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M01K20Z00Z0T15Z0 Knowledge Adventure, Inc. and its licensors.All Rights Reserved.1Kid Phonics 2
Kid Phonics 2Table of Contents5Program Overview6Introduction7Unit 1: The General Store and JailhouseActivity 1 – Word Building 1 (Long Vowels)Activity 2 – Word Building 2 (Short Vowels)Activity 3 – Scrambling Words (Vowel and Consonant Digraphs)Activity 4 – Unscramble a Silly Story (Vowel Diphthongs and Consonant Blends)Activity 5 – Double Trouble (Double Consonants)Activity 6 – Rootin’ Tootin’ Verbs (Verbs)Activity 7 – Verb-a-doodle-doo! (Verbs)Activity 8 – Literature Activity (Kites Sail High and The Quilt Story)Activity 9 – Shake It Up! (Culminating Activity)29Unit 2: The Word RodeoActivity 1 – Camping Out With Compound Words (Compounds)Activity 2 – Create a Compound Story (Compounds)Activity 3 – Load Up the Wagon (Prefixes)Activity 4 – Mix It Up With Mumpher (Prefixes)Activity 5 – Happy Endings (Suffixes)Activity 6 – Mumpher Rides the Rodeo (Suffixes)Activity 7 – Literature Activity (All Aboard Overnight)Activity 8 – Word Roundup Games (Culminating Activity)43Unit 3: The Silent Letter StagecoachActivity 1 – Picture ThisActivity 2 – Silent E NecklaceActivity 3 – The Silent MysteryActivity 4 – Pick a WordReproduction of these pages by the classroom teacher for use in the classroom is permissible.Reproduction of any part of this book for an entire school or school system or for commercial use is strictly prohibited. Knowledge Adventure, Inc. and its licensors. All Rights Reserved.Kid Phonics is a trademark of Knowledge Adventure, Inc. and its licensors. All Rights Reserved.All trademarks referenced herein are the property of their respective owners. Knowledge Adventure, Inc. and its licensors.All Rights Reserved.2Kid Phonics 2
Activity 5 – A Superhero Silly Silent E StoryActivity 6 – The UnscramblerActivity 7 – Literature Activity (There’s a Nightmare in My Closet )Activity 8 – Silent EEEEasy Street (Culminating Activity)55Unit 4: Homonym HotelActivity 1 – Homonym PicturesActivity 2 – Pencil It InActivity 3 – Fishing for HomonymsActivity 4 – Choices, ChoicesActivity 5 – Some Silly ScenesActivity 6 – Homonym Word SearchActivity 7 – Literature Activity (The Greedy Python)Activity 8 – Homination! (Culminating Activity)71Unit 5: Phantastic Phonic PhunActivity 1 – Sound Buster Theater (Drama)Activity 2 – Tasty Western Word Collage (Art)Activity 3 – Modeling Dough Word Roundup (Art)Activity 4 – The Ding Dong Dance (Music)Activity 5 – The Pony Express (Social Studies)81AppendicesAppendix A – Sound Buster Song LyricsAppendix B – Jailhouse Decoder Word ListAppendix C – General Store Word Builder Ranch Word ListAppendix D – Word Rodeo Compound Word ListAppendix E – Word Rodeo Prefix ListAppendix F – Word Rodeo Suffix ListAppendix G – Homonym Hotel Word ListAppendix H – Silent Letter Stagecoach Word ListAppendix I – Non-Silent Letter Stagecoach Word ListAppendix J – Sound Buster Clip ArtAppendix K – CertificatesAppendix L – Language Arts Skills BibliographyAppendix M – Professional Book Bibliography Knowledge Adventure, Inc. and its licensors.All Rights Reserved.3Kid Phonics 2
AuthorDeborah Shepherd HayesDesign and LayoutKelly YearyPam WissingerEditorJoe SkelleyProducerFaye Schwartz Knowledge Adventure, Inc. and its licensors.All Rights Reserved.4Kid Phonics 2
Kid Phonics 2Activity ComponentsGeneral Store – Go shopping to choosea word, then learn how to build theLevelsword and use it in a sentence.For agesHomonym Hotel – Listen to the Old6–9Timers talk about homonyms.Word Rodeo – Play the rodeo game byusing suffixes, prefixes, and compound words.Silent Letter Stagecoach – Use yourknowledge of silent letters to rescueSpecial Featuresthe Sound Busters from bandits. Original songs and lyrics thatJailhouse Decoder – Explore words bycorrelate with several phonics skillsunscrambling phonemes to set the Seven modes of playdesperadoes free. Music plays on audio CD playerDance Hall – Enjoy music “videos” with Teacher Control Panel to chooseyour favorite Sound Busters.specific skills focusWild West Times – Print out the savedsentences you have built.Curriculum Skills Word and sentence building Prefixes and suffixes Compound words Homonyms Silent letter words Context clues Reading Writing Knowledge Adventure, Inc. and its licensors.All Rights Reserved.5Kid Phonics 2
