Reading Ready 4

Twice a Week (一周上課二次)

Week

Book

1^st  Class

2^nd  Class

1

Book 1

(My Sister’s Scooter)

1.(Introduction Page)

R-controlled er, Book 1

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Word: wear

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3. Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

My sister has a scooter./She looks so cool on it./In the summer, it’s hot./So, she wears shorts./The shorts keep her cool./In the winter, the wind is strong./So, she wears her jacket./The jacket keeps her warm./My sister’s scooter is fast./It’s faster than my cart./It’s faster than my school bus./It looks better than both of them./My sister picks me up after school./The kids at school look at me./I feel so cool.

*Read independently by blending letters together.

2

Book 2

(Arden’s Garden)

1.(Introduction Page)

R-controlled er, Book 2

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Word: carrot/water

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3. Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

Arden is a farmer./She has four dogs./She has a garden./Arden’s garden has corn./Arden’s garden has carrots./Arden’s garden has beets./Her dogs watch over the garden/Deer are never near it./Raccoons are never near it./Rabbits are never near it./The garden is next to a river./The water in the river is clean./The water keeps her corn sweet./The water keeps her carrots sweet./The water keeps her beets sweet.

*Read independently by blending letters together.

3

Book 3

(Mark Can Surf)

1.(Introduction Page)

R-controlled ur

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Word: even / he’s = he is

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3. Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

Mark can surf./But he wants to surf better./He wants to turn faster./He wants to learn tricks./Mark meets with his teacher each week./Mark works on his speed./Mark works on his turns./Mark rests if he’s sick./He sits on the beach./And he surfs in his head./Mark works hard even when he’s sick./Mark rests if he’s hurt./He sits on the beach./And he surfs in his head./Mark works hard even when he’s hurt.

*Read independently by blending letters together.

Twice a Week (一周上課二次)

Week

Book

1^st  Class

2^nd  Class

4

Book 4

(A Squirrel Scampers)

1.(Introduction Page)

R-controlled ir

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3.Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

A girl creeps up on a squirrel./The squirrel scampers./The girl scampers after the squirrel./The squirrel screams./The girl snickers./The squirrel hops into the woods./The girl hops into the woods./The squirrel darts up a tree truck./The girl jumps over the tree trunk./The squirrel runs under a log./The girl squirms under the log./The squirrel runs up a tree./The girl runs into the tree./The girl screams./The squirrel snickers.

*Read independently by blending letters together.

5

Review

Book 1 & 2 Story

-Read fluently & with comprehension.

-Assessment

Book 3 & 4 Story

-Read fluently & with comprehension.

-Assessment

6

Book 5

(At the Beach)

1.(Introduction Page)

Diphthongs oi & oy

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3. Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

A boy is at the beach./He digs sand with his toys./The boy scoops and scoops./He turns sand into a man./A girl is at the beach./She is with her dog, Joy./The girl runs into the water./Joy runs after the girl./Joy runs into the sand man!/The boy screams at Joy./Joy barks at the boy./The boy points to his sand man./The girl yells at Joy./The boy feels bad. He pets Joy./The boy and the girl hug Joy.

*Read independently by blending letters together.

7

Book 6

(A Loud Sound)

1.(Introduction Page)

Diphthong ou Book 1

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Word: heard / around / floor / another

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3. Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

I heard a loud sound./I put my toy car on the floor./I went to look around./I found a book on the floor./I put the book back on the shelf./Then, I went back to my room./My toy car was still on the floor./I heard another loud sound./I went out of my room./I went to look around./I found papers on the floor./I put them back on the desk./Then, I went back to my room./My toy car was not on the floor./Who took my toy car?

*Read independently by blending letters together.

Twice a Week (一周上課二次)

Week

Book

1^st  Class

2^nd  Class

8

Book 7

(My Round Cat)

1. (Introduction Page)

Diphthong ou Book 2

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: about / along

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3.Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

Let me tell you about my cat and dog./My cat’s mouth is big./My cat is round./He can’t go long without food./My cat often sits on the ground./He would look at the sky./And he would count the clouds that go by./My cat and dog don’t get along./My dog would run after my cat./My cat would jump onto my lap./Then my dog would be mad./My dog would run around me./My dog would start to bark./My dog would bark as loud as she could./But my cat does not move an inch.

