Phonics 1.pdf

Grade 1 Grade

1

• 15- to 20-minute daily lessons • Teacher-directed explicit instruction • Listening, speaking, reading, & writing activities

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Phonics

• 32 weeks of sequential phonics instruction and practice

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EMC 2787

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Phonics

Intermediate

Student Practice Book

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Daily Phonics Student Practice Books

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160 pages in each individual book. Student Practice Books are sold in 5-packs. Grade 1

EMC 6781

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Writing: Joy Evans Jo Ellen Moore Content Editing: Lisa Vitarisi Mathews Andy Weiss Copy Editing: Carrie Gwynne Art Direction: Cheryl Puckett Illustration: Cheryl Nobens Design/Production: Susan Lovell Arynne Elfenbein

EMC 2787

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GRADE

1

Phonics Contents Scope and Sequence . . . . . . . . . . . .

2

Week 17 . . . . . . . . . . . . . . . . . . . . . . 100

How to Use This Book . . . . . . . . . . .

3

Week 18 . . . . . . . . . . . . . . . . . . . . . . 106

Week 1 . . . . . . . . . . . . . . . . . . . . . . .

4

Week 19 . . . . . . . . . . . . . . . . . . . . . . 112

Week 2 . . . . . . . . . . . . . . . . . . . . . . . 10

Week 20 . . . . . . . . . . . . . . . . . . . . . . 118

Week 3 . . . . . . . . . . . . . . . . . . . . . . . 16

Week 21 . . . . . . . . . . . . . . . . . . . . . . 124

Week 4 . . . . . . . . . . . . . . . . . . . . . . . 22

Week 22 . . . . . . . . . . . . . . . . . . . . . . 130

Week 5 . . . . . . . . . . . . . . . . . . . . . . . 28

Week 23 . . . . . . . . . . . . . . . . . . . . . . 136

Week 6 . . . . . . . . . . . . . . . . . . . . . . . 34

Week 24 . . . . . . . . . . . . . . . . . . . . . . 142

Week 7 . . . . . . . . . . . . . . . . . . . . . . . 40

Week 25 . . . . . . . . . . . . . . . . . . . . . . 148

Week 8 . . . . . . . . . . . . . . . . . . . . . . . 46

Week 26 . . . . . . . . . . . . . . . . . . . . . . 154

Week 9 . . . . . . . . . . . . . . . . . . . . . . . 52

Week 27 . . . . . . . . . . . . . . . . . . . . . . 160

Week 10 . . . . . . . . . . . . . . . . . . . . . . 58

Week 28 . . . . . . . . . . . . . . . . . . . . . . 166

Week 11 . . . . . . . . . . . . . . . . . . . . . 64

Week 29 . . . . . . . . . . . . . . . . . . . . . . 172

Week 12 . . . . . . . . . . . . . . . . . . . . . . 70

Week 30 . . . . . . . . . . . . . . . . . . . . . . 178

Week 13 . . . . . . . . . . . . . . . . . . . . . . 76

Week 31 . . . . . . . . . . . . . . . . . . . . . . 184

Week 14 . . . . . . . . . . . . . . . . . . . . . . 82

Week 32 . . . . . . . . . . . . . . . . . . . . . . 190

Week 15 . . . . . . . . . . . . . . . . . . . . . . 88

Answer Key . . . . . . . . . . . . . . . . . . . 196

Week 16 . . . . . . . . . . . . . . . . . . . . . . 94

Scope & Sequence Week 1:

Initial Consonants: b, f, h, k, m, p, s, v, j

Week 2:

Initial Consonants: c, d, y, l, r, n, w, g*, t

Week 3: Week 4: Week 5:

Final Consonants: g*, l, d, f, p, n, b, m, t Initial and Final Consonants: d, m, t, l, p, s Initial and Final Consonants: g*, b, n, k, f, r

Week 18: Initial Consonant Digraphs: sh*, th, wh, ch Week 19: Final Consonant Digraphs: sh*, ch, th Week 20: R-Controlled Vowels: ar*, or, ur, er, ir* Week 21: Hard and Soft c

Week 6:

Short Vowel Sounds: a, i

Week 22: Hard g* and Soft g

Week 7:

Short Vowel Sounds: e, o, u

Week 23: Double Consonants: ff, ss, ll, zz

Week 8:

CVC Pattern

Week 24: Long a Vowel Digraphs: ai, ay

Week 9:

Long Vowel Sounds: a, e, i, o, u

Week 25: Long e Vowel Digraphs: ee, ea

Week 10: CVCe Pattern

Week 26: Long i Spellings: ie, igh

Week 11: Syllabication

Week 27: Long o Vowel Digraphs: oe, ow, oa

Week 12: Long Vowel Sounds of y Week 13: Initial Consonant Blends: sn, st, sw, sk, sm, sp Week 14: Initial Consonant + l Blends: fl, cl, sl, pl, bl, gl* Week 15: Initial Consonant + r Blends: cr, fr, br, tr, gr*, dr Week 16: Final Consonant Blends: st, lt, nk, lf, nt, mp

2

Week 17: Initial and Final Consonant Blends Review: st, cl, mp, tr, lt, br, lf, sp, sk, pl

Week 28: Diphthongs: oi, oy Week 29: Diphthongs: ou, ow Week 30: The Sounds of oo* Week 31: Plural Forms: s, es Week 32: Inflectional Endings: -ing, -ed

*Nontransferable sound in Spanish

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

How to Use This Book Daily Phonics provides systematic phonics instruction, practice, and application in a daily format. Each week focuses on one phonics skill. Daily lessons progress through scaffolded listening and speaking activities to writing and reading activities.

WEEK

6

Weekly Teacher Page

Short Vowel Sounds a, i

DAY 1

Listening for Short a Read aloud the focus statement at the top of the page. Then point to the example as you say: Point to the letter a. Say /a ˘ /. (/a ˘ /) Now point to the word hat. Say hat. (hat) Today we are going to listen for the sound of short a. Read the directions and call students’ attention to number 1. Point to the pan. Say pan. (pan) Do you hear /a ˘ / in pan? (yes) Fill in the circle next to yes. Now point to the tape. Say tape. (tape) Do you hear /a ˘/ in tape? (no) Fill in the circle next to no. Repeat the process for the remaining pictures.

The weekly phonics skill is shown at the top of the page.

Picture Key: 1. pan, 2. tape, 3. rat, 4. bat, 5. cat, 6. gate

Dictation

Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. cat 2. wag 3. mad

DAY 2

Listening for Short i Read aloud the focus statement at the top of the page. Then point to the example as you say: Point to the letter i. Say /ı˘/. (/ı˘/) Now point to the word sit. Say sit. (sit) Today we are going to listen for the sound of short i. Read the directions and call students’ attention to number 1. Point to the fish. Say fish. (fish) Do you hear /ı˘/ in fish? (yes) Fill in the circle next to yes. Now point to the tire. Say tire. (tire) Do you hear /ı˘/ in tire? (no) Fill in the circle next to no. Repeat the process for the remaining pictures. Picture Key: 1. fish, 2. tire, 3. six, 4. dig, 5. kite, 6. pin

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. sit 2. pig 3. lip

DAY 3

The daily teaching tips and scripting provide explicit instruction to introduce the focus skill and guide students through the activity.

Discriminating Short a and Short i Words Read aloud the focus statement at the top of the page. Then call students’ attention to the first example as you point out the short a sound in hat. Say: We hear the sound of short a in the middle of hat. Say hat. (hat) Say /a ˘ /. (/a ˘ /) Repeat the process for sit. Then read the directions and call students’ attention to number 1. Say: Point to first picture. Say pig. (pig) Do you hear /a ˘ / or /ı˘/ in pig? (/ı˘/) What letter stands for that sound? (i) Fill in the circle next to the letter i. Repeat the process for the remaining pictures. Picture Key: 1. pig, 2. bat, 3. map, 4. pan, 5. fish, 6. cap, 7. fan, 8. six, 9. dig

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. fat 2. pin 3. hit

DAY 4

Writing Short a and Short i Words Read the directions and call students’ attention to number 1. Say: Point to the pan. Say pan. (pan) Do you hear /a ˘ / or /ı˘/ in pan? (/a ˘ /) What letter stands for /a ˘ /? (a) Write the letter a on the line. You spelled the word pan. Run your finger under the letters as we read the word together: pan. What vowel is in the middle of the word pan? (a) Repeat the process for the remaining pictures. Picture Key: 1. pan, 2. bib, 3. fan, 4. man, 5. pin, 6. dig, 7. six, 8. cat, 9. mad

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the vowel sound you hear.

DAY 5

1. cab

2. rag

3. big

Reading Short a and Short i Words Read the directions and call students’ attention to number 1. Say: This picture shows a cat. Let’s read the . Now point to the words in the gray bar. Let’s read them together: incomplete sentence together: I see a cat, man. Which word completes the sentence? (cat) Write the word cat to complete the sentence. After students have finished writing, say: Now let’s read the sentence together: I see a cat. Repeat the process for numbers 2 and 3.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear.

34

1. pan 2. pat 3. pin

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 6

Day D y 3

Listen List sten ffor It

Daily Student Pages

Name __________________________________________________________

Each vowel has its own short sound.

Focus Fo oc

Week 6

Day y 2

Listen st ten n for for It It short a

short i

Name __________________________________________________________

The letter i is a vowel. It can have the / ˘/ sound you sit hear in sit. This is called the short i sound.

hFocus acutus

Day 1

Listen for It

Week 6

Say ay th the picture name. Listen for the short vowel sound. hen fill in the circle next to the letter Then thati stands forletter that sound. short The a is a

sitIt can have the /a˘/ sound you vowel. hear in hat. This is called the short a sound.

Focus

1

2

a i

3

a i

a i hat

Say the he picture name. short Fill in the circle next to yes if you hear the soundaof short i. Fill in the circle next to no if you do not hear the sound of short i.

4

2

1

a i

7

8 no

yes a i no

5

yes

yes

9 no 6

yes

2.

Dictation ta atiio on

yes

© EvanEvan-Moor Corp. • EMC 2787 • Daily Phonics

1. 36

s i t

yes

no yes

2.

Dictation

3.

no

yes

3.

c a t

no

Illustrations support vocabulary development and provide context for phonics skills.

no

yes

37

no

l i p

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Listening for short i

1.

yes

h i t

Skill: Discriminating medial vowels

p i g

no

6

no

p i n

Listening, speaking, reading, and writing activities provide students with multiple opportunities to learn, practice, and apply phonics skills.

3

yes a i no

5

no

f a t

a i

2

4

Dictation ic ct

1.

a i

1

a i

4

3

Say 5 the picture name. 6 Fill in the circle next to yes if you hear the sound of short a. Fill in the circle next to no if you do not hear the sound of short a.

yes

The focus box and examples at the top of each page help students understand the phonics skill.

2.

w a g

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3.

ma d Skill: Listening for short a

35

Each day includes a dictation activity for further practice.

Working with English-Language Learners Pronunciation Is Key

Model how to pronounce letter-sounds and word chunks. Have students watch your mouth as you say a word. Then have students repeat the word.

Connect to Home Language

Be aware of nontransferable sounds and symbols in students’ home languages. Help students articulate sounds in English that are new to them. Make connections to words in their home language.

Support Vocabulary Development

Develop vocabulary by connecting words to actions and providing context. Help students draw on background knowledge to connect vocabulary words to objects, concepts, actions, and situations they are familiar with.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3

WEEK

1 DAY 1

Initial Consonants b, f, h, k, m, p, s, v, j

Listening for Initial Consonants: b, f, h Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter b. The letter b stands for this sound: /b/. You hear /b/ at the beginning of ball. Say ball. (ball) Say /b/. (/b/) Repeat the process for the letters f and h. Then read the directions and call students’ attention to row 1. Say: Point to the letter b. Say /b/. (/b/) Now point to the bat. Is /b/ the first sound in bat? (yes) Fill in the circle below the bat. Is /b/ the first sound in can? (no) Do not fill in the circle. Repeat the process for the remaining pictures. Picture Key: 1. bat, can, box, fish; 2. fan, bell, foot, hand; 3. five, hat, house, feather

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. fox 2. hen

DAY 2

3. bag

Listening for Initial Consonants: k, m, p Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter k. The letter k stands for this sound: /k/. You hear /k/ at the beginning of king. Say king. (king) Say /k/. (/k/) Repeat the process for the letters m and p. Then read the directions and call students’ attention to number 1. Say: Point to the pan. Say pan. (pan) What is the first sound in pan? (/p/) Fill in the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures. Picture Key: 1. pan, 2. key, 3. kite, 4. mitten, 5. map, 6. pillow, 7. pin, 8. mop, 9. mask

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. man

DAY 3

2. pat

3. kit

Listening for Initial Consonants: s, v, j Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter s. Sometimes the letter s stands for this sound: /s/. You hear /s/ at the beginning of sock. Say sock. (sock) Say /s/. (/s/) Repeat the process for the letters v and j. Then read the directions and call students’ attention to the first row. Say: Point to the letter s. Say /s/. (/s/) Now point to the hat. Is /s/ the first sound in hat? (no) Do not fill in the circle. Is /s/ the first sound in sun? (yes) Fill in the circle below the sun. Repeat the process for the remaining pictures. Picture Key: Row 1: hat, sun, soap, pig; Row 2: vest, king, fork, vase; Row 3: moon, jet, box, jar

Dictation

Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. jam 2. van

DAY 4

3. sit

Reviewing Initial Consonants: b, f, h, k, m, p, s, v, j Read the directions and call students’ attention to number 1. Say: Point to the pan. Say pan. (pan) What is the first sound in pan? (/p/) Fill in the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures. Picture Key: 1. pan, 2. ball, 3. monkey, 4. hand, 5. four, 6. sock, 7. jet, 8. key, 9. fork, 10. vest, 11. sun, 12. bell

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. vest 2. jet

DAY 5

3. map

Writing Initial Consonants: b, f, h, k, m, p, s, v, j Read the directions and call students’ attention to number 1. Say: Point to the fox. Say fox. (fox) What is the first sound in fox? (/f/) What letter stands for /f/? (f) Write the letter f on the line. You spelled the word fox. Repeat the process for the remaining pictures. Picture Key: 1. fox, 2. hat, 3. pig, 4. box, 5. mop, 6. van, 7. jar, 8. sun, 9. king

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. mop

4

2. sat

3. big

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 1

The letters b, f, and h are consonants. Each consonant has a different sound. Some words begin with b, f, or h.

Focus

b

f

h

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture begins with the same letter-sound. 1

b 2

f 3

h Dictation

1.

ox

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

en

3.

ag

Skill: Listening for initial consonants

5

Name __________________________________________________________

Day 2

Listen for It

Week 1

The letters k, m, and p are consonants. Each consonant has a different sound. Some words begin with k, m, or p.

Focus

k

m

p

Say the picture name. Listen to the first letter-sound. Then fill in the circle next to the letter that stands for that sound.

k p m

1

k p m

4

k p m

7

k p m

2

k p m

5

k p m

8

k p m

3

k p m

6

k p m

9

Dictation

1. 6

an

2.

Skill: Discriminating initial consonants

at

3.

it

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 1

The letters s, v, and j are consonants. Each consonant has a different sound. Some words begin with s, v, or j.

Focus

s

v

j

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture begins with the same letter-sound. 1

s 2

v 3

j Dictation

1.

am

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

an

3.

it

Skill: Listening for initial consonants

7

Name __________________________________________________________

Day 4

Review It

Week 1

Say the picture name. Listen to the first letter-sound. Then fill in the circle next to the letter that has that sound. 1

f j p

2

k f b

3

m s v

4

h m f

5

k s f

6

f s h

7

b f j

8

k

9

f p m

v j m

11

12

h v b

10

s h k s p

Dictation

1. 8

est Skill: Discriminating initial consonants

2.

et

3.

ap

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Write It

Week 1

Letter Box

b

f

m

h

s

j

k

p

v

Say the picture name. Then write the letter that stands for the first letter-sound you hear. 2

1

3

ox 4

at 5

ox 7

ig 6

op 8

ar

an 9

un

i ng

Dictation

1.

op

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

at

3.

ig

Skill: Writing initial consonants

9

WEEK

2 DAY 1

Initial Consonants c, d, y, l, r, n, w, g, t

Listening for Initial Consonants: c, d, y Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter c. The letter c sometimes stands for this sound: /k/. Say /k/. (/k/) You hear /k/ at the beginning of cat. Say cat. (cat) Point out that the letter c has the same sound as the letter k. Repeat the process for letters d and y. Then read the directions and call students’ attention to number 1. Say: Point to the letter c. Say /k/. (/k/) Now point to the corn. Say corn. (corn) Is /k/ the first sound in corn? (yes) Fill in the circle below the corn. Now point to the fox. Say fox. (fox) Is /k/ the first sound in fox? (no) Do not fill in the circle. Repeat the process for the remaining pictures. Picture Key: Row 1. corn, fox, cup, door; Row 2. duck, cake, doll, fish; Row 3. soap, yarn, yo-yo, hat

Dictation

Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. yes 2. cup

DAY 2

3. dig

Listening for Initial Consonants: l, r, n Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter l. The letter l stands for this sound: /l/. Say /l/. (/l/) You hear /l/ at the beginning of leaf. Say leaf. (leaf) Repeat the process for letters r and n. Then read the directions and call students’ attention to number 1. Say: Point to the rain. Say rain. (rain) What is the first sound in rain? (/r/) Fill in the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures. Picture Key: 1. rain, 2. nine, 3. leg, 4. rope, 5. nest, 6. lamp, 7. net, 8. lock, 9. rug

Dictation

Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. rug 2. lap

DAY 3

3. nod

Listening for Initial Consonants: w, g, t Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter w. The letter w stands for this sound: /w/. Say /w/. (/w/) You hear /w/ at the beginning of wig. Say wig. (wig) Repeat the process for the hard sound of the letter g and the letter t. Then read the directions and call students’ attention to the first row. Say: Point to the letter w. Say /w/. (/w/) Now point to the watch. Say watch. (watch) Is /w/ the first sound in watch? (yes) Fill in the circle. Now point to the rope. Say rope. (rope) Is /w/ the first sound in rope? (no) Do not fill in the circle. Repeat the process for the remaining pictures. Note: For row 2, begin by saying: This is the letter g. The letter g sometimes stands for this sound: /g/. Picture Key: Row 1. watch, rope, top, web; Row 2. leaf, lamp, gate, gum; Row 3. tooth, girl, toe, ball

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. top 2. get

DAY 4

3. wag

Reviewing Initial Consonants: c, d, y, l, r, n, w, g, t Read the directions and call students’ attention to number 1. Say: Point to the cat. Say cat. (cat) What is the first sound in cat? (/k/) Fill in the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures. Picture Key: 1. cat, 2. web, 3. rake, 4. ring, 5. gum, 6. duck, 7. yarn, 8. goat, 9. leaf, 10. net, 11. ten, 12. dog

Dictation

Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. tug 2. dot

DAY 5

3. nap

Writing Initial Consonants: c, d, y, l, r, n, w, g, t Read the directions and call students’ attention to number 1. Say: Point to the cup. Say cup. (cup) What is the first sound in cup? (/k/) Look at the letters in the letter box. Which letter stands for /k/? (c) Write the letter c on the line. You spelled the word cup. Repeat the process for the remaining pictures. Picture Key: 1. cup, 2. lamp, 3. web, 4. gum, 5. dog, 6. rat, 7. nest, 8. top, 9. yarn

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the first sound you hear in . 1. lip 2. wig

10

3. rub

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 2

The letters c, d, and y are consonants. Each consonant has a different sound. Some words begin with c, d, or y.

Focus

c

d

y

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture begins with the same letter-sound. 1

c 2

d 3

y Dictation

1.

es

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

up

3.

ig

Skill: Listening for initial consonants

11

Name __________________________________________________________

Week 2

Day 2

Listen for It

The letters l, r, and n are consonants. Each consonant has a different sound. Some words begin with l, r, or n.

Focus

l

r

n

Say the picture name. Listen to the first letter-sound. Then fill in the circle next to the letter that stands for that sound.

l r n

1

l r n

2

l r n

3

4

l r n

5

l r n

6

l r n

7

l r n

8

l r n

9

l r n

Dictation

1. 12

ug

2.

Skill: Discriminating initial consonants

ap

3.

od

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 2

The letters w, g, and t are consonants. Each consonant has a different sound. Some words begin with w, g, or t.

Focus

w

g

t

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture begins with the same letter-sound. 1

w 2

g 3

t Dictation

1.

op

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

et

3.

ag

Skill: Listening for initial consonants

13

Name __________________________________________________________

Day 4

Review It

Week 2

Say the picture name. Listen to the first letter-sound. Then fill in the circle next to the letter that stands for that sound. 1

4

7

10

d g c

2

y r w

5

w y c

8

w r n

11

w y t

3

l r n

n r g

6

d n t

l

9

d t l

12

d t l

g d g t l

Dictation

1. 14

ug

2.

Skill: Discriminating initial consonants

ot

3.

ap

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Write It

Week 2

Letter Box

c

d

y

l

r

n

w

g

t

Say the picture name. Then write the letter that stands for the first letter-sound you hear. 2

1

up 4

3

a mp 5

6

um 7

eb

og 8

at 9

est

op

arn

Dictation

1.

ip

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ig

3.

ub

Skill: Writing initial consonants

15

WEEK

3 DAY 1

Final Consonants g, l, d, f, p, n, b, m, t

Listening for Final Consonants: g, l, d Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter g. Sometimes the letter g stands for this sound: /g/. Say /g/. (/g/) You hear /g/ at the end of bug. Say bug. (bug) Repeat the process for the letters l and d. Then read the directions and call students’ attention to number 1. Say: Point to the letter g. Say /g/. (/g/) Now point to the fan. Say fan. (fan) Is /g/ the last sound in fan? (no) Do not fill in the circle. Now point to the flag. Say flag. (flag) Is /g/ the last sound in flag? (yes) Fill in the circle under the flag. Repeat the process for the remaining pictures. Picture Key: Row 1. fan, flag, cat, pig; Row 2. bell, owl, leaf, coat; Row 3. drum, hen, bed, hand

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the last sound you hear in . 1. rag 2. hid

DAY 2

3. pal

Listening for Final Consonants: f, p, n Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter f. The letter f stands for this sound: /f/. Say /f/. (/f/) You hear /f/ at the end of leaf. Say leaf. (leaf) Repeat the process for the letters p and n. Then read the directions and call students’ attention to number 1. Say: Point to the fan. Say fan. (fan) What is the last sound in fan? (/n/) Fill in the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures. Picture Key: 1. fan, 2. roof, 3. cap, 4. mop, 5. sun, 6. elf, 7. men, 8. shelf, 9. stamp

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the last sound you hear in . 1. fun 2. elf

DAY 3

3. tip

Listening for Final Consonants: b, m, t Read aloud the focus statement at the top of the page and point to each letter as you introduce its letter-sound. Say: This is the letter b. The letter b stands for this sound: /b/. Say /b/. (/b/) You hear /b/ at the end of web. Say web. (web) Repeat the process for the letters m and t. Then read the directions and call students’ attention to the first row. Say: Point to the letter b. Say /b/. (/b/) Now point to the tub. Say tub. (tub) Is /b/ the last sound in tub? (yes) Fill in the circle under the tub. Now point to the ball. Say ball. (ball) Is /b/ the last sound in ball? (no) Do not fill in the circle. Repeat the process for the remaining pictures. Picture Key: Row 1. tub, ball, crab, rat; Row 2. drum, ham, coat, sun; Row 3. ten, foot, pot, gum

Dictation

Direct students’ attention to the bottom of the page and say: Write the letter that stands for the last sound you hear in . 1. sat 2. rub

DAY 4

3. ham

Reviewing Final Consonants: g, l, d, f, p, n, b, m, t Read the directions and call students’ attention to number 1. Say: Point to the cup. Say cup. (cup) What is the last sound in cup? (/p/) Fill in the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures. Picture Key: 1. cup, 2. gum, 3. elf, 4. bat, 5. hand, 6. fan, 7. drum, 8. wig, 9. sled, 10. web, 11. ball, 12. sun

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the last sound you hear in . 1. let 2. bag

DAY 5

3. pan

Writing Final Consonants: g, l, d, f, p, n, b, m, t Read the directions and call students’ attention to number 1. Say: Point to the gum. Say gum. (gum) What is the last sound in gum? (/m/) What letter stands for that sound? (m) Write the letter m on the line. You spelled the word gum. Repeat the process for the remaining pictures. Picture Key: 1. gum, 2. bat, 3. elf, 4. cup, 5. owl, 6. tub, 7. flag, 8. fan, 9. bed

Dictation Direct students’ attention to the bottom of the page and say: Write the letter that stands for the last sound you hear in . 1. den 2. hug

16

3. bad

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 3

Some words end with the consonant g, l, or d.

g

l

d

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture ends with the same letter-sound. 1

g 2

l 3

d Dictation

1.

ra

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

hi

3.

pa

Skill: Listening for final consonants

17

Name __________________________________________________________

Day 2

Listen for It

Week 3

Some words end with the consonant f, p, or n.

Focus

f

p

n

Say the picture name. Listen to the last letter-sound. Then fill in the circle next to the letter that stands for that sound.

f p n

1

f p n

2

3

f p n

4

f p n

5

f p n

6

f p n

7

f p n

8

f p n

9

f p n

Dictation

1.

18

fu

2.

Skill: Discriminating final consonants

el

3.

ti

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It Focus

Week 3

Some words end with the consonant b, m, or t.

b

m

t

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture ends with the same letter-sound. 1

b 2

m 3

t Dictation

1.

sa

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ru

3.

ha

Skill: Listening for final consonants

19

Name __________________________________________________________

Day 4

Review It

Week 3

Say the picture name. Listen to the last letter-sound. Then fill in the circle next to the letter that stands for that sound. 1

4

7

10

p t m

2

b f t

5

m g n

8

t f b

11

t m p

3

f g l

d t p

6

d n f

m

9

d f p

12

t n p

l g m l g

Dictation

1.

20

l e

2.

