Teacher's Manual: Level 2 Vol. 1 of 3 Lessons 1-10

Level 2
Teacher’s Manual
Vol. 1 of 3
Lessons 1-10
Developed by Lorie Delk, M. Ed., CCC-SLP and Laura Scheer, M. Ed.

Gus and Friends Illustrated by Julie Ferris
The Next Generation Literacy Program
www.UpWordsReading.com
Copyright © 2015 by Next Generation Therapy Services, Inc. All rights reserved. No part of these
books may be reproduced or utilized in any form or by any electronic or mechanical means,
including photocopying, without permission in writing from the publisher.
Lesson 10
Wild
Kind
Chunks –ild, -ind, -old, -olt, -ost,-oll

Cold
Colts
Post
Scrolls
181
Post during Level 2 Lesson 10. Keep posted for the remainder of the year.
Phonics Focus: Chunks –ild, -ind, -old, -olt, -ost, -oll
Sight Words: hour, our, minute, journey, route
Plan for this Week

Monday Tuesday Wednesday Thursday Friday
Warm-Ups: Warm-Ups: Warm-Ups: Warm-Ups: Warm-Ups:
1. Auditory 1. Auditory 1. Auditory 1. Phonics Warm-Up: 1. Phonics Warm-Up:
Warm-Up: Vowel Warm-Up: Vowel Warm-Up: Vowel Spell the Sounds Phonics Card Drill
Sound Identifica- Sound Identifica- Sound Identifica-
tion tion tion
2. Phonics Warm-Up: 2. Phonics Warm-Up: 2. Phonics Warm-Up:
Phonics Card Drill Spell the Sounds Phonics Card Drill
3. Review: Nonsense
Word Treasure
Trove
Phonics: Phonics: Phonics: Phonics: Phonics:

4. Teach -ild, -ind 3. Teach -old, -olt 3. Teach: -oll, -ost 2. Reading Words 2. Dice Game
5. Reading Words 4. Reading Words 4. Reading Words 3. Words with Tiles 3. Reading Words
6. Words With Tiles 5. Words with Tiles 5. Words with Tiles 4. Spelling Strategy 4. Reading
7. Reading 6. Reading 6. Spelling Strategy 5. Reading Comprehension
Comprehension Comprehension 7. Reading Comprehension 5. Writing Sentences
8. Tap Spelling 7. Tap Spelling Comprehension 6. Tap Spelling 6. Cumulative
7. Writing Sentences Progress
Assessment 1
Sight Words: Sight Words: Sight Words: Sight Words:
9. Introduce New 8. Sight Word 8. Sight Word 8. Sight Word
Sight Words Reading and Reading and Reading and
and Sight Word Tactile Spelling Kinesthetic Writing Words
Reading Spelling
Student-read Story Student-read Story Student-read Story Student-read Story

10. Decodable Reader 9. Decodable Reader 9. Decodable Reader 9. Decodable Reader
#10 Snow Blind #10 Snow Blind #10 Snow Blind #10 Snow Blind
Chapter 1 Chapter 2 Chapter 3 Chapter 4
Language and Language and Language and Language and Language and
Literature: Literature: Literature: Literature: Literature:
11. Read Book 5, A 10. Read Book 5, A 10. Read Book 5, A 10. Read Book 5, A 7. Read Book 5, A
Crazy Day with Co- Crazy Day with Crazy Day with Crazy Day with Crazy Day with
bras, Prologue and Cobras, Chapter Cobras, Chapters Cobras, Chapters Cobras, Chapter
Chapter 1 from the 2 from the Up- 3 and 4 from the 5 and 6 from the 7 from the Up-
Up-Words Read- Words Reading® Up-Words Read- Up-Words Read- Words Reading®
ing® recommended recommended ing® recommended ing® recommended recommended
reading list, with reading list, with reading list, with reading list, with reading list, with
Oral Language Oral Language Oral Language Oral Language Oral Language
Discussion Discussion Discussion Discussion Discussion
259
Monday
Auditory Warm Up
1. Vowel Sound Identification
Monday No Workbook page
Supplies: Learned Chunks poster
Teacher Instructions:
Explain that you will say a word, and you want the student to repeat the word, tap the sounds in the word, and then point
to the symbol on either the Short Vowel Spellings poster, the Long Vowel Spellings poster, the Bossy-r Spellings, or the
Learned Chunks poster for the vowel sound or chunk heard in the word. Remind the student that when tapping a word
with a Bossy-r or a learned chunk in it, we keep the Bossy-r sounds and the chunks together as one tap.
For example,
Teacher says: stink
Student says: stink, /s/-/t/-/ink/ (with 3 finger taps), and then points to the /ink/ symbol on the Learned Chunks post-
er.
Do this for each of the following words:

stark (/s/-/t/-/ar/-/k/ with 4 taps, and points to /er/ on Bossy-r Spellings poster)
stick (/s/-/t/-/ĭ/-/k/ with 4 taps, and points to /ĭ/ on Short Vowel Spellings poster)
stripe (/s/-/t/-/r/-/ī/-/p/ with 5 taps, and points to /ī/ on Long Vowel Spellings poster)
strong (/s/-/t/-/r/-/ong/ with 4 taps, and points to /ong/ on Learned Chunks poster)
shone (/sh/-/ō/-/n/ with 3 taps, and points to /ō/ on Long Vowel Spellings poster)
shirt (/sh/-/er/-/t/ with 3 taps, and points to /er/ on Bossy-r Spellings poster)
shop (/sh/-/ŏ/-/p/ with 3 taps, and points to /ŏ/ on Short Vowel Spellings poster)
shrank (/sh/-/r/-/ank/ with 3 taps, and points to /ank/ on Learned Chunks poster)
Phonics Warm Up
2. Phonics Card Drill
Supplies: Phonics Drill Cards s, -ck, -ss-ll-ff-zz, -tch, a, e, i, o, u, y
Follow the “Phonics Warm-Up: Phonics Card Drill” procedure (found on page 12 of the Level 2 Reference Guide) for
each of the Phonics Cards listed above.
260 Lesson 10, Monday

