可以用來的合并版自然拼讀

CurriculumScheduleforPhonicsGradereviewbeginRhymingvowela;shortvowelI;reviewshortvowelaandiconsonantFconsonantH,D,F,G,M；consonantsD,G,Zactheratshortvowelo；shortvowelushortvowelshortvowelso,u,e；Phonics:soundpattern-at；soundpattern-soundpattern-reviewsoundpattern-at,-in,-otsoundthebighitreviewsoundpattern-ug,-reviewsoundpattern-at,-in,-ot,-ug,ABCmatchingupperandlowercaseofa,b,d;F,G,HsoundsJ,KvowelsoundA;vowelsoundE;vowelsoundIvowelsoundO;vowelsoundU;middlesoundswithshortwordswithshortvowelA;wordswithshortvowelE;wordswithshortvowelIwithshortvowelO;wordswithshortvowelU;whatbelongswhatcomeswhatcomesstorysenseGusthewordswithwordswithI;wordswitho;wordswithuwordfamilyPegthehenSightbeginningconsonantBytheendofthelesson1,studentsshouldbeabletosaythewordsbeginwithconsonantsb,c,tbeginningconsonantbeginningconsonantbeginningconsonantBytheendoftheshouldbeabletosaythewordsbeginwithconsonantsbeginningconsonantBytheendoftheshouldbeabletosaythewordsbeginningwithconsonantsb,c,t,n,p;saythewordsendingwithconsonantsb,c,t,n,p;andrecognizerhymingRhymingshortvowelZactheBytheendoftheshouldbeabletosaythewordswithshortvowelaandshortvowelshortvowelthebigshortvowelreviewshortaandbeginningconsonantBytheendoftheshouldbeabletosaythebeginningconsonantbeginningconsonantbeginningconsonantbeginningconsonantBytheendoftheshouldbeabletosaythewordsbeginningwithconsonantsg,m,h,d,r,f;saythewordsendingwithconsonantsd,g,mbeginningconsonantH,D,F,G,H,D,F,G,D,G,MReading:ZactheBytheendofthelesson7,studentsshouldbeabletoreadtheshortstory:ZactheratshortvowelMox'sBytheendoftheshouldbeabletosaytheshortvowelshortvowelGustheshortvowelshortvowelBytheendoftheshouldbeabletosaythewordswithshortvowele,o,u;s;knowandrecognizerhymingshortvowelPegthereviewshortvowelso,u,erhymingsoundpattern-Bytheendofthelesson10,studentsshouldbeabletorecognizeandsaythesoundpatternatandin;saythewordswiththesoundpatternsatandinsoundpattern-soundpattern-soundpattern-soundpattern-Bytheendofthelesson11,studentsshouldbeabletorecognizeandsaythesoundpatternot,in,at;saythewordswiththesoundpatternsot,in,atsoundpattern-reviewsound-at,-in,-reviewsound-at,-in,-soundpattern-Bytheendofthelesson12,studentsshouldbeabletorecognizeandsaythesoundpatternugandensoundpattern-soundpattern-soundpattern-Reading:thebigBytheendofthelesson13,studentsshouldbeabletotheshortstory:thebigreviewsound-ug,-Bytheendofthelesson14,studentsshouldbeabletorecognizeandsaythesoundknowthealphabetorderbothinuppercaseandlowerreviewsound-at,-in,-ot,-ug,-reviewsound-at,-in,-ot,-ug,ABCabcmatchingupperandlowercaseBytheendofthelesson15,studentsshoulebeabletoknowandwriteuppercaselettersandlowercasea,b,dwritinguppercasewritinglowercasesoundsB,C,DBytheendofshouldbeabletosaythewordsbeginningwithconsonantsb,c,d,f,g,hsoundsF,G,HsoundsJ,K,LBytheendofshouldbeabletosaythewordsbeginningwithconsonantsj,k,l,m,n,psoundsM,N,PsoundsBytheendofshouldbeabletosaythewordsbeginningwithconsonantssoundsT,V,WsoundsX,Y,ZReading:Mox'sBytheendofthelesson19,studentsshouldbeabletoreadtheshortstory:Mox'sbeginningshortvowelsoundABytheendofshouldbeabletosaythewordsbeginningwithshortvowela,,e,ibeginningshortvowelsoundEbeginningshortvowelsoundIbeginningshortvowelsoundOBytheendofshouldbeabletosaythewordsbeginningwithshortvowelo,,ubeginningshortvowelsoundUmiddlesoundswordswithshortvowelBytheendofshouldbeabletosaythewordswithshortvowelwordswithshortvowelwordswithshortvowelwordswithshortvowelBytheendofshouldbeabletosaythewordswithshortvowelo,,u;knowoppositewords;groupwordsintothesamewordswithshortvowelwhatwhatcomesBytheendofshouldbeabletoknowthetimeorder;knowstoryorder;understandthelogicinwhatcomesstorystoryReading:GustheBytheendofthelesson25,studentsshouldbeabletoreadtheshortstory:GustheBytheendofshouldbeabletoknowwhatisrhyming;knowthewordswitha,ebeginningwordswithwordswithwordswithBytheendofshouldbeabletosaythewordswithi,o,uwordswithwordswithmiddleBytheendofshouldbeabletofindthewordswiththesamemiddlesoundorendingsound;understandwhatiswordendingwordBytheendofshouldbeabletosayallthesightwordsinpre-Reading:PegtheBytheendofthelesson30,studentsshouldbeabletoreadtheshortstory:PegtheHowshould lthealphabetfromTheEnglishalphabethas26lettersbutaround43phonemes(It'shardtospecifytheexactnumberastherearevariationsduetoaccentandThephonemesarethesmallestpartsofspokenlanguagethatcombinetomakeupwords.Theyarethespeechsounds,nottheactualletters,inaword.Forexample,thewordlookhasfourlettersbutonlythreephonemes(l,ooandk).WhybotherteachingphonicssincealphabetissimpleFirstofall,let'sclarifywhatexactlyphonicsteachingis.Phonicsinvolvesteachingchildrentherelationshipbetweenthewrittenlettersofthealphabetandtheindividualsoundsofspokenlanguage-i.e.theTheaimofphonicsteachingistohelplearnersunderstandthattherearesystematicrelationshipsbetweenwrittenlettersandspokensounds(eventhoughthevagariesoftheEnglishlanguagemeanthattheserelationshipsarenotalwaysentirelypredictable).Knowledgeofphonicshelpschildrenrecognizefamiliarwordsandalsodecodenewwords.ItmeanstheyarebetterequippedtoenterintoandalsoenjoytheworldofreadingandpronouncingEnglishwords.So,toanswertheopeningquestion,phonicsteachingpreparesourchildrenforlanguagelearningandthatfactalonemakesitworththeeffort.And,itisnotsimplyenoughtoteachthealphabetinisolation.Keyresearchfindingsonphonicsteachingindicatethatsystematicphonicsinstructionismoreeffectivethannophonicsinstructionatallandmakesasignificantdifferencetothepaceatwhichachild'swordrecognition,spellingandreadingprogresses.HowcanweteachyounglearnersThereareseveraldifferentapproachestophonicsteaching,allofwhichcanhelptostandchildreningoodstead.Eachapproachfocusesonaslightlydifferentaspectoftheletter-soundrelationship,buteachisvalidasateachingtool.Approachestophonicsteachingteachingchildrenhowtoconvertlettersorlettercombinationsintosoundsandthenhowtomakethosesoundsintorecognizableteachingchildrento yzeletter-soundrelationshipsinfamiliarteachingchildrentousewordsorpartsofwordfamiliestheyknowinordertoidentifynewwordswithsimilarletters/letterteachingchildrentobreakwordsdownintophonemesandtomakewordsbywritinglettersforphonemes;teachingchildrenletter-soundrelationshipsduringthereadingofconnectedtext.Crucially,whenitcomestoyounglearners,therearemanywaystomakephonicsteachingfunandimaginative.Manywordgames,word/pictureactivities,spellingquizzesandsoon,canbeadaptedsoastobeusefultoolswhenitcomestoteachingphonics.HowcanweseeiftheyounglearnerobtainsphonicsPhonemicawarenessisavaluabletoolforalllanguageChildrencanshowustheyhavephonemicawarenessinvariousways,recognizingwhichwordsinasetbeginwiththesamesound(y,potato)orendwiththesamesound(hat,cat);isolatingandsayingthefirstorlastsoundinaword(disthefirstsoundindog,kisthelastsoundinbook);combiningsoundstomakeaword(m-a-pmakesbreakingdownwholewordsintoseparatesounds(shoeismadeupofshandoo).UsefulGeraldKelly:HowtoTeachPronunciation,LongmanBonnieB.ArmbrusterandJ.Osborn:PutReadingFirst:TheResearchBuildingBlocksforTeachingChildrentoRead,TheCenterfortheImprovementofEarlyreadingAchievement,USA(2003)Curriculumschedule(refertop1-TeacherTeachyourchildtoreadin100easyHookedonWordbywordprimaryphonicspicture《《的不幸歷險記StarfallProgressivephonics:Atozreading的發(fā)音規(guī)律把這個單詞念出來的法。phonics的眼光來看，單詞不是由字母組成，而是由音組成的，合在孩子早期閱讀的書本中占60%-85%的兒童閱讀初級常用詞words的閱讀。Phonicsphonics，就能寫，會寫就會說，會說就容易聽懂，掃清了溝通中的。國際音標“啞巴英語”和“文盲英語”的罪魁禍首。國際通行的語言考試雅思、托福、入學考試GRE、BEC作為一種學習閱讀的方法和技能，phonics能在大量閱讀中得到訓(xùn)練和提高。所以，phonics并非萬能，它是單詞的輔助，是閱讀的自然拼讀Teachyourchildtoreadin100easy該書是為家長在家自己教孩子phonics而寫的。方法簡單，內(nèi)Hookedon這套是在本土使用率較高的一套。據(jù)說，這套來自于一位父親，起初為了教自己的孩子學習閱讀，開始收Wordbywordprimaryphonicspicture這是一本phonics自然拼讀圖解詞典。這套系統(tǒng)相當完整，圖文并茂，內(nèi)容豐富，很適合孩子。培生教育同步了wordbywordpicturedictionary，適合掌握phonics之后，大量擴充詞匯量。

是個非常好的免費學習phonics的有flash，，游戲，音頻。簡單、容易上手、有趣。還配合了小書閱讀、分級讀物、配套練習題和worksheet。 /這是網(wǎng)上一套免費的phonics學習系統(tǒng)，可以在官網(wǎng)上書籍。這套書很好的地方是，每套書有一個quickstartguide，能給AtozRAZ孩子一級一級地讀上去。另加了sightwords的學習，highfrequencywordsbooks來加強該部分學習。孩子在開始學習Phonics之前，需要有不錯的基礎(chǔ)和一定的單詞量。如果孩子能聽懂很多的故事，就可以方式。Phonics是由親自閱讀向自主閱讀過渡的助跑器。有一定的詞匯積累能幫助孩子更好的歸納規(guī)則和聯(lián)想類開來。最好是在學習時間上錯開，避免孩子。Phonics是工具而不是最終目的，我們不是為了學習自然phonics的內(nèi)容親子閱讀中最難得的是貴在堅持。每天陪孩子閱讀讀心理，保護好孩子的閱讀。子廣泛閱讀。列出式的書單，閱讀是不會長久的。 經(jīng)典偉大的一本書，在歐美可謂無人不知。適合精讀。在于幾乎每一位歐美小朋友的童年里。趣可愛的短片小故事，詞匯1000之內(nèi)，深受低幼孩子的喜愛?！妒非翱铸埡屯馓沼钪?。是一部少年的科普作品，非常推薦。EnidBlyton:嘔血推薦的優(yōu)秀作家，他的所有書籍都推薦。其中三個系列最暢銷最著名：Noddy系列、FamousFive系列和secretseven系列。每個系列10冊以上，題材為懸疑類。《故事集》:講述了很多有趣的歷史故事，同名的教科片也《的不幸歷險記》講述了一群倒霉孩子怎么持續(xù)倒霉的故事。整套書13冊，將倒霉數(shù)字進行到底。Medal nLesson:GradeK/Lessoncontent:Sound/letterrelationship:beginningconsonantBbSound/letterrelationship:beginningconsonantCcSound/letterrelationship:beginningconsonantTtBytheendofthelesson1,studentsshouldbeabletosaythebeginningsoundsB,C,TandthewordsbeginningwithconsonantsB,C,T.andexpressions:(ForreferenceStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsoundB:teachershowsthesentenceontop“Thebabywantstobouncetheball.”Andleadsstudentstothinkaboutwhatisincommonofunderlinedletters,andthentheteacherencouragesstudentstotrytoconcludewhatsounddoesletterBmakeinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.(2mins)Optional:teachercouldprovidesomesimplewordsbeginningwithconsonantBwhichstudentsarefamiliarwithtorecethesentenceontopifneeded.PresentsoundC:refertoabovePresentsoundT:refertoaboveStep3,Presentnewwordsto1)PresentwordsbeginningwithB:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundasball.