Learning Through Poetry: Short Vowels [1 ed.] 9781433384752, 9781425809782

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D Level

Audio Included

Mary Jo Fresch David L. Harrison

D Level

Mary Jo Fresch, Ph.D. David L. Harrison, Litt.D.

Publishing Credits Dona Herweck Rice, Editor-in-Chief; Robin Erickson, Production Director; Lee Aucoin, Creative Director; Timothy J. Bradley, Illustration Manager; Sara Johnson, M.S.Ed., Editorial Director; Jamey Acosta, Senior Editor; Maribel Rendón, M.A.Ed., Associate Education Editor; Evelyn Garcia, Associate Education Editor; Grace Alba, Designer; Corinne Burton, M.A.Ed., Publisher

Image Credits p. 49, p. 54, p. 64, p. 69, p. 84, p. 104 Janelle Bell-Martin; all other images Shutterstock

Standards © 2004 Mid-continent Research for Education and Learning (McREL) © 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) © 2007 Board of Regents of the University of Wisconsin System.  World-Class Instructional Design and Assessment (WIDA).  For more information on using the WIDA ELP Standards, please visit the WIDA website at www.wida.us. © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS)

Shell Education

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ISBN 978-1-4258-0978-2 © 2013 Shell Education Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

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Table of Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Correlation to Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Poems and Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Short a -ack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Short a -ash. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Short a -ank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Short i -ill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Short i -ick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Short i -ink. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Short o -ock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Short o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Short o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Short e -ell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Short e -est. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Short e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Short u -uck. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Short u -ump. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Short u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Mixed Practice 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Mixed Practice 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Mixed Practice 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Bonus Short a Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Bonus Short e Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Bonus Short i Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Bonus Short o Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Bonus Short u Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 References Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Content Connection Matrix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Contents of the CDs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Meet the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

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Introduction

Sound Beginnings Rhythm and sounds are born with syllables.

—Jean-Philippe Rameau

Becoming a reader is one of the greatest achievements of young learners. The complex process of reading begins long before children enter school or have any knowledge of print. Whether it’s with a click of a lightbulb or with a slow and steady pace, most children develop the skills needed to become independent readers. It may be independently or under the guidance of a parent, teacher, or mentor, but young literacy learners eventually begin to connect the sounds of language with printed words on their journeys to becoming fluent readers. Much can occur prior to the moment when children connect what they hear to what they see. Before children have the ability to understand that print represents particular sounds, they decipher the individual oral sounds of their language. Infants are born with the ability to hear all sounds from their mother tongue, filtering from all the possible sounds they are born to understand. Eventually, those sounds become part of the language they use to form words and sentences. This enables them to create meaning and communicate with others. For example, when children develop their understanding of the difference between “I can run” and “Can I run?,” they first learn about the meanings of the words I, can, and run. By this time in their developmental process, they have learned which sounds make words and how to use those words to Action Plan: Observing make meaning. Children’s Language Use Children can also discover how much fun it is to experiment and play with language. Closely listening to children playing with language may provide us with a better understanding of how they come to understand the use of language. Gleeful shouts of “You’re it!” during a game of tag, happy conversations about their favorite cartoon shows, caring comments to someone who fell off the slide, and playful rhymes for jumping rope all indicate that children are understanding the functions and the power of language.

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Halliday (1975) suggested that in the developmental process of meaning making, children learn to navigate seven specific functions of language in their quest to communicate effectively. These functions are instrumental (I want), regulatory (Stop!), personal (I like), interactional (I’ll help), heuristic (Why?), imaginative (I can fly!), and informative (That dog is big.) Sit near a group of children playing. Listen to their conversation. What do you hear? Who seems to be utilizing all the functions? Think of ways you can encourage play with these language functions, such as using the content or art activities that accompany the poems in this book.

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Introduction

Sound Beginnings (cont.) Research continues to emphasize the importance of language development, especially in the years before formal schooling begins (Ehri et al. 2001). Specifically, hearing and playing with language will have important implications once reading instruction begins. Hart and Risley (2003) estimate that by age four, children of low socioeconomic status heard 30 million fewer words than their higher-income peers. When 29 children from the original study were longitudinally followed, Hart and Risley found that “children’s rate of vocabulary growth and vocabulary use at age 3 was strongly associated with the grade 3 standardized scores in receptive vocabulary, listening, speaking, semantics, syntax, and reading comprehension” (Padak and Kindervater 2008, 58). Furthermore, Hart and Risley noted the importance of preschool experiences that would help close this gap and prepare children for kindergarten. Ehri and Roberts (2006) argue that “studies show that children who enter kindergarten with the ability to segment words into sounds and identify the names or sounds of letters make faster progress in learning to read in the first two years of instruction than children who lack these capabilities” (114). Therefore, teachers play a critical role in developing and supporting young children’s language development (Wasik 2010). It wasn’t until the 1990s that researchers identified an important step in the meaningmaking process—the development of phonemic awareness. The importance of the ability to hear the sounds of our language was best stated by Keith Stanovich (1993) when he observed that phonemic awareness is one of the best predictors of reading acquisition, even more so than IQ. Phonemic awareness is an important precursor to becoming a reader; it is a skill that can help children develop as language users as well as readers (Adams 1990). The National Institute of Child Health and Human Development (2000) concurred, stating that “correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first two years of school” (2–1). In a study conducted by Connie Juel (2006), her findings indicated that “children who struggled with learning to read words had entered the first grade with little phonemic awareness and were slow to acquire it. Poor readers had, as a group, less phonemic awareness at the end of the first grade than average and good readers had at the beginning of first grade” (410). Additionally, Juel, Griffith, and Gough (1986) found that students who performed at lower-performance levels in terms of phonemic awareness remained at the bottom through fourth grade. It is important that children recognize letter shapes and sounds in order to successfully transfer this connection-forming material when reading words (Ehri and Roberts 2006). The research cited above demonstrates that instruction and experience in phoneme manipulation are crucial for young learners. So if phonemic awareness is so important to literacy development, what exactly is it, and what connection does it have with phonological awareness?

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Introduction

Sound Beginnings (cont.) What Is Phonemic Awareness? Phonemic awareness is the ability to hear and manipulate the sounds (or phonemes) of language. A phoneme is the smallest unit of sound in our language (e.g., /b/, /s/, /ch/); all words are composed of phonemes. Since phonemes are units of sound, phonemic awareness does not require knowledge of print.

Understanding Phonemic Awareness There are many skills related to phonemic awareness, and Marilyn Adams (1990) provided five levels necessary to maximize children’s potential for later success in reading: 1. Hearing rhymes and alliteration (rhymes: stop/hop/pop; alliteration: A peck of pickled peppers) 2. Doing oddity tasks (What does not rhyme with the word dog? log, shoe, fog, hog) 3. Blending and splitting syllables (blending: /in/ /side/ = inside; splitting: inside = /in/ /side/) 4. Performing phonemic segmentation (cat = /c/ /a/ /t/) 5. Performing phoneme manipulation tasks (change the /b/ in the word back to /s/, which makes the word sack) Providing practice for young learners to develop phonemic awareness is key to ensuring a successful start to their literacy journey. Juel (2006) notes that “We do have considerable longitudinal and experimental research to confirm that phonemic awareness is highly predictive to learning to read, that it can be promoted by instruction, and that this instruction seems to help children learn to read” (418). The National Institute of Child Health and Human Development (2000) also concluded that Action Plan: instruction in phonemic awareness advances Demonstrating children’s ability to control phonemes in speech. Phonemic Awareness That skill then transfers over to assisting children with comprehending what they read. Therefore, Have you ever heard developing phonemic awareness provides a children play with language “strong and direct relationship to success and by changing the sounds ease of reading acquisition” (Adams 1990, 82). to make other words? For example, five‑year-old Lauren demonstrated her phonemic awareness by calling her cat “Kitty Sitty Litty Ditty.” Encourage this type of play by helping children manipulate the sounds of their own names.

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Introduction

Sound Beginnings (cont.) How Do Phonemic Awareness and Phonological Awareness Differ? Phonemic awareness is the beginning stage of phonological awareness (Armbruster, Lehr, and Osborn 2001). As aforementioned, phonemic awareness is the ability to hear and manipulate the separate phonemes of the language. Children can do this without understanding which letters or letter combinations represent the sound. Eventually, children will develop phonological awareness as they attempt to “map” the sounds they hear to the letters they see. Phonological awareness encompasses not only the manipulation of phonemes but also words, syllables, and onsets and rimes (2001). The development of phonemic awareness for beginning readers is important. Children who can hear the sounds of the language eventually move to reading the sounds of the language. Reading the sounds of the language puts them on the road to decoding and comprehending text.

Understanding Phonological Awareness Lane and Pullen’s (2004) synthesis of the research regarding phonological awareness pointed out several important generalizations: • A child’s reading ability is directly related to his or her phonological awareness. Findings indicate that children who have strong phonological awareness are often good readers because they can use the knowledge they have about letter-sound relationships to decode unfamiliar words. This is a useful skill in making children independent readers. • Phonological awareness is linked to proficiency in reading independently. Having the ability to hear the sounds across a word appears to transfer to being able to take apart the sounds as we read across a word. • Phonological awareness precedes skilled decoding. Therefore, opportunities to hear and play with the sounds of the language help students become aware of how sounds map onto print.

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Introduction

Sound Beginnings (cont.) Traditionally, teaching children to match sounds to letters is called phonics instruction. Matching distinct sounds to the letters they see in print is the foundation of decoding. As awareness of print develops, the sounds and letters in a child’s language begin to offer a young learner ways to read and gain meaning from text. While the term phonics instruction does not define a particular set of activities, children must understand the relationship of text and sound in order to become successful readers (Armbruster, Lehr, and Osborn 2001). Different educational resources may use different terms to describe the relationship between letters and sounds. Some common labels include graphophemic, letter-sound associations, letter-sound correspondences, sound-symbol correspondences, and sound spellings. These labels all mean the same thing: the teaching of the relationship between spoken sounds and written letters. Instruction in these relationships can be very structured or embedded in other literacy work as children ask questions about new words they see in print. Either way, it helps children understand how written text connects to the sounds and words they hear in spoken language.

Action Plan: Observing Children’s Development of Letter‑Sound Relationships Children’s spelling attempts give us another view of their developing knowledge of letter-sound correspondences. A child who spells cake as kak is working across the sounds of the word and trying to make a one-to-one match between the sounds he or she hears and the letter or letters that often make that sound. As children continue to have experiences with print, they begin to develop memories of how a word looks, how certain letter combinations represent particular sounds, and how they can use what they hear to help them write. Linking writing to the activities suggested with the poems in this book is a good way to continue to nurture phonological awareness.

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Introduction

Playing with Sounds Bringing children and poetry together can be one of the most exciting experiences in parenting or teaching. —Lee Bennett Hopkins There are many ways to help children develop knowledge in the sounds of their language. In this book, we present one of the ways: the use of poetry. But not just any poems will do! We provide entertaining and creative poems, specifically written to focus on the short vowel sound element. Hearing the poems several times allows every child to join in and learn in a fun and engaging manner.

What Experiences Should Teachers Provide? Education is not the filling of a pail, but the lighting of a fire.

—William Butler Yeats

Playing with Phonemes How do we know what experiences children should have? Instruction that supports learning while manipulating language can provide students with the opportunity to hear phonemes. A phoneme is the smallest unit of speech. It represents a single sound. Because our learners are young or new to the English language, having a fun romp through language is sure to entice every child. Knowing how to begin that romp is important. Louisa Moats (2000) suggests integrating auditory awareness by focusing on activities that entail the manipulation of speech sounds in words.

Action Plan: Learning while Manipulating Language Rasinski and Padak (2008) suggest five types of phoneme manipulation to help young learners hear and play with language. If applied correctly, the following five types of manipulation can guide students toward learning the relationship between sounds and the letters that might represent them: 1. Matching: Which words sound the same at the beginning—jump, dog, jar? 2. Isolation: What is the first sound in the word jump? 3. Blending: What word is /d/ /o/ /g/? 4. Substitution: What word do I make if I change /d/ to /l/ in the word dog? 5. Segmentation: What sounds are in the word game? Instruction that supports learning while manipulating language gives children experiences in hearing phonemes. Here, they understand that words can rhyme, have one or more syllables, can begin and end with the same sounds, and are made up of phonemes (Heilman 2002). Children begin to see these features in words through examining print. Practice in hearing and analyzing words is important to literacy development. Poetry allows us to tap into children’s playfulness with language. © Shell Education

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Introduction

Why Poetry? Griffith and Olson (1992) suggest that teachers should read rhyming texts to their students every day as a way to develop phonological awareness. Rhyming is one of the easier phonological tasks for children, and it appears to help them learn to decode text through analogy (Opitz 2000). For example, a student might think, “I know the word hat and I see the word cat—since they both end with the sound /at/, cat must sound like hat.” Inkelas’s (2003) longitudinal study found that playing with language develops knowledge not only of the sounds of the language but also of the meter and stress of poetry. Walton and Walton (2002) found that “prereading kindergartners can learn to begin reading by playing cooperative games that teach the rime analogy reading strategy and the implicated prereading skills of rhyming, initial phoneme identity, and letter-sound knowledge” (110). Children are active constructors of language from the time they hear the first words spoken to them as infants all the way to their attempts to become readers and writers. Instruction that considers the needs of young language learners should be active, fun, and playful. That is where poetry comes in! No other form of English expression provides as many opportunities to read, hear, and practice phonemes. The manipulation of meter and sound are core characteristics Action Plan: Discover Your of rhyming verse, and rhyming verse Favorite Poem is easier to remember than any other linguistic construction. One of the best ways to bring poetry Furthermore, children enjoy poetry. into the classroom is to share a Learning something and enjoying it is personal favorite. It can be as simple a hard combination to beat. Much like as a nursery rhyme (“Hickory Dickory a certain famous nanny’s spoonful of Dock”) or a poem that you learned sugar, poetry provides an exciting and in school and still remember. If you entertaining way to help children develop need ideas, many wonderful poets phonological awareness. While children provide us with fun poetry. Besides like poetry for a variety of reasons, one the poems provided in this book, thing they particularly love is anything explore David L. Harrison’s other poetry that taps into humor. Contemporary and other children’s favorites, such as poems for children offer a rich menu of Shel Silverstein, Lee Bennett Hopkins, giggles, snorts, and slap-your-leg guffaws. Douglas Florian, and Jack Prelutsky.

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Introduction

Why Poetry? (cont.) Rasinski, Rupley, and Nichols (2008) remind us that “the use of rhyming poetry on a regular basis…can have a significant and positive impact on students’ word recognition and reading fluency” (259). Additionally, teachers who read poems to their students demonstrate how intonation, expression, and timing play key roles in reading and understanding language. As Michael Opitz (2000) points out, “poetry can be used as a vehicle for helping children better understand the sound structure of their language. As they listen to poems, they develop a sense of how sounds are strung together to form words that convey intended meanings and images” (104). Finding good poems is key to engaging listeners. We must be selective, combing excellent literature for poems children will enjoy. Jim Trelease (1982) states, “Because good literature is precise, intelligent, colorful, sensitive, and rich in meaning, it offers the child his best hope of expressing what he feels” (19). Rhyming words, expressing feelings, and engaging in fun learning activities all help beginning readers feel successful. Why poetry? Poetry not only has the ability to engage and fascinate children, but it also offers creative outlets for self-expression and an excellent vehicle for teaching phonological awareness. Here we present specially written poems that allow children to explore the rhythm of poetry and connect print to the sounds of our language. Welcome! Let the fun begin!