Skill: Discriminating final consonants

ba

3.

pa

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Write It

Week 3

Letter Box

n

t

g

p

b

f

l

m

d

Say the picture name. Then write the letter that stands for the last letter-sound you hear. 2

1

gu 4

3

ba 5

cu 7

el 6

ow 8

f la

tu 9

fa

be

Dictation

1.

de

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

hu

3.

ba

Skill: Writing final consonants

21

WEEK

4 DAY 1

Initial and Final Consonants d, m, t, l, p, s

Listening for Initial and Final Consonants: d, m Read aloud the focus statement at the top of the page and point to each letter as you review its lettersound. Ask: What letter is this? (d) What sound does the letter d have? (/d/) You hear /d/ first in dog. Say dog. (dog) You hear /d/ last in bed. Say bed. (bed) Repeat the process for the letter m. Then read the directions and call students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that stands for d: /d/. Do you hear /d/ first or last in duck? (first) Fill in the first circle. Repeat the process for the remaining pictures. Picture Key: 1. duck, 2. mop, 3. worm, 4. red, 5. clam, 6. desk, 7. moon, 8. drum, 9. sad

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. dig

DAY 2

2. map

3. bed

Listening for Initial and Final Consonants: t, l Read aloud the focus statement at the top of the page and point to each letter as you review its lettersound. Ask: What letter is this? (t) What sound does the letter t have? (/t/) You hear /t/ first in tub. Say tub. (tub) You hear /t/ last in cat. Say cat. (cat) Repeat the process for the letter l. Then read the directions and call students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that stands for l: /l/. Do you hear /l/ first or last in lamp? (first) Fill in the first circle. Repeat the process for the remaining pictures. Picture Key: 1. lamp, 2. toe, 3. bell, 4. bat, 5. leg, 6. foot, 7. nail, 8. ten, 9. leaf

Dictation

Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. top 2. lip 3. hat

DAY 3

Listening for Initial and Final Consonants: p, s Read aloud the focus statement at the top of the page and point to each letter as you review its lettersound. Ask: What letter is this? (p) What sound does the letter p have? (/p/) You hear /p/ first in pig. Say pig. (pig) You hear /p/ last in cup. Say cup. (cup) Repeat the process for the letter s. Then read the directions and call students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that stands for s: /s/. Do you hear /s/ first or last in sun? (first) Fill in the first circle. Repeat the process for the remaining pictures. Picture Key: 1. sun, 2. map, 3. kiss, 4. pin, 5. cap, 6. soap, 7. sock, 8. pie, 9. pan

Dictation

Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. sad 2. pin 3. sun

DAY 4

Writing Initial and Final Consonants: d, m, t, l, p, s Read the directions and call students’ attention to box number 1. Say: Point to the sun. Say sun. (sun) What is the first sound in sun? (/s/) What letter stands for that sound? (s) Write the letter s on the line. Now run your finger under the letters as we read the word together: sun. Repeat the process for the remaining pictures. Picture Key: 1. sun, 2. bat, 3. mop, 4. dog, 5. tub, 6. bed, 7. leg, 8. ham, 9. bus, 10. map, 11. sit, 12. log

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. met 2. pin 3. bat

DAY 5

Writing Initial and Final Consonants: d, m, t, l, p, s Read the directions and call students’ attention to box number 1. Say: Point to the cup. Say cup. (cup) What is the last sound in cup? (/p/) What letter stands for that sound? (p) Write the letter p on the line. Now run your finger under the letters as we read the word together: cup. Repeat the process for the remaining pictures. Picture Key: 1. cup, 2. dig, 3. moon, 4. owl, 5. net, 6. six, 7. pan, 8. cat, 9. man, 10. bird, 11. nail, 12. clam

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. pan

22

2. sit

3. dip

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 4

Consonants can begin or end a word.

Focus

d

d og

m

bed

m a n ha m

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 1

d

2

m

3

m

4

d

5

m

6

d

7

m

8

m

9

d

Dictation

1.

i

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

a

3.

e

Skill: Discriminating initial and final consonants

23

Name __________________________________________________________

Day 2

Listen for It

Week 4

Consonants can begin or end a word.

Focus

t

tub

l

ca t

l og

ow l

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 1

l

2

t

3

l

4

t

5

l

6

t

7

l

8

t

9

l

Dictation

1. 24

o

2.

Skill: Discriminating initial and final consonants

i

3.

a

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It Focus

Week 4

Consonants can begin or end a word.

p

p ig

s

cu p

s it

bu s

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 1

s

2

p

3

s

4

p

5

p

6

s

7

s

8

p

9

p

Dictation

1.

a

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

i

3.

u

Skill: Discriminating initial and final consonants

25

Name __________________________________________________________

Day 4

Write It

Week 4

Letter Box

d

m

t

l

p

s

Say the picture name. Listen to the letter-sounds. Then write the missing letter. 2

1

un 5

3

ba

mo

6

ub 9

og

7

be

8

eg

10

bu

4

11

ma

ha 12

it

og

Dictation

1. 26

e

2.

Skill: Writing initial and final consonants

i

3.

a

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Write It

Week 4

Letter Box

d

m

t

l

p

s

Say the picture name. Listen to the letter-sounds. Then write the missing letter. 2

1

3

cu

4

ig

5

oon

6

7

ne

8

ix

9

an

10

an

ow

11

bir

ca 12

na i

cla

Dictation

1.

a

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

i

3.

i

Skill: Writing initial and final consonants

27

WEEK

5 DAY 1

Initial and Final Consonants g, b, n, k, f, r

Listening for Initial and Final Consonants: g, b Read aloud the focus statement at the top of the page and point to each letter as you review its lettersound. Ask: What letter is this? (g) What sound does the letter g sometimes have? (/g/). You hear /g/ first in gum. Say gum. (gum) You hear /g/ last in rug. Say rug. (rug) Repeat the process for the letter b. Then read the directions and call students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that stands for g: /g/. Do you hear /g/ first or last in goat? (first) Fill in the first circle. Repeat the process for the remaining pictures. Picture Key: 1. goat, 2. bus, 3. gift, 4. crab, 5. frog, 6. book, 7. dog, 8. web, 9. gate

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. get

DAY 2

2. bus

3. bag

Listening for Initial and Final Consonants: n, k Read aloud the focus statement at the top of the page and point to each letter as you review its lettersound. Ask: What letter is this? (n) What sound does the letter n have? (/n/) You hear /n/ first in net. Say net. (net) You hear /n/ last in van. Say van. (van) Repeat the process for the letter k. Then read the directions and call students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that stands for k: /k/. Do you hear /k/ first or last in key? (first) Fill in the first circle. Repeat the process for the remaining pictures. Picture Key: 1. key, 2. nail, 3. fan, 4. desk, 5. ten, 6. kite, 7. duck, 8. bike, 9. pin

Dictation

Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. nap

DAY 3

2. kit

3. nod

Listening for Initial and Final Consonants: f, r Read aloud the focus statement at the top of the page and point to each letter as you review its lettersound. Ask: What letter is this? (f) What sound does the letter f have? (/f/) You hear /f/ first in fox. Say fox. (fox) You hear /f/ last in elf. Say elf. (elf) Repeat the process for the letter r. Then read the directions and call students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that stands for r: /r/. Do you hear /r/ first or last in rat? (first) Fill in the first circle. Repeat the process for the remaining pictures. Picture Key: 1. rat, 2. fan, 3. spider, 4. leaf, 5. jar, 6. five, 7. fish, 8. foot, 9. rope

Dictation

Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. fan

DAY 4

2. rat

3. run

Writing Initial and Final Consonants: g, b, n, k, f, r Read the directions and call students’ attention to box number 1. Say: Point to the dog. Say dog. (dog) What is the last sound in dog? (/g/) What letter stands for that sound? (g) Write the letter g on the line. Now run your finger under the letters as we read the word together: dog. Repeat the process for the remaining pictures. Picture Key: 1. dog, 2. van, 3. fox, 4. ten, 5. bed, 6. key, 7. car, 8. net, 9. log, 10. bus, 11. book, 12. gum

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. fit

DAY 5

2. not 3. fin

Writing Initial and Final Consonants: g, b, n, k, f, r Read the directions and call students’ attention to box number 1. Say: Point to the pin. Say pin. (pin) What is the last sound in pin? (/n/) What letter stands for that sound? (n) Write the letter n on the line. Now run your finger under the letters as we read the word together: pin. Repeat the process for the remaining pictures. Picture Key: 1. pin, 2. rat, 3. box, 4. bag, 5. can, 6. rug, 7. fan, 8. run, 9. tub, 10. kiss, 11. leg, 12. five

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the first and last sounds you hear in . 1. bug

28

2. rip

3. gas

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 5

Consonants can begin or end a word.

Focus

g

gum

b

rug

b ox

tu b

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 1

g

2

b

3

g

4

b

5

g

6

b

7

g

8

b

9

g

Dictation

1.

e

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

u

3.

a

Skill: Discriminating initial and final consonants

29

Name __________________________________________________________

Day 2

Listen for It

Week 5

Consonants can begin or end a word.

Focus

n

n et

k

va n

k i ng boo k

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 1

k

2

n

3

n

4

k

5

n

6

k

7

k

8

k

9

n

Dictation

1. 30

a

2.

Skill: Discriminating initial and final consonants

i

3.

o

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 5

Consonants can begin or end a word.

Focus

f

f ox

r

elf

r i ng

ca r

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 1

r

2

f

3

r

4

f

5

r

6

f

7

f

8

f

9

r

Dictation

1.

a

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

a

3.

u

Skill: Discriminating initial and final consonants

31

Name __________________________________________________________

Day 4

Write It

Week 5

Letter Box

g

b

n

k

f

r

Say the picture name. Listen to the letter-sounds. Then write the missing letter. 2

1

do

3

4

va

5

ox

6

7

ed 9

ey

8

ca

10

et

11

lo

te

us

12

boo

um

Dictation

1. 32

i

2.

Skill: Writing initial and final consonants

o

3.

i

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Write It

Week 5

Letter Box

g

b

n

k

f

r

Say the picture name. Listen to the letter-sounds. Then write the missing letter. 2

1

3

pi

4

at

5

ox

6

ca

7

8

ru

9

an

10

11

tu

ag

is s

un 12

le

ive

Dictation

1.

u

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

i

3.

a

Skill: Writing initial and final consonants

33

WEEK

6 DAY 1

Short Vowel Sounds a, i

Listening for Short a Read aloud the focus statement at the top of the page. Then point to the example as you say: Point to the letter a. Say /a ˘ /. (/a ˘ /) Now point to the word hat. Say hat. (hat) Today we are going to listen for the sound of short a. Read the directions and call students’ attention to number 1. Point to the pan. Say pan. (pan) Do you hear /a ˘ / in pan? (yes) Fill in the circle next to yes. Now point to the tape. Say tape. (tape) Do you hear /a ˘/ in tape? (no) Fill in the circle next to no. Repeat the process for the remaining pictures. Picture Key: 1. pan, 2. tape, 3. rat, 4. bat, 5. cat, 6. gate

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. cat 2. wag 3. mad

DAY 2

Listening for Short i Read aloud the focus statement at the top of the page. Then point to the example as you say: Point to the letter i. Say /ı˘/. (/ı˘/) Now point to the word sit. Say sit. (sit) Today we are going to listen for the sound of short i. Read the directions and call students’ attention to number 1. Point to the fish. Say fish. (fish) Do you hear /ı˘/ in fish? (yes) Fill in the circle next to yes. Now point to the tire. Say tire. (tire) Do you hear /ı˘/ in tire? (no) Fill in the circle next to no. Repeat the process for the remaining pictures. Picture Key: 1. fish, 2. tire, 3. six, 4. dig, 5. kite, 6. pin

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. sit 2. pig 3. lip

DAY 3

Discriminating Short a and Short i Words Read aloud the focus statement at the top of the page. Then call students’ attention to the first example as you point out the short a sound in hat. Say: We hear the sound of short a in the middle of hat. Say hat. (hat) Say /a ˘ /. (/a ˘ /) Repeat the process for sit. Then read the directions and call students’ attention to number 1. Say: Point to first picture. Say pig. (pig) Do you hear /a ˘ / or /ı˘/ in pig? (/ı˘/) What letter stands for that sound? (i) Fill in the circle next to the letter i. Repeat the process for the remaining pictures. Picture Key: 1. pig, 2. bat, 3. map, 4. pan, 5. fish, 6. cap, 7. fan, 8. six, 9. dig

Dictation

Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. fat 2. pin 3. hit

DAY 4

Writing Short a and Short i Words Read the directions and call students’ attention to number 1. Say: Point to the pan. Say pan. (pan) Do you hear /a ˘ / or /ı˘/ in pan? (/a ˘ /) What letter stands for /a ˘ /? (a) Write the letter a on the line. You spelled the word pan. Run your finger under the letters as we read the word together: pan. What vowel is in the middle of the word pan? (a) Repeat the process for the remaining pictures. Picture Key: 1. pan, 2. bib, 3. fan, 4. man, 5. pin, 6. dig, 7. six, 8. cat, 9. mad

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the vowel sound you hear.

DAY 5

2. rag

3. big

Reading Short a and Short i Words Read the directions and call students’ attention to number 1. Say: This picture shows a cat. Let’s read the . Now point to the words in the gray bar. Let’s read them together: incomplete sentence together: I see a cat, man. Which word completes the sentence? (cat) Write the word cat to complete the sentence. After students have finished writing, say: Now let’s read the sentence together: I see a cat. Repeat the process for numbers 2 and 3.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear.

34

1. cab

1. pan 2. pat 3. pin

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 6

The letter a is a vowel. It can have the /a˘/ sound you hear in hat. This is called the short a sound.

hat

short a

Say the picture name. Fill in the circle next to yes if you hear the sound of short a. Fill in the circle next to no if you do not hear the sound of short a. 2

1

yes

no

4

3

yes

no

5

yes

no

yes

no

yes

no

6

yes

no

Dictation

1.

c

t

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

w

g

3.

m

d

Skill: Listening for short a

35

Name __________________________________________________________

Day 2

Listen for It Focus

Week 6

The letter i is a vowel. It can have the / ˘ / sound you hear in sit. This is called the short i sound.

sit

short i

Say the picture name. Fill in the circle next to yes if you hear the sound of short i. Fill in the circle next to no if you do not hear the sound of short i. 2

1

yes

no

4

3

yes

no

5

yes

no

yes

no

yes

no

6

yes

no

Dictation

1. 36

s

t

Skill: Listening for short i

2.

p

g

3.

l

p

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 6

Each vowel has its own short sound.

Focus

short a

short i

hat

sit

Say the picture name. Listen for the short vowel sound. Then fill in the circle next to the letter that stands for that sound. 1

a i

4

a i

7

a i

2

a i

5

a i

8

a i

3

a i

6

a i

9

a i

Dictation

1.

f

t

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

p

n

3.

h

t

Skill: Discriminating medial vowels

37

Name __________________________________________________________

Day 4

Write It

Week 6

Letter Box

a

i

Say the picture name. Then write the letter that stands for the short vowel sound you hear. 2

1

p

3

n

4

b

b

5

m

p

n

8

s

n

d

g

m

d

6

n

7

f

9

x

c

t

Dictation

1. 38

c

b

Skill: Writing medial vowels

2.

r

g

3.

b

g

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 6

Look at the picture. Write the missing word. Then read the sentence. 1

cat

man

I see a

.

2

rat

pig

I see a

.

3

hat

pin

I see a

.

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Reading CVC words

39

WEEK

7 DAY 1

Short Vowel Sounds e, o, u

Listening for Short e Read aloud the focus statement at the top of the page. Then point to the example as you introduce the short e sound. Say: This is the letter e. The letter e is a vowel. You hear the sound of short e in ten. Say ten. (ten) Say /e˘/ (/e˘/) Today we are going to listen for the sound of short e. Read the directions and call students’ attention to number 1. Point to the pen. Say pen. (pen) Do you hear /e˘/ in pen? (yes) Fill in the circle next to yes. Repeat the process for the remaining pictures. Picture Key: 1. pen, 2. leaf, 3. dress, 4. sheep, 5. hen, 6. bed

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. ten 2. get 3. fed

DAY 2

Listening for Short o Read aloud the focus statement at the top of the page. Then point to the example as you introduce the short o sound. Say: This is the letter o. The letter o is a vowel. You hear the sound of short o in fox. Say fox. (fox) Say /o ˘/ (/o ˘/) Today we are going to listen for the sound of short o. Read the directions and call students’ attention to number 1. Point to the box. Say box. (box) Do you hear /o ˘/ in box? (yes) Fill in the circle next to yes. Repeat the process for the remaining pictures. Picture Key: 1. box, 2. goat, 3. log, 4. sock, 5. mop, 6. soap

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. pot 2. hop 3. not

DAY 3

Listening for Short u Read aloud the focus statement at the top of the page. Then point to the example as you introduce the short u sound. Say: This is the letter u. The letter u is a vowel. You hear the sound of short u in bug. Say bug. (bug) Say /u ˘ / (/u ˘ /) Today we are going to listen for the sound of short u. Direct students’ attention to the first row. Point to number one. The picture shows a bus. Say bus. (bus) Do you hear /u ˘ / in bus? (yes) Fill in the circle next to yes. Repeat the process for the remaining pictures. Picture Key: 1. bus, 2. sun, 3. glue, 4. tub, 5. flute, 6. drum

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. rub 2. nut 3. fun

DAY 4

Writing Short Vowel Words Read the directions and call students’ attention to number 1. Say: Point to the hen. Say hen. (hen) What sound do you hear in the middle of hen? (/e˘/) What letter stands for /e˘/? (e) Write the letter e on the line. You spelled the word hen. Run your finger under the letters as we read the word together: hen. What vowel is in the middle of the word hen? (e) Repeat the process for the remaining pictures. Picture Key: 1. hen, 2. pot, 3. mop, 4. box, 5. bus, 6. log, 7. web, 8. jet, 9. bug

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the vowel sound you hear. 1. fox 2. wet 3. sun

DAY 5

Reading Short Vowel Words Read the directions and call students’ attention to number 1. Say: This picture shows a web. Let’s read the . Now point to the words in the gray bar. Let’s read them together: sun, web. sentence together: I see a Which word completes the sentence? (web) Write the word web to complete the sentence. Put your pencil down when you are finished. Then we’ll read the sentence together. Repeat the process for numbers 2 and 3. Picture Key: 1. web, 2. dog, 3. bug

Dictation

Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letters that stand for the letter-sounds you hear.

40

1. box

2. tub

3. fan

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 7

The letter e is a vowel. It can have the /e˘/ sound you hear in ten. This is called the short e sound.

ten

short e

Say the picture name. Fill in the circle next to yes if you hear the sound of short e. Fill in the circle next to no if you do not hear the sound of short e. 2

1

yes

no

4

3

yes

no

5

yes

no

yes

no

yes

no

6

yes

no

Dictation

1.

t

n

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

g

t

3.

f

d

Skill: Listening for short e

41

Name __________________________________________________________

Day 2

Listen for It Focus

Week 7

The letter o is a vowel. It can have the /o˘/ sound you hear in fox. This is called the short o sound.

fox

short o

Say the picture name. Fill in the circle next to yes if you hear the sound of short o. Fill in the circle next to no if you do not hear the sound of short o. 2

1

yes

no

4

3

yes

no

5

yes

no

yes

no

yes

no

6

yes

no

Dictation

1.

42

p

t

Skill: Listening for short o

2.

h

p

3.

n

t

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It Focus

Week 7

The letter u is a vowel. It can have the /u˘/ sound you hear in bug. This is called the short u sound.

bug

short u

Say the picture name. Fill in the circle next to yes if you hear the sound of short u. Fill in the circle next to no if you do not hear the sound of short u. 2

1

yes

no

4

3

yes

no

5

yes

no

yes

no

yes

no

6

yes

no

Dictation

1.

r

b

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

n

t

3.

f

n

Skill: Listening for short u

43

Name __________________________________________________________

Day 4

Write It

Week 7

Letter Box

e

o

u

Say the picture name. Then write the letter that stands for the short vowel sound you hear. 2

1

h

3

n

4

p

t

5

b

b

s

8

w

p

6

x

7

m

l

g

b

g

9

b

j

t

Dictation

1.

44

f

x

Skill: Writing medial vowels

2.

w

t

3.

s

n

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 7

Look at the picture. Write the missing word. Then read the sentence. 1

sun

web

I see a

.

2

dog

hen

I see a

.

3

bug

log

I see a

.

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Reading CVC words

45

WEEK

8 DAY 1

CVC Pattern

Listening for Medial Vowels Read aloud the focus statement at the top of the page. Then point to each example as you sound out the consonant-vowel-consonant (CVC) words. Say: This is the word can. Point to each letter as I read the word: /c/ /a ˘ / /n/. You hear the sound of short a in can. Say can. (can) Run your finger under the letters as we read the word together: can. Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Today we are going to listen for the short vowel sound in the middle of each word. Point to the cap. Say cap. (cap) What sound do you hear in the middle of cap? (/a ˘ /) What letter stands for that sound? (a) Look at both words. Fill in the circle next to the word that has an a in the middle. The word is cap. C-a-p spells cap. Repeat the process for the remaining pictures. Picture Key: 1. cap, 2. web, 3. pot, 4. tub, 5. pig, 6. ten

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear.

DAY 2

1. tag

2. pen

3. top

Reading CVC Words Read aloud the focus statement at the top of the page. Then point to each example as you sound out the CVC words. Say: This is the word hat. Point to each letter as I read the word: /h/ /a ˘ / /t/. You hear the sound of short a in hat. Say hat. (hat) Run your finger under the letters as we read the word together: hat. Then read the directions and call students’ attention to number 1. Say: Today we are going to read CVC words. Point to the tub. Say tub. (tub) Listen to the letter-sounds in tub: /t/ /u ˘ / /b/. Which word says tub? (the first one) Yes, t-u-b spells tub. Fill in the circle next to the word tub. Repeat the process for the remaining pictures. Picture Key: 1. tub, 2. map, 3. jet, 4. bat, 5. pig, 6. fox, 7. bed, 8. cup, 9. dog

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear.

DAY 3

1. pot

2. web 3. sit

Writing Medial Vowels Read the directions and call students’ attention to number 1. Say: Today we are going to listen for the short vowel sounds in the middle of CVC words. Point to the bus. Say bus. (bus) What sound do you hear in the middle of bus? (/u ˘ /) What letter stands for that sound? (u) Write the letter u on the line. Now let’s read the word together: bus. Repeat the process for the remaining words. Picture Key: 1. bus, 2. rat, 3. jet, 4. mop, 5. bib, 6. fan, 7. sit, 8. bed, 9. fox

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear.

DAY 4

1. tan

2. sip

3. ten

Reading CVC Words Read the directions and call students’ attention to number 1. Say: We are going to read each incomplete sentence and fill in the circle next to the missing word. The picture next to each sentence will help us. Point to the sat. Now point to first picture. What does it show? (a hen) Let’s read the incomplete sentence together: A the words in the gray bar. Let’s read them: ten, hen. Which word completes the sentence? (hen) Fill in the circle next to the word hen. Write the word hen on the line. After students have written the word, say: Now let’s read the sentence together: A hen sat. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to the words I say. Then write the letters that stand for the sounds you hear: big, hat.

DAY 5

Reading CVC Words Read the directions and call students’ attention to number 1. Say: What does this picture show? (a dog) Now is big. Now point to the words in the gray bar. Let’s read let’s read the incomplete sentence together: The them together: dog, web. Which word completes the sentence? (dog) Write the word dog on the line. After students have written the word, say: Now let’s read the sentence together: The dog is big. Repeat the process for the remaining sentences.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to this sentence: He can run. Now write the missing words: can, run.

46

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 8

A vowel between two consonants has a short sound.

c– a – n h – e – n ca n hen

s–i–t sit

p–o–t p ot

c– u – p cu p

Say the picture name. Listen to the vowel sound. Then fill in the circle next to the word that names the picture. 2

1

3

cup

web

pen

cap

wig

pot

5

4

6

top

pig

tag

tub

pan

ten

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Discriminating CVC words

47

Name __________________________________________________________

Day 2

Listen for It Focus

hat

Week 8

Words that have a short vowel sound between two consonants are called CVC words.

ten

dig

log

sub

Say the picture name. Read the words. Then fill in the circle next to the word that names the picture. 2

1

3

tub

map

jut

tab

mop

jet

4

bat

5

bet 7

bad

pig

6

peg 8

bed

cup

fix fox

9

cap

dog dig

Dictation

1. 48

2. Skill: Discriminating CVC words

3. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 8

Letter Box

a

e

i

o

u

Say the picture name. Then write the letter that stands for the vowel sound you hear. 2

1

b

s

4

3

r

t

5

m

p

7

b

t

t

f

n

f

x

6

b

8

s

j

9

b

d

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Discriminating medial vowels

49

Name __________________________________________________________

Day 4

Read It

Week 8

Read the sentence. Fill in the circle beside the missing word. Then write the word on the line.

1

A

2

I can

3

sat.

ten

hen

it.

sit

cut

It is a

.

dog

hog

4

It is a

.

fat

hat

5

The cat can

dig

run

.

Dictation

50

Skill: Reading CVC words

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 8

Look at the picture. Write the missing word. Then read the sentence. 1

dog

web

The

is big.

2

pot

cat

The

is fat.

3

bug

bat

The

is red.

Dictation

He © Evan-Moor Corp. • EMC 2787 • Daily Phonics

. Skill: Reading CVC words

51

WEEK

9 DAY 1

Long Vowel Sounds a, e, i, o, u

Discriminating Long a and Long i Words Read aloud the focus statement at the top of the page. Then point to the first example and say: We hear the sound of long a in cake. Say cake. (cake) Say /a ¯ / (/a ¯ /) Repeat the process for bike. Then read the directions and call students’ attention to number 1. Say: Point to the first picture. Say tape. (tape) Which vowel sound do you hear in tape? (/a ¯ /) Which letter stands for that sound? (a) Fill in the circle next to the letter a. Repeat the process for the remaining pictures. Picture Key: 1. tape, 2. mice, 3. kite, 4. gate, 5. cage, 6. tire

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the long vowel sound you hear. 1. lake 2. time 3. life

DAY 2

Writing Long a and Long i Words Read the directions and call students’ attention to number 1. Say: Point to the kite. Say kite. (kite) Do you hear /a ¯ / or /ı¯/ in kite? (/ı¯/) Write the letter i on the line. You spelled the word kite. Run your finger under the letters as we read the word together: kite. Repeat the process for the remaining pictures. Picture Key: 1. kite, 2. cake, 3. nine, 4. gate, 5. tape, 6. bike, 7. rake, 8. dime, 9. cage

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the long vowel sound you hear. 1. page 2. like 3. ride

DAY 3

Discriminating Long e, o, and u Words Read aloud the focus statement at the top of the page. Then point to the first example and say: We hear the sound of long e in he. Say he. (he) Say /e¯/ (/e¯/) Repeat the process for bone and mule. Then read the directions and call students’ attention to number 1. Say: Point to the first picture. Say cone. (cone) Which vowel sound do you hear in cone? (/o¯/) Which letter stands for that sound? (o) Fill in the circle next to the letter o. Repeat the process for the remaining pictures. Picture Key: 1. cone, 2. me, 3. tube, 4. nose, 5. music, 6. we

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the long vowel sound you hear. 1. robe 2. cube 3. we

DAY 4

Writing Long e, o, and u Words Read the directions and call students’ attention to number 1. Say: Point to the picture of the boys. When they talk about themselves, they say we. Say we. (we) Which vowel sound do you hear in we? (long e, /e¯/) What letter stands for that sound? (e) Write the letter e on the line. You spelled the word we. Run your finger under the letters as we read the word together: we. Repeat the process for the remaining pictures. Picture Key: 1. we, 2. mule, 3. bone, 4. nose, 5. he, 6. rope, 7. tube, 8. cone, 9. me

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letter that stands for the long vowel sound you hear. 1. note 2. cute 3. be

DAY 5

Reading Long a, e, i, o, u Words Read the directions and call students’ attention to number 1. Say: This picture shows a mouse on a bike. Now on the . Now point to the words in the gray bar. let’s read the incomplete sentence together: See Let’s read them together: bike, me. Which word belongs on the first line? (me) Write the word me on the first line. Now you know which word to write on the second line. After students have finished writing, say: Now let’s read the sentence together: See me on the bike. Repeat the process for the remaining sentences.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to the words I say: Tape the note. Write the words in the boxes.

52

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 9

Day 1

Listen for It

Each vowel has a long sound. The long sound says the vowel’s name.

Focus

long a

long i

ca ke

b i ke

Say the picture name. Listen to the vowel sound. Then fill in the circle next to the letter that stands for that sound. 2

1

3

a i 4

a i 5

a i 6

a i

a i

a i

Dictation

1.

l

k e

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

t

me

3.

l

f e

Skill: Discriminating medial vowels

53

Name __________________________________________________________

Day 2

Write It

Week 9

Letter Box

a

i

Say the picture name. Then write the letter that stands for the long vowel sound you hear. 2

1

k

3

te

4

c

ke

5

g

t

pe

8

r

ne

b

ke

c

ge

r

de

6

te

7

n

9

ke

d

me

l

k e

Dictation

1.

54

p

ge

Skill: Writing medial vowels

2.

3.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 9

Each vowel has a long sound. The long sound says the vowel’s name.

Focus long e

long o

he

long u

bone

mule

Say the picture name. Listen to the vowel sound. Then fill in the circle next to the letter that stands for that sound. 2

1

3

e o u 4

e o u 5

e o u 6

e o u

e o u

e o u

Dictation

1.

r

be

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

c

be

3.

w

Skill: Discriminating medial vowels

55

Name __________________________________________________________

Day 4

Write It

Week 9

Letter Box

e

o

u

Say the picture name. Then write the letter that stands for the long vowel sound you hear. 2

1

3

w

m

4

le

5

n

h 8

t

ne

r

pe

6

se

7

b

9

be

c

ne

c

t e

m

Dictation

1.

