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1© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
M01K20Z00Z0T15Z0
2© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
5 Program Overview
6 Introduction
7 Unit 1: The General Store and Jailhouse
Activity 1 – Word Building 1 (Long Vowels)
Activity 2 – Word Building 2 (Short Vowels)
Activity 3 – Scrambling Words (Vowel and Consonant Digraphs)
Activity 4 – Unscramble a Silly Story (Vowel Diphthongs and Consonant Blends)
Activity 5 – Double Trouble (Double Consonants)
Activity 6 – Rootin’ Tootin’ Verbs (Verbs)
Activity 7 – Verb-a-doodle-doo! (Verbs)
Activity 8 – Literature Activity (Kites Sail High and The Quilt Story)
Activity 9 – Shake It Up! (Culminating Activity)
29 Unit 2: The Word Rodeo
Activity 1 – Camping Out With Compound Words (Compounds)
Activity 2 – Create a Compound Story (Compounds)
Activity 3 – Load Up the Wagon (Prefixes)
Activity 4 – Mix It Up With Mumpher (Prefixes)
Activity 5 – Happy Endings (Suffixes)
Activity 6 – Mumpher Rides the Rodeo (Suffixes)
Activity 7 – Literature Activity (All Aboard Overnight)
Activity 8 – Word Roundup Games (Culminating Activity)
43 Unit 3: The Silent Letter Stagecoach
Activity 1 – Picture This
Activity 2 – Silent E Necklace
Activity 3 – The Silent Mystery
Activity 4 – Pick a Word
Kid Phonics™ 2Table of Contents
Reproduction of these pages by the classroom teacher for use in the classroom is permissible. Reproduction of any part of this book for an entire school or school system or for commercial use is strictly prohibited.
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Kid Phonics 2
Activity 5 – A Superhero Silly Silent E Story
Activity 6 – The Unscrambler
Activity 7 – Literature Activity (There’s a Nightmare in My Closet )
Activity 8 – Silent EEEEasy Street (Culminating Activity)
55 Unit 4: Homonym Hotel
Activity 1 – Homonym Pictures
Activity 2 – Pencil It In
Activity 3 – Fishing for Homonyms
Activity 4 – Choices, Choices
Activity 5 – Some Silly Scenes
Activity 6 – Homonym Word Search
Activity 7 – Literature Activity (The Greedy Python)
Activity 8 – Homination! (Culminating Activity)
71 Unit 5: Phantastic Phonic Phun
Activity 1 – Sound Buster Theater (Drama)
Activity 2 – Tasty Western Word Collage (Art)
Activity 3 – Modeling Dough Word Roundup (Art)
Activity 4 – The Ding Dong Dance (Music)
Activity 5 – The Pony Express (Social Studies)
81 Appendices
Appendix A – Sound Buster Song Lyrics
Appendix B – Jailhouse Decoder Word List
Appendix C – General Store Word Builder Ranch Word List
Appendix D – Word Rodeo Compound Word List
Appendix E – Word Rodeo Prefix List
Appendix F – Word Rodeo Suffix List
Appendix G – Homonym Hotel Word List
Appendix H – Silent Letter Stagecoach Word List
Appendix I – Non-Silent Letter Stagecoach Word List
Appendix J – Sound Buster Clip Art
Appendix K – Certificates
Appendix L – Language Arts Skills Bibliography
Appendix M – Professional Book Bibliography
4© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
Author
Deborah Shepherd Hayes
Design and Layout
Kelly YearyPam Wissinger
Editor
Joe Skelley
Producer
Faye Schwartz
5© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
Kid Phonics™ 2
Levels
For ages
6–9
Activity Components
General Store – Go shopping to choose
a word, then learn how to build the
word and use it in a sentence.
Homonym Hotel – Listen to the Old
Timers talk about homonyms.
Word Rodeo – Play the rodeo game by
using suffixes, prefixes, and com-
pound words.
Silent Letter Stagecoach – Use your
knowledge of silent letters to rescue
the Sound Busters from bandits.
Jailhouse Decoder – Explore words by
unscrambling phonemes to set the
desperadoes free.
Dance Hall – Enjoy music “videos” with
your favorite Sound Busters.
Wild West Times – Print out the saved
sentences you have built.
Special Features
� Original songs and lyrics that
correlate with several phonics skills
� Seven modes of play
� Music plays on audio CD player
� Teacher Control Panel to choose
specific skills focus
Curriculum Skills
� Word and sentence building
� Prefixes and suffixes
� Compound words
� Homonyms
� Silent letter words
� Context clues
� Reading
� Writing
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Kid Phonics 2
INTRODUCTION
Welcome to the wonderful world of Kid Phonics 2,where the singing Sound Busters invite kids to theWild West town of Phonics Flats. This teacher’sguide, for kindergarten through third grade, isdesigned to provide meaningful off-line activitiesfor students that cover the wide range of phonicsskills presented in the program. The activities canbe used to introduce a given skill, or as follow-upsto the computer activities.
Kid Phonics 2 provides students the opportunity towork in a rich, multimedia learning environmentthat includes graphics, music, sound effects, andvisual and audio reinforcements. Through a vari-ety of compelling activities, students are encour-aged to construct words from phonemes, buildsentences from words, create new words byadding suffixes, prefixes, and silent letters, andexplore the worlds of homonyms and compoundwords.
As the educator, you have access to the programControl Panel, where you can choose the skillfocus for a given activity. You can also choose thebest method of using Kid Phonics 2 in your class-room. With one or two computers, set up work-station activities for student partners. If you havea pod of computers in your classroom, send coop-erative learning groups to the computer areawith a group task. Kid Phonics 2 is also easilyused in the computer lab, as it provides so manyoptions to individual users. If you have access toan overhead projection device (LCD panel ortelevision monitor), use the features in KidPhonics 2 to introduce a skill or concept to theentire class at the same time.
Watch your students build their reading abilityand confidence level as they begin to make senseof the sometimes challenging “rules and excep-tions” of the English language. Enjoy the fun,challenge, and learning opportunities in KidPhonics 2!
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Kid Phonics 2
UNIT 1: THE GENERAL STOREAND JAILHOUSE
This unit focuses on word and sentence building. Students will explore a variety of
phonemes that include short and long vowels, consonant and vowel digraphs,
consonant blends, and vowel diphthongs. The use of verbs is also introduced for
sentence construction. The off-line activities in Unit 1 complement the computer
activities and can be used either as an introduction to a skill or as a follow-up.
Learning Objectives
� To understand that words are created by individual letters and sounds.
� To understand that sometimes two or three letters work together to create a sin-
gle or blended sound in a word.
� To understand sentences comprised of different words with different meanings.
� To understand that a verb is an action word and that all sentences need a verb
in order to be complete.
Unit 1 Activities
Activity 1 – Word Building 1 (Long Vowels)
Activity 2 – Word Building 2 (Short Vowels)
Activity 3 – Scrambling Words (Vowel and Consonant Digraphs)
Activity 4 – Unscramble a Silly Story (Vowel Diphthongs and Consonant Blends)
Activity 5 – Double Trouble (Double Consonants)
Activity 6 – Rootin’ Tootin’ Verbs (Verbs)
Activity 7 – Verb-a-doole-doo! (Verbs)
Activity 8 – Literature Activity (Kites Sail High and The Quilt Story)
Activity 9 – Shake It Up! (Culminating Activity)
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Kid Phonics 2
Activity 1 – Word Building 1
This activity is best done as a follow-up to time
spent in the General Store feature of the pro-
gram, where students are instructed with both
auditory and visual cues.
� Remind students that words are created from
individual letters and groups of letters.
� Write several words on the board that focus
on long vowels, for example child, wastebas-
ket, tree, go. Underline the vowels in each.
� Ask students to identify the vowel letters.
Guide them to understand that when pro-
nouncing each word, the actual letter is
heard. Tell them this is the long vowel sound.
� Ask the students to sound out the word child.
Break the word child into its phonemes – ch,
i, ld – and write them on the board.
� Pass out copies of the Word Building 1 activi-
ty sheets, pgs. 13–14, to the students. Tell them
they will be identifying the picture, then
sounding out the word by using some of the
phonemes next to each picture. Write the
phonemes in order below each picture.
Depending upon the age and ability level of
your students, you may want to review and
identify the pictures first before students work
independently.
Correct Answersr ai n c oa t
wh ee l
m ai l b o x
cl o v er
s ai l b oa t
t ee p ee
Activity 2 – Word Building 2
Follow the instructions for Activity 1, but point out
the short vowel sounds for the five vowels and
use the following words for short vowel examples:
traffic, juggler, off, empty, in. Hand out copies of
the Word Building 2 activity sheets, pgs. 15–16.
Correct Answersa pple s au ce
f e n ce
p a d l o ck
n e ck l a ce
b u tt er
h a mm er
Activity 3 – Scrambling Words
This activity is best done as a follow-up to time
spent in the Jailhouse feature of the program.
� Write the word tree on the board. Ask stu-
dents to sound out the word.
� Next, write the phonemes on the board – t r
ee. Point out that two e’s are put together to
create one sound.
� Write the word moon on the board and
explain again that two vowels, in this case
o’s, can be put together to create one sound.
� Pass out copies of the Scrambling Words
activity sheet, pg. 17, to the students. Tell
them they will need to unscramble the
phonemes in order to discover the word.
Remind them to cross off the words in the box
as they unscramble them, to help with
process of elimination.
UNIT 1: THE GENERAL STORE AND JAILHOUSE
Correct Answers1. sneezed 6. stagehand
2. childhood 7. weight
3. tablespoon 8. rowdiness
4. shadows 9. trousers
5. honeydew 10. wheeze
Activity 4 – Unscramble a Silly Story
Hand out copies of the Unscramble a Silly Story
activity sheet, pg. 18. Read through the story with
the class first to be sure students understand the
overall theme of the story. Students will need to
use contextual clues in order to determine which
words best fit in the blanks provided. As a bonus,
students can circle the blended letters that create
the diphthongs in each word. To assist the stu-
dents, you may want to list the words on the
board.
Correct Answersplayground drowsy
skates squeeze
ointment sprinkler
soybeans voyage
sprout friend
Activity 5 – Double Trouble
Review with students some words that have dou-
ble consonants, for example yell, yellow, wiggle,
ball, matter, grass. Hand out copies of the
Double Trouble activity sheet, pg. 19. In this activ-
ity, students will identify the words with double
consonants, then determine a rhyming word to
end each sentence.
Possible Answers1. trouble 3. yellow
2. kiss 4. yell
5. jiggle 8. butter
6. fatter 9. ball
7. mess 10. silly
Activity 6 – Rootin’ Tootin’ Verbs
This activity assumes you are introducing verbs
to your students for the first time and is geared
toward the younger students.
� On the board, write the sentence “He is jump-
ing over the rocks.” Ask students to read the
sentence (or read it for them if necessary).
Ask students to tell you what action the boy is
doing. When they tell you he is jumping, cir-
cle that word, then explain that action words
are verbs.
� Refer to the General Store (Word and
Sentence Building) feature of the program.
Remind students that Rhyma is holding a
scroll with many action words written on it.
These words are verbs. Tell the students they
will be thinking of some verbs.
� Create three headings on the board: Park,
Ocean, and Party. Ask the students to share
what kinds of actions would happen at each
place. When there are several verbs under
each heading, distribute copies of the Rootin’
Tootin’ Verbs activity sheet, pg. 20, to the stu-
dents. Instruct them to choose appropriate
verbs for each section of the activity.
Activity 7 – Verb-a-doodle-doo!
This activity assumes that your students are
already somewhat familiar with the concept of
verbs. Students will also need to know something
about the endings ed and ing, and the terms past
tense and present tense.
� Tell students you will be reading them a story,
but there will be several verbs missing. It will
be their job to create the missing verbs. Pass
out copies of the Costume Contest! activity
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Kid Phonics 2
sheets, pgs. 21–23. Ask students to write down
18 different verbs in the spaces provided.
Remind them to add an “ed” or “ing” ending
where indicated. Explain that sometimes a
past tense verb will end with “ed” (like
kicked) but other times it won’t (fell). Students
will need to note the difference on their
activity sheets.
� When the students are finished, ask for volun-
teer to help you read the story. As you read
“The Costume Contest” and come to a blank
in the story, ask a student to read his or her
verb for the appropriate blank. Students will
soon discover the silliness of the story and
want their verbs read!
Activity 8 – Literature Activity
Action Strips
Book: Kites Sail High, Ruth Heller, Grosset and
Dunlap, New York, 1988.
Book Summary: A beautifully illustrated book,
written in verse, that gives written and pictor-
ial examples of all types of verbs.
� Remind kids what verbs are: action words.
Read the story aloud. Share the beautiful
illustrations. Point out that the verbs in the
story are written in bold and larger type.
� Reproduce the Action Strips activity sheet,
pg. 23, and cut out all the strips. Fold them
into smaller pieces and place them in a color-
ful container. Gather the students in a small
area on the floor. Ask a student to pick an
Action Strip from the container. Read it aloud.
� Ask kids to listen for the verb in the sentence.
(The sentences are related to the book, so
you may want to show the illustrations when
appropriate.) � Write the Action Strip on the board and
underline the verb. Ask students to think of
another verb to replace the one in the sen-
tence. Erase the verb and write in student
suggestions. Repeat this process until all the
strips have been read.
ExtensionKids can act out the sentences in pairs while the
rest of the class guesses the verb.
Quilting With Verbs
Book: The Quilt Story, Tony Johnson and Tomie
dePaola, Putnam, New York, 1985.