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How to Use This Book

Teaching the Lessons To learn to read is to light a fire; every syllable that is spelled out is a spark.

—Victor Hugo

The poems and activities in this book provide lessons for students who are moving from phonemic awareness to phonological awareness. For children still developing phonemic awareness, the lessons will encourage them to hear and play with sounds. For children ready for phonological activities, the lessons will encourage them to point out which letters and letter combinations make the sounds they hear in words. Additionally, the student activity sheets can allow children the opportunity to utilize their knowledge of sounds and print. This book was designed with a foundation of integrating sound into the classroom. We hope you will find it helpful for students who are hearing and manipulating sounds to students ready to match sounds and print. Once you have selected a poem, you can decide which type of phoneme activity you want your students to engage in. There are five sound manipulation activities for every poem. These activities are a natural way to differentiate your instruction. You may have a small group of children who need additional practice with just sound matching. You may also create a small group of children ready to match sounds and print—phonics instruction. You can use the provided activity as well as the activity sheet to support these students. Your close observations of how the children participate in the sound manipulations will guide your decision to review the sound activities or expand their experiences into paper-and-pencil work. As an optional way to enhance each individual poetry lesson, copy the poems for each student to keep as a personal, year-long collection in a pocket folder or a three-ring binder. Once you have completed the poem together, you may want to display it at learning centers, or on the bulletin board, to encourage the children to revisit it often. The table on the following page provides an overview of the five sound manipulation activities that are provided with each poem in this book.

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How to Use This Book

Teaching the Lessons (cont.) Sound Manipulation Activities Overview Phoneme (Sound) Matching In a lesson of sound matching, the children listen for a specific beginning sound. For example, they might listen to “At Four O’Clock” (page 54) and hear the /f/ sound at the beginning of several words in the poem. You then ask the children which words from the poem do and do not begin with the /f/ sound. Phoneme (Sound) Isolation Isolation lessons ask the children to listen for a specific sound within a given word. For example, when reading “Puppy Love” (page 44), you can choose any word and ask, “What is the first sound in…stick? What is the first sound in sick? In lick?” Phoneme (Sound) Blending The next level of manipulation is blending. In this type of activity, we break a word into its separate phonemes and ask children to blend what they hear into the complete word. When saying words aloud to children, keep in mind that you want to slowly stretch the word to help them hear all the phonemes. For example, in “The Sad Case of the Pink Mink” (page 49), you could stretch out the word pink in two different ways: /p/ /i/ /n/ /k/ or /p/ /ink/. You may also want to point to the word in the poem as you “stretch” it so that students who are reading can follow along with the print as you blend the sounds. Phoneme (Sound) Substitution Using a poem such as “The Roadrunner” (page 74), we ask children to listen to how the first letter(s), or onset, of the word changes in words such as west, nest, pest, and best. Then, we ask them to change the onset to make new words not already in the poem. They might suggest rest or test. These can be written on the board or chart paper to facilitate learning for children developing phonological awareness.

Sound Segmentation In sound segmentation, ask children to do what they did in blending. That is, ask them to take a word (stop) and tell us what sounds make up the word (ssss-tttt-oooo-pppp). You can do this by saying a word aloud for those children not yet reading print or by pointing to the word for your beginning readers. Ask children to stretch the sounds they hear. We often use the analogy of stretching a rubber band to help us slowly say the word.

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How to Use This Book

Teaching the Lessons (cont.) This book presents 33 short vowel poems. The most important fact about vowels is that each syllable of a word has one vowel phoneme. Phoneme means sound unit, so we are not looking at the number of vowel letters we see, but the vowel phonemes we hear. Another way to think about this is for every vowel phoneme one hears, that is one syllable in the word. For example, in the word rope, one can hear one vowel phoneme, the /o/, so there is one syllable. In the word amuse, one can hear two vowel phonemes, so that is a two-syllable word. Students need practice hearing vowel phonemes to eventually understand that they must include a vowel sound for each syllable they hear.

Understanding the Difference between Consonants and Vowels Experts generally agree that there are 44 sounds in our language. Of course that means there are more sounds than letters. But, what sets apart a consonant from a vowel? Vowels are designated as such because we do not restrict the airflowfrom our mouth when saying these sounds. Try this—say the word boil. Do you notice how your lips go together for the /b/ sound, then your mouth opens for the /oi/, and finally your tongue goes to the back of your teeth for the /l/ sound? This occurred because you shifted from blocked airflow, to unrestricted airflow, to blocked airflow or consonant, vowel, consonant.

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How to Use This Book

Teaching the Lessons (cont.) In the “Building Phonemic Awareness Skills” section, each sound manipulation activity suggests which words in the poem can be used for practice. Plan on spending about 10 minutes for each phonemic awareness activity and consider spreading the five manipulations over several days, reviewing the ones you already introduced.

Building Phonemic Awareness Skills

Short u

-uck

Materials • “Chuck the Stuck Duck” (page 84; Audio CD: Track 13) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Chuck the Stuck Duck” (page 84) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: duck, day, luck. Which have the same sound at the beginning? Listen to these three words from the poem: luck, duck, drove. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word duck? What is the first sound in the word luck? In Chuck?” 3. Sound Blending—Ask students, “What word is /l/ /uck/? What word is /d/ /uck/?” 4. Sound Substitution—Ask students, “What word would I make if I change /d/ to /b/ in duck? If I change /l/ to /t/ in luck?” 5. Sound Segmentation—Ask students, “If you stretch the word luck, what sounds do you hear? Stretch duck, what do you hear?”

Building Phonics Skills Materials • poem and activity page (pages 84–85) • chart paper (optional)



Procedure

Suggestions are made for those students ready to connect print and sound in the “Building Phonics Skills” section. These students can also be given the activity sheet to extend their experience working with consonant sounds in print.

Preparation Note: Distribute copies or display a large version of the poem “Chuck the Stuck Duck” (page 84) and distribute Circle the Word (page 85) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word duck on the board. Ask, “What word would I make if I change d to b in duck?” Erase the letter d and write the letter b to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as tuck, truck, and puck. 3. Write the word luck on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word duck.

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Cross-curricular connections expand the use of a single poem into multiple contexts. The “Content Connections” section of the lesson helps relate the poems to other educational areas such as mathematics, social studies, or science, while the art section (located on the Digital Resource CD) provides connections in dance, music, arts and crafts, drama, and movement.

tions

Content Connec Social Studies Materials

Duck • “Chuck the Stuck

D: Track 13)

” (page 84; Audio C

where Chuck’s asize the part nts and emph poem to stude 1. Reread the in the mud. ck.” truck gets stuck could get “unstu t some ways Chuck one is predic nts Namom (e.g., some 2. Help stude _____ g in your classro e: _____ a center). decision makin e what to do at _________________________ 3. Discuss some you want, someone is unsur ___ Date: _____ choices. good ___________ g reading a book makin g can lead to decision makin 4. Discuss how

Procedure

Art

y supporting this For an art activit ). (artshortuuck.pdf

Resource see the Digital lesson, please Dir ect

CD Cir cle the Word

ions: Circle the

e School and Hom

Short u

-uck

word that nam es

the picture.

Connection

Procedure

Materials

• “Chuck the Stuck Duck” (page 84) for -uck • Family Letter (page 86)

letter. poem to the family 1. Attach the their papers, nts return with king 2. When stude their decision-ma ask them to share had at home. discussions they they learned. 3. Discuss what

duck

do

with

we

Use one of the

me

stuck

truck

yuck

ten

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Short Vowels words you circled

Poetry: —Learning through

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The “School and Home Connection” contains a letter for children’s families, explaining the lesson’s poem and suggesting an activity for completion at home. A copy of the poem should be sent home along with the letter. Each poem is provided within the lesson, ready for you to photocopy and enlarge as you see fit.

stop

in a sentence.

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ion #50978—Learn

ing through Poetry:

Short u

Short Vowels

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Stuonck Duck Chuck the By David L. Harris

-uck

k Chuck the Duc m truck. Drove an ice crea

Family Letter for

-uck

ck, But one day Chu Drove his truck muck Through muddy stuck. Until his truck

Short Vowels

Dear Families, This week, we read the poem “Chuck the Stuck together with Duck.” Enjoy readin your student! g it We have also been learning abou t decision makin Chuck could do g. We discussed to get his truck out what making good decisions at schoo of the muck. We also talked about l. Below, pleas has for making e share an idea a good decision your family (e.g., maybe two different televi sion shows, what members want to watch should they do?). school tomorrow Please return this to share with the paper to rest of the class. Sincerely,

!” “What bad luck ck. Cried muddy Chu “Oh yuck!”

Our family talked abou t the following making idea : good decision

For use with either Macintosh® or Windows® or MP3-compatible CD players

SEP 51113

Audio CD—Level D

Short Vowels

This CD contains audio recordings of the poems in this book. © 2013 Shell Education

For use with either Macintosh® or Windows®

SEP 50979

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ing through Poetry:

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Digital Resource CD —Level D This CD contains reproducible teacher resource materials and student activity pages.

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Short Vowels © Shell Educat

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How to Use This Book

Peeking Into a Classroom Mrs. Motz knew that young children love poetry, so Learning through Poetry was a natural choice for her. She loved the poems with specific elements of language highlighted through David Harrison’s word choices. She also liked that she could extend the use of the poems across the curriculum. She could teach not only about language but also about content. The format of Learning through Poetry allowed her students to have multiple exposure to the words, rhyme, and content. Let’s peek into Mrs. Motz’s classroom to see how this worked. To begin, Mrs. Motz copied the poem “Snack Attack” (page 24) onto large chart paper and hung it on an easel. The children gathered on the floor in front of the easel. Procedure: Day 1 Mrs. Motz read “Snack Attack” (page 24) aloud to the children. During this first time through, she read the poem solely for the fun of it, using lots of expression. She made certain the children could see the print on the chart paper and pointed to the words as she read aloud. After reading the poem, she invited the students to discuss it.

Short a

-ack

Snack Attack By David L. Harrison

When my brother needs a snack, he opens every box and pack, gobbles every pile and stack, empties every jar and sack, looks like he could pop or crack, but soon his snack attack is back.

Mrs. Motz then read the poem aloud a second time. She asked the children to listen for rhyming words. She pointed to each word that rhymed (snack, pack, stack, crack, attack, back). She slowed each word down so the students could hear the short /a/ sound and noted how the /ack/ sound makes the words rhyme. Next, Mrs. Motz asked the children to listen to three words from the poem and identify which words began with the same initial sound: pile, pop, or sack. She then asked which words ended with the same sound stack, snack, or pop? Finally, Mrs. Motz read “Snack Attack” aloud again and asked the children to join in. 24

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Procedure: Day 2 Mrs. Motz reviewed the lesson completed the previous day, identifying the words that rhymed. She then read the poem aloud, pointing to the words. She asked the students to join in if they could, especially when they heard the -ack words. She paused before saying the rime words to see if students remembered them. For example, she said, “/s/ /s/ /s/” and they added, “/ack/.” Mrs. Motz then asked the students to listen as she “stretched” some of the -ack words from the poem. Could they tell her what word she was saying? For example, she said, “/s/ /a/ /k/” and the students responded, “sack.” Mrs. Motz had the students practice blending several other words from the poem.

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How to Use This Book

Peeking Into a Classroom (cont.) Procedure: Day 3 Mrs. Motz read “Snack Attack” (page 24) aloud. She asked the children to listen as she stretched some of the -ack words from the poem. She then asked them to blend the sounds together to “discover” the word. Mrs. Motz repeated this for several other words. Next, Mrs. Motz asked the children to think of additional -ack in words. She wrote these on the board. Some words the children suggested were jack, tack, black, smack, and quack. Mrs. Motz then gave each child a flyer from the local grocery store. She encouraged them to think about and, then discuss what would be a healthy snack Brother could have. She asked each child to look through the paper and find a picture of a healthy snack. The children cut out the pictures and glued them to their papers. Later the children shared their pictures by saying, “My snack attack is for _____ (picture they cut out).” They discussed how their choices were healthy. Mrs. Motz made copies of the poem and family letter for the children to take home to share with their families. She encouraged them to record their family’s suggestion for a healthy snack and to bring it back the next day to share. Procedure: Day 4 Mrs. Motz recorded the family information on a large sheet of chart paper. She discussed ones that were the same for some families and some that were different. Later while the children were out of the room, Mrs. Motz hid pictures of healthy snacks. When the children returned, she told them to pretend to be Brother hunting for a snack. As the children were finding their healthy snack pictures, they hung on to them to share at a later time. When it came time to share their pictures, they discussed as a class if the pictures were healthy snacks shared by the families.

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Correlation to Standards Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade 12. Many states also have standards for Pre-K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state. Shell Education is committed to producing educational materials that are research- and standards-based. In this effort, all products are correlated to the academic standards of the 50 states, the District of Columbia, and the Department of Defense Dependent Schools.

How to Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at http://www.shelleducation.com and follow the on-screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-877‑777‑3450.

McREL Compendium Shell Education uses the Mid-continent Research for Education and Learning (McREL) Compendium to create standards correlations. Each year, McREL analyzes state standards and revises the compendium. The McREL standards correlation can be found on the Digital Resourece CD (standards.pdf ).

Common Core State Standards The texts in this book are aligned to the Common Core State Standards (CCSS) for English Language Arts. The standards correlation can be found on pages 19–21 and on the Digital Resource CD (standards.pdf ).

TESOL and WIDA Standards The texts in this book promote English language development for English language learners. The standards correlation can be found on the Digital Resource CD (standards.pdf).