(2mins)PresentwordsbeginningwithC:refertoabovePresentwordsbeginningwithT:refertoaboveStep4,Spellingpractice;teacherchecksandcorrectsPracticeBwords:thewordsbeginningwiththesoundBaboveare .Studentsshouldbeguidedtospelland PracticeCwordsPracticeT Step5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjustSinceitisthefirsttimeforstudentstohavethephonicslesson,theteachershouldbequitepatientandnicetostudents,andencouragethemasmoreasoften. nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent: BeginningNBytheendofthelesson2,studentsshouldbeabletosaythebeginningsoundsN,PandthewordsbeginningwithconsonantsN,P.andexpressions:(ForreferencePackbagStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsoundN:teachershowsthesentenceontop“Thesleepybabybirdswanttonapintheirnest.”Andleadsstudentstothinkaboutwhatisincommonofunderlinedletters,andthentheteacherencouragesstudentstotrytoconcludewhatsoundletterNmakesinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.Optional:teachercouldprovidesomesimplewordsbeginningwithconsonantBwhichstudentsarefamiliarwithtorecethesentenceontopifneeded.PresentsoundP:refertoaboveStep3,Presentnewwordsto1)PresentwordsbeginningwithN:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundasnest.(3mins)PresentwordsbeginningwithP:refertoaboveStep4,Spellingpractice;teacherchecksandcorrectsPracticeNwords:thewordsbeginningwiththesoundBaboveare .Studentsshouldbeguidedtospellandpracticethose separay.(4mins)PracticePwordsStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjust nLesson:GradeK/Lessoncontent:reviewbeginconsonantsB,C,T,N,EndingconsonantsB,C,T,N,RhymingBytheendofthelesson3,studentsshouldbeabletosaythebeginningsoundsB,C,T,N,PandthewordsbeginningwithconsonantsB,C,T,N,Pandknowwhatrhymingwordsare.andexpressions:(ForreferenceReviewbeginningReviewbeginningEndingStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsReviewbeginningconsonantsB,C,T,N,P:ReviewsoundsfirstReviewwordsTheteachermustcorrectstudents’inferenceiftheymakemistakes.TheteacherisstronglysuggestedtopraisingforEndingconsonantsB,C,T,N,PrefertoaboveRhymingHelpstudenttounderstandwhatrhymingisfirstRhymingwordsthenStep3,PresentnewwordstoPresentwordsbeginningwithB,C,T,N,P:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundasnest.(2mins)PresentrhymingStep4,Spellingpractice;teacherchecksandcorrectsPracticeB,C,T,N,Pwords:thewordsbeginningwiththesoundB,C,T,N,Paboveare .Studentsshouldbeguidedtospellandpracticethose PracticerhymingwordsStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjust nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent:ShortvowelaShortvowelReviewshortvowelaandBytheendofthelesson4,studentsshouldbeabletosaytheshortvowelaandiandthewordswithshortvowelaandi.andexpressions:(ForreferenceShortvowelShortvowelShortvowelReviewshortvowelaandStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsoundA:teachershowsthesentenceontop“Thebandofantsyrat-a-tat-tat.”Andleadsstudentstothinkaboutwhatisincommonofunderlinedletters,andthentheteacherencouragesstudentstotrytoconcludewhatsounddoesletteramakeinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.(2mins)Optional:teachercouldprovidesomesimplewordswithshortvowelawhichstudentsarefamiliarwithtorecethesentenceontopifneeded.Presentshortvoweli:refertoaboveReviewshortvowelaandi:refertoaboveStep3,Presentnewwordsto1)PresentwordswithA:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundasant.(2mins)PresentwordswithI:refertoabovePresentwordswithAandI:refertoaboveStep4,Spellingpractice;teacherchecksandcorrectsPracticeAwords:thewordswiththeshortvowelaabove.Studentsshouldbeguidedtospellandpractice y.