INTRODUCTIONWelcome to the wonderful world of Kid Phonics 2,where the singing Sound Busters invite kids to theWild West town of Phonics Flats. This teacher’sguide, for kindergarten through third grade, isdesigned to provide meaningful off-line activitiesfor students that cover the wide range of phonicsskills presented in the program. The activities canbe used to introduce a given skill, or as follow-upsto the computer activities.Kid Phonics 2 provides students the opportunity towork in a rich, multimedia learning environmentthat includes graphics, music, sound effects, andvisual and audio reinforcements. Through a variety of compelling activities, students are encouraged to construct words from phonemes, buildsentences from words, create new words byadding suffixes, prefixes, and silent letters, andexplore the worlds of homonyms and compoundwords. Knowledge Adventure, Inc. and its licensors.All Rights Reserved.As the educator, you have access to the programControl Panel, where you can choose the skillfocus for a given activity. You can also choose thebest method of using Kid Phonics 2 in your classroom. With one or two computers, set up workstation activities for student partners. If you havea pod of computers in your classroom, send cooperative learning groups to the computer areawith a group task. Kid Phonics 2 is also easilyused in the computer lab, as it provides so manyoptions to individual users. If you have access toan overhead projection device (LCD panel ortelevision monitor), use the features in KidPhonics 2 to introduce a skill or concept to theentire class at the same time.Watch your students build their reading abilityand confidence level as they begin to make senseof the sometimes challenging “rules and exceptions” of the English language. Enjoy the fun,challenge, and learning opportunities in KidPhonics 2!6Kid Phonics 2
UNIT 1: THE GENERAL STOREAND JAILHOUSEThis unit focuses on word and sentence building. Students will explore a variety ofphonemes that include short and long vowels, consonant and vowel digraphs,consonant blends, and vowel diphthongs. The use of verbs is also introduced forsentence construction. The off-line activities in Unit 1 complement the computeractivities and can be used either as an introduction to a skill or as a follow-up.Learning Objectives To understand that words are created by individual letters and sounds. To understand that sometimes two or three letters work together to create a single or blended sound in a word. To understand sentences comprised of different words with different meanings. To understand that a verb is an action word and that all sentences need a verbin order to be complete.Unit 1 ActivitiesActivity 1 – Word Building 1 (Long Vowels)Activity 2 – Word Building 2 (Short Vowels)Activity 3 – Scrambling Words (Vowel and Consonant Digraphs)Activity 4 – Unscramble a Silly Story (Vowel Diphthongs and Consonant Blends)Activity 5 – Double Trouble (Double Consonants)Activity 6 – Rootin’ Tootin’ Verbs (Verbs)Activity 7 – Verb-a-doole-doo! (Verbs)Activity 8 – Literature Activity (Kites Sail High and The Quilt Story)Activity 9 – Shake It Up! (Culminating Activity) Knowledge Adventure, Inc. and its licensors.All Rights Reserved.7Kid Phonics 2
UNIT 1: THE GENERAL STORE AND JAILHOUSEActivity 1 – Word Building 1Activity 2 – Word Building 2This activity is best done as a follow-up to timeFollow the instructions for Activity 1, but point outspent in the General Store feature of the pro-the short vowel sounds for the five vowels andgram, where students are instructed with bothuse the following words for short vowel examples:auditory and visual cues.traffic, juggler, off, empty, in. Hand out copies of Remind students that words are created fromthe Word Building 2 activity sheets, pgs. 15–16.individual letters and groups of letters. Write several words on the board that focusCorrect Answerson long vowels, for example child, wastebas-a pple s au ceket, tree, go. Underline