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T E A C H I N G G U I D E

1st Grade Reading Level

TEACHING

VOWEL

COMBINATIONS

ISBN-10: 1-57565-256-0 MagentaISBN-13: 978-1-57565-256-6

®

LET’S READ

TOGETHER

LET’S READ

TOGETHER

LETTER TO THE EDUCATOR

Dear Teacher,

Welcome, and thank you for choosing the Vowel Combination set from the Let’s ReadTogether® series.

The instructional content, practice pages, and activities in this teaching guide support andenhance each of the books in the Vowel Combination set. The teaching guide was developedwith the assistance of classroom teachers and leading educators in the field of literacy instruction.During the writing process, special attention was paid to the importance of five essential skills inearly-education reading programs.

As defined by the National Institute for Literacy, the “Big Five” skills are:

Phonemic Awareness: The ability to hear and identify the individual sounds in spoken words.

Phonics: The relationship between the sounds of spoken words and the individual letters orgroups of letters that represent those sounds in written words.

Fluency: The ability to read text accurately and smoothly with appropriate speed andexpression.

Vocabulary: The words that children know and choose in order to communicate effectively.

Comprehension: The ability to think about and gain meaning from what is read.

We believe that the materials in the Vowel Combination Teaching Guide will support your effortsto increase your students’ reading skills and help them become lifelong readers.

Sincerely,

Joanne E. KanePublisher

Copyright © 2007 by The Kane Press

Permission is granted for reproduction of this printed material foreducational use only. All other rights reserved. Other than asdiscussed above, no part of the Vowel Combination Teaching Guidemay be reproduced or transmitted in any form or by any means,electronic or mechanical, including photocopying, recording, or by anyinformation storage and retrieval system, without permission in writingfrom the publisher. For more information regarding permission, writeto The Kane Press, 240 West 35th Street, Suite 300, New York, NY10001-2506.

Manufactured in the United States of America1 2 3 4 5 6 — IG — 12 11 10 09 08 07

Books in the VowelCombination series include:

Wally WalrusMarty AardvarkPerky OtterRooney ’RooBouncy Mouse

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For Your Reference 3

1. WHAT’S THAT VOWELSOUND?

Use this bulletin board to track thetargeted words in each book.

Keep an ongoing list of the short vowel,long vowel, or vowel team words coveredin each set of books.You may wish toenlarge and use the character cards (seep. 6) from each set for column headings.

BULLETIN BOARD IDEASBULLETIN BOARD IDEAS

2. WHERE DID YOU FIND IT? Introduce students to reference andcitation with this bulletin board.

Write content questions about thebook you are reading in “TheQuestion” column.

Write the page number where stu-dents can find the answers to the questions in “The Page”column. Let the class find and discuss their answers as you readthrough the book.

Then, write the correct answer(s) in “The Answer” column.

As students become familiar with theexercise, give only the questions and letstudents come up with the answers andthe page numbers.

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For Your Reference4

3. WORDS ARE FUN!Increase children’s vocabulary withthis bulletin board.

Cover the board with index cards filledout with words that fall into either catego-ry: Words… we really like or Words… we want to know. You can do thisactivity for one book, a group of five, orthe entire series.

BULLETIN BOARD IDEAS (continued)BULLETIN BOARD IDEAS (continued)

4. WORDS TO HELP YOU WRITE

Students can refer to this bulletinboard to improve their writing.

With the children’s input, write words from the book you are reading in the cor-rect columns.

You can use the board to create a classMAD LIBS! activity.

Copy a section of one of the books ontoa piece of paper, leaving blank spacesfor some nouns, adjectives and verbs.

Ask the class to call out words from thebulletin board by their parts of speech.

Fill in the blanks using their words.

Read the completed section back to the class.

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6. GET TO KNOW YOURBOOK! (KWL CHART)

This bulletin board lets studentstrack their comprehension and getsthem involved in the story—evenbefore they begin reading!

Introduce a new book by scanningthrough it with your students paying spe-cial attention to the cover and the illustra-tions. Encourage students to tell whatthey notice.Write their comments on thepaper strips in the “We Know” column.

Before reading, ask students what ques-tions they have about the book.Writetheir questions in the “We Want to Know” column.

After reading, have students think abouttheir questions and write their answers in the “We Learned” column.