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Correlation to Standards (cont.) Common Core State Standards The following chart helps organize the poems according to the Common Core State Standards. Grade

Common Core State Standards Phonological Awareness

Kindergarten

Standard

Poem(s)

RF.K.2a—Recognize and produce rhyming words

All poems

RF.K.2b—Count, pronounce, blend, and segment syllables in spoken words

All poems

RF.K.2c—Blend and segment onsets and rimes of single-syllable spoken words

All poems

RF.K.2d—Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme words

“Snack Attack” (page 24); “Need a Bigger Tank” (page 34); “In Trouble” (page 39); “At Four O’Clock” (page 54); “A Cop’s Life” (page 59); “Helping Momma” (page 64); “Having Fun with E-L-L” (page 69); “My Spider” (page 79); “The Bus” (page 94); “An Ugly Bug” (page 109);

RF.K.2e—Add or substitute individual sounds (phonemes) in simple, one‑syllable words to make new words

All poems

Phonics and Word Recognition RF.K.3a—Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant

All poems

RF.K.3b—Associate the long and short sounds with common spellings (graphemes) for the five major vowels

All poems

RF.K.3c—Read common high-frequency “Snack Attack” (page 24); “The Ant” (page 29); words by sight “Need a Bigger Tank” (page 34); “In Trouble” (page 39); “Puppy Love” (page 44); “The Sad Case of the Pink Mink” (page 49); “At Four O’Clock” (page 54); “A Cop’s Life” (page 59); “Helping Momma” (page 64); “Having Fun with E-L-L” (page 69); “The Roadrunner” (page 74); “My Spider” (page 79); “Chuck the Stuck Duck” (page 84); “Leapfrog” (page 89); “The Bus” (page 94); “Skunk Wash” (page 99); “Temptation” (page 104); “An Ugly Bug” (page 109) RF.K.3d—Distinguish between similarly All poems spelled words by identifying the sounds of the letters that differ

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Correlation to Standards (cont.) Common Core State Standards (cont.) Grade

Common Core State Standards Phonological Awareness Standard

Poem(s)

RF.1.2a—Distinguish long from short vowel sounds in spoken single-syllable words

“The Ant” (page 29); “Need a Bigger Tank” (page 34); “A Cop’s Life” (page 59); “Chuck the Stuck Duck” (page 84); “Temptation” (page 104)

RF.1.2b—Orally produce single-syllable words by blending sounds (phonemes), including consonant blends

All poems

RF.1.2c—Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words

“Snack Attack” (page 24); “In Trouble” (page 39); “Puppy Love” (page 44); “A Cop’s Life” (page 59); “Helping Momma” (page 64); “My Spider” (page 79); “The Bus” (page 94); “An Ugly Bug” (page 109)

RF.1.2d—Segment spoken single‑syllable words into their complete sequence of individual sounds (phonemes)

“Snack Attack” (page 24); “In Trouble” (page 39); “Puppy Love” (page 44); “A Cop’s Life” (page 59); “Helping Momma” (page 64); “My Spider” (page 79); “The Bus” (page 94); “An Ugly Bug” (page 109)

First Grade

Phonics and Word Recognition

20

RF.1.3a—Know the spelling-sound correspondences for common consonant digraphs

“The Ant” (page 29); “The Roadrunner” (page 74); “Chuck the Stuck Duck” (page 84); “The Bus” (page 94); “Temptation” (page 104); “An Ugly Bug” (page 109)

RF.1.3b—Decode regularly spelled‑syllable words

All poems

RF.1.3c—Know final -e and common vowel team conventions for representing long vowel sounds

“Snack Attack” (page 24); “The Ant” (page 29); “A Cop’s Life” (page 59); “The Roadrunner” (page 74); “Leapfrog” (page 89); “The Bus” (page 94)

RF.1.3d—Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word

All poems

RF.1.3e—Decode two-syllable words following basic patterns by breaking the words into syllables

All poems

RF.1.3f—Read words with inflectional endings

“The Ant” (page 29); “Need a Bigger Tank” (page 34); “The Sad Case of the Pink Mink” (page 49); “Helping Momma” (page 64); “The Bus” (page 94); “An Ugly Bug” (page 109)

RF.1.3g—Recognize and read grade‑appropriate irregularly spelled words

“Puppy Love” (page 44); “Helping Momma” (page 64); “Having Fun with E-L-L” (page 69)

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Correlation to Standards (cont.) Common Core State Standards (cont.) Grade

Common Core State Standards Phonics and Word Recognition

Second Grade

Standard

Poem(s)

RF.2.3a—Distinguish long and short vowels when reading regularly spelled one‑syllable words

“The Ant” (page 29); “Need a Bigger Tank” (page 34); “In Trouble” (page 39); “Puppy Love” (page 44); “The Sad Case of the Pink Mink” (page 49); “A Cop’s Life” (page 59); “Having Fun with E-L-L” (page 69); “Skunk Wash” (page 99); “Temptation” (page 104); “Val” (page 114); “Ten” (page 119); “Sid” (page 124); “How Hot Is It?” (page 129); “Muddy Pup” (page 134)

RF.2.3b—Know spelling-sound correspondences for additional common vowel teams

All poems

RF.2.3c—Decode regularly spelled two‑syllable words with long vowels

All poems

RF.2.3d—Decode words with common prefixes and suffixes

“The Ant” (page 29); “Need a Bigger Tank” (page 34); “The Sad Case of the Pink Mink” (page 49); “At Four O’Clock” (page 54); “Helping Momma” (page 64); “Chuck the Stuck Duck” (page 84); “Skunk Wash” (page 99); “An Ugly Bug” (page 109); “Sid” (page 124); “How Hot Is It?” (page 129)

RF.2.3e—Identify words with inconsistent but common spelling-sound correspondences

All poems

RF.2.3f—Recognize and read grade‑appropriate irregularly spelled words

“Snack Attack” (page 24); “Need a Bigger Tank” (page 34); “At Four O’Clock” (page 54); “Leapfrog” (page 89); “Skunk Wash” (page 99); “Temptation” (page 104)

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Short a

-ack

Building Phonemic Awareness Skills Materials • “Snack Attack” (page 24; Audio CD: Track 01) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Snack Attack” (page 24) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: pile, pop, sack. Which have the same sound at the beginning? Listen to these three words from the poem: stack, snack, pop. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word pack? What is the first sound in the word back? In snack?” 3. Sound Blending—Ask students, “What word is /p/ /ack/? What word is /b/ /ack/?” 4. Sound Substitution—Ask students, “What word would I make if I change /b/ to /t/ in back? If I change /s/ to /r/ in sack?” 5. Sound Segmentation—Ask students, “If you stretch the word stack, what sounds do you hear? Stretch back, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 24–25) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Snack Attack” (page 24) and distribute Which Letter? (page 25) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word back on the board. Ask, “What word would I make if I change b to t in back?” Erase the letter b and write the letter t to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as rack, jack, and black. 3. Write the word back on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word sack. Have students complete the activity page for extra practice.

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Short a

-ack

Content Connections Science Materials

• “Snack Attack” (page 24; Audio CD: Track 01) • grocery store flyers • scissors • drawing paper • glue

Procedure 1. Reread the poem. 2. Discuss with students how Brother wanted to have a snack. What might a healthy snack be? Discuss some options and why they are healthier than potato chips or other traditional snack foods. 3. Distribute the materials to students and ask them to cut out a picture of a healthy snack and glue it to their drawing papers. 4. Share what they found by having each student show his or her picture and say, “My snack attack is __________.” Discuss how their snacks are healthy choices.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortaack.pdf ).

School and Home Connection Materials

Procedure

• “Snack Attack” 1. Attach the poem to the family letter. (page 24) 2. When students return with their papers, ask • Family Letter for -ack them to tell what healthy snack each family (page 26) enjoys. Record students’ answers on the • chart paper with chart paper. heading: Healthy 3. Discuss what they learned. Snacks Our Families Like

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Short a

-ack

Snack Attack By David L. Harrison

When my brother needs a snack, he opens every box and pack, gobbles every pile and stack, empties every jar and sack, looks like he could pop or crack, but soon his snack attack is back.

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Short a

-ack

Name:_______________________________________ Date:_________________

Which Letter? Directions: Look at the picture. Circle the correct letter to make the word. Then write the correct letter to complete the word.

b  s  t

m  r  s

tr  sn  bl

r  p  j

ack

ack

ack

ack

Use one of the -ack words in a sentence.

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Family Letter for

-ack Dear Families, This week, we read the poem “Snack Attack.” Enjoy reading it together with your student! We have also been learning about healthy snacks. Discuss with your student some of the healthy snacks your family enjoys. Share one with us by completing the sentence and drawing a picture in the space provided below and return this paper to school tomorrow. Sincerely,

Our family likes to have the following healthy snacks:

Draw a picture of healthy snacks.

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Building Phonemic Awareness Skills Materials

• “The Ant” (page 29; Audio CD: Track 02) • chart paper (optional)

Short a

-ash

Procedure Preparation Note: Distribute copies of the poem “The Ant” (page 29) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: ant, ash, leaf. Which have the same sound at the beginning? Listen to these three words from the poem: ash, trash, fell. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word crash? (Note: you can accept /k/ or /kr/.) What is the first sound in the word leaf? In rake?” 3. Sound Blending—Ask students, “What word is /a/ /sh/? What word is /tr/ /ash/?” 4. Sound Substitution—Ask students, “What word would I make if I change /tr/ to /l/ in trash? If I change /tr/ to /s/ in trash?” 5. Sound Segmentation—Ask students, “If you stretch the word crash, what sounds do you hear?” Stretch trash, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 29–30) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “The Ant” (page 29) and distribute Leaf Words (page 30) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word trash on the board. Ask, “What word would I make if I change tr to l in trash?” Erase the letters tr and write the letter l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as sash, dash, and mash. 3. Write the word crash on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word crash. Have students complete the activity page for extra practice.

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Short a

-ash

Content Connections Science Materials

• “The Ant” (page 29; Audio CD: Track 02) • recycled papers with the word Trash written on them • trash can or recycling container

Procedure 1. Prior to the lesson, recycle leftover paper (e.g., handouts, junk mail) by writing the word Trash in large letters on each sheet. 2. Reread the poem, noting that the ant thought the leaf was trash. 3. Spread the papers around the room and tell students, “When you hear the question ‘Good grief, why don’t they mash their trash?,’ walk around the room and find the ‘trash’ someone left while we were gone.” 4. Have a big trash can (or recycling container) ready for their finds. 5. Ask students , “Why did the ant think the ash leaf was trash? What can we do about ‘people trash’? Who knows what it means to recycle?”

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortaash.pdf ).

School and Home Connection Materials

Procedure

• “The Ant” (page 29) 1. Attach the poem to the family letter. • Family Letter for -ash 2. When students return with their papers, ask (page 31) them to record their checkmarks on a large class copy of the chart. 3. Together, count the checkmarks and total each column. 4. Discuss the numbers and what they learned.

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Short a

-ash

The Ant

By David L. Harrison

An ant tripped over an ash tree leaf and fell on his head with a crash. He looked around and said, “Good grief! Why don’t they mash their trash?”

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Short a

-ash

Name:_______________________________________ Date:_________________

Leaf Words Directions: Look at the letter bank to help you fill in each leaf to make an -ash word.

c

30

tr

n

#50978—Learning through Poetry: Short Vowels

r

t

sm

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Family Letter for

-ash Dear Families, This week, we read the poem “The Ant.” Enjoy reading it together with your student! We have also been learning about litter and recycling. Please help your student fill out the chart below. Put a check mark for each item you use tonight that belongs in one of the columns. Return this paper to school tomorrow. Sincerely,

Items we could recycle

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Paper

Plastic

Bottles

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Short a

-ank

Building Phonemic Awareness Skills Materials • “Need a Bigger Tank” (page 34; Audio CD: Track 03) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Need a Bigger Tank” (page 34) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: guppies, girl, tank. Which have the same sound at the beginning? Listen to these three words from the poem: tank, Frank, Bob. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word guppies? What is the first sound in the word tank? In Bob?” 3. Sound Blending—Ask students, “What word is /t/ /ank/? What word is /pr/ /ank/?” 4. Sound Substitution—Ask students, “What word would I make if I change /t/ to /s/ in tank? If I change /fr/ to /b/ in Frank?” 5. Sound Segmentation—Ask students, “If you stretch the word tank, what sounds do you hear? Stretch prank, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 34–35) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Need a Bigger Tank” (page 34) and distribute Fishing for Words (page 35) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word tank on the board. Ask, “What word would I make if I change t to s in tank?” Erase the letter t and write the letter s to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as bank, thank, and rank. 3. Write the word prank on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word tank. Have students complete the activity page for extra practice.

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Short a

-ank

Content Connections Math Materials

• 8 blank paper fish shapes and 2 others labeled Bob and Frank (found on the Digital Resource CD filename: tenfish.pdf ) • blue construction paper or a real fish bowl



Procedure 1. Place the two labeled fish in the fishbowl (or paper “tank”). Count each one as you put them in. 2. Tell students that other fish are joining Bob and Frank. Count as you add each fish. Take all the fish out and have students take turns putting the fish in the bowl, with the whole class helping to count to 10.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortaank.pdf ).

School and Home Connection Materials • “Need a Bigger Tank” (page 34) • Family letter for -ank (page 36)

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to tell what items they counted from 1 to 10. 3. Discuss what they learned.

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Short a

-ank

Need a Bigger Tank By David L. Harrison

I put two guppies in my tank. One was Bob. One was Frank. One of them played a little prank. Bob’s a girl or else it’s Frank.

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Short a

Name:_______________________________________ Date:_________________

-ank

Fishing for Words Directions: Cut out the words below and glue them in the fish bowl that rhymes with the word on that fish bowl.

Bob

sank

© Shell Education

bank

Frank

rob

cob

prank

job

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Family Letter for

-ank Dear Families, This week, we read the poem “Need a Bigger Tank.” Enjoy reading it together with your student! We have also been learning about counting from 1 to 10. Find 10 objects in your home that your student can practice counting with from 1 to 10. Together, count the items, one by one. Fill out the information below and return this paper to school tomorrow. Sincerely,

The items we counted from 1 to 10 were:

Draw the 10 items you counted: \ \

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Building Phonemic Awareness Skills Materials

• “In Trouble” (page 39; Audio CD: Track 04) • chart paper (optional)

Short i

-ill

Procedure Preparation Note: Distribute copies of the poem “In Trouble” (page 39) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below.



1. Sound Matching—Say to students, “Listen to these three words from the poem: sit, still, work. Which have the same sound at the beginning? Listen to these three words from the poem: pill, still, say. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word pill? What is the first sound in the word still? In will?” 3. Sound Blending—Ask students, “What word is /p/ /ill/? What word is /w/ /ill/?” 4. Sound Substitution—Ask students, “What word would I make if I change /p/ to /g/ in pill? If I change /w/ to /h/ in will?” 5. Sound Segmentation—Ask students, “If you stretch the word pill, what sounds do you hear? Stretch still, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 39–40) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a larger version of the poem “In Trouble” (page 39) and distribute Rhyme Match (page 40) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word pill on the board. Ask, “What word would I make if I change p to g in pill?” Erase the letter p and write the letter g to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as hill, sill, and fill. 3. Write the word pill on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word still. Have students complete the activity page for extra practice.

© Shell Education

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Short i

-ill

Content Connections Social Studies Materials

• “In Trouble” (page 39; Audio CD: Track 04) • chart paper or board

Procedure 1. Reread the poem, stopping to discuss how the child is told to sit still. Ask students to share some other things adults tell children to do. 2. Discuss with students what it means when the poet says, “But it didn’t work today.” As a class, make a list of rules students should follow while at school. How can they help one another with these rules? 3. Make a list of ways to give positive reinforcement to each other so students won’t get “in trouble.”

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortiill.pdf ).

School and Home Connection Materials • “In Trouble” (page 39) • Family Letter for -ill (page 41)

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to tell what rules they discussed with their families. 3. Discuss what they learned.

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Short i

-ill

In Trouble By David L. Harrison

“Don’t be a pill!” they tell me. “You must sit still!” they say. “I will,” I always promise, But it didn’t work today.

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Short i

-ill

Name:_______________________________________ Date:_________________

Rhyme Match Directions: Connect the words that rhyme.

can pill

mill run

gill still

man stay

fill will

the we

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#50978—Learning through Poetry: Short Vowels

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Family Letter for

-ill Dear Families, This week, we read the poem “In Trouble.” Enjoy reading it together with your student! We have also been learning about citizenship and following rules. Talk with your student about rules in your house they must follow or rules adults must follow. Share your ideas below and return this paper to school tomorrow. Sincerely,

Rules that must be followed in our house:

© Shell Education

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Short i

-ick

Building Phonemic Awareness Skills Materials • “Puppy Love” (page 44; Audio CD: Track 05) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Puppy Love” (page 44) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: stick, sick, fetch. Which have the same sound at the beginning? Listen to these three words from the poem: trick, lick, tummy. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word lick? What is the first sound in the word sick? In holiday?” 3. Sound Blending—Ask the students, “What word is /s/ /ick/? What word is /l/ /ick/?” 4. Sound Substitution—Ask the students, “What word would I make if I change /s/ to /p/ in sick? If I change /l/ to /t/ in lick?” 5. Sound Segmentation—Ask students, “If you stretch the word lick, what sounds do you hear? Stretch sick, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 44–45) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a larger version of the poem “Puppy Love” (page 44) and distribute Pick the Right Word (page 45) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word sick on the board. Ask, “What word would I make if I change s to p in sick?” Erase the letter s and write the letter p to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as tick, wick, and brick. 3. Write the word lick on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word sick. Have students complete the activity page for extra practice.

