Sledding - Tip Sheet

Sledding - Teacher Tip Sheet

Blue Series - Book 1 - Sledding

Grapheme/Phoneme Correspondence

Tips and Activities to Try

Introduced in This Book

• long <o>/ō/ and long <e>/ē/ in open syllables (e.g., “me”, “we”) 

Previously Introduced

Vowels

• all short vowel, <u>/o͝͝o/

Consonants

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

Digraphs/Trigraphs

• <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/

Additional Concepts

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

Key Concepts to Understand

• open syllables are often described as a syllable ending in a vowel therefore producing its long sound (e.g., so, no, he)
• Note: this book can be used for consolidation of: <al>, <-ll>, consonant clusters, <ng>, digraphs, <pull> (/o͝͝o/), and reading words with suffixes

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.:

• ball, call, staff, fall, small, squall, bang, hung, fang, fling, sting, bush, put, full, squish, flush, champ, think, thing, bringing, running, tossing, pulled, pushing, slipping, go, so, no, be, he, me, we

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., You was going to the hill. → You were going to the hill.)

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

Orthographic Conventions/Patterns and Generalisations

Tips and Activities to Try

• long vowel sounds in open syllables

• open syllables are often described as a syllable ending in a vowel, therefore producing its long sound (e.g., so, no, he)

Morphology

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

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

• “you”

Key Concepts to Understand

• you is best taught alongside your(s), our(s) → these words are connected in meaning and spelling
• you → refers to the person/people the speaker is addressing
• your → belonging to/associated with the person/people the speaker is addressing
• our → belonging to/associated with the speaker and one or more other people
• these words are connected with <ou>
• pronunciation of the <ou> is not consistent within these three words
• spelling prioritises meaning over phonics

Refer to Page 2 in Grapheme/Phoneme Correspondence Background Information Sheets.

Comprehension Corner - Sledding

Vocabulary Development

• What happened to Dad when he was sledding? 

Making Connections

• Have you ever been sledding? Did you sled on a big hill or a small hill?

Inferencing

• What do you think happened after the boy went over the jump?

Retelling/Summarizing

• What is your favourite page in this book? Why?