5. GUESS IT! PRESS IT! Use this bulletin board for targetingvowel sounds and spelling practice.

Enlarge and use character cards (see p. 6)for column headings. Give each child orgroup of children a pad of sticky notes.Call out a vocabulary word that followsthe vowel sound being targeted. Give chil-dren time to sound out the word, or makeit with letter blocks (see p. 8).

Then ask children to write or draw theword on a sticky note. Call on a volunteerto spell the word aloud and stick it in thecorrect column on the board. Continueuntil all the vocabulary words are mount-ed in the correct columns on the board.Make sure each child has an opportunityto participate.

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CHARACTER CARDSCHARACTER CARDS

DIRECTIONS:Have students color and cut out these cards.Let students play a game of Memory or GoFish! or laminate the cards and let students tradethem. Students may want to record their favoritewords from each story on the back of their char-acter cards.You can enlarge the cards to use ona bulletin board, like What’s That Vowel Sound?(see p. 3) or Guess It! Press It! (see p. 5). Becreative and play your cards right!

For Your Reference6

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CHARACTER CARDSCHARACTER CARDS


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WORD GROUPING TOOLSWORD GROUPING TOOLS

The Let’s Read Together® series highlights short vowels, long vowels, and vowel teams.You may wish to use the following tools to help students learn these vowel combinations and the vocabulary words that contain them.Word grouping tools help students:

✔ categorize and memorize words

✔ recognize spelling patterns

✔ recall words that rhyme

✔ locate and use new words in their writing

✔ make sentences that are progressively more complex

✔ study on their own, with parents, or with other students

FLIPBOOKSFlipbooks help students recognize spelling patterns. Each flip-book should highlight a specific word family (or rime).

MAKING A FLIPBOOK: Lay a spiral-bound index-cardnotepad in front of you with the spiral binding across the top.Cut each index card into two equal parts—except for the firstand last card (to allow for a cover). Print single- and double-letter onsets on each left card of the flipbook. Print a word family or rime on the first right card of the flipbook.You may wish to highlight vowel patterns in red, writing therest of the word in black. Remove any blank cards.

If you would like, print more than one rime on the rightcards of the flipbook, but keep the vowel sound consistent(as in at, an and ap). This can lead to nonsense combinationsthat may be fun for more advanced students.

WORD BLOCKSChildren may enjoy using these manipulatives to build words and sentences prior to writingthem.You can adapt most phonics activities in this guide to include the use of word blocks.

MAKING WORD BLOCKS:You can make your own blocks from card stock or constructionpaper, or you can use wooden blocks.Write or paint letters (like vowels and consonants) orgroups of letters (like vowel combinations, onsets, and rimes) on the blocks.You may wish to use ready-made interlocking letter blocks, such as ETA/Cuisenaire’s Reading Rods®,which are available in a variety of categories.

8 For Your Reference

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WORD BANKSWord banks give students easy access to vocabularywords. Sight words, favorite words, new words, or difficultwords can be grouped according to their medial vowelsounds.You can make a classroom set of word banks, orstudents can make their own.

MAKING A WORD BANK: Find three small boxes,18 index cards with tabs, and several regular index cards.Label the boxes Short Vowels, Long Vowels, and VowelTeams. Label the tabs with the eighteen vowel sounds thatare targeted in the series. Finally, write each word that you would like to target on anindex card, and file the cards in the word bank.

You may want to color-code the tabs and cards. For example, for short vowels you can make a word bank that contains a words on pink cards, e words on light blue cards, i words on orange cards, o words on light green cards, and u words on yellow cards.

Have the index cards and word banks available for students to use at any time in the classroom.

WORD WALLSWord walls display words in an organized manner. They provide students with easyaccess to words in specific word families or alphabetized vocabulary words.Theactivity for Rooney ‘Roo on p. 16 utilizes a word wall.

MAKING A WORD WALL: Cut out several index card-sized pieces of construction paper. Using a dark marker, print each column heading and word youwish to display.You can highlight vowels patterns by writing them in red. Laminateand display the words under the proper column heading on the word wall.


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Broad O Sound, ô

I HEAR AW!Phonemic Awareness: Listening for the Broad O Sound

READY!You will need a copy of Wally Walrus.

SET! Read Wally Walrus to the class.

GO! Now read the story a second time. Tell students to listen carefully for the broad ôsound.When they hear a word with this sound, they should raise their hands, say the wordaloud, and explain what it means. Challenge other students to use the word correctly in acomplete sentence.

