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PHONICS AND FLUENCY HANDBOOK

Phonics and Fluency Handbook

supports instruction with phonics

lessons at the beginning level and practice and reinforcement through

songs, chants, and rhymes in blackline master format.

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There is nothing better on a very hot day

Than a cold drink to chase the heat away.

Hot chocolate is great when the weather is cold.

But not when the sun shines so bright and bold.

I like a cold drink when the weather is hot

I love a hot drink when the weather is not.

Jack spit a seed out into his yard.

That thing sprouted and sprang up tall and hard.

The stem of the plant spurted through the clouds.

Jack looked up at his big plant feeling proud.

Jack started to climb the stock for sport.

Then he spied a Giant with an ugly wart,

But the Giant also spotted Jack.

Jack sped down his amazing tree.

And chopped the whole thing down

Before the Giant could say: “Fo Fum Fee.”

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E]dc^XhVcY;ajZcXn

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There is nothing better on a very hot day

Than a cold drink to chase the heat away.

Hot chocolate is greatwhen theweather is cold.

But notwhen the sun shines sobright and bold.

I like a cold drinkwhen theweather is hot

I love a hot drinkwhen theweather is not.

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Phonics andVocabularyActivities

Advanced Intermediate

Display thephoto card.Askwhatwordbest describes the image.After they identify thekeyword

cold,

have one

studentuse it in a complete sentence. Introduce students to the sentence:

She is as coldas ice.

Have themwork

together to explain how the definition of

cold

relates to the figurativemeaning of this idiom.

Display thephoto card.Askwhatwordbest describes the image.After students identify thekeyword

cold,

have

them spell it andwrite it on theirnotebooks.Verify spelling and ask students to explain thedifference between the

sentences,

I don’t like coldweather;

I’m out in the cold;

and,

I have a cold

Beginning

Display thephoto card.Askwhatwordbest describes the image. If students cannot identify the targetword

cold,

voice it:

/k/- /ō/-/l/-/d/

and ask them to repeat it after you, and blend the sounds.Youmay use this keyword to practice

high-frequencyword recognition.Write the targetwordon theboard and cover itwith thisphoto card.Have students

voice theword asyouuncover it.Repeat a few times.Use this card andphoto cards

Hot

and

Warm

as flashcards for

recognition practice.

Etymology:

fromMiddleEnglish, fromOldEnglish

ceald, cald

; akin toOldHigh

German

kalt

cold,Latin

gelu

frost,

gelare

to freeze

(Source:m-w.com)

Definition:

adj.

at a low temperature;

1)winterweather; 2) a common infection

affecting the respiratory system

Forms:

adj. comparative

colder

, superlative

coldest;

n. pl.

colds

RelatedWords:

adj.

cold-blooded;

coldness;

adj.

coldhearted

FluencyPractice:

Cold

LZVi]Zg

IDEAL

FOR

NEWCOMERS

Phonics and Vocabulary

Photocards

include activities at the beginning,

intermediate, and advanced levels using

vocabulary presented in the Teacher’s

Guide Lessons.

Advanced

Intermediate

Phonics andVocabularyActivities

Show students the photo card.Ask themwhichword bestdescribes the image shown on the card.After

students identify the keyword

flower,

have volunteers use theword in complete sentences.Read the

following sentence to students:

His speech isway too flowery formy taste.

Have students use their prior

knowledge of

flower

and context clues to explain in complete sentences thefigurativemeaning of theword

flowery

in this sentence.

Show students thephoto card.Ask themwhichword best describes the image shown on the card.After

students identify the keyword

flower,

have volunteers use theword in complete sentences.Use this card to

practice spelling patterns in rhymingwords.Write theword

flower

on the board and ask students to look at

it letter by letter.Dictate thewords

rower,mower, power, grower,

and

lower

and have students explain how

knowing about the spelling of

flower

can help them spellwords that share the same ending.

Beginning

Before displaying the photo card, ask students to draw their favoriteflower.Once the students have

completed their drawings, ask them to share theirwork and briefly tellwhy certainflowers are their

favorites.Then display the photo card andwrite theword

flower

on the board.Slowly pronounce each

sound

/f/-/l/-/ow/-/er/.

Ask students to repeat the soundswith you and blend theword together.Say:

Listen

carefully to thewords I call out. If you hear the sounds

/f/

and

/l/

together as in

flower,

stand upwith your

flower drawing:flop, carrot, flat, boat, fruit, flint, roots,flute.

Write thewords beginningwith the sounds

/f/

and

/l/

on the board and read them aloud oncemore.Have the class chorally sound out thewords and

then blend them together.

ThefloristhandedFlorence her flowers.

Florence chose her flowerswith a flourish.

She picked florescent tulips anda flushed pink rose,

Aflaxengardenia that she held to her nose,

Flawless lilies, and flimsy daffodils.

Thebouquet of flowers flaunted its colors.

AffluentFlorence comes fromFlorida

Where there areflaming flowers butnot hills.

Etymology:

fromMiddleEnglish

flour

flower, best of anything,flour, fromAnglo-French

flur, flour, flaur,

fromLatin

flor-, flos.

(Source:m-w.com

)

Definition:

the part of a plant that is often brightly colored and has a pleasant smell

Forms:

pl.

flowers

Relatedwords:

toflower;

flower child;

adj.

flowery;

adj.

flowerless

FluencyPractice:

Flower

EaVcih

300 FULL-

COLOR

CARDS

PHOTOCARDS