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Short i

-ick

Content Connections Science Materials

• “Puppy Love” (page 44; Audio CD: Track 05)

Procedure 1. Reread the poem. 2. Tell students they will listen to clues about one of the words in the poem. They will have to guess which word it is. Use the clues below. (If students cannot guess the word, give the beginning sound to give them a hint.)

• Something a magician does, such as making a coin disappear (trick) • Something you throw to a dog to play fetch (stick) • Something you do with your tongue on an ice cream cone (lick) • When you are not feeling well (sick) • Something that means doing something fast (quick)

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortiick.pdf ).

School and Home Connection Materials • “Puppy Love” (page 44) • Family Letter for -ick (page 46) • chart paper

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share the clue they wrote with their families and record students’ responses. 3. Discuss what they learned.

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Short i

-ick

Puppy Love By David L. Harrison

Watch me! Watch me do a trick! Watch me jump! Watch me lick! Watch me dash and fetch a stick! Watch me snuggle when you’re sick. I love you! Scratch my tummy! Quick! Watch me do another trick!

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Short i

Name:_______________________________________ Date:_________________

-ick

Pick the Right Word Directions: Think about the poem. Pick the correct word to write in the space. Be careful, there are more words than you need.

trick car

tan stick

sad bed

sick lick

1. The puppy in our poem likes to do a

.

2. The puppy will make you happy if you are

.

3. If you throw a

4. The puppy will jump up and © Shell Education

, the puppy will fetch it.

your face. #50978—Learning through Poetry: Short Vowels

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Family Letter for

-ick Dear Families, This week, we read the poem “Puppy Love.” Enjoy reading it together with your student! We have also been learning about using clues to solve which word from the poem was being described (scientific inquiry). The following are two examples:

• Something you do with your tongue on an ice cream cone (lick) • When you are not feeling well (sick)

Look at the poem with your student. Pick a word and write a clue for it that will help us guess the word. Write your clue below. Please return this paper to school tomorrow so we can all play this guessing game. Sincerely,

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Building Phonemic Awareness Skills Materials

• “The Sad Case of the Pink Mink” (page 49; Audio CD: Track 06) • chart paper (optional)

Short i

-ink

Procedure Preparation Note: Distribute copies of the poem “The Sad Case of the Pink Mink” (page 49) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: sink, said, leap. Which have the same sound at the beginning? Listen to these three words from the poem: sink, ink, he. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word pink? What is the first sound in the word sink? In wink?” 3. Sound Blending—Ask students, “What word is /s/ /ink/? What word is /p/ /ink/?” 4. Sound Substitution—Ask students, “What word would I make if I change /s/ to /r/ in sink? If I change /p/ to /k/ in pink?” 5. Sound Segmentation—Ask students, “If you stretch the word sink, what sounds do you hear? Stretch blink, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 49–50) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “The Sad Case of the Pink Mink” (page 49) and distribute What Letter? (page 50) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word sink on the board. Ask, “What word would I make if I change s to r in sink?” Erase the letter s and write the letter r to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as kink, link, and drink. 3. Write the word sink on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word link. Have students complete the activity page for extra practice.

© Shell Education

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Short i

-ink

Content Connections Social Studies Materials

• chart with the following headings: • Items found that went into something • Items found that went over something • Items found that went under something • Items found that went in front of something • Items found that went behind something

Procedure 1. Beforehand, survey your classroom for items that will fit the following location categories: into, over, under, in front of, and behind. This will provide you some ways to “guide” the students to find objects. You can also purposefully place items so you can talk about each of the five locations. 2. Ask students to look or walk around the classroom. What is something that went into something (e.g., pencil into sharpener)? 3. Repeat for over, under, in front of, and behind. 4. As students find the items, write them on the chart.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortiink.pdf ).

School and Home Connection Materials • “The Sad Case of the Pink Mink” (page 49) • Family Letter for -ink (page 51)

48

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share what their families found. 3. Discuss what they learned.

#50978—Learning through Poetry: Short Vowels

© Shell Education

Short i

-ink

The Sad Case of the Pink Mink By David L. Harrison

A mink leaped Into a sink Of pink ink. Quick as a wink, Before he could blink, He turned pink! “I’ve learned,” said he, “Before you leap Into pink ink, Think!”

© Shell Education

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Short i

-ink

Name:_______________________________________ Date:_________________

What Letter? Directions: Look at the pictures. Write the missing letter or letters to complete each word.

dr

w

s

th

ink

ink

ink

ink

Use one of the -ink words you wrote in a sentence.

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Family Letter for

-ink Dear Families, This week, we read the poem “The Sad Case of the Pink Mink.” Enjoy reading it together with your student. We have also been learning about locations (e.g., the mink jumped “into” the sink). Help your student look around your home and fill in the chart for items found in the various locations. Please return this paper to school tomorrow so we can share what you found. Sincerely,

Item we found that went into something

Item we found that was over something

Item we found that was under something Item we found that was in front of something Item we found that was behind something

© Shell Education

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Short o

-ock

Building Phonemic Awareness Skills Materials • “At Four O’Clock” (page 54; Audio CD: Track 07) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Four O’Clock” (page 54) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: felt, shoe, four. Which have the same sound at the beginning? Listen to these three words from the poem: sock, clock, floor. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word sock? What is the first sound in the word rock? In dock?” 3. Sound Blending—Ask students, “What word is /s/ /ock/? What word is /r/ /ock/?” 4. Sound Substitution—Ask students, “What word would I make if I change /s/ to /l/ in sock? If I change /r/ to /d/ in rock?” 5. Sound Segmentation—Ask students, “If you stretch the word sock, what sounds do you hear? Stretch rock, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 54–55) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Four O’Clock” (page 54) and distribute Pick the Word (page 55) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word sock on the board. Ask, “What word would I make if I change s to l in sock?” Erase the letter s and write the letter l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as dock, block, and shock. 3. Write the word sock on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word rock. Have students complete the activity page for extra practice.

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Short o

-ock

Content Connections Math Materials

• “At Four O’Clock” (page 54; Audio CD: Track 07) • large analog clock

Procedure 1. Show students the clock. 2. Begin reading the poem, moving the hands to 1:00. 3. Continue with the poem, moving the hands to each time mentioned. 4. Discuss with students that there are times you do certain activities at school. Discuss the activities and times and set the hands to that time.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortoock.pdf ).

School and Home Connection Materials • “At Four O’Clock” (page 54) • Family Letter for -ock (page 56) • large paper clock drawn in the center of a large sheet of chart paper

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to tell you the time they do something with their family. 3. Draw a line from the clock to a blank area and write the activities near the correct time. 4. Discuss what they learned.

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Short o

-ock

At Four O’Clock By David L. Harrison

This afternoon at one o’clock I felt a rock inside my sock. When it was two, I took off my shoe.

I took out the rock And wondered why I waited til four. I wish I’d done it long before.

When it was three, I cried, “Oh me!” When it was four, I looked at the clock And sat on the floor. And pulled off my sock.

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Short o

-ock

Name:_______________________________________ Date:_________________

Pick the Word Directions: Pick the word to complete each sentence.

sock

rock

clock

Lock

1.

the door.

2. Put the

on your foot.

3. We tell time on a

.

4. The boat is at the

.

5. I see a big © Shell Education

dock

.

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Family Letter for

-ock Dear Families, This week, we read the poem “At Four O’Clock.” Enjoy reading it together with your student! We have also been learning about time. Please fill out the chart below, making note of times your family does certain activities (e.g., 7:30, Time for breakfast; 8:30, Time for bed). Please return this to school tomorrow to share your times. Sincerely,

: : : : : : 56

Time for

.

Time for

.

Time for

.

Time for

.

Time for

.

Time for

.

#50978—Learning through Poetry: Short Vowels

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Building Phonemic Awareness Skills Materials

• “A Cop’s Life” (page 59; Audio CD: Track 08) • chart paper (optional)

Short

o

Procedure Preparation Note: Distribute copies of the poem “A Cop’s Life” (page 59) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: want, stop, will. Which have the same sound at the beginning? Listen to these three words from the poem: cop, go, stop. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word stop? What is the first sound in the word dog? In officer?” 3. Sound Blending—Ask students, “What word is /st/ /op/? What word is /d/ /og/?” 4. Sound Substitution—Ask students, “What word would I make if I change /k/ to /p/ in cop? If I change /st/ to /h/ in stop?” 5. Sound Segmentation—Ask students, “If you stretch the word stop, what sounds do you hear? Stretch dog, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 59–60) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “A Cop’s Life” (page 59) and distribute Circle the Pictures (page 60) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word cop on the board. Ask, “What word would I make if I change the letter c to the letter p in cop?” Erase the letter c and write the letter p to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as hop, mop, and top. 3. Write the word stop on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word dog. Have students complete the activity page for extra practice. © Shell Education

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Short

o

Content Connections Social Studies Materials

• chart paper • stop sign (found on the Digital Resource CD filename: stopsign.pdf; copy onto red paper)

Procedure 1. Prior to the lesson, arrange the room (or mark this outdoors on a playground) so you have two walking paths that cross each other. 2. Discuss with students what they know about police officers. What kinds of things do they do (e.g., protect us, help with lost children)? Record students’ responses on chart paper. 3. Tell students one job a police officer has is to direct traffic. Arrange students so that half of the class is on one walking path and the other half is on the other path. Demonstrate how the officer would wave on one path of walkers, while showing the stop sign to the others. 6. Give a student the sign and let him or her try to direct the walkers. Allow several students to take turns at directing and discuss why this makes us safe (e.g., keeps accidents from happening, keeps traffic moving if there is no traffic light).

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshorto.pdf ).

School and Home Connection Materials • “A Cop’s Life” (page 59) • Family Letter for o (page 61)

58

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to tell their home addresses. 3. Discuss what they learned.

#50978—Learning through Poetry: Short Vowels

© Shell Education

Short

o

A Cop’s Life By David L. Harrison

I want to be an officer, I want to protect the law, I’ll be the best policeman Anyone ever saw. Everyone will like me, I’ll be a friendly cop, I’ll wave at intersections To help folks go or stop. If your dog is lost, I’ll find it, Or your kitty up a tree, I want to help the good guys, It’s a cop’s life for me.

© Shell Education

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Short

o

Name:_______________________________________ Date:_________________

Circle the Pictures Directions: Circle the pictures of the words with the same o sound as in log.

Write a sentence using one of the o pictures you circled.

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Family Letter for Short

o Dear Families, This week, we read the poem “A Cop’s Life.” Enjoy reading it together with your student. We have also been learning about the work police officers do. An important job of police officers is helping lost children. They will ask the child what his or her home address is. This is important information for your student to know. Have your students practice telling (and writing, if they can) your home address. Please complete and return this paper to school for sharing tomorrow. Sincerely,

We practiced telling our home address. It is:

© Shell Education

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Short

o

Building Phonemic Awareness Skills Materials • “Helping Momma” (page 64; Audio CD: Track 09) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Helping Momma” (page 64) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: mom, boy, mop. Which have the same sound at the beginning? Listen to these three words from the poem: hot, cook, pot. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word mom? What is the first sound in the word sob? In job?” 3. Sound Blending—Ask students, “What word is /m/ /om/? What word is /p/ /ot/?” 4. Sound Substitution—Ask students, “What word would I make if I change /p/ to /l/ in pot? If I change /s/ to /b/ in sob?” 5. Sound Segmentation—Ask students, “If you stretch the word mom, what sounds do you hear? Stretch pot, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 64–65) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Helping Momma” (page 64) and distribute Sort the Words (page 65) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word pot on the board. Ask, “What word would I make if I change p to l in pot?” Erase the letter p and write the letter l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as dot, not, and tot. 3. Write the word mom on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word pot. Have students complete the activity page for extra practice.

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Short

o

Content Connections Social Studies Materials

• chart paper or board • markers • stickers (optional)

Procedure 1. Discuss with students the meaning of “chores” (small jobs we do each day or week around the house). Ask students if they have any chores they are responsible for (e.g., cleaning their room, helping put things away, feeding a pet). Record students’ responses. .

2. Ask students to share what chores we have in our room (putting away books, cleaning up a play area). Record students’ responses on chart paper. 3. Tell students that each time someone does one of the classroom chores mentioned as a class, they may add a checkmark or sticker next to that chore on the list. Challenge students to see how many checks or stickers they can add in a day.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshorto2.pdf ).

School and Home Connection Materials • “Helping Momma” (page 64) • Family Letter for o (page 66) • chart paper

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share their home chores. Record these on chart paper. 3. Discuss what they learned.

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Short

o

Helping Momma By David L. Harrison

(1st voice) We love to help our We think we do a Momma says we’re But now and then we’re Today we dropped a Of gravy on her It landed with a We told her we would I got the sack of But slipped upon a The room looked like a I think I heard our Brother turned the I ran to get the But Momma sent us She said “You’ve helped

(2nd voice) mom cook. fine job. good boys, big slobs. hot pot clean floor. KER! PLOP! make more. white flour slick glob. snow storm. mom sob. fan on. wet mop. outside. enough! Stop!”

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Short

Name:_______________________________________ Date:_________________

o

Sorting Words Directions: Cut out and sort the words that rhyme with hot or mop. Glue them in the correct column.

hot

mop

Write one of the words you sorted in a sentence.

pot

pop

hop

dot

top

lot

not

rot

© Shell Education

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65

Family Letter for

o Dear Families, This week, we read the poem “Helping Momma.” Enjoy reading it together with your student! We have also been learning about doing chores. We discussed the ones we do in our classroom and at home. Please discuss with your student the chores he or she does or might do at home. List these below and return this paper to school tomorrow for sharing. Sincerely,

My chores are:

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Building Phonemic Awareness Skills Materials

• “Having Fun with E-L-L” (page 69; Audio CD: Track 10) • chart paper (optional)

Short e

-ell

Procedure Preparation Note: Distribute copies of the poem “Having Fun with E-L-L” (page 69) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: bet, bell, day. Which have the same sound at the beginning? Listen to these three words from the poem: bell, tell, new. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word bell? What is the first sound in the word tell? In smell?” 3. Sound Blending—Ask students, “What word is /t / /ell/? What word is /b/ /ell/?” 4. Sound Substitution—Ask students, “What word would I make if I change /t/ to /sh/ in tell? If I change /f/ to /s/ in fell?” 5. Sound Segmentation—Ask students, “If you stretch the word sell, what sounds do you hear? Stretch bell, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 69–70) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Having Fun with E-L-L” (page 69) and distribute Crossword Fun (page 70) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word tell on the board. Ask, “What word would I make if I change t to sh in tell?” Erase the letter t and write the letters sh to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as sell, yell, and Nell. 3. Write the word sell on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word bell. Have students complete the activity page for extra practice.

© Shell Education

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Short e

-ell

Content Connections Math Materials

• “Having Fun with E-L-L” (page 69; Audio CD: Track 10) • 2 paper shapes of each: square, circle, triangle, rectangle (write ell on each shape; one set per student) • 2 matching papers of each shape with these letters written on the shape: t, b, dw, sm, f, w, sw, c (one set per student) • hole punch string or yarn • string or yarn



Procedure 1. Prior to the lesson confirm that there are 16 signs—four each of a circle, a triangle, a square, and a rectangle. Punch two holes on one side, about six inches apart. Loop a piece of string or yarn through the holes and make them long enough that the students can slip them over their heads. 2. Explain to students that as you read each line of the poem, they should match with an ell sign of the same shape, when you say the word that begins like the one on their shape. 3. Demonstrate this by reading the first couple of lines and helping the students match. You might see if any child notices the word spell at the beginning of the poem. If so, you can make two more cards (sp and ell). 4. Repeat so all students have a chance to wear a shape.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshorteell.pdf ).

