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1
Kid Phonics 2
Kid Phonics™ 2
Table of Contents
5
Program Overview
6
Introduction
7
Unit 1: The General Store and Jailhouse
Activity 1 – Word Building 1 (Long Vowels)
Activity 2 – Word Building 2 (Short Vowels)
Activity 3 – Scrambling Words (Vowel and Consonant Digraphs)
Activity 4 – Unscramble a Silly Story (Vowel Diphthongs and Consonant Blends)
Activity 5 – Double Trouble (Double Consonants)
Activity 6 – Rootin’ Tootin’ Verbs (Verbs)
Activity 7 – Verb-a-doodle-doo! (Verbs)
Activity 8 – Literature Activity (Kites Sail High and The Quilt Story)
Activity 9 – Shake It Up! (Culminating Activity)
29
Unit 2: The Word Rodeo
Activity 1 – Camping Out With Compound Words (Compounds)
Activity 2 – Create a Compound Story (Compounds)
Activity 3 – Load Up the Wagon (Prefixes)
Activity 4 – Mix It Up With Mumpher (Prefixes)
Activity 5 – Happy Endings (Suffixes)
Activity 6 – Mumpher Rides the Rodeo (Suffixes)
Activity 7 – Literature Activity (All Aboard Overnight)
Activity 8 – Word Roundup Games (Culminating Activity)
43
Unit 3: The Silent Letter Stagecoach
Activity 1 – Picture This
Activity 2 – Silent E Necklace
Activity 3 – The Silent Mystery
Activity 4 – Pick a Word
Reproduction of these pages by the classroom teacher for use in the classroom is permissible.
Reproduction of any part of this book for an entire school or school system or for commercial use is strictly prohibited.
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Kid Phonics is a trademark of Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
All trademarks referenced herein are the property of their respective owners.
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2
Kid Phonics 2
Activity 5 – A Superhero Silly Silent E Story
Activity 6 – The Unscrambler
Activity 7 – Literature Activity (There’s a Nightmare in My Closet )
Activity 8 – Silent EEEEasy Street (Culminating Activity)
55
Unit 4: Homonym Hotel
Activity 1 – Homonym Pictures
Activity 2 – Pencil It In
Activity 3 – Fishing for Homonyms
Activity 4 – Choices, Choices
Activity 5 – Some Silly Scenes
Activity 6 – Homonym Word Search
Activity 7 – Literature Activity (The Greedy Python)
Activity 8 – Homination! (Culminating Activity)
71
Unit 5: Phantastic Phonic Phun
Activity 1 – Sound Buster Theater (Drama)
Activity 2 – Tasty Western Word Collage (Art)
Activity 3 – Modeling Dough Word Roundup (Art)
Activity 4 – The Ding Dong Dance (Music)
Activity 5 – The Pony Express (Social Studies)
81
Appendices
Appendix A – Sound Buster Song Lyrics
Appendix B – Jailhouse Decoder Word List
Appendix C – General Store Word Builder Ranch Word List
Appendix D – Word Rodeo Compound Word List
Appendix E – Word Rodeo Prefix List
Appendix F – Word Rodeo Suffix List
Appendix G – Homonym Hotel Word List
Appendix H – Silent Letter Stagecoach Word List
Appendix I – Non-Silent Letter Stagecoach Word List
Appendix J – Sound Buster Clip Art
Appendix K – Certificates
Appendix L – Language Arts Skills Bibliography
Appendix M – Professional Book Bibliography
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3
Kid Phonics 2
Author
Deborah Shepherd Hayes
Design and Layout
Kelly Yeary
Pam Wissinger
Editor
Joe Skelley
Producer
Faye Schwartz
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4
Kid Phonics 2
Kid Phonics™ 2
Activity Components
General Store – Go shopping to choose
a word, then learn how to build the
Levels
word and use it in a sentence.
For ages
Homonym Hotel – Listen to the Old
6–9
Timers talk about homonyms.
Word Rodeo – Play the rodeo game by
using suffixes, prefixes, and compound words.
Silent Letter Stagecoach – Use your
knowledge of silent letters to rescue
Special Features
the Sound Busters from bandits.
Original songs and lyrics that
Jailhouse Decoder – Explore words by
correlate with several phonics skills
unscrambling phonemes to set the
Seven modes of play
desperadoes free.
Music plays on audio CD player
Dance Hall – Enjoy music “videos” with
Teacher Control Panel to choose
your favorite Sound Busters.
specific skills focus
Wild West Times – Print out the saved
sentences you have built.
Curriculum Skills
Word and sentence building
Prefixes and suffixes
Compound words
Homonyms
Silent letter words
Context clues
Reading
Writing
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5
Kid Phonics 2
INTRODUCTION
Welcome to the wonderful world of Kid Phonics 2,
where the singing Sound Busters invite kids to the
Wild West town of Phonics Flats. This teacher’s
guide, for kindergarten through third grade, is
designed to provide meaningful off-line activities
for students that cover the wide range of phonics
skills presented in the program. The activities can
be used to introduce a given skill, or as follow-ups
to the computer activities.
Kid Phonics 2 provides students the opportunity to
work in a rich, multimedia learning environment
that includes graphics, music, sound effects, and
visual and audio reinforcements. Through a variety of compelling activities, students are encouraged to construct words from phonemes, build
sentences from words, create new words by
adding suffixes, prefixes, and silent letters, and
explore the worlds of homonyms and compound
words.
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As the educator, you have access to the program
Control Panel, where you can choose the skill
focus for a given activity. You can also choose the
best method of using Kid Phonics 2 in your classroom. With one or two computers, set up workstation activities for student partners. If you have
a pod of computers in your classroom, send cooperative learning groups to the computer area
with a group task. Kid Phonics 2 is also easily
used in the computer lab, as it provides so many
options to individual users. If you have access to
an overhead projection device (LCD panel or
television monitor), use the features in Kid
Phonics 2 to introduce a skill or concept to the
entire class at the same time.
Watch your students build their reading ability
and confidence level as they begin to make sense
of the sometimes challenging “rules and exceptions” of the English language. Enjoy the fun,
challenge, and learning opportunities in Kid
Phonics 2!
6
Kid Phonics 2
UNIT 1: THE GENERAL STORE
AND JAILHOUSE
This unit focuses on word and sentence building. Students will explore a variety of
phonemes that include short and long vowels, consonant and vowel digraphs,
consonant blends, and vowel diphthongs. The use of verbs is also introduced for
sentence construction. The off-line activities in Unit 1 complement the computer
activities and can be used either as an introduction to a skill or as a follow-up.
Learning Objectives
To understand that words are created by individual letters and sounds.
To understand that sometimes two or three letters work together to create a single or blended sound in a word.
To understand sentences comprised of different words with different meanings.
To understand that a verb is an action word and that all sentences need a verb
in order to be complete.
Unit 1 Activities
Activity 1 – Word Building 1 (Long Vowels)
Activity 2 – Word Building 2 (Short Vowels)
Activity 3 – Scrambling Words (Vowel and Consonant Digraphs)
Activity 4 – Unscramble a Silly Story (Vowel Diphthongs and Consonant Blends)
Activity 5 – Double Trouble (Double Consonants)
Activity 6 – Rootin’ Tootin’ Verbs (Verbs)
Activity 7 – Verb-a-doole-doo! (Verbs)
Activity 8 – Literature Activity (Kites Sail High and The Quilt Story)
Activity 9 – Shake It Up! (Culminating Activity)
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7
Kid Phonics 2
UNIT 1: THE GENERAL STORE AND JAILHOUSE
Activity 1 – Word Building 1
Activity 2 – Word Building 2
This activity is best done as a follow-up to time
Follow the instructions for Activity 1, but point out
spent in the General Store feature of the pro-
the short vowel sounds for the five vowels and
gram, where students are instructed with both
use the following words for short vowel examples:
auditory and visual cues.
traffic, juggler, off, empty, in. Hand out copies of
Remind students that words are created from
the Word Building 2 activity sheets, pgs. 15–16.
individual letters and groups of letters.
Write several words on the board that focus
Correct Answers
on long vowels, for example child, wastebas-
a pple s au ce
ket, tree, go. Underline the vowels in each.
f e n ce
Ask students to identify the vowel letters.
p a d l o ck
Guide them to understand that when pro-
n e ck l a ce
nouncing each word, the actual letter is
b u tt er
heard. Tell them this is the long vowel sound.
h a mm er
Ask the students to sound out the word child.
Break the word child into its phonemes – ch,
i, ld – and write them on the board.
Pass out copies of the Word Building 1 activi-
Activity 3 – Scrambling Words
This activity is best done as a follow-up to time
ty sheets, pgs. 13–14, to the students. Tell them
spent in the Jailhouse feature of the program.
they will be identifying the picture, then
Write the word tree on the board. Ask students to sound out the word.
sounding out the word by using some of the
phonemes next to each picture. Write the
Next, write the phonemes on the board – t r
phonemes in order below each picture.
ee. Point out that two e’s are put together to
Depending upon the age and ability level of
create one sound.
your students, you may want to review and
Write the word moon on the board and
identify the pictures first before students work
explain again that two vowels, in this case
independently.
o’s, can be put together to create one sound.
Pass out copies of the Scrambling Words
Correct Answers
activity sheet, pg. 17, to the students. Tell
r ai n c oa t
them they will need to unscramble the
wh ee l
phonemes in order to discover the word.
m ai l b o x
Remind them to cross off the words in the box
cl o v er
as they unscramble them, to help with
s ai l b oa t
process of elimination.
t ee p ee
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8
Kid Phonics 2
Correct Answers
1. sneezed
6. stagehand
2. childhood
7. weight
3. tablespoon
8. rowdiness
4. shadows
9. trousers
5. honeydew
10. wheeze
6. fatter
9. ball
7. mess
10. silly
Activity 6 – Rootin’ Tootin’ Verbs
This activity assumes you are introducing verbs
to your students for the first time and is geared
Activity 4 – Unscramble a Silly Story
toward the younger students.
On the board, write the sentence “He is jump-
Hand out copies of the Unscramble a Silly Story
ing over the rocks.” Ask students to read the
activity sheet, pg. 18. Read through the story with
sentence (or read it for them if necessary).
the class first to be sure students understand the
Ask students to tell you what action the boy is
overall theme of the story. Students will need to
doing. When they tell you he is jumping, cir-
use contextual clues in order to determine which
cle that word, then explain that action words
words best fit in the blanks provided. As a bonus,
are verbs.
students can circle the blended letters that create
Refer to the General Store (Word and
the diphthongs in each word. To assist the stu-
Sentence Building) feature of the program.
dents, you may want to list the words on the
Remind students that Rhyma is holding a
board.
scroll with many action words written on it.
These words are verbs. Tell the students they
Correct Answers
will be thinking of some verbs.
playground
drowsy
skates
squeeze
Ocean, and Party. Ask the students to share
ointment
sprinkler
what kinds of actions would happen at each
soybeans
voyage
place. When there are several verbs under
sprout
friend
each heading, distribute copies of the Rootin’
Create three headings on the board: Park,
Tootin’ Verbs activity sheet, pg. 20, to the students. Instruct them to choose appropriate
Activity 5 – Double Trouble
verbs for each section of the activity.
Review with students some words that have double consonants, for example yell, yellow, wiggle,
ball, matter, grass. Hand out copies of the
Activity 7 – Verb-a-doodle-doo!
Double Trouble activity sheet, pg. 19. In this activ-
This activity assumes that your students are
ity, students will identify the words with double
already somewhat familiar with the concept of
consonants, then determine a rhyming word to
verbs. Students will also need to know something
end each sentence.
about the endings ed and ing, and the terms past
tense and present tense.
Possible Answers
Tell students you will be reading them a story,
1. trouble
3. yellow
but there will be several verbs missing. It will
2. kiss
4. yell
be their job to create the missing verbs. Pass
5. jiggle
8. butter
out copies of the Costume Contest! activity
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9
Kid Phonics 2
underline the verb. Ask students to think of
sheets, pgs. 21–23. Ask students to write down
another verb to replace the one in the sen-
18 different verbs in the spaces provided.
tence. Erase the verb and write in student
Remind them to add an “ed” or “ing” ending
suggestions. Repeat this process until all the
where indicated. Explain that sometimes a
strips have been read.
past tense verb will end with “ed” (like
kicked) but other times it won’t (fell). Students
will need to note the difference on their
activity sheets.
When the students are finished, ask for volun-
Extension
Kids can act out the sentences in pairs while the
rest of the class guesses the verb.
teer to help you read the story. As you read
“The Costume Contest” and come to a blank
Quilting With Verbs
in the story, ask a student to read his or her
Book: The Quilt Story, Tony Johnson and Tomie
dePaola, Putnam, New York, 1985.
verb for the appropriate blank. Students will
soon discover the silliness of the story and
Book Summary: A charming comparative story
about the lives of two little girls, one living in
want their verbs read!
colonial times and the other in the twentieth
century. A mother makes one little girl a quilt
that is found in the attic many years later,
Activity 8 – Literature Activity
repaired and used again.
Action Strips
Activity Summary: Students will practice using
action words by creating a collective quilt.
Book: Kites Sail High, Ruth Heller, Grosset and
Dunlap, New York, 1988.
Book Summary: A beautifully illustrated book,
written in verse, that gives written and pictorial examples of all types of verbs.
Remind kids what verbs are: action words.
Read the story aloud. Share the beautiful
illustrations. Point out that the verbs in the
story are written in bold and larger type.