SAND WRITING FUNPhonics: Practicing Writing Broad O Words

READY! You will need a disposable baking tray filled with sand for each child.(Alternatively, you may use individual chalkboards, white boards, or notepads.)

SET! Remind children that the ô sound is made by the letters au, al, or aw.

GO! Call out a broad ô word from the story for children to “write” in their sand. Helpthem write the word a second time if their first spelling is not correct. Finally, let them“erase” both spellings and spell the word again correctly on their own. Continue theactivity with another broad ô word from the story.

SQUAWKY HUNTFluency: Gathering Meaning Through Close Reading

READY! Students will need Practice Makes Perfect, page 20, a pencil, and a copy of WallyWalrus.

SET! Put students in groups and distribute page 20, one copy for each group.

GO! Tell students to read the story carefully to find the answers to the Squawky Huntquestions. (See Answer Key on back cover.) Give them this hint: most of the answers haveto do with the broad ô sound. As they finish the hunt, you may wish to reward studentswith a cold treat, in tribute to the story’s chilly setting!

WALLY WALRUSWALLY WALRUS

Fun While Reading: Wally Walrus10

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Fun While Reading: Wally Walrus 11

IT’S NOT STRANGE, IT’S CINQUAIN!Vocabulary:Writing a Cinquain Poem Using Broad O Words

READY! Students will need paper, pencils, and markers.

SET! Display a list of broad ô words from the story. Show children the cinquain and explain that a cinquain is a short poem with five lines.Point out its diamond shape and the underlined broad ô words.

Explain the rules for writing a cinquain:

Line 1: One word that names the subject

Line 2: Two words that describe the subject

Line 3: Three words that tell what the subject does or express action about the subject

Line 4: Four or five words in a sentence or phrase that express a thought about the subject

Line 5: One word that sums up, is the opposite of, or means the same thing as the subject.

GO! Have children write their own cinquain about Wally or another character in the story.Challenge children to use broad ô words from the story. Have them illustrate their poems.

EVEN WALRUSES HAVE PROBLEMSComprehension: Mapping Events, Problems, and Solution

READY! Students will need a pencil and Practice Makes Perfect, page 21.

SET! Read Wally Walrus with the class. Distribute page 21.

GO! Have students complete page 21. For number 1, Wally’s Problem, review book pages 3to 7. Ask: “What is Wally’s problem?” (Possible answers: Squawky Hawk scares Wally.Squawky calls Wally slow.)

For number 2, Events, look back at book pages 8 to 30. Ask: “What events lead to the solu-tion?” (Possible answers:Wally’s dad tells him how to deal with Squawky.Wally walks to school.Wally slips and dives into the water. Squawky sees Wally go fast and apologizes to him.)

For number 3, The Solution, look back at book pages 26 to 29. Ask: “Was the problemsolved? How do you know?” (Possible answers:Wally is no longer scared of Squawky.Squawky rides on Wally’s back.)

WallyShy, scared

Hauling, falling, launchingNo more is he slow

Walrus

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Fun While Reading: Marty Aardvark12

AR Sound, ar

BAG IT!Phonemic Awareness: Comparing Broad O and the AR Sound

READY! You will need two bags (small shopping bags or paperbags), index cards, scissors and magazines. Label one bag Marty’s ARBeach Bag and the other bag Wally’s AW Book Bag. Paste pictures ofthe words from the Word Bank on index cards, mix up the cards andput them in a pile. (You may wish to have the children cut out andpaste the pictures.)

SET! Let each student pick a card from the pile.

GO! Help students decide what ar or broad ô word is illustrated ontheir card. Then have them place the cards in the correct bag.

IS THAT MY WORD?Phonics: Making a List of Words With the AR Sound

READY! You will need a copy of Marty Aardvark, index cards, and a marker.Students will need paper and a pencil.Write each ar word from the story on an index card (make one card for each child).

SET! Give each child a card.

GO! Tell children to listen closely while you read Marty Aardvark. When a child hears the word writtenon his card, he should hold up the card and spell the word for the class to write down. Then have chil-dren look at the context clues around the word and guess what the word means. By the end of the story,children should have a list of ar words to use in their own writing.

MARTY’S RADIO SHOWFluency: Using Sound Effects

READY! Students will need a copy of Marty Aardvark, paper, a pencil, a tape, and a tape recorder.