Book Summary: A charming comparative story
about the lives of two little girls, one living in
colonial times and the other in the twentieth
century. A mother makes one little girl a quilt
that is found in the attic many years later,
repaired and used again.
Activity Summary: Students will practice using
action words by creating a collective quilt.
Materials� 10"x10" squares of different-colored construc-
tion paper (pastel and light colors)
� Crayons, marking pens, colored pencils
� Stapler
� Bulletin board space
� Introduce the book to students by holding it
up and asking kids to share what they know
about quilts. If you have a quilt from home,
bring it to share with the students. Discuss
with them that a quilt is made up of many dif-
ferent patterns and squares, and sometimes
different materials.
� Remind students that a verb is an action
word. Read the story aloud to the class, ask-
ing them to listen for the many verbs in the
story.
� Start a verb list on the board. Ask students to
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Kid Phonics 2
recall verbs they heard in the story. Refer
back to the story until a generous list has
been created. Discuss the actions in each pic-
ture of the story.
� Tell students they will be selecting a verb
from the Quilt Story list and illustrating it on
the construction paper. Some verbs from the
story include stitch, spill, rode, hide, sleep,
moved, build, rocked, eat, fold, and dig.
� Distribute the paper and drawing tools to the
students. Once they have chosen their verb,
they should write the word somewhere in
their square, then begin illustrating. Remind
students that it’s okay if several of them
choose the same verb, as each person will
interpret and illustrate the verb differently.
After the Lesson� Staple the squares onto a bulletin board in a
quilt-like fashion. To make a larger, more
elaborate quilt, select two complementary
colors (your school colors, for example) and
cut several constructions squares from
those colors. Staple one of these blank col-
ored squares between each of the students’
squares.
Activity 9 – Shake It Up!
Shake It Up! is a fun interactive game to be
played with the entire class. Each student is
given an index card with a phoneme written on
it. When a word is called out, students mingle
about the room trying to create that particular
word.
Materials� 30 large index cards
� One copy of the Shake It Up! activity sheets,
pgs. 25–26 (Set #1 and Set #2); glue one
phoneme label to each card for a set of 30
cards. (You may want to laminate the cards
for durability.) (A complete card set is based
on a class size of 30.)
Setting It Up� Remind students that words are made up of
individual letters and sounds. Write the word
cat on the board. Ask a student to sound out
the word and identify the three individual let-
ters that make up the word (c a t). Then
review with students how groups of letters
can work together to create a single sound.
Write that on the board. Use a student volun-
teer to sound out the word and identify the
three parts to the word (th a t). Next, discuss
how sometimes letters can work together to
create a blended sound. Write splash on the
board and use a student volunteer again.
Point out the three phonemes for that word
(spl a sh).
� Tell students they will work as a large group
to help create some words out of phoneme
cards.
Game Options� Large Group: Have the entire class play at
one time. You will need to use all of the cards
(Set #1 and Set #2), so if there are less than 30
students in your class, some students should
hold two cards.
Suggested Use: Use this option when your
students are familiar with phonemes and are
able to read independently.
� Two Groups: Divide the class into two equal
groups. You will use only Set 1, so two index
cards per phoneme will need to be made.
Group A will have 15 students, each holding
one of the phoneme cards in Set #1. Group B
will have 15 students, each also holding one
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Kid Phonics 2
of the phoneme cards in Set #1. Arrange the
student groups in different areas of the
classroom.
Suggested Use: Use this for students still chal-
lenged by reading who are at the initial
stages of word construction.
Playing the Game� Explain to students that the object of the
game is for them to work cooperatively to cre-
ate the word you or a student caller calls out.
They should sound out the word to them-
selves first, then look at their phoneme card to
determine if the letter sound on their card
would be part of that word. If the letter sound
does not fit into the word, they should sit
down for that round.
� Begin the game by calling out one of the
words from either Set #1 or Set #2, depending
upon which playing option you choose. When
the word has been called, students will min-
gle among the group and try to find the other
phonemes to help create the word. For an
easier version of the game, you can write the
word on the board for students to refer to.
� When a group of students thinks they have
correctly created the word with their
phoneme cards, ask them to come to the front
of the room. Enlist the support of the entire
class to determine if the word was created
properly or if additional help is needed.
When the class has decided the word was
created accurately, write the word on the
board.
� Call another word from the set and play the
game again.� For a variation, after each word has been
created and recorded, ask the students to
swap their phoneme card with another stu-
dent.
Set #1 – Vowel Digraph Words
1. raincoat r ai n c oa t
2. sailboat s ai l b oa t
3. plain p l ai n
4. train t r ai n
5. weigh w eigh
6. neighbor n eigh b or
7. sleigh s l eigh
8. paint p ai n t
9. pray p r ay
10. stay s t ay
Set #2 – Consonant Blend Words
1. splash spl a sh
2. sound s ou nd
3. jumping j u mp ing
4. bump b u mp
5. round r ou nd
6. grab g r ab
7. ground gr ou nd
8. abound a b ou nd
9. splint spl i nt
10. burnt b u r nt
Note: Once students have completed all of the
words in each set, challenge them to create other
words with their phonemes. You can also use a
copy of the Blank Set, pg. 27, to make other
phoneme cards.
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Kid Phonics 2
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Kid Phonics 2
UNIT 1 ACTIVITY 1
Word Building 1 (Long Vowels) Name ________________________
Build the words by finding the right sound cards and writing them in order inthe boxes below.
e a ai c n r
v u o oa i t
i u ee l w th
o a ai ea r wh
i a u ea d m
o ai b l x n
UNIT 1 ACTIVITY 1
Word Building 1 (Long Vowels) Name ________________________Continued
e f w ar or sl
o v z er cl y
i a o ea b l
t u ai oa d s
i ee ai au m p
u o ee b n t
14© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
UNIT 1 ACTIVITY 2
Word Building 2 (Short Vowels) Name ________________________
Build the words by finding the right sound cards and writing them in order inthe boxes below.
e a ai s z bl
au u ce sh pple pr
e a i h n ce
nd u f m z fr
a o ck gh mm r
e b d l p u
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Kid Phonics 2
UNIT 1 ACTIVITY 2
Word Building 2 (Short Vowels) Name ________________________Continued
a o b l r ze
e u ck n ce m
a i u d p ar
b e o c tt er
a i l nn er mp
e h mm ar or y
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Kid Phonics 2
UNIT 1 ACTIVITY 3
Scrambling Words Name ________________________(Vowel and Consonant Digraphs)
Baby Boogie needs some help putting these scrambled words back together.
1. ze ee sn d __________________________________________
2. h oo d ch i l d __________________________________________
3. oo a n sp t ble __________________________________________
4. a d sh ow s __________________________________________
5. d n ew o h ey __________________________________________
6. a a ge nd st h __________________________________________
7. w t eigh __________________________________________
8. e n r ss di ow __________________________________________
9. er ou tr s s __________________________________________
10. wh ze ee __________________________________________
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Kid Phonics 2
tablespoon honeydewstagehand sneezedrowdiness wheezetrousers childhoodweight shadows
UNIT 1 ACTIVITY 4
Unscramble a Silly Story Name ________________________(Vowel Diphthongs and Consonant Blends)
Read this silly story about the Phonics Flats Characters. Unscramble thewords below the blanks, then fill in the blanks with the correct words.
All of the Sound Busters decided to come to your school
____________________. Miggles brought a pair of _______________. Tweed(nd pl ay ou gr) (ate s sk)
brought along some _________________ in case Miggles fell down and hurt(nt m e t n oi)
himself. Rhyma decided to plant a garden of __________________ in the sand-(n ea b s oy s)
box. Baby Boogie wanted to watch the beans ____________, but she became (t ou spr)
____________ after a while. Mumpher was too big for most of the equipment (ow sy dr)
but was able to _____________ into a swing. Boogie accidentally turned (ze squ ee)
the ______________ on and got everyone wet. The sandbox became an ocean(l er k i spr n)
of water, and the soybeans started a floating _______________towards the (age v oy)
slide. Even though the Sound Buster critters made a big mess,
they came to visit because they want you as their ____________.(nd ie fr)
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Kid Phonics 2
UNIT 1 ACTIVITY 5
Double Trouble Name ________________________(Double Consonants)
Some words have two of the same consonant letters next to eachother to create a single sound. Circle the words below with doubleconsonants in them. Then think of a word which will rhyme with the word you circled. Write your word on the line.
Example: Miggles got the giggles.
1. If you pop my bubble, there will be __________________________________
2. That snake will hiss unless you give it a ______________________________
3. The hat on that fellow is the color ____________________________________
4. When Baby Boogie fell, she let out a big ______________________________
5. During the dance, we wiggle and ____________________________________
6. The pig said, “It doesn’t matter if I get ________________________________
7. If you spill less, there won’t be as much of a __________________________
8. Close the shutter, then pass me the __________________________________
9. Though the boy was small, he sure could throw a ______________________
10. His name is Willy, and people say he is ______________________________
Now it’s your turn! Create some of your own rhyming double-consonant sentences.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
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Kid Phonics 2
UNIT 1 ACTIVITY 6
Rootin’ Tootin’ Verbs (Verbs) Name ________________________
Miggles is going to the park.
Miggles will _________________________________.
Miggles will _________________________________.
Miggles will _________________________________.
And Miggles will _________________________________.
Miggles is going to the park.
Rhyma is going to the ocean.
Rhyma will _________________________________.
Rhyma will _________________________________.
Rhyma will _________________________________.
And Rhyma will _________________________________.
Rhyma is going to the ocean.
Mumpher is going to a party.
Mumpher will _________________________________.
Mumpher will _________________________________.
Mumpher will _________________________________.
And Mumpher will _________________________________.
Mumpher is going to a party.
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Kid Phonics 2
UNIT 1 ACTIVITY 7
Verb-a-doodle-doo! Name ______________________________(Verbs)
The Costume Contest!
One day in Phonics Flats while all of the Sound Busters were
_________ing at the Hotel porch, Boogie suddenly got an idea. He ________ed(1) (2)
up and down with excitement! Rhyma __________ed at his enthusiasm. “I(3)
think we should have a costume contest!” said Boogie.
All of the Sound Busters thought this was a great idea. Mumpher began
__________ing his costume. Rhyma went __________ing at the General Store. (4) (5)
Baby Boogie and Miggles decided to _______________ a costume together. (6) present tense
And Tweed __________ed plenty of materials for his costume.(7)
The big day finally arrived. Boogie __________ed onto the stagecoach(8)
and __________ed for everyone’s attention.(9)
“OK, Sound Busters!” he _________ed. (10)
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Kid Phonics 2
UNIT 1 ACTIVITY 7
Verb-a-doodle-doo! Name:______________________________
The Costume Contest! (continued)
“Everyone needs to ______________ up over by the Hotel porch.” All of (11) present tense
the Sound Busters __________ed to the Hotel. Boogie decided to be the judge(12)
since it was his idea. Everybody __________ed in front of Boogie.(13)
Mumpher __________ed on his costume because it was too big. Miggles(14)
and Baby Boogie were__________ing so much inside their costume that they (15)
_______________on top of Rhyma. (16) past tense
Boogie _______________ and _______________ before making his final (17) past tense (18) past tense
decision. In the end, Boogie declared all of the Sound Busters winners and
they enjoyed a big party in Phonics Flats.
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Kid Phonics 2
UNIT 1 ACTIVITY 7
Verb-a-doodle-doo! Name:______________________________
The Costume Contest! (continued)
1. ________________________________ (add “ing” to your verb)
2. ________________________________ (add “ed” to your verb)
3. ________________________________ (add “ed” to your verb)
4. ________________________________ (add “ing” to your verb)
5. ________________________________ (add “ing” to your verb)
6. ________________________________ (present tense verb)
7. ________________________________ (add “ed” to your verb)
8. ________________________________ (add “ed” to your verb)
9. ________________________________ (add “ed” to your verb)
10. ________________________________ (add “ed” to your verb)
11. ________________________________ (present tense verb)
12. ________________________________ (add “ed” to your verb)
13. ________________________________ (add “ed” to your verb)
14. ________________________________ (add “ed” to your verb)
15. ________________________________ (add “ing” to your verb)
16. ________________________________ (past tense verb, or “ed”)
17. ________________________________ (past tense verb, or “ed”)
18. ________________________________ (past tense verb, or “ed”)
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Kid Phonics 2
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Kid Phonics 2
UNIT 1 ACTIVITY 8
Literature Activity
Action Strips
Book: Kites Sail High, Ruth Heller, Grosset and Dunlap, New York, 1988.
1. The pelican flew in the sky.
2. Flowers bloom in the garden.
3. Children run through the park.
4. The colorful kites sail high.
5. The horses galloped wildly.
6. The girl kicked the ball.
7. She painted a beautiful picture.
8. Conner took one chocolate from the box.
9. Rudy marched proudly in the parade.
10. I read my favorite book last night.
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Kid Phonics 2
UNIT 1 ACTIVITY 9
Shake It Up!
Set 1–Vowel Digraph Words
r ai
n c
oa t
m l
b s
p w
eigh or
ay
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Kid Phonics 2
UNIT 1 ACTIVITY 9
Shake It Up!
Set 2–Consonant Blend Words
spl a
sh s
ou nd
j u
mp ing
b r
gr i
nt
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Kid Phonics 2
UNIT 1 ACTIVITY 9
Shake It Up!
Blank Set
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Kid Phonics 2
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Kid Phonics 2
UNIT 2: THE WORD RODEO
This unit focuses on building compound words and exploring base words to which
prefixes and suffixes are added. The off-line activities in Unit 2 complement the com-
puter activities and can be used both as an introduction to a skill or as a
follow-up.
