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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Table of Contents

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Alphabet Chants 4 – 8

The First Ten Days of First Grade 5 – 23

Let’s Dance!

p. 24 – 25 Day 1 of a new hunk and chunk (Mon. and Wed..)

p. 25 – 27 Day 2 of a new hunk and chunk (Tues. and Thurs..)

p. 27 – 28 Day 5 ~ Review for the week (Fri. lessons)

p. 28 – 32 How do I play Word Wall games?

p. 33 – 39 The Phonics Dance chants

The Hunks and Chunks and Extension Lessons Pages 40 - 208

p. 40 – 44 sh, ch and combined Review

p. 45 – 47 th and combined Review sh, th, ch

p. 48 – 52 ing, all and combined Review

p. 53 – 57 ace, ice and combined Review

p. 58 – 62 ar, or and combined Review

p. 63 – 67 ea, ee and combined Review

p. 68 – 72 oo, ew, ui and combined Review

p. 73 – 75 oo the sweeties and oo the bully brothers

p. 76 – 79 ay, a _e, eigh, and combined Review

p. 80 – 84 ou, ow and combined Review

p. 85 – 86 ink, ank and combined Review

p. 87 – 94 ir, ur, er, and combined Review

p. 95 – 99 oi, oy and combined Review

p. 100 – 101 igh and ight

p. 102 – 105 wh ~ the Question Words

p. 106 – 111 aw, au, aught, ought and combined Review

p. 112 – 114 wr, kn and combined Review

p. 115 – 119 oa and ow as long o

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Copyrighted Material.© 2012, VDowd ALL RIGHTS RESERVED. Contains material protected under International and Federal Copyright Laws and Treaties.

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p. 120 – 121 ph

p. 122 – 124 ai and the ai, ay, eigh Review

p. 125 ack, eck, ick, ock, and uck

p. 126 Super Silent e at the end of a word

p. 127 – 128 tion and sion

p. 129 – 130 ion

p. 131 – 135 ed at the end of a root word

p. 136 – 137 old

p. 138 – 139 The plurals s and es

p. 140 – 142 Drop the y add i-e-s.

p. 143 – 150 Soft c and Soft g

p. 151 – 154 Silly Plurals

p. 155 - 157 Consonant clusters versus ir, ur, and er

p. 158 – 161 ea = a long vowel (eat) or a short vowel (bread)

p. 162 – 166 ear = ear or er and combined Review

p. 167 – 168 ing, ang, and ung

p. 169 – 172 Drop the e. Add I-n-g.

p. 173 – 176 Double the consonant at the end of a root word

p. 177 – 178 Compound Words

p. 179 – 182 Contractions

p. 183 – 192 Prefixes and Suffixes

p. 193 - 196 Verb Tenses

p. 197 – 198 Adjective, Noun, Verb sort

p. 199 – 200 ight and ite Sort

p. 201 – 202 Super Silent e breaking the rules

p. 203 – 204 Mystical Magical y as e or I at the end of a word

p. 205 – 206 ink, ank , & unk

p. 207 – 208 ell & ill

p. 209 – 213 Monster Words and worksheet

p. 214 – 226 Word Lists for Lessons

p. 227 - 276 Picture Links, Monster Words Pictures

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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Halloween Alphabet Sounds and Word Associations

Haunted Alphabet Chant **Revised 2006

(v.dowd©1999)

To be chanted the whole month of October.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ “a” – A-a-a. Abracadabra! A-a-a is A!

“b” – B – b - b. Black bats, BOO!

“c” - C says cah. Cats love candy on trick or treat night!

Meow!

“d” – D – d - d. Dracula Dog…Woof!

“e” – (Hands in motion like a train) E- e - e – e – e – e - e –

e, (Pointing in the air) e – e – e – e - e. Eddy loves his

teddy! And Eddy loves E!

“f” – F, f, f. Frankenfrog, Frankenfrog, Ribbit, Ribbit,

Ribbit!

“g” – Gah. Ghost, BOO!

“h” – H-h-h. Happy Halloween!