SET! Discuss the “sounds” the students “hear” as they read each stanza of Marty Aardvark.(Possible answers: car motor, water, guitar, ship’s bell, rain.) Put students into groups.Each group should choose one or two readers, one or two sound-effects people, and one director.

GO! Have groups look back over the story. The directors should write down what sounds the sound-effects people are going to make and when. Have the directors take the readers through one practiceperformance, and then a live recording. Remind them that the sound-effects people need to make thesounds at the right time (“on cue”). Each group can play their own version of “Marty’s Radio Show”for the rest of the class.

WHAT A CHARACTER!Vocabulary: Writing a Character Poem Using AR Sound Words

READY! Children will need paper, pencils, and markers. Have available a list of ar words from the story.

MARTY AARDVARKMARTY AARDVARK

WORD BANK

ar: bar, yard, farm, far, park, spark, dark, cart,shark, hard, lark, card,warm, smart

ô: ball, yawn, fault, fall, pause, sprawl, draw, calm,squawk, haul, talk, call,walk, swallow

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SET! Display the list of ar words. Show children theCharacter Poem about Marty Aardvark. Explain thatCharacter Poems briefly retell the character’s story inshort phrases and do not have to rhyme. Point out theunderlined ar words. Then, use the poem and the rulesbelow to demonstrate how to write a Character Poem.

Explain the rules for writing a Character Poem:

Line 1: What is the name of the character? (Name; also the title)

Line 2: What is that character like? (Four -ing words)

Line 3: What does the character want? (Wants to…)

Line 4: Where are some places the character goes? (Goes to…)

Line 5: What are some things the character sees? (Sees…)

Line 6: Who helps the character? (Is helped by…)

Line 7: What does the character want at the end of the story? (Now, …)

Line 8: Write the name of the character again. (Name)

GO! Have children write their own Character Poems about Marty or another character from the same or a different story. Challenge them to find and use ar words. Children may wish to illustrate their poems.

SHOOT FOR THE STARS!Comprehension: Setting Goals

READY! Students will need Practice Makes Perfect, page 22and a pencil or markers.

SET! Introduce the subject of goal-setting. Ask questions suchas the following:

What are some goals you have set?

What steps did you take to reach your goal?

Review pages 5-7 in the book. Ask students about Marty’s goal.Students should guess that her goal is to go to sea.

GO! Distribute page 22. Explore with students how Martyreaches her goal. (Possible answers: She saves money in a cookiejar. She drives to town and talks with Parker Lark.)

Fun While Reading: Marty Aardvark 13

Marty AardvarkWorking, planting, caring, wishing

Wants to see the seaGoes to town, to the barge, to the sea

Sees a star, a storm, a sharkIs helped by a swimming marlin

Now, she wants to go homeMarty Aardvark

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PERKY OTTERPERKY OTTER ER Sound, ∂r

WHERE ER YOU?Phonemic Awareness: Recognizing the ER Sound

READY! You will need index cards and a marker.

SET! Write each word from the Word Bank on an index card. Give onecard to each child and help them sound out the words.

GO! Encourage children to say their words with expression. Then have each child find someone whose word has the same ending, or rime, as their word.When all the children have found their “match,” challenge each pair to put their words in a sentence or rhyming poem.

CREEPY, CRAWLY WORDAPILLARPhonics: Organizing ER Sound Words

READY! Students will need a copy of Perky Otter, magazines, paper, pencils, scissors,a circle pattern, construction paper, and markers.

SET! Ask students to find words in Perky Otter that contain the ∂r sound, spelled er, or,ir or ur. Then ask students to look in magazines or other books for more words that fit into these four ∂r categories. Have them write their ∂r words in four lists (er, or, ir and ur) and choose their favorite list.

GO! Give each child a circle pattern and construction paper. Have them trace and cut outcircles and write each ∂r word from their favorite list on a circle. They should punch twoholes on either side of each circle, and use string or yarn to join the circles together to makeER Sound Wordapillars (caterpillars made of ∂r words). The children can also add a face,tail, and legs to the Wordapillar.

SEARCHING FOR A PERKY WORDFluency: Recognizing ER Sound Words

READY! Children will need a copy of Perky Otter, a pencil, Practice Makes Perfect, page 23,graph or grid paper, construction paper, markers, and a laminator.