(3mins)PracticeIwordsPracticeAandI Step5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedto nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent:beginningconsonantHbeginningconsonantDbeginningconsonantbeginningconsonantBytheendofthelesson5,studentsshouldbeabletosaythebeginningconsonantsH,D,R,FandthewordswithconsonantsH,D,R,F.andexpressions:(ForreferenceStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsoundH:teachershowsthesentenceontop“Raiseyourhandandwaveo!”Andleadsstudentstothinkaboutwhatisincommonofunderlinedletters,andthentheteacherencouragesstudentstotrytoconcludewhatsounddoesletterhmakeinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.Optional:teachercouldprovidesomesimplewordsbeginwithconsonanthwhichstudentsarefamiliarwithtorecethesentenceontopifneeded.PresentbeginningconsonantD:refertoPresentbeginningconsonantR:refertoPresentbeginningconsonantF:refertoStep3,Presentnewwordsto1)PresentwordswithH:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundasPresentwordswithD:refertoPresentwordswithR:refertoPresentwordswithF:refertoStep4,Spellingpractice;teacherchecksandcorrectsPracticeHwords:thewordswiththebeginningconsonanthaboveare .Studentsshouldbeguidedtospellandpracticethose separay.PracticeDPracticeRPracticeFStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjust nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent:beginningconsonantGreviewbeginningconsonantH,D,F,G,endingconsonantsD,G,Bytheendofthelesson6,studentsshouldbeabletosaythebeginningconsonantsG,M,H,D,R,F,endingconsonantD,G,MandthewordswithconsonantsG,M,H,D,R,F.andexpressions:(ForreferenceMacaronimeatballsReviewbeginningEndingStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsoundG:teachershowsthesentenceontop“Whatdoyouseewhenyouweargoofygoggles?”Andleadsstudentstothinkaboutwhatisincommonofunderlinedletters,andthentheteacherencouragesstudentstotrytoconcludewhatsoundlettergmakesinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.Optional:teachercouldprovidesomesimplewordsbeginwithconsonantgwhichstudentsarefamiliarwithtorecethesentenceontopifneeded.PresentbeginningconsonantM:refertoReviewbeginningconsonantH,D,F,G,M:refertoPresentendingconsonants:D,G,MrefertoStep3,Presentnewwordsto1)PresentwordsbeginningwithG:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundasgoggles.PresentwordsbeginningwithM:refertoPresentwordsbeginningwithH,D,F,G,M:refertoPresentwordsendingwithD,G,M:refertoStep4,Spellingpractice;teacherchecksandcorrectsPracticeGwords:thewordswiththebeginningconsonantGaboveare .Studentsshouldbeguidedtospellandpractice PracticeMPracticeH,D,F,G,MPracticeD,G,MStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjustZacZacisa1ZacZacsatonaTheantsTheantsrantothejam.3ZacZachadaZacZachada5DesignedDesignedforusewith ctivewebbeingdevelopedanddistributedbySPSStudiosThisbookbelongs