School and Home Connection Materials • “Having Fun with E-L-L” (page 69) • Family Letter for -ell (page 71) • chart paper

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share the shapes they found with their families. Record these on the chart paper or board. 3. Discuss what they learned.

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Short e

-ell

Having Fun with E-L-L By David L. Harrison

Every day I try to spell something new with e-l-l. Add a t and you can tell, add a b and it’s a bell, d-w lets you dwell, s-m lets you smell, when I added f, I fell, w is well, well, well, s-w means it’s swell, add a c, and it’s a cell. By now I bet that you can tell I love to play with e-l-l. © Shell Education

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Short e

-ell

Name:_______________________________________ Date:_________________

Crossword Fun Directions: Solve the clues to complete the crossword puzzle with -ell words!

fell

tell

bell

smell

1.

well 2.

3. 4. 5.

DOWN

70

ACROSS

1. My nose helps me____.

3. I hear the _____ ringing.

2. I feel _____today.

5. I will ____ you my name.

4. She ____ on the ice.

#50978—Learning through Poetry: Short Vowels

© Shell Education

Family Letter for

-ell Dear Families, This week, we read the poem “Having Fun with E-L-L.” Enjoy reading it together with your student! We have also been learning about shapes. Please look around your home and find something that looks like each of the shapes below. Return this paper to school tomorrow so we can share what you found. Sincerely,

Shape

What We Found in Our Home That Is This Shape

Circle

Square

Rectangle

Triangle

© Shell Education

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Short e

-est

Building Phonemic Awareness Skills Materials • “The Roadrunner” (page 74; Audio CD: Track 11) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “The Roadrunner” (page 74) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: west, words, eggs. Which have the same sound at the beginning? Listen to these three words from the poem: nest, pest, words. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word west? What is the first sound in the word best? In pest?” 3. Sound Blending—Ask students, “What word is /p/ /est/? What word is /n/ /est/?” 4. Sound Substitution—Ask students, “What word would I make if I change /p/ to /r/ in pest? If I change /n/ to /t/ in test?” 5. Sound Segmentation—Ask students, “If you stretch the word pest, what sounds do you hear? Stretch best, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 74–75) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “The Roadrunner” (page 74) and distribute Finding Words (page 75) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word pest on the board. Ask, “What word would I make if I change p to r in pest?” Erase the letter p and write the letter r to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as test, vest, and chest. 3. Write the word pest on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word best. Have students complete the activity page for additional practice.

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Short e

-est

Content Connections Science Materials

• “The Roadrunner” (page 74; Audio CD: Track 11) • photo of a roadrunner, a lizard, a horny toad, and other desert birds

Procedure 1. Reread the poem, pointing out the animals. 2. Create a “picture walk” of the poem to discuss the animals in this poem. Spread the pictures out on the floor in the order they are mentioned in the poem. Make them far enough apart that students can walk to each one as you read the poem. 3. Tell students that after they try the “picture walk,” they can help you read, and the remaining students can do the “picture walk” again.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshorteest.pdf ).

School and Home Connection Materials • “The Roadrunner” (page 74) • Family Letter for -est (page 76) • chart replicated from the family letter

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share what animal they discussed with their family. 3. Add the information to the chart. 4. Discuss what they learned.

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Short e

-est

The Roadrunner By David L. Harrison

The roadrunner likes the west, it gobbles lizards, swallows toads, picks up sticks to build its nest, runs down dusty desert roads. It gobbles eggs of other birds. To them the roadrunner is a pest. The roadrunner, in other words, does what roadrunners do best.

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Short e

Name:_______________________________________ Date:_________________

-est

Finding Words Directions: Find and circle the -est words.

pest

best

nest

west

e

n

e

s

t

l

m

g

t

n

r

g

n

o

c

d

r

b

e

s

t

l

w

e

s

t

n

I

s

o

p

q

r

y

v

p

e

s

t

c

o

r

Use one of the words you found in a sentence.

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Family Letter for

-est Dear Families, This week, we read the poem “The Roadrunner.” Enjoy reading it together with your student! We have also been learning about desert animals. In this poem, the Roadrunner “gobbles” many animals and builds its home out of sticks. Pick a different animal to talk about with your student (the animal can live anywhere in the world, including near us). Talk about what the animal likes to eat and what sort of home it would have. Send your ideas on this paper to school tomorrow so we can share what you talked about. Sincerely,

Name of Animal

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What It Eats

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Where It Lives in the World

© Shell Education

Building Phonemic Awareness Skills

Short

Materials

• “My Spider” (page 79; Audio CD: Track 12) • chart paper (optional)

e

Procedure Preparation Note: Distribute copies of the poem “My Spider” (page 79) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: dryer, dress, bed. Which have the same sound at the beginning? Listen to these three words from the poem: dress, soggy, mess. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word bed? What is the first sound in the word mess? In met?” 3. Sound Blending—Ask students, “What word is /m/ /ess/? What word is /b/ /ed/?” 4. Sound Substitution—Ask students, “What word would I make if I change /b/ to /r/ in bed? If I change /m/ to /l/ in mess?” 5. Sound Segmentation—Ask students, “If you stretch the word bed, what sounds do you hear? Stretch mess, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 79–80) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “My Spider” (page 79) and distribute Web Words (page 80) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word bed on the board. Ask, “What word would I make if I change b to r in bed?” Erase the letter b and write the letter r to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as fed, Ted, and wed. 3. Write the word bed on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word mess. Have students complete the activity page for additional practice.

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Short

e

Content Connections Science Materials • picture of a spider • picture of an ant

Procedure 1. Show students the picture of the spider. Place the picture of the ant next to it. Ask what they notice that is different (e.g., spider has two body sections, ants have three; spiders have eight legs, ants have six; ants have antennae, spiders do not). 2. Ask students if they know what spiders eat (insects). Ask students if they have ever seen a spider’s “home” (web). 3. Discuss how the spider spins its web across an area and uses it to trap insects that fly or crawl by it.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshorte.pdf ).

School and Home Connection Materials • “My Spider” (page 79) • Family Letter for e (page 81)

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Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to discuss what they learned.

#50978—Learning through Poetry: Short Vowels

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Short

e

My Spider By David L. Harrison

My pet’s a bed wetter, Ever since I met her, Some mornings when I get her, Her web’s a soggy mess. I find a dryer dress And gently I confess, “I used to be a wetter, There, there, don’t be a fretter, Soon, Dear, you’ll do better.”

© Shell Education

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Short

e

Name:_______________________________________ Date:_________________

Web Words Directions: Cut out and glue the words that have the short e sound as in the word egg. Glue the words on the web.

80

bed

eat

me

eel

red

east

ten

yes

#50978—Learning through Poetry: Short Vowels

© Shell Education

Family Letter for

e Dear Families, This week, we read the poem “My Spider.” Enjoy reading it together with your student! We have also been learning about spiders. We made spiders and webs at school. You can make a spider at home to share with us! Here are three different ways to make a spider: 1. Cut a cup from an egg carton, and add eight legs by using toothpicks, straws, cotton swabs, or pipe cleaners. 2. Ball up a sheet of paper or newspaper, and add eight legs by using toothpicks, straws, cotton swabs, or pipe cleaners. 3. Draw a spider on a sheet of paper, showing the eight legs. Please return your spider to school tomorrow to share with the rest of the class. Sincerely,

© Shell Education

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Short u

-uck

Building Phonemic Awareness Skills Materials • “Chuck the Stuck Duck” (page 84; Audio CD: Track 13) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Chuck the Stuck Duck” (page 84) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: duck, day, luck. Which have the same sound at the beginning? Listen to these three words from the poem: luck, duck, drove. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word duck? What is the first sound in the word luck? In Chuck?” 3. Sound Blending—Ask students, “What word is /l/ /uck/? What word is /d/ /uck/?” 4. Sound Substitution—Ask students, “What word would I make if I change /d/ to /b/ in duck? If I change /l/ to /t/ in luck?” 5. Sound Segmentation—Ask students, “If you stretch the word luck, what sounds do you hear? Stretch duck, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 84–85) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Chuck the Stuck Duck” (page 84) and distribute Circle the Word (page 85) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word duck on the board. Ask, “What word would I make if I change d to b in duck?” Erase the letter d and write the letter b to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as tuck, truck, and puck. 3. Write the word luck on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word duck.

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Short u

-uck

Content Connections Social Studies Materials

• “Chuck the Stuck Duck” (page 84; Audio CD: Track 13)

Procedure 1. Reread the poem to students and emphasize the part where Chuck’s truck gets stuck in the mud. 2. Help students predict some ways Chuck could get “unstuck.” 3. Discuss some decision making in your classroom (e.g., someone is reading a book you want, someone is unsure what to do at a center). 4. Discuss how decision making can lead to making good choices.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortuuck.pdf ).

School and Home Connection Materials

Procedure

• “Chuck the Stuck 1. Attach the poem to the family letter. Duck” (page 84) 2. When students return with their papers, • Family Letter for -uck ask them to share their decision-making (page 86) discussions they had at home. 3. Discuss what they learned.

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Short u

-uck

Chuck the Stuck Duck By David L. Harrison

Chuck the Duck Drove an ice cream truck. But one day Chuck, Drove his truck Through muddy muck Until his truck stuck. “What bad luck!” Cried muddy Chuck. “Oh yuck!”

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Short u

Name:_______________________________________ Date:_________________

-uck

Circle the Word Directions: Circle the word that names the picture.

duck with me

he truck two

do we stuck

yuck ten stop

Use one of the words you circled in a sentence.

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Family Letter for

-uck Dear Families, This week, we read the poem “Chuck the Stuck Duck.” Enjoy reading it together with your student! We have also been learning about decision making. We discussed what Chuck could do to get his truck out of the muck. We also talked about making good decisions at school. Below, please share an idea your family has for making a good decision (e.g., maybe two members want to watch different television shows, what should they do?). Please return this paper to school tomorrow to share with the rest of the class. Sincerely,

Our family talked about the following good decision making idea:

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Building Phonemic Awareness Skills Materials

• “Leapfrog” (page 89; Audio CD: Track 14) • chart paper (optional)

Short u

-ump

Procedure Preparation Note: Distribute copies of the poem “Leapfrog” (page 89) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: down, dump, leap. Which have the same sound at the beginning? Listen to these three words from the poem: dump, jump, flop. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word bump? What is the first sound in the word dump? In jump?” 3. Sound Blending—Ask students, “What word is /j/ /ump/? What word is /b/ /ump/?” 4. Sound Substitution—Ask students, “What word would I make if I change /b/ to /l/ in bump? If I change /j/ to /h/ in jump?” 5. Sound Segmentation—Ask students, “If you stretch the word jump, what sounds do you hear? Stretch dump, what do you hear?”

Building Phonics Skills Materials

• poem and activity pages (page 89–90) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Leapfrog” (page 89) and distribute Make It Fit (page 90) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word bump on the board. Ask, “What word would I make if I change b to l in bump?” Erase the letter b and write the letter l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as hump, stump, and pump. 3. Write the word jump on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word dump. Have students complete the activity page for additional practice. © Shell Education

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Short u

-ump

Content Connections Math Materials

• “Leapfrog” (page 89; Audio CD: Track 14) • number cards labeled 1–9

Procedure 1. Tell students you are going to read the poem. Each time they hear “Garump,” they should jump up. 2. Read the poem a second time, and whenever they jump up, hand a student a number starting at 1 and going to 9. Then, tell them to stand in a line at the front of the room, in order of their numbers. At the end, count the numbers out loud. 3. Read it several times so all students get a turn holding a number.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortuump.pdf ).

School and Home Connection Materials • “Leapfrog” (page 89) • Family Letter for -ump (page 91) • puppet from art activity (send home)

88

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to make the sound their family thought of. 3. Tell all students to make their own sound as you count from 1 to 9!

#50978—Learning through Poetry: Short Vowels

© Shell Education

Short u

Leapfrog

-ump

By David L. Harrison

Every night in the pale moonlight Down by the city dump, Froggies

leap and

flop

and plop

Garump! Garump! Garump! The perfect place where froggies go Is on a mossy stump.

There And

they

leap and and clump bump

jump and

jump and j ump.

Come out, come out in the pale moonlight, Down by

the

city

dump,

We’ll leap and jump all though the night! Garump! Garump! Garump!

© Shell Education

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Short u

-ump

Name:_______________________________________ Date:_________________

Make It Fit! Directions: Write the -ump words in the correct boxes.

jump

bump

clump

dump

stump

Garump

uu m m a r um

um 90

#50978—Learning through Poetry: Short Vowels

c um um

s um © Shell Education

Family Letter for

-ump Dear Families, This week, we read the poem “Leapfrog.” Enjoy reading it together with your student! We have also been learning about counting. Read the poem aloud to your student. Each time you say “Garump,” your student should make the puppet open his mouth and pretend to make the sound. We counted 9 times that the frog said “Garump!” Make up your own sound (e.g., maybe it is a dog barking or a cat meowing or a cow mooing). Have the student make the sound each time you say a number from 1 to 9. Then, you make the sound and have your student count each time, from 1 to 9. Please fill in the information below and send it to school tomorrow to share. Sincerely,

The funny sound we made was:

Draw a picture.

© Shell Education

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Short

u

Building Phonemic Awareness Skills Materials • “The Bus” (page 94; Audio CD: Track 15) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “The Bus” (page 94) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: bus, cub, bug. Which have the same sound at the beginning? Listen to these three words from the poem: slug, cow, bug. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word bug? What is the first sound in the word muss? In duck?” 3. Sound Blending—Ask students, “What word is /b/ /ug/? What word is /k/ /ub/?” 4. Sound Substitution—Ask students, “What word would I make if I change /b/ to /r/ in bug? If I change /k/ to /t/ in cub?” 5. Sound Segmentation—Ask students, “If you stretch the word bus, what sounds do you hear? Stretch bud, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 94–95) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “The Bus” (page 94) and distribute Missing Letter (page 95) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word bug on the board. Ask, “What word would I make if I change b to r in bug?” Erase the letter b and write the letter r to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as tug, mug, and dug. 3. Write the word bus on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word bud. Have students complete the activity page for additional practice.

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Short

u

Content Connections Math Materials

• 2 yellow paper squares • 2 red paper triangles • 2 white paper rectangles



• 2 green paper circles • pocket chart • “The Bus” (page 94; Audio CD: Track 15)

Procedure Preparation Note: Prior to the lesson, label one yellow square Slimy Slug and the other Freddie Bull. Label one red triangle Duggy Bug and the other Norman Duck. Label one white rectangle Dusty Bear Cub and the other Chucky Buck. Label one green circle Flossy Cow and the other Flower Bud. 1. Display the pocket chart and tell students to imagine the pockets are the rows of bus seats. 2. Read the poem. As you mention a character, show the shape with the name on it. Place them on the floor. 3. Tell students as you read the poem again they will help you put the characters on the bus (create space between sets of two as if it were the aisle on the bus). 4. Go back and count the number of sets of two. Discuss how each set has two characters. Have students help you add their names to the pocket chart in sets of two. 5. You can also count by twos if your students are ready for this concept.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artshortu.pdf ).

School and Home Connection Materials • “The Bus” (page 94) • Family Letter for u (page 96)

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share their sets of two. 3. Discuss what they learned.

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Short

u

The Bus By David L. Harrison

One night I said, “My name is Russ, And I’m the driver Of this bus, Behave yourselves, I hate a fuss, Don’t leave a litter, Mess or muss.”