56

n

t e

Skill: Writing CVC words

2.

3.

b

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 9

Write the missing words. Then read the sentence. 1

bike

See

me

on the

.

2

He

bone

has a big

.

3

cake

We

like

to make

.

4

gate

See the

mule

at the

.

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading CVC words

57

WEEK

10 DAY 1

CVCe Pattern

Writing Words with a CVCe Pattern Read aloud the focus statement at the top of the page. Then point to the example as you explain the CVCe pattern. Say: This word says man. It is a CVC word. We learned that the vowel in a CVC word has a short sound. When we add an e to the word man, it becomes the word mane. A lion’s mane is the hair around its face. The final e in mane is silent, but it makes the letter a have a long sound. Read the directions and call students’ attention to number 1. Say: We are going to add a final e to CVC words to make the vowel sound long. Let’s read the first word: tub. Write an e to make the letter u have a long sound. Now read the word: tube. Point to the picture that shows a tube of toothpaste. Fill in the circle below that picture. Repeat the process for the remaining words. Picture Key: 1. tub, tube; 2. can, cane; 3. rob, robe; 4. cap, cape

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. Remember to add a final e to a word to make the vowel sound long. 1. not 2. note

DAY 2

Writing Words with a CVCe Pattern Read the directions and call students’ attention to number 1. Say: The picture shows a cake. Say cake. (cake) What long vowel sound do you hear in cake? (a ¯ ) Write the letter a on the first line. Now we need to write a silent e to make the letter a have a long vowel sound. Write an e on the last line. Now let’s read the word together: cake. Repeat the process for the remaining pictures. Picture Key: 1. cake, 2. five, 3. rope, 4. bone, 5. tube, 6. hose, 7. rake, 8. kite, 9. wave

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear.

DAY 3

1. rob

2. robe

Writing Words with a CVCe Pattern Read the directions and call students’ attention to number 1. Say: The first picture shows a cane. Say cane. (cane) Now look at the words in the box at the top of the page. These words are CVCe words. They have a final e that makes the vowel sound in the middle long. The final e is silent. Which of these words spell cane? (c-a-n-e). Write the letters on the lines. Repeat the process for the remaining words. Picture Key: 1. cane, 2. note, 3. tire, 4. robe, 5. mule, 6. rake

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. can 2. cane 3. tub 4. tube

DAY 4

Reading Words with CVC and CVCe Patterns Read the directions and call students’ attention to number 1. Say: We are going to read each incomplete sentence and fill in the circle next to the missing word. The picture next to each sentence will help us. Point to the . Now first picture. What does it show? (a bear cub) Let’s read the incomplete sentence together: I see a point to the words in the gray bar. Let’s read them: cub, cube. Which word completes the sentence? (cub) Fill in the circle next to the word cub. Write the word cub on the line. After students have written the word, say: Now let’s read the sentence together: I see a cub. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. pin 2. pine 3. lip 4. like

DAY 5

58

Reading Words with CVC and CVCe Patterns Read the directions and call students’ attention to number 1. Say: What does this picture show? (a bus) Now . Now point to the words in the gray bar. let’s read the incomplete sentence together: We will ride on a Let’s read them together: bus, base. Which word completes the sentence? (bus) Write it on the line. After students have written the word, say: Now let’s read the sentence together: We will ride on a bus. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: The hose is wet. Now write the letters that stand for the missing words: hose, wet.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 10

When an e is added to a CVC word, it makes the vowel sound long. The e has no sound, but it changes the vowel sound in the middle of the word.

man + e = mane Write an e to make the vowel sound long. Then read the word. Fill in the circle under the picture that matches the new word you made. 2

1

tu b

ca n

3

4

rob

ca p

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading long vowel words

59

Name __________________________________________________________

Day 2

Write It

Week 10

Letter Box

a

e

i

o

u

Say the picture name. Write the letter that stands for the long vowel sound. Write an e at the end of the word. Then read the word. 2

1

c

3

k

4

f

v

5

b

t

b

8

r

p

h

s

w

v

6

n

7

r

9

k

k

t

Dictation

1. 60

2. Skill: Discriminating long vowels

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 10

Word Box

note rake

robe tire

cane mule

Say the picture name. Then write the word on the lines. 1

2

3

4

5

6

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3.

4. Skill: Writing long vowel words

61

Name __________________________________________________________

Day 4

Read It

Week 10

Read the sentence. Fill in the circle beside the missing word. Then write the word on the line.

1

I see a

2

It is a

3

The

4

It is a

5

He is

.

cub

cube

.

kit

kite

hid.

rat

rate

.

not

note

cut

cute

.

Dictation

1.

2.

62

Skill: Reading short and long vowel words

3.

4. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 10

Day 5

Read It Look at the picture. Write the missing word. Then read the sentence. 1

bus

base

We will ride on a

.

2

wet

wave

We will ride on a

.

3

pan

plane

We will ride on a

.

Dictation

The © Evan-Moor Corp. • EMC 2787 • Daily Phonics

i s

. Skill: Reading short and long vowel words

63

WEEK

11 DAY 1

Syllabication

Counting Syllables Read aloud the focus statement. Then point to the first example as you say: Listen to this word: web. How many vowel sounds do you hear in web? (1—short e) The word web has one syllable. Repeat the process for wagon. Then read the directions and call students’ attention to number 1. Say: Remember that when you count syllables, you listen for how many vowel sounds you hear. Point to the hippo. Listen: hip•po. Say hip•po. (hip•po) How many syllables do you hear in hippo? (2) Fill in the circle next to the number 2. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Write the letters that stand for the vowel sound or sounds you hear in the word. Then write the number of syllables on the line. 1. pan, 1 2. robot, 2

DAY 2

Counting Syllables Read aloud the focus statement. Then point to the first example as you say: Listen to this word: cup. How many vowel sounds do you hear in cup? (1—short u) Repeat the process for napkin and animals. Then read the directions and call students’ attention to number 1. Say: Remember that when you count syllables, you listen for how many vowel sounds you hear. Point to the sun. Listen: sun. Say sun. (sun) How many syllables do you hear in sun? (1) Fill in the circle next to the number 1. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Write the letters that stand for the vowel sound or sounds you hear in the word. Then write the number of syllables on the line. 1. hot, 1 2. rabbit, 2

DAY 3

Reading One- and Two-Syllable Words Read the directions and call students’ attention to the word box at the top of the page. Say: Point to the first word. It says happy. Say it with me: happy. How many vowel sounds do you hear in happy? (2) So, how many syllables does the word happy have? (2) Write the word happy in the box that says 2 syllables. Repeat the process for the next few words before having students complete the activity independently.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Write the letters that stand for the vowel sound or sounds you hear in the word. Then write the number of syllables on the line. 1. ant, 1 2. napkin, 2

DAY 4

Dividing Words into Syllables Read aloud the focus statement. Then point to the first example as you say: This is the word funny. Listen: fun•ny. How many vowel sounds do you hear in funny? (2) What letter is doubled in the middle of the word funny? (n) Trace the dotted line between the n’s to divide the word funny into two syllables. Repeat the process for yellow. Then read the directions and call students’ attention to number 1. Say: Point to the picture of the happy girl. The word is happy. What letter is doubled in the middle of happy? (p) Trace the line to divide the word happy into two syllables. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Write the missing consonants. Then draw a line between the syllables. 1. sunny 2. button 3. hello

DAY 5

Reading One- and Two-Syllable Words Read the directions and call students’ attention to number 1. Say: Point to the words in the gray box. What does the first word say? (cake) How many syllables do you hear in cake? (1) Read the next word with me: pancake. How many syllables do you hear in pancake? (2) Fill in the circle next to the word cake because it has one syllable. Now write the word cake on the line to complete the sentence. After students finish writing the word, guide them in reading the completed sentence. Repeat the process for the remaining sentences.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to these words: a funny puppy. Write the missing letters that stand for the sounds you hear in: funny and puppy. Now say puppy. How many syllables do you hear in puppy? (2) Write the number of syllables on the line.

64

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 11

A syllable is a word part that has one vowel sound.

1

2

syllable

syllables

we b

wagon

Say the picture name. How many vowel sounds do you hear? Fill in the circle next to the correct number. 2

1

hippo

3

1 2

4

1 2

bone

baby

5

hen

1 2

1 2

6

mon key

1 2

cac tu s

1 2

Dictation

1.

p

n

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

r

b

t Skill: Discriminating syllables

65

Name __________________________________________________________

Day 2

Listen for It Focus

Week 11

A syllable is a word part that has one vowel sound.

1

2

3

syllable

syllables

syllables

cu p

na pki n

a ni mals

Say the picture name. How many syllables do you hear? Fill in the circle next to the correct number. 1

1 2 3

su n 4

pi l low

1 2 3

2

hippo 5

clow n

1 2 3 1 2 3

3

oc topu s

1 2 3

ze bra

1 2 3

6

Dictation

1. 66

h

t

Skill: Discriminating syllables

2.

r

bb

t Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 11

Word Box

happy bike

sunset bus

nose hilltop

tablet vase

Read the word. Count the number of vowel sounds you hear. Then write the word under 1 syllable or 2 syllables.

1

2

syllable

syllables

Dictation

1.

n t

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

n

pk

n Skill: Discriminating syllables

67

Name __________________________________________________________

Day 4

Read It Focus

Week 11

Some words have two of the same consonants in the middle. You can divide these words into two syllables between the consonants.

f u n ny

ye l l ow

Say the picture name. Read the word. Then draw a line to divide the syllables. 2

1

hap py

3

su n ny

4

ha m m e r

5

pi llow

6

ra bbit

mit te n

Dictation

1. 68

su

y

Skill: Dividing syllables

2.

bu

on

3.

he

o

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

k

Name ___________________________________________________________

Day 5

Read It

Week 11

Read the words in the gray box. Fill in the circle next to the word with 1 syllable. Then write the word on the line and read the completed sentence.

1

He ate the 

.

2

He sat in the 

.

sandbox 

3

It is hot in the 

.

sunset 

4

I like jam on a 

5

The 

cake 

.

bun 

 is red.

rose 

pancake

sand

sun

bunny

rosebud

Dictation

a

u

y

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2787_Unit11.indd 69

u

y Skill: Reading one- and two-syllable words

69

1/31/13 11:32 AM

WEEK

12 DAY 1

Long Vowel Sounds of y

Listening for Long i and Long e Read aloud the focus statement. Then point to the first example as you say: The word fly ends with the letter y. The letter y has the long i sound in fly. Say fly. (fly) Then point to the word baby and say: The word baby ends with the letter y, but the y has the long e sound. Say the word with me: baby. Explain: Today we are going to listen to words to see if the letter y has the sound of long i or long e. Read the directions and call students’ attention to number 1. Say: Point to the girl crying. Read the word: cry. Does the y in cry say /ı¯/ or /e¯/? (/ı¯/) That is the long i sound. Fill in the circle next to long i. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Write the letters that stand for the sounds you hear. Every word ends with the letter y. 1. cry 2. my 3. baby

DAY 2

Listening for Long i and Long e Read aloud the focus statement. Then point to the first example as you say: The letter y in the word fly has the long i sound. The word fly has 1 syllable. Say fly. (fly) Repeat the process for baby. Then read the directions and call students’ attention to number 1. Say: Point to the sun. Say sun•ny. (sun•ny) How many syllables do you hear in sunny? (2) Fill in the circle next to the number 2. What sound does the y in sunny have? (/e¯/; long e) Fill in the circle next to the letter e. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear. Each word ends with the letter y. 1. sunny 2. fry 3. pony

DAY 3

Listening for Long i and Long e Read aloud the focus statement. Then point to the first example as you say: Point to the picture of the spy. Say spy. What sound does the letter y have in spy? (/ı¯/; long i) Repeat the process for lady. Then read the directions and call students’ attention to number 1. Say: Point to the picture of the happy girl. The word is happy. Say hap•py. (hap•py) How many syllables do you hear in happy? (2) Fill in the circle next to the number 2. What sound does the y in happy have? (/e¯/; long e) Fill in the circle next to the letter e. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: I spy a bunny. Now write the missing words: spy, bunny.

DAY 4

Reading Words with the Vowel Sounds of y Read the directions and call students’ attention to the first phrase. Say: Point to number 1. Run your finger under each word as we read together: my monkey. Which picture goes with these words? (the monkey) Draw a line from the words to the picture of the monkey. Repeat the process for the remaining phrases.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: My puppy is shy. Now write the missing words: puppy, shy.

DAY 5

Reading Words with the Vowel Sounds of y Read the directions and call students’ attention to number 1. Say: What does this picture show? (a flying kite. Now point to the words in the kite) Now let’s read the incomplete sentence together: I can gray bar. Let’s read them together: fly, my. Which word belongs on the first line? (fly) Write it on the line. Which word belongs on the next line? (my) Write it on the line. After students have written the words, say: Now let’s read the sentence together: I can fly my kite. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: The sky is sunny. Now write the missing words: sky, sunny.

70

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 12

The letter y can have the long i or the long e sound.

y = long i

y = long e

fly

baby

Say the word. What sound does the y have? Fill in the circle next to long i or long e. 2

1

3

long i

long i

long i

long e

long e

long e

cr y

pu ppy

4

happy

5

6

long i

long i

long i

long e

long e

long e

fry

bu n ny

sky

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Discriminating the sounds of y

71

Name ___________________________________________________________

Day 2

Listen for It

Week 12

The letter y has the long i sound in words with 1 syllable. It has the long e sound in words with 2 syllables.

Focus

y = long i

y = long e

fly

baby

1 syllable

2 syllables

Say the word. How many syllables do you hear? Which vowel sound do you hear? Fill in the circles. 1

su n ny 3

cr y

s yl l a b l e s

s ou nd

  1

  i

  2

  e

2

s yl l a b l e s

sou nd

  1

  i

  2

  e

fry

s yl l a b l e s

s ou nd

  1

  i

  2

  e

4

s yl l a b l e s

sou nd

  1

  i

  2

  e

pony

Dictation

1.

72

2787_Unit12.indd 72

2.

Skill: Discriminating the sounds of y

3.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1/31/13 11:24 AM

k

Name ___________________________________________________________

Day 3

Listen for It

Week 12

The letter y has the long i sound in words with 1 syllable. It has the long e sound in words with 2 syllables.

Focus

y = long i

y = long e

spy

lady

1 syllable

2 syllables

Say the word. How many syllables do you hear? Which vowel sound do you hear? Fill in the circles. 1

ha ppy 3

fly

s yl l a b l e s

s ou nd

  1

  i

  2

  e

s yl l a b l e s

s ou nd

  1

  i

  2

  e

2

pu ppy 4

bu n ny

s yl l a b l e s

sou nd

  1

  i

  2

  e

s yl l a b l e s

sou nd

  1

  i

  2

  e

Dictation

I

a

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2787_Unit12.indd 73

. Skill: Discriminating the sounds of y

73

1/31/13 11:27 AM

Name __________________________________________________________

Day 4

Read It

Week 12

Read the words. Then draw a line to the correct picture.

1

my monkey

2

cry baby

3

shy lady

4

sunny sky

5

my puppy

Dictation

My 74

Skill: Reading words that end in y

is

. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 12

Day 5

Read It Look at the picture. Write the missing words. Then read the sentence. 1

fly

my

I can

kite.

2

bunny

My

fuzzy

is

.

3

cry

The

baby

will

.

Dictation

T he © Evan-Moor Corp. • EMC 2787 • Daily Phonics

is

. Skill: Reading words that end in y

75

WEEK

13 DAY 1

Initial Consonant Blends sn, st, sw, sk, sm, sp

Listening for Initial Consonant Blends: sn, st, sw Read aloud the focus statement. Then point to the first example and say: The letters s and n blend together to make this sound: /sn/. Say /sn/. (/sn/) You hear the sound of sn in the word snail. Say snail. (snail) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the snake. Say snake. (snake) Do you hear /sn/ in snake? (yes) Fill in the circle. Point to the skunk. Say skunk. (skunk) Do you hear /sn/ in skunk? (no) Do not fill in the circle. Repeat the process for the picture of snow. Then guide students through the same process for rows 2 and 3. Picture Key: Row 1: snake, skunk, snow; Row 2: stamp, strawberry, spider; Row 3: swing, sheep, sweep

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear at the beginning of each word. 1. step 2. swim 3. snap

DAY 2

Writing Initial Consonant Blends: sn, st, sw Read the directions and call students’ attention to number 1. Say: Point to the stamp. Say stamp. (stamp) Which blend do you hear at the beginning of stamp? (/st/) Which letters stand for that sound? (st) Write the letters s and t on the lines to spell the word stamp. Repeat the process for the remaining pictures. After students finish writing, read the words together. Picture Key: 1. stamp, 2. swing, 3. snail, 4. sweep, 5. star, 6. snow, 7. stop, 8. snake, 9. swim

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear at the beginning of each word. 1. snip 2. swat 3. step

DAY 3

Listening for Initial Consonant Blends: sk, sm, sp Read aloud the focus statement. Then point to the first example and say: The letters s and k blend together to make this sound: /sk/. Say /sk/. (/sk/) You hear the sound of sk in the word skunk. Say skunk. (skunk) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the snail. Say snail. (snail) Do you hear /sk/ in snail? (no) Do not fill in the circle. Point to the skirt. Say skirt. (skirt) Do you hear /sk/ in skirt? (yes) Fill in the circle. Repeat the process for skate. Then guide students through the same process for rows 2 and 3. Picture Key: Row 1: snail, skirt, skate; Row 2: smoke, smile, swing; Row 3: spider, sled, spy

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear at the beginning of each word. 1. skin 2. spot 3. smoke

DAY 4

Writing Initial Consonant Blends: sk, sm, sp Read the directions and call students’ attention to number 1. Say: Point to the spoon. Say spoon. (spoon) Which blend do you hear at the beginning of spoon? (/sp/) Which letters stand for that sound? (sp) Write the letters s and p on the lines to spell the word spoon. Repeat the process for the remaining pictures. After students finish writing, read the words together. Picture Key: 1. spoon, 2. smell, 3. skunk, 4. spy, 5. skate, 6. spider, 7. skirt, 8. smoke, 9. sky

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blends you hear. 1. spin 2. skip 3. smile

DAY 5

Reading Words with Initial Consonant Blends Read the directions and call students’ attention to number 1. Say: This picture shows a snail. Let’s read the ? Now point to the words in the gray bar. Let’s read them incomplete sentence together: Can a together: spin, snail. Which word belongs on the first line? (snail) Write the word snail on the first line and the word spin on the next line. After students finish writing, say: Now let’s read the sentence together: Can a snail spin? Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: A star is in the sky. Now write the missing words: star, sky.

76

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name ___________________________________________________________

Day 1

Listen for It Focus

Week 13

Two consonant sounds said together are called a consonant blend.

sn

st

sw

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture begins with that blend. 1

sn2

s t3

s w-

Dictation

1.

ep

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2787_Unit13.indd 77

im

3.

ap

Skill: Discriminating initial consonant blends

77

1/31/13 11:29 AM

Name __________________________________________________________

Day 2

Write It

Week 13

Letter Box

sn

st

sw

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

3

amp 4

i ng 5

6

eep 7

ail

ar 8

ow 9

op

a ke

im

Dictation

1. 78

ip

2.

Skill: Writing initial consonant blends

a t

3.

ep

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

k

Name ___________________________________________________________

Day 3

Listen for It Focus

Week 13

Two consonant sounds said together are called a consonant blend.

sk

sm

sp

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture begins with that blend. 1

s k2

sm3

sp-

Dictation

1.

in

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2787_Unit13.indd 79

o t

3.

ok e

Skill: Discriminating initial consonant blends

79

1/31/13 11:30 AM

Name __________________________________________________________

Day 4

Write It

Week 13

Letter Box

sk

sm

sp

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

oon 4

3

ell 5

y 7

u nk 6

ate 8

irt

id e r 9

oke

y

Dictation

1. 80

in

2.

Skill: Writing initial consonant blends

ip

3.

il e

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 13

Look at the picture. Write the missing words. Then read the sentence. 1

spin

snail

Can a

?

2

smell

skunk

I

the

3

swim

.

step

I will

in and .

Dictation

A

is

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

in

the

Skill: Reading words with initial consonant blends

. 81

WEEK

14

DAY 1

Initial Consonant + l Blends fl, cl, sl, pl, bl, gl

Listening for Initial Consonant Blends: fl, cl, sl Read aloud the focus statement. Then point to the first example and say: The letters f and l blend together to make this sound: /fl/. Say /fl/. (/fl/) You hear the sound of fl in the word flower. Say flower. (flower) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the flag. Say flag. (flag) Do you hear /fl/ in flag? (yes) Fill in the circle. Point to the fish. Say fish. (fish) Do you hear /fl/ in fish? (no) Do not fill in the circle. Repeat the process for fly. Then guide students through the same process for rows 2 and 3. Picture Key: Row 1: flag, fish, fly; Row 2: chair, cloud, clown; Row 3: sleep, slide, skate

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear.   1. flag  2. slap  3. clam

DAY 2

Writing Initial Consonant Blends: fl, cl, sl Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say clap. (clap) Which blend do you hear at the beginning of clap? (/cl/) Which letters stand for that sound? (cl) Write the letters c and l on the lines to spell the word clap. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. clap, 2. fly, 3. slide, 4. sled, 5. sleep, 6. flower, 7. cloud, 8. flag, 9. clock

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear.   1. clip  2. flip  3. slip

DAY 3

Listening for Initial Consonant Blends: pl, bl, gl Read aloud the focus statement. Then point to the first example and say: The letters p and l blend together to make this sound: /pl/. Say /pl/. (/pl/) You hear the sound of pl in the word plant. Say plant. (plant) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the pen. Say pen. (pen) Do you hear /pl/ in pen? (no) Do not fill in the circle. Point to the plane. Say plane. (plane) Do you hear /pl/ in plane? (yes) Fill in the circle. Repeat the process for plate. Then guide students through the same process for rows 2 and 3. Picture Key: Row 1: pen, plane, plate; Row 2: block, bear, black; Row 3: glue, globe, goat

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blends you hear.   1. plane  2. globe  3. plum

DAY 4

Writing Initial Consonant Blends: pl, bl, gl Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say glove. (glove) Which blend do you hear at the beginning of glove? (/gl/) Which letters stand for that sound? (gl) Write the letters g and l on the lines to spell the word glove. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. glove, 2. plant, 3. blow, 4. plane, 5. block, 6. globe, 7. black, 8. glue, 9. glass

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear.   1. plate  2. glad   3. blot

DAY 5

Reading Words with Initial Consonant Blends Read the directions and call students’ attention to number 1. Say: This picture shows a flag. Let’s read the will  . Now point to the words in the gray bar. Let’s read them incomplete sentence together: The together: flap, flag. The flap will? or The flag will? Which word belongs on the first line? flap or flag? (flag) Write the word flag on the first line. Write the word flap on the second line. After students finish writing, say: Now let’s read the sentence together: The flag will flap. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: The clown has a plan. Now write the missing words: clown, plan.

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Name __________________________________________________________

Day 1

Listen for It

Week 14

Two consonant sounds said together are called a consonant blend.

Focus

fl

cl

sl

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture name begins with that blend. 1

f l2

cl3

s l-

Dictation

1.

ag

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ap

3.

am

Skill: Discriminating initial consonant blends

83

Name __________________________________________________________

Day 2

Write It

Week 14

Letter Box

fl

cl

sl

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

3

ap 4

y 5

6

ed 7

id e

eep 8

owe r 9

ou d

ag

ock

Dictation

1. 84

i p

2.

Skill: Writing initial consonant blends

i p

3.

i p

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It Focus

Week 14

Two consonant sounds said together are called a consonant blend.

pl

bl

gl

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture name begins with that blend. 1

pl2

bl3

g l-

Dictation

1.

ane

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

obe

3.

um

Skill: Discriminating initial consonant blends

85

Name __________________________________________________________

Day 4

Write It

Week 14

Letter Box

pl

bl

gl

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

3

ove 4

a nt

ow

5

6

ane 7

ock

ob e

8

9

ack

ue

ass

Dictation

1. 86

a t e Skill: Writing initial consonant blends

2.

ad

3.

o t

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 14

Day 5

Read It Look at the picture. Write the missing words. Then read the sentence. 1

flap

The

flag

will

.

2

sled

My 3

slide

can

gloves

clown

The

. black

has .

Dictation

The © Evan-Moor Corp. • EMC 2787 • Daily Phonics

has a Skill: Reading words with initial consonant blends

. 87

WEEK

15 DAY 1

Initial Consonant + r Blends cr, fr, br, tr, gr, dr

Listening for Initial Consonant Blends: cr, fr, br Read aloud the focus statement. Then point to the first example and say: The letters c and r blend together to make this sound: /cr/. Say /cr/. (/cr/) You hear the sound of cr in the word crab. Say crab. (crab) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the crown. Say crown. (crown) Do you hear /cr/ in crown? (yes) Fill in the circle. Now point to the girl crying. Say cry. (cry) Do you hear /cr/ in cry? (yes) Fill in the circle. Repeat the process for grapes. Then guide students through the same process for rows 2 and 3. Picture Key: Row 1: crown, cry, grapes; Row 2: bread, frame, frog; Row 3: brush, drum, broom

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blends you hear.

DAY 2

1. brat 2. crab 3. frame

Writing Initial Consonant Blends: cr, fr, br Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say brush. (brush) Which sound do you hear at the beginning of brush? (/br/) Which letters stand for that sound? (br) Write the letters b and r on the lines to spell the word brush. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. brush, 2. crib, 3. frog, 4. fruit, 5. braid, 6. crab, 7. bride, 8. crayon, 9. frame

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear.

DAY 3

1. fry

2. crop

3. bran

Listening for Initial Consonant Blends: tr, gr, dr Read aloud the focus statement. Then point to the first example and say: The letters t and r blend together to make this sound: /tr/. Say /tr/. (/tr/) You hear the sound of tr in the word truck. Say truck. (truck) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the tree. Say tree. (tree) Do you hear /tr/ in tree? (yes) Fill in the circle. Now point to the crown. Say crown. (crown) Do you hear /tr/ in crown? (no) Do not fill in the circle. Repeat the process for triangle. Then guide students through the same process for rows 2 and 3. Picture Key: Row 1: tree, crown, triangle; Row 2: grapes, grasshopper, goat; Row 3: brush, drum, drip

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blends you hear.

DAY 4

1. trip 2. grape 3. drag

Writing Initial Consonant Blends: tr, gr, dr Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say train. (train) Which blend do you hear at the beginning of train? (/tr/) Which letters stand for that sound? (tr) Write the letters t and r on the lines to spell the word train. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. train, 2. grapes, 3. drip, 4. grow, 5. dress, 6. tree, 7. truck, 8. drum, 9. grass

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear. 1. trap 2. grip 3. drop

DAY 5

Reading Words with Initial Consonant Blends Read the directions and call students’ attention to number 1. Say: This picture shows a boy and a drum. Let’s to play the . Now point to the words in the read the incomplete sentence together: Fred will gray bar. Let’s read them together: drum, try. Which word belongs on the first line? drum or try? (try) Write the word try on the first line. Write the word drum on the second line. After students finish writing, say: Now let’s read the sentence together: Fred will try to play the drum. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to these words: a big green grape. Now write the missing words in the boxes: green, grape.

88

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 15

Two consonant sounds said together are called a consonant blend.

cr

fr

crab

br

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture begins with that blend. 1

cr2

f r3

br-

Dictation

1.

a t

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ab

3.

ame

Skill: Discriminating initial consonant blends

89

Name __________________________________________________________

Day 2

Write It

Week 15

Letter Box

cr

fr

br

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

3

ush

ib

4

og

5

u it

6

a id

7

ab

8

id e

9

ayon

ame

Dictation

1. 90

y

2.