Learning Objectives
� To understand and apply the concept of connecting add-on words to a base
word in order to create a compound word.
� To understand and apply the concept of creating a new word by adding a pre-
fix to the beginning of a base word.
� To understand and apply the concept of creating a new word by adding a suffix
to the end of a base word.
� To recognize the need to sometimes drop a letter from the end of a base word
before adding a suffix.
Unit 2 Activities
Activity 1 – Camping Out With Compound Words (Compounds)
Activity 2 – Create a Compound Story (Compounds)
Activity 3 – Load Up the Wagon (Prefixes)
Activity 4 – Mix It Up With Mumpher (Prefixes)
Activity 5 – Happy Endings (Suffixes)
Activity 6 – Mumpher Rides the Rodeo (Suffixes)
Activity 7 – Literature Activity (All Aboard Overnight)
Activity 8 – Word Roundup Games (Culminating Activity)
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Kid Phonics 2
UNIT 2: THE WORD RODEO
Activity 1 – Camping Out With Compound
Words
Review with students how compound words are
formed.
� Write some examples on the board.
� Pass out copies of the Camping Out With
Compound Words activitly sheet, pg. 33.
Remind students that when they create a
compound word, there is no space in the
new word.
Activity 2 – Create a Compound Story
� Hand out copies of the Create a Compound
Story activity sheet, pg. 34.
� After creating the five compound words at
the top of the activity page, students will use
their comprehension skills to insert the new
words in the appropriate spaces in the story.
Activity 3 – Load Up the Wagon
To introduce the activity, make or get a list of
base words with prefixes written on separate
strips. For example: mis-trust, un-known, re-
appear, etc.
� Have students try moving the prefixes in front
of the base words to make new words.
� Hand out copies of the Load Up the Wagon
activity sheet, pg. 35.
Correct Answers1. reject or inject 4. inside or reside
2. profound 5. disagree
3. exchange 6. detail
Activity 4 – Mix It Up With Mumpher
This activity is designed to challenge students to
create as many prefix words as they can from the
given list.
� Hand out copies of the Mix It Up With
Mumpher activity sheet, pg. 36.
� If students need more room, tell them they
can write more words on the back of the
activity sheet.
Activity 5 – Happy Endings
Remind students that it is necessary to drop the e
before adding ed or ing to words that end in the
letter e.
� Hand out copies of the Happy Endings
activity sheet, pg. 37.
Activity 6 – Mumpher Rides the Rodeo
In order to complete this sentence sequence, stu-
dents will need to refer to their completed Happy
Endings word list.
� Hand out copies of the Mumpher Rides the
Rodeo activity sheet, pg. 38.
Possible Answers1. painted 4. asked, helping
2. jumped, opened 5. playing
3. smiled, laughing 6. counted
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Kid Phonics 2
Activity 7 – Literature Activity
Book: All Aboard Overnight, Betsy and Giulio
Maestro, Clarion, New York, 1992
Book Summary: A mother and daughter take a
train trip to visit grandparents.
� Read the story All Aboard Overnight aloud to
students for enjoyment.
� Hand out copies of the Compound Train
activity sheet, pg. 39 and the Compound
Wheel activity sheets, pgs. 40–41.
� During the second reading, ask students to
listen for any compound words they hear.
Write these words on the board, as they will
be used for one of the literature activities.
Activity 8 – Word Roundup
This activity is a combination of three different
games in which students work in pairs and as a
group to create compound words and words that
use prefixes and suffixes.
MaterialsSizes and quantity for class size of 30:
� Compound Game: thirty 12" strips
� Prefix Game: fifteen 12" strips, fifteen 6" strips
� Suffix Game: fifteen 12" strips, fifteen 6" strips
� Bold marking pens
Compound It!
Materials� One word strip for each child, with a different
base word printed on each strip. Refer to
Appendix D – Word Rodeo Compound Word
List on pages 91–92 for base word ideas.
Setting It Up� Review with students how compound words
are created. Show several examples on the
board. For example, on one side of the board
write pepper, farm, and old. On the other
side of the board, write mint, yard, and fish.
Ask two students to come to the board and
draw lines connecting the words
on the left with the words on the right to cre-
ate three new words.
� Tell students they will have the opportunity to
create compound words by playing the
Compound It! game. Remind students that
compound words can work in many ways.
For example, light could be used to make
flashlight and lighthouse. Give each child a
word strip with a base word printed on it.
Playing the Game� Explain that the object of the game is for
pairs of students to combine their base words
and create an appropriate compound word.
� Begin the game by saying “Compound It!”
Allow students approximately 3–5 minutes to
move around the area and try to find a
match. Once student pairs have found each
other, they should sit down on the floor with
their words “connected.”
� When game time is finished, say, “Stop.” Any
students who were unable to make a com-
pound match should stand in the Holding
Zone. The Holding Zone is a designated area
where students will be assisted later.
� Taking turns, each partner pair will hold up
their compound word and share it with the
rest of the class. The other students should
vote to determine if this creation is indeed a
compound word. If the new word is a com-
pound word, write the word on the board. If
no compound word was made, separate the
partners and send them to the Holding Zone
to be called upon later.
� Once all of the compound word creations
have been listed on the board, the focus will
move to the Holding Zone. Have all students
in the Holding Zone hold their word strips up
so the rest of the class can see them. Enlist
the support of the entire class to create some
compound words from the leftover base
words. (Note: You will probably need to
explain that some base words can be used
more than once, which is why there may be
a few words left over.)
� To play the game again, have students trade
their word strips with another student, or cre-
ate a new batch of word strips using the
many compound words from Appendix D –
Word Rodeo Compound Word List on pages
91–92.
Extension Ask students to find different compound word
combinations.
Prefix It!
MaterialsRefer to Appendix E – Word Rodeo Prefix Word
List on page 93 for ideas. You will need:
� fifteen 12" strips, with a base word printed on
each strip
� fifteen 6" strips, with a prefix printed on each
strip
Use different colors for the prefixes and base
words.
Setting It Up� Review with students how prefix words are
created. Show several examples on the
board. For example, on the left side of the
board write dis, mis, and un. On the right
side of the board, write agree, take, and
known. Ask two students to come to the
board and draw lines connecting the prefixes
on the left with the base words on the right to
create three new words.
� Tell students they will have the opportunity to
create prefix words by playing the Prefix It!
game.
Playing the Game� The Prefix It! game is played very much like
the Compound It! game. The only difference
is that students begin in two groups: the
Prefix group and the Base Word group. The
prefixes and base words are written in differ-
ent colors. Distribute the appropriate word
strips to each group.
� Begin the game by saying “Prefix It!” Refer to
the Compound It! instructions for playing the
game.
Suffix It!
MaterialsUse the same materials as above, but use suffixes
instead of prefixes. Refer to Appendix F – Word
Rodeo Suffix Word List on page 94 for ideas.
Setting It Up and Playing the GameUse the same procedures as above, except that
the skill focus will be on suffixes instead of
prefixes.
32© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
UNIT 2 ACTIVITY 1
Camping Out With Name ________________________Compound Words
Help Miggles get ready for his camping trip by packing his bag with compoundwords. Write the compound word on the line next to each pair of words.
1. sheep dog ________________________________
2. pillow case ________________________________
3. rain coat ________________________________
4. tooth brush ________________________________
5. flash light ________________________________
6. saddle bag ________________________________
7. cook book ________________________________
8. jack knife ________________________________
9. oat meal ________________________________
10. wrist watch ________________________________
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Kid Phonics 2
Draw a pictureof Miggles onhis camping
trip.
34© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
UNIT 2 ACTIVITY 2
Create a Compound Story Name ________________________
Boogie and Baby Boogie love going to the beach and seeing the ocean.Create some compound words, fill in the blanks in the story with your newwords, and then illustrate your story below.
1. sea + shore = ________________________________
2. sail + boat = ________________________________
3. beach + ball = ________________________________
4. sun + glasses = ________________________________
5. sun + burn = ________________________________
Boogie and Baby Boogie put on their ____________________ and went to the
____________________. They played with their ____________________ and saw
a colorful ____________________ floating on the water. Boogie and Baby Boogie
didn’t stay in the sun too long, to keep from getting a ____________________.
35© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
UNIT 2 ACTIVITY 3
Load Up the Wagon Name ________________________
Fill up Tweed’s covered wagon with words that have prefixes. Cut out theprefix boxes at the bottom of the page, then glue them to the right basewords inside the covered wagon.
tail
agree
ject
changeside
found
re in pro ex de dis
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Kid Phonics 2
UNIT 2 ACTIVITY 4
Mixed It Up With Mumpher Name ________________________
Mumpher has two bags. One bag is full of prefixes and the other is full of basewords. Create as many new words as you can. Write your new words in thetrunk below. Hint: You can use some of the prefixes and base words severaltimes.
Prefix Words Base Words
com miscon prede prodis reex subfront unin
__________ __________ __________ __________
__________ __________ __________ __________
__________ __________ __________ __________
__________ __________ __________ __________
__________ __________ __________ __________
agree do lay pressbate fant long ravelcard fine lude servecede form mand straincide found merge tailchange front pare testclude ist part trustcord ject play vitecount known pound way
yard
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Kid Phonics 2
UNIT 2 ACTIVITY 5
Happy Endings Name ________________________
Add “ed” or “ing” to the base words below. Don’t forget, you may need todrop an “e” when adding an ending!
ed ing
1. count ________________________ __________________________
2. open ________________________ __________________________
3. ask ________________________ __________________________
4. help ________________________ __________________________
5. laugh ________________________ __________________________
6. play ________________________ __________________________
7. paint ________________________ __________________________
8. smile ________________________ __________________________
9. jump ________________________ __________________________
10. talk ________________________ __________________________
eding
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Kid Phonics 2
UNIT 2 ACTIVITY 6
Mumpher Rides the Rodeo Name ________________________
Use the “ed” and “ing” words you created on the Happy Endings page tocomplete this sentence-story about Mumpher at the rodeo. Hint: You will useeach base word one time.
1. It was time for the big rodeo show. Rhyma _______________ a colorful sign for the event.
2. Mumpher then ____________________ onto the horse, and the gates
_____________________.
3. Baby Boogie ____________________ and started ___________________ when Mumpher fell off the horse.
4. Mumpher ______________________ Miggles to help him get back on the
horse. Miggles likes _____________________ others.
5. The rodeo music started ______________________ and everyone cheered for Mumpher.
6. The crowd _____________________ to ten as Mumpher rode the wild horse.
Draw a three-frame comic strip of the story.
39© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
UNIT 2 ACTIVITY 6
Literature Activity Name ________________________
Compound Train
Book: All Aboard Overnight, Betsy and Guilio Maestro, Clarion, New York, 1992.
There are many compound words in the story All Aboard Overnight. Use thetrain boxcars to create compound words.
Example: snowman snow man
40© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
UNIT 2 ACTIVITY 7
Literature Activity Name ________________________
Compound Wheel
Book: All Aboard Overnight, Betsy and Guilio Maestro, Clarion, New York, 1992.
Make your own compound wheel using these circle patterns. Choose a baseword which could hook up with several other words. The word in the center ofthe wheel will remain the same and will need to match up with several otherwords on the second wheel. Good words for the center include fire, sun, snow,night, and foot.
Write the base word in the middle box of circle A. Color or decorate circle A.Cut out the circle and Space #1.
My CompoundWheel
Space #1
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Kid Phonics 2
UNIT 2 ACTIVITY 7
Literature Activity Name ________________________
Compound Wheel (continued)
Book: All Aboard Overnight, Betsy and Guilio Maestro, Clarion, New York, 1992.
Write compound add-on words on the lines in the circle. If you want to writemore than four words, add your other choices on the dotted lines. Hold cir-cles A and B together, with circle A on top. Insert a paper fastener throughthe center holes. Turn the Compound Wheel and see the new words appear!
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Kid Phonics 2
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Kid Phonics 2
UNIT 3: THE SILENT LETTER STAGECOACH
This unit focuses on the concept of silent letters. Students will learn about adding a
silent e to the end of a word to create a whole new sound and meaning. They will
also learn about many other words that have silent letters within them or at the end.
The off-line activities in Unit 3 complement the computer activities and can be used
either as an introduction or as a follow-up to the skills outlined.
Learning Objectives
� To understand that by adding a silent e to the end of some words, a new word
with a different sound and meaning is created.
� To be able to identify words where adding a silent e is an option.
� To learn about many English words that have various combinations of silent
letters.
� To understand silent-letter words in context.
� To understand and apply basic rhyming principles in poetry writing.
Unit 3 Activities
Activity 1 – Picture This
Activity 2 – Silent E Necklace
Activity 3 – The Silent Mystery
Activity 4 – Pick a Word
Activity 5 – A Superhero Silly Silent E Story
Activity 6 – The Unscrambler
Activity 7 – Literature Activity (There’s a Nightmare in My Closet)
Activity 8 – Silent EEEEasy Street (Culminating Activity)
44© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
Activity 1 – Picture This
It is advisable to introduce the concept of silent e
to your students before they access the Silent
Letter Stagecoach feature of the program.
� Write the word hug on the board. Ask the stu-
dents to sound out the word and define it. Ask
them what they think would happen if you
added the letter e to the end of the word.
� After their responses, write the letter e at the
end of the word, then pronounce the word to
the students. Ask them to listen for the sound
difference between the words hug and huge.