Every seat Was soon full With Slimy Slug, Freddie Bull, Duggy Bug, Norman Duck, Dusty Bear Cub, Chucky Buck, Flossy Cow Chewed her cud Beside a skunk Named Flower Bud, And in the last seat Sat my pup Who licked my face And woke me up.

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Short

u

Name:_______________________________________ Date:_________________

Missing Letter Directions: Look at the picture. Circle the correct letter to make the word. Then write it to complete the word.

b  r  m

b  r  m

b  r  m

ug

ug

ug

Use one of the words in a sentence.

© Shell Education

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Family Letter for

u

Dear Families, This week, we read the poem “The Bus.” Enjoy reading it together with your student! We have also been learning about sets of two. Please help your student make sets of two by laying two objects next to each other (two pencils, two forks, two keys, etc.). Tell us the sets of two you made below and return this paper to school tomorrow. Sincerely,

The sets of two we made were:

Draw the sets you made.

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© Shell Education

Building Phonemic Awareness Skills

Mixed Practice

Materials

• “Skunk Wash” (page 99; Audio CD: Track 16) • chart paper (optional)

1

Procedure Preparation Note: Distribute copies of the poem “Skunk Wash” (page 99) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: stink, bath, stunk. Which have the same sound at the beginning? Listen to these three words from the poem: skunk, wink, plunk. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word sink? What is the first sound in the word dunk? In plank?” 3. Sound Blending—Ask students, “What word is /s/ /ink/? What word is /w/ /ink/?” 4. Sound Substitution—Ask students, “What word would I make if I change /s/ to /m/ in sink? If I change /cl/ to /b/ in clank?” 5. Sound Segmentation—Ask students, “If you stretch the word sunk, what sounds do you hear? Stretch plank, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 99–100) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Skunk Wash” (page 99) and distribute Pick the Right Part (page 100) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word sink on the board. Ask, “What word would I make if I change s to m in sink?” Erase the letter s and write the letter m to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as clank/bank, pink/drink, and sunk/junk. 3. Write the word sunk on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word plank. Have students complete the activity page for additional practice.

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Mixed Practice

1

Content Connections Science Materials

• unsweetened powdered drink mixes in different fruit flavors • ice cube tray • cardstock or construction paper

Procedure Preparation Note: Mix 1 tablespoon of drink mix with 1 tablespoon of water in one ice cube tray section. Repeat for all the flavors you have. Paint sections of the paper with each mixture, keeping them separated. Dry thoroughly overnight. Cut apart into squares large enough for the students to handle. 1. Spread the papers around so students can easily access them. 2. Tell students to lightly scratch the paper and then smell it. Can they tell what the smell is?

Art For an art activity supporting this lesson, please see the Digital Resource CD (artmixpractice1.pdf ).

School and Home Connection Materials • “Skunk Wash” (page 99) • Family Letter for Mixed Practice 1 (page 101) • chart titled Our Favorite Smells

98

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share their favorite smells. 3. Discuss what they learned.

#50978—Learning through Poetry: Short Vowels

© Shell Education

Mixed Practice

1

Skunk Wash By David L. Harrison

Stink, stank, stunk, I smell a smelly skunk.

Sink, sank, sunk, Skunk, you’re smelling punk.

Stunk, stank, stink, It needs a bath I think.

Sunk, sank, sink, Did I see you wink?

Clink, clank, clunk, I see you in the trunk!

Plunk, plank, plink, You’re washing in my sink!

Clunk, clank, clink, Skunk, you really stink.

Plink, plank, plunk, You smell much better, skunk!

Dink, dank, dunk, You smell awful, skunk. Dunk, dank, dink, Your odor makes me blink.

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Mixed Practice

1

Name:_______________________________________ Date:_________________

Pick the Right Part Directions: Cut out the boxes at the bottom of the page. Glue them next to a letter to make a word.

100

t

p

bl

dr

w

s

ank

ink

ink

ank

ink

ink

#50978—Learning through Poetry: Short Vowels

© Shell Education

Family Letter for Mixed Practice

1 Dear Families, This week, we read the poem “Skunk Wash.” Enjoy reading it together with your student! We have also been learning about smells. Ask members of your family what his or her favorite smell is. Please fill out the information below with your student. Return this paper to school tomorrow so we can share your ideas! Sincerely,

Family Member’s Name

© Shell Education

His or Her Favorite Smell

#50978—Learning through Poetry: Short Vowels

101

Mixed Practice

2

Building Phonemic Awareness Skills Materials • “Temptation” (page 104; Audio CD: Track 17) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Temptation” (page 104) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: ching, chicken, money. Which have the same sound at the beginning? Listen to these three words from the poem: thing, ding, phone. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word ding? What is the first sound in the word ring? In wing?” 3. Sound Blending—Ask students, “What word is /d/ /ing/? What word is /r/ /ing/?” 4. Sound Substitution—Ask students, “What word would I make if I change /s/ to /k/ in sing? If I change /r/ to /st/ in ring?” 5. Sound Segmentation—Ask students, “If you stretch the word ring, what sounds do you hear? Stretch ching, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 104–105) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Temptation” (page 104) and distribute Matching Poem (page 105) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word sing on the board. Ask, “What word would I make if I change s to k in sing?” Erase the letter s and write the letter k to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as sting, swing, and ping. 3. Write the word ring on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word ching. Have students complete the activity page for additional practice.

102

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Mixed Practice

2

Content Connections Social Studies Materials

• “Temptation” (page 104); Audio CD: Track 17 • drawing paper (one per student) • crayons

Procedure 1. Reread the poem, pointing out all the things the girl might buy. 2. Ask students, “What would you buy if you had money in your pocket?” 3. Distribute the materials to students and have them create a drawing (or write) what they would buy. 4. Ask students how much money they think they would need to buy the object. Help them write that amount on their drawing, using the proper dollar and cents signs. 5. Discuss the choices they made.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artmixpractice2.pdf ).

School and Home Connection Materials

Procedure

• “Temptation” 1. Attach the poem to the family letter. (page 104) 2. When students return with their papers, • Family Letter for ask them to share the purchases their Mixed Practice 2 families discussed. (page 106) 3. Discuss what they learned. • chart paper divided in half and labeled Must Buy and Would Like to Buy

© Shell Education

#50978—Learning through Poetry: Short Vowels

103

Mixed Practice

2

Temptation By David L. Harrison

Money in my pocket, Ching a-ching ching. What will it buy me? Thing a-thing thing. Might buy a cell phone, Ring a-ring ring. Might buy a bracelet, Bling a-bling bling. Might buy a chicken, Wing a-wing wing. Might buy an ice cream, Ding a-ding ding. Might buy a CD, Sing a-sing sing. Money in my pocket, Ching a-ching ching! 104

#50978—Learning through Poetry: Short Vowels

© Shell Education

Mixed Practice

Name:_______________________________________ Date:_________________

2

Matching Poem Directions: Use the poem and the letters below to finish the words from the poem that match each picture.

bl

d

r

w

ch

ing

ing

ing

ing

ing

© Shell Education

#50978—Learning through Poetry: Short Vowels

105

Family Letter for Mixed Practice

2 Dear Families, This week, we read the poem “Temptation.” Enjoy reading it together with your student! We have also been learning about economics (buying goods). Talk with your student about the two kinds of things a family buys—the things they must buy, and the things they would like to buy. Share your ideas with us by returning this to school tomorrow. Sincerely,

Something our family must buy:

Something our family would like to buy if we had extra “money in our pocket:”

106

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Building Phonemic Awareness Skills

Mixed Practice

Materials

• “An Ugly Bug” (page 109; Audio CD: Track 18) • chart paper (optional)

3

Procedure Preparation Note: Distribute copies of the poem “An Ugly Bug” (page 109) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: bed, sis, bug. Which have the same sound at the beginning? Listen to these three words from the poem: tan, mat, ran. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word mat? What is the first sound in the word bug? In tan?” 3. Sound Blending—Ask students, “What word is /m/ /at/? What word is /r/ /an/?” 4. Sound Substitution—Ask students, “What word would I make if I change /m/ to /s/ in mat? If I change /r/ to /f/ in ran?” 5. Sound Segmentation—Ask students, “If you stretch the word bed, what sounds do you hear? Stretch red, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 109–110) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “An Ugly Bug” (page 109) and distribute Make Two Words (page 110) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word mat on the board. Ask, “What word would I make if I change m to h in mat?” Erase the letter m and write the letter h to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as bat, sat, and rat. 3. Write the word red on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word bed. Have students complete the activity page for additional practice.

© Shell Education

#50978—Learning through Poetry: Short Vowels

107

Mixed Practice

3

Content Connections Science Materials

• 2 shallow saucers • water • checklist (found on the Digital Resource CD filename: checklist.pdf; one per student)

Procedure 1. Pour a shallow amount of water in each saucer. 2. Place the two saucers outside, putting one in the sun and one in the shade. 3. Give each student a checklist. Tell them to use their observation skills to see if there is still water in each saucer. If there is, put a check in the corresponding columns. 4. Check on the saucers about once an hour and discuss how the heat of the sun helped the water evaporate.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artmixpractice3.pdf ).

School and Home Connection Materials • “An Ugly Bug” (page 109) • Family Letter for Mixed Practice 3 (page 111)

108

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share what their families discussed. 3. Discuss what they learned.

#50978—Learning through Poetry: Short Vowels

© Shell Education

An Ugly Bug By David L. Harrison

Mixed Practice

3

When Sis was lying on a mat Working on her tan, An ugly bug came buzzing by, Sister jumped and ran. “A bug!” she cried, “Help! Help! Hit that awful thing! Whack it! Crack it! Whap it! Slap it! What if it can sting?” I grinned until that ugly bug Landed on my back. “Ack!” I yelled. “Get it off! Give that bug a smack!” We slapped and whapped And whammed each other Until our skin turned red, The bug flew off but Sis and I Had to go to bed.

© Shell Education

#50978—Learning through Poetry: Short Vowels

109

Mixed Practice

3

Name:_______________________________________ Date:_________________

Make Two Words Directions: Which vowel goes in the middle to make a word down, and a word across? Is it a, e, i, o, or u?

d c

p g m

t

n t r

p

d n p

h

t n m

f

n g

110

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Family Letter for Mixed Practice

3 Dear Families, This week, we read the poem “An Ugly Bug.” Enjoy reading it together with your student! We have also been learning about the sun. We talked about how the sun can evaporate water in a saucer and how the sun can fade the color from a piece of paper. Discuss with your student ways to stay safe from the harmful rays of the sun (lotion, hat, umbrella, shade). What does your family do to stay safe from the sun? Tell us below and return this to school paper tomorrow for sharing. Sincerely,

Our family stays safe from the sun by:

© Shell Education

#50978—Learning through Poetry: Short Vowels

111

Bonus Short a

Words

Building Phonemic Awareness Skills Materials • “Val” (page 114; Audio CD: Track 19) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Val” (page 114) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: Sam, gal, sorry. Which have the same sound at the beginning? Listen to these three words from the poem: pal, boot, gal. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word Val? What is the first sound in the word pal? In Sam?” 3. Sound Blending—Ask students, “What word is /g/ /al/? What word is /b/ /oot/?” 4. Sound Substitution—Ask students, “What word would I make if I change /b/ to /t/ in back? If I change /k/ to /t/ in call?” 5. Sound Segmentation—Ask students, “If you stretch the word back, what sounds do you hear? Stretch Sam, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 114–115) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Val” (page 114) and distribute Sort the Words (page 115) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word back on the board. Ask, “What word would I make if I change b to t in back?” Erase the letter b and write the letter t to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as rack, sack, and jack. 3. Write the word back on the board. Say, “Look across the word and tell me all the sounds you hear,” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word Sam. Have students complete the activity page for additional practice.

112

#50978—Learning through Poetry: Short Vowels

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Bonus

Short a

Words

Content Connections Science Materials

• pencils • drum • cotton balls • feathers • metal pan • chart paper

Procedure 1. Remind students that in the poem, Sammy hollered. Discuss how this makes our voices louder. We can change how loud our voices are by whispering or shouting. 2. Show students the pair of objects. Ask students, “If we tap on each object with the pencil, which will be loud? Which will be quiet?” Tap each pair of items. 3. Go for a walk in the room, having students suggest items to tap with the pencil. Give each student a pencil and ask him or her to gently tap on other items and see if they can find a pair to compare a loud sound with a soft sound. 4. Record their findings on the board or chart paper. In a two-column chart, label things that made a loud sound and things that made a soft sound.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artbonusawords.pdf ).

School and Home Connection Materials • “Val” (page 114) • Family Letter for Bonus a Words (page 116)

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share the list of ideas of times when their family can be loud and quiet. 3. Discuss what they learned.

© Shell Education

#50978—Learning through Poetry: Short Vowels

113

Bonus

Short a

Words

Val

By David L. Harrison

My pal Val is quite a gal, Be careful What you call her, When Sammy Hallam said, “You’re cute,” Val made Sammy holler. Sammy said, “I take it back! I don’t think you’re cute.” Val scowled at Sam and BAM! She gave poor Sam the boot. Val felt bad for getting mad, She said. “I’m sorry, Sam. “It’s okay To call me cute Because, dear Sam, I am.”

114

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Bonus

Name:_______________________________________ Date:_________________

Short a

Words

Sort the Words Directions: Sort the words that sound like the a in ape or the a in apple. Cut out and glue the words in the correct column.

ape

apple

can

gal

pat

Sam

take

bat

name

ate

ran

made

had

gave

© Shell Education

#50978—Learning through Poetry: Short Vowels

115

Family Letter for Bonus

a Words

Dear Families, This week, we read the poem “Val.” Enjoy reading it together with your student! We have also been learning about sound. Please discuss with your student the musical instruments we used in school to show how we can make loud and quiet sounds. In our poem, Val made Sammy holler. Sometimes making our voices loud is important (as when we are playing some games) and sometimes keeping our voices soft, or quiet, is important (as in our library). Talk with your student about times your family might have a loud voice and times your family might have a quiet voice. Share these ideas with us below and return this paper to school tomorrow. Sincerely,

Our family uses loud voices when...

116

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Our family uses quiet voices when...

© Shell Education

Building Phonemic Awareness Skills Materials

Bonus Short e

Words

• “Ten” (page 119; Audio CD: Track 20) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Ten” (page 119) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: Nine, go, nets. Which have the same sound at the beginning? Listen to these three words from the poem: hens, wrens, jets. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word men? What is the first sound in the word pen? In jets?” 3. Sound Blending—Ask students, “What word is /m/ /en/? What word is /p/ /en/?” 4. Sound Substitution—Ask students, “What word would I make if I change /m/ to /t/ in men? If I change /p/ to /s/ in pets?” 5. Sound Segmentation—Ask students, “If you stretch the word vets, what sounds do you hear? Stretch pets, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 119–120) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Ten” (page 119) and distribute Where Do the Words Go? (page 120) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word men on the board. Ask, “What word would I make if I change m to t in men?” Erase the letter m and write the letter t to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as pen, den, and hen. 3. Write the word vets on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word pets. Have students complete the activity page for additional practice.

© Shell Education

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117

Bonus

Short e

Words

Content Connections Math Materials

• 10 small items per student (e.g., buttons, counters) • page numbered 1–10 (found on Digital Resource CD filename: numberedpage.pdf )

Procedure 1. Distribute the 10 small items and page to students. 2. Tell students to put their finger on the number 1 and to place 1 item in the box to represent 1 item. 3. Continue until they have done all 10 boxes.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artbonusewords.pdf ).

School and Home Connection Materials • “Ten” (page 119) • Family Letter for Bonus e Words (page 121) • board to display family sets

118

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, display their pages with the shapes in the boxes labeled 1 to 10. 3. Practice counting 1 to 10. Discuss what they learned.