“I” - i, dot it, i, dot it, “i” - “i” - “i”. Iggy loves her wicked

witch’s wiggy. And Iggy loves I!

“j” – J, j, j. Jumping jack-o-lanterns!

“k” - K, k, k. Kissing kangaroos love Hershey’s kisses!

(Don’t forget to blow a kiss!)

“l” – L – l - l. Lions love lollipops.

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What letter is it?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ For the first ten days of first grade, you will follow the

alphabet review with an activity called “What letter is it?” You will

review one short vowel sound for two days. (During the Language

Arts block you will work with each vowel for a longer period of

time.) These ten lessons start to get your class in the habit of

sounding out words with the five short vowel sounds. They are also

great lessons for reviewing for onset and rime. (On day eleven you

will start the Phonics Dance. It is important that you start

recognizing the short vowel sounds so you can ask the students to

spell a variety of words that contain them.) Our big goal is to

become word detectives and start identifying parts of words.

Step 1: Alphabet review

Step 2: Pass out the “What letter is it?” sheet (pages 13 -23).

Step 3: The Consonants: Ask your class to identify the consonants.

Here are some options: say the sound the consonant makes, say the

letter name, ask the class what the initial sound is (or the ending

sound is) in a word you say. (Review the consonants in random

order.) Example 1: Find the letter B and color it blue.

Example 2: My word is “cat”. What sound do you hear at the

beginning of the word? Color it red.

Step 4: Once a class has identified a letter or sound have them

write the lower or upper case letter that coincides with the letter

you have called out in the space provided under the box.

Step 5: Go over the correct answers for each consonant.

Step 6: The Vowels: Each day you will concentrate on one specific

vowel sound and coinciding rime. (You will know which vowel and

rime to focus on by looking at the words in the first row at the

bottom of the page.) Have the class point to each of the vowels in

the boxes to review their motions and sounds. You will notice that

I is always capitalized. When you have the class identify the short “i”

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sound, have them write a lower case “i” next to the capital I. As

they do, tell them not to forget to dot it! The last vowel you have

them identify will be the Vowel of the Day. Ask them to color in

the vowel of the day. Review its name and its sound. Tell the class

that all of the words they will write on this day will have the same

vowel sound. Have them thank you for telling them what the vowel

in each word will be.

Step 7: Can your write the word I say?

Call out simple CVC (consonant, vowel, consonant) words that

contain the vowel sound and rime of the day. To begin say the word

slowly so the class can hear each sound. Draw lines on the board

to show the kids how many letters a word contains. Point to each

line and say the sound. As you say each sound, the class writes the

letter that coincides with it.

The idea is to have the kids write words using the letters and

sounds from the alphabet review. For example: Never ask a

class to spell a word like “chat” during this review because

they don’t know the “ch” hunk and chunk yet. “Ch” is not part

of our alphabet review. You COULD ask your class to spell a

word with a consonant cluster (blend) because you can hear

each of the sounds in the cluster during the alphabet review.

Once a word is written it is time to be a word detective. Have the

class underline the phonogram of the day. For example: if you are

writing the word sat, it would look like this: sat. We underline the

common ending and then practice reading the word in two parts.

First we get our mouth ready to say the initial sound and then we

read the phonogram. Finally we read the whole word. It would

sound like this: s ~ at ~ sat.

*****If a word contains a consonant cluster we would get our

mouth ready and read the blend and then the rime. For example: if

you are writing the word flat, it would look like this: fl at We

underline the consonant cluster and the phonogram. Then we get

our mouth ready to read the first part of the word (fl) and then the

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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

500 words ~ 37 Rimes (Phonograms)

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

1. ack 14. ay 27. ip

2. ail 15. eat 28. it

3. ain 16. ell 29. ock

4. ake 17. est 30. oke

5. ale 18. ice 31. op

6. ame 19. ick 32. ore

7. an 20. ide 33. ot

8. ank 21. ight 34. uck

9. ap 22. ill 35. ug

10. ash 23. in 36. ump

11. at 24. ine 37. unk

12. ate 25. ing

13. aw 26. ink

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Children need to know:

1. letter names

2. sounds of the consonants

3. high frequency digraphs (ch, sh, th, wh, ph)

4. 15 vowel sounds (5 short, 5 long, 5

diphthongs ~ oy, oi, au, aw, oo, oo, ow, ou)

*Word Lists for each phonogram are provided in the

back of the manual.