the vowels in each.f e n ce Ask students to identify the vowel letters.p a d l o ckGuide them to understand that when pro-n e ck l a cenouncing each word, the actual letter isb u tt erheard. Tell them this is the long vowel sound.h a mm er Ask the students to sound out the word child.Break the word child into its phonemes – ch,i, ld – and write them on the board. Pass out copies of the Word Building 1 activi-Activity 3 – Scrambling WordsThis activity is best done as a follow-up to timety sheets, pgs. 13–14, to the students. Tell themspent in the Jailhouse feature of the program.they will be identifying the picture, then Write the word tree on the board. Ask students to sound out the word.sounding out the word by using some of thephonemes next to each picture. Write the Next, write the phonemes on the board – t rphonemes in order below each picture.ee. Point out that two e’s are put together toDepending upon the age and ability level ofcreate one sound.your students, you may want to review and Write the word moon on the board andidentify the pictures first before students workexplain again that two vowels, in this caseindependently.o’s, can be put together to create one sound. Pass out copies of the Scrambling WordsCorrect Answersactivity sheet, pg. 17, to the students. Tellr ai n c oa tthem they will need to unscramble thewh ee lphonemes in order to discover the word.m ai l b o xRemind them to cross off the words in the boxcl o v eras they unscramble them, to help withs ai l b oa tprocess of elimination.t ee p ee Knowledge Adventure, Inc. and its licensors.All Rights Reserved.8Kid Phonics 2
Correct Answers1. sneezed6. stagehand2. childhood7. weight3. tablespoon8. rowdiness4. shadows9. trousers5. honeydew10. wheeze6. fatter9. ball7. mess10. sillyActivity 6 – Rootin’ Tootin’ VerbsThis activity assumes you are introducing verbsto your students for the first time and is gearedActivity 4 – Unscramble a Silly Storytoward the younger students. On the board, write the sentence “He is jump-Hand out copies of the Unscramble a Silly Storying over the rocks.” Ask students to read theactivity sheet, pg. 18. Read through the story withsentence (or read it for them if necessary).the class first to be sure students understand theAsk students to tell you what action the boy isoverall theme of the story. Students will need todoing. When they tell you he is jumping, cir-use contextual clues in order to determine whichcle that word, then explain that action wordswords best fit in the blanks provided. As a bonus,are verbs.students can circle the blended letters that create Refer to the General Store (Word andthe diphthongs in each word. To assist the stu-Sentence Building) feature of the program.dents, you may want to list the words on theRemind students that Rhyma is holding aboard.scroll with many action words written on it.These words are verbs. Tell the students theyCorrect Answerswill be thinking of some verbs.playgrounddrowsyskatessqueezeOcean, and Party. Ask the students to shareointmentsprinklerwhat kinds of actions would happen at eachsoybeansvoyageplace. When there are several verbs undersproutfriendeach heading, distribute copies of the Rootin’ Create three headings on the board: Park,Tootin’ Verbs activity sheet, pg. 20, to the students. Instruct them to choose appropriateActivity 5 – Double Troubleverbs for each section of the activity.Review with students some words that have double consonants, for example yell, yellow, wiggle,ball, matter, grass. Hand out copies of theActivity 7 – Verb-a-doodle-doo!Double Trouble activity sheet, pg. 19. In this activ-This activity assumes that your students areity, students will identify the words with doublealready somewhat familiar with the concept ofconsonants, then determine a rhyming word toverbs. Students will also need to know somethingend each sentence.about the endings ed and ing, and the terms pasttense and present tense.Possible Answers Tell students you will be reading them a story,1. trouble3. yellowbut there will be several verbs missing. It will2. kiss4. yellbe their job to create the missing verbs. Pass5. jiggle8. butterout copies of the Costume Contest! activity Knowledge Adventure, Inc. and its licensors.All Rights Reserved.9Kid Phonics 2