#50978—Learning through Poetry: Short Vowels

© Shell Education

Bonus

Ten

Short e

Words

By David L. Harrison

Away we go From one to ten Ten wrens Nine hens Eight nets Seven jets Six Kens Five Bens Four pets Three vets Two men One pen Down we go To one again Ten wrens Nine hens Eight nets Seven jets Six Kens Five Bens Four pets Three vets Two men One pen © Shell Education

#50978—Learning through Poetry: Short Vowels

119

Bonus

Short e

Words

Name:_______________________________________ Date:_________________

Where Do the Words Go? Directions: Sort the words that sound like the e in egg or the e in eel. Cut out and glue the words in the correct column.

egg

120

eel

red

each

men

eat

tree

ten

east

bee

pea

eve

yes

help

#50978—Learning through Poetry: Short Vowels

© Shell Education

Family Letter for Bonus

e Words Dear Families, This week, we read the poem “Ten.” Enjoy reading it together with your student! We have also been learning about counting from 1 to 10. We made sets of the same color dots in boxes labeled 1 to 10. Create your own chart like the one below. Help your student pick a new shape (such as a star) to fill the boxes on their chart by drawing the correct number of shapes as indicated in each box. Share these with us by returning the paper to school tomorrow. Sincerely,

1

2

3

4

5

6

7

8

9

10

© Shell Education

#50978—Learning through Poetry: Short Vowels

121

Bonus Short i

Words

Building Phonemic Awareness Skills Materials • “Sid” (page 124; Audio CD: Track 21) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Sid” (page 124) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: fix, did, fig. Which have the same sound at the beginning? Listen to these three words from the poem: kid, who, did. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word kid? What is the first sound in the word hid? In Sid?” 3. Sound Blending—Ask students, “What word is /k/ /id/? What word is /d/ /id/?” 4. Sound Substitution—Ask students, “What word would I make if I change /k/ to /l/ in kid? If I change /d/ to /b/ in did?” 5. Sound Segmentation—Ask students, “If you stretch the word kid, what sounds do you hear? Stretch hid, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 124–125) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Sid” (page 124) and distribute Where Does It Belong? (page 125) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word kid on the board. Ask, “What word would I make if I change k to l in kid?” Erase the letter k and write the letter l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as bid, hid, and rid. 3. Write the word kid on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word hid. Have students complete the activity page for additional practice.

122

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© Shell Education

Bonus

Short i

Words

Content Connections Science Materials

• small rubber ball

Procedure 1. Show students the small rubber ball. Tell them to close their eyes. 2. Hide the ball somewhere in the room. Tell students, even though they cannot see it, it is still in the room. Where do they think it is? 3. Ask a student to go near where he or she thinks you hid the ball. Tell them if they are near the ball, you will say, “hot,” if they are far away, you will say “cold.” You can model how they will need to move around the room to help them find the ball. 4. Play the game several times as time permits. You can allow the student who finds the ball to hide it the next time.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artbonusiwords.pdf ).

School and Home Connection Materials • “Sid” (page 124) • Family Letter for Bonus i Words (page 126)

© Shell Education

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share the game they played with their families.

#50978—Learning through Poetry: Short Vowels

123

Bonus

Short i

Sid

Words

By David L. Harrison

I don’t know why Sid hid. Who knows what The kid did? His sister threw A ripping fit And screamed, “I’ll throw you In a pit!”

He must have done An awful sin To get himself In the fix he’s in. I’m sure I saw The kid grin. All I know is Sid hid. Who knows what The kid did?

His brother yelled, “You little pig! You’re stinkier Than a rotten fig!”

124

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Bonus

Name:_______________________________________ Date:_________________

Short i

Words

Where Does It Belong? Directions: Sort the words that sound like the i in igloo or the i in icicle. Cut out and glue the words in the correct column.

igloo

icicle

pin

ice

dip

tip

like

did

bike

dime

six

hide

big

line

© Shell Education

#50978—Learning through Poetry: Short Vowels

125

Family Letter for Bonus

i Words Dear Families, This week, we read the poem “Sid.” Enjoy reading it together with your student! We have also been learning about using the clues “hot” and “cold” to help us find an object that was playing hide and seek with us! Have your student pick a small object in your home (e.g., a small ball, a coin, an eraser). Take turns closing your eyes while the other person hides the object. The “hider” should give the clues “hot” if you are standing near the object or “cold” if you are far away. As many family members as you want can play this game! Tell us what you hid and some of the places you hid the object. Return this paper to school tomorrow for sharing. Sincerely,

What We Hid

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Where We Hid It

© Shell Education

Building Phonemic Awareness Skills Materials

• “How Hot Is It?” (page 129; Audio CD: Track 22) • chart paper (optional)

Bonus Short o

Words

Procedure Preparation Note: Distribute copies of the poem “How Hot Is It?” (page 129) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: hot, rot, hiss. Which have the same sound at the beginning? Listen to these three words from the poem: dot, hot, find. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word hot? What is the first sound in the word dot? In not?” 3. Sound Blending—Ask students, “What word is /n/ /ot/? What word is /h/ /ot/?” 4. Sound Substitution—Ask students, “What word would I make if I change /h/ to /l/ in hot? If I change /n/ to /p/ in not?” 5. Sound Segmentation—Ask students, “If you stretch the word not, what sounds do you hear? Stretch hot, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 129–130) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “How Hot Is It?” (page 129) and distribute Put It in the Right Place (page 130) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word hot on the board. Ask, “What word would I make if I change h to l in hot?” Erase the letter h and write the letter l to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as pot, got, and tot. 3. Write the word not on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word hot. Have students complete the activity page for additional practice. © Shell Education

#50978—Learning through Poetry: Short Vowels

127

Bonus

Short o

Words

Content Connections Science Materials

• bowl of water • cotton balls (one per student) • a fan (handheld pleated fan or electric fan)

Procedure 1. Fill the bowl with water. 2. Have each student wet the cotton ball and then squeeze out the extra water. 3. Tell students to rub some of the water on the back of their hand. Fan the wet spot for each student. 4. Discuss how it felt (should have felt cool to them) and why it feels this way. This is a good way to cool off when we are hot, hot, hot! 5. Repeat as often as you like.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artbonusowords.pdf ).

School and Home Connection Materials • “How Hot Is It?” (page 129) • Family Letter for Bonus o Words (page 131)

128

Procedure 1. Attach the poem to the family letter. 2. When students return with their papers, ask them to share how their families get cool when it is hot out. 3. Discuss what they learned.

#50978—Learning through Poetry: Short Vowels

© Shell Education

Bonus

Short o

How Hot Is It?

Words

By David L. Harrison

It’s hot, It’s hot, It’s way too

All they’ll find Is a Hot

Hot!

Dot.

I won’t go out. I won’t, I’ll

I’ll stay inside, I’ll stay indoors. What?

Not. It’s hot hot hot hot hot hot hot! If I go out, I’ll melt, I’ll Rot, I’ll steam, I’ll hiss Like a boiling

I’ll have to do My chores? Going out Is sounding Good. Here I come. You knew I Would.

Pot. © Shell Education

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129

Bonus

Short o

Words

Name:_______________________________________ Date:_________________

Put It in the Right Place Directions: Sort the words that sound like the o in ostrich or the o in oval. Cut out and glue the words in the correct column.

ostrich

130

oval

got

go

top

toe

nose

stop

rope

not

pop

goat

mop

soap

#50978—Learning through Poetry: Short Vowels

© Shell Education

Family Letter for Bonus

o Words Dear Families, This week, we read the poem “How Hot Is It?” Enjoy reading it together with your student! We have also been learning about temperatures. We wet the back of our hands and learned that air blowing over our damp skin felt cool. How does your family get cool on a hot day? Tell us about it below and return this paper to school for sharing! Sincerely,

When our family is hot, hot, hot, we do the following to get cool:

© Shell Education

#50978—Learning through Poetry: Short Vowels

131

Bonus Short u

Words

Building Phonemic Awareness Skills Materials • “Muddy Pup” (page 134; Audio CD: Track 23) • chart paper (optional)

Procedure Preparation Note: Distribute copies of the poem “Muddy Pup” (page 134) to students or display a large version of the poem on chart paper. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Sound Matching—Say to students, “Listen to these three words from the poem: him, pup, hug. Which have the same sound at the beginning? Listen to these three words from the poem: up, hug, pup. Which have the same sound at the end?” 2. Sound Isolation—Ask students, “What is the first sound in the word pup? What is the first sound in the word hug? In mud?” 3. Sound Blending—Ask students, “What word is /m/ /ud/? What word is /h/ /ug/?” 4. Sound Substitution—Ask students, “What word would I make if I change /h/ to /b/ in hug? If I change /t/ to /r/ in tug?” 5. Sound Segmentation—Ask students, “If you stretch the word pup, what sounds do you hear? Stretch mud, what do you hear?”

Building Phonics Skills Materials

• poem and activity page (pages 134–135) • chart paper (optional)

Procedure Preparation Note: Distribute copies or display a large version of the poem “Muddy Pup” (page 134) and distribute Making Words (page 135) to students. Read the poem aloud or play the professional recording of the poem, and then proceed to the steps below. 1. Write the word hug on the board. Ask, “What word would I make if I change h to b in hug?” Erase the letter h and write the letter b to make the new word. Ask, “Were we right in our prediction about what the new word would be?” 2. Demonstrate this with other words such as rug, mug, and dug. 3. Write the word pup on the board. Say, “Look across the word and tell me all the sounds you hear.” Or say, “Stretch the sounds as you read the word.” 4. Repeat the activity with the word mud. Have students complete the activity page for additional practice.

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Bonus

Short u

Words

Content Connections Science Materials

• small jars with lids (1 for each student or pair of students) • dish soap • water

Procedure Preparation Note: Prior to the lesson, fill the small jars with water, adding a small amount of dish soap, and put the lids on tightly. 1. Give each student (or pair of students) a jar. 2. Tell students to shake, shake, shake to make bubbles. Have them watch what happens when they stop shaking the jar. 3. Shake again to make new bubbles.

Art For an art activity supporting this lesson, please see the Digital Resource CD (artbonusuwords.pdf ).

School and Home Connection Materials

Procedure

• “Muddy Pup” 1. Attach the poem to the family letter. (page 134) 2. When students return with their papers, ask • Family Letter for them to tell about a time they saw bubbles. Bonus Short u Words 3. Discuss what they learned. (page 136)

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133

Bonus

Short u

Words

Muddy Pup By David L. Harrison

(1st voice)

(2nd voice)

Muddy muddy pup pup Washy washy tub tub Soapy soapy rub rub Hold him, dry him tug tug

Catch him, clean him up up Splashy splashy scrub scrub Bubble bubble glub glub

Happy puppy hug hug!

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Bonus

Name:_______________________________________ Date:_________________

Short u

Words

Making Words Directions: Sort the words that sound like the u in umbrella or the u in unicorn. Cut out and glue the words in the correct column.

umbrella

unicorn

but

up

us

blue

mug

cute

June

glue

bus

use

bug

cube

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Family Letter for Bonus

u Words

Dear Families, This week, we read the poem “Muddy Pup.” Enjoy reading it together with your student! We have also been learning about bubbles. Talk with your student about soap and water bubbles. When do they see them (e.g., washing their hands, washing dishes, etc.)? Tell us about a time your family used soap that made bubbles and what happened. Return this paper to school tomorrow to share! Sincerely,

Our family saw bubbles:

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References Cited Adams, Marilyn J. 1990. Beginning to Read: Thinking and Learning About Print. Cambridge, MA: Massachusetts Institute of Technology Press. Armbruster, Bonnie B., Fran Lehr, and Jean Osborn. 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read. Washington, DC: National Institute for Literacy. Dickmann, Nancy. 2010. Food From Farms. Chicago: Heinemann Chicago-Raintree. Ehri, Linnea C., Simone R. Nunes, Dale M. Willows, Barbara Valeska Schuster, Zohreh Yaghoub-Zadeh, and Timothy Shanahan. 2001. “Phonemic Awareness Instruction Helps Children Learn to Read: Evidence from the National Reading Panel’s Meta‑analysis.” Reading Research Quarterly 39(3): 250–287. Ehri, Linnea C. and Theresa A. Roberts. 2006. “The Roots of Learning to Read and Write: Acquisition of Letters and Phonemic Awareness.” In Handbook of Early Literacy Research Volume 2, edited by David K. Dickinson and Susan B. Neuman, 113–131. New York: Guilford Press. Griffith, Priscilla L. and Mary W. Olson. 1992. “Phonemic Awareness Helps Beginning Readers Break the Code.” In The Reading Teacher 45(7): 516–523. Halliday, Michael A. K. 1975. Learning How to Mean: Explorations in the Development of Language. London: Edward Arnold. Hart, Betty and Todd Risley. 2003. “The Early Catastrophe: The 30 Million Word Gap by Age 3.” American Educator 27(1): 6–9. Heilman, Arthur. 2002. Phonics in Proper Perspective, 9th ed. Columbus, OH: Merrill. Inkelas, Sharon. 2003. “J’s Rhymes: A Longitudinal Case Study of Language Play.” Journal of Child Language 30(3): 557–581. Juel, Connie. 2006. “The Impact of Early School Experiences on Initial Reading.” In Handbook of Early Literacy Research Volume 2, edited by David K. Dickinson and Susan B. Neuman, 410–426. New York: Guilford. Juel, Connie, Priscilla L. Griffith, and Philip B. Gough. 1986. “Acquisition of Literacy: A Longitudinal Study of Children in First and Second Grade.” Journal of Educational Psychology 78(4): 243–255. Lane, Holly B. and Paige C. Pullen. 2004. Phonological Awareness Assessment and Instruction: A Sound Beginning. Boston: Pearson.

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References Cited (cont.) Moats, Louisa C. 2000. Speech to Print: Language Essentials for Teachers. Baltimore: Paul H. Brookes Publishing Company. National Early Literacy Panel. 2008. Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. National Institute of Child Health and Human Development. 2000. Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. NIH Publication No. 00-4769. Washington, DC: U.S. Government Printing Office. Opitz, Michael F. 2000. Rhymes and Reasons: Literature and Language Play for Phonological Awareness. Portsmouth, NH: Heinemann. Padak, Nancy, and Terry Kindervater. 2008. “A 50-Year View of Family Literacy.” In An Essential History of Current Reading Practices, edited by Mary Jo Fresch, 52–65. Newark, DE: International Reading Association. Rasinski, Timothy V., and Nancy D. Padak. 2008. From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School. 2nd ed. Boston: Pearson. Rasinski, Timothy V., William H. Rupley, and William D. Nichols. 2008. “Two Essential Ingredients: Phonics and Fluency Getting to Know Each Other.” The Reading Teacher 62 (3): 257–260. Stahl, Steven A., and Bruce A. Murray. 1994. “Defining Phonological Awareness and its Relationship to Early Reading.” In Journal of Educational Psychology 86(2): 221–234. Stanovich, Keith E. 1993. “Romance and Reality.” The Reading Teacher 47 (4): 280–291. Trelease, Jim J. 1982. “Parade.” The Read-Aloud Handbook, 18–19. New York: Penguin Books. Walton, Patrick D., and Lona M. Walton. 2002. “Beginning Reading by Teaching in Rime Analogy: Effects on Phonological Skills, Letter-Sound Knowledge, Working Memory, and Word-Reading Strategies.” In Scientific Studies of Reading 6 (1): 79–115. Wasik, Barbara A. 2010. “What Teachers Can Do to Promote Preschoolers’ Vocabulary Development: Strategies for Effective Language and Literacy Professional Development Coaching Model.” Reading Teacher 63 (8): 621–633. Wylie, Richard E., and Donald D. Durrell. 1970. “Teaching Vowels Through Phonograms. In Elementary School Journal 47(6): 787–791

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Answer Key Short

o

Which Letter? (page 25)

Name: ______________________________________ Date: ________________

the Pictures Circle theCircle Pictures (page 60) Directions: Circle the pictures of the words with the same o sound as in log.

tack, sack, track, pack Students’ sentences will vary but should include one of the -ack words.