SET! Distribute a copy of page 23 to each child.

Fun While Reading: Perky Otter14

WORD BANK

jerk, clerk, swirl, girl,twirl, whirl, scurry,blurry, learn, yearn,nurse, purse, faster,master, hurt, blurt,

bird, third, shirt, dirt,flirt, skirt, swerve,

nerve

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GO! Have children find the ∂r words on page 23 and write sentencesusing five of those words.

Ask them to search through the book and make a list of 5–10 ∂r wordsto put in their own word search puzzle. Tell them to write each letter ofeach word they have chosen in boxes on the graph paper—diagonally,across, or down—within a 15" x 15" box area. Fill in blank boxes withrandom letters.

Help children mount their word searches on construction paper andillustrate them.You may want to laminate the puzzles so children canexchange them several times.

THE POETRY OF A NAMEVocabulary:Writing an Acrostic Poem Using ER Sound Words

READY! Students will need paper and pencils, markers, glue, and construc-tion paper.

SET! Display a list of ∂r words from the story and the Acrostic Poem. Pointout that an Acrostic Poem begins each line with a letter in a character’sname, does not have to rhyme, and tells about the character in short phrases.Also point out the underlined vocabulary (in this case, long a) words.

GO! Help students write their own Acrostic Poems about Perky Otter, BertBeaver, or a character from another story. Challenge students to use ∂r wordsfrom the story.When their poems are complete, have students glue their workon construction paper. They may enjoy illustrating their poems.

FREE TO BE PERKY AND ME!Comprehension: Comparing and Contrasting With a Venn Diagram

READY! Children will need Practice Makes Perfect, page 24 and pencils.You will need a copy of Perky Otter.

SET! Discuss the terms compare and contrast. To compare is to decide how things are alike.To contrast means to show how things are different. Read Perky Otter with the class. Then hand out page 24.

GO! Guide children as they write Perky and Bert’s differences in the outer circles. For example, Perky likes to play and Bert likes to work.Then have them write similarities in the space where the two circles intersect. For example, Perky and Bert both live in houses.

Janey bakesA lot of cakesNice andEasyYeah!Carrot cakeRaisin cakeAcorn cakeNow her friendsEat them!

Fun While Reading: Perky Otter 15

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Short OO, �

oo • Long OO, —oo

SHORT OR LONG OO?Phonemic Awareness: Comparing Short and Long OO

READY! Have available a copy of Rooney ’Roo, a picture of a book, and a picture of aboot. Students will need Practice Makes Perfect, page 25.

SET! Display both pictures. Draw a short arrow under the book and a long arrow underthe boot. Then point out the short oo sound in book, and the long oo sound in boot. Thedifference is subtle, but present. Short oo is pronounced in the back of the mouth andthroat and long oo is pronounced in the front of the mouth and lips.

GO! As you read the story, have students raise their hands when they hear an�oo or —oo

word. Compare that word to book and boot. Does it have the short oo or long oo sound?Then distribute and have students complete page 25. You may wish to review the pagewith students ahead of time. (Answer Key on back cover)

OO’S CLUESPhonics: Spelling with a Word Wall

READY!You will need index cards and a marker. Children will need paper and pencils.Begin a word wall (see page 9) with the following word-family headings; -ood, -ook, -oom,-oon, -oop, -oup, and -ue. Put words from the exercise below in columns under the correctheadings. Add other long and short oo words.

SET! Point out the words and word families on the word wall. Then have children numbertheir papers from 1 to 12.

GO! Read the clues below and have children write down their answers, using the wordwall as needed.

This word starts with:

1. g and rhymes with wood. (good) 6. m and rhymes with noon. (moon)

2. b and rhymes with hook. (book) 7. dr and rhymes with goop. (droop)

3. br and rhymes with hook. (brook) 8. sw and rhymes with goop. (swoop)

4. z and rhymes with boom. (zoom) 9. gr and rhymes with soup. (group)

5. s and rhymes with noon. (soon) 10. fl and rhymes with Sue. (flue)

11. tr and rhymes with Sue. (true)

BONUS: This word starts with after and rhymes with moon. (afternoon)

HOW DOES THE STORY GO?Fluency: Putting A Story in Sequential Order

READY! You will need a copy of Rooney ’Roo, markers, and construction paper.Write each stanza of Rooney ’Roo on a large piece of construction paper.Allow space for children to illustrate.