Skill: Writing initial consonant blends

op

3.

an

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It Focus

Week 15

Two consonant sounds said together are called a consonant blend.

tr

gr

dr

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture begins with that blend. 1

tr2

g r3

d r-

Dictation

1.

i p

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ape

3.

ag

Skill: Discriminating initial consonant blends

91

Name __________________________________________________________

Day 4

Write It

Week 15

Letter Box

tr

gr

dr

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

ain 4

3

apes 5

ow 7

ip 6

ess 8

u ck

ee 9

um

ass

Dictation

1. 92

ap

2.

Skill: Writing initial consonant blends

i p

3.

op

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 15

Look at the picture. Write the missing words. Then read the sentence. 1

drum

try

Fred will the 2

to play .

grass

frog

The the 3

will jump in . crab

grapes

The

will not eat .

Dictation

a

big

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with initial consonant blends

93

WEEK

16

DAY 1

Final Consonant Blends st, lt, nk, lf, nt, mp

Listening for Final Consonant Blends: st, lt, nk Read aloud the focus statement. Then point to the first example and say: The letters s and t blend together to make this sound: /st/. Say /st/. (/st/) You hear the sound of st at the end of the word nest. Say nest. (nest) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the chest. Say chest. (chest) Do you hear /st/ in chest? (yes) Fill in the circle under the picture. Point to the tent. Say tent. (tent) Do you hear /st/ in tent? (no) Do not fill in the circle. Repeat the process for vest. Then guide students through the same process for rows 2 and 3. Picture Key: Row 1: chest, tent, vest; Row 2: ant, belt, quilt; Row 3: bank, lamp, skunk

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blend you hear.   1. nest  2. belt  3. bank

DAY 2

Writing Final Consonant Blends: st, lt, nk Read the directions and call students’ attention to number 1. Say: Point to the belt. Say belt. (belt) Which blend do you hear at the end of belt? (/lt/) Which letters stand for that sound? (lt) Write the letters lt on the lines to spell the word belt. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. belt, 2. sink, 3. chest, 4. melt, 5. nest, 6. bunk, 7. ghost, 8. wink, 9. skunk

Dictation Direct students’ attention to the bottom of the page and say: Listen to the word I say. Then write the letters that stand for the blend you hear.   1. sunk  2. fast  3. felt

DAY 3

Listening for Final Consonant Blends: lf, nt, mp Read aloud the focus statement. Then point to the first example and say: The letters l and f blend together to make this sound: /lf/. Say /lf/. (/lf/) You hear the sound of lf at the end of the word shelf. Say shelf. (shelf) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the elf. Say elf. (elf) Do you hear /lf/ in elf? (yes) Fill in the circle under the picture. Point to the salt. Say salt. (salt) Do you hear /lf/ in salt? (no) Do not fill in the circle. Repeat the process for wolf. Then guide students through the same process for rows 2 and 3. Picture Key: Row 1: elf, salt, wolf; Row 2: sink, cent, paint; Row 3: lamp, jump, plant

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blends you hear.   1. elf  2. tent  3. lamp

DAY 4

Writing Final Consonant Blends: lf, nt, mp Read the directions and call students’ attention to number 1. Say: Point to the wolf. Say wolf. (wolf) Which blend do you hear at the end of wolf? (/lf/) Which letters stand for that sound? (lf) Write the letters lf on the lines to spell the word wolf. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. wolf, 2. lamp, 3. shelf, 4. ant, 5. elf, 6. tent, 7. plant, 8. jump, 9. stamp

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the blends you hear.   1. ramp  2. rent  3. self

DAY 5

Reading Words with Final Consonant Blends Read the directions and call students’ attention to number 1. Say: This picture shows a skunk walking into a went into a  . Now point to the words in tent. Let’s read the incomplete sentence together: The the gray bar. Let’s read them together: skunk, tent. Which word belongs on the first line? (skunk) Write the word skunk on the first line. Write the word tent on the second line. After students finish writing, say: Now let’s read the sentence together: The skunk went into a tent. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: An elf can jump. Now write the missing letters to complete the words: elf, jump.

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Name __________________________________________________________

Day 1

Listen for It Focus

Week 16

Many words end with a consonant blend.

st

lt

nk

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture ends with that blend. 1

-s t 2

- lt 3

-nk

Dictation

1.

ne

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

be

3.

ba

Skill: Discriminating final consonant blends

95

Name __________________________________________________________

Day 2

Write It

Week 16

Letter Box

st

lt

nk

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

3

be 4

si 5

6

me 7

ch e

ne 8

bu 9

gho

wi

s ku

Dictation

1.

96

s u

2.

Skill: Discriminating final consonant blends

f a

3.

f e

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 16

Many words end with a consonant blend.

Focus

lf

nt

mp

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture ends with that blend. 1

- lf 2

-nt 3

-mp

Dictation

1.

e

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

t e

3.

l a

Skill: Discriminating final consonant blends

97

Name ___________________________________________________________

Day 4

Write It

Week 16

Letter Box

lf   nt   mp Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

wo

 

4

3

la

 

5

a

 

 

te  

8

pla

 

 

6

e

7

she

 

9

ju

 

s ta  

 

Dictation

1.

98

2787_Unit16.indd 98

r a

2.

Skill: Writing final consonant blends

re

3.

se

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1/31/13 1:05 PM

Name __________________________________________________________

Day 5

Read It

Week 16

Look at the picture. Write the missing words. Then read the sentence. 1

skunk

The a 2

tent

went into . shelf

wolf

Hank lef t his on the 3

belt

The

.

vest

and the are in the trunk.

Dictation

An

e

can

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

j u

.

Skill: Reading words with final consonant blends

99

WEEK

17

DAY 1

Initial and Final Consonant Blends Review st, cl, mp, tr, lt, br, lf, sp, sk, pl, cr, nk, nt, sw, sn

Listening for Initial and Final Consonant Blends: st, lt, cl, mp, pl, tr, br, lf, sp, sk Read aloud the focus statement. Then point to the first example and say: Listen to this word: stop. Say stop. (stop) Do you hear /st/ at the beginning or the end of stop? (beginning) Which letters have the /st/ sound in stop? (st) Now listen to this word: nest. Do you hear /st/ at the beginning or the end of nest? (end) Which letters have the /st/ sound in nest? (st) Then read the directions and call students’ attention to number 1. Say: Point to the letters cl. Say /kl/. (/kl/) Do you hear /kl/ first or last in clown? (first) Fill in the first circle. Now look at number 2. Point to the letters mp. Say /mp/. (/mp/) Do you hear /mp/ first or last in lamp? (last) Fill in the last circle. Repeat the process for the remaining pictures. Picture Key: 1. clown, 2. lamp, 3. tree, 4. belt, 5. star, 6. broom, 7. wolf, 8. spider, 9. mask

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear in these words.   1. melt  2. plan  3. trip

DAY 2

Writing Initial and Final Consonant Blends: br, st, cl, lf, tr Read the directions and call students’ attention to number 1. Say: Point to the truck. Say truck. (truck) Which blend do you hear at the beginning of truck? (/tr/) Which letters stand for that sound? (tr) Write the letters tr on the lines to spell the word truck. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. truck, 2. clock, 3. nest, 4. stop, 5. elf, 6. broom

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear in these words. 1. stem  2. clip  3. trip

DAY 3

Writing Initial and Final Consonant Blends: sk, pl, st, lt, sp, mp Read the directions and call students’ attention to number 1. Say: Point to the star. Say star. (star) Which blend do you hear at the beginning of star? (/st/) Which letters stand for that sound? (st) Write the letters st on the lines to spell the word star. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. star, 2. plane, 3. belt, 4. spoon, 5. stamp, 6. skate

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear in these words.   1. felt  2. ramp  3. bump

DAY 4

Writing Words with Initial and Final Consonant Blends Read the directions and call students’ attention to number 1. Say: Point to the stop sign. Say stop. (stop) Listen to the letter-sounds in stop. Now point to the word box at the top of the page and find the word stop. Write it on the lines under the picture. Repeat the process for the remaining pictures. Picture Key: 1. stop, 2. tent, 3. crab, 4. bank, 5. plane, 6. lamp

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the sounds you hear in these words: tree stump

DAY 5

Reading Words with Consonant Blends Read the directions and call students’ attention to number 1. Say: Let’s read the sentence together: Will Jim like the gift? Draw a line to the picture that belongs with this sentence. Have students complete the activity independently. After they finish, guide the students in reading the sentences aloud.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: A snake is on the step. Write the words in the boxes.

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1/31/13 11:44 AM

Name __________________________________________________________

Day 1

Listen for It Focus

Week 17

Words can begin or end with a consonant blend.

s t op

ne s t

Say the sound of the blend. Then say the picture name. Fill in the circle to show if you hear the blend first or last. 1

cl

2

mp

3

tr

4

lt

5

st

6

br

7

lf

8

sp

9

sk

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Discriminating initial and final consonant blends

101

Name ___________________________________________________________

Day 2

Write It

Week 17

Letter Box

br

st

cl

lf

tr

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 1

2

 

 u ck

3

 

ock

 

op

4

ne

 

5

6

e

 

 

oom

Dictation

1. 102

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2. Skill: Discriminating initial and final consonant blends

3. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1/31/13 11:49 AM

Name __________________________________________________________

Day 3

Write It

Week 17

Letter Box

sk

pl

st

lt

sp

mp

Say the picture name. Listen to the letter-sounds. Then write the blend to complete the word. 1

2

ar 3

ane 4

be

oon

5

6

s ta

ate

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Writing initial and final consonant blends

103

Name __________________________________________________________

Day 4

Write It

Week 17

Word Box

crab plane

lamp bank

stop tent

Say the picture name. Then write the word on the lines. 1

2

3

4

5

6

Dictation

104

Skill: Writing initial and final blends

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

k

Name ___________________________________________________________

Day 5

Read It

Week 17

Read the sentence. Then draw a line to the correct picture.

1

Will Jim like the gif t?

2

A clown went to class.

3

The top can spin fast.

4

Did he smell a skunk?

5

The spider spun a web.

6

A swan is in the lake.

Dictation

 . © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2787_Unit17.indd 105

Skill: Reading words with initial and final blends

105

1/31/13 11:52 AM

WEEK

18 DAY 1

Initial Consonant Digraphs sh, th, wh, ch

Listening for Initial Consonant Digraphs: sh, th, wh Read aloud the focus statement. Then point to the first example and say: The letters s and h together have this sound: /sh/. Say /sh/. (/sh/) You hear the /sh/ sound in the word sheep. Say sheep. (sheep) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the letters sh. Say /sh/. (/sh/). Now say shoe. (shoe) Do you hear /sh/ in shoe? (yes) Fill in the circle below the picture. Repeat the process for the remaining pictures. Picture Key: Row 1: shoe, ship, snake; Row 2: thumb, truck, thread; Row 3: thirty, wheel, whistle

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sound you hear. 1. ship 2. thick 3. when

DAY 2

Listening for Initial Consonant Digraphs: ch, wh, sh Read aloud the focus statement. Then point to the first example and say: The letters c and h together have this sound: /ch/. Say /ch/. (/ch/) You hear /ch/ in the word chair. Say chair. (chair) Review the digraphs wh and sh in the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the letters ch. Say /ch/. (/ch/). Now say chick. (chick) Do you hear /ch/ in chick? (yes) Fill in the circle below the picture. Repeat the process for the remaining pictures. Picture Key: Row 1: chick, shell, chain; Row 2: three, whale, whistle; Row 3: shirt, cheese, shoe

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sound you hear. 1. chin 2. white 3. shop

DAY 3

Listening for Initial Consonant Digraphs: ch, th, wh, sh Read aloud the focus statement. Then point to the first example and say: What sound do the letters c and h together have? (/ch/). You hear /ch/ at the beginning of chip. Say chip. (chip) Review the digraphs th, wh, and sh in the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the whistle. Say whistle. (whistle) Which sound do you hear at the beginning of whistle? (/wh/) Which letters stand for that sound? (wh) Fill in the circle next to the letters wh. Repeat the process for the remaining pictures. Picture Key: 1. whistle, 2. sheep, 3. thumb, 4. chair, 5. cheese, 6. shark

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sound you hear. 1. when 2. chop 3. thin

DAY 4

Writing Initial Consonant Digraphs: ch, th, wh, sh Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say sheep. (sheep) Which sound do you hear at the beginning of sheep? (/sh/) Which letters stand for that sound? (sh) Write the letters sh on the lines to spell the word sheep. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. sheep, 2. thirty, 3. cherry, 4. chair, 5. whale, 6. shell, 7. wheel, 8. three, 9. cheese

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear. 1. chip 2. why 3. short

DAY 5

Reading Words with Initial Consonant Digraphs Read the directions and call students’ attention to number 1. Say: This picture shows a whale and a ship. under a . Now point to the words in the Let’s read the incomplete sentence together: I see a gray bar. Let’s read them together: whale, ship. Which word belongs on the first line? (whale) Write the word whale on the first line. Write the word ship on the second line. After students finish writing, say: Now let’s read the sentence together: I see a whale under a ship. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: I see a white sheep. Write the words in the boxes.

106

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 18

Sometimes two letters together have one sound.

sh

th

wh

Say the sound of the two letters. Then say the picture name. Fill in the circle if the picture begins with that sound. 1

sh2

th3

wh-

Dictation

1.

i p

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

i c k

3.

en

Skill: Discriminating initial consonant digraphs

107

Name __________________________________________________________

Day 2

Listen for It Focus

Week 18

Sometimes two letters together have one sound.

ch

wh

sh

Say the sound of the two letters. Then say each picture name. Fill in the circle if the picture name begins with that sound. 1

ch2

wh3

sh-

Dictation

1. 108

in

2.

Skill: Discriminating initial consonant digraphs

ite

3.

op

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It Focus

Week 18

When two letters together have one sound, they are called a digraph. Many words begin with the digraph ch, th, wh, or sh.

ch

th

wh

sh

chip

thin

white

she

Say the picture name. Listen to the first sound. Then fill in the circle next to the letters that stand for that sound. 2

1

3

wh th ch

ch sh wh

4

5

sh wh th 6

wh th ch

ch wh sh

th sh wh

Dictation

1.

en

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

op

3.

i n

Skill: Discriminating initial consonant digraphs

109

Name __________________________________________________________

Day 4

Write It

Week 18

Letter Box

ch

th

wh

sh

Say the picture name. Listen to the first sound. Then write the missing letters to spell the word. 2

1

3

eep

irty

4

5

erry 6

air

ale

7

8

ell 9

eel

re e

eese

Dictation

1. 110

ip

2.

Skill: Writing initial consonant digraphs

y

3.

ort Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 18

Look at the picture. Write the missing words. Then read the sentence. 1

whale

I see a a 2

ship

under .

cheese

she

Will yellow 3

eat the ?

sheep

three

Did Chad see ? Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with initial consonant digraphs

111

WEEK

19 DAY 1

Final Consonant Digraphs sh, ch, th

Listening for Final Consonant Digraphs: sh, ch, th Read aloud the focus statement. Then point to the first example and say: What sound do the letters s and h together have? (/sh/) Say brush. (brush) Do you hear /sh/ at the beginning or at the end of brush? (end) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the letters sh. Say /sh/. (/sh/) Now say fish. (fish) Do you hear /sh/ at the end of fish? (yes) Fill in the circle below the picture. Repeat the process for the remaining pictures. Picture Key: Row 1: fish, shoe, bush; Row 2: bench, wheel, sandwich; Row 3: moth, tooth, chick

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sound you hear at the end. 1. wash 2. bench 3. moth

DAY 2

Listening for Final Consonant Digraphs: sh, ch, th Read aloud the focus statement. Then point to the first example and say: What sound do the letters sh together have? (/sh/) Say wash. (wash) Where do you hear /sh/ in wash? (end) Repeat the process for the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the letters sh. Say /sh/. (/sh/). Now say brush. (brush) Do you hear /sh/ in brush? (yes) Fill in the circle below the picture. Repeat the process for the remaining pictures. Picture Key: Row 1: brush, peach, trash; Row 2: inch, whale, lunch; Row 3: math, path, shoe

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. path 2. wish 3. with

DAY 3

Listening for Final Consonant Digraphs: sh, ch, th Read aloud the focus statement. Then point to the first example and say: What sound do the letters s and h together have? (/sh/). Say fish. (fish) Where do you hear /sh/ in fish? (end) Review the digraphs ch and th in the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the brush. Say brush. (brush) Which sound do you hear at the end of brush? (/sh/) Which letters stand for that sound? (sh) Fill in the circle next to the letters sh. Repeat the process for the remaining pictures. Picture Key: 1. brush, 2. sandwich, 3. bath, 4. math, 5. wash, 6. bench

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. math 2. rush 3. much

DAY 4

Writing Final Consonant Digraphs: sh, ch, th Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say bench. (bench) Which sound do you hear at the end of bench? (/ch/) Which letters stand for that sound? (ch) Write the letters ch on the lines to spell the word bench. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. bench, 2. dish, 3. tooth, 4. brush, 5. bath, 6. inch

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear.

DAY 5

1. hush 2. bath 3. rich

Reading Words with Final Consonant Digraphs Read the directions and call students’ attention to number 1. Say: Let’s read the words together: a bench to sit on. Draw a line to the picture that belongs with these words. Repeat the process for the remaining phrases.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: Did she wash the dish? Write the missing words in the boxes.

112

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 19

Many words end with the digraph sh, ch, or th.

sh

ch

th

Say the sound of the two letters. Then say each picture name. Fill in the circle if the picture name ends with that sound. 1

-s h 2

- ch 3

-th

Dictation

1.

wa

2.

ben

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3.

mo

Skill: Discriminating final consonant digraphs

113

Name __________________________________________________________

Day 2

Listen for It Focus

Week 19

Many words end with consonant digraphs.

sh

ch

th

Say the letter-sounds. Then say each picture name. Fill in the circle if the picture ends with that sound. 1

-s h 2

- ch 3

-th

Dictation

1. 114

2. Skill: Discriminating final consonant digraphs

3. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It Focus

Week 19

Many words end with consonant digraphs.

sh

ch

th

Say the picture name. Listen to the sound at the end. Then fill in the circle next to the letters that stand for that sound. 2

1

ch sh th

4

3

ch sh th

5

ch sh th

ch sh th

6

ch sh th

ch sh th

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Discriminating final consonant digraphs

115

Name __________________________________________________________

Day 4

Write It

Week 19

Letter Box

sh

ch

th

Say the picture name. Listen to the sound at the end. Then write the missing letters to spell the word. 2

1

3

ben 4

di 5

too 6

bru

ba

in

Dictation

1. 116

2. Skill: Writing final consonant digraphs

3. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Read It

Day 5

Week 19

Read the words. Then draw a line to the correct picture.

1

a bench to sit on

2

brush his teeth

3

a fish on a plate

4

take a bath

5

get a watch

Dictation

Did © Evan-Moor Corp. • EMC 2787 • Daily Phonics

? Skill: Reading consonant digraphs

117

WEEK

20 DAY 1

R-Controlled Vowels ar, or, ur, er, ir

Listening for R-Controlled Vowels: ar, or Read aloud the focus statement. Then point to the first example and say: The letters a and r blend together to make this sound: /ar/. Say /ar/. (/ar/) You hear the sound of ar at the end of the word car. Say car. (car) Repeat the process for the letters or. Then read the directions and call students’ attention to number 1. Say: Point to the star. Say star. (star) Do you hear /ar/ in star? (yes) What letters stand for that sound? (ar) Fill in the circle next to ar. Repeat the process for the remaining pictures. Picture Key: 1. star, 2. fork, 3. shark, 4. farm, 5. garden, 6. corn

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear.

DAY 2

1. start

2. fork

3. corn

Writing Words with R-Controlled Vowels: ar, or Read the directions and call students’ attention to number 1. Say: The picture shows a star. Say star. (star) Which vowel + r sound do you hear in star? (/ar/) What letters stand for that sound? (ar) Write the letters ar on the lines. Now let’s read the word together: star. Repeat the process for the remaining pictures. Picture Key: 1. star, 2. corn, 3. yarn, 4. horn, 5. shark, 6. farm, 7. forty, 8. store, 9. car

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the words you hear. 1. farm 2. star 3. torn

DAY 3

Listening for R-Controlled Vowels: ur, er, ir Read aloud the focus statement. Then point to the first example and say: Say /ur/ (/ur/). Now listen for the /ur/ sound as I say this word: purse. Say purse. (purse) The /ur/ sound in purse is spelled ur. Repeat the process for er and ir. Then read the directions and call students’ attention to number 1. Say: Point to the dirt. Say dirt. (dirt) Run your finger under the word dirt as we read it together: dirt. Which letters have the /ur/ sound? (ir) Underline the letters ir. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear.

DAY 4

1. shirt

2. turn 3. bird

Writing Words with R-Controlled Vowels: ar, or, ur Point to the box at the top of the page and have students read each vowel + r word aloud. Then read the directions and call students’ attention to number 1. Say: Point to picture 1. Say corn. (corn) Which vowel + r sound do you hear in corn? (/or/) Now look at the letter box. Which letters stand for the /or/ sound? (or) Write or on the lines. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. corn, 2. jar, 3. purse, 4. scarf, 5. horn, 6. turkey, 7. burn, 8. store, 9. barn

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the sounds you hear.

DAY 5

1. arm

2. purse 3. pork

Reading Words with R-Controlled Vowels Direct students’ attention to number 1. Say: This picture shows a fish on a plate. Let’s read the incomplete . Now point to the words in the gray bar. Let’s read them sentence together: I am having fish together: dinner, for. Write the word for on the first line. Write the word dinner on the second line. After students finish writing, read the sentence together. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to the words I say. Then write the words you hear. 1. car horn 2. first star

118

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 20

When a vowel is followed by the letter r, it changes the sound of the vowel.

Focus

ca r

horn

Say the picture name. Then fill in the circle next to the letters that stand for the vowel + r sound you hear. 2

1

3

or ar 4

or ar 5

or ar 6

or ar

or ar

or ar

Dictation

1.

s t

t

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

f

k

3.

c

Skill: Discriminating r-controlled vowels

n 119

Name __________________________________________________________

Day 2

Write It

Week 20

Letter Box

ar

or

Say the picture name. Listen to the vowel + r sound. Then write the letters to spell the word. 2

1

3

st

c

4

n

5

h

n

7

n

f

m

6

sh

k

8

f

y

9

ty

st

e

c

Dictation

1.

2.

120

Skill: Discriminating r-controlled vowels

3. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 20

The letters ur, er, and ir have the vowel + r sound you hear in fur.

Focus

purse

l et te r

bird

Say the picture name. Read the word. Then underline the letters that have the /ur/ sound. 2

1

3

dirt 4

tu r tle 5

moth e r 6

nu rs e

s hi rt

wate r

Dictation

1.

i r

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

u r

3.

i r

Skill: Discriminating r-controlled vowels

121

Name __________________________________________________________

Day 4

Write It

Week 20

Letter Box

ar

or

ur

Say the picture name. Listen to the letter-sounds. Then write the letters to spell the word. 2

1

c

n

3

j

4

5

sc

f

n

8

b

n

se

t

key

6

h

7

p

9

st

e

b

n

Dictation

1. 122

m

2.

p

Skill: Writing words with r-controlled vowels

s e

3.

p

k

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 20

Look at the picture. Write the missing words. Then read the sentence. 1

dinner

for

I am having fish . 2

first

corn

I will eat the . 3

horn

Honk the you

park

when the car.

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2. Skill: Reading words with r-controlled vowels

123

WEEK

21

DAY 1

Hard and Soft c

Listening for Hard c Read aloud the focus statement as you point to the c in cup. Say: Say the word cup. (cup) What sound do you hear at the beginning of cup? (/k/) Then read the directions and call students’ attention to number 1. Say: Point to the car. Say car. (car) Do you hear /k/ in car? (yes) Circle the word car. Point to the penny. A penny is also called a cent. Say cent. (cent) Do you hear /k/ in cent? (no) Cross out the word cent. Repeat the process for the remaining pictures.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear.   1. car  2. cape  3. corn

DAY 2

Listening for Soft c Read aloud the focus statement as you point to the c in ice. Say: Say the word ice. (ice) Do you hear /s/ or /k/ in ice? (/s/) Then read the directions and call students’ attention to number 1. Say: Point to the cent. Say cent. (cent) Do you hear /s/ in cent? (yes) Circle the word cent. Point to the coat. Say coat. (coat) Do you hear /s/ in coat? (no) Cross out the word coat. Repeat the process for the remaining pictures.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear.   1. cent  2. mice  3. city

DAY 3

Listening for Hard and Soft c Read aloud the focus statement and each example to review the sounds of c. Then read the directions and call students’ attention to number 1. Say: Point to the candle. Say candle. (candle) Do you hear /k/ or /s/ in candle? (/k/) Is that the sound of hard c or soft c? (hard c) Fill in the circle below hard c. Repeat the process for the remaining pictures.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear.   1. cub  2. rice  3. cold

DAY 4

Reading Words with Hard and Soft c Read the directions and call students’ attention to number 1. Say: Let’s read the words together: 65 cents in a bank. Draw a line to the picture that belongs with these words. Repeat the process for the remaining phrases.

Dictation Direct students’ attention to the bottom of the page and say: Listen to the words I say. Then write them in the boxes.   a cute cat

DAY 5

Reading Words with Hard and Soft c Read the directions and call students’ attention to number 1. Say: This picture shows a camel running. Let’s is in a . Now point to the words in the gray bar. read the incomplete sentence together: The Let’s read them together: race, camel. Which word belongs on the first line? (camel) Write the word camel on the first line. Write the word race on the second line. After students finish writing, say: Now let’s read the sentence together: The camel is in a race. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: I like cold ice. Write the words in the boxes.  

124

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1/31/13 11:53 AM

Name __________________________________________________________

Day 1

Listen for It

Week 21

The letter c can have the /k/ sound you hear in cup. This is called the hard c sound.

Focus

cup Say the picture name. Circle the word if you hear the hard c sound. Cross out the word if you do not hear the hard c sound. 2

1

ca r

3

c e nt

4

5

ice

ca ke 6

cor n

comb

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Discriminating the sound of hard c

125

Name __________________________________________________________

Day 2

Listen for It

Week 21

The letter c can have the /s/ sound you hear in ice. This is called the soft c sound.

Focus

ice Say the picture name. Circle the word if you hear the soft c sound. Cross out the word if you do not hear the soft c sound. 2

1

ce nt

3

coat

4

cave

5

cor n

6

m ice

cit y

Dictation

1. 126

2. Skill: Discriminating the sound of soft c

3. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 21

The letter c has two sounds.

Focus

hard c = /k/

soft c = /s/

cake

city

Say the picture name. Listen to the sound of c. Do you hear /k/ or /s/? Fill in the circle. 1

ca nd l e

ha rd c

4

2

s of t c

ha rd c

ca m e l

ha rd c

ca r

5

s of t c

3

sof t c

ha rd c

ice

ha rd c

ce nt

6

sof t c

soft c

penci l

ha rd c

sof t c

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3.

Skill: Discriminating hard and soft c

127

Name __________________________________________________________

Read It

Day 4

Week 21

Read the words. Then draw a line to the correct picture.

1

65 cents in a bank

2

mice in a cage

3

cold cone

4

candles on a cake

5

big cit y

Dictation

128

Skill: Reading words with hard and soft c

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 21

Look at the picture. Write the missing words. Then read the sentence. 1

race

The

camel

is in a

.

2

rice

I see 3

celer y

I picked

cup

in a

.

carrots

and in the garden.