Nonsense Word Treasure Trove
3.
Monday Workbook page 1
Show the workbook page and tell the student that he gets to collect treasure today by grabbing as many coins as possible
to put into the treasure chest. Explain that the student gets to put coins into their treasure chest by reading the non-
sense words inside each coin correctly. When collecting treasure, we want to work slowly and carefully so we don’t miss
anything.
Ask the student to read across in rows from left to right, using what he knows about phonics to read each word. Recall
the 3 vowel sounds of y: ĭ, ī, and ē. The student should not rush, but should read the nonsense words carefully. When
the student finishes reading each row, the teacher should write the number of coins that the student earned (the number
of nonsense words read correctly without assistance) in the pile of coins at the end of the row. Once the student has
finished the page, either the teacher or the student may add up the total number of coins the student earned and write
it in the treasure chest. The goal is for the student to collect at least 17 coins. If the number in the treasure chest is
less than 17, the teacher can briefly review any missed words with the student, and then student should try again to earn
at least 17 coins. If the number in the treasure chest is 17 or above on the first try, the student does not need to read
the words again.
Use the answer key below if you are unsure about how any of the nonsense words should be pronounced according to pho-
netic rules. To review what sounds the sound symbols represent, consult the Key to Symbols on page 11 in the Level 2
Reference Guide.
Each week, the Treasure Hunt will review the previous week’s phonics skill, but will also include varying review of all
previously learned phonics and syllabication skills. Teachers should use the Treasure Hunt each week as an informal way
of monitoring whether the student is remembering and using the phonics skills that they have previously learned. If you
notice a pattern of incorrect responses, try to work in some review of those phonetic skills throughout the week in the
Phonics Warm-Up drills as well as reading and spelling activities.
Answer Key:
sym = /sĭm/ fyle = /fīl/ hy = /hī/ kryp = /krĭp/
sply = /splī/ yand = /yănd/ bym = /bĭm/ tyme = /tīm/
yink = /yink/ hyre = /hīr/ chy = /chī/ dyn = /dĭn/
glorn = /glorn/ spurk = /sperk/ kern = /kern/ arsh = /arsh/
spload = /splōd/ traim = /trām/ freep = /frēp/ smeath = /smēth/
Lesson 10, Monday 261

Teach New Chunks –ild and -ind
4.
Supplies: ild-ind-old-olt-ost-oll phonics card, paper and pencil, or chalk/dry-erase board,

Syllable Detectives posters, Wild Colt poster, and Learned Chunks poster
Pointing to Inspector Covrel’s notepad poster, review what a closed syllable is, and what type of vowel sound that it usual-
ly has (short). Then explain that Inspector Covrel has found groups of letters that are closed syllables but that have long
vowel sounds! These are like wild colts that will not stay in the fence, but keep jumping over the fence to do whatever
they want. We will learn about these “wild colt” words as new chunks.
Write the following words on your paper or board:
wild find
Discuss with your student that these words certainly look like closed syllables, but when we try to pronounce them with a
short vowel sound, they do not sound like real words: “wĭld” and “fĭnd”
Underline the ild in wild and the ind in find. Explain that these are the chunks that are like wild colts. Like wild colts who
run and buck and may even jump fences, these new chunks do not do what they are supposed to do. They are supposed
to make a short vowel sound, but they do not. They make a long vowel sound! Now pronounce both word with a long vowel
sound, “wīld,” and “fīnd.”
Explain that we will work on with several words today that have these new chunks in them. On the learned chunks poster,
write these new chunks on the 4th line: ild, ind. Also, pull out and show the new phonics card: ild-ind-old-olt-ost-oll.
Explain that today you only want them to focus on the top two chunks. We will learn the others later this week. Teach
the first two sounds and keywords that the student should say when shown this card:
ild, wild, /īld/
ind, find, /īnd/
Last, write the word pint on the board/paper, and teach that this is a “wild colt” word as well. Practice reading it with
a long i sound. Explain that most words with –int are pronounced with a short vowel (mint, lint, hint), so we will not write
the int chunk on the Learned Chunks poster with the other “wild colt” chunks. Students, however, should be aware that
there are occasional words that are “wild colt” words but that are not one of the chunks we are learning this week.
Post the Wild Colt poster on the poster wall underneath the Learned Chunks poster according to the poster diagram
located a the back of the Reference Guide.
Reading Words
5. Workbook page 2
Monday
Supplies: Highlighter
o Follow the “Reading Words” procedure (found on page 14 of the Level 2 Reference Guide) for each of the words
listed in the workbook page.
o Highlight the new chunk ild as in wild or ind as in find and read each word across each row.
o Note: When your student reads the last word, wind, take a moment to explain that this word can be pronounced with
a short or a long vowel sound. With a short vowel sound, it is “wĭnd” as in “The wind blew hard during the storm.”
With a long vowel sound, it is “wīnd,” as in, “I will wind the thread around the spool.”
o If the student is working on speed and fluency, use the optional timed component as described in the Reading Words
procedure.