nLesson:GradeK/Lessoncontent:ZactheratBytheendofthelesson7,studentsshouldbeabletoaccordingtothephonicsrules,readcorrectlythewholestory,andunderstandthestorybasedonthepictures.andZactheratZacisarat.ZacsatonaTheantsrantothejam.Zachadapan.ZachadaTheantsranandran.Zachadanap.Step1,Greetingsandwarm-upStep2,Pre-readingReviewwhatsounddoesletterAReviewwhatisCVCStep3,While-readingStudentsareencouragedtofindout,trytospellandreadaloudallthewordswithshortvowelaandCVCwords.Studentsareaskedtoreadthewholestoryontheirownfirst.Teacherwillprovidehelpifitisneeded.Step4,Post-readingTeacherpointstoeachpicturetohelpstudentsenhance checksifstudentsunderstandthestory.Step5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjust nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent:shortvowelOshortvowelBytheendofthelesson8,studentsshouldbeabletosaytheshortvowelsoanduandthewordswithvowelsoandu.andexpressions:(ForreferenceShortvowelShortvowelShortvowelShortvowelStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsoundO:teachershowsthesentenceontop“Theoctopuswantssocks.”Andleadsstudentstothinkaboutwhatisincommonofunderlinedletters,andthentheteacherencouragesstudentstotrytoconcludewhatsoundletteromakesinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessOptional:teachercouldprovidesomesimplewordswithvowelowhichstudentsarefamiliarwithtorecethesentenceontopifneeded.PresentsoundU:refertoStep3,Presentnewwordsto1)Presentwordswitho:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundasoctopus.Presentwordswithu:refertoStep4,Spellingpractice;teacherchecksandcorrectsPracticeOwords:thewordswiththeshortvowelOabove.Studentsshouldbeguidedtospellandpractice PracticeUwordsrefertoStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjust nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent:shortvowelereviewshortvowelso,u,rhymingBytheendofthelesson9,studentsshouldbeabletosaytheshortvoweleandreviewo,u,e,andthewordswiththosevowels.andexpressions:(ForreferenceShortvowelShortvowelReviewshortvowelouStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsoundE:teachershowsthesentenceontoptheredhenfindhereggs.”Andleadsstudentstothinkaboutwhatisincommonofunderlinedletters,andthentheteacherencouragesstudentstotrytoconcludewhatsoundletteremakesinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.Optional:teachercouldprovidesomesimplewordswithvowelewhichstudentsarefamiliarwithtorecethesentenceontopifneeded.Reviewshortvowelso,u,erefertoPresentrhymingwordsrefertoStep3,PresentnewwordstoPresentwordswithe:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundashen.Reviewwordswitho,u,e:refertoPresentRhymingwords:refertoStep4,Spellingpractice;teacherchecksandcorrectsPracticeEwords:thewordswiththeshortvowelEabove.Studentsshouldbeguidedtospellandpractice PracticeO,U,EwordsrefertoPracticerhymingwordsrefertoStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjust nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent:soundpattern-atsoundpattern-Bytheendofthelesson10,studentsshouldbeabletorecognizeandsaythesoundpattern–atand–inandreadthewordswiththosepatterns.andexpressions:(ForreferenceSoundpatternSoundpatternSoundpatternSoundpatternStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsound-at:teachershowsthesentenceontop“Patwearsherfavoritehattothecostumeparty.”Andleadsstudentstothinkaboutwhatisincommonofunderlinedwords,andthentheteacherencouragesstudentstotrytoconcludewhatsound-atmakesinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.Optional:teachercouldprovidesomesimplewordswithpattern-atwhichstudentsarefamiliarwithtorecethesentenceontopifneeded.Presentsoundpattern-Step3,PresentnewwordstoPresentwordswith-at:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundashat.Presentwordswith-in:refertoStep4,Spellingpractice;teacherchecksandcorrectsPractice-atwords:thewordswiththesoundpattern-atabove .Studentsshouldbeguidedtospellandpractice separay.Practice–inwordsrefertoStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjust nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent:soundpattern-otreviewsoundpattern-at,-in,-Bytheendofthelesson11,studentsshouldbeabletorecognizeandsaythesoundpattern–otandreadthewordswith–at,-inand-otpatterns.andexpressions:(ForreferenceSoundpatternSoundpatternReviewsoundpattern–at,-in,-Reviewsoundpattern–at,-in,-Step1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsound-ot:teachershowsthesentenceontop“Thetotnapsonacot.”Andleadsstudentstothinkaboutwhatisincommonofunderlinedwords,andthentheteacherencouragesstudentstotrytoconcludewhatsound-otmakesinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.Optional:teachercouldprovidesomesimplewordswithpattern-otwhichstudentsarefamiliarwithtorecethesentenceontopifneeded.Reviewsoundpattern–at,-in,-Step3,PresentnewwordstoPresentwordswith-ot:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundascot.Presentwordswith–at,-in,-ot:refertoStep4,Spellingpractice;teacherchecksandcorrectsPractice-otwords:thewordswiththesoundpattern-otabove .Studentsshouldbeguidedtospellandpractice separay.Practice–at,-in,-otwordsrefertoStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjust nLesson:GradeK/Lessontype：Phonics/soundsandpatternsLessoncontent:soundpattern-ugsoundpattern-Bytheendofthelesson12,studentsshouldbeabletorecognizeandsaythesoundpattern–ugand–enandreadthewordswiththosepatterns.andexpressions:(ForreferenceSoundpatternSoundpatternSoundpatternSoundpatternStep1,Greetingsandwarm-upStep2,PresentnewsoundstostudentsPresentsound-ug:teachershowsthesentenceontop“Canyoufindthebuginthisrug?”Andleadsstudentstothinkaboutwhatisincommonofunderlinedwords,andthentheteacherencouragesstudentstotrytoconcludewhatsound-ugmakesinallthosewords.Theteachermustcorrectstudents’inferenceiftheymakemistakes.Theteacherisstronglysuggestedtopraisingforstudents’workandconfirmingifstudentsguessright.Optional:teachercouldprovidesomesimplewordswithpattern-ugwhichstudentsarefamiliarwithtorecethesentenceontopifPresentsoundpattern-Step3,PresentnewwordstoPresentwordswith-ug:theteachersayseachpicturethenameandstudentscopythewordsifthepicturenamebeginswiththesamesoundasbug.Presentwordswith-en:refertoStep4,Spellingpractice;teacherchecksandcorrectsPractice-ugwords:thewordswiththesoundpattern-ugaboveare .Studentsshouldbeguidedtospellandpracticethose separay.Practice–enwordsrefertoStep5,Givesfeedbackandconclusion,andthenenduptheNote：Step2\3\4areforreferenceonly,teachersareallowedtoadjustTheTheBigWillWillhehittheballTheTheballhitsthegiveTheThetinhitstheballTheDesignedforusewiththe Designedforusewiththe ctivewebsitebeingdevelopedanddistributedbySPSStudiosofThisbookbelongs nLesson:GradeK/Lessoncontent:thebighitBytheendofthelesson13,studentsshouldbeabletoaccordingtothephonicsrules