Materials
10"x10" squares of different-colored construction paper (pastel and light colors)
Crayons, marking pens, colored pencils
Stapler
Bulletin board space
Introduce the book to students by holding it
up and asking kids to share what they know
Reproduce the Action Strips activity sheet,
pg. 23, and cut out all the strips. Fold them
about quilts. If you have a quilt from home,
into smaller pieces and place them in a color-
bring it to share with the students. Discuss
ful container. Gather the students in a small
with them that a quilt is made up of many dif-
area on the floor. Ask a student to pick an
ferent patterns and squares, and sometimes
Action Strip from the container. Read it aloud.
different materials.
Ask kids to listen for the verb in the sentence.
Remind students that a verb is an action
(The sentences are related to the book, so
word. Read the story aloud to the class, ask-
you may want to show the illustrations when
ing them to listen for the many verbs in the
appropriate.)
Write the Action Strip on the board and
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story.
Start a verb list on the board. Ask students to
10
Kid Phonics 2
recall verbs they heard in the story. Refer
cards. (You may want to laminate the cards
back to the story until a generous list has
for durability.) (A complete card set is based
been created. Discuss the actions in each pic-
on a class size of 30.)
ture of the story.
Tell students they will be selecting a verb
from the Quilt Story list and illustrating it on
Setting It Up
Remind students that words are made up of
the construction paper. Some verbs from the
individual letters and sounds. Write the word
story include stitch, spill, rode, hide, sleep,
cat on the board. Ask a student to sound out
moved, build, rocked, eat, fold, and dig.
the word and identify the three individual let-
Distribute the paper and drawing tools to the
ters that make up the word (c a t). Then
students. Once they have chosen their verb,
review with students how groups of letters
they should write the word somewhere in
can work together to create a single sound.
their square, then begin illustrating. Remind
Write that on the board. Use a student volun-
students that it’s okay if several of them
teer to sound out the word and identify the
choose the same verb, as each person will
three parts to the word (th a t). Next, discuss
interpret and illustrate the verb differently.
how sometimes letters can work together to
create a blended sound. Write splash on the
After the Lesson
board and use a student volunteer again.
Staple the squares onto a bulletin board in a
Point out the three phonemes for that word
quilt-like fashion. To make a larger, more
elaborate quilt, select two complementary
(spl a sh).
Tell students they will work as a large group
colors (your school colors, for example) and
to help create some words out of phoneme
cut several constructions squares from
cards.
those colors. Staple one of these blank colored squares between each of the students’
Game Options
squares.
Large Group: Have the entire class play at
one time. You will need to use all of the cards
(Set #1 and Set #2), so if there are less than 30
Activity 9 – Shake It Up!
students in your class, some students should
Shake It Up! is a fun interactive game to be
hold two cards.
played with the entire class. Each student is
given an index card with a phoneme written on
Suggested Use: Use this option when your
it. When a word is called out, students mingle
students are familiar with phonemes and are
about the room trying to create that particular
able to read independently.
word.
Materials
Two Groups: Divide the class into two equal
groups. You will use only Set 1, so two index
30 large index cards
cards per phoneme will need to be made.
One copy of the Shake It Up! activity sheets,
Group A will have 15 students, each holding
pgs. 25–26 (Set #1 and Set #2); glue one
one of the phoneme cards in Set #1. Group B
phoneme label to each card for a set of 30
will have 15 students, each also holding one
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11
Kid Phonics 2
swap their phoneme card with another stu-
of the phoneme cards in Set #1. Arrange the
dent.
student groups in different areas of the
classroom.
Set #1 – Vowel Digraph Words
1. raincoat
r ai n c oa t
2. sailboat
s ai l b oa t
3. plain
p l ai n
4. train
t r ai n
Playing the Game
5. weigh
w eigh
Explain to students that the object of the
6. neighbor
n eigh b or
7. sleigh
s l eigh
8. paint
p ai n t
9. pray
p r ay
Suggested Use: Use this for students still challenged by reading who are at the initial
stages of word construction.
game is for them to work cooperatively to create the word you or a student caller calls out.
They should sound out the word to themselves first, then look at their phoneme card to
10. stay
s t ay
determine if the letter sound on their card
would be part of that word. If the letter sound
Set #2 – Consonant Blend Words
1. splash
spl a sh
2. sound
s ou nd
3. jumping
j u mp ing
4. bump
b u mp
5. round
r ou nd
6. grab
g r ab
7. ground
gr ou nd
8. abound
a b ou nd
9. splint
spl i nt
10. burnt
b u r nt
does not fit into the word, they should sit
down for that round.
Begin the game by calling out one of the
words from either Set #1 or Set #2, depending
upon which playing option you choose. When
the word has been called, students will mingle among the group and try to find the other
phonemes to help create the word. For an
easier version of the game, you can write the
word on the board for students to refer to.
When a group of students thinks they have
correctly created the word with their
phoneme cards, ask them to come to the front
of the room. Enlist the support of the entire
class to determine if the word was created
properly or if additional help is needed.
Note: Once students have completed all of the
words in each set, challenge them to create other
words with their phonemes. You can also use a
copy of the Blank Set, pg. 27, to make other
phoneme cards.
When the class has decided the word was
created accurately, write the word on the
board.
Call another word from the set and play the
game again.
For a variation, after each word has been
created and recorded, ask the students to
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12
Kid Phonics 2
UNIT 1
ACTIVITY 1
Word Building 1 (Long Vowels)
Name ________________________
Build the words by finding the right sound cards and writing them in order in
the boxes below.
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All Rights Reserved.
13
e
a
ai
c
n
r
v
u
o
oa
i
t
i
u
ee
l
w
th
o
a
ai
ea
r
wh
i
a
u
ea
d
m
o
ai
b
l
x
n
Kid Phonics 2
UNIT 1
ACTIVITY 1
Word Building 1 (Long Vowels)
Continued
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All Rights Reserved.
Name ________________________
14
e
f
w
ar
or
sl
o
v
z
er
cl
y
i
a
o
ea
b
l
t
u
ai
oa
d
s
i
ee
ai
au
m
p
u
o
ee
b
n
t
Kid Phonics 2
UNIT 1
ACTIVITY 2
Word Building 2 (Short Vowels)
Name ________________________
Build the words by finding the right sound cards and writing them in order in
the boxes below.
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All Rights Reserved.
e
a
ai
s
z
bl
au
u
ce
sh
pple
pr
e
a
i
h
n
ce
nd
u
f
m
z
fr
a
o
ck
gh
mm
r
e
b
d
l
p
u
15
Kid Phonics 2
UNIT 1
ACTIVITY 2
Word Building 2 (Short Vowels)
Continued
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All Rights Reserved.
Name ________________________
16
a
o
b
l
r
ze
e
u
ck
n
ce
m
a
i
u
d
p
ar
b
e
o
c
tt
er
a
i
l
nn
er
mp
e
h
mm
ar
or
y
Kid Phonics 2
UNIT 1
ACTIVITY 3
Scrambling Words
Name ________________________
(Vowel and Consonant Digraphs)
Baby Boogie needs some help putting these scrambled words back together.
tablespoon
stagehand
rowdiness
trousers
weight
honeydew
sneezed
wheeze
childhood
shadows
1. ze ee sn d
__________________________________________
2. h oo d ch i l d
__________________________________________
3. oo a n sp t ble
__________________________________________
4. a d sh ow s
__________________________________________
5. d n ew o h ey
__________________________________________
6. a a ge nd st h
__________________________________________
7. w t eigh
__________________________________________
8. e n r ss di ow
__________________________________________
9. er ou tr s s
__________________________________________
10. wh ze ee
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__________________________________________
17
Kid Phonics 2
UNIT 1
ACTIVITY 4
Unscramble a Silly Story
Name ________________________
(Vowel Diphthongs and Consonant Blends)
Read this silly story about the Phonics Flats Characters. Unscramble the
words below the blanks, then fill in the blanks with the correct words.
All of the Sound Busters decided to come to your school
____________________. Miggles brought a pair of _______________. Tweed
(nd pl ay ou gr)
(ate s sk)
brought along some _________________ in case Miggles fell down and hurt
(nt m e t n oi)
himself. Rhyma decided to plant a garden of __________________ in the sand(n ea b s oy s)
box. Baby Boogie wanted to watch the beans ____________, but she became
(t ou spr)
____________ after a while. Mumpher was too big for most of the equipment
(ow sy dr)
but was able to _____________ into a swing. Boogie accidentally turned
(ze squ ee)
the ______________ on and got everyone wet. The sandbox became an ocean
(l er k i spr n)
of water, and the soybeans started a floating _______________towards the
(age v oy)
slide. Even though the Sound Buster critters made a big mess,
they came to visit because they want you as their ____________.
(nd ie fr)
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18
Kid Phonics 2
UNIT 1
ACTIVITY 5
Double Trouble
Name ________________________
(Double Consonants)
Some words have two of the same consonant letters next to each
other to create a single sound. Circle the words below with double
consonants in them. Then think of a word which will rhyme with
the word you circled. Write your word on the line.
Example: Miggles got the giggles.
1. If you pop my bubble, there will be __________________________________
2. That snake will hiss unless you give it a ______________________________
3. The hat on that fellow is the color ____________________________________
4. When Baby Boogie fell, she let out a big ______________________________
5. During the dance, we wiggle and ____________________________________
6. The pig said, “It doesn’t matter if I get ________________________________
7. If you spill less, there won’t be as much of a
__________________________
8. Close the shutter, then pass me the __________________________________
9. Though the boy was small, he sure could throw a ______________________
10. His name is Willy, and people say he is
______________________________
Now it’s your turn! Create some of your own rhyming double-consonant
sentences.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
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19
Kid Phonics 2
UNIT 1
ACTIVITY 6
Rootin’ Tootin’ Verbs (Verbs)
Name ________________________
Miggles is going to the park.
Miggles will _________________________________.
Miggles will _________________________________.
Miggles will _________________________________.
And Miggles will _________________________________.
Miggles is going to the park.
Rhyma is going to the ocean.
Rhyma will _________________________________.
Rhyma will _________________________________.
Rhyma will _________________________________.
And Rhyma will _________________________________.
Rhyma is going to the ocean.
Mumpher is going to a party.
Mumpher will _________________________________.
Mumpher will _________________________________.
Mumpher will _________________________________.
And Mumpher will _________________________________.
Mumpher is going to a party.
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20
Kid Phonics 2
UNIT 1
Verb-a-doodle-doo!
ACTIVITY 7
Name ______________________________
(Verbs)
The Costume Contest!
One day in Phonics Flats while all of the Sound Busters were
_________ing at the Hotel porch, Boogie suddenly got an idea. He ________ed
(1)
(2)
up and down with excitement! Rhyma __________ed at his enthusiasm. “I
(3)
think we should have a costume contest!” said Boogie.
All of the Sound Busters thought this was a great idea. Mumpher began
__________ing his costume. Rhyma went __________ing at the General Store.
(4)
(5)
Baby Boogie and Miggles decided to _______________ a costume together.
(6) present tense
And Tweed __________ed plenty of materials for his costume.
(7)
The big day finally arrived. Boogie __________ed onto the stagecoach
(8)
and __________ed for everyone’s attention.
(9)
“OK, Sound Busters!” he _________ed.
(10)
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Kid Phonics 2
UNIT 1
ACTIVITY 7
Verb-a-doodle-doo!
Name: ______________________________
The Costume Contest! (continued)
“Everyone needs to ______________ up over by the Hotel porch.” All of
(11) present tense
the Sound Busters __________ed to the Hotel. Boogie decided to be the judge
(12)
since it was his idea. Everybody __________ed in front of Boogie.
(13)
Mumpher __________ed on his costume because it was too big. Miggles
(14)
and Baby Boogie were__________ing so much inside their costume that they
(15)
_______________on top of Rhyma.
(16) past tense
Boogie _______________ and _______________ before making his final
(17) past tense
(18) past tense
decision. In the end, Boogie declared all of the Sound Busters winners and
they enjoyed a big party in Phonics Flats.
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Kid Phonics 2
UNIT 1
ACTIVITY 7
Verb-a-doodle-doo!
Name: ______________________________
The Costume Contest! (continued)
1. ________________________________
(add “ing” to your verb)
2. ________________________________
(add “ed” to your verb)
3. ________________________________
(add “ed” to your verb)
4. ________________________________
(add “ing” to your verb)
5. ________________________________
(add “ing” to your verb)
6. ________________________________
(present tense verb)
7. ________________________________
(add “ed” to your verb)
8. ________________________________
(add “ed” to your verb)
9. ________________________________
(add “ed” to your verb)
10. ________________________________
(add “ed” to your verb)
11. ________________________________
(present tense verb)
12. ________________________________
(add “ed” to your verb)
13. ________________________________
(add “ed” to your verb)
14. ________________________________
(add “ed” to your verb)
15. ________________________________
(add “ing” to your verb)
16. ________________________________
(past tense verb, or “ed”)
17. ________________________________
(past tense verb, or “ed”)
18. ________________________________
(past tense verb, or “ed”)
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23
Kid Phonics 2
UNIT 1
ACTIVITY 8
Literature Activity
Action Strips
Book: Kites Sail High, Ruth Heller, Grosset and Dunlap, New York, 1988.
1.
The pelican flew in the sky.
2.
Flowers bloom in the garden.
3.
Children run through the park.
4.
The colorful kites sail high.
5.
The horses galloped wildly.
6.
The girl kicked the ball.
7.
She painted a beautiful picture.
8.
Conner took one chocolate from the box.
9.
Rudy marched proudly in the parade.
10.
I read my favorite book last night.
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Kid Phonics 2
UNIT 1
ACTIVITY 9
Shake It Up!