Fun While Reading: Rooney ’Roo16

ROONEY ’ROOROONEY ’ROO

Fun While Reading: Rooney ’Roo 17

SET! Read Rooney ’Roo to the class.

GO! Give each student a stanza to illustrate. Then have them stand in the order in whichtheir stanzas appear in the story. They should do this from memory by quietly discussingand working with classmates. Read the book aloud again and see if students are in the cor-rect sequence. If they are not, give them time to rearrange themselves as you read. Finally,encourage students to read their stanzas aloud in the correct order.

HAIKU ’ROOVocabulary:Writing a Haiku Using OO Words

READY! Children will need paper and pencils, markers, glue, and construction paper.

SET! Compile and display a list of�oo and —oo words from the story. Show children the

haiku below. Explain that haiku is a very old Japanese poetic tradition. It conveys emotionwhile describing a small scene in nature. Haiku does not have to rhyme. Point out theunderlined long oo word.

Explain the rules for writing haiku:

Line 1: 5 syllables

Line 2: 7 syllables

Line 3: 5 syllables

GO! Look at book page 7 with the class and reviewthe poem to the right. Compare the nature illustrationsand the poem. Discuss the feelings the poem conveys(ex: calm) and the emotions it evokes (ex: loneliness).

Now ask children to find a nature scene in the book andwrite a haiku about it. Have them illustrate their poems.

READING MAKES SENSE!Comprehension: Using the Five Senses

READY!You will need a copy of Rooney ’Roo. Students will need Practice Makes Perfect, page 26 and pencils.

SET! Discuss the five senses—sight, sound, taste, touch, and smell.Ask students to “use their senses” as you read Rooney ’Roo.

GO! Distribute page 26. Encourage students to write what they saw,heard, tasted, felt, and smelled when you read Rooney ’Roo. Encouragethem to share their “sense” experiences with the class.

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Rooney by the brook—Water rushes, mother calls.

But he hears nothing.

Raindrop on a leaf—Warm breeze sends it to the earth.

Roots will drink the gift.

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OU Dipthong, ouOI Dipthong, oi

OW! HOT POTATO!Phonemic Awareness: Comparing OU and OI

READY! You will need a copy of Bouncy Mouse and a ball or bean-bag to use as a “hot potato.” Review the words in the Word Bank.

SET! Read Bouncy Mouse to the class, introducing the ou and oisounds. Have children sit in a circle. Give one child the “hot potato.”

GO! Tell everyone to listen carefully as you read words from theWord Bank.When they hear the ou sound, as in mouse, they pass the hot potato to the right.When they hear the oi sound, as in noise, they pass the potato to the left.

You may also wish to do this activity using vocabulary words fromthe other books. Remind children not to pass the potato if they don’t hear the ou or oi sound. Encourage them to identify the vowel sound they hear.

A LOUD AND NOISY FORESTPhonics: Using Word Families to Write OU and OIWords

READY! Students will need construction paper, BouncyMouse and other books, and markers.

SET! Put students in groups and assign each group a wordfamily (words that end in -oice, -oil, -oin, -oise, -oy, -oud,-ounce, -ound, -ouse, -out, -ow, -owl, or -own).

GO! Have groups make a list of words in their word family.Then each group should draw or make a large tree, writingtheir word family on its trunk and the words from their list onits branches. (See illustration.)

Have groups present their trees. Display all the trees in the classroom to create a “Loud and Noisy Forest.”

IS THAT PROPER?Fluency: Using Props to Tell a Story

READY! Have available a drum, a guitar, a trombone (or horn of some kind), a violin (or string instrument of some kind), and balloons.You will also need a picture or drawing of an owl and a microphone.

SET! Place the objects in the order in which they appear in the story. Then read Bouncy Mouse aloud.

GO! Have volunteers use the objects to retell the story in their own words. Then,change the order of the objects and have children tell a new story. To extend the activity,you may wish to have children bring in five objects from home and make up their own story to share with the class.

BOUNCY MOUSEBOUNCY MOUSE

Fun While Reading: Bouncy Mouse18

WORD BANK

ou: mouse, loud, crowd,how, bounce, shout,now, house, out, howl,pound, proud, around,sound, town, mouth,pout, blouse, round,ground, couch, pouch,brown, cow

oi: noise, choice, join, toy,voice, oil, boil, spoil,broil, coin, point, moist,boy, joy

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CLERI-WHO?Vocabulary:Writing a Clerihew Poem Using OU and OI Words

READY! Students will need paper, pencils, and markers.