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with hard and soft c

129

WEEK

22

DAY 1

Hard g and Soft g

Listening for Hard g Read aloud the focus statement as you point to the g in gate. Say: Say the word gate. (gate) What sound do you hear at the beginning of gate? (/g/) Then read the directions and call students’ attention to number 1. Say: Point to the gum. Say gum. (gum) Do you hear /g/ in gum? (yes) Circle the word gum. Point to the gem. A gem is a jewel. Some people have a gem on their ring. Say gem. (gem) Do you hear /g/ in gem? (no) Cross out the word gem. Repeat the process for the remaining pictures.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear.   1. gum  2. gate  3. gas

DAY 2

Listening for Soft g Read aloud the focus statement as you point to the g in gem. Say: Say the word gem. (gem) What sound do you hear at the beginning of gem? (/j/) Then read the directions and call students’ attention to number 1. Say: Point to the cage. Say cage. (cage) Do you hear /j/ in cage? (yes) Circle the word cage. Point to the goat. Say goat. (goat) Do you hear /j/ in goat? (no) Cross out the word goat. Repeat the process for the remaining pictures.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear.   1. cage  2. gem  3.huge

DAY 3

Listening for Hard and Soft g Read aloud the focus statement as you point to each example. Then read the directions and call students’ attention to number 1. Say: Point to the cage. Say cage. (cage) Do you hear /g/ or /j/ in cage? (/j/) Is that the sound of hard g or soft g? (soft g) Fill in the circle below soft g. Repeat the process for the remaining pictures.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear.    1. stage  2. gave  3. page

DAY 4

Reading Words with Hard and Soft g Read the directions and call students’ attention to number 1. Say: Let’s read the first phrase together: play a game. Draw a line to the picture that belongs with this phrase. Repeat the process for the remaining phrases.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: The giant is good. Now write the missing words: giant, good.

DAY 5

Reading Words with Hard and Soft g Read the directions and call students’ attention to number 1. Say: This picture shows a giant. Let’s read the kept his in a box. Now point to the words in the gray bar. incomplete sentence together: The Let’s read them together: giant, gold. Which word belongs on the first line? (giant) Write the word giant on the first line. Write the word gold on the second line. After students finish writing, say: Now let’s read the sentence together: The giant kept his gold in a box. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: A girl shut the gate. Write the words in the boxes.  

130

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1/31/13 11:54 AM

Name __________________________________________________________

Day 1

Listen for It

Week 22

The letter g can have the /g/ sound you hear in gate. This is called the hard g sound.

Focus

g ate Say the picture name. Circle the word if you hear the hard g sound. Cross out the word if you do not hear the hard g sound. 2

1

gum

3

gem

4

5

g ia nt

girl 6

g if t

g oat

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Discriminating the sound of hard g

131

Name __________________________________________________________

Day 2

Listen for It

Week 22

The letter g can have the /j/ sound you hear in gem. This is called the soft g sound.

Focus

gem Say the picture name. Circle the word if you hear the soft g sound. Cross out the word if you do not hear the soft g sound. 2

1

ca g e 4

3

g oat

g ia nt

5

gum

6

g ate

pa g e

Dictation

1. 132

2. Skill: Discriminating the sound of hard g

3. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Listen for It

Week 22

The letter g has two sounds.

Focus

hard g = /g/

soft g = /j/

g ate

gem

Say the picture name. Listen to the sound of g. Do you hear /g/ or /j/? Fill in the circle. 1

cag e

/g/

4

/j/

ga rd e n

/g/

goos e

2

/g/

/j/

goat

5

/j/

/g/

g ia nt

3

/g/

/j/

girl

6

/j/

/g/

/j/

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

3.

Skill: Discriminating hard g and soft g

133

Name __________________________________________________________

Day 4

Read It

Week 22

Read the words. Then draw a line to the correct picture.

1

play a game

2

huge giant

3

a ring with a gem

4

a tiger in a cage

5

put gas in the car

Dictation

T he 134

Skill: Reading words with hard g and soft g

i s

. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 22

Look at the picture. Write the missing words. Then read the sentence. 1

giant

The

2

kept his in a box. goat

My the 3

garden

is in . girl

The red

gold

gem

wore a big .

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with hard g and soft g

135

WEEK

23 DAY 1

Double Consonants ff, ss, ll, zz

Listening for Double Consonant Sounds: ff, ss Read aloud the focus statement. Then point to the first example and say: The two f’s in puff have one sound: /f/ Say /f/. (/f/) Say puff. (puff) Repeat the process for glass. Then read the directions and call students’ attention to number 1. Say: Point to the cliff. Say cliff. (cliff). What sound do you hear at the end of cliff? (/f/) Which letters, ff or ss, stand for that sound? (ff) Write the letters ff on the lines. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. cliff, 2. dress, 3. off, 4. kiss, 5. grass, 6. press

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the double consonant you hear. 1. cuff 2. kiss 3. off

DAY 2

Listening for Double Consonant Sounds: ll, zz Read aloud the focus statement. Then point to the first example and say: The two l’s in ball have one sound: /l/. Say /l/. (/l/) Say ball. (ball) Repeat the process for dizzy. Then read the directions and call students’ attention to number 1. Say: Point to the doll. Say doll. (doll). What sound do you hear at the end of doll? (/l/) Which letters, ll or zz, stand for that sound? (ll) Write the letters ll on the lines. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. doll, 2. buzz, 3. well, 4. hill, 5. bell, 6. yell

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the double consonant you hear. 1. fuzz 2. wall 3. fizz

DAY 3

Writing Double Consonants: ff, ss, ll, zz Call students’ attention to the letter box and review each double consonant sound. Then read the directions and call students’ attention to number 1. Say: Point to the glass. Say glass. (glass). What sound do you hear at the end of glass? (/s/) What letters stand for that sound? (ss) Write the letters ss on the lines. After students finish writing, read the word together. Repeat the process for the remaining pictures. Picture Key: 1. glass, 2. muffin, 3. dress, 4. hill, 5. buzz, 6. yell, 7. press, 8. cliff, 9. grass

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the double consonant you hear. 1. tell 2. stuff 3. mess

DAY 4

Writing Words with Double Consonants Read the directions and call students’ attention to number 1. Say: Point to the picture of a mom kissing her baby. Say kiss. (kiss). Look at the word box at the top of the page and find the word kiss. Write the word on the line under the picture. Have students complete the activity independently. After they finish, guide students in reviewing the answers aloud. Picture Key: 1. kiss, 2. bell, 3. buzz, 4. press, 5. doll, 6. toss, 7. hill, 8. puff, 9. fell

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the double consonant you hear. 1. tall 2. less 3. jazz

DAY 5

Reading Words with Double Consonants Read the directions and call students’ attention to number 1. Say: This picture shows a girl who fell. Let’s down and felt . Now point to the words in the gray read the incomplete sentence together: Jill bar. Let’s read them together: dizzy, fell. Which word belongs on the first line? (fell) Write the word fell on the first line. Write the word dizzy on the second line. After students finish writing, say: Now let’s read the sentence together: Jill fell down and felt dizzy. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: My stuff is a mess! Write the words in the boxes.

136

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It Focus

Week 23

Some words have two of the same consonants. The consonants have one sound. These are called double consonants.

puf f

glass

Say the picture name. Listen to the last sound. Then write ff or ss to spell each word. 2

1

3

cl i 4

d re 5

o 6

ki

g ra

pre

Dictation

1.

c u

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

k i

3.

o

Skill: Identifying double final consonants

137

Name __________________________________________________________

Day 2

Listen for It Focus

Week 23

Some words have double consonants. The consonants have one sound.

ball

dizzy

Say the picture name. Listen to the last sound. Then write the missing letters to spell each word. 2

1

3 ZZz z

ZZ

do 4

zz

bu 5

we 6

hi

be

ye

Dictation

1.

138

f u

2.

wa

Skill: Identifying double final consonants

3.

f i

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 23

Letter Box

ff

ss

ll

zz

Say the picture name. Then write the missing letters to spell each word. 2

1

gla 4

3

mu

in

5

d re 6

ZZz z

ZZ

hi 7

zz

bu 8

pre

ye 9

cl i

g ra

Dictation

1.

t e

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

s t u

3.

me

Skill: Discriminating double final consonants

139

Name __________________________________________________________

Day 4

Write It

Week 23

Word Box

toss puf f doll

kiss buzz press

fell hill bell

Say the picture name. Listen to the letter-sounds. Then write the word on the line. 2

3

ZZz z

1

ZZ

4

5

6

7

8

9

zz

Dictation

1.

140

t a

2.

Skill: Writing words with double consonants

l e

3.

j a

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 23

Day 5

Read It Write the missing words. Then read the sentence. 1

dizzy

fell

Jill

down and felt .

2

ball

toss

Bill will

the .

3

glass

I want a a

muf fin

and of milk.

Dictation

! © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Writing words with double consonants

141

WEEK

24 DAY 1

Long a Vowel Digraphs ai, ay

Listening for Long a Read aloud the focus statement at the top of the page. Then point to the first example and say: The vowels a and i together have the long a sound in pail. Say pail. (pail) Repeat the process for jay. Then read the directions and call students’ attention to number 1. Say: Point to the clay. Say clay. (clay) Do you hear /a ¯/ in clay? (yes) Which letters have the long a sound? (ay) Underline the letters ay in clay. Repeat the process for the remaining pictures. Picture Key: 1. clay, 2. rain, 3. snail, 4. train, 5. spray, 6. mail

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. play 2. chain 3. wait

DAY 2

Writing Words with Long a Digraphs Read the directions and call students’ attention to number 1. Say: The picture shows a snail. Look at the word box at the top of the page and find the word snail. Write the word on the line under the picture. Circle the letters that have the long a sound. Repeat the process for the remaining pictures. Picture Key: 1. snail, 2. hay, 3. paint, 4. jay, 5. rain, 6. clay

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. waist 2. stay 3. brain

DAY 3

Writing Words with Long a Digraphs Read the directions and call students’ attention to number 1. Say: Run your finger under the word as we read it together: pail. Now use the letters in the gray box to write new words that rhyme with pail. After students finish writing, read the words together. Then repeat the process for the remaining columns.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. way 2. jay 3. fail

DAY 4

Reading Words with Long a Digraphs Read the directions and call students’ attention to number 1. Say: Let’s read the first phrase together: little pail. Which letters have the long a sound in pail? (ai) Underline those letters. Which picture goes with these words? (the pail) Draw a line from the words to the picture of the pail. Repeat the process for the remaining phrases.

Dictation Direct students’ attention to the bottom of the page and say: Listen to the words I say. Then write the letters that stand for the letter-sounds you hear. 1. gray clay 2. main train

DAY 5

Reading Words with Long a Digraphs Read the directions and call students’ attention to number 1. Say: This picture shows a big snail and a little led the . Now point to the words in snail. Let’s read the incomplete sentence together: The big the gray bar. Let’s read them together: snail, way. Which word belongs on the first line? (snail) Write the word snail on the first line. Write the word way on the second line. After students finish writing, say: Now let’s read the sentence together: The big snail led the way. Repeat the process for the remaining sentences.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to this sentence: We play in the rain. Write the words in the boxes.

142

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 24

A vowel digraph is two vowels together that have one sound. The vowel digraphs ai and ay have the long a sound.

Focus

pail

jay

Say the picture name. Then underline the letters that stand for the long a sound. 2

1

cl ay

3

rain

4

snail

5

tr a i n

6

s pray

ma i l

Dictation

1.

ay

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

a i n

3.

a i

Skill: Reading words with long a digraphs

143

Name __________________________________________________________

Day 2

Write It

Week 24

Word Box

snail clay

jay paint

hay rain

Say the picture name. Write the word on the lines. Then circle the letters that stand for the long a sound. 1

2

3

4

5

6

Dictation

1. 144

a i Skill: Writing long a digraphs

2.

ay

3.

a i

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 24

Write a letter on each line to make a new word. Then read the words you made. 2

1

3

pail

t

m

h ay

sn

s

w

ra i n

pl

m

ch

gr

ail

ay

ain

ail

ay

ain

ail

ay

ain

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Writing words with long a digraphs

145

Name __________________________________________________________

Day 4

Read It

Week 24

Read the words. Underline the letters that have the long a sound. Then draw a line to the correct picture.

1

lit tle pail

2

wet rain

3

sof t clay

4

red paint

5

blue jay

6

lunch tray

Dictation

1. 146

ay

ay

Skill: Reading words with long a digraphs

2.

ai

ai

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 24

Look at the picture. Write the missing words. Then read the sentence. 1

snail

The big the 2

rain

The the 3

way

led . gray

fell from sky. tail

play

My dog likes to with his

.

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with long a digraphs

147

WEEK

25 DAY 1

Long e Vowel Digraphs ee, ea

Listening for Long e Read aloud the focus statement. Then point to the first example and say: The two e’s together have the long e sound in bee. Say bee. (bee) Repeat the process for the ea in leaf. Then read the directions and call students’ attention to number 1. Say: Point to the peach. Say peach. (peach) Do you hear /e¯/ in peach? (yes) Which letters have the long e sound? (ea) Circle the letters ea in peach. Repeat the process for the remaining pictures. Picture Key: 1. peach, 2. cheese, 3. sleep, 4. teeth, 5. seal, 6. feet

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word. 1. leaf 2. beach 3. peep

DAY 2

Writing Words with Long e Digraphs Read the directions and call students’ attention to number 1. Say: The picture shows a bee. Look at the word box at the top of the page and find the word bee. Write the word on the line under the picture. Circle the letters that have the long e sound. Repeat the process for the remaining pictures. Picture Key: 1. bee, 2. bean, 3. teeth, 4. feet, 5. sleep, 6. peach

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word. 1. peel

DAY 3

2. tree

3. leap

Writing Words with Long e Digraphs Read the directions and call students’ attention to number 1. Say: Run your finger under the word as we read it together: tree. Now use the letters in the gray box to write new words that rhyme with tree. After students finish writing, read the words together. Then repeat the process for the remaining columns.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. beach 2. free 3. meal

DAY 4

Writing Words with Long e Digraphs Read the directions and call students’ attention to the word box. Say: Point to the first word. It says wheat. Run your finger under the letters and read it with me: wheat. Which letters have the /e¯/ sound in wheat? (ea) Write the word on the line in the box that says ea. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the words you hear. peach tree

DAY 5

Reading Words with Long e Digraphs Read the directions and call students’ attention to number 1. Say: This picture shows a bee on a peach. Let’s on my . Now point to the words in the gray read the incomplete sentence together: There is a bar. Let’s read them together: peach, bee. Which word belongs on the first line? (bee) Write the word bee on the first line. Now you know which word to write on the second line. After students finish writing, say: Now let’s read the sentence together: There is a bee on my peach. Repeat the process for the remaining sentences.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to this sentence: I will eat a peach. Write the words in the boxes.

148

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 25

A vowel digraph is two vowels together that have one sound. The vowel digraphs ee and ea have the long e sound.

Focus

bee

leaf

Say the picture name. Read the word. Then circle the letters that stand for the long e sound. 2

1

p e a ch 4

3

ch e e s e 5

te e t h

sleep 6

seal

fe e t

Dictation

1.

ea

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ea

3.

ee

Skill: Reading words with long e digraphs

149

Name __________________________________________________________

Day 2

Write It

Week 25

Word Box

teeth peach

bee feet

bean sleep

Say the picture name. Write the word. Then circle the letters that have the long e sound. 1

2

3

4

5

6

Dictation

1. 150

ee

2.

Skill: Reading words with long e digraphs

ee

3.

ea

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 25

Write a letter on each line to make a new word. Then read the words you made. 2

1

3

tre e

s

b

seal

fr

m

r

p e a ch

st

b

r

t

ee

eal

each

ee

eal

each

ee

eal

each

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

3. Skill: Writing words with long e digraphs

151

Name __________________________________________________________

Day 4

Write It

Week 25

Word Box

wheat sleep

keep teach

meat feet

sweet read

Read each word. Then write the word under the correct letters.

ee

ea

Dictation

152

Skill: Reading words with long a digraphs

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 25

Day 5

Read It Look at the picture. Write the missing words. Then read the sentence. 1

peach

bee

There is a . 2

on my

dream

I went to a 3

beans

Did the green

sleep

and had . sheep

eat the ?

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with long a digraphs

153

WEEK

26 DAY 1

Long i Spellings ie, igh

Listening for Long i Read aloud the focus statement. Then point to the first example and say: The letters i and e together can have the long i sound in pie. Say pie. (pie) Repeat the process for the igh in light. Then read the directions and call students’ attention to number 1. Say: Point to the tie. Say tie. (tie) Do you hear /ı¯/ in tie? (yes) Which letters have the long i sound? (ie) Underline the letters ie in tie. Repeat the process for the remaining pictures. Picture Key: 1. tie, 2. high, 3. night, 4. thigh, 5. fried, 6. right

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word. 1. tie 2. light

DAY 2

3. die

Writing Words with Long i Spellings Read the directions and call students’ attention to number 1. Say: The picture shows a tie. Look at the word box at the top of the page and find the word tie. Write the word on the line under the picture. Circle the letters that have the long i sound. Repeat the process for the remaining pictures. Picture Key: 1. tie, 2. fight, 3. cries, 4. high, 5. pie, 6. light

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word. 1. tight 2. right 3. tried

DAY 3

Writing Words with Long i Spellings Read the directions and call students’ attention to number 1. Say: Run your finger under the word as we read it together: cried. Now use the letters in the gray box to write new words that rhyme with cried. After students finish writing, read the words together. Then repeat the process for the remaining columns.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. cries 2. tie 3. night

DAY 4

Writing Words with Long i Spellings Read the directions and call students’ attention to the word box. Say: Point to the first word. It says cries. Run your finger under the letters and read the word with me: cries. Which letters have the /ı¯/ sound in cries? (ie) Write the word on the line in the box that says ie. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the sounds you hear in these words: night light

DAY 5

Reading Words with Long i Spellings Read the directions and call students’ attention to number 1. Say: This picture shows a boy and a pie. Let’s eat apple . Now point to the words in the gray bar. read the incomplete sentence together: I Let’s read them together: pie, might. Which word belongs on the first line? (might) Write the word might on the first line. Now you know which word to write on the second line. After students finish writing, say: Now let’s read the sentence together: I might eat apple pie. Repeat the process for the remaining sentences.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to this sentence: She cries at night. Write the words in the boxes.

154

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 26

The long i sound can be spelled ie or igh.

Focus

pie

light

Say the picture name. Read the word. Then underline the letters that stand for the long i sound. 2

1

ti e

3

hig h

4

5

th ig h

n ig ht 6

f rie d

rig ht

Dictation

1.

i e

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

i gh

3.

i e

Skill: Reading words with long i spellings

155

Name __________________________________________________________

Day 2

Write It

Week 26

Word Box

high cries

pie light

fight tie

Say the picture name. Write the word. Then circle the letters that have the long i sound. 1

2

3

4

5

6

Dictation

1. 156

i gh

2.

Skill: Reading words with long i spellings

i gh

3.

i e

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 26

Say the picture name. Read the word. Then write a letter on each line to make a new word. Read the words you made. 2

1

3

cr i e d

t

dr

nig ht

fr

s

m

pi e

br

t

d

l

ied

ig ht

ie

ie d

ig ht

ie

ied

ig ht

ie

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

3. Skill: Writing words with long i spellings

157

Name __________________________________________________________

Day 4

Write It

Week 26

Word Box

cries thigh

bright fried

tried light

high lie

Read each word. Then write the word under the correct letters.

ie

igh

Dictation

158

Skill: Writing words with long i spellings

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 26

Look at the picture. Write the missing words. Then read the sentence. 1

pie

I

might

eat apple

.

2

light

bright

This 3

is tried

The man to

.

fight

.

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with long i spellings

159

WEEK

27 DAY 1

Long o Vowel Digraphs oe, ow, oa

Listening for Long o Read aloud the focus statement. Then point to the first example and say: The vowels o and e together can have the long o sound in hoe. A hoe is a garden tool. Say hoe. (hoe) Repeat the process for crow and goat. Then read the directions and call students’ attention to number 1. Say: Point to the toe. Say toe. (toe) Do you hear /o ¯/ in toe? (yes) Which letters have the long o sound? (oe) Underline the letters oe in toe. Repeat the process for the remaining pictures. Picture Key: 1. toe, 2. toast, 3. snow, 4. soap, 5. bow, 6. boat

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word you hear. 1. show 2. soap 3. doe

DAY 2

Writing Words with Long o Digraphs Read the directions and call students’ attention to number 1. Say: The picture shows a man blowing a horn. The word is blow. Say blow. (blow) Now look at the word box at the top of the page and find the word blow. Write the word on the line under the picture. Circle the letters that have the long o sound. Repeat the process for the remaining pictures. Picture Key: 1. blow, 2. hoe, 3. coat, 4. toe, 5. boat, 6. snow

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word you hear. 1. slow 2. roast 3. grow

DAY 3

Writing Words with Long o Digraphs Read the directions and call students’ attention to number 1. Say: Run your finger under the word as we read it together: goat. Use the letters in the gray box to write new words that rhyme with goat. After students finish writing, read the words together. Then repeat the process for the remaining columns.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word you hear. 1. toad 2. flow 3. load

DAY 4

Writing Words with Long o Digraphs Read the directions and call students’ attention to the word box. Say: Point to the first word. It says glow. Run your finger under the letters and read it with me: glow. Which letters have the /o ¯/ sound in glow? (ow) Write the word on the line in the box that says ow. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the sounds you hear in these words: snow on my toe

DAY 5

Reading Words with Long o Digraphs Read the directions and call students’ attention to number 1. Say: This picture shows a girl in the snow. Let’s fell on my . Now point to the words in the gray bar. read the incomplete sentence together: The Let’s read them together: snow, coat. Which word belongs on the first line? (snow) Write the word snow on the first line. Now you know which word to write on the second line. After students finish writing, say: Now let’s read the sentence together: The snow fell on my coat. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: A doe is in the snow. Write the words in the boxes.

160

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 27

A vowel digraph is two letters together that have one sound. The digraphs oe, ow, and oa can have the long o sound.

Focus

hoe

crow

g oa t

Say the picture name. Read the word. Then underline the letters that stand for the long o sound. 2

1

toe 4

3

to a s t 5

soap

s n ow 6

b ow

b oat

Dictation

1.

ow

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

oa

3.

oe

Skill: Reading words with long o digraphs

161

Name __________________________________________________________

Day 2

Write It

Week 27

Word Box

boat hoe

snow blow

toe coat

Say the picture name. Write the word. Then circle the letters that have the long o sound. 1

2

3

4

5

6

Dictation

1. 162

ow

2.

Skill: Reading words with long o digraphs

oa

3.

ow

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 27

Say the picture name. Read the word. Then write a letter on each line to make a new word. Read the words you made. 2

1

3

goat

c

b

s now

fl

r

sh

to e

bl

d

h

J

oat

ow

oe

oat

ow

oe

oat

ow

oe

Dictation

1.

oa

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ow

3.

oa

Skill: Writing words with long o digraphs

163

Name __________________________________________________________

Day 4

Write It

Week 27

Word Box

glow Joe toad

toe crow doe

blow road coach

Read each word. Then write the word under the correct letters.

oe

ow

oa

Dictation

164

Skill: Reading words with long o digraphs

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 27

Write the missing words. Then read the sentence. 1

snow

The my 2

fell on . boat

Joe

likes to row .

his 3

coat

bowl

Put the that

roast

in .

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading long o digraphs

165

WEEK

28 DAY 1

Diphthongs oi, oy

Listening for the /oi/ Sound Read aloud the focus statement. Then point to the first example and say: The letters o and i together have the /oi/ sound. Say coin. (coin) Then say: The letters o and y also have the /oi/ sound. Say boy. (boy) Repeat the process for boy. Then read the directions and call students’ attention to number 1. Say: Point to the toy. Say toy. (toy) Which letters have the /oi/ sound? (oy) Underline the letters oy in toy. Repeat the process for the remaining pictures. Picture Key: 1. toy, 2. soil, 3. joy, 4. boil, 5. point, 6. oil

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word. 1. foil

DAY 2

2. soy 3. join

Writing Words with the /oi/ Sound Read the directions and call students’ attention to number 1. Say: The picture shows a boy. Look at the word box at the top of the page and find the word boy. Write the word on the line under the picture. Circle the letters that have the /oi/ sound. Repeat the process for the remaining pictures. Picture Key: 1. boy, 2. point, 3. coin, 4. boil, 5. toy, 6. soil

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word you hear.

DAY 3

1. moist

2. joy 3. coil

Writing Words with the /oi/ Sound Read the directions and call students’ attention to number 1. Say: Run your finger under the word as we read it together: oil. Use the letters in the gray box to write new words that rhyme with oil. After students finish writing, read the words together. Then repeat the process for column 2.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. spoil 2. coin 3. boys

DAY 4

Writing Words with the /oi/ Sound Read the directions and call students’ attention to the word box. Say: Point to the first word. It says cowboy. Run your finger under the letters and read the word with me: cowboy. Which letters have the /oi/ sound in cowboy? (oy) Write the word on the line in the box that says oy. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. noise 2. toy 3. point

DAY 5

Reading Words with the /oi/ Sound Read the directions and call students’ attention to number 1. Say: This picture shows a coin and a piggy put a into the bank. Now point to the bank. Let’s read the incomplete sentence together: The words in the gray bar. Let’s read them together: coin, boy. Which word belongs on the first line? (boy) Write the word boy on the first line. Now you know which word to write on the second line. After students finish writing, say: Now let’s read the sentence together: The boy put a coin into the bank. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: Roy has a coin. Write the words in the boxes.

166

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 28

The letter pairs oi and oy both have the /oi / sound you hear in coin.

Focus

coi n

b oy

Say the picture name. Read the word. Then underline the letters that stand for the vowel sound you hear in coin. 2

1

3

toy 4

soi l

j oy

5

6

b oi l

p oi nt

oi l

Dictation

1.

o i

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

oy

3.

o i Skill: Identifying diphthongs

167

Name __________________________________________________________

Day 2

Write It

Week 28

Word Box

coin toy

point boil

boy soil

Say the picture name. Listen to the letter-sounds. Then write the word on the line. Circle the letters that have the /oi/ sound. 1

2

3

4

5

6

Dictation

1. 168

o i Skill: Identifying diphthongs

2.

oy

3.

o i

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 28

Say the picture name. Read the word. Then write a letter on each line to make a new word. Read the words you made. 2

1

oi l

f

b

sp

boy

br

s

t

j

oi l

oy

oi l

oy

oi l

oy

oi l

oy

R

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

3. Skill: Writing words with diphthongs

169

Name __________________________________________________________

Day 4

Write It

Week 28

Word Box

cowboy coil toy

point joy coin

enjoy boil noise

Read each word. Then write the word under the correct letters.

oi

oy

Dictation

1. 170

2. Skill: Reading words with diphthongs

3. Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 28

Look at the picture. Write the missing words. Then read the sentence. 1

coin

The

2

put a into the bank. Roy

with his 3

oil

The

boy

toys

likes to play . cowboy

put into the pan.

