Ready4Reading Phonics Booster | Teacher's Guide Sample Pages

TEACHING PHONICS WILEY BLEVINS

CARD 32 QUESTION-AND-ANSWER BOOK PAGES What Can We Be?

Whal – Can We Be?

CARD 32 QUESTION-AND-ANSWER BOOK PAGES

SHORT READS DECODABLES TM

READ TOKNOW T E X T S E T S

Meg likes pets. She helps dogs and cats. What can she be?

Informational Text: Question-and-Answer Book Pages A question-and-answer book is a text that poses questions for readers and answers those questions. Summary: These pages are from a question-and-answer book that focuses on a few children. It tells about their interests and what they do that might someday lead to a future career. Phonics Focus • Single-Syllable Words With Open Long Vowels

Before Reading Connect Sound-Spelling: Single-Syllable Words With Open Long Vowels Recall with children the sounds made by the short vowels a, e, i, o, and u . Point out that sometimes vowels say their names. So a can say /ā/; e can say /ē/; i can say /ī/; o can say /ō/; and u can say /ū/. When a vowel says its name, we call it a long vowel. Write and read the word we for children and have a volunteer circle the letter e . Repeat the activity for the long vowel sounds i and o spelled with single letters. Use the words hi and go. Have a volunteer circle the letter that makes the long vowel sound in each word. Write these sentences for children. Point out the two ways that the word a can be pronounced, as long a or as a schwa (/ә/) sound. Note that both pronunciations are fine. I see a big frog. (long a /ā/) I see a big frog. (schwa /ә/) Model Blending Sounds to Make Words Model for children how to use the /ē/ sound to read new words. Write the letters m , e for children. Remind children that the letter e makes the /ē/ sound. Run your finger under the letters as you slowly blend together the sounds to read the word me , /m/ /ē/. Repeat with the words he and go. Practice Reading Decodable Words For practice, write the following words for children to read: be so he go me we no a I Bo I’m Jo • Ask children to say the four words with the long- e sound. • Have children tell which words are names. • Point to the word I’m and ask children to read this contraction that means I am. Introduce the High-Frequency Word: she Write the following sentence with the high-frequency word she. She can pet the cat. Read aloud the sentence. • Ask children to find and circle the high-frequency word she. • Write the word she . Explain that the letters sh make the /sh/ sound that begins the word. Ask children what sound the letter e makes. Elicit that the letter e makes the long- e vowel sound in she . Have children read and spell the word she . • Help children write the word she . First Reading • Read the title and have children repeat it. • Read aloud the text, modeling how it should be read, echo-read it, or have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed.

What jobs can we do? Bo looks at bugs. It’s fun to look at bugs! What can he be?

Look at me. I can do this! What can I be?

Ben has pots and pans. He can mix it up. Yum! Yum! Yum! What can he be?

Decodable Words with Targeted Sound-Spelling • be, he, me, she, we • Bo, go, I

What jobs can we do? What can we be?

Careers for Kids

SR Decodables_SC_32_NF_QA_What Can We Be.indd 1

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Item #CRD3200752 Pack ISBN: 978-1-339-00752-6

CARD 32

SR Decodables_SC_32_NF_QA_What Can We Be.indd 2

12/16/22 9:49 AM

New High-Frequency Word • she

Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read, and give help as needed. After Reading Build Comprehension After children read, talk about the text. Use the following questions to reinforce knowledge and vocabulary. • Look at the first picture. Which word tells what Bo looks at? Words and Phrases in Context • What do you think Bo might want to be when he grows up? What do you think Ben might want to be? Make Inferences • Why might being a veterinarian be a good job for Meg? Connect Ideas • In the fourth picture, what clues do you see that let you know what the boy might want to be? Photos and Text

Extend the Discussion Share and discuss these questions. Encourage children to support their thinking with ideas from the text. • Why do you think the author wrote about these kids? • What jobs are the children dressed for in the group picture? • What is a job that you think you would like to do someday? Tell why. Write From Dictation Have children write this sentence. Children may illustrate the sentence as well. You may want to model the writing. I can be a vet. Write About Reading Have children choose one or both of the following options: • Choose one of the jobs. Draw a picture that shows all the things someone needs in order to do that job. Label the things you drew. (Informative/Explanatory) • Draw a picture of yourself working at a job you like. (Opinion)

Phonemic Awareness and Sound-Spelling Reviews

• /a/ spelled a • /e/ spelled e • /i/ spelled i • /o/ spelled o • /u/ spelled u

Ask children to listen for and say the short vowel sound in each of these words. Read each word to the children. • can Max back tap tan • pet bed web ten deck • big dig fit his is in • dog lot not mom lock • fun mud run sun nut Then read each row again. Invite children to say the letter that makes the short vowel sound in each word. MLs Note: See page 7 for ways to leverage children’s home language.

Short Reads Decodables

Teacher’s Guide

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