Words with Tiles
6. No Workbook page
Monday
Supplies: Letter Tiles Letter tiles a, e, i, o, u, b, c, d, f, h, k, l, m, n, w
Place the above tiles out of the box and lay them lower-case face-up on the table.
Explain that you will ask the student to change letters to turn one word into another word. Today, words will all be “wild
colt” words.
Now, ask students to use the tiles to spell, change, and read the following words:
• Spell the word mild.
• change mild to mind. Student changes l to n and reads mind.
• change mind to kind. Student changes m to k and reads kind.
• change kind to find. Student changes k to f and reads find.
• change find to bind. Student changes f to b and reads bind.
• change bind to blind. Student adds l and reads blind.
• change blind to wind. Student changes bl to w and reads wind. (use the long i sound - “I wind the thread around
• the spool.”
• change wind to wild. Student changes n to l and reads wild.
• change wild to child. Student changes w to ch and reads child.
Reading Comprehension
7.
Monday Workbook page 3
Show the workbook page and ask the student to read each word in the word bank and explain its meaning. Then, the
student should read the story, filling in each blank with a word from the word bank to complete each sentence so that it
makes sense. Remember to encourage students to read past the blank to the end of the sentence to help figure out the
unknown word. After filling in all of the blanks, the student should re-read the story to make sure it makes sense.
Answer Key: name, thirsty, wind, floor, plaything, robot, flip, collect, hurt, mind, smile, seen, himself, share
Tap Spelling
8. Workbook page 4
Monday
o Follow the “Tap-Spelling” procedure (found on page 16 of the Level 2 Reference Guide) for each of the words and
sentences listed below.
Words to dictate today:

child, mind, bind, blind, grind, wild, hind, mild
Sentences to dictate (sight words are underlined):

1) We will be in a bind if we are not quick to find the wild bunny. 2) The kind child is sweet and mild.
Lesson 10, Monday 263

Sight Word Work
9. Sight Word Program
Monday
Complete the following activities from the Sight Word Program (found on page 22 of the Level 2 Reference Guide):
Introduce New Sight Word(s)
Sight Word Reading: “See and Say” activity with the following sight word cards:
hour, our, minute, journey, route, people, neighbor, woman, women, earth, heard, listen, learn, piano
Note: The words “hour” and “our” are homophones.
our: Of or relating to us. “Our team won the game.”

hour: A period of time equal to 60 minutes. “We waited an hour for dinner.”
Student-Read Literature
10.
Supplies: Up-Words Reading® Decodable Reader #10 Snow Blind

Today your student will read Chapter 1 of the Level 2 Decodable Reader! Answers to comprehension questions can be
found in the section beginning on page 51 of Level 2 Reference Guide.
Use the tips for Reading Decodable Readers (found on page 15 of the Level 2 Reference Guide).
Language and Literature

11. Oral Language
Supplies: Book 5, A Crazy Day with Cobras, from the Up-Words Reading® recommended reading list
Today you will read aloud to your student Book 5, A Crazy Day with Cobras, Prologue and Chapter 1 from the Level 2
Up-Words Reading® recommended reading list. Comprehension questions begin on page 108 of the Level 2 Reference
Guide.
Use the tips for Language and Literature - Oral Language (found on page 18 of the Level 2 Reference Guide).

Tuesday
Auditory Warm Up
Tuesday No Workbook page

to the symbol on the Learned Chunks poster for the chunk heard in the word. Remind the student that when tapping a
word with a learned chunk in it, we keep the chunk together as one tap.
For example,
Teacher says: blink
Student says: blink, /b/-/l/-/ink/ (with 3 finger taps), and then points to the /ink/ symbol on the Learned Chunks post-
er.

ball (/b/-/ôl/ with 2 taps, and points to /ôl/ on Learned Chunks poster)
honk (/h/-/onk/ with 2 taps, and points to /onk/ on Learned Chunks poster)
kind (/k/-/ind/ with 2 taps, and points to /ind/ on Learned Chunks poster)
kink (/k/-/ink/ with 2 taps, and points to /ink/ on Learned Chunks poster)
wild (/w/-/ild/ with 2 taps, and points to /ild/ on Learned Chunks poster)
wing (/w/-/ing/ with 2 taps, and points to /ing/ on Learned Chunks poster)
Phonics Warm Up
2. Spell the Sounds
Tuesday Workbook page 5
Teacher Instructions
o Follow the “Spell the Sounds” procedure (found on page 13 of the Level 2 Reference Guide) for each of the sounds
listed below.
Sounds to Dictate (Answer Key in bold)
Short Vowel Spellings: /ă/ (/ă/ a), /ĕ/ (/ĕ/ e), /ĭ/ (/ĭ/ i, y), /ŏ/ (/ŏ/ o), /ŭ/ (/ŭ/ u)
Endings for Words with Short Vowels: Teacher asks: What are the special spellings that are used only at the end of a
1-syllable word right after 1 short vowel?
-ss, -ll, -ff, -zz -ck -tch
Long Vowel Spellings: /ā/ (/ā/ a | a-e | ai,ay), /ē/ (/ē/ e, y | e-e | ea,ee), /ī/ (/ī/ i, y | i-e, y-e),
/ō/ (/ō/ o | o-e | oa, ow, oe), /ū/ (/ū/ u | u-e), /oo/ (/oo/ u | u-e)
Lesson 10, Tuesday 265

Teach New Chunks –old and -olt
3.