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Name _________________________________

What letter is it?

Consonants

L

y D P Z

______ ______ ______ ______ ______

______ ______ ______ ______ ______

______ ______ ______ ______ ______

Vowels

A e I O U

Can you write the word I say?

1. ______________________________

2. ______________________________

3. ______________________________

Be an “ell” expert! Every time you see it underline

it! Then read the words!

bell tell sell well

“Ell” detectives at work!

en ell ell am ell ed ell et ell

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Once my class has done the Alphabet Review and Phonics Dance what

comes next?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Day One of a New Hunk and Chunk

These steps are the same for your Monday and Wednesday lessons. Those

are the two days during the week that you introduce your new hunks and

chunks.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Step 1: Let’s Hunk and Chunk. Hand out the coordinating worksheet.

Ask the class to look at the top of the page, circle and say the new hunk

and chunk sound each time they see it. You will call this hunking and

chunking (circling) the hunk and chunk. A hunk and chunk can be a noun

when it is two or more letters that combine to make one sound. It is also

a verb when you practice the art of circling the letter combination.

Step 2: Let’s Write. Now it’s time to write four words that contain the

new hunk and chunk. These words should not be the same as the words

the class will be asked to read. For example: You introduced “ing”. The

first word you would ask your class to spell is the word ring. ***Once the

students have written the word, they must circle all of the hunks and

chunks in it! Ring is a single hunk and chunk word so only the ing would

be circled. ***See the Word List Section for your selection of words.

Step 3: Ask the class to spell two more words that contain the new hunk

and chunk. For example: You would ask your class to write swing and

king. Don’t forget to have them hunk and chunk (circle) the hunks and

chunks! Underline consonant clusters and common rimes. If the word has

a suffix or a prefix, bracket the root word. ***Only ask the class to spell

words that contain the hunks and chunks you have reviewed. If you have

not introduced the e-a hunk and chunk, you WOULD NOT ask the class

to spell the word eating.

Step 4: The last word your class will write will be the Word Wall Word of

the Day. It MUST contain the hunk and chunk you just introduced. For

example: If you have chanted “ing”, your Word Wall word of the day

could be thing. Don’t forget to have your class hunk and chunk both the

th and the ing.

****You can find your word of the day from a variety of High Frequency Word Lists or

you can use the list dictated by your district. ***Remember only ask the class to spell

words that contain hunks and chunks they already know! I would not ask the class to

spell the word eating if we had not previously learned the ea hunk and chunk.

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one specific concept or three different concepts. **The possibilities for

these games are endless. These are some ideas to get you started.

Step 5: Let’s read! Now it is time for your class to try to read words

containing the hunk and chunk of the day. Begin this step by having the

class hunk and chunk the words listed underneath the words they have

written. Don’t forget to underline consonant clusters and common rimes

and bracket root words. Once they have shown what they know about

each word they will start reading, placing a checkmark above each word

that has been read. Your job is to monitor the reading being done by each

student.

Step 6: Math Mania. Once a student has finished reading it is time to

start working on the Math Mania section of the page.

Step 7: The lesson ends with a quick Math Review. The children are

responsible for checking their own work.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Word Wall and Word Wall Games

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

1. Synonyms 12. Categorizing

2. Antonyms 13. Rhyming

3. Homophones 14. Vowel Hunt

4. Compound Words 15. A, B, C Order

5. Contractions 16. Plural Game

6. Nouns 17. Syllables

7. Proper Nouns 18. Fill in the Blank

8. Pronouns 19. Root Words

9. Verbs 20. Suffixes

10. Adjectives 21. Prefixes

11. Sentence Structure 22. Chunk Hunt

**** Bingo or Magical Words are fun ways to incorporate games into the

learning process.

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The Phonics Dance

VDowd©1999 Revised August 2008.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Sh – Say, “S-h, sh, sh, sh. S-h, sh, sh, sh.” (Put your

finger to your lips and make the sh sound as you say

the sh sound three times.)