underline the verb. Ask students to think ofsheets, pgs. 21–23. Ask students to write downanother verb to replace the one in the sen-18 different verbs in the spaces provided.tence. Erase the verb and write in studentRemind them to add an “ed” or “ing” endingsuggestions. Repeat this process until all thewhere indicated. Explain that sometimes astrips have been read.past tense verb will end with “ed” (likekicked) but other times it won’t (fell). Studentswill need to note the difference on theiractivity sheets. When the students are finished, ask for volun-ExtensionKids can act out the sentences in pairs while therest of the class guesses the verb.teer to help you read the story. As you read“The Costume Contest” and come to a blankQuilting With Verbsin the story, ask a student to read his or herBook: The Quilt Story, Tony Johnson and TomiedePaola, Putnam, New York, 1985.verb for the appropriate blank. Students willsoon discover the silliness of the story andBook Summary: A charming comparative storyabout the lives of two little girls, one living inwant their verbs read!colonial times and the other in the twentiethcentury. A mother makes one little girl a quiltthat is found in the attic many years later,Activity 8 – Literature Activityrepaired and used again.Action StripsActivity Summary: Students will practice usingaction words by creating a collective quilt.Book: Kites Sail High, Ruth Heller, Grosset andDunlap, New York, 1988.Book Summary: A beautifully illustrated book,written in verse, that gives written and pictorial examples of all types of verbs. Remind kids what verbs are: action words.Read the story aloud. Share the beautifulillustrations. Point out that the verbs in thestory are written in bold and larger type.Materials 10"x10" squares of different-colored construction paper (pastel and light colors) Crayons, marking pens, colored pencils Stapler Bulletin board space Introduce the book to students by holding itup and asking kids to share what they know Reproduce the Action Strips activity sheet,pg. 23, and cut out all the strips. Fold themabout quilts. If you have a quilt from home,into smaller pieces and place them in a color-bring it to share with the students. Discussful container. Gather the students in a smallwith them that a quilt is made up of many dif-area on the floor. Ask a student to pick anferent patterns and squares, and sometimesAction Strip from the container. Read it aloud.different materials. Ask kids to listen for the verb in the sentence. Remind students that a verb is an action(The sentences are related to the book, soword. Read the story aloud to the class, ask-you may want to show the illustrations whening them to listen for the many verbs in theappropriate.) Write the Action Strip on the board and Knowledge Adventure, Inc. and its licensors.All Rights Reserved.story. Start a verb list on the board. Ask students to10Kid Phonics 2
recall verbs they heard in the story. Refercards. (You may want to laminate the cardsback to the story until a generous list hasfor durability.) (A complete card set is basedbeen created. Discuss the actions in each pic-on a class size of 30.)ture of the story. Tell students they will be selecting a verbfrom the Quilt Story list and illustrating it onSetting It Up Remind students that words are made up ofthe construction paper. Some verbs from theindividual letters and sounds. Write the wordstory include stitch, spill, rode, hide, sleep,cat on the board. Ask a student to sound outmoved, build, rocked, eat, fold, and dig.the word and identify the three individual let- Distribute the paper and drawing tools to theters that make up the word (c a t). Thenstudents. Once they have chosen their verb,review with students how groups of lettersthey should write the word somewhere incan work together to create a single sound.their square, then begin illustrating. RemindWrite that on the board. Use a student volun-students that it’s okay if several of themteer to sound out the word and identify thechoose the same verb, as each person willthree parts to the word (th