On The Rug - Tip Sheet

On the Rug - Teacher Tip Sheet

Yellow Series - Book 4 - On The Rug

Grapheme/Phoneme Correspondence

Tips and Activities to Try

Introduced in This Book

• <r>/r/, <l>/l/

Previously Introduced

Vowels

• short <a>/ă/, short <o>/ŏ/, short <i>/ĭ/, short <u>/ŭ/

Consonants

• <c>/k/, <g>/g/, <s>/s/ and /z/, <d>/d/, <h>/h/, <m>/m/, <n>/n/, <p>/p/, <t>/t/, <b>/b/, <f>/f/

Digraphs

• <th>/TH/ voiced (only in the)

Additional Concepts

• final consonant cluster <nd> (only in and)

Key Concepts to Understand

• <r> and <l> are referred to as liquid consonants (see Orthographic Conventions)

Words and Phrases for Reading and Writing

Here is a list of words that can be used for phonemic awareness activities, reading, dictation, games cards, etc.:

• lap, lad, lid, lit, run, ran, rid, rug, runs, rip, rim, rod, ram, rap, hops, sets, gets, hits, digs, sits, sips, fits, pig, nut, has, fan, tan, man, can, not, hop, pop

Here is a word chain you could complete with blending cards:

• ran → rat → rap → rip → rim → ram → bam → ban → pan → pat → pot → lot → lit → lip → lid → lad → lap

Here are phrases that can be used for reading and/or dictation practice. These phrases can be combined to create sentences.

You can differentiate for your students by dropping some of the words in these phases (e.g., “his fat lip” can just be “his lip”).

Orthographic Conventions/Patterns and Generalisations

Tips and Activities to Try

• concept of liquid consonants

Key Concepts to Understand

• <r> and <l> are referred to as liquid consonants
• liquids are consonant speech sounds where the tongue creates a partial closure - the air flows either to the side of the mouth (/l/) or still forward and over the tongue (/r/) - this creates a vowel-like sound
• liquids tend to be among the later-developing speech sounds in children - can be difficult to pronounce and spell

Morphology

Tips and Activities to Try

Introduced in this Book

• concept of “base” (free base can stand alone as a word) and concept of “suffix”

• suffix <-s> (both /s/ and /z/) as third person singular verb present tense

Note: there are two other functions of suffix <-s>: plural as in cats and possessive as in cat’s, which will be introduced later in the series

Key Concepts to Understand

• a base is a structural element that forms the foundation of a written word (the term “root” refers to the etymological/ historical source of the base) 
• a free base is a base that functions independently/forms a complete English word on its own
• a suffix is a morpheme attached after a base - often changes the grammatical structure or the “sense” of a word

Key Concepts to Understand

• the suffix <-s> represents the unvoiced phoneme /s/ if it follows an unvoiced phoneme (e.g., jumps, hits)
• the suffix <-s> represents the voiced phoneme /z/ if it follows a voiced phoneme (e.g., digs, calls)
• the suffix <-s> can indicate third person singular present tense (e.g., she jumps, he runs, Sue hits, etc.)

Comprehension Corner - On the Rug

Vocabulary Development

• What does it mean when something tips?
• What is a rug? Can you think of other words we use for a rug?

Making Connections

• Do you have a pet? If you were able to get any pet, which would you choose?

Inferencing

• How do you think Lan feels when Dog jumps on her lap?
• How do you think Lan is feeling at the end of the story? How do you know?

Retelling/Summarizing

• Can you retell the story?
• Which part of the story did you like the most?