Set 1–Vowel Digraph Words
r
ai
n
c
oa
t
m
l
b
s
p
w
eigh
or
ay
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25
Kid Phonics 2
UNIT 1
ACTIVITY 9
Shake It Up!
Set 2–Consonant Blend Words
spl
a
sh
s
ou
nd
j
u
mp
ing
b
r
gr
i
nt
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26
Kid Phonics 2
UNIT 1
ACTIVITY 9
Shake It Up!
Blank Set
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Kid Phonics 2
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Kid Phonics 2
UNIT 2: THE WORD RODEO
This unit focuses on building compound words and exploring base words to which
prefixes and suffixes are added. The off-line activities in Unit 2 complement the computer activities and can be used both as an introduction to a skill or as a
follow-up.
Learning Objectives
To understand and apply the concept of connecting add-on words to a base
word in order to create a compound word.
To understand and apply the concept of creating a new word by adding a prefix to the beginning of a base word.
To understand and apply the concept of creating a new word by adding a suffix
to the end of a base word.
To recognize the need to sometimes drop a letter from the end of a base word
before adding a suffix.
Unit 2 Activities
Activity 1 – Camping Out With Compound Words (Compounds)
Activity 2 – Create a Compound Story (Compounds)
Activity 3 – Load Up the Wagon (Prefixes)
Activity 4 – Mix It Up With Mumpher (Prefixes)
Activity 5 – Happy Endings (Suffixes)
Activity 6 – Mumpher Rides the Rodeo (Suffixes)
Activity 7 – Literature Activity (All Aboard Overnight)
Activity 8 – Word Roundup Games (Culminating Activity)
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29
Kid Phonics 2
UNIT 2: THE WORD RODEO
Activity 1 – Camping Out With Compound
Words
This activity is designed to challenge students to
Review with students how compound words are
given list.
formed.
Hand out copies of the Mix It Up With
Write some examples on the board.
Pass out copies of the Camping Out With
create as many prefix words as they can from the
Mumpher activity sheet, pg. 36.
If students need more room, tell them they
Compound Words activitly sheet, pg. 33.
can write more words on the back of the
Remind students that when they create a
activity sheet.
compound word, there is no space in the
new word.
Activity 5 – Happy Endings
Remind students that it is necessary to drop the e
Activity 2 – Create a Compound Story
before adding ed or ing to words that end in the
Hand out copies of the Create a Compound
letter e.
Story activity sheet, pg. 34.
Hand out copies of the Happy Endings
activity sheet, pg. 37.
After creating the five compound words at
the top of the activity page, students will use
their comprehension skills to insert the new
words in the appropriate spaces in the story.
Activity 6 – Mumpher Rides the Rodeo
In order to complete this sentence sequence, students will need to refer to their completed Happy
Activity 3 – Load Up the Wagon
Endings word list.
To introduce the activity, make or get a list of
Hand out copies of the Mumpher Rides the
Rodeo activity sheet, pg. 38.
base words with prefixes written on separate
strips. For example: mis-trust, un-known, re-
Possible Answers
appear, etc.
1. painted
4. asked, helping
of the base words to make new words.
2. jumped, opened
5. playing
Hand out copies of the Load Up the Wagon
3. smiled, laughing
6. counted
Have students try moving the prefixes in front
activity sheet, pg. 35.
Correct Answers
1. reject or inject
4. inside or reside
2. profound
5. disagree
3. exchange
6. detail
Activity 4 – Mix It Up With Mumpher
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30
Kid Phonics 2
Activity 7 – Literature Activity
board. For example, on one side of the board
Book: All Aboard Overnight, Betsy and Giulio
write pepper, farm, and old. On the other
side of the board, write mint, yard, and fish.
Maestro, Clarion, New York, 1992
Ask two students to come to the board and
Book Summary: A mother and daughter take a
draw lines connecting the words
train trip to visit grandparents.
on the left with the words on the right to cre Read the story All Aboard Overnight aloud to
students for enjoyment.
ate three new words.
Tell students they will have the opportunity to
create compound words by playing the
Hand out copies of the Compound Train
activity sheet, pg. 39 and the Compound
Compound It! game. Remind students that
Wheel activity sheets, pgs. 40–41.
compound words can work in many ways.
For example, light could be used to make
During the second reading, ask students to
listen for any compound words they hear.
flashlight and lighthouse. Give each child a
Write these words on the board, as they will
word strip with a base word printed on it.
be used for one of the literature activities.
Playing the Game
Explain that the object of the game is for
Activity 8 – Word Roundup
pairs of students to combine their base words
This activity is a combination of three different
and create an appropriate compound word.
games in which students work in pairs and as a
Begin the game by saying “Compound It!”
group to create compound words and words that
Allow students approximately 3–5 minutes to
use prefixes and suffixes.
move around the area and try to find a
match. Once student pairs have found each
Materials
other, they should sit down on the floor with
Sizes and quantity for class size of 30:
their words “connected.”
When game time is finished, say, “Stop.” Any
Compound Game: thirty 12" strips
Prefix Game: fifteen 12" strips, fifteen 6" strips
students who were unable to make a com-
Suffix Game: fifteen 12" strips, fifteen 6" strips
pound match should stand in the Holding
Bold marking pens
Zone. The Holding Zone is a designated area
where students will be assisted later.
Compound It!
Materials
Taking turns, each partner pair will hold up
their compound word and share it with the
One word strip for each child, with a different
rest of the class. The other students should
base word printed on each strip. Refer to
vote to determine if this creation is indeed a
Appendix D – Word Rodeo Compound Word
compound word. If the new word is a com-
List on pages 91–92 for base word ideas.
pound word, write the word on the board. If
no compound word was made, separate the
Setting It Up
partners and send them to the Holding Zone
Review with students how compound words
to be called upon later.
are created. Show several examples on the
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31
Kid Phonics 2
board and draw lines connecting the prefixes
Once all of the compound word creations
have been listed on the board, the focus will
on the left with the base words on the right to
move to the Holding Zone. Have all students
create three new words.
in the Holding Zone hold their word strips up
Tell students they will have the opportunity to
so the rest of the class can see them. Enlist
create prefix words by playing the Prefix It!
the support of the entire class to create some
game.
compound words from the leftover base
words. (Note: You will probably need to
Playing the Game
explain that some base words can be used
The Prefix It! game is played very much like
more than once, which is why there may be
the Compound It! game. The only difference
a few words left over.)
is that students begin in two groups: the
Prefix group and the Base Word group. The
To play the game again, have students trade
their word strips with another student, or cre-
prefixes and base words are written in differ-
ate a new batch of word strips using the
ent colors. Distribute the appropriate word
many compound words from Appendix D –
strips to each group.
Word Rodeo Compound Word List on pages
Begin the game by saying “Prefix It!” Refer to
the Compound It! instructions for playing the
91–92.
game.
Extension
Ask students to find different compound word
combinations.
Suffix It!
Materials
Use the same materials as above, but use suffixes
Prefix It!
Materials
instead of prefixes. Refer to Appendix F – Word
Rodeo Suffix Word List on page 94 for ideas.
Refer to Appendix E – Word Rodeo Prefix Word
List on page 93 for ideas. You will need:
Setting It Up and Playing the Game
fifteen 12" strips, with a base word printed on
Use the same procedures as above, except that
each strip
the skill focus will be on suffixes instead of
fifteen 6" strips, with a prefix printed on each
prefixes.
strip
Use different colors for the prefixes and base
words.
Setting It Up
Review with students how prefix words are
created. Show several examples on the
board. For example, on the left side of the
board write dis, mis, and un. On the right
side of the board, write agree, take, and
known. Ask two students to come to the
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32
Kid Phonics 2
UNIT 2
ACTIVITY 1
Camping Out With
Compound Words
Name ________________________
Help Miggles get ready for his camping trip by packing his bag with compound
words. Write the compound word on the line next to each pair of words.
1.
sheep
dog
________________________________
2.
pillow
case
________________________________
3.
rain
coat
________________________________
4.
tooth
brush
________________________________
5.
flash
light
________________________________
6.
saddle
bag
________________________________
7.
cook
book
________________________________
8.
jack
knife
________________________________
9.
oat
meal
________________________________
watch
________________________________
10. wrist
Draw a picture
of Miggles on
his camping
trip.
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33
Kid Phonics 2
UNIT 2
ACTIVITY 2
Create a Compound Story
Name ________________________
Boogie and Baby Boogie love going to the beach and seeing the ocean.
Create some compound words, fill in the blanks in the story with your new
words, and then illustrate your story below.
1.
sea
+
shore
= ________________________________
2.
sail
+
boat
= ________________________________
3.
beach
+
ball
= ________________________________
4.
sun
+
glasses
= ________________________________
5.
sun
+
burn
= ________________________________
Boogie and Baby Boogie put on their ____________________ and went to the
____________________. They played with their ____________________ and saw
a colorful ____________________ floating on the water. Boogie and Baby Boogie
didn’t stay in the sun too long, to keep from getting a ____________________.
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34
Kid Phonics 2
UNIT 2
ACTIVITY 3
Load Up the Wagon
Name ________________________
Fill up Tweed’s covered wagon with words that have prefixes. Cut out the
prefix boxes at the bottom of the page, then glue them to the right base
words inside the covered wagon.
tail
change
agree
side
ject
found
re in
pro
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ex
35
de
dis
Kid Phonics 2
UNIT 2
ACTIVITY 4
Mixed It Up With Mumpher
Name ________________________
Mumpher has two bags. One bag is full of prefixes and the other is full of base
words. Create as many new words as you can. Write your new words in the
trunk below. Hint: You can use some of the prefixes and base words several
times.
Prefix Words
Base Words
com
con
de
dis
ex
front
in
mis
pre
pro
re
sub
un
agree
bate
card
cede
cide
change
clude
cord
count
do
fant
fine
form
found
front
ist
ject
known
lay
long
lude
mand
merge
pare
part
play
pound
press
ravel
serve
strain
tail
test
trust
vite
way
yard
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
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36
Kid Phonics 2
UNIT 2
ACTIVITY 5
Happy Endings
Name ________________________
Add “ed” or “ing” to the base words below. Don’t forget, you may need to
drop an “e” when adding an ending!
ed
ing
1.
count
________________________
__________________________
2.
open
________________________
__________________________
3.
ask
________________________
__________________________
4.
help
________________________
__________________________
5.
laugh
________________________
__________________________
6.
play
________________________
__________________________
7.
paint
________________________
__________________________
8.
smile
________________________
__________________________
9.
jump
________________________
__________________________
10.
talk
________________________
__________________________
ing
ed
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Kid Phonics 2
UNIT 2
ACTIVITY 6
Mumpher Rides the Rodeo
Name ________________________
Use the “ed” and “ing” words you created on the Happy Endings page to
complete this sentence-story about Mumpher at the rodeo. Hint: You will use
each base word one time.
1. It was time for the big rodeo show. Rhyma _______________ a colorful sign
for the event.
2. Mumpher then ____________________ onto the horse, and the gates
_____________________.
3. Baby Boogie ____________________ and started ___________________
when Mumpher fell off the horse.
4. Mumpher ______________________ Miggles to help him get back on the
horse. Miggles likes _____________________ others.
5. The rodeo music started ______________________ and everyone cheered
for Mumpher.
6. The crowd _____________________ to ten as Mumpher rode the wild horse.
Draw a three-frame comic strip of the story.
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Kid Phonics 2
UNIT 2
ACTIVITY 6
Literature Activity
Name ________________________
Compound Train
Book: All Aboard Overnight, Betsy and Guilio Maestro, Clarion, New York, 1992.
There are many compound words in the story All Aboard Overnight. Use the
train boxcars to create compound words.
Example: snowman
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snow
man
39
Kid Phonics 2
UNIT 2
ACTIVITY 7
Literature Activity
Name ________________________
Compound Wheel
Book: All Aboard Overnight, Betsy and Guilio Maestro, Clarion, New York, 1992.
Make your own compound wheel using these circle patterns. Choose a base
word which could hook up with several other words. The word in the center of
the wheel will remain the same and will need to match up with several other
words on the second wheel. Good words for the center include fire, sun, snow,
night, and foot.
Write the base word in the middle box of circle A. Color or decorate circle A.
Cut out the circle and Space #1.
My Compound
Wheel
Space #1
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Kid Phonics 2
UNIT 2
ACTIVITY 7
Literature Activity
Name ________________________
Compound Wheel (continued)
Book: All Aboard Overnight, Betsy and Guilio Maestro, Clarion, New York, 1992.
Write compound add-on words on the lines in the circle. If you want to write
more than four words, add your other choices on the dotted lines. Hold circles A and B together, with circle A on top. Insert a paper fastener through
the center holes. Turn the Compound Wheel and see the new words appear!
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41
Kid Phonics 2
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42
Kid Phonics 2
UNIT 3: THE SILENT LETTER STAGECOACH
This unit focuses on the concept of silent letters. Students will learn about adding a
silent e to the end of a word to create a whole new sound and meaning. They will
also learn about many other words that have silent letters within them or at the end.
The off-line activities in Unit 3 complement the computer activities and can be used
either as an introduction or as a follow-up to the skills outlined.
Learning Objectives
To understand that by adding a silent e to the end of some words, a new word
with a different sound and meaning is created.
To be able to identify words where adding a silent e is an option.
To learn about many English words that have various combinations of silent
letters.
To understand silent-letter words in context.
To understand and apply basic rhyming principles in poetry writing.