*Read independently by blending letters together.

9

Book 8

(Let’s Go See the Clowns)

1.(Introduction Page)

Diphthong ow
Book 1

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: those / we’ll = we will

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3. Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

Clowns are in town./Let’s go see them, Mom./Let’s go now!/I don’t want to miss a thing./You look good in pants./You don’t need to wear that skirt./Let’s go now!/Or we’ll miss the best part./You look good in sweatshirts./You don’t need to wear that shirt./Let’s go now!/Or we’ll miss the cool tricks./You look good in sandals./You don’t need to wear those boots./Mom, you look great.

*Read independently by blending letters together.

10

Review

Book 5 & 6 Story

-Read fluently & with comprehension.

-Assessment

Book 7 & 8 Story

-Read fluently & with comprehension.

-Assessment

Twice a Week (一周上課二次)

Week

Book

1^st  Class

2^nd  Class

11

Book 9

(Mom’s Brown Cows)

1.(Introduction Page)

Diphthong ow Book 2

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: two

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluency & with comprehension.

3.Check for Reading Development

-Workbook

2.Story (P1-15)

-Blending Practice

Mom has two brown cows./Now and then, the cows eat our flowers./When the cows get near our garden, Mom shouts./The cows run around the garden./Mom runs after the cows./The cows run into the garden./The cows eat the flowers./Mom shouts as loud as she can./But the cows don’t move an inch./The cows sit down in the garden./Mom frowns. Then, she bursts into tears./I get our dog and run to the garden./The cows see our dog and scamper./Mom runs after our dog and shouts./“Don’t hurt the cows!”

*Read independently by blending letters together.

12

Book 10

(Santa’s Hawk)

1.(Introduction Page)

Diphthong au & aw

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: Santa / suit            

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/nex t/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3.Check for Reading Development

–Workbook

2. Story (P1-15)

-Blending Practice

Santa has a pet hawk./The hawk rips Santa’s suit./The hawk rips Santa’s boots./The hawk rips Santa’s letters./The hawk rips Santa’s puppets./Santa screams at the hawk./Santa screams until his jaw hurts./The hawk didn’t mean to rip Santa’s things./The hawk’s beak is sharp./The hawk’s claws are sharp./Should Santa get another pet?/Or, can Santa fix this mess?/Santa trims the hawk’s claws and beak.

*Read independently by blending letters together.

13

Book 11

(My Brown Ball)

1.(Introduction Page)

al (all, alt, alk)

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: where / other

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3. Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

Where is my brown ball?/I saw it in a small box./Did it fall into the bucket?/My brown ball is not in the bucket./Did it stick to the wall?/My brown ball is not on the wall./Is it in another room?/It’s not in my father’s room./It’s not in my sister’s room./It’s not in my brother’s room./It’s not in my mother’s room./Where could it be?/It must be in my room./It must be with all my other toys./Oh! It’s on me!

*Read independently by blending letters together.

Twice a Week (一周上課二次)

Week

Book

1^st  Class

2^nd  Class

14

Book 12

(A Land Snail)

1.(Introduction Page)

Digraph ai = long a

Book1

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: there / flood

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3. Check for Reading Development

-Workbook

2. Story (P1-15)

–Blending Practice

I am a land snail./I am different from a sea snail./I am different from a slug./My hut is underground./You can see me when it starts to rain./Water leaks into the ground./Water floods my hut./I can’t wait for the rain to stop./If I wait, I will drown./I am not fast./But I never fail to get out./I walk around in the garden./We eat plants together.

*Read independently by blending letters together.

15

Review

Book 9 & 10 Story

-Read fluently & with comprehension.

-Assessment

Book 11& 12 Story

-Read fluently & with comprehension.