a t). Next, discussinterpret and illustrate the verb differently.how sometimes letters can work together tocreate a blended sound. Write splash on theAfter the Lessonboard and use a student volunteer again. Staple the squares onto a bulletin board in aPoint out the three phonemes for that wordquilt-like fashion. To make a larger, moreelaborate quilt, select two complementary(spl a sh). Tell students they will work as a large groupcolors (your school colors, for example) andto help create some words out of phonemecut several constructions squares fromcards.those colors. Staple one of these blank colored squares between each of the students’Game Optionssquares. Large Group: Have the entire class play atone time. You will need to use all of the cards(Set #1 and Set #2), so if there are less than 30Activity 9 – Shake It Up!students in your class, some students shouldShake It Up! is a fun interactive game to behold two cards.played with the entire class. Each student isgiven an index card with a phoneme written onSuggested Use: Use this option when yourit. When a word is called out, students minglestudents are familiar with phonemes and areabout the room trying to create that particularable to read independently.word.Materials Two Groups: Divide the class into two equalgroups. You will use only Set 1, so two index 30 large index cards cards per phoneme will need to be made.One copy of the Shake It Up! activity sheets,Group A will have 15 students, each holdingpgs. 25–26 (Set #1 and Set #2); glue oneone of the phoneme cards in Set #1. Group Bphoneme label to each card for a set of 30will have 15 students, each also holding one Knowledge Adventure, Inc. and its licensors.All Rights Reserved.11Kid Phonics 2
swap their phoneme card with another stu-of the phoneme cards in Set #1. Arrange thedent.student groups in different areas of theclassroom.Set #1 – Vowel Digraph Words1. raincoatr ai n c oa t2. sailboats ai l b oa t3. plainp l ai n4. traint r ai nPlaying the Game5. weighw eigh Explain to students that the object of the6. neighborn eigh b or7. sleighs l eigh8. paintp ai n t9. prayp r aySuggested Use: Use this for students still challenged by reading who are at the initialstages of word construction.game is for them to work cooperatively to create the word you or a student caller calls out.They should sound out the word to themselves first, then look at their phoneme card to10. stays t aydetermine if the letter sound on their cardwould be part of that word. If the letter soundSet #2 – Consonant Blend Words1. splashspl a sh2. sounds ou nd3. jumpingj u mp ing4. bumpb u mp5. roundr ou nd6. grabg r ab7. groundgr ou nd8. abounda b ou nd9. splintspl i nt10. burntb u r ntdoes not fit into the word, they should sitdown for that round. Begin the game by calling out one of thewords from either Set #1 or Set #2, dependingupon which playing option you choose. Whenthe word has been called, students will mingle among the group and try to find the otherphonemes to help create the word. For aneasier version of the game, you can write theword on the board for students to refer to. When a group of students thinks they havecorrectly created the word with theirphoneme cards, ask them to come to the frontof the room. Enlist the support of the entireclass to determine if the word was createdproperly or if additional help is needed.Note: Once students have completed all of thewords in each set, challenge them to create otherwords with their phonemes. You can also use acopy of the Blank Set, pg. 27, to make otherphoneme cards.When the class has decided the word wascreated accurately, write the word on theboard. Call another word from the set and play thegame again. For a variation, after each word has beencreated and recorded, ask the students to Knowledge Adventure, Inc. and its licensors.All Rights Reserved.12Kid Phonics 2
UNIT 1ACTIVITY 1Word Building 1 (Long Vowels)NameBuild the words by finding the right sound cards and writing them in order inthe boxes below. Knowledge Adventure, Inc. and its licensors.All Rights aiblxnKid Phonics 2
UNIT 1ACTIVITY 1Word Building 1 (Long Vowels)Continued Knowledge Adventure, Inc. and its licensors.All Rights aiaumpuoeebntKid Phonics 2