Unit 3 Activities
Activity 1 – Picture This
Activity 2 – Silent E Necklace
Activity 3 – The Silent Mystery
Activity 4 – Pick a Word
Activity 5 – A Superhero Silly Silent E Story
Activity 6 – The Unscrambler
Activity 7 – Literature Activity (There’s a Nightmare in My Closet)
Activity 8 – Silent EEEEasy Street (Culminating Activity)
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Kid Phonics 2
UNIT 3: THE SILENT LETTER STAGECOACH
Activity 1 – Picture This
Ask student volunteers to try adding a silent e
It is advisable to introduce the concept of silent e
to each word. Have the class pronounce each
to your students before they access the Silent
word as it is changed and determine whether
Letter Stagecoach feature of the program.
a real word has been created.
Write the word hug on the board. Ask the stu-
Pass out copies of the Silent E Necklace
dents to sound out the word and define it. Ask
activity sheet, pg. 48. Tell students they will
them what they think would happen if you
be looking at 10 words and must determine if
added the letter e to the end of the word.
they can add a silent e to the words. They will
After their responses, write the letter e at the
also be making a decorative necklace from
the sentence strips.
end of the word, then pronounce the word to
the students. Ask them to listen for the sound
difference between the words hug and huge.
Materials
Scissors
but very powerful, because it changes the
Glue
sound of the word as well as the meaning.
Yarn
Tape
words (using props or actions to create visual
Crayons or colored pencils
references for the word definitions whenever
Straws (cut in half)
Tell students that the letter e is a silent letter,
Follow the same procedure for the following
possible):
Once the appropriate silent e’s have been
dud
dude
glob
globe
added to the words, students can select a
at
ate
word strip for their necklace and color it.
her
here
Next they will cut out the strips showing
rob
robe
words with silent letter e – pip(e), car(e),
Pass out copies of the Picture This activity
sheet, pg. 47. Point out the pictures in the two
mad(e), strip(e), not(e), cut(e), and past(e).
Attach each student’s chosen word strip to a
boxes labeled tub and tube. Read the words
straw. Thread yarn through the straw, and
in the other boxes with the students and dis-
then tie off the yarn around students’ necks to
cuss the word meanings before students
complete the necklaces.
begin their illustrations.
Activity 3 – The Silent Mystery
Activity 2 – Silent E Necklace
Level 2 the of Silent Letter Stagecoach activity in
Review with your students how some words can
Kid Phonics 2 focuses on the ability to identify the
be changed by adding a silent e to the end of the
silent letter in a given word.
word.
Write the following words on the board:
Write the following words on the board:
hid
bit
set
plumber
doughnut
knot
wreck
hog
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44
Kid Phonics 2
ing paper so that students can illustrate their
Tell students that each of these words con-
stories. If they wish, they can fold the paper
tains one or more silent letters. Looking at one
into eight equal squares and create a comic-
word at a time, ask the students to pronounce
strip sequence to retell the story.
the word.
Now ask students to identify the silent letter(s).
Circle the silent letter(s).
Pass out copies of the Silent Mystery activity
sheet, pg. 49. Read the instructions with the
Correct Answers:
fine, cape, clothe, cute, globe, dude, rode, slime,
slope, tube, scare, twine, here, spite, fate, quite.
students.
Activity 6 – The Unscrambler
Answer to Mystery Message: I know how to
Students will unscramble a variety of words with
silent letters. To make the activity easier, list the
find silent letters!
words (out of order) on the board.
Pass out copies of the Unscrambler activity
Activity 4 – Pick a Word
sheet, pg. 52.
In this activity students use contextual clues to
Correct Answers:
determine which word best completes each
sentence.
Pass out copies of the Pick a Word activity
sheet, pg. 50.
Correct Answers:
1.
bomb
9.
wrong
2.
gnat
10.
thumb
3.
neighbor
11.
sign
4.
rhino
12.
straight
5.
knife
13.
rhyme
1.
fin
6.
hat
6.
chalk
14.
unknown
2.
bath
7.
tube
7.
autumn
15.
might
3.
dime
8.
kite
8.
receipt
4.
star
9.
globe
5.
paste
10.
pipe
Activity 7 – Literature Activity
Book: There’s a Nightmare in My Closet, Mercer
Activity 5 – A Superhero Silly Silent E Story
This activity will require two different skills of your
Mayer, Pied Piper Books, New York, 1968.
Book Summary: A frightened little boy finally
students. They will first need to add the silent let-
overcomes his bedtime fear of monsters in the
ter e to the words in the box. Next, they will read
closet and becomes friends with a cuddly,
the short story and determine which word fits
harmless monster.
best in a given sentence.
Write the title of the book on the board and
show students the cover of the book. Ask
Pass out copies of the Superhero Silly Silent
E Story activity sheet, pg. 51. Explain to stu-
them to make predictions about the book
dents that they’ll use each word once in the
(unless they’ve heard it before!). Point to the
story.
word Nightmare in the title.
Once the stories are finished, provide draw-
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Ask the students to point out the silent letters
45
Kid Phonics 2
gh and e. Write down some other words with
Note: You may want 15 index cards of a different
a silent gh (examples: bright, daughter, eight,
color to be used for representing the silent e.
lights, rights, sleigh, weigh).
Read the story aloud to students. Discuss how
the boy overcame his fear. Ask students to
Creating the Cards:
Half of your class will hold index cards with
share about any bad dreams or nighttime
the letter e written on them. The other half will
“scaries” they may experience. Ask them how
hold index cards with one of the many silent
they deal with their fears. Remind them that
and non-silent letter words written on them. In
the story you read them is a silly and fun, and
making a card set for one round of the game
that sometimes that is the best way to deal
(for a class size of 30), follow this formula:
with the nighttime scaries.
15 cards – letter e
10 cards – silent e words (hat, can, tot)
5 cards – non-silent e words (dab, jet, pup)
Pass out copies of the No More Nightmare
activity sheet, pg. 53.
Have the students draw a picture humorizing
These 30 cards will make up one set. Place a
their nighttime fears.
rubber band around the set. Make several
other sets following the pattern.
A Monster Poem
Read the story to the students. Write the word
nightmare on the board. Write other silent gh
Playing the Game:
words on the board (examples: bright, daugh-
Explain to the class that they will work as a
whole group to try to form silent e words.
ter, eight, lights, rights, sleigh, weigh).
Some of them will hold the e cards, while oth-
Tell students they will be writing a poem
ers will be holding cards with words printed
using silent gh words.
Distribute copies of the Monster Poem activity
sheet, pg. 54. Students will write the correct
on them.
Designate two areas in the room: one for
rhyming words in the blanks, and then illus-
Silent E Words and the other for Non-Silent E
trate their poem.
Words.
Start the game by saying, “EEEEasy Street.”
Activity 8 – Silent EEEEasy Street
The students are to mingle, trying to match up
The entire class will play an interactive word-
words with e's and form new words.
making game with index cards. Some students
When two students think they have made a
will hold silent e cards, while others will hold
silent e word, they head to the designated
cards with words that may or may not become
area. The same goes for students holding a
new words when the silent e is added.
non-silent e word. Once all the students have
chosen an area, review the words with the
class to check for accuracy.
Materials
Several index cards. To play using the entire
Break out another set of cards and play
again!
Silent Letter and Non-Silent Letter word lists
on pages 96–98, approximately 233 cards
would be used.
Bold marking pen
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46
Kid Phonics 2
UNIT 3
ACTIVITY 1
Picture This
Name ________________________
When you add a silent e to some words, new words with new meanings can
be made. Look at the pictures below:
tub
tube
Read the words in the boxes below and draw pictures to show their meanings.
can
cane
twin
twine
man
mane
cap
cape
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47
Kid Phonics 2
UNIT 3
ACTIVITY 2
Silent E Necklace
Name ________________________
Read the words in the strips below. If a new word can be created by adding a
silent e, cut an e box from the bottom of the page and glue it next to the word.
pip
car
mad
lad
strip
wig
not
bib
cut
past
e
e
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All Rights Reserved.
e
e
e
e
48
e
e
e
e
Kid Phonics 2
UNIT 3
ACTIVITY 3
The Silent Mystery
Name ________________________
Circle the silent letters in the words below. You may want to say the words
aloud so you can listen and look at the word at the same time. Record the
silent letters you find in the cactus.
At the bottom of the page is a mystery message! Use the silent letters you
found to fill in the spaces and figure out what the message says. Hint: You
can use the silent letters several times.
1.
c o m b
2.
s i g n
3.
e i g h t
4.
h o n e s t
5.
k n e e
6.
c h a l k
7.
h y m n
8.
c u p b o a r d
9.
w r i n k l e
Silent Letter Cactus
10.
b a l l e t
11.
p a l e
I
__ __ o __
s i __ __ __ __
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All Rights Reserved.
__ o __
__ o
f i __ d
__ __ __ __ __ r s!
49
Kid Phonics 2
UNIT 3
ACTIVITY 4
Pick a Word
Name ________________________
Read the sentences below. Choose the best word to complete the sentence.
Write the word on the line provided.
1.
That shark has a really big_______________ (fin, fine).
2.
My dog is very dirty and really needs a _______________ (bathe, bath).
3.
She put a _______________ (dime, dim) in the machine and got a piece
of bubble gum.
4.
Look up and see if you can find the brightest _______________ (stare,
star) in the sky.
5.
Jason used some _______________ (past, paste) to finish his art project.
6.
Grandma wore a colorful _______________ (hat, hate) to the party.
7.
His _______________ (tub, tube) of toothpaste is almost empty.
8.
The _______________ (kite, kit) soared gracefully in the sky.
9.
Uncle Eddie has traveled all around the _______________(globe, glob).
10.
Too much water is dripping from the ___________ (pipe, pip).
Choose three of the words you did not use and make
sentences using those words.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
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50
Kid Phonics 2
UNIT 3
ACTIVITY 3
A Superhero Silly Silent E Story
Name ________________________
Add silent e’s to the words in the box below, then use the words to complete
this story:
One _______________ day, Miggles and Baby Boogie decided to be
superheroes and save the world. They each made a special _______________
to _______________ themselves. Baby Boogie thought she was very
_______________ in her superhero costume! Their mission was to save the
_______________ from evildoers like the infamous Dastardly ______________.
The two _______________ off to Dastardly Dude’s evil hideout. But the
evil villain saw the two heroes approaching and set traps for them. Miggles
fell into a pool of _______________ and quickly slid down a _______________
into a secret chamber. Then, a giant hollow _______________ opened up and
sucked Baby Boogie inside. What a _______________ for the two superheroes!
Luckily, Miggles had packed some _______________ and was able to
climb out of the chamber and rescue Baby Boogie. The two ran away yelling,
“Let’s get out of _______________ !” In _______________ of escaping from a terrible _______________, Miggles and Baby Boogie hung up their capes. They’d
had_______________ enough of being superheroes for that day.
cap
glob
slap
cloth
her
spit
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All Rights Reserved.
cut
quit
tub
dud
rod
twin
51
fat
scar
fin
slim
Kid Phonics 2
UNIT 3
ACTIVITY 6
The Unscrambler
Name ________________________
Help Mumpher unscramble the letters to the words below. The silent letters
are already in place.
1. b b m o
___ ___ ___ _b_
2. t g a n
_g_ ___ ___ ___
3. h g r n e b o i
___ ___ ___ _g_ _h_ ___ ___ ___
4. h r n i o
___ _h_ ___ ___ ___
5. e k f n i
_k_ ___ ___ ___ ___
6. c a h k l
___ ___ ___ _l_ ___
7. n a t m u u
___ ___ ___ ___ ___ _n_
8. t r e p c i e
___ ___ ___ ___ ___ _p_ ___
9. g r w o n
_w_ ___ ___ ___ ___
10. b t u m h
___ ___ ___ ___ _b_
11. s g n i
___ ___ _g_ ___
12. g a s t i r h t
___ ___ ___ ___ ___ _g_ _h_ ___
13. e r h m y
___ _h_ ___ ___ ___
14. k u o n n w n
___ ___ _k_ ___ ___ ___ ___
15. m g h t i
___ ___ _g_ _h_ ___
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52
Kid Phonics 2
UNIT 3
ACTIVITY 7
No More Nightmare
Name ________________________
Book: There's a Nightmare in My Closet, Mercer Meyer, Pied Piper Books,
New York, 1968.
My nightmare isn't scary
anymore because…
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53
Kid Phonics 2
UNIT 3
ACTIVITY 7
A Monster Poem
Name ________________________
Book: There’s a Nightmare in My Closet, Mercer Meyer, Pied Piper Books,
New York, 1968.
There’s a ______________________________ in my closet.
Oh what will I do?
I could guess his ______________________ (eighty, weight, caught)
I could count __________________________ (tight, drought, eight)
I could jump up________________________ (high, ought, sight)
Or take a deep ________________________ (daughter, fight, sigh)
I could turn on the ____________________ (night, ought, light)
Or cross my fingers real __________________ (tight, through, bough)
I could run away in ____________________ (naughty, fright, bought)
Or face him with ______________________ (might, caught, dough)
There’s a ______________________________ in my closet.
Oh what will I do?
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54
Kid Phonics 2
UNIT 4: HOMONYM HOTEL
This unit focuses on the understanding of homonyms. Homonyms are words that
sound the same but have different meanings and are spelled differently. The off-line
activities in Unit 4 complement the computer activities and can be used either as an
introduction to a skill or as a follow-up.
Learning Objectives
To understand that homonyms are special words that sound the same but are
spelled differently and have different meanings.
To understand and apply contextual skills for determining which homonym is
correct in context.