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with diphthongs

171

WEEK

29 DAY 1

Diphthongs ou, ow

Listening for the /ou/ Sound Read aloud the focus statement. Then point to the first example and say: The letters o and w together can have the /ow/ sound in the word cow. Say cow. (cow) Remind students that ow can also have the long o sound in snow. Repeat the process for the ou in mouse. Then read the directions and call students’ attention to number 1. Say: Point to your mouth. Say mouth. (mouth) Do you hear /ou/ in mouth? (yes) Which letters have the /ou/ sound? (ou) Underline the letters ou in mouth. Repeat the process for the remaining pictures. Picture Key: 1. mouth, 2. house, 3. clown, 4. owl, 5. cloud, 6. crown

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word you hear. 1. how 2. round 3. brow

DAY 2

Writing Words with the /ou/ Sound Read the directions and call students’ attention to number 1. Say: The picture shows an owl. Look at the word box at the top of the page and find the word owl. Write the word on the line under the picture. Circle the letters that have the /ou/ sound. Repeat the process for the remaining pictures. Picture Key: 1. owl, 2. scout, 3. house, 4. mouse, 5. crown, 6. cloud

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters that stand for the letter-sounds you hear. 1. shout 2. down 3. gown

DAY 3

Writing Words with the /ou/ Sound Read the directions and call students’ attention to number 1. Say: Run your finger under the word as we read it together: cow. Use the letters in the gray box to write new words that rhyme with cow. After students finish writing, read the words together. Then repeat the process for the remaining columns.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. pound 2. now 3. brown

DAY 4

Writing Words with the /ou/ Sound Read the directions and call students’ attention to the word box. Say: Point to the first word. It says house. Run your finger under the letters and read it with me: house. Which letters have the /ou/ sound in house? (ou) Write the word on the line in the box that says ou. Repeat the process for the remaining words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the missing letters to complete the word. 1. crown 2. proud 3. loud

DAY 5

Reading Words with the /ou/ Sound Read the directions and call students’ attention to number 1. Say: This picture shows a mouse hiding. Let’s ? Now point to the words in the gray bar. read the incomplete sentence together: Do you see a Let’s read them together: brown, mouse. Which word belongs on the first line? (brown) Write the word brown on the first line. Now you know which word to write on the second line. After students finish writing, say: Now let’s read the sentence together: Do you see a brown mouse? Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: I see a brown mouse. Write the words in the boxes.

172

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 29

The letter pairs ow and ou sometimes have the vowel sound you hear in cow.

Focus

cow

m ou s e

Say the picture name. Read the word. Then underline the letters that stand for the vowel sound you hear in cow. 2

1

m ou th

3

hou s e

4

5

ow l

clow n 6

clou d

cr ow n

Dictation

1.

ow

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ou

3.

ow

Skill: Identifying diphthongs

173

Name __________________________________________________________

Day 2

Write It

Week 29

Word Box

crown mouse

cloud house

scout owl

Say the picture name. Listen to the letter-sounds. Then write the word on the line. Circle the letters that stand for the vowel sound you hear in cow. 1

2

3

4

5

6

Dictation

1. 174

ou Skill: Writing words with diphthongs

2.

ow

3.

ow

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 29

Write a letter on each line to make a new word. Then read the words you made. 2

1

3

cow

crow n

rou nd

n w h pl

t d br cl

f p h gr

ow

ow n

ou nd

ow

ow n

ou nd

ow

ow n

ou nd

ow

ow n

ou nd

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

3. Skill: Writing words with diphthongs

175

Name __________________________________________________________

Day 4

Write It

Week 29

Word Box

house crowd

brown mouth

round down

cow mouse

Read each word. Then write the word under the correct letters.

ou

ow

Dictation

1. 176

ow Skill: Reading words with diphthongs

2.

ou

3.

ou

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 29

Day 5

Read It Look at the picture. Write the missing words. Then read the sentence. 1

brown

mouse

Do you see a ? 2

owl

down

The big

looked .

3

now

house

I will go into the . Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with diphthongs

177

WEEK

30 DAY 1

The Sounds of oo

Listening for the Sounds of oo Read aloud the focus statement as you point to each example. Then say: The word moon has the /oo/ sound. Say /oo/. (/oo/) Say moon. (moon) The word book has the /oo/ sound. Say /oo/. (/oo/) Say book. (book) Then read the directions and call students’ attention to number 1. Say: Point to the pool. Say pool. (pool) Do you hear /oo/ or /oo/ in pool? (/oo/) Now point to the balloon. Do you hear /oo/ in balloon? (yes) Fill in the circle under the balloon. Repeat the process for the remaining pictures. Picture Key: Row 1: pool, balloon, hook, spoon; Row 2: book, cookie, goose, foot; Row 3: boot, wood, broom, moose

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. foot 2. spoon 3. hook

DAY 2

Writing Words with oo Read the directions and call students’ attention to number 1. Say: The picture shows a hook. Look at the word box at the top of the page and find the word hook. Write the word on the line under the picture. Repeat the process for the remaining pictures. Picture Key: 1. hook, 2. tools, 3. broom, 4. moon, 5. book, 6. tooth

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. boot 2. wood 3. pool

DAY 3

Writing Words with oo Read the directions and call students’ attention to number 1. Say: Run your finger under the word as we read it together: book. Use the letters in the gray box to write new words that rhyme with book. After students finish writing, read the words together. Then repeat the process for the remaining columns.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to this sentence: Look at the moon. Write the words in the boxes.

DAY 4

Reading Words with oo Read the directions and call students’ attention to number 1. Say: Let’s read number 1 together: moon in the sky. Which picture goes with moon in the sky? (the moon) Draw a line from the words to the picture of the moon. Repeat the process for the remaining phrases.

Dictation Direct students’ attention to the bottom of the page and say: Write the letters that stand for the sounds you hear in these words: foot in the pool.

DAY 5

Reading Words with oo Read the directions and call students’ attention to number 1. Say: This picture shows a woman cooking. Let’s with a . Now point to the words in the gray bar. read the incomplete sentence together: She can Let’s read the words together: cook, spoon. Which word belongs on the first line? (cook) Write cook on the first line. Now you know which word to write on the next line. After students have finished writing, say: Now let’s read the sentence together: She can cook with a spoon. Have students complete the remaining sentences independently. After they finish, guide students in reading the completed sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: The goose has a book. Write the words in the boxes.

178

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Listen for It

Week 30

The vowel pair oo can have the sound you hear in moon. It can also have the sound you hear in book.

Focus

m oo n

b oo k

Say the picture name. Listen to the vowel sound. Then name each picture in the row. Fill in the circle if it has the same sound as the first picture. 1

2 boo

3

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3. Skill: Discriminating the sounds of oo

179

Name __________________________________________________________

Day 2

Write It

Week 30

Word Box

book

tools

broom

moon

hook

tooth

Say the picture name. Then write the word on the line. 1

2

3

4

5

6

2.

3.

Dictation

1. 180

Skill: Writing words with oo

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It

Week 30

Say the picture name. Read the word. Then write a letter on each line to make a new word. Read the words you made. 2

1

3

book

l

t

sh

moon

s

n

sp

broom

r

z

bl

ook

oon

oom

ook

oon

oom

ook

oon

oom

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Writing words with oo

181

Name __________________________________________________________

Read It

Day 4

Week 30

Read the words. Then draw a line to the correct picture.

1

moon in the sky

2

cool pool

3

one tooth

4

new boots

5

big goose

6

good book

Dictation

182

Skill: Reading words with diphthongs

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Week 30

Day 5

Read It Look at the picture. Write the missing words. Then read the sentence. 1

cook

spoon

She can

with a .

2

foot

moose

The on his 3

has a balloon .

look

tooth

Will you

at my ?

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading words with diphthongs

183

WEEK

31 DAY 1

Plural Forms s, es Reading Plural Words Read aloud the focus statement. Then point to each example word as you say: Let’s read the word: dog. Now add an s to the end of dog. Say the new word. (dogs) The word dogs means more than one dog. Then read the directions and call students’ attention to number 1. Say: Does this picture show one cat or more than one cat? (more than one cat) Let’s read the words below the picture: cat, cats. Which word shows that there is more than one cat in the picture? (cats) Fill in the circle next to the word cats. Repeat the process for the remaining pictures.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. nets 2. pigs

DAY 2

Writing Plural Words Read aloud the focus statement. Then point to the first example and say: The letters es have the /ez/ sound you hear in inches. Repeat the process for glasses and axes. Then read the directions and call students’ attention to number 1. Say: Look at the picture. Let’s read the word below the picture: fox. Does the picture show one fox or more than one fox? (more than one) What is the last letter in fox? (x) What letters do we add to fox to show more than one fox? (es) Write the letters es on the lines. Now let’s read the word together: foxes. Repeat the process for the remaining words.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the letters to show more than one. 1. boxes

DAY 3

2. glasses

Writing Plural Words Read aloud the focus statement. Then refer to the example box as you say: This word is fly. The word fly ends with the consonant l and the letter y. To show more than one fly, you change the y to an i and add the letters es. Let’s read the word that means more than one fly: flies. Then read the directions and call students’ attention to number 1. Say: Look at the picture. Let’s read the word below the picture: baby. The word baby ends with the letter y. That means you have to change the y to an i and add es to make the word babies. Write the letters ies on the lines. Now let’s read the word together: babies. Repeat the process for the remaining words.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. ponies 2. ladies

DAY 4

Writing Plural Words Read the directions and explain the three columns. Call students’ attention to the word web and say: Let’s read the word together: web. Now let’s read the word that means more than one web: webs. The letter s was added to web to make the word webs. Repeat the process for box and pony. Then have students complete the activity independently. After they finish, guide students in reading each column of plural words aloud.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to this sentence: Babies like games. Write the words in the boxes.

DAY 5

Reading Plural Words Read the directions and call students’ attention to number 1. Say: This picture shows ladies wearing hats. look good in . Now point to the words in the Let’s read the incomplete sentence together: The gray bar. Let’s read them together: hats, ladies. Which word belongs on the first line? (ladies) Write ladies on the first line. Now you know which word to write on the next line. After students have finished writing, say: Now let’s read the sentence together: The ladies look good in hats. Have students complete the remaining sentences independently. After they finish, guide students in reading the completed sentences.

Dictation

Direct students’ attention to the bottom of the page and say: Listen to this sentence: I see foxes and flies. Write the words in the boxes.

184

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Read It Focus

Week 31

Add an s to the end of a word to show more than one.

dog + s = dogs Look at the picture. Read the word aloud. Then fill in the circle next to the correct word. 2

1

cat

cats

4

3

web

webs

5

cake

cakes

bike

bikes

net

nets

6

hen

hens

Dictation

1.

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Identifying plural words

185

Name __________________________________________________________

Day 2

Write It Focus

Week 31

An es at the end of a word shows there is more than one. Add es to words that end in ch, ss, or x.

inches

glasses

axes

Look at the picture. Read the word. Then write the word that goes with the picture. Read the new word. 2

1

fox 4

3

kis s 5

b e nch

pea ch 6

box

d re s s

Dictation

1.

186

box Skill: Writing plural words

2.

g l a s s Daily Phonics • EMC 2787 • © Evan-Moor Corp.

k

Name ___________________________________________________________

Day 3

Write It Focus

Week 31

When a word ends with y, change the y to i and add es.

i f ly  + es  = flies Look at the picture. Read the word. Then add ies to make a word that shows more than one. Read the new word. 2

1

ba by

pony pon

ba b 4

3

5

lady lad

bu nny bu n n 6

p e n ny penn

s py sp

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2787_Unit31.indd 187

2. Skill: Writing plural words

187

1/31/13 11:55 AM

Name __________________________________________________________

Day 4

Write It

Week 31

Show more than one. Write the new word on the line.

add

add

s

es

web

webs

box

boxes

change the y to i and add es

pony

cup

kiss

baby

pig

inch

penny

game

bench

bunny

bone

dress

puppy

ponies

Dictation

. 188

Skill: Writing plural words

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 31

Look at the picture. Write the missing words. Then read the sentence. 1

hats

The in

ladies

look good .

2

babies

kisses

The 3

like boxes

The the

.

benches

are not on .

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading plural words

189

WEEK

32 DAY 1

Inflectional Endings -ing, -ed

Writing Words with Inflectional Endings Read aloud the focus statement. Then point to the first column of the example chart and have students read the sentence with you: I play. Ask: Which word in this sentence tells the action? (play) Then read aloud the sentence in the second column: I am playing now. Ask: What letters were added to play? (ing) You can hear that the letters ing have the sound of /ı˘ng/. Read aloud the sentence in the third column: I played last week. Ask: What letters were added to the verb play? (ed) You can hear that ed in the word played has the sound of /d/. Then read the directions and call students’ attention to number 1. Say: Let’s read the word: look. Write look with the ing ending. Then write look with the ed ending. After students finish writing, say: Read the first word you wrote. (looking) Now read the other word you wrote. (looked) What sound do you hear at the end of looked? (/t/) Yes, sometimes the letters ed at the end of a word have the sound of /t/. Repeat this process for the remaining words. You may want to point out the /e˘d/ sound of ed in started.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. mixed 2. cooking

DAY 2

Writing Words with Inflectional Endings Read aloud the focus statement. Then point to the first column of the example chart and have students read the sentence with you: I race. Ask: Which word in this sentence is the verb? (race) Does race end with a consonant and a silent e? (yes) Have students read aloud the second example sentence: I am racing now. Say: The e was dropped from race, and ing was added. But the a still has a long a sound. Repeat this process with the sentence for raced. Then read the directions and call students’ attention to number 1. Guide students through the activity. If time allows, invite them to use some of the new words in sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word you hear. 1. raking 2. raked

DAY 3

Writing Words with Inflectional Endings Read aloud the focus statement and call students’ attention to the first example sentence. Read it aloud together and lead students to identify the short o sound and final p in mop. Then read aloud the second sentence together. Ask: Which letter in mop was doubled before ing was added? (p) Repeat this process for the third sentence. Then read the directions and call students’ attention to number 1. Say: Let’s read the word together: sip. Guide students in rewriting the word as indicated. Then let students complete one row at a time independently. After each row, say: Read and spell the words you wrote.

Dictation Direct students’ attention to the bottom of the page and say: Listen to each word I say. Then write the word. 1. flapped 2. flapping

DAY 4

Writing Words with Inflectional Endings Read aloud the directions. Call students’ attention to the first rule and read it aloud. Have students complete numbers 1 and 2 independently. After they finish, have them read each row of words aloud. Repeat this process for the remaining rules and words.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: He stopped looking. Write the words in the boxes.

DAY 5

Reading Words with Inflectional Endings Read the directions and call students’ attention to number 1. Say: Let’s read number 1: The snowman is smiling. Which word is the action word? (smiling) That’s right. The silent e was dropped from the verb smile, and ing was added. Point to the picture that shows a snowman smiling. Now draw a line from the sentence to the picture. Repeat the process for the remaining sentences.

Dictation Direct students’ attention to the bottom of the page and say: Listen to this sentence: I smiled and waved. Write the words in the boxes.

190

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 1

Write It Focus

Week 32

Most verbs are action words. When a verb ends in ing, it means that the action is happening now. When a verb ends in ed, it means that the action already happened.

action

+ ing

+ ed

I play.

I am playing now.

I played last week.

Read the action word. Write it with each ending. Then read the new words you wrote.

action word

1.

look

2.

fix

3.

yell

4.

star t

5.

jump

+ ing

+ ed

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2. Skill: Writing verbs with inflectional endings

191

Name __________________________________________________________

Day 2

Write It Focus

Week 32

When a verb ends in silent e, you drop the e. Then you add ing or ed.

action

+ ing

+ ed

I race.

I am racing now.

I raced last week.

Read the action word. Write it with each ending. Then read the new words you wrote.

action word

1.

bake

2.

name

3.

like

4.

hope

5.

wave

+ ing

+ ed

Dictation

1. 192

2. Skill: Writing verbs with inflectional endings

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 3

Write It Focus

Week 32

When a verb has one short vowel sound and a consonant at the end, you double the consonant. Then you add ing or ed.

action

+ ing

+ ed

I mop.

I am mopping now.

I mopped last week.

Read the action word. Write it with each ending. Then read the new words you wrote.

action word

1.

sip

2.

hug

3.

nap

4.

drop

5.

drag

+ ing

+ ed

Dictation

1. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

2. Skill: Writing verbs with inflectional endings

193

Name __________________________________________________________

Day 4

Write It

Week 32

Follow the rule to change the verb forms. Write the new words on the lines.

Add ing to show that the action is happening. Add ed to show that the action already happened.

action 1. 2.

+ ing

+ ed

row call

Drop the silent e. Then add ing or ed.

action 3. 4.

+ ing

+ ed

save poke

Double the consonant. Then add ing or ed.

action 5. 6.

+ ing

+ ed

hop jog

Dictation

. 194

Skill: Writing verbs with inflectional endings

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________

Day 5

Read It

Week 32

Read the sentence. Then draw a line to the correct picture.

1

The snowman is smiling.

2

James played ball today.

3

My kit ten is napping.

4

Ben is rowing a boat.

5

I spilled my milk.

Dictation

. © Evan-Moor Corp. • EMC 2787 • Daily Phonics

Skill: Reading verbs with inflectional endings

195

Answer Key Week 1

Day 1 Day 1

Listen for It

Week 1

Day 2 Listen for It

The letters b, f, and h are consonants. Each consonant has a different sound. Some words begin with b, f, or h.

Focus

b

f

h

k

m k p m

1

b f h Dictation

k p m

5

k p m

7

3

k p m

2

k p m

4

2

k p m

8

2.

h en

3.

5

Skill: Listening for initial consonants

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 5 Day 5

Write It

Week 1

6

f

m

h

s

j

k

p

2

1

3.

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

h at

4

p ig

5

Week 2

7

v an

8

k ing

Dictation

1.

mop

2.

s at

b ig

3.

1. 9

Skill: Writing initial consonants

Review It

Week 2

l r n

4

d 7

y

y es

2.

c up

3.

d ig

1

4

d g c

2

y r w

5

w y t

3

n r g

6

Day 5

Write It

w y c

8

w r n

11

l

c l r n

d

9

1. 14

t ug

Skill: Discriminating initial consonants

196

Week 2

r

n

w

g

d ot

3.

12

f s h

7

b f j

8

k

9

f p m

v j m

11

12

h v b

s h k s p

8

v est

2.

j et

3.

map

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating initial consonants

Day 3

l r n

2

l r n

l r n

6

l r n

8

l r n

9

Week 2

The letters w, g, and t are consonants. Each consonant has a different sound. Some words begin with w, g, or t.

w

g

t

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture begins with the same letter-sound.

l r n

3

5

Day 3

Listen for It

l r n l r n

1

w 2

g 3

t Dictation

r ug

l ap

2.

3.

n od

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating initial consonants

Week 3

t op

2.

g et

w ag

3.

Skill: Listening for initial consonants

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 1 Day 1

Listen for It Focus

t

Week 3

n ap

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Some words end with the consonant g, l, or d.

13

Day 2 Day 2

Listen for It

Week 3

g

l

l amp 5

d

f

6

d og 8

1.

l ip

Dictation

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

w ig

3.

r ub

Skill: Writing initial consonants

1.

15

ra g

3

f p n

5

f p n

6

f p n

7

f p n

8

f p n

9

f p n

d

y arn

f p n

2

f p n

9

t op

n

4

l

r at 3

n est

f p n

1

g

w eb

p

Say the picture name. Listen to the last letter-sound. Then fill in the circle next to the letter that stands for that sound.

2

g um

Some words end with the consonant f, p, or n.

Focus

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture ends with the same letter-sound.

3

Dictation

2.

6

n

1

d t l

Dictation

l

c up

d t l

12

y

2

1

d n t

g d g t l

11

Say the picture name. Then write the letter that stands for the first letter-sound you hear.

7 10

k s f

Letter Box

4 7

1.

Skill: Listening for initial consonants

5

Focus

Dictation

Day 5

Say the picture name. Listen to the first letter-sound. Then fill in the circle next to the letter that stands for that sound.

Week 2

Day 2

r

1

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

h m f

1. 7

The letters l, r, and n are consonants. Each consonant has a different sound. Some words begin with l, r, or n.

Focus

c

Day 4 Day 4

3.

Skill: Listening for initial consonants

l

Dictation

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

Listen for It

9

s un

4

s it

Say the picture name. Listen to the first letter-sound. Then fill in the circle next to the letter that stands for that sound.

3

j ar

m s v

Day 2

6

m op

v an

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

y

2

b ox

3

Dictation

j am

Day 1

d

k f b

j

The letters c, d, and y are consonants. Each consonant has a different sound. Some words begin with c, d, or y.

c

2

10

3

k it

Day 1

f j p

v

k p m

9

1

2

1

f ox

j

s

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture begins with the same letter-sound.

3

v

Week 1

Day 4

Review It

1

k p m

6

Listen for It

Say the picture name. Then write the letter that stands for the first letter-sound you hear.

Focus

Day 4 Say the picture name. Listen to the first letter-sound. Then fill in the circle next to the letter that has that sound.

The letters s, v, and j are consonants. Each consonant has a different sound. Some words begin with s, v, or j.

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture begins with the same letter-sound.

k p m

3

Week 2 Focus

v

2.

p at

Skill: Discriminating initial consonants

Letter Box

Listen for It

Dictation

1. m a n

b ag

Week 1

Day 3

s

Dictation

f ox

Day 3

p

Say the picture name. Listen to the first letter-sound. Then fill in the circle next to the letter that stands for that sound.

1

b

Week 1

The letters k, m, and p are consonants. Each consonant has a different sound. Some words begin with k, m, or p.

Focus

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture begins with the same letter-sound.

1.

Day 2

Dictation

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

hi d

3.

pa l

Skill: Listening for final consonants

1.

17

18

fu n

2.

Skill: Discriminating final consonants

el f

3.

ti p

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Day 3 Day 3

Listen for It Focus

Week 3

m

Day 4

Review It

Week 3

Day 5

1

t

Say the sound of the letter. Then say the picture name. Fill in the circle if the picture ends with the same letter-sound. 4 1

b 7 2

m

p t m

2

b f t

5

m g n

8

t f b

11

t m p

3

d t p

6

m

9

Day 5

Write It

Say the picture name. Listen to the last letter-sound. Then fill in the circle next to the letter that stands for that sound.

Some words end with the consonant b, m, or t.

b

Day 4 n f g l

t Dictation

1.

t

g

p

ru b

2.

3.

ha m

Skill: Listening for final consonants

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

1.

19

20

Day 2

Listen for It

l

m

Focus

d

bag

2.

ba t

d

el f

5

ow l

Day 3

1.

Week 4

1

d

2

m

3

m

4

d

5

m

6

d

fa n

7

m

8

m

9

d

be d Dictation

den

hug

2.

bad

3.

1.

Skill: Writing final consonants

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

21

d i g

2.

ma p

Consonants can begin or end a word.

t

tub

l

ca t

Focus

l og

ow l

p ig

cu p

s

Day 4

Write It

d

s it

Week 4

Day 5 Day 5

Write It

2

1

l

t

2

3

l

1

s

2

p

3

s

s un

4

t

5

l

6

t

4

p

5

p

6

s

7

l

8

t

9

l

7

s

8

p

9

p

t ub

Dictation

l i p

2.

hat

3.

Week 5

Day 1

Week 5

Consonants can begin or end a word.

g

gum

rug

b

d

sad

p i n

2.

sun

3.

Skill: Discriminating initial and final consonants

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

4

b ox

mo p

d og

2

b

b

5

1. 25

Day 2

Listen for It Consonants can begin or end a word.

n

tu b

Week 5

be d

l eg

ha m

11

ma p

n et

va n

k

10

m an

g

1

k

2

2.

p i n

bat

3.

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Writing initial and final consonants

6

b

4

k

5

bi r d

8

b

9

g

7

k

8

6

k

pan

Day 3

Listen for It

Week 5

n

k

9

n

1.

get

Dictation

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

bus

3.

bag

Skill: Discriminating initial and final consonants

1. 29

30

nap

2.

k i t

© Evan-Moor Corp. • EMC 2788 • Daily Phonics

3.

s i t

2.

3.

d i p

Skill: Writing initial and final consonants

f ox

r

elf

Day 4

Write It

Consonants can begin or end a word.

f

27

Week 5

Letter Box

g

r ing

b

n

k

f

r

Say the picture name. Listen to the letter-sounds. Then write the missing letter.

ca r

1

r

2

f

3

r

2

do g

4

f

5

r

6

3

4

va n 6

7

f

8

f

9

nod

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1.

fan

f ox 7

te n 8

f

k ey 10

ca r

n et

11

12

r

Dictation

Skill: Discriminating initial and final consonants

cla m

Day 4

lo g Dictation

na i l

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

b ed g

ca t 12

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 3

n

p an 11

Day 3

k ing boo k

n

ow l 8

s ix

9

l og

m oon 7

ne t

12

s it

6

9 7

s

Dictation

me t

26

Focus

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 3

g

p

4

d ig

5

5

4

l

3

cu p

8

1

g

t

2

1

Day 2 Focus

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 1

m

Say the picture name. Listen to the letter-sounds. Then write the missing letter.

Dictation

Day 1

Listen for It Focus

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating initial and final consonants

s

7

10

bu s Dictation

top

p

3

6

9

1.

l

ba t

5

24

t

Week 4

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last.

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last. 1

m

23

Letter Box

Say the picture name. Listen to the letter-sounds. Then write the missing letter.

bu s

bed

Day 4

Consonants can begin or end a word.

p

3.

Skill: Discriminating initial and final consonants

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Letter Box

Focus

m a n ha m

9

Day 3 Listen for It

m

bed

tu b

8

f la g

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating final consonants

d og

6

cu p

pan

3.

Consonants can begin or end a word.

3

gu m 4

t n p

Day 2 Week 4

f

Dictation

l e t

Week 4

Say the sound of the letter. Then say the picture name. Fill in the circle to show if you hear the letter-sound first or last.

d f p

12

b

2

1

Dictation

sa t

Day 1

Listen for It

Say the picture name. Then write the letter that stands for the last letter-sound you hear.

d n f

l g m l g

Day 1

Letter Box

7 10

3

Week 3

Week 4

b us

boo k

g um

Dictation

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

rat

3.

run

Skill: Discriminating initial and final consonants

1. 31

32

f i t

2.

not

Skill: Writing initial and final consonants

3.

f i n

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

197

Day 5 Day 5

Write It

Week 5

Week 6

b

n

k

f

Focus

r

2

4

Day 2 Day 2

Listen for It Focus

Day 3 Each vowel has its own short sound.

Focus

short a

short i

hat

sit

Say the picture name. Listen for the short vowel sound. Then fill in the circle next to the letter that stands for that sound.

Say the picture name. Fill in the circle next to yes if you hear the sound of short i. Fill in the circle next to no if you do not hear the sound of short i.

1

pi n

r at

5

b ox

6

b ag

7

2

1

ru g

9

f an

10

2

1

r un

11

no

4

yes

no

yes

5

no

yes

6

no

yes

4

no

yes

5

4

no

k is s

1.

le g

yes

f ive

no

yes

no

yes

no

yes

Dictation

2.

r i p

3.

gas

1.

Skill: Writing initial and final consonants

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

33

c a t

Day 4

Write It

Week 6

Letter Box

3. m a d Skill: Listening for short a

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

1. 35

Day 5 Day 5

Read It

Week 6

Look at the picture. Write the missing word. Then read the sentence.

i

no

yes

no

yes

6

a i

36

a i

9

a i

a i

Dictation

s i t

2.

p i g

l i p

3.

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Listening for short i

Week 7

f a t

2.

p i n

3.

h i t

Day 1

Week 7

The letter e is a vowel. It can have the /e˘/ sound you hear in ten. This is called the short e sound.

37

Skill: Discriminating medial vowels

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 1

Listen for It Focus

8

a i

no

Dictation 2. w a g

Day 4 a

a i

12

Dictation

bug

3

a i

5

a i

6

7

tu b

2

a i

3

8

yes ca n

3

Week 6

Day 3

Listen for It

sit

short i

Say the picture name. Fill in the circle next to yes if you hear the sound of short a. Fill in the circle next to no if you do not hear the sound of short a.

Week 6

The letter i is a vowel. It can have the / ˘/ sound you hear in sit. This is called the short i sound.

hat

short a

3

Week 6

The letter a is a vowel. It can have the /a˘/ sound you hear in hat. This is called the short a sound.

Say the picture name. Listen to the letter-sounds. Then write the missing letter. 1

Day 1

Listen for It

Letter Box

g

Day 1

Day 2 Day 2

Listen for It Focus

Week 7

The letter o is a vowel. It can have the /o˘/ sound you hear in fox. This is called the short o sound.