UNIT 1ACTIVITY 2Word Building 2 (Short Vowels)NameBuild the words by finding the right sound cards and writing them in order inthe boxes below. Knowledge Adventure, Inc. and its licensors.All Rights hmmrebdlpu15Kid Phonics 2
UNIT 1ACTIVITY 2Word Building 2 (Short Vowels)Continued Knowledge Adventure, Inc. and its licensors.All Rights ermpehmmaroryKid Phonics 2
UNIT 1ACTIVITY 3Scrambling WordsName(Vowel and Consonant Digraphs)Baby Boogie needs some help putting these scrambled words back thoneydewsneezedwheezechildhoodshadows1. ze ee sn d2. h oo d ch i l d3. oo a n sp t ble4. a d sh ow s5. d n ew o h ey6. a a ge nd st h7. w t eigh8. e n r ss di ow9. er ou tr s s10. wh ze ee Knowledge Adventure, Inc. and its licensors.All Rights Reserved.17Kid Phonics 2
UNIT 1ACTIVITY 4Unscramble a Silly StoryName(Vowel Diphthongs and Consonant Blends)Read this silly story about the Phonics Flats Characters. Unscramble thewords below the blanks, then fill in the blanks with the correct words.All of the Sound Busters decided to come to your school. Miggles brought a pair of . Tweed(nd pl ay ou gr)(ate s sk)brought along some in case Miggles fell down and hurt(nt m e t n oi)himself. Rhyma decided to plant a garden of in the sand(n ea b s oy s)box. Baby Boogie wanted to watch the beans , but she became(t ou spr)after a while. Mumpher was too big for most of the equipment(ow sy dr)but was able to into a swing. Boogie accidentally turned(ze squ ee)the on and got everyone wet. The sandbox became an ocean(l er k i spr n)of water, and the soybeans started a floating towards the(age v oy)slide. Even though the Sound Buster critters made a big mess,they came to visit because they want you as their .(nd ie fr) Knowledge Adventure, Inc. and its licensors.All Rights Reserved.18Kid Phonics 2
UNIT 1ACTIVITY 5Double TroubleName(Double Consonants)Some words have two of the same consonant letters next to eachother to create a single sound. Circle the words below with doubleconsonants in them. Then think of a word which will rhyme withthe word you circled. Write your word on the line.Example: Miggles got the giggles.1. If you pop my bubble, there will be2. That snake will hiss unless you give it a3. The hat on that fellow is the color4. When Baby Boogie fell, she let out a big5. During the dance, we wiggle and6. The pig said, “It doesn’t matter if I get7. If you spill less, there won’t be as much of a8. Close the shutter, then pass me the9. Though the boy was small, he sure could throw a10. His name is Willy, and people say he isNow it’s your turn! Create some of your own rhyming double-consonantsentences.1.2.3. Knowledge Adventure, Inc. and its licensors.All Rights Reserved.19Kid Phonics 2
UNIT 1ACTIVITY 6Rootin’ Tootin’ Verbs (Verbs)NameMiggles is going to the park.Miggles will .Miggles will .Miggles will .And Miggles will .Miggles is going to the park.Rhyma is going to the ocean.Rhyma will .Rhyma will .Rhyma will .And Rhyma will .Rhyma is going to the ocean.Mumpher is going to a party.Mumpher will .Mumpher will .Mumpher will .And Mumpher will .Mumpher is going to a party. Knowledge Adventure, Inc. and its licensors.All Rights Reserved.20Kid Phonics 2
UNIT 1Verb-a-doodle-doo!ACTIVITY 7Name(Verbs)The Costume Contest!One day in Phonics Flats while all of the Sound Busters wereing at the Hotel porch, Boogie suddenly got an idea. He ed(1)(2)up and down with excitement! Rhyma ed at his enthusiasm. “I(3)think we should have a costume contest!” said Boogie.All of the Sound Busters thought this was a great idea. Mumpher beganing his costume. Rhyma went ing at the General Store.(4)(5)Baby Boogie and Miggles decided to a costume together.(6) present tenseAnd Tweed ed plenty of materials for his costume.(7)The big day finally arrived. Boogie ed onto the stagecoach(8)and ed for everyone’s attention.(9)“OK, Sound Busters!” he ed.(10) Knowledge Adventure, Inc. and its licensors.All Rights Reserved.21Kid Phonics 2