To understand and appreciate that the improper use of homonyms can create
confusion in terms of context and meaning.
Unit 4 Activities
Activity 1 – Homonym Pictures
Activity 2 – Pencil It In
Activity 3 – Fishing for Homonyms
Activity 4 – Choices, Choices!
Activity 5 – Some Silly Scenes
Activity 6 – Homonym Word Search
Activity 7 – Literature Activity (The Greedy Python)
Activity 8 – Homination! (Culminating Activity)
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55
Kid Phonics 2
Activity 1 – Homonym Pictures
Activity 5 – Some Silly Scenes
Remind students that homonyms are special
This activity is best done after students have spent
words and can be confusing. Pass out copies of
time exploring the Homonym Hotel feature of Kid
the Homonym Pictures activity sheet, pg. 58.
Phonics 2. Pass out copies of the Some Silly
Discuss the sets of homonyms on the activity page
Scenes activity sheets, pgs. 62–63. A list of
and provide definitions if necessary.
homonyms should be provided for students.
Depending on the age and ability level of stu-
Activity 2 – Pencil It In
dents, you can distribute copies of Appendix G –
Pass out copies of the Pencil It In activity sheet,
Homonym Hotel Word List, pg. 95, or refer to a
pg. 59. Read through the homonym words with
running list the class has created which is posted
students and offer meanings if necessary.
on the board. Students will probably want to first
create a rough version of their homonym dialogs
Activity 3 – Fishing for Homonyms
on a separate piece of paper.
Write the homonym words used for this activity
on the board. Review meanings with the stu-
Activity 6 – Homonym Word Search
dents. Pass out copies of the Fishing for
Pass out copies of the Homonym Word Search
Homonyms activity sheet, pg. 60. Students will
activity sheets, pgs. 64–65.
need to choose the correct homonym to complete
each sentence in the story. Remind kids that only
Answers
half of the fish words will be used. They can cross
off the fish words they use to help them keep
A
M
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G
W
X
F
A
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E
D
K
N
E
W
O
Q
X
C
X
X
track.
Correct Words
one, road, creek, ate, piece, heard, deer, pair
Activity 4 – Choices, Choices!
Pass out copies of Choices, Choices! activity
sheet, pg. 61.
Correct Words
1. need
6. four
2. ate
7. read
3. bee
8. sent
4. not
9. wood
5. week
10. There
L
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Accept reasonable responses for the second part
of the activity.
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56
Kid Phonics 2
Activity 7 – Literature Activity
Activity 8 – Homination!
Book: The Greedy Python, Richard Buckley,
The game Homination! is a variation of the tradi-
Picture Book Studio, Saxonville, MA, 1985.
Book Summary: A greedy, hungry python eats all
tional Concentration matching game.
Homination is designed to be played by 2–4 play-
the animals that come near him. They create
ers and is probably best managed in a centers
such turmoil in his stomach that he coughs
format.
them up, only to begin eating his own tail.
Copy, cut out, and laminate the homonym
cards found on pgs. 68–69. Spread them face-
Read the book aloud for enjoyment. Read the
book a second time, asking students to listen
down on a table.
At the start of his or her turn each student will
for any words that could be homonyms.
choose two cards and turn them over. If a
Create a homonym list on the board for stu-
match is made, the player keeps the cards
dents to refer to.
and takes another turn. If no match is made,
the cards are returned to their face-down
Snake Summary
position and another player takes a turn.
Students will need to use contextual clues in
The winner of the game is the player with the
most homonym matches.
order to select the correct words.
Pass out copies of the Snake Summary activi-
A bonus round of the game could be played,
with students writing out sentences using
ty sheet, pg. 66.
their homonyms. For example: Talking aloud
Homonym Crosswords:
in the library is not allowed.
Pass out copies of the Homonym Crosswords
To make the game easier for younger players, leave half of the cards face up through-
activity sheet, pg. 67.
out the game, or play with fewer cards.
Answers
BLEW
L
E
U
E
E
KNOW WHOLE
O
S
WRITE
A
E
I
ATE
G
K
H
STAIR
A
I
T A I L
G
E
H
R
T
HOLE
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All Rights Reserved.
57
Kid Phonics 2
UNIT 4
ACTIVITY 1
Homonym Pictures
Name ________________________
Homonyms are words that sound alike but are spelled differently and have
different meanings. Color the pictures of the homonyms in the boxes below.
ant
aunt
Now it’s your turn! Draw pictures of the homonym words in the boxes.
hare
hair
flower
flour
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58
Kid Phonics 2
UNIT 4
ACTIVITY 2
Pencil It In
Name ________________________
Cut out the pencil halves at the bottom of the page. Glue them next to the
correct eraser halves to make a homonym pair.
one
or
pair
so
wood
wring
plane
week
✄
sew
weak
ring
won
plain
pear
would
oar
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All Rights Reserved.
59
Kid Phonics 2
UNIT 4
ACTIVITY 3
Fishing for Homonyms
Name ________________________
Miggles Goes Fishing
_______________ day Miggles decided to go fishing. He walked down the
_______________ towards his favorite _______________. When he got there, he
_______________ his lunch first. For dessert he had a _______________ of pie.
After fishing for a while, he _________ a strange sound. It was only a
_______________ walking through the forest. After catching a _______________
of fish, Miggles decided to head home.
eight
piece
pair
creak
ate
dear
deer
heard
rowed
herd
won
one
pare
peace
creek
road
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60
Kid Phonics 2
UNIT 4
ACTIVITY 4
Choices, Choices!
Name ________________________
Read the sentences below. Circle the homonym that best fits the sentence.
1.
“I (need, knead) a new hat!” declared Mumpher.
2.
Baby Boogie (ate, eight) all of her vegetables.
3.
There was a (be, bee) buzzing loudly around Tweed’s head.
4.
Rhyma did (knot, not) ride the bucking bronco.
5.
“This (week, weak) is the Phonics Flats Rodeo!” shouted Miggles.
6.
There were (for, four) horses in the coral.
ABC
7.
Baby Boogie (read, red) a good alphabet book.
8.
Mumpher (cent, sent) a message to Boogie.
9.
A lot of (wood, would) was needed to build the Homonym Hotel.
10.
(Their, There) is always something fun to do in Phonics Flats.
Choose three of the words you did not pick, and write a sentence for each
one. Underline the homonym in each sentence.
1.
______________________________________________________________
______________________________________________________________
2.
______________________________________________________________
______________________________________________________________
3.
______________________________________________________________
______________________________________________________________
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61
Kid Phonics 2
UNIT 4
ACTIVITY 5
Some Silly Scenes (Part A)
Name ________________________
The Old Timers on the front porch of the hotel sometimes get a bit confused
using homonyms. Write your own silly conversations between the Old Timers
in the boxes below.
Write down the homonyms you used in this box:
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62
Kid Phonics 2
UNIT 4
ACTIVITY 5
Some Silly Scenes (Part B)
Name ________________________
Create your own characters and scenes to make some silly conversations
using homonyms. Be sure to include a dialog bubble when a character
speaks.
Write down the homonyms you used in this box:
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63
Kid Phonics 2
UNIT 4
ACTIVITY 6
Homonym Word Search
Name ________________________
Using the homonym list on pg. 65, find and circle the homonyms below.
A
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© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
B
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N
E
S
E
B
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64
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I
Kid Phonics 2
UNIT 4
ACTIVITY 6
Homonym Word Search
Name ________________________
Find and circle the following homonyms in the word search puzzle on pg. 64.
aloud
aunt
break
creak
dough
do
fair
flee
haul
gnu
lead
main
need
allowed
ant
brake
creek
doe
due
fare
flea
hall
knew
led
mane
knead
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All Rights Reserved.
one
plane
reed
sail
sell
so
tea
throne
their
wait
wrap
wring
you
65
won
plain
read
sale
cell
sew
tee
thrown
there
weight
rap
ring
ewe
Kid Phonics 2
UNIT 4
ACTIVITY 7
Literature Activity
Name ________________________
Book: The Greedy Python, Richard Buckley, Picture Book Studio, Saxonville,
MA, 1985.
Snake Summary
Read the paragraph below about The Greedy Python and circle the correct
homonyms.
The Greedy Python
(Their, There) are many kinds of snakes.
(Some, Sum) live on land and others live in
water. In The Greedy Python, the python
(ate, eight) ten different animals. He did not
even chew up his (meet, meat). Most animals
thought they were (too, to, two) big to (be,
bee) (prey, pray) for this snake. (Do, Due) to
his big appetite, they were wrong. The
python gained so much (wait, weight) that he
could no longer slither around. So he just
coughed the animals (write, right) up. Now
he was hungrier than ever. His last meal was
just at the end of his (tail, tale).
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66
Kid Phonics 2
UNIT 4
ACTIVITY 7
Literature Activity
Name ________________________
Book: The Greedy Python, Richard Buckley, Picture Book Studio, Saxonville,
MA, 1985.
Homonym Crosswords
Use the clues at the bottom of the page to help you complete this homonym
crossword puzzle.
2
1
3
4
5
7
9
6
10
11
12
13
8
14
Down
1. color of the sky
2. 7 days are in this
4. opposite of yes
7. more than 7, less than 9
10. a story
11. opposite of left
12. to look at for a long time
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Across
1. past tense of blow
3. to be familiar with
5. having all of the parts
6. past tense of eat
8. the rear part of an animal
9. part of a staircase
13. expressing thoughts with
paper and pen or pencil
14. an empty space
67
Kid Phonics 2
UNIT 4
ACTIVITY 8
Homination!
aloud
allowed
aunt
ant
bear
bare
bee
be
blew
blue
chord
cord
creak
creek
deer
dear
die
dye
fair
fare
flee
flea
flower
flour
knew
gnu
nose
knows
heal
heel
hear
here
lead
led
main
mane
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68
Kid Phonics 2
UNIT 4
ACTIVITY 8
Homination! (continued)
knead
need
one
won
pail
pale
pair
pear
piece
peace
rain
reign
right
write
role
roll
sale
sail
cell
sell
sea
see
tale
tail
tea
tee
their
there
wait
weight
ware
wear
wood
would
you
ewe
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69
Kid Phonics 2
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70
Kid Phonics 2
UNIT 5: PHANTASTIC PHONIC PHUN
This unit offers a cross-curricular focus to the skills and concepts presented in Kid
Phonics 2. Students will participate in phonics-related activities in the areas of
drama, art, music and social studies. The activities in Unit 5 can be used throughout
the year or be offered as a weeklong culminating unit upon successful acquisition of
the phonics skills and concepts in the program.
Learning Objectives
To appreciate and understand that different musical instruments create unique
sounds.
To apply geography skills and identify locations on a map.
To learn about and understand a means of communication used in the United
States in the mid-1800s.
To utilize and cultivate dramatic interpretation skills.
To express thoughts and ideas through drama, art, and music.
Unit 5 Activities
Activity 1 – Sound Buster Theater (Drama)
Activity 2 – Tasty Western Word Collage (Art)
Activity 3 – Modeling Dough Word Roundup (Art)
Activity 4 – The Ding Dong Dance (Music)
Activity 5 – The Pony Express (Social Studies)
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Kid Phonics 2
UNIT 5: PHANTASTIC PHONIC PHUN
Activity 1 – Sound Buster Theater
Most children greatly enjoy and are comfortable
with opportunities for dramatization with puppets.
Use the Sound Buster Theater for many oral language activities. Here are some suggestions:
Word Building Scenes: Student puppet
groups (2–4 kids) can create scenes where
they build words using the characters and
phoneme cards. Choose a group of words to
focus on (for example, long vowels or conso-
students.)
Setting It Up
Creating the Puppets and Phoneme Cards
Students will color and then cut out the
Sound Buster characters.
Glue a tongue depressor to the back of each
character and let it dry.
Cut out cards, write a phoneme on each
card, then glue a tongue depressor to each.
nant blends) from the Word Builder Ranch
Hint: For repeated use and durability, lami-
Word List beginning on page 89. Students
nate the cards first, then write the phonemes
break each word down into its phonemes
with overhead projector marking pens. The
and write the phoneme parts on the cards.
markings can be wiped off and the cards
Then students create a story about how to put
used several times.
a word together, using the puppets.
Create a story about Phonics Flats and
dramatize it.
Perform the Sound Buster songs.
Teach a lesson to the rest of the class using
the puppets.
Present a TV commercial for any aspect of
Colored poster board cut in half
Creating the Stage
Cut a piece of colored poster board in half.
Fold the sides back.
Cut a window in the front panel.
Have students create their own decorations
for the theater.
phonics.
Activity Summary: Using stick puppets, students
will dramatize dialog and word-building
Activity 2 – Tasty Western Word Collage
scenes between the Sound Busters.
Students will use their sorting and word-building
skills for this art activity. After creating a Western
Materials
background scene with tempura paint, students
Puppets and phoneme cards. Make a set of
will then sort through alphabet cereal pieces to
puppets and cards for every 2–4 students.
create words. They will then glue their words to
reproduce the Sound Buster Clip Art, pgs.
the painted scene to create a two-dimensional
99–100 on white cardstock.
collage. This activity gives new meaning to the
Tongue depressors
old expression “eating your words”!
Crayons, markers and colored pencils
Scissors, glue
Stage (Make one theater for every 2–4
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Materials (Based on a class size of 30)
72
3 boxes of alphabet cereal
Kid Phonics 2
Several medium-size plastic bowls
White construction paper (81⁄2"x11" sheets)
Tempura paint in Southwestern colors
(brown, tan, red, orange, yellow, pink)
Paintbrushes
Setting It Up:
Create the background scene for the collage
first. Students will use Southwestern-colored
paints. To make a classic desert sunset scene,
several colors will be used over a period of
time. Paint the entire paper yellow. Allow
time to dry. Paint the bottom third of the
paper brown and tan (representing the land).