-Assessment

16

Book 13

(Into the Water)

1.(Introduction Page)

Digraph ai = long a

Book2

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: he’ll = he will

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3.Check for Reading Development

–Workbook

2. Story (P1-15)

-Blending Practice

I am the boss of this ship./We are going to sail to another land./Wait! I see a stain over there./Lock that squirrel up in the cell./No! Toss him into the water./We can go now./Wait! I see wet paint on the floor./Toss that owl into the water./No! He’ll fly back onto the ship./Lock him up in the cell./Where is our flag?/The squirrel and the owl need to put the flag up./Get the squirrel out of the water./Get the owl out of the cell./Our flag is up. We can go now.

*Read independently by blending letters together.

17

Book 14

(I’m Going to the Park)

1.(Introduction Page)

Digraph ay = long a

Book1

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: bathroom

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3.Check for Reading Development

-Workbook

2. Story (P1-15)

-Blending Practice

Today is Sunday./I will go to the park./I will go with my brother./We will play ball at the park./Where is my brother?/He’s not in the bathroom./Oh, no! He’s still in bed./Get up! Get up!/Let’s go play in the park./Put on your shirt./Put on your pants./Put on your shoes./Let’s go play in the park now!

*Read independently by blending letters together.

Twice a Week (一周上課二次)

Week

Book

1^st  Class

2^nd  Class

18

Book 15

(I’m a Man Now)

1.(Introduction Page)

Digraph ay = long a

Book1

-Learn the sounds (Step1).

-Practice reading (Step2-3)

-Special Words: they / away / I’m = I am

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3.Check for Reading Development

-Workbook

2. Story (P1-15)

–Blending Practice

I’m a man now./I need real shoes./I need a real bag./Toss my shoes away./Toss my backpack away./I’m a man now./I don’t play with toys./Toss my toys away./They don’t belong in my room./I don’t play with kids./Toss my sister away./She can’t stay in my room./I’m a man now./I need a real car./I need a real job.

*Read independently by blending letters together.

19

Book 16

(Best Friends)

1.(Introduction Page)

Digraph ie = long i

-Learn the sounds (Step1).

-Practice reading (Step2-3).

-Special Words: blanket / their / friend

-Before Reading: Make a prediction about the story and do a picture walk.

1.Review and Comprehension Check (P1-15)

-Read the whole story again.

-Ask kids to retell the story in their own words.

-Ask questions like: What happened first/next/last?

2.Fluency Practice

*Students read fluently & with comprehension.

3.Check for Reading Development

–Workbook

2. Story (P1-15)

-Blending Practice

Paul and Walt are best friends./They always play together./Today Walt is not in the park./Where is Walt?/Walt is sick./He tried to get up this morning./But he could not get up./Paul looks at the dark skies./Paul looks around the park./Paul sees two girls./One of the girls has a pie./The other girl has a cup of fries./The girls ask Paul to join them./Paul lies down on the blanket./Look! Walt is in the park./Paul, Walt and the girls play ball together.

*Read independently by blending letters together.

20

Review

Book 13 & 14 Story

-Read fluently & with comprehension.

–Assessment

Book 15 & 16 Story

-Read fluently & with comprehension.

-Assessment

Learning Objectives (學習目標) for Level 4  Books 1-16

給學生的話：

1.        學習看字讀音。

2.        知道閱讀文字要從左邊唸到右邊。

3.        瞭解字母與發音後，能同時將該單字的意思與發音結合。

4.       學習字首結合音R的雙元音(er, ur, ir)、雙原音(oy, oi, ou, ow) 、二和字母(au, aw, al)和複合母音(ai, ay, ie)。

For the learners:

1. Learn to decode words.

2. Learn to read by blending letters.

3. Since letters represent sounds, the learners must be taught to think of words as having both meaning and sound.

4. Learn to read R-controlled (er, ur, ir), Diphthongs (oy, oi, ou, ow), Digraphs (au, aw, al), Vowel digraphs (ai, ay, ie).

給老師的話：

1.        不要要求學生死記發音規則，而是透過閱讀文章來理解發音。

2.        注意唸得正確比快速來得重要。

3.      指導學生能快速又順暢的唸出單字。

For the teachers:

1.     Do not ask learners to memorize phonics rules.

Reading is the goal, show learners how to use rules to read.

2.     Focus on accuracy, not speed.

3.       Instruct learners in such a way that leads to quick and automatic word recognition.