� Tell students that the letter e is a silent letter,
but very powerful, because it changes the
sound of the word as well as the meaning.
� Follow the same procedure for the following
words (using props or actions to create visual
references for the word definitions whenever
possible):
dud dude
glob globe
at ate
her here
rob robe
� Pass out copies of the Picture This activity
sheet, pg. 47. Point out the pictures in the two
boxes labeled tub and tube. Read the words
in the other boxes with the students and dis-
cuss the word meanings before students
begin their illustrations.
Activity 2 – Silent E Necklace
Review with your students how some words can
be changed by adding a silent e to the end of the
word.
� Write the following words on the board:
hid bit set hog
� Ask student volunteers to try adding a silent e
to each word. Have the class pronounce each
word as it is changed and determine whether
a real word has been created.
� Pass out copies of the Silent E Necklace
activity sheet, pg. 48. Tell students they will
be looking at 10 words and must determine if
they can add a silent e to the words. They will
also be making a decorative necklace from
the sentence strips.
Materials� Scissors
� Glue
� Yarn
� Tape
� Crayons or colored pencils
� Straws (cut in half)
� Once the appropriate silent e’s have been
added to the words, students can select a
word strip for their necklace and color it.
� Next they will cut out the strips showing
words with silent letter e – pip(e), car(e),
mad(e), strip(e), not(e), cut(e), and past(e).
� Attach each student’s chosen word strip to a
straw. Thread yarn through the straw, and
then tie off the yarn around students’ necks to
complete the necklaces.
Activity 3 – The Silent Mystery
Level 2 the of Silent Letter Stagecoach activity in
Kid Phonics 2 focuses on the ability to identify the
silent letter in a given word.
� Write the following words on the board:
plumber doughnut knot wreck
UNIT 3: THE SILENT LETTER STAGECOACH
� Tell students that each of these words con-
tains one or more silent letters. Looking at one
word at a time, ask the students to pronounce
the word.
� Now ask students to identify the silent letter(s).
Circle the silent letter(s).
� Pass out copies of the Silent Mystery activity
sheet, pg. 49. Read the instructions with the
students.
Answer to Mystery Message: I know how to
find silent letters!
Activity 4 – Pick a Word
In this activity students use contextual clues to
determine which word best completes each
sentence.
� Pass out copies of the Pick a Word activity
sheet, pg. 50.
Correct Answers:1. fin 6. hat
2. bath 7. tube
3. dime 8. kite
4. star 9. globe
5. paste 10. pipe
Activity 5 – A Superhero Silly Silent E Story
This activity will require two different skills of your
students. They will first need to add the silent let-
ter e to the words in the box. Next, they will read
the short story and determine which word fits
best in a given sentence.
� Pass out copies of the Superhero Silly Silent
E Story activity sheet, pg. 51. Explain to stu-
dents that they’ll use each word once in the
story.
� Once the stories are finished, provide draw-
ing paper so that students can illustrate their
stories. If they wish, they can fold the paper
into eight equal squares and create a comic-
strip sequence to retell the story.
Correct Answers:fine, cape, clothe, cute, globe, dude, rode, slime,
slope, tube, scare, twine, here, spite, fate, quite.
Activity 6 – The Unscrambler
Students will unscramble a variety of words with
silent letters. To make the activity easier, list the
words (out of order) on the board.
� Pass out copies of the Unscrambler activity
sheet, pg. 52.
Correct Answers:1. bomb 9. wrong
2. gnat 10. thumb
3. neighbor 11. sign
4. rhino 12. straight
5. knife 13. rhyme
6. chalk 14. unknown
7. autumn 15. might
8. receipt
Activity 7 – Literature Activity
Book: There’s a Nightmare in My Closet, Mercer
Mayer, Pied Piper Books, New York, 1968.
Book Summary: A frightened little boy finally
overcomes his bedtime fear of monsters in the
closet and becomes friends with a cuddly,
harmless monster.
� Write the title of the book on the board and
show students the cover of the book. Ask
them to make predictions about the book
(unless they’ve heard it before!). Point to the
word Nightmare in the title.
� Ask the students to point out the silent letters
45© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
46© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
gh and e. Write down some other words with
a silent gh (examples: bright, daughter, eight,
lights, rights, sleigh, weigh).
� Read the story aloud to students. Discuss how
the boy overcame his fear. Ask students to
share about any bad dreams or nighttime
“scaries” they may experience. Ask them how
they deal with their fears. Remind them that
the story you read them is a silly and fun, and
that sometimes that is the best way to deal
with the nighttime scaries.
� Pass out copies of the No More Nightmare
activity sheet, pg. 53.
� Have the students draw a picture humorizing
their nighttime fears.
A Monster Poem� Read the story to the students. Write the word
nightmare on the board. Write other silent gh
words on the board (examples: bright, daugh-
ter, eight, lights, rights, sleigh, weigh).
� Tell students they will be writing a poem
using silent gh words.
� Distribute copies of the Monster Poem activity
sheet, pg. 54. Students will write the correct
rhyming words in the blanks, and then illus-
trate their poem.
Activity 8 – Silent EEEEasy Street
The entire class will play an interactive word-
making game with index cards. Some students
will hold silent e cards, while others will hold
cards with words that may or may not become
new words when the silent e is added.
Materials� Several index cards. To play using the entire
Silent Letter and Non-Silent Letter word lists
on pages 96–98, approximately 233 cards
would be used.
� Bold marking pen
Note: You may want 15 index cards of a different
color to be used for representing the silent e.
Creating the Cards:� Half of your class will hold index cards with
the letter e written on them. The other half will
hold index cards with one of the many silent
and non-silent letter words written on them. In
making a card set for one round of the game
(for a class size of 30), follow this formula:
� 15 cards – letter e
� 10 cards – silent e words (hat, can, tot)
� 5 cards – non-silent e words (dab, jet, pup)
� These 30 cards will make up one set. Place a
rubber band around the set. Make several
other sets following the pattern.
Playing the Game:� Explain to the class that they will work as a
whole group to try to form silent e words.
Some of them will hold the e cards, while oth-
ers will be holding cards with words printed
on them.
� Designate two areas in the room: one for
Silent E Words and the other for Non-Silent E
Words.
� Start the game by saying, “EEEEasy Street.”
The students are to mingle, trying to match up
words with e's and form new words.
� When two students think they have made a
silent e word, they head to the designated
area. The same goes for students holding a
non-silent e word. Once all the students have
chosen an area, review the words with the
class to check for accuracy.
� Break out another set of cards and play
again!
UNIT 3 ACTIVITY 1
Picture This Name ________________________
When you add a silent e to some words, new words with new meanings canbe made. Look at the pictures below:
47© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
Read the words in the boxes below and draw pictures to show their meanings.
tubetub
can cane
twin twine
man mane
capecap
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Kid Phonics 2
UNIT 3 ACTIVITY 2
Silent E Necklace Name ________________________
Read the words in the strips below. If a new word can be created by adding asilent e, cut an e box from the bottom of the page and glue it next to the word.
pip
car
mad
lad
strip
wig
not
bib
cut
past
e e eeee e
e ee
49© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
UNIT 3 ACTIVITY 3
The Silent Mystery Name ________________________
Circle the silent letters in the words below. You may want to say the wordsaloud so you can listen and look at the word at the same time. Record thesilent letters you find in the cactus.
At the bottom of the page is a mystery message! Use the silent letters youfound to fill in the spaces and figure out what the message says. Hint: Youcan use the silent letters several times.
1. c o m b
2. s i g n
3. e i g h t
4. h o n e s t
5. k n e e
6. c h a l k
7. h y m n
8. c u p b o a r d
9. w r i n k l e
10. b a l l e t
11. p a l e
I __ __ o __ __ o __ __ o f i __ d
s i __ __ __ __ __ __ __ __ __ r s!
Silent Letter Cactus
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Kid Phonics 2
UNIT 3 ACTIVITY 4
Pick a Word Name ________________________
Read the sentences below. Choose the best word to complete the sentence.Write the word on the line provided.
1. That shark has a really big_______________ (fin, fine).
2. My dog is very dirty and really needs a _______________ (bathe, bath).
3. She put a _______________ (dime, dim) in the machine and got a pieceof bubble gum.
4. Look up and see if you can find the brightest _______________ (stare, star) in the sky.
5. Jason used some _______________ (past, paste) to finish his art project.
6. Grandma wore a colorful _______________ (hat, hate) to the party.
7. His _______________ (tub, tube) of toothpaste is almost empty.
8. The _______________ (kite, kit) soared gracefully in the sky.
9. Uncle Eddie has traveled all around the _______________(globe, glob).
10. Too much water is dripping from the ___________ (pipe, pip).
Choose three of the words you did not use and makesentences using those words.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
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Kid Phonics 2
UNIT 3 ACTIVITY 3
A Superhero Silly Silent E Story Name ________________________
Add silent e’s to the words in the box below, then use the words to completethis story:
One _______________ day, Miggles and Baby Boogie decided to be
superheroes and save the world. They each made a special _______________
to _______________ themselves. Baby Boogie thought she was very
_______________ in her superhero costume! Their mission was to save the
_______________ from evildoers like the infamous Dastardly ______________.
The two _______________ off to Dastardly Dude’s evil hideout. But the
evil villain saw the two heroes approaching and set traps for them. Miggles
fell into a pool of _______________ and quickly slid down a _______________
into a secret chamber. Then, a giant hollow _______________ opened up and
sucked Baby Boogie inside. What a _______________ for the two superheroes!
Luckily, Miggles had packed some _______________ and was able to
climb out of the chamber and rescue Baby Boogie. The two ran away yelling,
“Let’s get out of _______________ !” In _______________ of escaping from a ter-
rible _______________, Miggles and Baby Boogie hung up their capes. They’d
had_______________ enough of being superheroes for that day.
cap cloth cut dud fat finglob her quit rod scar slimslap spit tub twin
UNIT 3 ACTIVITY 6
The Unscrambler Name ________________________
Help Mumpher unscramble the letters to the words below. The silent lettersare already in place.
1. b b m o ___ ___ ___ _b_
2. t g a n _g_ ___ ___ ___
3. h g r n e b o i ___ ___ ___ _g_ _h_ ___ ___ ___
4. h r n i o ___ _h_ ___ ___ ___
5. e k f n i _k_ ___ ___ ___ ___
6. c a h k l ___ ___ ___ _l_ ___
7. n a t m u u ___ ___ ___ ___ ___ _n_
8. t r e p c i e ___ ___ ___ ___ ___ _p_ ___
9. g r w o n _w_ ___ ___ ___ ___
10. b t u m h ___ ___ ___ ___ _b_
11. s g n i ___ ___ _g_ ___
12. g a s t i r h t ___ ___ ___ ___ ___ _g_ _h_ ___
13. e r h m y ___ _h_ ___ ___ ___
14. k u o n n w n ___ ___ _k_ ___ ___ ___ ___
15. m g h t i ___ ___ _g_ _h_ ___
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Kid Phonics 2
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Kid Phonics 2
UNIT 3 ACTIVITY 7
No More Nightmare Name ________________________
Book: There's a Nightmare in My Closet, Mercer Meyer, Pied Piper Books,New York, 1968.
My nightmare isn't scaryanymore because…
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Kid Phonics 2
UNIT 3 ACTIVITY 7
A Monster Poem Name ________________________
Book: There’s a Nightmare in My Closet, Mercer Meyer, Pied Piper Books,New York, 1968.
There’s a ______________________________ in my closet.
Oh what will I do?
I could guess his ______________________ (eighty, weight, caught)
I could count __________________________ (tight, drought, eight)
I could jump up________________________ (high, ought, sight)
Or take a deep ________________________ (daughter, fight, sigh)
I could turn on the ____________________ (night, ought, light)
Or cross my fingers real __________________ (tight, through, bough)
I could run away in ____________________ (naughty, fright, bought)
Or face him with ______________________ (might, caught, dough)
There’s a ______________________________ in my closet.
Oh what will I do?
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Kid Phonics 2
UNIT 4: HOMONYM HOTEL
This unit focuses on the understanding of homonyms. Homonyms are words that
sound the same but have different meanings and are spelled differently. The off-line
activities in Unit 4 complement the computer activities and can be used either as an
introduction to a skill or as a follow-up.
Learning Objectives
� To understand that homonyms are special words that sound the same but are
spelled differently and have different meanings.
� To understand and apply contextual skills for determining which homonym is
correct in context.
� To understand and appreciate that the improper use of homonyms can create
confusion in terms of context and meaning.
Unit 4 Activities
Activity 1 – Homonym Pictures
Activity 2 – Pencil It In
Activity 3 – Fishing for Homonyms
Activity 4 – Choices, Choices!
Activity 5 – Some Silly Scenes
Activity 6 – Homonym Word Search
Activity 7 – Literature Activity (The Greedy Python)
Activity 8 – Homination! (Culminating Activity)
Activity 1 – Homonym Pictures
Remind students that homonyms are special
words and can be confusing. Pass out copies of
the Homonym Pictures activity sheet, pg. 58.
Discuss the sets of homonyms on the activity page
and provide definitions if necessary.
Activity 2 – Pencil It In
Pass out copies of the Pencil It In activity sheet,
pg. 59. Read through the homonym words with
students and offer meanings if necessary.
Activity 3 – Fishing for Homonyms
Write the homonym words used for this activity
on the board. Review meanings with the stu-
dents. Pass out copies of the Fishing for
Homonyms activity sheet, pg. 60. Students will
need to choose the correct homonym to complete
each sentence in the story. Remind kids that only
half of the fish words will be used. They can cross
off the fish words they use to help them keep
track.