UNIT 1ACTIVITY 7Verb-a-doodle-doo!Name:The Costume Contest! (continued)“Everyone needs to up over by the Hotel porch.” All of(11) present tensethe Sound Busters ed to the Hotel. Boogie decided to be the judge(12)since it was his idea. Everybody ed in front of Boogie.(13)Mumpher ed on his costume because it was too big. Miggles(14)and Baby Boogie were ing so much inside their costume that they(15)on top of Rhyma.(16) past tenseBoogie and before making his final(17) past tense(18) past tensedecision. In the end, Boogie declared all of the Sound Busters winners andthey enjoyed a big party in Phonics Flats. Knowledge Adventure, Inc. and its licensors.All Rights Reserved.22Kid Phonics 2
UNIT 1ACTIVITY 7Verb-a-doodle-doo!Name:The Costume Contest! (continued)1.(add “ing” to your verb)2.(add “ed” to your verb)3.(add “ed” to your verb)4.(add “ing” to your verb)5.(add “ing” to your verb)6.(present tense verb)7.(add “ed” to your verb)8.(add “ed” to your verb)9.(add “ed” to your verb)10.(add “ed” to your verb)11.(present tense verb)12.(add “ed” to your verb)13.(add “ed” to your verb)14.(add “ed” to your verb)15.(add “ing” to your verb)16.(past tense verb, or “ed”)17.(past tense verb, or “ed”)18.(past tense verb, or “ed”) Knowledge Adventure, Inc. and its licensors.All Rights Reserved.23Kid Phonics 2
UNIT 1ACTIVITY 8Literature ActivityAction StripsBook: Kites Sail High, Ruth Heller, Grosset and Dunlap, New York, 1988.1.The pelican flew in the sky.2.Flowers bloom in the garden.3.Children run through the park.4.The colorful kites sail high.5.The horses galloped wildly.6.The girl kicked the ball.7.She painted a beautiful picture.8.Conner took one chocolate from the box.9.Rudy marched proudly in the parade.10.I read my favorite book last night. Knowledge Adventure, Inc. and its licensors.All Rights Reserved.24Kid Phonics 2
UNIT 1ACTIVITY 9Shake It Up!Set 1–Vowel Digraph Wordsraincoatmlbspweighoray Knowledge Adventure, Inc. and its licensors.All Rights Reserved.25Kid Phonics 2
UNIT 1ACTIVITY 9Shake It Up!Set 2–Consonant Blend Wordssplashsoundjumpingbrgrint Knowledge Adventure, Inc. and its licensors.All Rights Reserved.26Kid Phonics 2
UNIT 1ACTIVITY 9Shake It Up!Blank Set Knowledge Adventure, Inc. and its licensors.All Rights Reserved.27Kid Phonics 2
Knowledge Adventure, Inc. and its licensors.All Rights Reserved.28Kid Phonics 2
UNIT 2: THE WORD RODEOThis unit focuses on building compound words and exploring base words to whichprefixes and suffixes are added. The off-line activities in Unit 2 complement the computer activities and can be used both as an introduction to a skill or as afollow-up.Learning Objectives To understand and apply the concept of connecting add-on words to a baseword in order to create a compound word. To understand and apply the concept of creating a new word by adding a prefix to the beginning of a base word. To understand and apply the concept of creating a new word by adding a suffixto the end of a base word. To recognize the need to sometimes drop a letter from the end of a base wordbefore adding a suffix.Unit 2 ActivitiesActivity 1 – Camping Out With Compound Words (Compounds)Activity 2 – Create a Compound Story (Compounds)Activity 3 – Load Up the Wagon (Prefixes)Activity 4 – Mix It Up With Mumpher (Prefixes)Activity 5 – Happy Endings (Suffixes)Activity 6 – Mumpher Rides the Rodeo (Suffixes)Activity 7 – Literature Activity (All Aboard Overnight)Activity 8 – Word Roundup Games (Culminating Activity) Knowledge Adventure, Inc. and its licensors.All Rights Reserved.29Kid Phonics 2
UNIT 2: THE WORD RODEOActivity 1 – Camping Out With CompoundWordsThis activity is designed to challenge students toReview with students how compound words aregiven list.formed. Hand out copies of the Mix It Up With Write some examples on the board. Pass out copies of the Camping Out Withcreate as many prefix words as they can from theMumpher activity sheet, pg. 36. If students need more room, tell them theyCompound Words activitly sheet, pg. 33.can write more words on the b
Activity 8 - Word Roundup Games (Culminating Activity) 43 Unit 3: The Silent Letter Stagecoach Activity 1 - Picture This Activity 2 - Silent E Necklace Activity 3 - The Silent Mystery Activity 4 - Pick a Word Kid Phonics 2 Table of Contents Reproduction of these pages by the classroom teacher for use in the classroom is permissible.