1

cat

Say the picture name. Then write the letter that stands for the short vowel sound you hear. 2

1

p a n

b i b

4

p i n

7

d i g

8

s i x

1.

pig

.

yes

hat

.

r a g

3.

b i g

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

p a n

Listen for It Focus

Week 7

no

yes

no

yes

6

2.

p a t

3.

p i n Skill: Reading CVC words

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

no

yes

no

yes

3

Day 4

Write It

1.

39

Week 7

Letter Box

e

yes

no

5

yes

no

yes

no

6

no

yes

t en

o

2.

ge t

f ed

3.

Skill: Listening for short e

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

1.

41

Day 5 Day 5

Read It

Week 7

Look at the picture. Write the missing word. Then read the sentence.

u

no

yes

no

Dictation

Day 4

The letter u is a vowel. It can have the /u˘/ sound you hear in bug. This is called the short u sound.

no

4

Dictation

Day 3 Day 3

yes 5

yes

Dictation

2.

2

1

pin

hat

I see a

m a d

Skill: Writing medial vowels

no

4

9

c a t

c a b

3

pig

3

Dictation

38

Say the picture name. Fill in the circle next to yes if you hear the sound of short o. Fill in the circle next to no if you do not hear the sound of short o.

6

I see a m a n

2

fox

short o

Say the picture name. Fill in the circle next to yes if you hear the sound of short e. Fill in the circle next to no if you do not hear the sound of short e. 1

rat

ten

short e

.

2

f a n

5

man

cat

I see a

3

42

po t

2.

hop

3.

no t

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Listening for short o

Week 8

Day 1 Day 1

Listen for It Focus

Week 8

A vowel between two consonants has a short sound.

1

bug

short u

2

2

1

Say the picture name. Fill in the circle next to yes if you hear the sound of short u. Fill in the circle next to no if you do not hear the sound of short u. 1

h e n

3

4

yes

no

4

yes

no

5

yes

no

no

no

b o x

r ub

b u s

yes

8

w e b

no

nu t

3.

f un Skill: Listening for short u

1.

43

44

f o x

dog

hen

Skill: Writing medial vowels

2

1

dog

.

c– u – p cu p

3

cup

web

pen

cap

wig

pot

bug

log

bug

I see a

b u g

.

Dictation

3.

s un

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1.

5

4

9

w e t

p–o–t p ot

l o g

j e t

2.

s–i–t sit

Say the picture name. Listen to the vowel sound. Then fill in the circle next to the word that names the picture.

2

6

Dictation

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

198

m o p

c– a – n h – e – n ca n hen

.

3

Dictation

1.

web

I see a

6

yes

p o t

web

I see a

3

5

7

yes

sun

Say the picture name. Then write the letter that stands for the short vowel sound you hear.

box

6

top

pig

tag

tub

pan

ten

Dictation

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

t ub

3.

fan Skill: Reading CVC words

1. 45

t ag

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

pen

3.

t op

Skill: Discriminating CVC words

47

Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Day 2 Week 8

Day 2

Listen for It

Day 3 Day 3

Write It Letter Box

Words that have a short vowel sound between two consonants are called CVC words.

Focus

Week 8

a

e

i

o

Day 4 Day 4

Read It

Week 8

Day 5

Read It

Week 8

Look at the picture. Write the missing word. Then read the sentence.

Read the sentence. Fill in the circle beside the missing word. Then write the word on the line.

u

Day 5

1

hat

ten

dig

log

Say the picture name. Then write the letter that stands for the vowel sound you hear.

sub

2

1

2

b u s

3

tub

map

jut

tab

mop

jet

4

A

2

I can

sat.

ten

hen

sit

cut

dog

r a t

cut

it.

j e t

5

5

bat

6

pig

6

bet

peg

7

8

bad

fox 9

cup

bed

m o p

fix

dog

It is a

3

7

dog

cap

1. 48

8

.

web

2.

s i t

3.

dog

pot

hog

Week 9

Day 1

Listen for It

b e d

long i

ca ke

b i ke

2

1

2.

4

Day 2

Write It

4

7

t a pe

3.

l i f e

1.

53

Skill: Discriminating medial vowels

Day 5 Day 5

Read It

Week 9

54

d i me

me

2

4

me

on the

3.

e

Week 10

5

e o u e o u

m u le

b o ne

5

6

n o se

h e

7

r o pe

8

9

c o ne

m e

Dictation

r obe

2.

c ube

3.

w e

Skill: Discriminating medial vowels

1.

55

56

no t e

2.

c u t e

3.

be

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Writing CVC words

Day 2 Day 2

Write It

Week 10

Day 3 Day 3

Write It

a

e

i

o

2

note rake

u

Say the picture name. Write the letter that stands for the long vowel sound. Write an e at the end of the word. Then read the word. 1

Week 10

Word Box

Letter Box

man + e = mane

u

3

w e 4

6

e o u

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

When an e is added to a CVC word, it makes the vowel sound long. The e has no sound, but it changes the vowel sound in the middle of the word.

bike .

o

2

t u be

1.

Week 9

3

Day 1 Day 1

Day 4

Write It

1

e o u

e o u

r i de

51

Say the picture name. Then write the letter that stands for the long vowel sound you hear.

mule

e o u

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Listen for It Focus

See

l i k e

Skill: Reading CVC words

Day 4

c a ge

Week 10

1

bike

2.

Skill: Writing medial vowels

r un.

Letter Box

Dictation

page

Write the missing words. Then read the sentence.

Week 9

long u

bone

9

r a ke

t i me

long o

he

b i ke

can

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Each vowel has a long sound. The long sound says the vowel’s name.

long e

Dictation

2.

Day 3

Listen for It

6

8

is red.

Day 3

n i ne

5

bat

bug

The

He Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Reading CVC words

Say the picture name. Listen to the vowel sound. Then fill in the circle next to the letter that stands for that sound.

c a ke

g a te a i

run

ha t

1

6

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

50

Focus

3

k i te

Dictation

l a k e

Week 9

i

2

1

a i

dig

Day 2 a

a i

5

49

Say the picture name. Then write the letter that stands for the long vowel sound you hear.

a i

a i

1.

3.

Skill: Discriminating medial vowels

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3

a i

.

Dictation

b i g

ten

Letter Box

Say the picture name. Listen to the vowel sound. Then fill in the circle next to the letter that stands for that sound.

dig

The cat can

f o x

s i p

Each vowel has a long sound. The long sound says the vowel’s name.

long a

3

Dictation

t an

is fat.

hat bug

Day 1 Week 9

.

fat

cat

cat

9

s i t

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating CVC words

hat

It is a

4

Dictation

pot

Focus

f a n

5

dig

Dictation

b i b

is big.

2

The 4

web

dog

The

3

Say the picture name. Read the words. Then fill in the circle next to the word that names the picture. 1

hen

1

3

robe tire

cane mule

Say the picture name. Then write the word on the lines. 1

2

2

He

He

Write an e to make the vowel sound long. Then read the word. Fill in the circle under the picture that matches the new word you made.

bone

has a big bone .

c a k e

2

1

4 3

cake

We like

tu b e

like

f i v e 5

c

a

n

e

3

n

o

t

e

r

o

b

e

r

a

k

e

4

ca n e b o n e

to make cake .

r o p e 6

3

t u b e

h o s e

t

i

r

e

4 7

8

9

5

6

4

gate

mule

See the mule

rob e

Dictation

Tape

cap e

at the gate .

r a k e Dictation

the

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

note.

1. Skill: Reading CVC words

57

no t

k i t e

2.

no te

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

© Evan-Moor Corp. • EMC 2788 • Daily Phonics

1. Skill: Reading long vowel words

59

60

rob Skill: Discriminating long vowels

m

w a v e

Dictation

u

l

e

Dictation

2.

robe

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

can

2.

cane

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3.

t ub

4.

t ube

Skill: Writing long vowel words

61

199

Day 4 Day 4

Read It

Week 10

Read the sentence. Fill in the circle beside the missing word. Then write the word on the line.

Day 5 Week 10

Day 5

Read It Look at the picture. Write the missing word. Then read the sentence.

Week 11

Day 1

Listen for It

I see a cub .

2

It is a kite .

cub

bus

cube

1

base

We will ride on a kit

bus

wet

The rat hid.

3

rat

It is a note .

wave

rate

not

cute

We will ride on a

Dictation

1.

p i ne

2.

l i p

3.

l i ke

4.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Reading short and long vowel words

Day 3

Write It

Week 11

hose

i s

we t .

sunset bus

nose hilltop

tablet vase

Day 4

Read It

1

2

sunset hilltop

bike

tablet

su n ny

1

2.

5

1. 67

68

4

rabbit

mi tte n

bu t t on

2.

3.

Listen for It

Week 12

The letter y has the long i sound in words with 1 syllable. It has the long e sound in words with 2 syllables.

Focus

he l l o

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Dividing syllables

Day 2 Day 2

Day 5

He ate the

cake .

pi l low

1 2 3

Week 11

66

ho t

2

hippo

1 2 3

clow n

1 2 3

5

1

3

oc topu s

1 2 3

ze bra

1 2 3

6

r abb i t

2.

2

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating syllables

Week 12

Day 1 Week 12

Day 1

Listen for It Focus

cake

sand .

He sat in the

The letter y can have the long i or the long e sound.

y = long e

fly

pancake

sandbox

It is hot in the

sun

.

sunset

bun

I like jam on a

The

rose

.

bun

is red.

sand

baby

2

1

sun

3

Day 3

Listen for It

Week 12

The letter y has the long i sound in words with 1 syllable. It has the long e sound in words with 2 syllables.

y = long i

y = long e

y = long i

y = long e

fly

baby

spy

lady

1 syllable

2 syllables

1 syllable

2 syllables

long i

long i

long e

long e

rosebud

a

long i long e

pu ppy

4

bunny

rose

happy

5

6

long i

long i

long e

long e

fry

long i long e

bu n ny

sky

Dictation

funny

puppy

2

1.

Skill: Reading one- and two-syllable words

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 3 Focus

1. 65

Skill: Discriminating syllables

Dictation

sunny

su n

1 2 3

cr y

6

pillow

Skill: Discriminating syllables

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

2

ha m m e r

5

napk i n 2

animal s

Say the word. What sound does the y have? Fill in the circle next to long i or long e.

Dictation

an t

napki n

3

hap py 4

cu p

y = long i

3

Dictation

r obo t

Read It

1

happy

bus

1

Read the words in the gray box. Fill in the circle next to the word with 1 syllable. Then write the word on the line and read the completed sentence.

ye l l ow

2

1

syllables

Dictation

pan

Day 5

2

nose

1 2

cac tu s

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Say the picture name. Read the word. Then draw a line to divide the syllables.

syllables

vase

Week 11

Some words have two of the same consonants in the middle. You can divide these words into two syllables between the consonants.

f u n ny

syllable

mon key

3

syllables

4

Day 4 Focus

Read the word. Count the number of vowel sounds you hear. Then write the word under 1 syllable or 2 syllables.

1. 63

Skill: Reading short and long vowel words

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Word Box

happy bike

6

1 2

Dictation

The

Day 3

1.

hen

Dictation

p i n

62

plane .

1 2

ba by

5

1 2

2

syllable

1

1 2

bone

4

plane

A syllable is a word part that has one vowel sound.

Say the picture name. How many syllables do you hear? Fill in the circle next to the correct number. 3

1 2

hippo

note

cut

2

wave .

3

He is cute .

wagon

1

pan 5

we b

Say the picture name. How many vowel sounds do you hear? Fill in the circle next to the correct number.

We will ride on a 4

Focus

Week 11

Day 2

Listen for It

1

syllables

.

Day 2

2

syllable

kite 2

Week 11

A syllable is a word part that has one vowel sound.

Focus

1 1

Day 1

69

c ry

2.

my

3.

baby

Day 4 Day 4

Read It

Week 12

Read the words. Then draw a line to the correct picture.

1

cry baby

3

shy lady

Day 5 Week 12

Day 5

Read It Look at the picture. Write the missing words. Then read the sentence. 1

my monkey

2

71

Skill: Discriminating the sounds of y

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

fly

my

fly

I can

my

kite.

Say the word. How many syllables do you hear? Which vowel sound do you hear. Fill in the circles.

Say the word. How many syllables do you hear? Which vowel sound do you hear. Fill in the circles.

2

s yl l a b l e s

1

1

su nny

2 s yl l a b l e s

3

cr y

s ou nd

s yl l a b l e s

2

i

1

e

2

fry

s ou nd

s yl l a b l e s

4

sou nd

72

2

happy

s ou nd

1

e

s yl l a b l e s

3

s yl l a b l e s

2

i

sou nd

pu ppy

2 s yl l a b l e s

4

e

i

1

i

1

i

2

e

2

e

2

e

2

e

Skill: Discriminating the sounds of y

bu n ny

f ry

3.

pony

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

I

spy

sunny sky

5

my puppy

cr y

The

Dictation

2.

4

Dictation

a

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

fuzzy

bunny is fuzzy .

3

1

fly

My

s ou nd

i

pony

bunny

i

1

sunny

200

sou nd

1

e sou nd

Dictation

1.

s yl l a b l e s

1

i

My

bunny. Skill: Discriminating the sounds of y

73

74

baby

baby

will

cry

.

Dictation

p u pp y

Skill: Reading words that end in y

is

s hy . Daily Phonics • EMC 2787 • © Evan-Moor Corp.

T he

sky

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

is

sunny . Skill: Reading words that end in y

75

Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Week 13

Day 1 Day 1

Listen for It

Week 13

Day 2 Write It

sn

st

Day 3

sn

sw

st

Focus

sw

2

1

3

Day 4 Day 4

Write It

sm

Week 13

Letter Box

sk

sp

sm

sp

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

1

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture begins with that blend.

3

1

1

s

s n-

t amp

s

4

w ing

s

5

n ail

s

s k-

p oon

s m ell

4

6

5

s

k u nk

s

p id e r

6

2

2

s t-

s

w eep

s

7

t ar

s

8

sm-

n ow

s

p y

s

7

9

k ate

8

9

3

3

sp-

s w-

s Dictation

1.

Week 13

Two consonants sounds said together are called a consonant blend.

sk

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word.

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture begins with that blend.

Day 3

Listen for It

Letter Box

Two consonants sounds said together are called a consonant blend.

Focus

Week 13

Day 2

t op

s

n a ke

s

w im

s

Dictation

s t ep

2.

s w im

s n ap

3.

1. 77

Skill: Discriminating initial consonant blends

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 5 Day 5

Read It

Week 13

Look at the picture. Write the missing words. Then read the sentence.

78

Dictation

sn ip

2.

swa t

3.

s t ep

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Writing initial consonant blends

Week 14

s k i n

s p o t

2.

Day 1

Listen for It

s m oke

s

s mo k e 79

1. 80

sp in

sk ip

2.

k y

3.

sm i l e

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Writing initial consonant blends

Day 2 Day 2

Write It

Week 14

Day 3

fl

cl

Week 14

Two consonant sounds said together are called a consonant blend.

Focus

sl

Day 3

Listen for It

Letter Box

Two consonant sounds said together are called a consonant blend.

Focus

3.

Skill: Discriminating initial consonant blends

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 1 Week 14

k irt

Dictation

1

spin

fl

snail

snail

Can a

spin

?

cl

sl

c

f l-

skunk

l ap

4

smell

I

skunk .

the

swim

f

l y

s

5

l id e

pl-

6

l ed

7

s

l eep

f

8

9 3

g l-

s l-

in and

c

Dictation

A

Dictation

star

is

in

the

sky.

Skill: Reading words with initial consonant blends

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

81

1.

Day 4

Week 14

f l ag

2.

s l ap

c l am

3.

pl

bl

Day 5

gl

g

l ove

Read It

The

3

p

l a nt

b

5

l ane

7

l ag

c

l ock

84

Dictation

c l i p

2.

f l i p

3.

Week 15

1.

b

p l ane

2.

flap

flag

Day 1

Week 15

flag

will

l ow

sled

slide

flap

.

fr

crab

l ock

Day 2

Write It

cr

br

8

l ob e

can

b

cr-

slide

.

gloves

clown

br

3

r ush

c

r ib

5

f

r og

c

r ab

6

2

f r3

9

fr

2

1

1

sled

Week 15

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word.

4

g

85

Letter Box

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture begins with that blend.

2

p l um

3.

Skill: Discriminating initial consonant blends

Day 2

Two consonant sounds said together are called a consonant blend.

cr

g l obe

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 1

Listen for It Focus

s l i p

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Writing initial consonant blends

6

My

p

f

1

2

4

Week 14

Day 5

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 1

1. 83

Skill: Discriminating initial consonant blends

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Look at the picture. Write the missing words. Then read the sentence.

Letter Box

l ou d

Dictation

Day 4 Write It

bl-

l owe r

3

step swim .

gl

2

s

step

I will

bl

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture name begins with that blend.

2

cl3

3

1

1

smell

2

1

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture name begins with that blend.

2

pl

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word.

f

black

r u it

b

7

r a id

8

9

3

clown gloves .

The

b

l ack

g

l ue

g

l ass

Dictation

1. 86

p l a t e Skill: Writing initial consonant blends

has

black

br-

b

Dictation

2.

g l ad

3.

b l o t

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

The

Dictation

c l own

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

© Evan-Moor Corp. • EMC 2788 • Daily Phonics

has a

p l an.

Skill: Reading words with initial consonant blends

87

1.

b r a t

r id e

c

r ayon

f

r ame

Dictation

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

c r ab

3.

f r ame

Skill: Discriminating initial consonant blends

1. 89

90

f r y

2.

c rop

Skill: Writing initial consonant blends

3.

bran

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

201

Day 3 Day 3

Listen for It Focus

Day 4 Name __________________________________________________________

Name __________________________________________________________

Week 15

Day 4

Write It

Week 15

Letter Box

Two consonant sounds said together are called a consonant blend.

Day 5 Name __________________________________________________________

gr

2

1

1

t   r ain

tr-

g   r apes

4

grass

6

g   r ow

d   r ess

7

t   r ee

8

frog

nk

-s t

3

crab

9

2

- lt

grapes

3

3

crab grapes .

dr-

The 

t   r u ck Dictation

1.

lt

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture ends with that blend.

The  frog  will jump in  the  grass .

2

gr-

st  to play 

Week 16

Many words end with a consonant blend.

1

2

d   r ip

5

tr y

try Fred will  the  drum .

3

Day 1

Listen for It Focus

drum

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word.

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture begins with that blend.

Week 15

Look at the picture. Write the missing words. Then read the sentence.

tr  g r  d r

dr

Day 1

Name __________________________________________________________

Day 5

Read It

1

tr

Week 16

d   r um

g   r as s

Dictation

t r i p

grape

2.

3.

drag

Skill: Discriminating initial consonant blends

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

1. 91

92

t rap

gr i p

2.

3.

drop

Write It

Week 16

3

be l   t 4

si n   k

1.

93

nt

Write It

Week 16

me l   t

ne s   t

nt

wo l

-lf

f

p

5

-nt

a n

t

she l

f

8

95

Week 16

skunk

tent

The  skunk  went into  a  tent . 2

f

shelf

6

e l

7

Day 5

1

3

la m

4

9

bank

Look at the picture. Write the missing words. Then read the sentence.

mp

2

1

1

bu n   k

8

3.

Skill: Discriminating final consonant blends

Read It

wolf

Hank lef t his  wolf on the  shelf .

2

7

be l t

Day 5

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word.

6

2.

Name __________________________________________________________

Day 4

lf

mp

ne s t

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 4 Letter Box

Say the sound of the blend. Then say each picture name. Fill in the circle if the picture ends with that blend.

che s   t

5

Week 16

Many words end with a consonant blend.

lf

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word. 2

gr ape Skill: Reading words with initial consonant blends

Name __________________________________________________________

Day 3

Listen for It Focus

s t  lt  n k

green

big

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 3

Letter Box

1

a

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Writing initial consonant blends

Name __________________________________________________________

Day 2

Dictation

Dictation

Day 2 Name __________________________________________________________

-n k

 will not eat 

te n

t

3

belt

9

 

vest

3

belt  and the  vest  are in the trunk.

The 

- mp gho s   t

wi n   k

s ku n   k

pla n

Dictation

1.

96

Dictation

s unk

f as t

2.

3.

f e l t

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating final consonant blends

Week 17

t en t

2.

3.

l amp

Skill: Discriminating final consonant blends

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

1.

97

Week 17

br

nest

Week 17

98

2.

1

cl

2

st

cl

1

mp

3

lt

5

tr

t

r u ck

st

6

lf

8

sp

9

me l t

202

2787_AK.indd 202

p l an

3.

j u m p  .

can

Skill: Reading words with final consonant blends

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 3 sk

pl

st

lt

99

Day 4 Name __________________________________________________________

Day 3

Write It

1

Week 17

Day 4

Write It

Week 17

Word Box

sp

mp

crab

lamp

stop

plane

bank

tent

Say the picture name. Then write the word on the lines.

2 1

s   t ar

l ock 3

t

s

p   l ane

2

s  t  o  p

4

3

sk

f

t r i p

Skill: Discriminating initial and final consonant blends

1. 101

102

s t em

be l   t

t op

s   p oon

5

6

b

t  e  n  t 4

c  r  a  b

6

5

s ta m   p

r oom

Dictation

2.

e l f

An

Say the picture name. Listen to the letter-sounds. Then write the blend to complete the word.

c

5

e l

1.

se l f

br

Dictation

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Writing final consonant blends

tr

4

ne s 7

lf

2

3

4

ren t

Letter Box

Say the picture name. Listen to the letter-sounds. Then write the blend to spell the word.

Say the sound of the blend. Then say the picture name. Fill in the circle to show if you hear the blend first or last.

p

Name __________________________________________________________

Day 2

Write It

Words can begin or end with a consonant blend.

s t op

s ta m

Dictation

r amp

Letter Box

Focus

p

Day 2 Name __________________________________________________________

Day 1

Listen for It

ju m

Dictation

e l f

Day 1

Name __________________________________________________________

t

s   k ate

p   l  a  n  e

2.

c l i p

3.

t r i p

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1.

fe l t

l   a  m   p

Dictation

Dictation

Skill: Discriminating initial and final consonant blends

b  a  n  k 6

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

r amp

3.

b ump

Skill: Writing initial and final consonant blends

t r e e s t ump 103

104

Skill: Writing initial and final blends

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1/31/13 12:01 PM

Day 5 Day 5

Read It

Week 17

Week 18

3

Will Jim like the gif t?

sh

A clown went to class.

Week 18

Sometimes two letters together have one sound.

Focus

2

Day 1

Listen for It

Read the sentence. Then draw a line to the correct picture.

1

Day 1

th

wh

The spider spun a web. w h-

on

the

step. 105

Skill: Reading words with initial and final blends

Day 4

Write It

Week 18

Letter Box

1.

wh

2.

th i c k

3.

wh e n

Skill: Discriminating initial consonant digraphs

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2

Day 5 Day 5

Read It

t

c

h air

c

h erry

8

h ell

3.

s hop

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating initial consonant digraphs

Week 19

cheese

3

Day 1

Listen for It

Week 19

Many words end with the digraph sh, ch, or th.

sh

t

h re e

c

Dictation

1. 110

2.

wh y

3.

short

I

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Writing initial consonant digraphs

see

a

ch

Listen for It Focus

Week 19

ch

sheep.

Day 4

Write It

2

sh

ch sh th

ben c

2

- ch

ma t h

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

-th

-th

Dictation

Dictation

1.

wa s h

2.

bench

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3.

mo t h

Skill: Discriminating final consonant digraphs

1. 113

Day 5 Day 5

Read It

Week 19

rush

ch sh th

3.

114

pa th

1

a bench to sit on

2

brush his teeth

3

a fish on a plate

4

take a bath

2.

h

5

too t

h

6

5

bru s

h

ba t

h

in c

mu c h

Skill: Discriminating final consonant digraphs

1. 115

116

hush

ba th

Skill: Writing final consonant digraphs

© Evan-Moor Corp. • EMC 2788 • Daily Phonics

3.

3.

w i th

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week 20

Day 1 Day 1

Listen for It

Week 20

When a vowel is followed by the letter r, it changes the sound of the vowel.

ca r

h or n

Say the picture name. Then fill in the circle next to the letters that stand for the vowel + r sound you hear. 2

3

or ar 4

or ar 5

get a watch

or ar 6

or ar

or ar

or ar

h Dictation

2.

w i sh

Skill: Discriminating final consonant digraphs

Focus

Dictation

2.

3

th

6

ch sh th

Dictation

1.

ch

di s

th

-s h

3

h

4 5

ch sh th

ch

1

ch sh th

Week 19

Many words end with consonant digraphs.

Read the words. Then draw a line to the correct picture.

2

1

109

Day 2

sh

3

ch sh th

4

Week 19

Say the picture name. Listen to the sound at the end. Then write the missing letters to spell the word.

Say the picture name. Listen to the sound at the end. Then fill in the circle next to the letters that stand for that sound. 1

111

Letter Box

th

th i n

1

Day 4

Many words end with consonant digraphs.

sh

3.

Skill: Discriminating initial consonant digraphs

Say the letter-sounds. Then say each picture name. Fill in the circle if the picture ends with that sound.

- ch

Skill: Reading words with initial consonant digraphs

Day 3 Day 3

chop

Listen for It

th

2

three

wh i t e

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

Day 2

-s h

Dictation

c h ip

th sh wh

three

Did Chad see sheep ?

h eese

wh e n

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Focus

Say the sound of the two letters. Then say each picture name. Fill in the circle if the picture name ends with that sound.

she

sheep

9

6

ch wh sh

Day 1

3

w h eel

5

under

she Will eat the yellow cheese ? s

2.

wh ite

1

2

6

w h ale

7

Week 18

108

ship

I see a whale ship . a

h irty

sh wh th

Dictation

c h in

Focus

whale

3

5

1. 107

Look at the picture. Write the missing words. Then read the sentence.

sh

3

ch sh wh

wh th ch

Dictation

sh i p

1

h eep

2

sh-

Say the picture name. Listen to the first sound. Then write the missing letters to spell the word.

s

sh she

wh-

Day 4

4

wh white

wh th ch

3

Dictation

1

th thin

4

Dictation

th

ch chip

Say the picture name. Listen to the first sound. Then fill in the circle next to the letters that stand for that sound.

2

3

ch

sh

ch-

th -

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

When two letters together have one sound, they are called a digraph. Many words begin with the digraph ch, th, wh, or sh.

1

2

A swan is in the lake.

Week 18

Day 3

Listen for It

1

5

is

wh

Day 3 Focus

Say the sound of the two letters. Then say each picture name. Fill in the circle if the picture name begins with that sound.

sh-

Did he smell a skunk?

A snake

Week 18

Sometimes two letters together have one sound.

ch

1

4

6

Day 2

Listen for It Focus

Say the sound of the two letters. Then say the picture name. Fill in the circle if the picture begins with that sound.

The top can spin fast.

Day 2

r i ch

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Did

Dictation

s he wa s h

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

the d i sh? Skill: Reading consonant digraphs

117

1.

s t a r t

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

f or k

3.

c orn

Skill: Discriminating r-controlled vowels

119

203

Day 2 Week 20

Day 2

Write It

Day 3 Listen for It

l et te r

r

c o

r n

r n

sh a

r k

2

3

r m

tu r tle

4

5

r e

c a

1.

2.

s t a r

torn

3.

Week 21

wate r

Day 1

1.

Week 21

The letter c can have the /k/ sound you hear in cup. This is called the hard c sound.

sh i r t

2.

t u r n

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

b u

3.

b i r d

Skill: Discriminating r-controlled vowels

Day 2

Listen for It

121

Week 21

The letter c can have the /s/ sound you hear in ice. This is called the soft c sound.

Focus

Say the picture name. Circle the word if you hear the hard c sound. Cross out the word if you do not hear the hard c sound.