Ch – (It’s time to do the chicken cha cha dance!) Say,

“C-h, ch, ch, ch. (Flap your arms to resemble chicken

wings.) C-h, ch, ch, ch.” (Cha Cha down.)

Th – Point to the linking card and say, “This is a thorn

and that is a thistle.” Chant the hard “th” first, “T- h,

th, th, th.” (As you say the hard th, think this and

that.) Repeat saying the soft “th”. “T-h, th, th, th.” (As

you say the soft th, think thorn and thistle.)

Ow – Make the letters o and w with your fingers. Hit

them together and say, “O - w, ow. There’s a cow going

down, d – o – w – n! That’s the way to get down!”

(Pretend to slide your arms down the slide as you say d-

o-w-n.)

Ou - Make the letters o and u with your fingers. Hit

them together and say, “O - u, ou. O-u-t! o-u-t! Get out

of here you bumble bee. O – u – t, out, out, out!”

Ing – (This is the King of ING’s dance.) Say, “I-n-g, ing,

ing, ing. I-n-g, ing, ing, ing.” (Jump up and down and

turn in a circle three times as you chant ing, ing, ing.)

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Name _____________________ ing, all, ing, all, ing, all, ing, all, ing, all

1. ________________ 2. _______________

3. ________________ 4. _______________

sing wing bring thing all call small tall

Word Wall Fun!

1. _______________ 2. ______________ 3. _____________

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Math Mania

Let’s skip count by twos to 30. * *

12, ___, ___, ___, ___, ___, ___, ___, ___, ___

Doubles fun!

0 + 0 = ____ 2 + 2 = ____ 1 + 1 = ____

4 + 4 = ____ 3 + 3 = ____ 5 + 5 = ____

10 + 10 = ____ 1 + 1 = ____ 4 + 4 = ____

Is it <, >, or =?

12 ___ 14 18 ___ 16 20 ____ 22

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Name _____________________ all, all, all, all, all, all, all, all, all, all, all, all

1. ________________ 2. _______________

3. ________________ 4. _______________

fall falling call calling stall stalling

Word Wall Fun!

1. _______________ 2. ______________ 3. _____________

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Math Mania

Let’s skip count by twos to 20. * *

2, ___, ___, ___, ___, ___, ___, ___, ___, ___

Doubles fun!

0 + 0 = ____ 5 + 5 = ____ 10 + 10 = ____

1 + 1 = ____ 4 + 4 = ____ 2 + 2 = ____

3 + 3 = ____ 0 + 0 = ____ 1 + 1 = ____

Is it <, >, or =?

2 ___ 4 8 ___ 6 10 ____ 10

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Name _______________________

kn, kn, kn, kn, kn, kn, kn, kn, kn, kn, kn

1. _________________________ 2. _______________________

3. _________________________ 4. _______________________

knock knee knit know knew

Word Wall Fun!

1. _______________ 2. _______________ 3. ________________

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Math Mania

What makes this number?

68 = _____ + _____ 70 = _____ + _____ 5 = _____ + _____

Watch your signs! Add or subtract. One is a trickster

you just can’t do! Put an x through that problem!

9 - 4 = _____ 7 + 2 = _____ 5 - 8 = _____

10 + 2 = _____ 7 – 7 = _____ 7 + 7 = _____

Read and solve. Don’t forget to look for key numbers and key words.

I made five Christmas wishes for the world. My

brother made four Christmas wishes for the world and

Elijah made six Christmas wishes for the world. What

is the sum of wishes made by all of the kids?

Bonus: Draw 15 snowflakes. Divide them into groups of five.

How many groups will you have? ____

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Name ________________________

ai, ai, ai, ai, ai, ai, ai, ai, ai, ai, ai, ai

1. _________________________ 2. _______________________

3. _________________________ 4. _______________________

wait straight tail sail hair air

Word Wall Fun!