Syllable Detectives posters, Wild Colt Poster and Learned Chunks poster
Pointing to Inspector Covrel’s notepad poster, review what a closed syllable is, and what type of vowel sound that it usual-
ly has (short). Then review that Inspector Covrel has found groups of letters that are closed syllables but that have long
vowel sounds! These are like a wild colt that will not stay in the fence, but keeps jumping over the fence to do whatever
he wants. We will learn about these “wild colt” words as new chunks.
hold colt
Discuss with your student that these are more “wild colt” words that look like closed syllables, but when we try to pro-
nounce them with a short vowel sound, they do not sound like real words: “hŏld” and “cŏlt”
Underline the old in hold and the olt in colt. Explain that these are the next two “wild colt” chunks we will be working on
today. Like wild colts who run and buck and may even jump fences, these new chunks do not do what they are supposed to
do. They are supposed to make a short vowel sound, but they do not. They make a long vowel sound! Now pronounce both
word with a long vowel sound, “hōld,” and “cōlt.”
On the learned chunks poster, write these new chunks on the 5th line: old, olt. Also, pull out and show the new phonics
card: ild-ind-old-olt-ost-oll. Explain that today we will add the next two chunks. We will learn the last two tomorrow.
Teach the next two sounds and keywords that the student should say when shown this card:
old, cold, /ōld/
olt, colt, /ōlt/
Last, write the word both on the board/paper, and teach that this is a “wild colt” word as well. Practice reading it with
a long i sound. Explain that most words with –oth are pronounced with a short vowel (moth, cloth, sloth), so we will not
write the oth chunk on the Learned Chunks poster with the other “wild colt” chunks. Students, however, will be working
on both as one of the wild colt words this week.
266 Lesson 10, Tuesday

Reading Words
4. Workbook page 6
Tuesday
Supplies: Pencil
o Ask the student to highlight the ild, ind, old or olt in each word and read each word aloud.
Note: Many of these words may not be vocabulary your student has encountered before. As always, take time after the
student finishes reading all of the words to discuss any questions they may have about word meanings. Be sure to address
the vocabulary word bolt, as it will appear in stories this week. Bolt is a word with two meanings. It can mean a type of
sliding lock, and it can be a verb meaning to rush off.
Words with Tiles

5. No Workbook page
Tuesday
Supplies: Letter Tiles a, e, i, o, u, b, c, d, g, h, j, l, s, t
Place the the above tiles out of the box and lay them lower-case face-up on the table.
colt” words.
• Spell the word hold.
• change hold to gold. Student changes h to g and reads gold .
• change gold to bold. Student changes g to b and reads bold .
• change bold to bolt. Student changes d to t and reads bolt.
• change bolt to jolt. Student changes b to j and reads jolt.
• change jolt to colt. Student changes j to c and reads colt.
• change colt to cold. Student changes t to d and reads cold.
• change cold to scold. Student adds s and reads scold.
• change scold to old. Student removes sc and reads old.

6.
Tuesday Workbook page 7
Show the workbook page and ask the student to read each sentence, circling the correct word for the blank. Encourage
students to read past a blank to the end of the sentence to help figure out which word makes sense. After filling in all of
the blanks, the student should re-read each sentence to make sure they make sense.
Answer key:
colts, wild, bolt, fold, Hold, kind
Tap Spelling
7. Workbook page 8
Tuesday
o Follow the “Tap-Spelling” procedure (found on page 16 of the Level 2 Reference Guide) for each of the words and
sentences listed below.
Words to dictate today:

old, jolt, bold, volt, fold, hold, sold, told
Sentences to dictate:
1) The men bolted off on their hunt for the chest full of gold.
2) Do not scold the colt when it is cold outside.
268 Lesson 10, Tuesday

Sight Word Work
Tuesday
Sight Word Reading: “See and Say”
Sight Word Tactile Spelling
Use the following sight words: hour, our, minute, journey, route, people, neighbor, woman, women, earth,
heard, listen, learn, piano

9.


10. Oral Language
Supplies: Book 5, A Crazy Day with Cobras from the Up-Words Reading® recommended reading list
Today you will read aloud to your student Book 5, A Crazy Day with Cobras, Chapter 2 from the Level 2 Up-Words Read-
ing® recommended reading list. Comprehension questions begin on page 108 of the Level 2 Reference Guide.

Wednesday
Auditory Warm Up
Wednesday No Workbook page

to the symbol on the Learned Chunks poster for the chunk heard in the word. Remind the student that when tapping a
word with a learned chunk in it, we keep the chunk together as one tap.
For example,
Teacher says: gold
Student says: gold, /g/-/old/ (with 2 finger taps), and then points to the /old/ symbol on the Learned Chunks poster.

bolt (/b/-/olt/ with 2 taps, and points to /olt/ on Learned Chunks poster)
blind (/b/-/l/-/ind/ with 3 taps, and points to /ind/ on Learned Chunks poster)
child (/ch/-/ild/ with 2 taps, and points to /ild/ on Learned Chunks poster)
fold (/f/-/old/ with 2 taps, and points to /old/ on Learned Chunks poster)
mind (/m/-/ind/ with 2 taps, and points to /ind/ on Learned Chunks poster)
scold (/s/-/k/-/old/ with 3 taps, and points to /old/ on Learned Chunks poster)
Phonics Warm Up
Supplies: Phonics Drill Cards ai, ay, oa, oe, ow, ee, ea, a-e, e-e, i-e, o-e, u-e, y-e, ild-ind-old-olt-ost-oll
270 Lesson 10, Wednesday

Teach New Chunks –oll and -ost
3.