Students may want to add square shapes
representing mesas. The top third of the
paper will have stripes of red, pink and
orange. If students want to add some texture
to their painting, they can cut out cactus or
coyote shapes from green and khaki construction paper, then glue them to the scene.
While paint is drying, students can search
through the alphabet cereal letters for possible words. Provide a bowlful of alphabet
cereal for each work group of four students
each. Remind students to handle the letters
carefully, as they break easily. Students
should try to build as many words as they
can.
When the Western scenes are fully dry, stu-
Attach magnets to the backs of the phonemes,
make a few cookie sheets available, and students
will have an interactive and engaging activity
center which they have created!
Materials
3 cups flour
1 tablespoon cream of tartar
1 1⁄2 cups salt
4 tablespoons cooking oil
3 cups water
Food coloring (various colors)
Waxed paper
Self-sealing plastic sandwich bags
Set of large magnetic alphabet letters (often
used as refrigerator magnets)
store)
Mixing the Modeling Dough
Mix all ingredients together in a saucepan.
Heat the mixture over low heat until it
becomes lumpy.
Stir the mixture until it reaches a doughy
consistency.
Divide the dough into equal parts and put it
in sandwich bags.
Add food coloring to each sandwich bag for
desired color and squish the baggy until the
liquid food coloring is absorbed. The dough
scenes.
Never have enough time to create fun, meaning-
will last up to three months in airtight bags.
Creating the Letters and Phonemes
Using the Jailhouse Decoder Word List on
pg. 88 and the Word Builder Ranch Word
ful and interesting student centers? This activity
List on pgs. 89–90, make a selection of words.
will solve that dilemma for you! In Modeling
You and your students will need to determine
Dough Word Roundup, students will form
the phonemes for each word beforehand to
phonemes from a batch of modeling dough.
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Several cookie sheets
Setting It Up
dents can glue their alphabet words onto the
Activity 3 – Modeling Dough Word Roundup
Magnetic strips (from local arts and crafts
know which letters will be needed.
73
Kid Phonics 2
Roll the dough out evenly on waxed paper,
Students can work individually or in pairs
about 1⁄4" thick.
when building words at the Roundup Center.
Press the magnetic letters into the dough and
To play, students select a phoneme and use
then pull them out, using them like cookie
the magnet on the back of the phoneme to
cutters.
attach it to the cookie sheet. They search
Line the letters on the cookie sheet for baking.
through the other phonemes until they find
Bake the letters at 350 degrees Fahrenheit for
one that will help build a word. When a word
30 to 40 minutes. When the letters become
has been created, students should record the
slightly brown on the edges, they are done.
word on a copy of the Modeling Dough Word
When the letters are completely cool, glue (or
attach, depending on the type of magnetic
Roundup activity sheet, pg. 78.
When students have completed their activity
strips you are using) the magnetic strips to
page, or at least written several words they
the back of each phoneme. For phonemes of
have created, they can trade with a neighbor
more than one letter, use a longer magnetic
and challenge the other student to create the
strip.
same words.
Store the letters in long, shallow containers
rather than deep containers to avoid unnecessary breakage. Hint: Medium-size new
Activity 4 – The Ding Dong Dance
pizza boxes work especially well for storing
Activity Summary: Students will hear to the
the letters.
“Rhyma-Dima-Ding-Dong Girl” song from the
Kids Phonics 2 CD and listen for lyrical cues
Roundup Center
to play musical bells in time with the music.
There are several options for this center. Here are
some suggestions:
Materials
Create several boxes of modeling dough
Audio CD player
phonemes. Each box of phonemes will have
Kid Phonics 2 CD
a specific phonic focus. For example:
Musical bell instruments for each student
Red Box, red-colored phonemes, long vowels
Bue box, blue-colored phonemes, short
vowels
Yellow box, yellow-colored phonemes,
Setting It Up
Gathering the Bell Instruments
1.
consonant blends
If your school has a supply of handheld musical instruments for student use (such as
Create one large box of a mixture of
bongo drums, hand bells, noisemakers, snap-
phonemes.
pers, etc.), gather them for this activity. If
Conduct this activity three or four times a
there are not enough bells for each student in
year in order to gather a wide selection of
your class, to follow the instructions on the
phonemes, or do the activity in conjunction
next page.
with a special event such as a holiday or
Making Hand-Made Bell Instruments
theme the class has been studying, to focus
There are a variety of options for creating bell-
on specific words.
type instruments. It is advisable to create several
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74
Kid Phonics 2
different kinds of instruments to enjoy a variety of
sounds!
Tell students you will play the song again,
but this time when they hear the words ding
dong, they are to play their bells. Remind
Materials
them that they’ll only play the bells when
A large collection of craft bells of several dif-
they hear those words, so they will have to be
ferent types and sizes
Wide elastic bands of different colors (2" thick,
12" long)
Yarn in a variety of colors
Tongue depressors
Wire coat hangers
Glue
Thread
Needles
Elastic Band Bells: Sew several bells all
around an elastic band. Sew the ends of the
elastic band together to create a circle. Leave
some of the bell bonds unsewn, in long strips.
Tongue Depressor Bells: Glue bells to the
ends of a tongue depressor. Leave a space in
the middle for holding the instrument.
Yarn Bell Necklaces: Thread a string of yarn
through a variety of bells. Tie the ends together to create a necklace.
Coat Hanger Bells: Open a wire hanger.
very good listeners.
Move the students’ desks or worktables to the
so there is a large open area in the center of
the room. Students will gather in this area
with their bell instruments. Play the song.
Encourage students to move about to the
music and sing along as they learn the
words.
Other Ideas
Students can use their bells, and any other
rhythm instruments you have access to, when listening to the other songs on the Kid Phonics 2 CD.
Encourage students to make up movements in
time with the music and create hand signs representing words they hear in the songs. Divide the
class into small groups, assign each group one of
the Sound Buster songs, and have them create a
music video. Videotape the student performances
and share them with other classes.
Thread the hanger through large bells, then
close the hanger.
Singing, Playing and Dancing
Pass out the instruments to the students and
let them experiment with the sounds. Ask
each student to play his or her bell instrument for the rest of the class, individually so
all the students can hear the different tones
and sounds of each instrument.
Ask the students to lay their instruments
down as they listen to the song for the first
time. Tell the students to listen for the words
ding dong throughout the song. Play track #5,
Activity 5 – The Pony Express
The Sound Busters in Kid Phonics 2 live in a
make-believe town in the Old West. Introduce
your students to one facet of life during this time
by exploring information about the Pony Express.
Students will listen, read, and answer questions
about the Pony Express. They will use geography
skills to create a Pony Express map and enjoy
earning by participating in a simulation.
Background Information on the Pony
Express
the “Rhyma-Dima-Ding-Dong Girl” song.
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75
Kid Phonics 2
The Pony Express (1860–1861) was a brief but
spectacular experiment in rapid mail delivery
Provide enough space between obstacles so
that each relay team member has plenty of
from Missouri to California. Hoping to win a government contract, the freighting and express firm
of Russell, Majors, and Waddell promised to
room to run the course.
At the beginning of the course, post a sign (of
construction paper) which says “St. Joseph,
carry letters the almost 2,000 miles between St.
MO.” At the end of the course, post a sign
Joseph, MO and Sacramento, CA in 10 days. This
was half the time taken by the Overland Mail
Company, which followed a longer route through
which reads “Sacramento, CA.”
Each of the four mailbags will hold a message. Each bag will contain a word (written
the Southwest. To provide fresh mounts for riders,
on index cards) which is broken down into its
the company established 190 way stations 10–15
phonemes. By putting all of the words from
miles apart along a route through Nebraska,
each of the four bags together, a sentence is
Wyoming, and Nevada. The riders, who traveled
created:
about 75 miles each in a relay system, carried the
Bag #1: T i me (Time)
mail at a cost of $5 an ounce, continuing even
Bag #2: f or (for)
through the winter months. Successful logistically
Bag #3: t h e (the)
but not financially, Russell, Majors, and Waddell
Bag #4: s ur pr i se! (surprise)
went bankrupt. Pony Express service ended after
Thee sentence spells “Time for the surprise!”
18 months, in October 1861, when overland tele-
Consider what kind of surprise would be
graph connections were completed. (Elliot West,
appropriate for the entire class.
Grolier’s Encyclopedia, 1996)
Running the Simulation
Materials
Review with students how the Pony Express
Mailbags (these could be fanny packs, back-
worked. Remind them that to deliver one bag
packs, shoulder bags, or actual mailbags
of mail, several riders were required over a
from the post office loaned to the class)
long distance. Sometimes riders had to travel
Several index cards
in bad weather and over difficult terrain.
Items for a large outdoor obstacle course,
Divide the class into four relay teams. If there
such as traffic pylons, hula hoops, large
is an uneven number of students on a given
blocks, jump ropes, chairs, balance beams
team, individual team members can run two
(very low to the ground), tires
parts of the course.
Explain each part of the obstacle course and
Setting It Up
what must be accomplished. Place the start-
Setting Up the Obstacle Course
ing members of each relay team at the
Enlist the support of parent volunteers or
beginning of the course. Have other students
older students. Set up the course over a large
go to their posted positions along the course.
area. A grassy area is preferred in case students fall, or the course can be planned in a
The starting “rider” will hold a mailbag.
When he or she reaches the second member
multipurpose room.
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76
Kid Phonics 2
of the team, the bag is passed to the next
rider. A rider who has finished his or her part
of the course should immediately go the
“Sacramento, CA” area and wait for the rest
of the team.
When the team has finished the course, the
member holding the bag opens it and pulls
out the phoneme cards. The team unscrambles the cards and puts them together to form
the word.
When all the teams have formed their words,
the entire class works together to build the
sentence: “Time for a surprise!”
Congratulate the class and reward all the
tired riders with their surprise!
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77
Kid Phonics 2
UNIT 5
ACTIVITY 3
Play Modeling Word Roundup (Art)
Name ________________________
Write the words you created with the
modeling dough phonemes on the lines
below.
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
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78
Kid Phonics 2
UNIT 5
ACTIVITY 5
The Pony Express (Social Studies)
Name ________________________
How does the mail come to your house? __________________________________
How often does the mail come? __________________________________________
How long do you think it takes for a letter to travel across the United States?
______________________________________________________________________
Did You Know?
Letters can be delivered overnight anywhere in the
world. But over 100 years ago, it could take 20 days for a
letter to travel from one house to another house. A group
of people decided to try a special experiment to see if they could
deliver the mail across the country in just 10 days instead of 20
days. This experiment was called The Pony Express. A group of
horse riders would carry the mail in special bags. Each rider
would ride very fast over a long distance, and switch horses
along the way. When the Pony Express riders reached the end of
their journey, they would give the mail to another Pony Express
rider. The next rider would ride very fast until he met with another Pony
Express rider at another station. The riders rode along the Pony Express trail,
which was 2,000 miles long! Pony Express riders would carry the mail
through rain and snow, across rivers, and over tall mountains. In 1861 the
Pony Express service ended, but mail carriers of today still carry on the tradition of bringing the mail to us no matter how hard it may be.
1. Before the Pony Express started, how many days could it take for a letter
to reach another house across the country?
______________________________________________________________________
2. How many miles was the Pony Express trail? __________________________
3. Did the Pony Express riders stop when it would rain or snow? ____________
4. When did the Pony Express end? ______________________________________
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79
Kid Phonics 2
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UNIT 5
The Pony Express (Social Studies)
ACTIVITY 5
Name ________________________________
Trace the path the Pony Express riders traveled on this map of the United States. Add the cities of
Sacramento, California and St. Joseph, Missouri. Color in the Rocky Mountains.
80
Kid Phonics 2
APPENDIX A
SOUND BUSTER SONG LYRICS
We’re on Our Way
(All the Sound Busters)
Track 2
Words and music by
Dave Kinnoin
If you’re having trouble with a silent letter,
If a big, long word should cause a fuss,
We’ll be right there to make it better.
Hey, if that sounds good, sing along with us!
We’re on our way,
We learn a little each day.
As words appear,
We readers cheer –
We’re on our way.
Every compound word is gonna be our buddy,
Every homonym will bring a smile.
A rhyme or two will help us study,
Our adventure grows mile after mile.
(repeat chorus)
We’ll discern each twist and turn,
One by one –
Our journey’s just begun.
It’s lots of work
And lots of fun!
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81
Kid Phonics 2
Two-For-One Store
(Boogie)
Track 3
Words and music by
Dave Kinnoin
Hey, put your words together
For the two-for-one store!
Welcome to the two-for-one store.
Everybody’s havin’ fun,
‘Cause we’re guaranteed
To find the words we need
At two for the price of one.
Better get here on the double,
We’re rockin’ on the showroom floor.
Hear and see for yourself
What’s shakin’ off the shelf,
Maybe take a mouthful out the door.
The two-for-one store sells compound words:
Lemondrops, bellyflops, whirlybirds,
Each word is made from two.
There’s something just right for you.
Did you notice that last sentence had the compound word “something” in it? I’ll just
betcha the two-for-one store has some-thing for you! Hmm…how ‘bout
Bathtub, backrub,
(Scratch me!)
Smokestack, lumberjack,
(Tough)
Raincoat, sailboat,
(A storm’s comin‘)
Underwater, jellybean,
Teeter-totter, evergreen,
And some you’ve never heard or seen!