SET! Display a list of ou and oi words from the story and the clerihew below.Explain that a clerihew is a funny rhyme about a person.Be sure to point out the underlined dipthongs in the poem.

Explain the rules for writing a clerihew:

1. They are four lines long.

2. They should be funny.

3. The first line names the person the poem is about.

4. The first and second lines rhyme with each other.

5. The third and fourth lines rhyme with each other.

GO! Have students write a clerihew about one of the characters in Bouncy Mouse. Students can use words from the “Loud and Noisy Forest” to help their poem rhyme. (See preceding phonics activity.) Let students illustrate their poem.

WHEN DID THAT HAPPEN?Comprehension: Identifying the Main Events

READY! Children will need Practice MakesPerfect, page 27, and pencils or markers.

SET! Read Bouncy Mouse to the class. Discussthe events in the story. (Bouncy bounces andplays drums. Bouncy’s dad sends him outside.Bouncy finds Howie, who howls and plays a gui-tar. They find Brownie Cow, who plays the blueswith a trombone. And so forth.)

GO! Have children identify the four main eventsin the story and write or draw them in sequentialorder on page 27. (Possible answers: Bouncy’sfather sends him outside to play drums. Bouncyfinds a band. The band plays in town. The bandbecomes famous.)

Fun While Reading: Bouncy Mouse 19

The little drummer, Bouncy MouseLoved to jump around the house.

The band he played in sure was neat,But, boy, did he have stinky feet!

SQUAWKY HUNT Name:

1. When Wally Walrus wakes up he blinks and ________________.

2. You might have a teddy bear or blanket you sleep with. What does Wally have? ________________

3. What word on page 6 probably means the same as cry? ________________

4. What part of Squawky Hawk scares Wally? ________________

5. You have to comb your hair in the morning. What does Wally have to comb? ________________ *Extra point: What is another word for this? ________________

6. What do Wally and his father wear out in the cold to stay warm? ________________

7. What mean name does Squawky Hawk call Wally on page 16? ________________

8. What word on page 17 could mean the same as walks or carries? ________________

9. What word on page 19 could mean the same thing as stop? ________________

10. What word on page 20 could mean the same thing as blasts off? ________________

11. Look at page 21. What is a somersault? ________________

12. What word on page 26 could mean the same thing as say you’re sorry? ________________

13. Look at the picture on page 24. What do you think the wordapplaud means? ________________

14. What does Wally Walrus do at the end of the book in front of his friends? ________________

15. How many people in your group can do a somersault? _________

Practice Makes Perfect: Wally Walrus 20

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PERKY’S

WORD SEARCH

Name:

Write five sentences about Perky Otter using five of the words you found in the word search.

1.

2.

3.

4.

5.

WORD BANKFIND EACH OF THE FOLLOWING WORDS

PERKY SCURRY DOCTOR EARLY WORKWORM NEVER BIRD SKIRT OTTERLABOR DIRT HURT LADDER

Practice Makes Perfect: Perky Otter 23

SHORT OR LONG OO? Name:

Practice Makes Perfect: Rooney ’Roo 25

Practice Makes Perfect: Rooney ’Roo 26

USE YOUR SENSES Name:

Tast

e

FIND THE MAIN

EVENTS: SEQUENCING

Name:

Practice Makes Perfect: Bouncy Mouse 27

ANSWER KEYANSWER KEY

SQUAWKY HUNT

Practice Makes Perfect, page 201. yawns2. a fish3. bawl4. claws5. his snout (extra point: nose)6. scarf and hat7. Slow-poke8. hauls9. halt

10. launches11. a tumble12. apologize13. clap, cheer14. takes a bow15. answers will vary

PERKY’S WORD SEARCH

Practice Makes Perfect, page 23See page 15.

SHORT OR LONG OO?

Practice Makes Perfect, page 25

Children should circle the short line for book, hood, look, cook, wood, and brook.Children should circle the long line for boot, zoo, kangaroo,school, tooth, soup,moo, moose, broom,and goose.

teaching vowel combinations - · pdf filemad libs!activity. copy a section of ... let students...

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