1. 122

ca ke

ce nt

6

ice

cor n

Dictation

1.

ca r

6

mice

4

cit y

2.

3.

corn

Skill: Discriminating the sound of hard c

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

1. 125

Day 5 Day 5

Read It

Week 21

Look at the picture. Write the missing words. Then read the sentence.

r e

b a

126

2. m i c e

c i t y

3.

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating the sound of soft c

Week 22

2.

3.

por k

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Day 3

park

car

horn

2.

f i rst

Week 21

The letter c has two sounds. soft c = /s/

cake

city

ca ndl e

ca r

2

star 123

Skill: Reading words with r-controlled vowels

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 4 Day 4

Read It

Week 21

Read the words. Then draw a line to the correct picture.

3

sof t c

ha rd c

sof t c

1

65 cents in a bank

2

mice in a cage

3

cold cone

4

candles on a cake

5

big cit y

ce nt

ha rd c

ca m e l

ice

5

sof t c

ha rd c

6

sof t c

soft c

p e n ci l

ha rd c

sof t c

Dictation

cub

2.

r i ce

3.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

co l d

Skill: Discriminating hard and soft c

Day 1 Day 1

Listen for It

Week 22

The letter g can have the /g/ sound you hear in gate. This is called the hard g sound.

Focus

r n

Dictation

cen t

horn

Dictation

pur s e

hard c = /k/

ha rd c

Dictation

cape

corn

Honk the horn when you park the car.

cave

5

comb

corn

3

coat

4

cor n

first

r key

Say the picture name. Listen to the sound of c. Do you hear /k/ or /s/? Fill in the circle.

2

1

c e nt

st o

Listen for It

ha rd c

5

t u

Skill: Writing words with r-controlled vowels

Focus

Say the picture name. Circle the word if you hear the soft c sound. Cross out the word if you do not hear the soft c sound. 3

ca r

r n

for

Day 3

1

4

2

9

r n

a rm

ice

2

h o 8

for

I will eat the first .

Day 2

cup

1

r se

Dictation

Day 1

Listen for It Focus

shirt

r

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Discriminating r-controlled vowels

p u

3

Dictation

f a rm

r 6

r f

7

Dictation

120

sc a

6

nu rs e st o

j a 5

moth e r

9

r ty

dinner

I am having fish dinner .

3

r n

4

Week 20

Look at the picture. Write the missing words. Then read the sentence.

ur

2

c o

r n

f a

8

f o

or

Day 5

Read It

Say the picture name. Listen to the letter-sounds. Then write the letters to spell the word.

bird

6

di rt h o

ar

Day 5

Say the picture name. Read the word. Then underline the letters that have the /ur/ sound.

y a

5

7

Write It

1

3

1

st a

Week 20

Day 4

1

purse

2

4

Day 4

The letters ur, er, and ir have the vowel + r sound you hear in fur.

Focus

or

Say the picture name. Listen to the vowel + r sound. Then write the letters to spell the word. 1

Week 20

Letter Box

Letter Box

ar

Day 3

a 127

128

cu te

ca t Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Reading words with hard and soft c

Day 2 Day 2

Listen for It

Week 22

The letter g can have the /j/ sound you hear in gem. This is called the soft g sound.

Focus

Day 3 Day 3

Listen for It

Week 22

The letter g has two sounds.

Focus

1

race

camel

camel is in a

The

g ate

race .

Say the picture name. Circle the word if you hear the hard g sound. Cross out the word if you do not hear the hard g sound. 2

1

rice

I see

rice

celery

in a

cup

.

gem

204

5

g ia nt

Dictation

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3

girl

ca g e

6

4

g oat

cag e

goos e

2

giant

3

g if t

g oat

6

gum

Dictation

i ce. Skill: Reading words with hard and soft c

1. 129

g um

4

g ate

pa g e

Dictation

2.

ga te

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3.

ga s

Skill: Discriminating the sound of hard g

1. 131

132

cage

/j/

/g/

/j/

/g/

/j/

g ia nt

5

carrots

celery and carrots in the garden.

co l d

gem

/g/

gum

I picked

l i ke

2

1

soft g = /j/

g ate

cup

4

3

3

hard g = /g/

Say the picture name. Listen to the sound of g. Do you hear /g/ or /j/? Fill in the circle.

Say the picture name. Circle the word if you hear the soft g sound. Cross out the word if you do not hear the soft g sound.

1

2

I

gem

ga rd e n

/g/

goat

5

/j/

/g/

gi r l

6

/j/

/g/

/j/

Dictation

2.

g em

Skill: Discriminating the sound of hard g

3.

huge

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1.

s t age

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

ga ve

3.

page

Skill: Discriminating hard g and soft g

133

Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Day 4 Day 4

Read It

Week 22

Day 5 Read It

1

gold

puf f

giant kept his gold in a box.

The huge giant

3

a ring with a gem

goat

girl

put gas in the car

cl i f

g i an t

i s

good.

Day 3

Write It

Week 23

shut

ki s

the

gate.

Skill: Reading words with hard g and soft g

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

zz

2

toss puf f doll

5

s

g ra s

kiss buzz press

fell hill bell

1.

c uff

2.

7

z

ye l

8

s

cl i f

f

gra s

1.

t e l l

2.

s t uff

3.

140

Write It

Week 24

snail

jay

hay

clay

paint

rain

toss

2.

l e s s

glass

3.

j azz

My

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Write It

4

h a y 5

p a i n t

j a y

r a i n

Week 24

144

wa i s t Skill: Writing long a digraphs

w

pl

m

ch

s ay

n ail

2

s tay

3.

bra i n

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1.

way

p

ra i n

snail

5

tra i n

stuff

i s

a

me s s !

Skill: Writing words with double consonants

141

Day 4

Read It

Week 24

6

j a y

1.

p l ay

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

© Evan-Moor Corp. • EMC 2788 • Daily Phonics

2.

m ain c

h ain

l ay

g

r ain

fa i l

Skill: Writing words with long a digraphs

wet rain

3

sof t clay

3.

wa i t

Skill: Reading words with long a digraphs

Day 5

Read It

blue jay

6

lunch tray

g r ay

rain

The the

5

146

snail

2

red paint

143

Day 5 Week 24

way

The big snail way . the

4

1. 145

ma i l

cha i n

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

little pail

2

gr

w ay

3.

s pray

Look at the picture. Write the missing words. Then read the sentence.

3

rain gray tail

led

gray

fell from sky. play

My dog likes to tail with his

Dictation

2.

3

Day 4

1

Dictation

2.

jay

1

ra i n

c l a y

Dictation

1.

s

m ail s

Week 24

muf fin

3

h ay

t ail

6

Day 1

Dictation

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

3

s n a i l

f i zz

Day 1

cl ay

Read the words. Underline the letters that have the long a sound. Then draw a line to the correct picture.

2

sn

3.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

A vowel digraph is two vowels together that have one sound. The vowel digraphs ai and ay have the long a sound.

1

I want a muffin and a glass of milk.

Day 3

m

wa l l

the

.

Day 3

t

l

Listen for It

Say the picture name. Write the word on the lines. Then circle the letters that stand for the long a sound. 2

ye l

Week 24

4

fell

Skill: Writing words with double consonants

pail

1

2.

pail

Dictation

1

l

Say the picture name. Then underline the letters that stand for the long a sound.

3

Write a letter on each line to make a new word. Then read the words you made.

Word Box

be l

Skill: Identifying double final consonants

down and felt

toss

Bill will

to s s

Day 2 Day 2

l

9

p uff

t a l l

1.

139

we l 6

l

f uzz

fell

ball

zz

ball

d oll

hill

me s s

Skill: Discriminating double final consonants

z

2

ZZz

Dictation

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Week 23

138

Focus

b uzz

8

s

1.

137

Day 5

6

p re s s

9 7

pre s

off

Read It

fell dizzy .

b ell 5

l

Dictation

3.

Day 5

zz

bu z

bu z 5

hi l

s

Skill: Identifying double final consonants

Jill

3

kis s 4

l

pre s

k i ss

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

z

ZZ

hi l

s

dizzy

ZZ

6

l

4

1

s

ZZz

do l

f

Dictation

z

4

dre s

o f

Write the missing words. Then read the sentence.

2

1

f in

s 6

Say the picture name. Listen to the letter-sounds. Then write the word on the line.

3

mu f

Week 23

Day 4

Write It

Say the picture name. Then write the missing letters to spell each word.

s

135

Word Box

ll

d re s

Day 4

Letter Box

ss

f

zz

wore a big

Day 3

gla s

3 ZZz

Dictation

g i r l

A

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Reading words with hard g and soft g

1

2

3

5

.

Dictation

ff

dizzy

Say the picture name. Listen to the last sound. Then write the missing letters to spell each word.

2

4

gem

girl gem

The red

Dictation

T he

ball

glass

1

My goat is in the garden . 3

134

Focus

Say the picture name. Listen to the last sound. Then write ff or ss to spell each word.

garden

Week 23

Some words have double consonants. The consonants have one sound.

ZZ

a tiger in a cage

5

Day 2

Listen for It

1

2

4

Day 2

z

2

Week 23

Day 1

Some words have two of the same consonants. The consonants have one sound. These are called double consonants.

Focus

giant

play a game

Day 1

Listen for It

Look at the picture. Write the missing words. Then read the sentence.

Read the words. Then draw a line to the correct picture.

1

Week 22

Day 5

Week 23

play .

Dictation

c l ay

Skill: Reading words with long a digraphs

2.

m ai n

t r ai n

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

We

p l ay

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

i n

the

ra i n.

Skill: Reading words with long a digraphs

147

205

Week 25

Day 1 Week 25

Day 1

Listen for It

Day 2 Day 2

Write It

bee

teeth peach

leaf

bean sleep

Write It

seal

sleep

5

bean

4

b

te eth

5

seal

fe et

fe e t

Dictation

sle e p

3.

peep

Skill: Reading words with long e digraphs

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

1. 149

Day 5 Week 25

Day 5

Read It Look at the picture. Write the missing words. Then read the sentence. 1

150

2.

t ree

3.

l eap

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Reading words with long e digraphs

Week 26

Day 1

pie

bee

Week 26

t

b e a ch

r eal

r e a ch

t eal

t e a ch

sweet read

ee

ea

keep

wheat

sweet

meat

sleep

teach

feet

read

Dictation

beach

2.

f ree

Skill: Writing words with long e digraphs

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

peach

3. m e a l 151

152

Day 2

Write It pie light

Week 26

Day 3 Week 26

Day 3

Write It Say the picture name. Read the word. Then write a letter on each line to make a new word. Read the words you made.

fight tie

2

1

3

cr ied

2

1

2

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Day 2

Say the picture name. Write the word. Then circle the letters that have the long i sound.

on my

tree

Skill: Reading words with long a digraphs

light

and had

tie

night

pie

3

3

high

tie

night 4

4

5

fig ht

t

crie s

5

thigh

Dictation

f ried

eat

a

peach.

Skill: Reading words with long a digraphs

1. 153

t i e

l i ght

3.

d i e

Skill: Reading words with long i spellings

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 4 Day 4

Write It

Week 26

Word Box

cries

bright

tried

high

thigh

fried

light

lie

ie

1. 155

Day 5 Day 5

Read It

Week 26

Look at the picture. Write the missing words. Then read the sentence.

pie

bright high

fried

thigh

lie

light

pie

t r i ed

br

t

d

l

t ied

s ight

t ie

r ied

m ight

d ie

f

r ied

b

r ight

l ie

light

c r i es

2.

Day 1

Week 27

3.

n i ght

Skill: Writing words with long i spellings

crow

Day 2

Write It

Week 27

Word Box

boat hoe

g oa t

2

157

Day 2 snow blow

toe coat

Say the picture name. Write the word. Then circle the letters that have the long o sound. 2

1

3

3

is

blo w

bright .

toe

toast

tried

4

fight

5

soap

n i ght.

Skill: Reading words with long i spellings

1. 159

s h ow

co at

5

6

6

bow

to e

b oat

Dictation

at

ho e

s n ow 4

cr i es

t i e

bright

light

This

1.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

A vowel digraph is two letters together that have one sound. The digraphs oe, ow, and oa can have the long o sound.

1

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

m

Day 1

Say the picture name. Read the word. Then underline the letters that stand for the long o sound.

She Daily Phonics • EMC 2787 • © Evan-Moor Corp.

3.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

.

Dictation

l i ght

r i ght

Listen for It

The man tried to fight . Dictation

2.

Skill: Reading words with long i spellings

hoe

I might eat apple

3

s

Dictation

t i ght

Focus

2

cries

lig ht

Week 27

might

igh

tried

156

1

Read each word. Then write the word under the correct letters.

pie

Dictation

2.

fr

d

6

hig h

right

Dictation

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

dr

6

sheep

Did the sheep eat the green beans ?

206

meat feet

sleep

beans

Skill: Writing words with long i spellings

s

high cries

Say the picture name. Read the word. Then underline the letters that stand for the long i sound.

I went to sleep a dream .

158

r

m eal

r ee

The long i sound can be spelled ie or igh.

1

n i ght

b

Day 1

Listen for It Focus

dream

3

st

Dictation

pee l

bee

There is a peach . 2

r

Word Box

peach

w i l l

keep teach

p e a ch

Dictation

b ea ch

m

b ee

6

te e t h

fr

s ee

6

f

I

p e a ch

3

bee che e s e

2.

wheat sleep

3

tre e

Week 25

Day 4

Write It

3

p e a ch

1.

Day 4 Word Box

2

1

s

l eaf

Week 25

Read each word. Then write the word under the correct letters.

2

1

2

4

Day 3

Say the picture name. Write the word. Then circle the letters that have the long e sound.

Say the picture name. Read the word. Then circle the letters that stand for the long e sound. 1

bee feet

Day 3 Write a letter on each line to make a new word. Then read the words you made.

Word Box

A vowel digraph is two vowels together that have one sound. The vowel digraphs ee and ea have the long e sound.

Focus

Week 25

bo at

snow

Dictation

2.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

soap

3.

doe

Skill: Reading words with long o digraphs

1. 161

162

s l ow

2.

roas t

Skill: Reading words with long o digraphs

3.

g r ow

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Day 3

Day 4 Name __________________________________________________________

Name __________________________________________________________

Day 3

Write It

Week 27

Day 4

Write It

Say the picture name. Read the word. Then write a letter on each line to make a new word. Read the words you made. 3

goat

Week 27

s now

to e

glow Joe

toe crow

blow road

toad

doe

coach

c   b  f l

r  s h   bl

c  oat

d  h   J

r  ow

snow

oa

toe

glow

road

Joe

blow

toad

doe

crow

coach

b  oat

s   h  ow

h  o e

b   l  ow

J  o e

t oad

2.

f l ow

3.

163

164

on

my

t oe

Week 28

point boil

boy soil

oi l

Say the picture name. Listen to the letter-sounds. Then write the word on the line. Circle the letters that have the /oi/ sound. 2

1

boy

toy

soil

Dictation

Skill: Identifying diphthongs

2.

j oy

3.

co i l

1.

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week 29

Week 29

oy

cowboy enjoy joy

s   p  oi l

j  oy

coin

toy

b   r  oi l

R  oy

noise

3.

boys

Skill: Writing words with diphthongs

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

169

170

Week 29

crown

cloud

scout

mouse

house

owl

Day 5 Day 5

Read It

Week 28

coin

boy

boy

 put a  into the bank.

Roy

toys

 likes to play  with his  toys . 3

oil

cowboy

The  cowboy  put  oil  into the pan.

2.

toy

3.

po i nt

ha s

Roy

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Reading words with diphthongs

a

co i n . Skill: Reading words with diphthongs

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 3 Week 29

Day 4  Write

Write a letter on each line to make a new word. Then read the words you made.

Day 4

It

Week 29

Word Box

2

1

171

Name __________________________________________________________

Day 3

Write It

house crowd

3

crow n

rou nd

Say the picture name. Listen to the letter-sounds. Then write the word on the line. Circle the letters that stand for the vowel sound you hear in cow. 2

167

Roy

Name __________________________________________________________

Day 2

j o i n

Dictation

no i se

1.

Day 2 Write It

brown mouth

round down

cow mouse

Read each word. Then write the word under the correct letters.

3

o wl

clow n 4

sco ut 5

ho u se

clou d

crow n

cro w n

clo u d

Dictation

round

3.

b r ow

Skill: Identifying diphthongs

1. 173

174

shout

f  p  h  gr

  t  ow n

f  ou nd

w  ow

  d  ow n

p  ou nd

h  ow

  b   r  ow n

h  ou nd

p   l  ow

  c   l  ow n

g   r  ou nd

6

mouse

t  d   br  cl

n  ow

6

Dictation

Dictation

2.

d own

Skill: Writing words with diphthongs

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2787_AK.indd 207

Week 28

Dictation

co i n

3.

Skill: Identifying diphthongs

2

coil

2.

soy

2.

1

oi

cow

h ou s e

2.

fo i l

ou

ow

house

brown

round

cow

mouth

crowd

mouse

down

3

5

h ow

1.

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

coin

boil

spo i l

oi l

Look at the picture. Write the missing words. Then read the sentence.

point

n   w  h   pl

1.

165

The 

t  oy

1 2

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

s n o w.

enjoy boil noise

s  oy

Word Box

Say the picture name. Read the word. Then underline the letters that stand for the vowel sound you hear in cow.

ow l

point joy coin

f  oi l

m ou s e

4

poi nt

Name __________________________________________________________

b  oi l

The letter pairs ow and ou sometimes have the vowel sound you hear in cow.

m ou th

the

Skill: Reading long o digraphs

cowboy coil toy

Name __________________________________________________________

Day 1

Listen for It

1

i n

Write It

s  t  j   R

Day 1

Name __________________________________________________________

cow

i s

Word Box

Dictation

168

b oi l

Day 4

6

boil

mo i s t

in

Read each word. Then write the word under the correct letters.

coin

5

1.

6

Day 4

boy

f  b   s p   br

joy

5

3

p oint

4

doe

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2

1

s oi l

4

Dictation

Say the picture name. Read the word. Then write a letter on each line to make a new word. Read the words you made.

Word Box

coin toy

Write It

Week 28

3

t oy

roast

Name __________________________________________________________

Day 3

2

1

Day 3 Name __________________________________________________________

Write It

bowl

A

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Skill: Reading words with long o digraphs

Day 2 Name __________________________________________________________

Day 2

Joe

Joe likes to row boat .

3

b oy

coi n

Say the picture name. Read the word. Then underline the letters that stand for the vowel sound you hear in coin.

Dictation

s now

l oad

Skill: Writing words with long o digraphs

boat

Week 28

The letter pairs oi and oy both have the /oi / sound you hear in coin.

his

Dictation

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Focus

2

Put the roast that bowl .

Dictation

1.

ow

Day 1

Listen for It

coat

snow fell on coat .

The my

d  o e

f   l  oat

Week 27

Focus

1

Day 1

Name __________________________________________________________

Day 5

Read It

Read each word. Then write the word under the correct letters.

oe

Week 28

Write the missing words. Then read the sentence.

Word Box

2

1

Day 5 Name __________________________________________________________

3.

g own

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1.

pound

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Dictation

2.

n ow

3.

br own

Skill: Writing words with diphthongs

1. 175

176

c r own Skill: Reading words with diphthongs

2.

proud

3.

l oud

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

207

1/31/13 12:37 PM

Day 5 Day 5

Read It

Week 29

Look at the picture. Write the missing words. Then read the sentence. 1

mouse

owl

Week 30

Day 1

m oo n

Write It

Week 30

tools

broom

moon

hook

tooth

down

hook

tools

l

broom

4

5

s moon

mo u s e . Skill: Reading words with diphthongs

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

1. 177

Day 4

Read It

Week 30

s p oo n

2.

hook

3.

Skill: Discriminating the sounds of oo

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 5

cook

2

foot

one tooth new boots

5

big goose

poo l

2.

3.

bl

t ook

n oon

z oom

h ook

Look

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

s

p oon

b

l oom

a t

the

mo o n .

Day 1

Week 31

Add an s to the end of a word to show more than one.

181

Skill: Writing words with oo

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 1

Read It

Day 2 Day 2

Write It Focus

Week 31

An es at the end of a word shows there is more than one. Add es to words that end in ch, ss, or x.

dog + s = dogs inches Look at the picture. Read the word aloud. Then fill in the circle next to the correct word. 2

1

look

tooth

cats

4

glasses

axes

Look at the picture. Read the word. Then write the word that goes with the picture. Read the new word.

3

web

webs

5

2

3

bike

bikes

fox e

s

kis s e

look

Dictation

i n

the

poo l

goose

has

a

Read It

Week 31

When a word ends with y, change the y to i and add es.

2

1

baby

pony

bu nny

pon i e s

bu n n i e s

4

5

l ady

pe nny

s py

penn i e s

sp i e s

Dictation

pon i es

Day 4

Write It

Week 31

Show more than one. Write the new word on the line.

add

s

es

webs

box

change the y to i and add es

boxes

pony

cup

cups

kiss

kisses

baby

babies

pig

pigs

inch

inches

penny

pennies

game

games

bench

benches

bunny

bunnies

bone

bones

dress

dresses

puppy

puppies

Bab i es

l ad i es Skill: Writing plural words

187

188

Skill: Writing plural words

net

b e nch e

nets

1.

net s

2.

p i gs

1.

Skill: Identifying plural words

185

Day 5 Day 5

Read It

Week 31

1

g ame s . Daily Phonics • EMC 2787 • © Evan-Moor Corp.

186

s

6

box e

dre s s e

2.

s

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Day 1

boxes

Week 32

action

+ ing

+ ed

I play.

I am playing now.

I played last week.

Read the action word. Write it with each ending. Then read the new words you wrote.

+ ing

+ ed

looking

looked

kisses

The babies like 3

Day 1

Most verbs are action words. When a verb ends in ing, it means that the action is happening now. When a verb ends in ed, it means that the action already happened.

action word

babies

g l a s s es

Skill: Writing plural words

Write It

2

kisses .

benches

The boxes are not on the benches .

see

s

Week 32

ladies

The ladies look good hats . in

I

s

box es

Focus

hats

Dictation

l i ke

peach e

Dictation

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

ponies

Dictation

2.

hens

Look at the picture. Write the missing words. Then read the sentence.

add

web

6

lad i e s

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

183

3

ba b i e s

hen

Day 4

i f ly + es = flies Look at the picture. Read the word. Then add ies to make a word that shows more than one. Read the new word.

book.

Skill: Reading words with diphthongs

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Day 3 Day 3

cakes

Dictation

The

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

5

at my

tooth ?

Skill: Reading words with diphthongs

s

6 4

cake

208

wood

Week 31

cat

Dictation

1.

tooth

Skill: Writing words with oo

with a

moose

Will you

Focus

z

r oom

1

good book

foot

r

The moose has a balloon foot . on his 3

182

sp

s oon

spoon

spoon .

4

180

n

Dictation

boot

Focus

cook

She can

6

Week 30

Day 5

Read It 1

3

1. 179

s

l ook

Look at the picture. Write the missing words. Then read the sentence.

Read the words. Then draw a line to the correct picture.

cool pool

book

Dictation

foot

Day 4

2

broom

6

house

Dictation

b r own

moon in the sky

sh

house

Dictation

1

t

2

I will go into the now .

a

3

moon

3

3

see

Week 30

1

looked boo

I

2

1

book

2

1

Day 3

Write It Say the picture name. Read the word. Then write a letter on each line to make a new word. Read the words you made.

Word Box

book

Day 3

b oo k

Say the picture name. Listen to the vowel sound. Then name each picture in the row. Fill in the circle if it has the same sound as the first picture.

owl

now

Day 2

Say the picture name. Then write the word on the line.

down . 3

Day 2

The vowel pair oo can have the sound you hear in moon. It can also have the sound you hear in book.

brown

Do you see a mouse ?

The big

Day 1

Listen for It Focus

brown

2

Week 30

1.

look

2.

fix

fixing

fixed

3.

yell

yelling

yelled

4.

star t

starting

started

5.

jump

jumping

jumped

Dictation

foxes

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

and f l i es. Skill: Reading plural words

189

1.

mi xed

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

2.

cook i ng Skill: Writing verbs with inflectional endings

191

Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Day 2 Day 2

Write It Focus

Week 32

When a verb ends in silent e, you drop the e. Then you add ing or ed.

action

+ ing

+ ed

I race..

I am racing rac now.

I raced rac last week.

Read the action word. Write it with each ending. Then read the new words you wrote.

+ ing

+ ed

1.

bake

baking

baked

2.

name

naming

named

3.

like

liking

liked

4.

hope

hoping

hoped

5.

wave

waving

waved

Dictation

192

r ak i ng Skill: Writing verbs with inflectional endings

Day 3

Write It Focus

Week 32

+ ing

+ ed

I mop..

I am mopping mop now.

I mopped mop last week.

1.

sip

action

+ ed

sipping

sipped

2.

hug

hugging

hugged

3.

nap

napping

napped

4.

drop

dropping

dropped

5.

drag

dragging

dragged

r aked Daily Phonics • EMC 2787 • © Evan-Moor Corp.

1.

f l apped

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

Week 32

1.

row call

+ ing

+ ed

rowing calling

rowed called

action 3. 4.

save poke

+ ing

+ ed

saving poking

saved poked

action 5. 6.

f l app i ng Skill: Writing verbs with inflectional endings

Day 5

Read It

Week 32

Read the sentence. Then draw a line to the correct picture.

1

The snowman is smiling.

2

James played ball today.

3

My kitten is napping.

4

Ben is rowing a boat.

5

I spilled my milk.

Double the consonant. Then add ing or ed.

hop jog

+ ing

+ ed

hopping jogging

hopped jogged

Dictation

2.

Day 5

Drop the silent e. Then add ing or ed.

Dictation

2.

Write It

2.

+ ing

Day 4

Add ing to show that the action is happening. Add ed to show that the action already happened.

action

action word

Day 4 Follow the rule to change the verb forms. Write the new words on the lines.

When a verb has one short vowel sound and a consonant at the end, you double the consonant. Then you add ing or ed.

Read the action word. Write it with each ending. Then read the new words you wrote.

action word

1.

Day 3

193

He 194

Dictation

s t o p p e d l o o k i n g .

Skill: Writing verbs with inflectional endings

Daily Phonics • EMC 2787 • © Evan-Moor Corp.

I

sm i l ed

© Evan-Moor Corp. • EMC 2787 • Daily Phonics

and

wa v ed.

Skill: Reading verbs with inflectional endings

195

About Evan-Moor Educational Publishers Since 1979, Evan-Moor Educational Publishers has provided teachers and educators with practical, creative, and engaging PreK–8 educational materials to support and enrich the curriculum. Evan-Moor has built a reputation for creating quality resources that help students develop basic and complex skills in reading, writing, math, science, social studies, and the arts. Today, Evan-Moor continues to develop innovative educational materials such as e-books, TeacherFileBox.com, interactive applications, and award-winning titles that support the diverse needs of today’s classrooms.

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Daily 6-Trait Writing 160 reproducible pages. Grades 1–8

Daily Phonics 208 reproducible pages. Grades 1–6+

Daily Math Practice 128 reproducible pages. Grades 1–6+

Daily Language Review 128 reproducible pages.

Daily Paragraph Editing 176 reproducible pages.

Grades 1–8

Grades 2–8

Daily Academic Vocabulary 160 reproducible pages.

Daily Reading Comprehension 192 reproducible pages.

Daily Science 192 reproducible pages.

Daily Geography Practice 160 reproducible pages.

Grades 1–8

Daily Word Problems: Math 112 reproducible pages. Grades 1–6+

Grades 1–6+

Daily Handwriting Practice 112 reproducible pages. All Grades

Grades 1–6+

Grades 1–6+

Building Spelling Skills 160 reproducible pages. Grades 1–6+

ISBN 978-1-60963-441-4

23472 02787 ISBN0 9781609635107

0

EMC 2787e 9 781609 634414