In Bed - Tip Sheet

In Bed - Teacher Tip Sheet

Yellow Series - Book 6 - In Bed

Grapheme/Phoneme Correspondence

Tips and Activities to Try

Introduced in This Book

• short <e>/ĕ/
• <x>/ks/

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/, <r>/r/, <l>/l/, <z>/z/

Digraphs

• <th>/TH/ voiced (only in the), <ck>/k/, <ff>/f/

Additional Concepts

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

Key Concepts to Understand

• vowel phonemes are continuous, voiced, and have unobstructed air flow
• what distinguishes the articulation of one vowel phoneme from the other is the shape of the mouth, tongue and lips
• explicit teaching prevents confusion (e.g., the short /e/ phoneme can be confused with short /i/ phoneme - use a key word to help students remember and distinguish between these sounds (e.g., <e> edge /e/, <i> itchy /i/), and draw attention to the slight changes that occur in their mouths as they move between these phonemes
• the grapheme <x> represents /ks/, which is actually two phones combined - this can be challenging for students, extra practice may be needed with these words

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.:

• bed, red, hen, den, hem, led, let, men, met, pen, pet, ten, fed, box, fox, fix, six, mix, lax, tax, luck, lock, back, sack, sick, lick, puck, muck, duck, sock, dock

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

• bet → set → met → men → den → deck → dock → lock → lick → lip → sip → six → fix → fax → max → tax → tux → tuck → buck → bun

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., Six cats packs the box. → Six cats pack the box.)

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

Orthographic Conventions/Patterns and Generalisations

Tips and Activities to Try

• use <ck> to represent /k/ final to base after single short vowel

Key Concepts to Understand

• the digraph <ck> representing /k/ is found in final base position, after a single short vowel

Activities to Try

• provide students with a deck of word cards to read and/or spell including the digraph <ck>
• have students play a board game (any board game will work) - before rolling the dice, student needs to either read or spell a word from the deck
• have students make their own list of <ck> words to use in the above game
• some additional <ck> activities can be found at: https://alongthelearningjourney.wordpress.com/2019/12/28/post-8-closed-syllable-spelling-patterns/

Morphology

Tips and Activities to Try

Previously Introduced

• suffix <-s> third person singular

• note suffix <-s> as students encounter it and support where needed

Comprehension Corner - In Bed

Vocabulary Development

• What is a den?
• Do you know any other animals that live in dens?

Making Connections

• Where do you sleep at night?
• Do you sleep with anything special at night? (a stuffie, a blanket, etc.)

Inferencing

• Why do you think wild animals sleep in dens?
• Why do you think Cat might be sleeping on Dad instead of in his own bed?

Retelling/Summarizing

• Describe this book to someone - pretend they have not read it.