Sports - Tip Sheet

Cover page for the book titled "Sports" showing a young girl at a tennis court about to hit a tennis ball with a racket


Sports - Teacher Tip Sheet

Blue Series - Book 8 - Sports

Grapheme/Phoneme Correspondence

Tips and Activities to Try

Introduced in This Book

  • <or>/or/ (e.g., sports)

Previously Introduced


  • all short vowel, <u>/o͝͝o/
  • <o>/ō/, <e>/ē/, <y>/ī/, <ee>/ē/, <ay>/ā/, <ai>/ā/


  • all single consonants and clusters
  • <ng>/ng/, <nk>/nk/
  • <s> /s/ and /z/, <c>/s/


  • <th>/TH/ voiced, <th>/th/ unvoiced, <ck>/k/, <ff>/f/, <zz>/z/, <ss>/s/, <ll>/l/, <sh>/sh/, <ch>/ch/, <qu>/kw/, <-tch>/ch/, <-dge>/j/, <wh>/wh/

Additional Concepts

  • <al> (<a> as short /ŏ/ before <l>)
  • <wa> (<a> as short /ŏ/ after <w>)
  • <er>/er/

Key Concepts to Understand

  • rhotic vowels are often referred to as “bossy r” or “r-controlled vowel”
  • Note: not all English speakers are ‘rhotic’ (e.g., pronounce /r/ in words with <ar>, <ir>, <er>, etc.)
  • <-or> can also be a suffix, but is not introduced at this time

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.:

  • for, orb, or, born, cord, cork, corn, dorm, fork, form, fort, horn, port, sort, torn, thorn, porch, short, forth, north, scorn, snort, sport, storm, torch

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

  • or → for → fork → form → fort → forth → north → norm → dorm → corm → cord → corn → scorn

Here are phrases that can be used for reading and/or dictation practice. These phrases can be combined to create sentences. A good opportunity arises to address syntax if the resulting sentence is not grammatically correct (e.g., Norm and Faith was born. → Norm and Faith were born.)

Noun Phrase

Verb Phrase

Prepositional Phrase

the torn dress

was born

in the storm

short Doris

played back and forth

under the porch

the horned herd


with her fork

Norm and Faith


in the fort


You can differentiate for your students by dropping some of the words in these phases (e.g., “played back and forth” can just be “played”)


Tips and Activities to Try

Previously Introduced

  • suffix <-s> third person singular, plural, and possessive
  • suffix <-ing> as present participle
  • suffix <-ed> as past tense of a verb
  • compound words

Key Concepts to Understand

  • Note: It is important to ask students to cover the suffix with their finger in order to focus on the base when consonant clusters are in final position and have an attached suffix. When reading drifting, ask students to cover the <-ing> and read drift, ask them to release their finger and reread the entire word with the <-ing>, drifting.

High Frequency Words

Tips and Activities to Try

  • “are”

Key Concepts to Understand

  • there are many variables that may have influenced the spelling of are over time - the final <e> in are could mark are’s relationship to were and be - making students aware of this relationship can help them remember the spelling of all three words

Comprehension Corner - Sports

Vocabulary Development

  • Have you ever heard of cricket? Do you know of another type of cricket? 

Making Connections

  • Have you played any of the sports the children were playing in this book?
  • Do you participate in a different sport?


  • Can new sports be invented at any time? Explain your thinking.
  • How do you think these sports came to be?


  • What were all the sports mentioned in this book?


Tip Sheet written by Shari Kudsia and Helen Maclean - April 2023 - ©SyllaSense Inc.