Leaf Words (page 30) cash, trash, rash, smash Write a sentence using one of the o pictures you circled.

Students’ sentences will vary but should include one of the o pictures circled.

Fishing for Words (page 35) Bob—rob, cob, job Frank—sank, bank, prank

Sort the Words (page 65) 60

-ill

Rhyme Match (page 40) Name: ______________________________________ Date: ________________

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mop—pop, hop, top

Rhyme Match

Directions: Connect the words that rhyme.

Students’ sentences will vary but should include one of the o words.

can pill

#50978—Learning through Poetry: Short Vowels

hot—pot, dot, lot, not, rot

Short i

Short e

mill

-ell

run

Name: ______________________________________ Date: ________________

Crossword Fun

Crossword Fun (page 70) Directions: Solve the clues to complete the crossword puzzle with -ell words!

gill still

man

fell

stay

bell

smell

swell

s w m e b e l l l l f t e l l l Name: ______________________________________ Date: ________________ l 1.

fill will

tell

the we

2.

3.

4.

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Pick the Right Word (page 45) trick, sick, stick, lick

5.

DOWN

ACROSS

What Letter? (page 50)

5. I will ____and you my name.the4.-est She ____ on the ice. Directions: Find circle words.

Finding Words (page 75) 70

#50978—Learning through Poetry: Short Vowels

Short o

-ock

Pick the Word (page 55) Pick the Word

Directions: Pick the word to complete each sentence.

sock

rock

clock

1.

Lock

Lock

2. Put the

3. We tell time on a

4. The boat is at the

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dock

e

g

t

c

d

west

s

t

l

m

n

r

g

n

o

r

b

e

s

t

l

w

e

s

t

n

I

s

o

p

q

r

y

v

p

e

s

t

c

o

r

Use one of the words you found in a sentence. on your foot.

clock dock

rock

.

.

.

#50978—Learning through Poetry: Short Vowels

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n

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nest

the door.

sock

5. I see a big

best

e

Students’ sentences will vary but should include sink, drink, wink, or think. Name: ______________________________________ Date: ________________

1. My nose helps me____.

2. I feel _____today. Finding Words

3. I hear the _____ ringing.

pest

sink, drink, wink, think

Short e

-est

55

Students’ sentences will vary but should include one of the -est words.

Web Words (page 80) The following words should be75glued on the web: bed, red, ten, yes

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Answer Key (cont.) Circle the Word (page 85)

Make Two Words (page 110) Mixed Practice

duck, truck, stuck, yuck

3

Students’ sentences will vary but should include one of the -uck words. -ump

Students’ answers may vary but should include Two Words the Make vowels, a, e, i, o, and u.

Name: ______________________________________ Date: ________________

Directions: Which vowel goes in the middle to make a word down, and a word across? Is it a, e, i, o, or u?

Short u

d

Name: ______________________________________ Date: ________________

c

Make It Fit! (page 90)

Directions: Write the -ump words in the correct boxes.

jump

bump

clump

dump

stump

Garump

um um u m uuu m m m u m u um

o

p

g

Make It Fit!

m

t

e

n

t

c cu m um u m m um m ccccccuu m uuu m

r

p

c um

a

d

n

p

a raurmu m rrm uum m m u m m aaa rara aurru m u

h

um um u m u cm m u m m um mm c uumm m auuru u m

i

t

n m

f

u

n

g

110

uu m m um mu m ssascrsuu m mm u au rm umm u uum m m uuu m um m m m ss sssuum um m uum 90

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c uumm s um

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a r um a r um m um u m (page u sm 95) Missing Letter um s um rug, mug, bug u m sentences m su u mvary but s u m Students’ will should include one of the u words.

Pick the Right Part (page 100) Mixed Practice

2 tank, pink, blink, drank, drink, wink, sank, sink Name: ______________________________________ Date: ________________

Matching Poem Directions: Use the poem and the letters below to finish the words from the poem that match each picture.

Matching Poem (page 105) bl

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d

r

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Sort the Words (page 115) ape—take, made, name, ate, gave apple—can, ran, gal, bat, pat, had, Sam,

Where Do the Words Go? (page 120) egg—red, ten, men, yes, help eel—tree, pea, east, eat, bee, each, eve

Where Does It Belong? (page 125) igloo—pin, six, did, dip, big, tip icicle—like, ice, hide, bike, dime, line

w

ch

ch

ing

r

ing

ostrich—got, pop, stop, top, mop, not

bl

ing

oval—nose, goat, rope, toe, soap, go

d

ing

w

ing

#50978—Learning through Poetry: Short Vowels

Put It in the Right Place (page 130)

Making Words (page 135) umbrella—but, up, us, mug, bus, bug 105

#50978—Learning through Poetry: Short Vowels

unicorn—blue, cute, June, glue, use, cube

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Content Connection Matrix The following chart notes the content area and arts lessons possible with each poem. Poem

Content Area

Arts Connection

Pages

“Snack Attack”

Science—Healthy eating

Drama

22–26

“The Ant”

Science—Recycling

Role playing

27–31

“Need a Bigger Tank”

Math—Counting

2D fish tank

32–36

“In Trouble”

Social Studies—Citizenship

Heart flap page

37–41

“Puppy Love”

Science—Scientific Inquiry

Drama

42–46

“The Sad Case of the Pink Mink”

Social Studies—Locations

Color mixing

47–51

“At Four O’Clock”

Math—Time

Rock art

52–56

“A Cop’s Life”

Social Studies—Police protect us Auto art

57–61

“Helping Momma”

Social Studies—Chores around the house

Flour art

62–66

“Having Fun with E-L-L”

Math—Shapes

Rhythm makers

67–71

“The Roadrunner”

Science—Desert animals

Singing

72–76

“My Spider”

Science—Spiders and ants

Spiders and webs

77–81

“Chuck the Stuck Duck”

Social Studies—Decision making Cartoon panels

82–86

“Leapfrog”

Math—Counting

Puppets

87–91

“The Bus”

Math—Creating sets of 2

Dreamcatcher

92–96

“Skunk Wash”

Science—Senses (smelling)

Black and white

97–101

“Temptation”

Social Studies—Economics

Jump rope rhyme

102–106

“An Ugly Bug”

Science—The sun

Solar art

107–111

“Val”

Science—Sound

Musical sounds

112–116

“Ten”

Math—Sets of 10

Drawing sets

117–121

“Sid”

Science—Hot or cold

Hide and seek flap pages

122–126

“How Hot Is It?”

Science—Temperature

Pleated fans

127–131

“Muddy Pup”

Science—Bubbles

Bubble art

132–136

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Contents of the CDs Contents of the Digital Resource CD Poems Page

Title

Filename

24

“Snack Attack”

snackattack.pdf

29

“The Ant”

theant.pdf

34

“Need a Bigger Tank”

needabiggertank.pdf

39

“In Trouble”

introuble.pdf

44

“Puppy Love”

puppylove.pdf

49

“The Sad Case of the Pink Mink”

pinkmink.pdf

54

“At Four O’Clock”

fouroclock.pdf

59

“A Cop’s Life”

copslife.pdf

64

“Helping Momma”

helpmomma.pdf

69

“Having Fun with E-L-L”

funwithell.pdf

74

“The Roadrunner”

roadrunner.pdf

79

“My Spider”

spider.pdf

84

“Chuck the Stuck Duck”

chuckduck.pdf

89

“Leapfrog”

leapfrog.pdf

94

“The Bus”

thebus.pdf

99

“Skunk Wash”

skunkwash.pdf

104

“Temptation”

temptation.pdf

109

“An Ugly Bug”

uglybug.pdf

114

“Val”

val.pdf

119

“Ten”

ten.pdf

124

“Sid”

sid.pdf

129

“How Hot Is It?”

howhot.pdf

134

“Muddy Pup”

muddypup.pdf Correlation Charts

CCSS, WIDA, TESOL, and McREL

142

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standards.pdf

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Contents of the CDs Contents of the Digital Resource CD (cont.) Activity Pages Page

Title

Filename

25

Which Letter?

whichletter.pdf

30

Leaf Words

leafwords.pdf

35

Fishing for Words

fishwords.pdf

40

Rhyme Match

rhymematch.pdf

45

Pick the Right Word

pickrightword.pdf

50

What Letter?

whatletter.pdf

55

Pick the Word

pickword.pdf

60

Circle the Pictures

circlepictures.pdf

65

Sorting Words

sortingwords.pdf

70

Crossword Fun

crosswordfun.pdf

75

Finding Words

findingwords.pdf

80

Web Words

webwords.pdf

85

Circle the Word

circleword.pdf

90

Make It Fit!

makeitfit.pdf

95

Missing Letter

missingletter.pdf

100

Pick the Right Part

pickthepart.pdf

105

Matching Poem

matchingpoem.pdf

110

Make Two Words

maketwowords.pdf

115

Sort the Words

sortwords.pdf

120

Where Do the Words Go?

wherewordsgo.pdf

125

Where Does It Belong?

wherebelong.pdf

130

Put It in the Right Place

putinplace.pdf

135

Making Words

makingwords.pdf

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Contents of the CDs Contents of the Digital Resource CD (cont.) Art Activity Pages Title

144

Filename

Short a -ack

artshortaack.pdf

Short a -ash

artshortaash.pdf leaf.pdf

Short a -ank

artshortank.pdf tenfish.pdf twofish.pdf

Short i -ill

artshortiill.pdf heart.pdf

Short i -ick

artshortiick.pdf

Short i -ink

artshortiink.pdf

Short o -ock

artshortoock.pdf

Short o

artshorto.pdf

Short o

artshorto2.pdf stopsign.pdf

Short e -ell

artshorteell.pdf

Short e -est

artshorteest.pdf

Short e

artshorte.pdf

Short u -uck

artshortuuck.pdf

Short u -ump

artshortuump.pdf

Short u

artshortu.pdf

Mixed Practice 1

artmixpractice1.pdf

Mixed Practice 2

artmixpractice2.pdf

Mixed Practice 3

artmixpractice3.pdf checklist.pdf

Bonus Short a Words

artbonusawords.pdf

Bonus Short e Words

artbonusewords.pdf numberedpage.pdf

Bonus Short i Words

artbonusiwords.pdf

Bonus Short o Words

artbonusowords.pdf

Bonus Short u Words

artbonusuwords.pdf

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Contents of the CDs Contents of the Digital Resource CD (cont.) Family Letters Page

Title

26

Family Letter for -ack

31

Family Letter for -ash

36

Family Letter for -ank

41

Family Letter for -ill

46

Family Letter for -ick

51

Family Letter for -ink

56

Family Letter for -ock

61

Family Letter for o

66

Family Letter for o

71

Family Letter for -ell

76

Family Letter for -est

81

Family Letter for e

86

Family Letter for -uck

91

Family Letter for -ump

96

Family Letter for u

101

Family Letter for Mixed Practice 1

106

Family Letter for Mixed Practice 2

111

Family Letter for Mixed Practice 3

116

Family Letter for Bonus a Words

121

Family Letter for Bonus e Words

126

Family Letter for Bonus i Words

131

Family Letter for Bonus o Words

136

Family Letter for Bonus u Words

© Shell Education

Filename

letterack.pdf letterack.doc letterash.pdf letterash.doc letterank.pdf letterank.doc letterill.pdf letterill.doc letterick.pdf letterick.doc letterink.pdf letterink.doc letterock.pdf letterock.doc lettero.pdf lettero.doc lettero2.pdf lettero2.doc letterell.pdf letterell.doc letterest.pdf letterest.doc lettere.pdf lettere.doc letteruck.pdf letteruck.doc letterump.pdf letterump.doc letteru.pdf letteru.doc lettermixed1.pdf lettermixed1.doc lettermixed2.pdf lettermixed2.doc lettermixed3.pdf lettermixed3.doc letterbonusa.pdf letterbonusa.doc letterbonuse.pdf letterbonuse.doc letterbonusi.pdf letterbonusi.doc letterbonuso.pdf letterbonuso.doc letterbonusu.pdf letterbonusu.doc #50978—Learning through Poetry: Short Vowels

145

Contents of the CDs Contents of the Audio CD Poems Track

146

Title

01

“Snack Attack”

02

“The Ant”

03

“Need a Bigger Tank”

04

“In Trouble”

05

“Puppy Love”

06

“The Sad Case of the Pink Mink”

07

“At Four O’Clock”

08

“A Cop’s Life”

09

“Helping Momma”

10

“Having Fun with E-L-L”

11

“The Roadrunner”

12

“My Spider”

13

“Chuck the Stuck Duck”

14

“Leapfrog”

15

“The Bus”

16

“Skunk Wash”

17

“Temptation”

18

“An Ugly Bug”

19

“Val”

20

“Ten”

21

“Sid”

22

“How Hot Is It?”

23

“Muddy Pup”

24

A Word from the Authors

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Meet the Authors David Harrison, Litt. D, is a nationally acclaimed author and poet. He has written more than seventy-five books of poetry, fiction, and nonfiction for young readers and has been anthologized in countless others. His work has been translated into twelve languages and has been aired on television, radio, podcast, and video stream. David has authored many professional and classroom resources for teachers, including Partner Poems for Building Fluency: 40 Engaging Poems for Two Voices with Motivating Activities That Help Students Improve Their Fluency and Comprehension with Timothy Rasinski and Gay Fawcett. He has even created a video series, Let’s Write This Week with David Harrison, that brings writing tips into the elementary classroom and offers graduate college credit for teachers. David holds degrees from Drury University and Emory University and holds honorary doctorates of letters from Missouri State University and Drury University where he is the current poet laureate. David Harrison Elementary School is named in his honor. To Kris Williams, my grandson, my budding novelist, with love. With special thanks to my friend and writing partner, Mary Jo Fresch, for making these books such a fun journey. 

Mary Jo Fresch, Ph.D., is a professor at The Ohio State University at Marion, Department of Teaching and Learning. She holds a bachelor of science in elementary education, a master of science in Reading Supervision/Specialist, and a doctor of philosophy in Language, Literacy, and Culture. She has taught elementary school, adult literacy, and literacy methods courses. She has also taught at the University of Akron and the University of Nebraska— Lincoln, and internationally at the Royal Melbourne Institute of Technology and Deakin University. Her research focuses on the developmental aspects of becoming a speller and its relationship to teaching and learning. Her articles have appeared in The Reading Teacher, Reading Online, Language Arts, Journal of Literacy Research, Reading and Writing Quarterly, Reading Psychology, and several state literacy journals. Mary Jo’s natonal and international presentations focus on literacy learning and English orthography. With love to my grandson Nicholas—a gentle and loving soul who brightens up everyone’s world. With special thanks to my friend and writing partner, David Harrison, who paints the world with beautiful words. 

— MJF

— DLH

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Notes

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Notes

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Notes

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Notes

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Notes

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Thank you for purchasing this eBook. This eBook is copyrighted. If you accessed this eBook without making payment, you should be aware that neither the author nor the publisher has received any compensation, and you may be in violation of state, federal, and/or international law. For further information about our products and services, please e-mail us at: [email protected].

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