Correct Wordsone, road, creek, ate, piece, heard, deer, pair
Activity 4 – Choices, Choices!
Pass out copies of Choices, Choices! activity
sheet, pg. 61.
Correct Words1. need 6. four
2. ate 7. read
3. bee 8. sent
4. not 9. wood
5. week 10. There
Accept reasonable responses for the second part
of the activity.
Activity 5 – Some Silly Scenes
This activity is best done after students have spent
time exploring the Homonym Hotel feature of Kid
Phonics 2. Pass out copies of the Some Silly
Scenes activity sheets, pgs. 62–63. A list of
homonyms should be provided for students.
Depending on the age and ability level of stu-
dents, you can distribute copies of Appendix G –
Homonym Hotel Word List, pg. 95, or refer to a
running list the class has created which is posted
on the board. Students will probably want to first
create a rough version of their homonym dialogs
on a separate piece of paper.
Activity 6 – Homonym Word Search
Pass out copies of the Homonym Word Search
activity sheets, pgs. 64–65.
Answers
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Kid Phonics 2
A L O U D Z B R A K E P W R A P U D O X
M R E A D Z O X S E L L J K X W O N C F
A M T R W P N X O E M S X N D C A V X L
N D F W H O E G N B I D O E X G N U X E
T S N E E D S P R B K J I A U Y I F R A
G H W Y S I E L F R N L I D N R E E D X
W E I G H T B A K E D E X D T P H J Z D
X C R P N J Y N E A X D O U G H T D R I
F I S A L E U E P K O K H R V T F L E E
A W P U V I L F X S E W R T P H S C X R
R J T H R O W N L V M N O R E A I Y R T
E P E X D M J R Q Y O U Z A L L O W E D
D R A P Z A U N T L V E S X C L G F D X
K R E I H N O B E U X W A I T M C E L L
N P S A I L M H E N E M W O X P Q L R D
E C V N E M S I X I P P D M A N E X A U
W R I N G P L E A D N R W A O C X Z Q E
O I W C D F A S E V P F A I R S X W U R
Q N O T H R O N E O L D O N X T H E I R
X G O P C T T R C B M W O S A P C L M S
C X H A U L X T H E R E M P L A I N X O
X C V B N M E O S C D W S O R T C W P F
X C V E C R E A K P M E O I C R E E K I
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Kid Phonics 2
Activity 7 – Literature Activity
Book: The Greedy Python, Richard Buckley,
Picture Book Studio, Saxonville, MA, 1985.
Book Summary: A greedy, hungry python eats all
the animals that come near him. They create
such turmoil in his stomach that he coughs
them up, only to begin eating his own tail.
� Read the book aloud for enjoyment. Read the
book a second time, asking students to listen
for any words that could be homonyms.
Create a homonym list on the board for stu-
dents to refer to.
Snake Summary � Students will need to use contextual clues in
order to select the correct words.
� Pass out copies of the Snake Summary activi-
ty sheet, pg. 66.
Homonym Crosswords:� Pass out copies of the Homonym Crosswords
activity sheet, pg. 67.
Answers
B L E W
L E
U E
E K N O W W H O L E
O E I
A T E G S T A I R
S K H A I
W R I T E T A I L G
A E H
R T
H O L E
Activity 8 – Homination!
The game Homination! is a variation of the tradi-
tional Concentration matching game.
Homination is designed to be played by 2–4 play-
ers and is probably best managed in a centers
format.
� Copy, cut out, and laminate the homonym
cards found on pgs. 68–69. Spread them face-
down on a table.
� At the start of his or her turn each student will
choose two cards and turn them over. If a
match is made, the player keeps the cards
and takes another turn. If no match is made,
the cards are returned to their face-down
position and another player takes a turn.
� The winner of the game is the player with the
most homonym matches.
� A bonus round of the game could be played,
with students writing out sentences using
their homonyms. For example: Talking aloud
in the library is not allowed.
� To make the game easier for younger play-
ers, leave half of the cards face up through-
out the game, or play with fewer cards.
UNIT 4 ACTIVITY 1
Homonym Pictures Name ________________________
Homonyms are words that sound alike but are spelled differently and havedifferent meanings. Color the pictures of the homonyms in the boxes below.
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Kid Phonics 2
Now it’s your turn! Draw pictures of the homonym words in the boxes.
aunt ant
hairhare
flower flour
UNIT 4 ACTIVITY 2
Pencil It In Name ________________________
Cut out the pencil halves at the bottom of the page. Glue them next to thecorrect eraser halves to make a homonym pair.
59© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
✄
one
or
pair
so
wood
wring
plane
week
sew
ring
plain
would
weak
won
pear
oar
UNIT 4 ACTIVITY 3
Fishing for Homonyms Name ________________________
Miggles Goes Fishing
_______________ day Miggles decided to go fishing. He walked down the
_______________ towards his favorite _______________. When he got there, he
_______________ his lunch first. For dessert he had a _______________ of pie.
After fishing for a while, he _________ a strange sound. It was only a
_______________ walking through the forest. After catching a _______________
of fish, Miggles decided to head home.
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Kid Phonics 2
piece
deer
ate
eight
heard
dear
rowed
pair
one
herd
parecreek
creak
won
roadpeace
UNIT 4 ACTIVITY 4
Choices, Choices! Name ________________________
Read the sentences below. Circle the homonym that best fits the sentence.
1. “I (need, knead) a new hat!” declared Mumpher.
2. Baby Boogie (ate, eight) all of her vegetables.
3. There was a (be, bee) buzzing loudly around Tweed’s head.
4. Rhyma did (knot, not) ride the bucking bronco.
5. “This (week, weak) is the Phonics Flats Rodeo!” shouted Miggles.
6. There were (for, four) horses in the coral.
7. Baby Boogie (read, red) a good alphabet book.
8. Mumpher (cent, sent) a message to Boogie.
9. A lot of (wood, would) was needed to build the Homonym Hotel.
10. (Their, There) is always something fun to do in Phonics Flats.
Choose three of the words you did not pick, and write a sentence for eachone. Underline the homonym in each sentence.
1. ______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
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Kid Phonics 2
ABC
UNIT 4 ACTIVITY 5
Some Silly Scenes (Part A) Name ________________________
The Old Timers on the front porch of the hotel sometimes get a bit confusedusing homonyms. Write your own silly conversations between the Old Timersin the boxes below.
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Kid Phonics 2
Write down the homonyms you used in this box:
UNIT 4 ACTIVITY 5
Some Silly Scenes (Part B) Name ________________________
Create your own characters and scenes to make some silly conversationsusing homonyms. Be sure to include a dialog bubble when a characterspeaks.
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Kid Phonics 2
Write down the homonyms you used in this box:
UNIT 4 ACTIVITY 6
Homonym Word Search Name ________________________
Using the homonym list on pg. 65, find and circle the homonyms below.
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Kid Phonics 2
A L O U D Z B R A K E P W R A P U D O X
M R E A D Z O X S E L L J K X W O N C F
A M T R W P N X O E M S X N D C A V X L
N D F W H O E G N B I D O E X G N U X E
T S N E E D S P R B K J I A U Y I F R A
G H W Y S I E L F R N L I D N R E E D X
W E I G H T B A K E D E X D T P H J Z D
X C R P N J Y N E A X D O U G H T D R I
F I S A L E U E P K O K H R V T F L E E
A W P U V I L F X S E W R T P H S C X R
R J T H R O W N L V M N O R E A I Y R T
E P E X D M J R Q Y O U Z A L L O W E D
D R A P Z A U N T L V E S X C L G F D X
K R E I H N O B E U X W A I T M C E L L
N P S A I L M H E N E M W O X P Q L R D
E C V N E M S I X I P P D M A N E X A U
W R I N G P L E A D N R W A O C X Z Q E
O I W C D F A S E V P F A I R S X W U R
Q N O T H R O N E O L D O N X T H E I R
X G O P C T T R C B M W O S A P C L M S
C X H A U L X T H E R E M P L A I N X O
X C V B N M E O S C D W S O R T C W P F
X C V E C R E A K P M E O I C R E E K I
UNIT 4 ACTIVITY 6
Homonym Word Search Name ________________________
Find and circle the following homonyms in the word search puzzle on pg. 64.
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Kid Phonics 2
aloud allowedaunt antbreak brakecreak creekdough doedo duefair fareflee fleahaul hallgnu knewlead ledmain maneneed knead
one wonplane plainreed readsail salesell cellso sewtea teethrone throwntheir therewait weightwrap rapwring ringyou ewe
UNIT 4 ACTIVITY 7
Literature Activity Name ________________________
Book: The Greedy Python, Richard Buckley, Picture Book Studio, Saxonville,MA, 1985.
Snake Summary
Read the paragraph below about The Greedy Python and circle the correcthomonyms.
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Kid Phonics 2
(Their, There) are many kinds of snakes.
(Some, Sum) live on land and others live in
water. In The Greedy Python, the python
(ate, eight) ten different animals. He did not
even chew up his (meet, meat). Most animals
thought they were (too, to, two) big to (be,
bee) (prey, pray) for this snake. (Do, Due) to
his big appetite, they were wrong. The
python gained so much (wait, weight) that he
could no longer slither around. So he just
coughed the animals (write, right) up. Now
he was hungrier than ever. His last meal was
just at the end of his (tail, tale).
The Greedy Python
UNIT 4 ACTIVITY 7
Literature Activity Name ________________________
Book: The Greedy Python, Richard Buckley, Picture Book Studio, Saxonville,MA, 1985.
Homonym Crosswords
Use the clues at the bottom of the page to help you complete this homonymcrossword puzzle.
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Kid Phonics 2
Down Across1. color of the sky 1. past tense of blow2. 7 days are in this 3. to be familiar with4. opposite of yes 5. having all of the parts7. more than 7, less than 9 6. past tense of eat
10. a story 8. the rear part of an animal11. opposite of left 9. part of a staircase12. to look at for a long time 13. expressing thoughts with
paper and pen or pencil14. an empty space
1 2
3 4
12
13
14
5
6
7
8
9 10 11
UNIT 4 ACTIVITY 8
Homination!
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Kid Phonics 2
aloud allowed aunt ant
bear bare bee be
blew blue chord cord
creak creek deer dear
die dye fair fare
flee flea flower flour
knew gnu nose knows
heal heel hear here
lead led main mane
UNIT 4 ACTIVITY 8
Homination! (continued)
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Kid Phonics 2
knead need one won
pail pale pair pear
piece peace rain reign
right write role roll
sale sail cell sell
sea see tale tail
tea tee their there
wait weight ware wear
wood would you ewe
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Kid Phonics 2
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Kid Phonics 2
UNIT 5: PHANTASTIC PHONIC PHUN
This unit offers a cross-curricular focus to the skills and concepts presented in Kid
Phonics 2. Students will participate in phonics-related activities in the areas of
drama, art, music and social studies. The activities in Unit 5 can be used throughout
the year or be offered as a weeklong culminating unit upon successful acquisition of
the phonics skills and concepts in the program.
Learning Objectives
� To appreciate and understand that different musical instruments create unique
sounds.
� To apply geography skills and identify locations on a map.
� To learn about and understand a means of communication used in the United
States in the mid-1800s.
� To utilize and cultivate dramatic interpretation skills.
� To express thoughts and ideas through drama, art, and music.
Unit 5 Activities
Activity 1 – Sound Buster Theater (Drama)
Activity 2 – Tasty Western Word Collage (Art)
Activity 3 – Modeling Dough Word Roundup (Art)
Activity 4 – The Ding Dong Dance (Music)
Activity 5 – The Pony Express (Social Studies)
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Kid Phonics 2
Activity 1 – Sound Buster Theater
Most children greatly enjoy and are comfortable
with opportunities for dramatization with puppets.
Use the Sound Buster Theater for many oral lan-
guage activities. Here are some suggestions:
� Word Building Scenes: Student puppet
groups (2–4 kids) can create scenes where
they build words using the characters and
phoneme cards. Choose a group of words to
focus on (for example, long vowels or conso-
nant blends) from the Word Builder Ranch
Word List beginning on page 89. Students
break each word down into its phonemes
and write the phoneme parts on the cards.
Then students create a story about how to put
a word together, using the puppets.
� Create a story about Phonics Flats and
dramatize it.
� Perform the Sound Buster songs.
� Teach a lesson to the rest of the class using
the puppets.
� Present a TV commercial for any aspect of
phonics.
Activity Summary: Using stick puppets, students
will dramatize dialog and word-building
scenes between the Sound Busters.
Materials� Puppets and phoneme cards. Make a set of
puppets and cards for every 2–4 students.
reproduce the Sound Buster Clip Art, pgs.
99–100 on white cardstock.
� Tongue depressors
� Crayons, markers and colored pencils
� Scissors, glue
� Stage (Make one theater for every 2–4
students.)
� Colored poster board cut in half
Setting It UpCreating the Puppets and Phoneme Cards
� Students will color and then cut out the
Sound Buster characters.
� Glue a tongue depressor to the back of each
character and let it dry.
� Cut out cards, write a phoneme on each
card, then glue a tongue depressor to each.
Hint: For repeated use and durability, lami-
nate the cards first, then write the phonemes
with overhead projector marking pens. The
markings can be wiped off and the cards
used several times.
Creating the Stage
� Cut a piece of colored poster board in half.
� Fold the sides back.
� Cut a window in the front panel.
� Have students create their own decorations
for the theater.