(repeat chorus twice—last line:)
Compound words galore—come on, let me take you to the two-for-one store!
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82
Kid Phonics 2
Silent Letters
(Mumpher)
Track 4
Words and music by
Dave Kinnoin
Silent letters are sneaky,
They never make a sound.
Their intentions are not clear,
At least to my ear,
They just sorta hang around.
So watch out for those silent letters,
Please learn the tricks they play,
‘Cause I know those silent letters
Will sure ‘nuff try to get you someday.
There’s a “b” in “thumbtack,”
There’s an “e” in “kite,”
There’s a “g” in “bologna,”
And a “gh” in “sight.”
There’s an “h” in “hourglass,”
A “k” in “knife,”
An “l,” an “n,” a “p,” a “w”
To trouble you your whole life.
(And there are even more silent letters than that,
So be extra careful, okay?)
Beware of those silent letters
As you ride the reading trail.
When you see those silent letters,
Rope those little dogies by the tail.
(Wrestle ‘em down! There’s that “w” again.)
Rope those silent letters by the tail.
(That oughta get a little noise outa them!
Well, maybe not—they’re silent letters…)
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83
Kid Phonics 2
Rhyma-Dima-Ding-Dong Girl
(Rhyma)
Track 5
Words and music by
Dave Kinnoin
I’m a rhyma-dima-ding-dong girl,
So give my rhyma-dima-sing-song a whirl.
It’s a time to be a-tappin’,
I’m a rhyme all set to happen,
I’m a rhyma-dima-ding-dong girl!
Oh, I know some words that almost hit the mark,
My, my, they almost do.
But, when I make my selection,
I go for the perfection,
I only choose the rhymes that are true.
(repeat chorus)
Ding dong—this rhyme belle’s a ringer,
A dead-on bull’s-eye—do I make my point?
Ding dong—each chime tells the singer
Each rhyme we make up
Will shake up this joint!
(repeat chorus)
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84
Kid Phonics 2
I Want to Be a Big Kid, Too
(Baby Boogie)
Track 6
Words and music by
Dave Kinnoin
I want to be a big kid too,
I’m tired of baby stuff;
Do all the things the big kids do,
Not wait until I’m old enough.
I want to read (A big kid book!),
I want to write (Have you seen my pencil?),
I want to stay up and play with my computer
A little later at night. (How about ten o’clock?)
Oh, what I’d give,
What I’d give to go to big kid school!
I want to learn every letter, every word in every book,
Understand every fact, every rule.
(That’d be cool!)
(repeat chorus)
Big kids use those great big words
And I think, “Why not me?”
If I try, I can figure them out
And ex-pand my vo-cab-u-lar-y.
(Hey, I did it!)
I want to be a big kid too,
I’m tired of baby stuff;
Do all the things the big kids do,
Can’t wait until I’m older.
I want to be like you,
I want to be a big kid, too!
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85
Kid Phonics 2
Homonym-ble Game
(Miggles)
Track 7
Words and music by
Dave Kinnoin
Whan I ask you for a pear
And you say, “A pair of what?”
When I’m pulling out my hair
And the rabbit hutch sticks shut,
When my certainty is swaying
And I don’t know what to blame,
The homonyms are playing
The homonym-ble game.
Homonym-ble game,
What surprise it brings!
Words can sound the same
And mean different things.
Fun-filled to the brim,
Contents tough to tame,
We all ride the rim
Of the homonym-ble game.
Little seamstress soon to wed,
Introduce me to your beau,
You’re too busy with your thread,
Oh, my, my, you sew and sew!
You are not sure what I’m saying,
And it’s somewhat of a shame,
The homonyms are playing
The homonym-ble game.
(repeat chorus)
Close inspection of surrounding words can clue the reader in.
“Context” is the name for this,
It’s something you don’t want to miss—
That is, if you want to win the…
(repeat chorus)
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86
Kid Phonics 2
All Long Words Are a Series of
Short Sounds Strung Together
(Tweed)
Track 8
Words and music by
Dave Kinnoin
When you stand at the bottom of a mountain,
It looks too high to climb.
With the right technique,
You can reach the peak
If you take it one step at a time.
A long word can be rather like a mountain,
It’s very hard to read.
I’m pleased to say
You’re in luck today,
‘Cause you’ve got the only tool you need:
That would be your brain—yo!
All long words are a series of short sounds strung together,
Break it down-dee-dee, break it down-dee-dum.
All long words are a series of short sounds strung together,
Break it down with me, break it down, old chum.
Take a long word like “velociraptor”—
Hmm…let’s see who’s boss:
Sometimes “e” is “ ”—
And “l-o-c” is “los,”
“I” is “i,” “r-a-p” is “rap,” “t-o-r” is “t r.”
Now, lift the word off the page:
“Ve-loc-i-rap-tor”—a new chapter
In the story of the “Phonics Age”!
And I do say, it’s jolly hip!
e
e
(repeat chorus)
When I say “break it down,” I mean more than “let’s get funky,”
I mean cut it up. (What it up?)
Cut it up (every word) till it’s good and chunky.
I have found out if you sound out every part,
The beautiful thing that’s making me sing will start—
Build a word! (Groove on it!)
(repeat chorus)
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All Rights Reserved.
87
Kid Phonics 2
APPENDIX B
Jailhouse Decoder Word List
amusement
freckles
neighbor
showers
swallow
autumn
freighter
nightgown
shutters
sweepstakes
skeptical
switchboard
swordfish
freshman
blacksmith
friendship
ointment
skyscraper
blizzard
furniture
oyster
sleighride
blossom
slipknot
tablespoon
brainstorm
gadget
package
slippery
thirteen
breathless
glitter
patchwork
smallpox
thunder
glossary
peace
smudge
toothpaste
celebrate
gradually
playground
smuggler
toothpick
challenge
graffiti
plumbing
sneezed
traffic
childhood
grammar
plywood
snowstorm
treatment
classroom
grandfather
pneumonia
soldier
trousers
climate
graphics
poisonous
soybean
poundcake
spaghetti
understand
unfold
clipboard
consonant
highlight
professor
spearmint
crackers
honest
programmer
sphere
craftsmanship
honeydew
projector
splendor
vampire
prophecy
splinter
volcano
voyage
crossroads
crystal
insecticide
psalm
sprain
customer
instantly
psychic
springboard
sprinkler
wastebasket
quarrel
sprout
weight
quotation
squeak
wheeze
squeal
whirlpool
reminded
squeegee
whittle
investment
design
dewdrop
juggler
dictionary
jumprope
disappointed
discovers
knighthood
rowdiness
squeeze
wrestling
drawbridge
knowledge
royalty
stadium
wrinkled
drizzle
knuckles
scallop
stampede
laughter
scholar
starch
loiter
scorch
stargazer
loyalty
scrambled
stethoscope
scream
straight
matchbook
scrimmage
struggle
mustang
sculpture
stuffing
mustard
shadows
superior
drowsy
dwarf
earache
empty
example
floodlight
stagehand
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All Rights Reserved.
88
yachting
zillion
Kid Phonics 2
APPENDIX C
Word Builder Ranch Word List
almonds
cookbook
hammer
nail
ring
antelope
couch
hammock
necklace
rodeo
applesauce
cowboy
hamster
nectarine
arrowhead
crutches
handcuffs
needle
saddle
handkerchief
newspaper
sailboat
backpack
diamond
haystack
noodles
sandwich
bandage
doghouse
headphones
nurse
saucepan
bandana
dress
holster
nutcracker
scale
blanket
drumsticks
hourglass
blender
duffle
hummingbird
bookend
dustpan
bookmark
scarecrow
oatmeal
screen
octagon
screw
igloo
orange
screwdriver
boomerang
earrings
iguana
ornament
scroll
braid
easel
inchworm
outlaw
seashell
bread
eggbeater
insect
bridle
eggplant
brush
emerald
bumblebee
envelope
butter
shampoo
padlock
shawl
jackknife
pail
shirt
jeep
paint
shoelaces
jewelry
parakeet
shovel
peach
shrimp
farmhouse
cabbage
faucet
kangaroo
pendant
skateboard
cactus
feather
ketchup
pheasant
skeleton
camera
fence
keyboard
pitchfork
skillet
cantaloupe
firecracker
knapsack
pizza
skirt
canteen
flashlight
plow
slingshot
cartoon
flowerpot
lantern
poison
sneakers
chair
fountain
leash
porch
snorkel
chalk
fudge
leather
potholder
snowshoe
lipstick
protractor
softball
pumpkin
sparrow
checkerboard
cheese
glue
chopsticks
goggles
mailbox
church
grapefruit
matches
clerks
griddle
mountain
clothespin
groundhog
mouthwash
radio
splint
mushroom
raincoat
sponge
ribbon
spurs
clover
spatula
quarter
sphinx
coffeepot
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All Rights Reserved.
speedometer
89
Kid Phonics 2
square
wheel
squirrel
wheelbarrow
stamp
wheelchair
stapler
whip
statue
windmill
steak
wreath
stepladder
wristwatch
stirrups
stopwatch
xylophone
strainer
strawberry
yardstick
sunflower
sweater
zucchini
swimsuit
teakettle
teaspoon
teepee
thermometer
thimble
thread
thumbtack
toaster
toothbrush
towel
Yee Haw!
triangle
trombone
tweezers
ukulele
unicycle
uniform
vacuum
valentine
violin
vitamins
volleyball
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90
Kid Phonics 2
APPENDIX D
Word Rodeo Compound Word List
Note: Hyphens are shown to separate the base words.
after-noon
book-mark
fire-boat
home-made
mid-day
air-bag
book-shelf
fire-box
home-room
mid-night
air-brush
book-worm
fire-dog
horse-man
mid-point
air-drop
broom-corn
fire-house
horse-shoe
mid-way
air-lock
broom-stick
fire-light
house-boat
milk-man
air-man
bull-dog
fire-man
house-breaker
milk-shake
air-plane
bull-frog
fire-side
house-coat
milk-weed
fire-storm
house-hold
moon-light
air-way
ant-hill
camp-ground
fire-water
apple-sauce
camp-mate
fire-weed
ice-boat
moon-shine
card-board
fire-wood
ice-box
mouth-wash
back-board
cart-wheels
flag-pole
ice-breaker
back-bone
chalk-board
flash-light
ice-house
night-fall
back-door
cook-book
flower-pot
ice-man
night-gown
back-drop
cook-house
foot-ball
back-ground
cook-out
foot-fall
jack-knife
night-stick
foot-hill
jack-pot
north-east
back-side
moon-rise
night-mare
back-slide
dog-fish
foot-hold
jaw-bone
north-west
back-wash
dog-house
foot-light
jaw-breaker
note-book
back-water
dog-wood
foot-man
back-yard
drive-way
foot-print
key-board
oat-meal
bare-foot
drum-stick
foot-step
key-word
other-wise
barn-storm
dust-pan
free-board
barn-yard
out-board
free-hold
land-fall
out-door
base-ball
ear-drum
free-man
land-lord
out-fit
base-board
ear-mark
free-way
land-mark
out-house
base-man
earth-quake
land-slide
out-shine
basket-ball
earth-worm
gold-fish
light-house
out-side
green-house
light-weight
look-out
birth-day
birth-mark
fair-ground
green-room
blue-book
fair-way
gum-drop
blue-fish
fare-well
gum-shoe
blue-print
farm-house
book-case
farm-yard
book-end
fire-ball
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
pad-lock
paper-board
mail-bag
paper-weight
mail-box
pass-book
hair-brush
mail-man
pass-word
hair-cut
mail-room
pepper-corn
91
Kid Phonics 2
pepper-mint
snow-fall
wash-board
pillow-case
snow-man
wash-cloth
pitch-fork
snow-shoe
wash-day
pitch-out
snow-storm
wash-out
pop-corn
snow-suit
wash-room
quick-sand
sun-burn
waste-basket
quick-step
sun-fish
waste-paper
sun-light
waste-water
rail-road
sun-rise
week-day
rail-way
sun-shine
week-end
rain-coat
surf-board
week-night
rain-drop
wish-bone
rain-fall
table-cloth
rain-storm
table-spoon
rain-water
tea-house
yard-man
rattle-snake
tea-pot
yard-stick
room-mate
tea-room
year-book
tea-spoon
year-end
saddle-bag
tooth-brush
saddle-cloth
trap-door
wrist-watch
sail-boat
sail-cloth
under-brush
sail-fish
under-coat
scare-crow
under-cut
school-book
under-dog
school-ground
under-foot
school-house
under-ground
school-mate
under-side
school-room
under-water
sea-board
under-way
sea-man
under-weight
sea-plane
sea-quake
video-cassette
sea-side
video-tape
sea-weed
view-point
shoe-shine
vine-yard
sky-light
volley-ball
sky-way
snow-ball
wall-board
snow-drop
wall-paper
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92
Kid Phonics 2
APPENDIX E
Word Rodeo Prefix List
Base Words able
light
snap
agree
load
solve
appear
lock
spect
long
spell
cline
marine
take
count
mask
test
cover
match
tie
crease
mote
trust
change
turb
deal
nect
use
ease
pack
easy
pair
even
pare
vent
part
vide
feat
place
view
fect
plain
fend
play
wind
fix
print
wrap
fold
prove
used
Prefixes
grace
quire
com
gram
quote
con
de
gress
hale
read
dis
real
ex
rest
in
mis
ject
just
kind
lead
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
said
pre
school
pro
scribe
re
sent
sub
serve
un
sign
93
Kid Phonics 2
APPENDIX F
Word Rodeo Suffix List
Base Words
drop
act
affect
early
agree
easy
amaze
enjoy
appear
fair
messy
sleepy
miss
slow
most
solve
spooky
neat
spot
new
story
noisy
surprise
bad
fancy
bark
foggy
pass
bat
fry
penny
beg
funny
play
tall
pony
tight
poor
tiny
porch
try
believe
bloom
grin
boil
swim
swing
boss
happy
pour
bounce
hard
pretty
brag
harm
prove
brown
help
provide
weak
high
puppy
week
care
hope
juggle
clown
confuse
Suffixes
inspect
close
cloudy
win
quiet
cheap
city
use
kind
copy
reply
ed
rest
er
road
es
rough
est
ruby
ing
cough
large
count
laugh
sad
less
crawl
light
scare
ly
cry
long
share
ment
loud
shiny
ness
shout
s
dark
ion
direct
main
sick
dirty
march
silly
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All Rights Reserved.