Syllable Detectives posters, Wild Colts poster and Learned Chunks poster
Review what a “wild colt” word is - A word that looks like a closed syllable, but does not make the short vowel sound that
it is supposed to make; instead, it makes a long vowel sound. Explain that we will learn the last two new “wild colt” chunks
today.
post scroll
Underline the ost in post and the oll in scroll. Now pronounce both words with a long vowel sound, “pōst,” and “scrōll.”
On the Learned Chunks poster, write these new chunks on the right side of the 5th line: oll, ost. Also, pull out and
show the new phonics card: ild-ind-old-olt-ost-oll. Teach the last two sounds and keywords that the student should say
when shown this card:
oll, scroll, /ōl/
ost, post, /ōst/
Last, write the words yolk and folk on the board/paper, and teach that these are a “wild colt” words as well. Practice
reading it with a long o sound. Explain that these are the only two common words with the –olk ending, so we will not write
the olk chunk on the Learned Chunks poster with the other “wild colt” chunks. Students, however, will be working on yolk
and folk as two more wild colt words this week.
Reading Words
4.
Wednesday Workbook page 9
Supplies: Highlighter, Pencil

o Ask the student to highlight the ild, ind, old, olt, ost, or oll in each word and read each word aloud.
procedure
Lesson 10, Wednesday 271

Words with Tiles
5.
Supplies: Letter Tiles a, e, i, o, u, c, h, l (x2), m, p, r, s, t
Take the above tiles out of the box and lay them lower-case face-up on the table.
colt” words.
• Spell the word host.
• change host to most. Student changes h to m and reads most.
• change most to post. Student changes m to p and reads post.
• change post to poll. Student changes st to ll and reads poll.
• change poll to toll. Student changes p to t and reads toll.
• change toll to roll. Student changes t to r and reads roll.
• change roll to troll. Student adds t and reads troll.
• change troll to stroll. Student adds s and reads stroll.
• change stroll to scroll. Student changes t to c and reads scroll.

Spelling Strategy
6.
Supplies: posters
In spelling strategy activities, we are teaching the framework of how each spelling rule or pattern fits into the larger
framework of sounds and letter patterns. Spelling strategy activities should encourage students to approach spelling as a
thinking skill rather than a guessing game.
On your paper or board, write the word toll. Ask the student to read this word. Now write the word hole and ask the
student to read this word. Finally, write the word goal. Express surprise that these three words all have the same /ōl/
sound! Explain that the –oll chunk can be tricky because we have learned other ways to spell the long o sound. The /ōl/
sound can be spelled with our learned chunk (–oll), with a magic-e (–ole), or with a vowel team (–oal).
Now, write the word most and ask the student to read it. Write the word coast for the student to read. Notice togeth-
er that they both have the same /ōst/ sound inthese words. Explain that the /ōst/ sound can have multiple spellings: with
our learned chunk (-ost) or with a vowel team (-oast). Today during this spelling strategy activity, we will be working on
thinking through these options for spelling as we work with words using out spelling strategy today.
Review the following steps for our spelling strategy:
1. Listen to the sounds in the word and think through what type of vowel sound you hear: short, long, bossy-r, or
learned chunk.
Teachers, point to the Short Vowel Spellings, Long Vowel Spellings, Learned Chunks, and Bossy-r Spellings post-
ers as you ask this question.
2. If it is a short vowel sound, then listen to the end of the word to see if you need to use any of the short
vowel spelling rules.
Teachers, point from the Short Vowel Spellings poster to the short vowel spelling rules posters – Sam Loves Fast
Zip-lines, Mack Truck, and Catch as you explain this step.
3. If it is a long vowel sound, then think through how to spell that long vowel sound, being sure to notice if the
long vowel sound is possibly in one of the new learned chunks.
Teachers, point to the Long Vowel Spellings and Learned Chunks posters as you explain this step.
4. If it is a bossy-r sound, then think through how to spell that specific sound. Don’t forget that the /or/ sound
can be spelled different ways.
Teachers, point to spelling options on the Bossy-r Spellings poster as you explain this step.
5. If it is a learned chunk, recall how to spell that chunk, being sure to notice if it could be spelled with another
long o spelling (-ost and –oll).
Teachers, point to the Learned Chunks poster as you explain this step.
Now, show the workbook page and point out that the first column is for words with a short vowel sound, and the second
is for words with a long vowel sound, the third is for words with a bossy-r sound, and the fourth is for words with one of
the learned chunks. Point to the “sticky note” at the bottom of the page, and encourage the student to use the “sticky
note” whenever a word more than one possible spelling for the vowel sound.
Example words to go over together:
stroll - discuss that this word has the /ōl/ sound at the end, which could be spelled with the learned chunk oll, a vowel
team oal, or a magic-e ole. Try all three spellings on the sticky note (stroll, stroal, strole), circle the one that looks right
(stroll), and then write it in the Learned Chunks column.
goal – discuss that this word has the /ōl/ sound at the end, which could be spelled with the learned chunk oll, a vowel team
oal, or a magic-e ole. Try all three spellings on the sticky note (goll, goal, gole), circle the one that looks right (goal), and
then write it in the Long Vowels column, since it is spelled with one of the regular long vowel spellings on the Long Vowel
Spellings poster.
stole – discuss that this word has the /ōl/ sound at the end, which could be spelled with the learned chunk oll, a vowel
team oal, or a magic-e ole. Try all three spellings on the sticky note (stoll, stoal, stole), circle the one that looks right
(stole), and then write it in the Long Vowels column, since it is spelled with one of the regular long vowel spellings on the
Long Vowel Spellings poster.
Words to dictate: toll, hole, kind, hutch, skirt, post, boast, stress, cold, fork, pole, bolt
Answer Key:
Short Vowel Sounds Long Vowel Sounds Bossy-r Sounds Learned Chunks
hutch goal skirt stroll toll
stress stole fork kind post
_____ hole _____ cold bolt
_____ boast _____
_____ pole _____

7.
Show this workbook page and tell the student that this is a summary of the chapter they read yesterday in their reader
titled, “I Should Have Told Him.” The only problem is that the sentences got all mixed up! Have the student read each
sentence, number the boxes in the order in which they happened in the story, and then re-write the summary on the lines
provided.
If the student has difficulty, have them reread this chapter, and then complete this assignment.
Teachers, use this opportunity to reinforce the concept of formatting for writing a paragraph: Indenting on the first
line, and continuing each sentence right after the other ends, rather than starting each sentence on a new line. After
re-writing the paragraph, the student should re-read it to make sure it makes sense.
Answer Key: The correct order of numbers in the boxes should be 5, 7, 2, 6, 1, 4, 3

Kim, Gus and Sam were playing hide and seek. When Kim went looking for Gus and Sam, she found Gus fast be-
cause he did not have time to hide. Then Kim and Gus looked all over the yard for Sam. They looked for over an hour, but
he was not there. At last, they saw shoeprints on the other side of the gate, leading into the trees. As the snow started
falling, Kim and Gus began their long journey to look for Sam. Let’s hope they find him before they get stranded in the
snowstorm!
Sight Word Work

Wednesday
Sight Word Kinesthetic Spelling with Visualizing


9.