Activity 2 – Tasty Western Word Collage
Students will use their sorting and word-building
skills for this art activity. After creating a Western
background scene with tempura paint, students
will then sort through alphabet cereal pieces to
create words. They will then glue their words to
the painted scene to create a two-dimensional
collage. This activity gives new meaning to the
old expression “eating your words”!
Materials (Based on a class size of 30)� 3 boxes of alphabet cereal
UNIT 5: PHANTASTIC PHONIC PHUN
� Several medium-size plastic bowls
� White construction paper (81⁄2"x11" sheets)
� Tempura paint in Southwestern colors
(brown, tan, red, orange, yellow, pink)
� Paintbrushes
Setting It Up:� Create the background scene for the collage
first. Students will use Southwestern-colored
paints. To make a classic desert sunset scene,
several colors will be used over a period of
time. Paint the entire paper yellow. Allow
time to dry. Paint the bottom third of the
paper brown and tan (representing the land).
Students may want to add square shapes
representing mesas. The top third of the
paper will have stripes of red, pink and
orange. If students want to add some texture
to their painting, they can cut out cactus or
coyote shapes from green and khaki con-
struction paper, then glue them to the scene.
� While paint is drying, students can search
through the alphabet cereal letters for possi-
ble words. Provide a bowlful of alphabet
cereal for each work group of four students
each. Remind students to handle the letters
carefully, as they break easily. Students
should try to build as many words as they
can.
� When the Western scenes are fully dry, stu-
dents can glue their alphabet words onto the
scenes.
Activity 3 – Modeling Dough Word Roundup
Never have enough time to create fun, meaning-
ful and interesting student centers? This activity
will solve that dilemma for you! In Modeling
Dough Word Roundup, students will form
phonemes from a batch of modeling dough.
Attach magnets to the backs of the phonemes,
make a few cookie sheets available, and students
will have an interactive and engaging activity
center which they have created!
Materials� 3 cups flour
� 1 tablespoon cream of tartar
� 1 1⁄2 cups salt
� 4 tablespoons cooking oil
� 3 cups water
� Food coloring (various colors)
� Waxed paper
� Self-sealing plastic sandwich bags
� Set of large magnetic alphabet letters (often
used as refrigerator magnets)
� Magnetic strips (from local arts and crafts
store)
� Several cookie sheets
Setting It UpMixing the Modeling Dough
� Mix all ingredients together in a saucepan.
� Heat the mixture over low heat until it
becomes lumpy.
� Stir the mixture until it reaches a doughy
consistency.
� Divide the dough into equal parts and put it
in sandwich bags.
� Add food coloring to each sandwich bag for
desired color and squish the baggy until the
liquid food coloring is absorbed. The dough
will last up to three months in airtight bags.
Creating the Letters and Phonemes
� Using the Jailhouse Decoder Word List on
pg. 88 and the Word Builder Ranch Word
List on pgs. 89–90, make a selection of words.
You and your students will need to determine
the phonemes for each word beforehand to
know which letters will be needed.
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Kid Phonics 2
� Roll the dough out evenly on waxed paper,
about 1⁄4" thick.
� Press the magnetic letters into the dough and
then pull them out, using them like cookie
cutters.
� Line the letters on the cookie sheet for baking.
� Bake the letters at 350 degrees Fahrenheit for
30 to 40 minutes. When the letters become
slightly brown on the edges, they are done.
� When the letters are completely cool, glue (or
attach, depending on the type of magnetic
strips you are using) the magnetic strips to
the back of each phoneme. For phonemes of
more than one letter, use a longer magnetic
strip.
� Store the letters in long, shallow containers
rather than deep containers to avoid unnec-
essary breakage. Hint: Medium-size new
pizza boxes work especially well for storing
the letters.
Roundup CenterThere are several options for this center. Here are
some suggestions:
� Create several boxes of modeling dough
phonemes. Each box of phonemes will have
a specific phonic focus. For example:
Red Box, red-colored phonemes, long vowels
Bue box, blue-colored phonemes, short
vowels
Yellow box, yellow-colored phonemes,
consonant blends
� Create one large box of a mixture of
phonemes.
� Conduct this activity three or four times a
year in order to gather a wide selection of
phonemes, or do the activity in conjunction
with a special event such as a holiday or
theme the class has been studying, to focus
on specific words.
� Students can work individually or in pairs
when building words at the Roundup Center.
To play, students select a phoneme and use
the magnet on the back of the phoneme to
attach it to the cookie sheet. They search
through the other phonemes until they find
one that will help build a word. When a word
has been created, students should record the
word on a copy of the Modeling Dough Word
Roundup activity sheet, pg. 78.
� When students have completed their activity
page, or at least written several words they
have created, they can trade with a neighbor
and challenge the other student to create the
same words.
Activity 4 – The Ding Dong Dance
Activity Summary: Students will hear to the
“Rhyma-Dima-Ding-Dong Girl” song from the
Kids Phonics 2 CD and listen for lyrical cues
to play musical bells in time with the music.
Materials� Audio CD player
� Kid Phonics 2 CD
� Musical bell instruments for each student
Setting It UpGathering the Bell Instruments
1. If your school has a supply of handheld musi-
cal instruments for student use (such as
bongo drums, hand bells, noisemakers, snap-
pers, etc.), gather them for this activity. If
there are not enough bells for each student in
your class, to follow the instructions on the
next page.
Making Hand-Made Bell Instruments
There are a variety of options for creating bell-
type instruments. It is advisable to create several
74© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
different kinds of instruments to enjoy a variety of
sounds!
Materials
� A large collection of craft bells of several dif-
ferent types and sizes
� Wide elastic bands of different colors (2" thick,
12" long)
� Yarn in a variety of colors
� Tongue depressors
� Wire coat hangers
� Glue
� Thread
� Needles
� Elastic Band Bells: Sew several bells all
around an elastic band. Sew the ends of the
elastic band together to create a circle. Leave
some of the bell bonds unsewn, in long strips.
� Tongue Depressor Bells: Glue bells to the
ends of a tongue depressor. Leave a space in
the middle for holding the instrument.
� Yarn Bell Necklaces: Thread a string of yarn
through a variety of bells. Tie the ends togeth-
er to create a necklace.
� Coat Hanger Bells: Open a wire hanger.
Thread the hanger through large bells, then
close the hanger.
Singing, Playing and Dancing� Pass out the instruments to the students and
let them experiment with the sounds. Ask
each student to play his or her bell instru-
ment for the rest of the class, individually so
all the students can hear the different tones
and sounds of each instrument.
� Ask the students to lay their instruments
down as they listen to the song for the first
time. Tell the students to listen for the words
ding dong throughout the song. Play track #5,
the “Rhyma-Dima-Ding-Dong Girl” song.
� Tell students you will play the song again,
but this time when they hear the words ding
dong, they are to play their bells. Remind
them that they’ll only play the bells when
they hear those words, so they will have to be
very good listeners.
� Move the students’ desks or worktables to the
so there is a large open area in the center of
the room. Students will gather in this area
with their bell instruments. Play the song.
Encourage students to move about to the
music and sing along as they learn the
words.
Other Ideas
Students can use their bells, and any other
rhythm instruments you have access to, when lis-
tening to the other songs on the Kid Phonics 2 CD.
Encourage students to make up movements in
time with the music and create hand signs repre-
senting words they hear in the songs. Divide the
class into small groups, assign each group one of
the Sound Buster songs, and have them create a
music video. Videotape the student performances
and share them with other classes.
Activity 5 – The Pony Express
The Sound Busters in Kid Phonics 2 live in a
make-believe town in the Old West. Introduce
your students to one facet of life during this time
by exploring information about the Pony Express.
Students will listen, read, and answer questions
about the Pony Express. They will use geography
skills to create a Pony Express map and enjoy
earning by participating in a simulation.
Background Information on the PonyExpress
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Kid Phonics 2
The Pony Express (1860–1861) was a brief but
spectacular experiment in rapid mail delivery
from Missouri to California. Hoping to win a gov-
ernment contract, the freighting and express firm
of Russell, Majors, and Waddell promised to
carry letters the almost 2,000 miles between St.
Joseph, MO and Sacramento, CA in 10 days. This
was half the time taken by the Overland Mail
Company, which followed a longer route through
the Southwest. To provide fresh mounts for riders,
the company established 190 way stations 10–15
miles apart along a route through Nebraska,
Wyoming, and Nevada. The riders, who traveled
about 75 miles each in a relay system, carried the
mail at a cost of $5 an ounce, continuing even
through the winter months. Successful logistically
but not financially, Russell, Majors, and Waddell
went bankrupt. Pony Express service ended after
18 months, in October 1861, when overland tele-
graph connections were completed. (Elliot West,
Grolier’s Encyclopedia, 1996)
Materials� Mailbags (these could be fanny packs, back-
packs, shoulder bags, or actual mailbags
from the post office loaned to the class)
� Several index cards
� Items for a large outdoor obstacle course,
such as traffic pylons, hula hoops, large
blocks, jump ropes, chairs, balance beams
(very low to the ground), tires
Setting It UpSetting Up the Obstacle Course
� Enlist the support of parent volunteers or
older students. Set up the course over a large
area. A grassy area is preferred in case stu-
dents fall, or the course can be planned in a
multipurpose room.
� Provide enough space between obstacles so
that each relay team member has plenty of
room to run the course.
� At the beginning of the course, post a sign (of
construction paper) which says “St. Joseph,
MO.” At the end of the course, post a sign
which reads “Sacramento, CA.”
� Each of the four mailbags will hold a mes-
sage. Each bag will contain a word (written
on index cards) which is broken down into its
phonemes. By putting all of the words from
each of the four bags together, a sentence is
created:
Bag #1: T i me (Time)
Bag #2: f or (for)
Bag #3: t h e (the)
Bag #4: s ur pr i se! (surprise)
Thee sentence spells “Time for the surprise!”
Consider what kind of surprise would be
appropriate for the entire class.
Running the Simulation� Review with students how the Pony Express
worked. Remind them that to deliver one bag
of mail, several riders were required over a
long distance. Sometimes riders had to travel
in bad weather and over difficult terrain.
� Divide the class into four relay teams. If there
is an uneven number of students on a given
team, individual team members can run two
parts of the course.
� Explain each part of the obstacle course and
what must be accomplished. Place the start-
ing members of each relay team at the
beginning of the course. Have other students
go to their posted positions along the course.
� The starting “rider” will hold a mailbag.
When he or she reaches the second member
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Kid Phonics 2
of the team, the bag is passed to the next
rider. A rider who has finished his or her part
of the course should immediately go the
“Sacramento, CA” area and wait for the rest
of the team.
� When the team has finished the course, the
member holding the bag opens it and pulls
out the phoneme cards. The team unscram-
bles the cards and puts them together to form
the word.
� When all the teams have formed their words,
the entire class works together to build the
sentence: “Time for a surprise!”
� Congratulate the class and reward all the
tired riders with their surprise!
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Kid Phonics 2
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Kid Phonics 2
UNIT 5 ACTIVITY 3
Play Modeling Word Roundup (Art) Name ________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
Write the words you created with themodeling dough phonemes on the linesbelow.
UNIT 5 ACTIVITY 5
The Pony Express (Social Studies) Name ________________________
How does the mail come to your house? __________________________________
How often does the mail come? __________________________________________
How long do you think it takes for a letter to travel across the United States?
______________________________________________________________________
Did You Know?Letters can be delivered overnight anywhere in theworld. But over 100 years ago, it could take 20 days for a
letter to travel from one house to another house. A groupof people decided to try a special experiment to see if they coulddeliver the mail across the country in just 10 days instead of 20
days. This experiment was called The Pony Express. A group ofhorse riders would carry the mail in special bags. Each riderwould ride very fast over a long distance, and switch horses
along the way. When the Pony Express riders reached the end oftheir journey, they would give the mail to another Pony Express
rider. The next rider would ride very fast until he met with another PonyExpress rider at another station. The riders rode along the Pony Express trail,which was 2,000 miles long! Pony Express riders would carry the mailthrough rain and snow, across rivers, and over tall mountains. In 1861 thePony Express service ended, but mail carriers of today still carry on the tradi-tion of bringing the mail to us no matter how hard it may be.
1. Before the Pony Express started, how many days could it take for a letterto reach another house across the country?
______________________________________________________________________
2. How many miles was the Pony Express trail? __________________________
3. Did the Pony Express riders stop when it would rain or snow? ____________
4. When did the Pony Express end? ______________________________________
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Kid Phonics 2
UNIT 5 ACTIVITY 5
The Pony Express (Social Studies) Name ________________________________
Trace the path the Pony Express riders traveled on this map of the United States. Add the cities ofSacramento, California and St. Joseph, Missouri. Color in the Rocky Mountains.
80©
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Kid Phonics 2
APPENDIX A SOUND BUSTER SONG LYRICS
We’re on Our Way(All the Sound Busters)
Track 2Words and music by
Dave Kinnoin
If you’re having trouble with a silent letter,If a big, long word should cause a fuss,We’ll be right there to make it better.Hey, if that sounds good, sing along with us!
We’re on our way,We learn a little each day.As words appear,We readers cheer –We’re on our way.
Every compound word is gonna be our buddy,Every homonym will bring a smile.A rhyme or two will help us study,Our adventure grows mile after mile.
(repeat chorus)
We’ll discern each twist and turn,One by one –Our journey’s just begun.It’s lots of workAnd lots of fun!
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Kid Phonics 2
Two-For-One Store(Boogie)Track 3
Words and music byDave Kinnoin
Hey, put your words togetherFor the two-for-one store!