1. _______________ 2. _______________ 3. ________________

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Math Mania

How many hundreds, tens, and ones are there? H T O H T O

206 = ____ + ____ + ____ 174 = ____ + ____ + ____

____ hundreds ____ hundreds

____ tens ____ tens

____ ones ____ ones

X = 1. Find the answers to each problem.

X + 5 = ____ X + 7 = ____ X + 6 = _____

9 + X = ____ 8 + X = ____ 10 + X = ____

Read and solve.

Today I made a snowman. I thought he would be happy but he

was very sad! He said a bird ate his carrot nose! He started

crying. He cried ten giant snowman tears. I wiped four of them

away. How many tears do I have left to wipe away?

Bonus: What is half of your answer?

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Name _______________________________________

ai, eigh, _ay, ai, eigh, _ay, ai, eigh, _ay, ai, eigh, _ay

1. ________________________ 2. _______________________

3. ________________________ 4. _______________________

rain stain neigh weigh play stay

Word Wall Fun!

1. ___________ 2. _____________ 3. ___________

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Math Mania

Fill in the blank with a number that will make the math

sentence true.

13 < ______ 91 > ______ 75 = _____ 43 < _____

Is my answer right or wrong? Circle the correct answer. If it’s

wrong, write the correct answer on the line! Think skip

counting when you are multiplying!

5 x 0 = 0 That’s right! Wrong. It’s _____



Read and solve. I have nine pieces of bubble gum. Oh, no! My

brother just put six of them in his mouth. How many pieces of

bubble gum do I have left?

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Name _______________________________ With a noun…… S or e-s means more than one!

S or e-s means more than one!

1. ____________________ 2.___________________

3._____________________ 4.____________________ ax axes boy boys church churches toy toys

Word Wall Fun!

1. ___________ 2. _____________ 3. ___________

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Math Mania How much is it?

one nickel and one penny _________

two nickels and two pennies _________

one dime and one penny ________

two dimes and two pennies ________

Can you skip count as you multiply?

5 x 5 = _____ 5 x 7 = _____ 5 x 10 = _____

10 x 5 = _____ 10 x 7 = _____ 10 x 10 = ______

Read and solve. (You will need a picture to solve this!)

George Washington had three cherry trees in his backyard.

Each tree had one hundred cherries in it. How many cherries

were in all of George’s cherry trees?

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Name ___________________________________ Silly, silly i and e. How will you say the letter c?

Smarty, smarty a, o, u. When you see c what will

you do?

1. ____________________ 2.___________________

3._____________________ 4.____________________ cat car cry circle city center centimeter

Does the word I say have a smarty c or a silly c?

1. ___________ 2. _____________ 3. ___________

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Math Mania Skip count by tens. 20 , ____, ____, ____, ____, ____, ____

Skip count by fives. 20 , ____, ____, ____, ____, ____, ____

Can you skip count as you multiply?

5 x 2 = _____ 5 x 3 = _____ 5 x 4 = _____

10 x 5 = _____ 10 x 6 = _____ 10 x 7 = ______

Read and solve.

There are fifty states in the United States. What is half of

fifty? (Think about 50 cents and it will be easy!!!!)

Bonus. There are fifty states in the U.S.A. Two states are not

connected to the continental United States. How many states are

connected in all?

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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Monster Words

Special ways to remember spelling tricky

words! (The word wall cards that coincide

with these chants can be found in the

linking chart section of the manual.)

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

1. who ~ w-h-o. Whooo, whooo! (sound like

an owl).

2. what ~ w-h-a-t. What is that in the hat???

3. when ~ w-h-e-n. When, when will we kiss

a hen?

4. where ~ w-h-e-r-e. Where, where,

where??? Here! Here! Here!

5. why ~ w-h-y.....Why is there a w-h?

6. which ~ w-h-I-c-h. It’s not a wicked

witch!

7. went ~ w-e-n-t. We went to the ______!

8. want ~ w-a-n-t. I want to go on a picnic

but I don’t want ants!

9. can’t ~ c-a-n - apostrophe t.

10. friend ~ f-r-i-e-n-d. A friend until the

end.

11. said ~ s-a-i-d ~ Dot that i. Dot that i! I

said…

12. have ~ h-a-v .... Don’t forget the e!

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