10. Oral Language
Today you will read aloud to your student Book 5, A Crazy Day with Cobras, Chapters 3 and 4 from the Level 2 Up-Words
Reading® recommended reading list. Comprehension questions begin on page 108 of the Level 2 Reference Guide.

Thursday
Phonics Warm Up
1. Spell the Sounds
Thursday Workbook page 12
Teacher Instructions
o Follow the “Spell the Sounds” procedure (found on page 13 of the Level 2 Reference Guide) for each of the sounds
listed below.
Important Note: Notice that the new learned chunks are now included in the Learned Chunk section below.
Sounds to Dictate (Answer Key in bold)
Bossy -r Spellings: /ar/ (/ar/ ar), /or/ (/or/ or, ore, oar), /er/ (/er/ er, ir, ur)
Learned Chunks: /ing/ (ing), /ang/ (ang), /ong/ (ong), /ung/ (ung),
/ink/ (ink), /ank/ (ank), /onk/ (onk), /unk/ (unk), /ôl/ (all, al)
/īld/ (ild), /īnd/ (ind), /ōld/ (old), /ōlt/ (olt), /ōst/ (ost), ōl/ (oll)
Consonant Spellings: /k/ (/k/ c, k, ck), /s/ (/s/ s, ss), /l/ (/l/ l, ll), /f/ (/f/ f, ff), /z/ (/z/ z, zz, s)
/ch/ (/ch/ ch, tch), /t/ (/t/ t, -ed), /d/ (/d/ d, -ed)
Reading Words
2. Workbook page 13
Thursday
Supplies: Pencil
o Ask the student to simply divide each word with a pencil using the VC/CV, the V/CV, or the C.W. division pattern,
highlight the ‘Wild Colt’ spellings and read, going across in rows.
procedure.
Answer Key: be/hind re/mind al/most un/told re/wind un/kind blind/fold be/hold mind/ful
276 Lesson 10, Thursday

Words with Tiles
3. No Workbook page
Thursday
Supplies: Blending board and Letter Tiles a, e, i, o, u, b, d (x2), f, h, k, l, m, n (x2), r, w

On the table, place the Blending Board, side 2 face-up and the above letter tiles, lower-case face-up.
Students will be asked to manipulate and change syllables in 2-syllable words today.
The first syllable should be made on the 1st space on the blending board and the second syllable on the 2nd space.
Explain that there will be several “wild colt” chunks in the words today.
• Spell the syllable be on the first space of the blending board.
• If needed, explain that the /ē/ sound in this syllable is spelled with e in an open syllable.
• Add the syllable hind to the second space. Student makes and reads behind. be hind
• Remove the second syllable and change the first syllable from be to re.
• Add the second syllable mind. Student makes and reads remind.
• Change the second syllable from mind to wind. Student makes and reads rewind.
• Remove the first syllable and change the second syllable from wind to kind.
• Add the first syllable un. Student makes and reads unkind.
• Remove the first syllable and change the second syllable from kind to blind.
• Move blind from the second to the first space and add the second syllable fold. Student makes and reads
blindfold.

Spelling Strategy
4.
Thursday Workbook page 14
Supplies: paper and pencil or board and writing utensils, Wild Colts poster and spelling posters
In spelling strategy activities, we are teaching the framework of how each spelling rule or pattern fits into the larger
framework of sounds and letter patterns. Spelling strategy activities should encourage students to approach spelling as a
thinking skill rather than a guessing game.
Briefly review the following multiple spellings with these two learned chunk sounds:
• The /ōl/ sound can be spelled with our learned chunk (–oll as in scroll), with a magic-e (–ole as in hole), or with a
vowel team (–oal as in goal).
• the /ōst/ sound can have multiple spellings: with our learned chunk (-ost as in post) or with a vowel team (-oast as
in coast).
Today during this spelling strategy activity, we will be working more on thinking through these options for spelling as we
work with words using our spelling strategy today.
Review the following steps for our spelling strategy:

1. Listen to the sounds in the word and think through what type of vowel sound you hear: short, long, bossy-r, or
learned chunk.
Teachers, point to the Short Vowel Spellings, Long Vowel Spellings, Learned Chunks, and Bossy-r Spellings post-
ers as you ask this question.
2. If it is a short vowel sound, then listen to the end of the word to see if you need to use any of the short
vowel spelling rules.
Teachers, point from the Short Vowel Spellings poster to the short vowel spelling rules posters – Sam Loves Fast
Zip-lines, Mack Truck, and Catch as you explain this step.
3. If it is a long vowel sound, then think through how to spell that long vowel sound, being sure to notice if the
long vowel sound is possibly part of one of the new learned chunks.
Teachers, point to the Long Vowel Spellings and Learned Chunks posters as you explain this step.
4. If it is a bossy-r sound, then think through how to spell that specific sound. Don’t forget that the /or/ sound
can be spelled different ways.
Teachers, point to spelling options on the Bossy-r Spellings poster as you explain this step.
5. If it is a learned chunk, recall how to spell that chunk, being sure to notice if it could be spelled with another
long o spelling.
Teachers, point to the Wild Colts poster as you explain this step.
Now, show the workbook page and point out that the first column is for words with a short vowel sound, and the second
is for words with a long vowel sound, the third is for words with a bossy-r sound, and the fourth is for words with one of
our learned chunks.
Point to the “sticky note” at the bottom of the page, and encourage the student to use the “sticky note” whenever a word
more than one possible spelling for the vowel sound.
Example words to go over together:

host - discuss that this word has the /ōst/ sound at the end, which could be spelled with the learned chunk ost or a vowel
team oast. Try both spellings on the sticky note (host, hoast), circle the one that looks right (host), and then write it in
the Learned Chunks column.
toast – discuss that this word also has the /ōst/ sound at the end, which could be spelled with the learned chunk ost or
a vowel team oast. Try both spellings on the sticky note (tost, toast), circle the one that looks right (toast), and then
write it in the Long Vowel Sounds column, since it is spelled with one of the regular long vowel spellings on the Long Vowel
Spellings poster.
Words to dictate: scroll, foal, pole, pill, scold, cork, most, roast, tick, cold, colt, fort
Answer Key:
Short Vowel Sounds Long Vowel Sounds Bossy-r Sounds Learned Chunks
pill toast cork host scroll
tick foal fort scold most
_____ pole _____ cold colt
_____ roast _____
_____ roast _____

5.
Thursday Workbook page 15-16
Show the workbook page and ask the student to read the story. Explain that good readers make pictures in their minds
as they read, and can even imagine what it would look, feel, and sound like to be in the story. Encourage the student to
make mental pictures while reading, almost like watching a movie.
If needed, explain that the saying, “prime of life” means when a person is young, not old.
Next, ask the student to read the questions on the next page, filling in the bubble for the correct multiple-choice answer.
Encourage the student to try to answer the questions without looking back at the story. If any answers are incorrect,
have the student read back through the story to find the correct answer
Answer key:
1. What was it that woke the troll up from his sleep? b. Stomping from goats walking on his home woke him up.
2. Why did the goats want to cross over the troll’s home? a. The goats wanted to cross over the troll’s home to get
to the green grass on the other side.
3. What did the third goat do when he was asked to get off? c. The third goat used his horns to butt the troll off
so that he rolled down the cliff to the stream.
4. Why does the troll think he should ask goats to pay a toll for crossing? d. The troll wants goats to pay a toll to
help pay for the cost of repairing his home if it gets hurt from the big goats.
Lesson 10, Thursday 279

Tap Spelling
6. Workbook page 17
Thursday
Review the clap-tap routine for tap-spelling 2-syllable words. The routine can be found below and on page 16 of the
Level 2 Reference Guide.
Clap-Tap Routine (for 2-syllable words)

1. The student will repeat the word while clapping syllables. Then he will repeat the first syllable, finger-tap it, and
write it in the first blank.
2. Next, he will repeat the whole word again while clapping both syllables, repeat the second syllable, finger-tap it,
and write it in the second blank.
3. Last, the student will write the whole 2-syllable word on the longer line.
*Note: If a word has multiple possible spellings and the student is unsure about which spelling to use in a word, encourage
the use of the vowel spellings posters and the sticky note to try out different ways to see which one looks right (Ex: the
student might write almoast, almost on the sticky note).
Words to dictate today: Teachers, be sure to enunciate the /ē/ sound in the first syllables of behind and remind (rath-
er than a schwa) as a spelling aid.
behind, remind, almost, untold, unkind, blindfold
Sentences to dictate:
1) We played pin the tail on the bunny with a blindfold on.
2) The unkind troll hides behind a rock next to the stream.
Writing Sentences
7.
Thursday Workbook pages 18
Show this workbook page and ask the student to read each question and then write a complete sentence to answer each
question on the lines provided. Provide assistance as needed with spelling of unknown words.
As they write, teach the student to use similar wording from the question to help write the answer in a complete sen-
tence.
For example, (Actual student answers may vary)

Question: Who do you think was most unkind in the tale of the goats and the troll?
Answer: I think the _________ was/were most unkind.
Question: What makes you think so?
Answer: I think the _________ was/were most unkind because _______________.
Question: If you were the troll, what would you have said to the goats?
Answer: If I were the troll, I would have _____________.
Question: What do you think would be a good way to fix the problem between the goats and the troll?
Answer: A good way to fix the problem would be to __________________.
After writing each sentence, the student should re-read what was written to make sure it makes sense.

Sight Word Work
Thursday
Writing Words

9.
Thursday No Workbook page


10. Oral Language
Thursday No Workbook page
Today you will read aloud to your student Book 5, A Crazy Day with Cobras, Chapters 5 and 6 from the Level 2 Up-Words
Reading® recommended reading list. Comprehension questions begin on page 108 of the Level 2 Reference Guide.
Lesson 10, Thursday 281

Friday
Phonics Warm Up
Friday No Workbook page
Supplies: Phonics Drill Cards all-al, ing-ang-ong-ung, ink-ank-onk-unk, ed, ar, or, er, ir, ur, ild-ind-old-olt-ost-oll
Dice Game
2.
Friday Workbook page 19
Supplies: vis-à-vis pen and 2 blank dice: one green and one red, and workbook page
With the vis-à-vis pen, write the following groups of letters on each die:
green die – w, m, h, p, b, t
red die – ild, ind, old, olt, ost, oll
(write a small line under letters that are easily confused such b, d, w and m to show which is the bottom of the letter)
To play, each player chooses one column on the workbook page. Then, the players take turns rolling the green and red
dice and placing them in a line in this order: green-red (ex: w ild, real). The player who rolled should read and then write
this word on the workbook page and decide if it is real, circling real or not real next to the word. Now it is the other
player’s turn to roll first the green and red die, lining them up as red-green, reading it, writing it on the workbook page in
that player’s column, and circling real or not real. The first player to write 5 real words in one column is the winner!
282 Lesson 10, Friday