Welcome to the two-for-one store.Everybody’s havin’ fun,‘Cause we’re guaranteedTo find the words we needAt two for the price of one.Better get here on the double,We’re rockin’ on the showroom floor.Hear and see for yourselfWhat’s shakin’ off the shelf,Maybe take a mouthful out the door.
The two-for-one store sells compound words:Lemondrops, bellyflops, whirlybirds,Each word is made from two.There’s something just right for you.
Did you notice that last sentence had the compound word “something” in it? I’ll just betcha the two-for-one store has some-thing for you! Hmm…how ‘bout
Bathtub, backrub,(Scratch me!)Smokestack, lumberjack,(Tough)Raincoat, sailboat,(A storm’s comin‘)Underwater, jellybean,Teeter-totter, evergreen,And some you’ve never heard or seen!
(repeat chorus twice—last line:)Compound words galore—come on, let me take you to the two-for-one store!
83© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
Silent Letters(Mumpher)
Track 4Words and music by
Dave KinnoinSilent letters are sneaky,They never make a sound.Their intentions are not clear,At least to my ear,They just sorta hang around.So watch out for those silent letters,Please learn the tricks they play,‘Cause I know those silent lettersWill sure ‘nuff try to get you someday.
There’s a “b” in “thumbtack,”There’s an “e” in “kite,”There’s a “g” in “bologna,”And a “gh” in “sight.”There’s an “h” in “hourglass,”A “k” in “knife,”An “l,” an “n,” a “p,” a “w”To trouble you your whole life.(And there are even more silent letters than that,So be extra careful, okay?)
Beware of those silent lettersAs you ride the reading trail.When you see those silent letters,Rope those little dogies by the tail.(Wrestle ‘em down! There’s that “w” again.)Rope those silent letters by the tail.(That oughta get a little noise outa them!Well, maybe not—they’re silent letters…)
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Kid Phonics 2
Rhyma-Dima-Ding-Dong Girl(Rhyma)Track 5
Words and music byDave Kinnoin
I’m a rhyma-dima-ding-dong girl,So give my rhyma-dima-sing-song a whirl.It’s a time to be a-tappin’,I’m a rhyme all set to happen,I’m a rhyma-dima-ding-dong girl!
Oh, I know some words that almost hit the mark,My, my, they almost do.But, when I make my selection,I go for the perfection,I only choose the rhymes that are true.
(repeat chorus)
Ding dong—this rhyme belle’s a ringer,A dead-on bull’s-eye—do I make my point?Ding dong—each chime tells the singerEach rhyme we make upWill shake up this joint!
(repeat chorus)
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Kid Phonics 2
I Want to Be a Big Kid, Too(Baby Boogie)
Track 6Words and music by
Dave Kinnoin
I want to be a big kid too,I’m tired of baby stuff;Do all the things the big kids do,Not wait until I’m old enough.
I want to read (A big kid book!),I want to write (Have you seen my pencil?),I want to stay up and play with my computerA little later at night. (How about ten o’clock?)Oh, what I’d give,What I’d give to go to big kid school!I want to learn every letter, every word in every book,Understand every fact, every rule.(That’d be cool!)
(repeat chorus)
Big kids use those great big wordsAnd I think, “Why not me?”If I try, I can figure them outAnd ex-pand my vo-cab-u-lar-y.(Hey, I did it!)
I want to be a big kid too,I’m tired of baby stuff;Do all the things the big kids do,Can’t wait until I’m older.I want to be like you,I want to be a big kid, too!
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Kid Phonics 2
Homonym-ble Game(Miggles)
Track 7Words and music by
Dave KinnoinWhan I ask you for a pearAnd you say, “A pair of what?”When I’m pulling out my hairAnd the rabbit hutch sticks shut,When my certainty is swayingAnd I don’t know what to blame,The homonyms are playingThe homonym-ble game.
Homonym-ble game,What surprise it brings!Words can sound the sameAnd mean different things.Fun-filled to the brim,Contents tough to tame,We all ride the rimOf the homonym-ble game.
Little seamstress soon to wed,Introduce me to your beau,You’re too busy with your thread,Oh, my, my, you sew and sew!You are not sure what I’m saying,And it’s somewhat of a shame,The homonyms are playingThe homonym-ble game.
(repeat chorus)
Close inspection of surrounding words can clue the reader in.“Context” is the name for this,It’s something you don’t want to miss—That is, if you want to win the…
(repeat chorus)
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Kid Phonics 2
All Long Words Are a Series of Short Sounds Strung Together
(Tweed)Track 8
Words and music byDave Kinnoin
When you stand at the bottom of a mountain,It looks too high to climb.With the right technique,You can reach the peakIf you take it one step at a time.A long word can be rather like a mountain,It’s very hard to read.I’m pleased to sayYou’re in luck today,‘Cause you’ve got the only tool you need:That would be your brain—yo!
All long words are a series of short sounds strung together,Break it down-dee-dee, break it down-dee-dum.All long words are a series of short sounds strung together,Break it down with me, break it down, old chum.
Take a long word like “velociraptor”—Hmm…let’s see who’s boss:Sometimes “e” is “ ”—And “l-o-c” is “los,”“I” is “i,” “r-a-p” is “rap,” “t-o-r” is “t r.”Now, lift the word off the page:“Ve-loc-i-rap-tor”—a new chapterIn the story of the “Phonics Age”!And I do say, it’s jolly hip!
(repeat chorus)
When I say “break it down,” I mean more than “let’s get funky,”I mean cut it up. (What it up?)Cut it up (every word) till it’s good and chunky.I have found out if you sound out every part,The beautiful thing that’s making me sing will start—Build a word! (Groove on it!)
(repeat chorus)
e
e
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Kid Phonics 2
amusement
autumn
blacksmith
blizzard
blossom
brainstorm
breathless
celebrate
challenge
childhood
classroom
climate
clipboard
consonant
crackers
craftsmanship
crossroads
crystal
customer
design
dewdrop
dictionary
disappointed
discovers
drawbridge
drizzle
drowsy
dwarf
earache
empty
example
floodlight
freckles
freighter
freshman
friendship
furniture
gadget
glitter
glossary
gradually
graffiti
grammar
grandfather
graphics
highlight
honest
honeydew
insecticide
instantly
investment
juggler
jumprope
knighthood
knowledge
knuckles
laughter
loiter
loyalty
matchbook
mustang
mustard
neighbor
nightgown
ointment
oyster
package
patchwork
peace
playground
plumbing
plywood
pneumonia
poisonous
poundcake
professor
programmer
projector
prophecy
psalm
psychic
quarrel
quotation
reminded
rowdiness
royalty
scallop
scholar
scorch
scrambled
scream
scrimmage
sculpture
shadows
showers
shutters
skeptical
skyscraper
sleighride
slipknot
slippery
smallpox
smudge
smuggler
sneezed
snowstorm
soldier
soybean
spaghetti
spearmint
sphere
splendor
splinter
sprain
springboard
sprinkler
sprout
squeak
squeal
squeegee
squeeze
stadium
stagehand
stampede
starch
stargazer
stethoscope
straight
struggle
stuffing
superior
swallow
sweepstakes
switchboard
swordfish
tablespoon
thirteen
thunder
toothpaste
toothpick
traffic
treatment
trousers
understand
unfold
vampire
volcano
voyage
wastebasket
weight
wheeze
whirlpool
whittle
wrestling
wrinkled
yachting
zillion
APPENDIX B
Jailhouse Decoder Word List
almonds
antelope
applesauce
arrowhead
backpack
bandage
bandana
blanket
blender
bookend
bookmark
boomerang
braid
bread
bridle
brush
bumblebee
butter
cabbage
cactus
camera
cantaloupe
canteen
cartoon
chair
chalk
checkerboard
cheese
chopsticks
church
clerks
clothespin
clover
coffeepot
cookbook
couch
cowboy
crutches
diamond
doghouse
dress
drumsticks
duffle
dustpan
earrings
easel
eggbeater
eggplant
emerald
envelope
farmhouse
faucet
feather
fence
firecracker
flashlight
flowerpot
fountain
fudge
glue
goggles
grapefruit
griddle
groundhog
hammer
hammock
hamster
handcuffs
handkerchief
haystack
headphones
holster
hourglass
hummingbird
igloo
iguana
inchworm
insect
jackknife
jeep
jewelry
kangaroo
ketchup
keyboard
knapsack
lantern
leash
leather
lipstick
mailbox
matches
mountain
mouthwash
mushroom
nail
necklace
nectarine
needle
newspaper
noodles
nurse
nutcracker
oatmeal
octagon
orange
ornament
outlaw
padlock
pail
paint
parakeet
peach
pendant
pheasant
pitchfork
pizza
plow
poison
porch
potholder
protractor
pumpkin
quarter
radio
raincoat
ribbon
ring
rodeo
saddle
sailboat
sandwich
saucepan
scale
scarecrow
screen
screw
screwdriver
scroll
seashell
shampoo
shawl
shirt
shoelaces
shovel
shrimp
skateboard
skeleton
skillet
skirt
slingshot
sneakers
snorkel
snowshoe
softball
sparrow
spatula
speedometer
sphinx
splint
sponge
spurs
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Kid Phonics 2
APPENDIX C
Word Builder Ranch Word List
square
squirrel
stamp
stapler
statue
steak
stepladder
stirrups
stopwatch
strainer
strawberry
sunflower
sweater
swimsuit
teakettle
teaspoon
teepee
thermometer
thimble
thread
thumbtack
toaster
toothbrush
towel
triangle
trombone
tweezers
ukulele
unicycle
uniform
vacuum
valentine
violin
vitamins
volleyball
wheel
wheelbarrow
wheelchair
whip
windmill
wreath
wristwatch
xylophone
yardstick
zucchini
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Kid Phonics 2
Yee Haw!
after-noon
air-bag
air-brush
air-drop
air-lock
air-man
air-plane
air-way
ant-hill
apple-sauce
back-board
back-bone
back-door
back-drop
back-ground
back-side
back-slide
back-wash
back-water
back-yard
bare-foot
barn-storm
barn-yard
base-ball
base-board
base-man
basket-ball
birth-day
birth-mark
blue-book
blue-fish
blue-print
book-case
book-end
book-mark
book-shelf
book-worm
broom-corn
broom-stick
bull-dog
bull-frog
camp-ground
camp-mate
card-board
cart-wheels
chalk-board
cook-book
cook-house
cook-out
dog-fish
dog-house
dog-wood
drive-way
drum-stick
dust-pan
ear-drum
ear-mark
earth-quake
earth-worm
fair-ground
fair-way
fare-well
farm-house
farm-yard
fire-ball
fire-boat
fire-box
fire-dog
fire-house
fire-light
fire-man
fire-side
fire-storm
fire-water
fire-weed
fire-wood
flag-pole
flash-light
flower-pot
foot-ball
foot-fall
foot-hill
foot-hold
foot-light
foot-man
foot-print
foot-step
free-board
free-hold
free-man
free-way
gold-fish
green-house
green-room
gum-drop
gum-shoe
hair-brush
hair-cut
home-made
home-room
horse-man
horse-shoe
house-boat
house-breaker
house-coat
house-hold
ice-boat
ice-box
ice-breaker
ice-house
ice-man
jack-knife
jack-pot
jaw-bone
jaw-breaker
key-board
key-word
land-fall
land-lord
land-mark
land-slide
light-house
light-weight
look-out
mail-bag
mail-box
mail-man
mail-room
mid-day
mid-night
mid-point
mid-way
milk-man
milk-shake
milk-weed
moon-light
moon-rise
moon-shine
mouth-wash
night-fall
night-gown
night-mare
night-stick
north-east
north-west
note-book
oat-meal
other-wise
out-board
out-door
out-fit
out-house
out-shine
out-side
pad-lock
paper-board
paper-weight
pass-book
pass-word
pepper-corn
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Kid Phonics 2
APPENDIX D
Word Rodeo Compound Word ListNote: Hyphens are shown to separate the base words.