94
Kid Phonics 2
APPENDIX G
Homonym Hotel Word List
aunt/ant
knot/not
be/bee
loan/lone
bare/bear
bass/base
one/won
beats/beets
blue/blew
pail/pale
board/bored
peace/piece
brake/break
pleas/please
berry/bury
pole/poll
by/buy/bye
rain/rein/reign
cent/scent/sent
read/red
course/coarse
right/write
creak/creek
road/rode/rowed
role/roll
deer/dear
died/dyed
sail/sale
due/dew/do
see/sea
seem/seam
eight/ate
sell/cell
site/sight/cite
fare/fair
some/sum
feet/feat
sow/sew/so
flea/flee
foul/fowl
tail/tale
four/for
there/their/they’re
tow/toe
gnu/knew/new
weight/wait
hare/hair
wear/where
hall/haul
week/weak
heel/heal
would/wood
hear/here
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All Rights Reserved.
95
Kid Phonics 2
APPENDIX H
Silent Letter Stagecoach Word List
Silent E
grip
gripe
rob
robe
war
ware
at
ate
hat
hate
rod
rode
win
wine
ban
bane
her
here
rot
rote
wok
woke
bar
bare
hid
hide
sag
sage
bat
bate
hop
hope
sat
sate
Silent B
bath
bathe
hug
huge
scar
scare
bomb
bid
bide
jib
jibe
scrap
scrape
climb
bit
bite
kit
kite
secret
secrete
comb
breath
breathe
lob
lobe
sever
severe
crumb
cam
came
lop
lope
sham
shame
debt
can
cane
mad
made
shin
shine
debtor
cap
cape
man
mane
sir
sire
doubt
car
care
mat
mate
sit
site
dumb
cloth
clothe
met
mete
slat
slate
indebted
con
cone
mop
mope
slid
slide
lamb
cop
cope
mut
mute
slim
slime
limb
crud
crude
nap
nape
slop
slope
numb
cub
cube
nod
node
snip
snipe
plumb
cut
cute
not
note
spar
spare
plumber
dim
dime
pal
pale
spin
spine
plumbing
din
dine
pan
pane
spit
spite
thumb
dot
dote
par
pare
stag
stage
thumbtack
dud
dude
past
paste
star
stare
tomb
dun
dune
pin
pine
strip
stripe
fad
fade
pip
pipe
tap
tape
Silent G
fat
fate
plan
plane
them
theme
align
fin
fine
plum
plume
ton
tone
assign
fir
fire
pop
pope
tot
tote
bologna
flak
flake
prim
prime
trip
tripe
campaign
gal
gale
quit
quite
tub
tube
cologne
gap
gape
rag
rage
twin
twine
design
glad
glade
rang
range
us
use
foreign
glob
globe
rat
rate
van
vane
gnarl
grad
grade
rid
ride
wad
wade
gnash
grim
grime
rip
ripe
wag
wage
gnat
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All Rights Reserved.
96
Kid Phonics 2
gnaw
sleigh
knife
wrestle
gnome
sought
knit
wring
gnu
straight
knob
wrinkle
lasagna
taught
knock
wrist
reign
thought
knot
write
resign
tight
know
wrong
sign
weigh
knowledge
weight
knuckle
Silent GH
unknown
Miscellaneous
Silent Letters
bough
Silent H
bought
afghan
Silent L
ballet
bright
dinghy
calf
crochet
brought
ghastly
caulk
fillet
caught
ghetto
chalk
indict
daughter
ghost
half
daylight
ghoul
salve
dough
heir
doughnut
heirloom
Silent N
drought
herb
autumn
eight
honest
column
eighteen
honor
condemn
eighty
hour
hymn
fight
hourglass
solemn
flight
rhapsody
freight
rhinestone
Silent P
fright
rhino
corps
height
rhinoceros
cupboard
high
rhubarb
pneumonia
insight
rhyme
psalm
light
rhythm
psychology
might
shepherd
pterodactyl
aisle
raspberry
naughty
neigh
Silent K
neighbor
knack
night
knapsack
Silent W
ought
knead
sword
plight
knee
wrap
right
kneel
wreath
sigh
knew
wreck
sight
knickers
wrench
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
receipt
97
Kid Phonics 2
APPENDIX I
Non-Silent Letter Stagecoach Word List
Non-Silent E
gas
nag
sip
an
gem
net
slam
glen
nip
slap
back
gob
nit
slip
bag
got
nor
sop
bed
grab
nun
spill
bib
gut
nut
straw
sub
big
blot
ham
pat
brim
hen
path
bug
him
pig
tag
bun
hog
pit
ten
hub
plod
then
pot
tip
cab
sud
cat
jar
prod
toy
clot
jet
pun
trim
cob
jig
pup
tug
crust
jog
cup
jug
tweak
quiz
vat
dab
kin
den
red
rest
wet
did
lad
rib
wig
dip
led
rig
wit
dog
leg
rub
dug
let
rut
lip
yam
yes
fan
log
sad
fit
lot
scab
zap
scrub
zip
flap
fog
map
set
fun
math
shack
fur
men
shed
mud
ship
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All Rights Reserved.
98
Kid Phonics 2
APPENDIX J
Sound Buster Clip Art
Boogie
Baby Boogie
Miggles
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
99
Kid Phonics 2
Mumpher
Rhyma
Tweed
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
100
Kid Phonics 2
APPENDIX K
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
This award is presented to
________________________________
for being a
Super Word and Sentence Builder!
_______________
Teacher
_______________
Date
101
CERTIFICATES
Kid Phonics 2
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
Hooray!
____________________________
is an official
Homonym Expert!
_______________ _______________
Teacher
Date
102
Kid Phonics 2
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
This award is presented to
______________________________________
for successfully completing the
challenges and lessons of
Kid Phonics 2!
103
_______________
Teacher
_______________
Date
Kid Phonics 2
APPENDIX L
Language Arts Skills Bibliography
Adjectives
Boynton, Sandra. A Is for Angry: An Animal and
Adjective Alphabet. Workman, 1983.
Heller, Ruth. Many Luscious Lollipops: A Book
About Adjectives. Scholastic, 1989.
McMillan, Bruce. Super, Super, Superwords.
Lothrop, 1989.
Alliteration
Bayer, Jane. A, My Name Is Alice. Dial, 1984.
Chess, Victoria. Alfred’s Alphabet Walk.
Greenwillow, 1979.
Curtis, Foley. The Little Book of Big Tongue
Twisters. Holiday House, 1977.
Kellogg, Steven. Aster Aardvark’s Alphabet
Adventures. Morrow, 1987.
Antonyms
McMillan, Bruce. Here a Chick, There a Chick.
Lothrop, 1983.
Cause and Effect
Aylesworth, Jim. Hush Up! Henry Hold, 1980.
Charlip, Remy. Fortunately. Parents Press, 1964.
Lester, Helen. It Wasn’t My Fault. Dutton, 1979.
Lexxu, Joan. That’s Good, That’s Bad. Dial, 1963.
Noble, Trinka Hakes. The Day Jimmy’s Boa Ate
the Wash. Dial, 1980.
Numeroff, Laura Joffe. If You Give a Mouse a
Cookie. Harper Collins, 1985.
Compare and Contrast
Barrett, Judy. I’m Too Small, You’re Too Big.
Atheneum, 1981.
Dantzer-Rosenthal, Marya. Some Things Are
Different, Some Things Are the Same.
Whitman, 1986.
Hughes, Shirley. Bathwater’s Hot. Lothrop, 1985.
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
Compound Words
Maestro, Betsy. All Aboard Overnight. Houghton
Mifflin, 1992.
Exaggeration
Boyd, Selma and Pauline. I Met a Polar Bear.
Lothrop, 1983.
Galdone, Paul. The Amazing Pig. Clarion, 1981.
Peterson, Esther Allen. Frederick’s Alligator.
Crown, 1979.
Homonyms/Homographs
Basil, Cynthia. How Ships Play Cards. Morrow,
1980.
Blossom, Naomi. Scale Full of Fish and Other
Turnabouts. Greenwillow, 1979.
Buckley, Richard. The Greedy Python. Picture
Book Studio, 1985.
Gwynne, Fred. A Little Pigeon Toad. Simon and
Schuster, 1988.
Hunt, Bernice Kohn. Your Aunt Is a Which. HBJ,
1975.
Terban, Marvin. The Dove Dove: Funny
Homograph Riddles. Clarion, 1984.
Terban, Marvin. Eight Ate: A Feast of Homonym
Riddles. Clarion, 1988.
Idioms
Folsom, Michael and Marcia. Easy as Pie: A
Guessing Game of Sayings. Clarion, 1985.
Parish, Peggy. Amelia Bedelia. Harper and Row,
1963.
Terban, Marvin. In a Pickle and Other Funny
Idioms. Clarion, 1983.
Teban, Marvin. Mad as a Wet Hen. Clarion, 1987.
104
Kid Phonics 2
Letter Sounds
Quotation Marks
MacDonald, Suse. Alphabetics. Bradbury, 1986.
Lobel, Arnold. Frog and Toad Are Friends.
Harper and Row, 1979.
Letter Writing
Ahlberg, Janet and Allan. The Jolly Postman.
Little, Brown, 1986.
Setting
Cooney, Barbara. Miss Rumphius. Puffin, 1987.
Alexander, Sue. Dear Phoebe. Little, Brown, 1984.
Oram, Haiwyn. In the Attic. Henry Holt, 1988.
Leedy, Loreen. Messages in the Mailbox. Holiday
Silverstein, Shel. The Giving Tree. Harper and
Row, 1964.
House, 1991.
Tsutsui, Yorko. Anna’s Secret Friend. Viking, 1987.
Williams, Vera and Jennifer. Stringbean’s Trip to
the Shining Sea. Scholastic, 1988.
Simile
Juster, Norton. As: A Surfeit of Similes. Morrow,
Winslow, Nancy. Love From Uncle Clyde. Dodd
1989.
Mead, 1977.
Synonyms
Nouns
McMillan, Bruce. Here a Chick, There a Chick.
Heller, Ruth. A Cache of Jewels and Other
Lothrop, 1983.
Collective Nouns. Scholastic, 1987.
Heller, Ruth. Merry-Go-Round. Grosset and
Dunlop, 1990.
Verbs
Heller, Ruth. Kites Sail High: A Book About Verbs.
Hooper, Patricia. A Bundle of Beasts. Houghton
Mifflin, 1987.
Kock, Michelle. Just One More. Greenwillow, 1989.
Scholastic, 1988.
MacMillan, Bruce. Kitten Can. Lothrop, 1984.
Maestro, Betsy and Guilio. Camping Out: A Book
Terban, Marvin. Your Foot’s on My Feet! And
Other Tricky Nouns. Clarion, 1986.
of Action Words. Crown, 1985.
Noll, Sally. Jiggle, Wiggle, Prance. Greenwillow,
1987.
Plot
Terban, Marvin. I Think I Thought and Other
Fox, Mem. Koala Lou. HBJ, 1988.
Tricky Verbs. Clarion, 1984.
Kipling, Rudyard. Just So Stories. Doubleday, 1952.
Writing
Prepositions
Dr. Seuss. I Can Write! Random House, 1971.
Bancheck, Linda. Snake In, Snake Out. Crowell,
Hoban, Lillian. Arthur’s Pen Pal. Harper and Row,
1978.
1976.
Oakley, Graham. The Diary of a Church Mouse.
Punctuation
Atheneum, 1987.
Fox, Mem. Wilfrid Gordon McDonald Partridge.
Kane/Miller, 1984.
Ziefert, Harriet. Sarah’s Questions. Lothrop, 1986.
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
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Kid Phonics 2
APPENDIX M
Professional Book Bibliography
Bolton, F. and Snowball, D. Teaching Spelling: A Practical Resource.
Heinemann, 1993.
Gentry, J. Richard. Spel is a Four-Letter Word. Scholastic, 1987.
Goodman, Ken. Phonics Phacts. Heinemann, 1994.
Hansen, J. When Writers Read. Heinemann, 1987.
Jan, Lesley Wing. Spelling and Grammar in a Whole Language
Classroom. Ashton Scholastic, 1991.
Johnson, Terry D. and Louis, Daphne R. Literacy Through Literature.
Heinemann, 1987.
Powell, Debbie and Hornsby, David. Learning Phonics and Spelling in
a Whole Language Classroom. Scholastic, 1993.
Wagstaff, Janiel. Phonics: What Works. Scholastic, 1994.
Yopp, Ruth Helen and Yopp, Hallie Kay. Literature-Based Reading
Activities. Allyn and Bacon, 1992.
© Knowledge Adventure, Inc. and its licensors.
All Rights Reserved.
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Kid Phonics 2