Reading Words
3. Workbook page 20
Friday
Supplies: Pencil, Highlighter

o Ask the student to highlight the ‘Wild Colt’ spellings and read each word across in rows.
procedure.
4. Silly Story
Friday Workbook page 21-22
On the first page, ask the student for words to fill in the numbered blanks at the bottom of the page by choosing a word
from the list that corresponds to icon for the blank and writing it in the space provided. For example, on the blank for
number 1 choose a word from the list of adjectives and write that adjective on line 1. Repeat for each line through
number 9. Then, continue on to the next page to write the words on the blanks corresponding to each number. Then, the
student can read the story aloud. Have fun and laugh together as your student reads and re-reads the silly story.
Lesson 10, Friday 283

Writing Sentences
5.
Friday Workbook pages 23
Show this workbook page and ask the student to read each question and then write a complete sentence to answer each
question on the lines provided. Provide assistance as needed with spelling of unknown words.
Teach the student to use similar wording from the question to help write the answer in a complete sentence.
For example,
Question: Can you remember a time when someone was unkind to you or someone you know?
Answer: I (can/can not) remember when someone was unkind to ________.
Question: What do you think you should do when someone is unkind to you or someone you know?
Answer: If someone is unkind, I should _____________.
Question: Why do you think this would be a good thing to do?
Answer: This would be a good thing to do because ____________.
Question: What can you do to make sure you are not unkund to others?
Answer: I can treat others how I wouls like to be treated.
After answering each question, the student should re-read what was written to make sure it makes sense.
Cumulative Progress Assessment 1

6. Weeks 1-10
Friday Workbook pages 24-30
Follow the instructions in the Progress Manual, Cumulative Progress Assessment 1, Parts A through F. Allow more time
for this assessment than for the usual Progress Checks.
The purpose of this in-depth assessment is to monitor the progress of the student so you can see whether or not the stu-
dent is learning, remembering and using all of the important skills covered so far. This assessment will pinpoint any con-
cepts that the student may not have mastered. These specific concepts can then be practiced until mastery is achieved.

7. Oral Language
Friday No Workbook page
Today you will read aloud to your student Book 5, A Crazy Day with Cobras, Chapter 7 from the Level 2 Up-Words Read-
ing® recommended reading list. Comprehension questions begin on page 108 of the Level 2 Reference Guide.
284 Lesson 10, Friday

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Level 2

Developed by Lorie Delk, M. Ed., CCC-SLP and Laura Scheer, M. Ed.

Chunks –ild, -ind, -old, -olt, -ost,-oll

Phonics Focus: Chunks –ild, -ind, -old, -olt, -ost, -oll

Sight Words: hour, our, minute, journey, route

Plan for this Week

Phonics: Phonics: Phonics: Phonics: Phonics:

Student-read Story Student-read Story Student-read Story Student-read Story

Supplies: Learned Chunks poster

Do this for each of the following words:

Supplies: Phonics Drill Cards s, -ck, -ss-ll-ff-zz, -tch, a, e, i, o, u, y

260 Lesson 10, Monday

Lesson 10, Monday 261

Supplies: ild-ind-old-olt-ost-oll phonics card, paper and pencil, or chalk/dry-erase board,

262 Lesson 10, Monday

Supplies: Letter Tiles Letter tiles a, e, i, o, u, b, c, d, f, h, k, l, m, n, w

Words to dictate today:

Sentences to dictate (sight words are underlined):

Lesson 10, Monday 263

Note: The words “hour” and “our” are homophones.

our: Of or relating to us. “Our team won the game.”

Supplies: Up-Words Reading® Decodable Reader #10 Snow Blind

Language and Literature

264 Lesson 10, Monday

Supplies: Learned Chunks poster

Do this for each of the following words:

Tuesday Workbook page 5

Sounds to Dictate (Answer Key in bold)

Lesson 10, Tuesday 265

Supplies: ild-ind-old-olt-ost-oll phonics card, paper and pencil, or chalk/dry-erase board,

266 Lesson 10, Tuesday

Words with Tiles

Supplies: Letter Tiles a, e, i, o, u, b, c, d, g, h, j, l, s, t

Lesson 10, Tuesday 267

Words to dictate today:

268 Lesson 10, Tuesday

Note: The words “hour” and “our” are homophones.

our: Of or relating to us. “Our team won the game.”

Supplies: Up-Words Reading® Decodable Reader #10 Snow Blind

Language and Literature

Lesson 10, Tuesday 269

Supplies: Learned Chunks poster

Do this for each of the following words:

270 Lesson 10, Wednesday

Supplies: ild-ind-old-olt-ost-oll phonics card, paper and pencil, or chalk/dry-erase board,

Supplies: Highlighter, Pencil

Lesson 10, Wednesday 271

Supplies: Letter Tiles a, e, i, o, u, c, h, l (x2), m, p, r, s, t

272 Lesson 10, Wednesday

Lesson 10, Wednesday 273

Answer Key: The correct order of numbers in the boxes should be 5, 7, 2, 6, 1, 4, 3

Sight Word Work

Note: The words “hour” and “our” are homophones.

our: Of or relating to us. “Our team won the game.”

274 Lesson 10, Wednesday

Supplies: Up-Words Reading® Decodable Reader #10 Snow Blind

Language and Literature

Lesson 10, Wednesday 275

Thursday Workbook page 12