pepper-mint
pillow-case
pitch-fork
pitch-out
pop-corn
quick-sand
quick-step
rail-road
rail-way
rain-coat
rain-drop
rain-fall
rain-storm
rain-water
rattle-snake
room-mate
saddle-bag
saddle-cloth
sail-boat
sail-cloth
sail-fish
scare-crow
school-book
school-ground
school-house
school-mate
school-room
sea-board
sea-man
sea-plane
sea-quake
sea-side
sea-weed
shoe-shine
sky-light
sky-way
snow-ball
snow-drop
snow-fall
snow-man
snow-shoe
snow-storm
snow-suit
sun-burn
sun-fish
sun-light
sun-rise
sun-shine
surf-board
table-cloth
table-spoon
tea-house
tea-pot
tea-room
tea-spoon
tooth-brush
trap-door
under-brush
under-coat
under-cut
under-dog
under-foot
under-ground
under-side
under-water
under-way
under-weight
video-cassette
video-tape
view-point
vine-yard
volley-ball
wall-board
wall-paper
wash-board
wash-cloth
wash-day
wash-out
wash-room
waste-basket
waste-paper
waste-water
week-day
week-end
week-night
wish-bone
wrist-watch
yard-man
yard-stick
year-book
year-end
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Kid Phonics 2
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Kid Phonics 2
APPENDIX E
Word Rodeo Prefix List
Base Words able
agree
appear
change
cline
count
cover
crease
deal
ease
easy
even
feat
fect
fend
fix
fold
grace
gram
gress
hale
ject
just
kind
lead
light
load
lock
long
marine
mask
match
mote
nect
pack
pair
pare
part
place
plain
play
prove
quire
quote
read
real
rest
said
school
scribe
sent
serve
sign
snap
solve
spect
spell
take
test
tie
trust
turb
use
used
vent
vide
view
wind
wrap
Prefixes
com
con
de
dis
ex
in
mis
pre
pro
re
sub
un
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Kid Phonics 2
APPENDIX F
Word Rodeo Suffix List
Base Words
act
affect
agree
amaze
appear
bad
bark
bat
beg
believe
bloom
boil
boss
bounce
brag
brown
care
cheap
city
close
cloudy
clown
confuse
copy
cough
count
crawl
cry
dark
direct
dirty
drop
early
easy
enjoy
fair
fancy
foggy
fry
funny
grin
happy
hard
harm
help
high
hope
inspect
juggle
kind
large
laugh
light
long
loud
main
march
messy
miss
most
neat
new
noisy
pass
penny
play
pony
poor
porch
pour
pretty
prove
provide
puppy
quiet
reply
rest
road
rough
ruby
sad
scare
share
shiny
shout
sick
silly
sleepy
slow
solve
spooky
spot
story
surprise
swim
swing
tall
tight
tiny
try
use
weak
week
win
Suffixes
ed
er
es
est
ing
ion
less
ly
ment
ness
s
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Kid Phonics 2
APPENDIX G
Homonym Hotel Word List
aunt/ant
be/bee
bare/bear
bass/base
beats/beets
blue/blew
board/bored
brake/break
berry/bury
by/buy/bye
cent/scent/sent
course/coarse
creak/creek
deer/dear
died/dyed
due/dew/do
eight/ate
fare/fair
feet/feat
flea/flee
foul/fowl
four/for
gnu/knew/new
hare/hair
hall/haul
heel/heal
hear/here
knot/not
loan/lone
one/won
pail/pale
peace/piece
pleas/please
pole/poll
rain/rein/reign
read/red
right/write
road/rode/rowed
role/roll
sail/sale
see/sea
seem/seam
sell/cell
site/sight/cite
some/sum
sow/sew/so
tail/tale
there/their/they’re
tow/toe
weight/wait
wear/where
week/weak
would/wood
Silent E
at ate
ban bane
bar bare
bat bate
bath bathe
bid bide
bit bite
breath breathe
cam came
can cane
cap cape
car care
cloth clothe
con cone
cop cope
crud crude
cub cube
cut cute
dim dime
din dine
dot dote
dud dude
dun dune
fad fade
fat fate
fin fine
fir fire
flak flake
gal gale
gap gape
glad glade
glob globe
grad grade
grim grime
grip gripe
hat hate
her here
hid hide
hop hope
hug huge
jib jibe
kit kite
lob lobe
lop lope
mad made
man mane
mat mate
met mete
mop mope
mut mute
nap nape
nod node
not note
pal pale
pan pane
par pare
past paste
pin pine
pip pipe
plan plane
plum plume
pop pope
prim prime
quit quite
rag rage
rang range
rat rate
rid ride
rip ripe
rob robe
rod rode
rot rote
sag sage
sat sate
scar scare
scrap scrape
secret secrete
sever severe
sham shame
shin shine
sir sire
sit site
slat slate
slid slide
slim slime
slop slope
snip snipe
spar spare
spin spine
spit spite
stag stage
star stare
strip stripe
tap tape
them theme
ton tone
tot tote
trip tripe
tub tube
twin twine
us use
van vane
wad wade
wag wage
war ware
win wine
wok woke
Silent B
bomb
climb
comb
crumb
debt
debtor
doubt
dumb
indebted
lamb
limb
numb
plumb
plumber
plumbing
thumb
thumbtack
tomb
Silent G
align
assign
bologna
campaign
cologne
design
foreign
gnarl
gnash
gnat
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Kid Phonics 2
APPENDIX H
Silent Letter Stagecoach Word List
gnaw
gnome
gnu
lasagna
reign
resign
sign
Silent GH
bough
bought
bright
brought
caught
daughter
daylight
dough
doughnut
drought
eight
eighteen
eighty
fight
flight
freight
fright
height
high
insight
light
might
naughty
neigh
neighbor
night
ought
plight
right
sigh
sight
sleigh
sought
straight
taught
thought
tight
weigh
weight
Silent H
afghan
dinghy
ghastly
ghetto
ghost
ghoul
heir
heirloom
herb
honest
honor
hour
hourglass
rhapsody
rhinestone
rhino
rhinoceros
rhubarb
rhyme
rhythm
shepherd
Silent K
knack
knapsack
knead
knee
kneel
knew
knickers
knife
knit
knob
knock
knot
know
knowledge
knuckle
unknown
Silent L
calf
caulk
chalk
half
salve
Silent N
autumn
column
condemn
hymn
solemn
Silent P
corps
cupboard
pneumonia
psalm
psychology
pterodactyl
raspberry
receipt
Silent W
sword
wrap
wreath
wreck
wrench
wrestle
wring
wrinkle
wrist
write
wrong
Miscellaneous
Silent Letters
aisle
ballet
crochet
fillet
indict
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Kid Phonics 2
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Kid Phonics 2
Non-Silent E
an
back
bag
bed
bib
big
blot
brim
bug
bun
cab
cat
clot
cob
crust
cup
dab
den
did
dip
dog
dug
fan
fit
flap
fog
fun
fur
gas
gem
glen
gob
got
grab
gut
ham
hen
him
hog
hub
jar
jet
jig
jog
jug
kin
lad
led
leg
let
lip
log
lot
map
math
men
mud
nag
net
nip
nit
nor
nun
nut
pat
path
pig
pit
plod
pot
prod
pun
pup
quiz
red
rest
rib
rig
rub
rut
sad
scab
scrub
set
shack
shed
ship
sip
slam
slap
slip
sop
spill
straw
sub
sud
tag
ten
then
tip
toy
trim
tug
tweak
vat
wet
wig
wit
yam
yes
zap
zip
APPENDIX I
Non-Silent Letter Stagecoach Word List
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Kid Phonics 2
APPENDIX J
Sound Buster Clip Art
Boogie
Baby Boogie
Miggles
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Kid Phonics 2
Mumpher
Rhyma
Tweed
101©
Kn
owled
ge A
dven
ture, In
c. an
d its licen
sors. A
ll Rig
hts R
eserved.
Kid
Ph
onics 2
APPEN
DIX
KCER
TIFICATES
This award is presented to
________________________________for being a
Super Word and Sentence Builder!
_______________ _______________Teacher Date
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owled
ge A
dven
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c. an
d its licen
sors. A
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hts R
eserved.
Kid
Ph
onics 2
Hooray!
____________________________is an official
Homonym Expert!
_______________ _______________Teacher Date
103©
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owled
ge A
dven
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hts R
eserved.
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onics 2
This award is presented to
______________________________________for successfully completing the
challenges and lessons of
Kid Phonics 2!
_______________ _______________Teacher Date
Adjectives
Boynton, Sandra. A Is for Angry: An Animal andAdjective Alphabet. Workman, 1983.
Heller, Ruth. Many Luscious Lollipops: A BookAbout Adjectives. Scholastic, 1989.
McMillan, Bruce. Super, Super, Superwords.Lothrop, 1989.
Alliteration
Bayer, Jane. A, My Name Is Alice. Dial, 1984.Chess, Victoria. Alfred’s Alphabet Walk.
Greenwillow, 1979.Curtis, Foley. The Little Book of Big Tongue
Twisters. Holiday House, 1977.Kellogg, Steven. Aster Aardvark’s Alphabet
Adventures. Morrow, 1987.
Antonyms
McMillan, Bruce. Here a Chick, There a Chick.Lothrop, 1983.
Cause and Effect
Aylesworth, Jim. Hush Up! Henry Hold, 1980.Charlip, Remy. Fortunately. Parents Press, 1964.Lester, Helen. It Wasn’t My Fault. Dutton, 1979.Lexxu, Joan. That’s Good, That’s Bad. Dial, 1963.Noble, Trinka Hakes. The Day Jimmy’s Boa Ate
the Wash. Dial, 1980.Numeroff, Laura Joffe. If You Give a Mouse a
Cookie. Harper Collins, 1985.
Compare and Contrast
Barrett, Judy. I’m Too Small, You’re Too Big.Atheneum, 1981.
Dantzer-Rosenthal, Marya. Some Things AreDifferent, Some Things Are the Same.Whitman, 1986.
Hughes, Shirley. Bathwater’s Hot. Lothrop, 1985.
Compound Words
Maestro, Betsy. All Aboard Overnight. HoughtonMifflin, 1992.
Exaggeration
Boyd, Selma and Pauline. I Met a Polar Bear.Lothrop, 1983.
Galdone, Paul. The Amazing Pig. Clarion, 1981.Peterson, Esther Allen. Frederick’s Alligator.
Crown, 1979.
Homonyms/Homographs
Basil, Cynthia. How Ships Play Cards. Morrow,1980.
Blossom, Naomi. Scale Full of Fish and OtherTurnabouts. Greenwillow, 1979.
Buckley, Richard. The Greedy Python. PictureBook Studio, 1985.
Gwynne, Fred. A Little Pigeon Toad. Simon andSchuster, 1988.
Hunt, Bernice Kohn. Your Aunt Is a Which. HBJ,1975.
Terban, Marvin. The Dove Dove: FunnyHomograph Riddles. Clarion, 1984.
Terban, Marvin. Eight Ate: A Feast of HomonymRiddles. Clarion, 1988.
Idioms
Folsom, Michael and Marcia. Easy as Pie: AGuessing Game of Sayings. Clarion, 1985.
Parish, Peggy. Amelia Bedelia. Harper and Row,1963.
Terban, Marvin. In a Pickle and Other FunnyIdioms. Clarion, 1983.
Teban, Marvin. Mad as a Wet Hen. Clarion, 1987.
104© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
APPENDIX L
Language Arts Skills Bibliography
Letter Sounds
MacDonald, Suse. Alphabetics. Bradbury, 1986.
Letter Writing
Ahlberg, Janet and Allan. The Jolly Postman.
Little, Brown, 1986.
Alexander, Sue. Dear Phoebe. Little, Brown, 1984.
Leedy, Loreen. Messages in the Mailbox. Holiday
House, 1991.
Tsutsui, Yorko. Anna’s Secret Friend. Viking, 1987.
Williams, Vera and Jennifer. Stringbean’s Trip to
the Shining Sea. Scholastic, 1988.
Winslow, Nancy. Love From Uncle Clyde. Dodd
Mead, 1977.
Nouns
Heller, Ruth. A Cache of Jewels and Other
Collective Nouns. Scholastic, 1987.
Heller, Ruth. Merry-Go-Round. Grosset and
Dunlop, 1990.
Hooper, Patricia. A Bundle of Beasts. Houghton
Mifflin, 1987.
Kock, Michelle. Just One More. Greenwillow, 1989.
Terban, Marvin. Your Foot’s on My Feet! And
Other Tricky Nouns. Clarion, 1986.
Plot
Fox, Mem. Koala Lou. HBJ, 1988.
Kipling, Rudyard. Just So Stories. Doubleday, 1952.
Prepositions
Bancheck, Linda. Snake In, Snake Out. Crowell,
1978.
Punctuation
Fox, Mem. Wilfrid Gordon McDonald Partridge.
Kane/Miller, 1984.
Ziefert, Harriet. Sarah’s Questions. Lothrop, 1986.
Quotation Marks
Lobel, Arnold. Frog and Toad Are Friends.
Harper and Row, 1979.
Setting
Cooney, Barbara. Miss Rumphius. Puffin, 1987.
Oram, Haiwyn. In the Attic. Henry Holt, 1988.
Silverstein, Shel. The Giving Tree. Harper and
Row, 1964.
Simile
Juster, Norton. As: A Surfeit of Similes. Morrow,
1989.
Synonyms
McMillan, Bruce. Here a Chick, There a Chick.
Lothrop, 1983.
Verbs
Heller, Ruth. Kites Sail High: A Book About Verbs.
Scholastic, 1988.
MacMillan, Bruce. Kitten Can. Lothrop, 1984.
Maestro, Betsy and Guilio. Camping Out: A Book
of Action Words. Crown, 1985.
Noll, Sally. Jiggle, Wiggle, Prance. Greenwillow,
1987.
Terban, Marvin. I Think I Thought and Other
Tricky Verbs. Clarion, 1984.
Writing
Dr. Seuss. I Can Write! Random House, 1971.
Hoban, Lillian. Arthur’s Pen Pal. Harper and Row,
1976.
Oakley, Graham. The Diary of a Church Mouse.
Atheneum, 1987.
105© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
Bolton, F. and Snowball, D. Teaching Spelling: A Practical Resource.
Heinemann, 1993.
Gentry, J. Richard. Spel is a Four-Letter Word. Scholastic, 1987.
Goodman, Ken. Phonics Phacts. Heinemann, 1994.
Hansen, J. When Writers Read. Heinemann, 1987.
Jan, Lesley Wing. Spelling and Grammar in a Whole Language
Classroom. Ashton Scholastic, 1991.
Johnson, Terry D. and Louis, Daphne R. Literacy Through Literature.
Heinemann, 1987.
Powell, Debbie and Hornsby, David. Learning Phonics and Spelling in
a Whole Language Classroom. Scholastic, 1993.
Wagstaff, Janiel. Phonics: What Works. Scholastic, 1994.
Yopp, Ruth Helen and Yopp, Hallie Kay. Literature-Based Reading
Activities. Allyn and Bacon, 1992.
106© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.
Kid Phonics 2
APPENDIX M
Professional Book Bibliography