1
Lesson 1
Phonograms:
A-Z
Exploring Sounds:
Consonants and Vowels
Spelling Rules:
11, 21
Grammar:
Nouns, Plurals
PART ONE
Materials Needed: Phonogram Flash Cards A-Z, 1 deck of Phonogram Game Cards A-Z per student,
Spelling Rule Card 11.
Phonograms
New Phonograms Review or learn all the sounds for A-Z.
1. Drill A-Z with flash cards.
2. Show qu . /qu/
What do you notice about this phonogram? It has two letters.
Twenty-five of the phonograms have only one letter. There are forty-nine phonograms which
have two or more letters. We will learn more about this phonogram later in the lesson.
3. Play Dragon using Phonogram Game Cards A-Z. (The Phonogram and Spelling Game Book, p. 10)
4.
1.1 Phonogram Practice Dictate the phonograms to the students. The teacher should say the
sound(s) while the students write the correct phonogram. For extra practice, have the students read
back the sounds, while you write the correct answers on the board.
1. y
/y---/
6. c
/k-s/
11. w
/w/
2. a
/--/
7. m
/m/
12. x
/x/
3. h
/h/
8. o
/--/
13. r
/r/
4. t
/t/
9. u
/--oo-/
14. f
/f/
5. z
/z/
/---y/
15. v
/v/
10. i
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THE LOGIC OF ENGLISH ESSENTIALS - TEACHERS MANUAL
Lesson 1
16. p
/p/
20. n
/n/
24. k
/k/
17. g
/g-j/
21. b
/b/
25. l
/l/
18. e
/-/
22. j
/j/
26. qu /qu/
19. s
/s-z/
23. d
/d/
(For more information, see Uncovering the Logic of English, Chapter 4: Consonants, Vowels, and Syllables.)
Discovering the Consonants and Vowels
Show the students the A-Z Phonogram Flash Cards one by one. Direct the students to say the sound(s). Ask:
Can you sing it?
Is your mouth opened?
Are your lips, tongue, or teeth blocking the sound? If so, how is it blocked?
The Phonogram QU
Which consonant always has two letters? qu
This brings us to our first spelling rule. Lets say it together three times.
For example:
Spelling Rule
11
Read each of the words as I write it on the board.
quest
Can you sing the second sound //? yes
Is your mouth opened? yes
Is it a vowel or a consonant sound? vowel
quilt
From now on, when we find two letters that work together as one phonogram we will underline
them. This is to help us remember the letters are working together to say /kw/.
quit
quest
/--/
Can you sing the first sound //? yes
Is your mouth opened? yes
Then // is a vowel sound because you can sing it and your mouth is opened.
Q always needs a U; therefore, U is not a vowel here.
quit
//
Can you sing the third sound //? yes
Is your mouth opened? yes
Is it a vowel or a consonant sound? vowel
quilt
1.2 Words Spelled with QU Write three words that use the /qu/ phonogram in your workbook.
Can you sing /b/? no
What is blocking the sound? the lips
Is it a consonant or a vowel?consonant
Optional: Spelling Rule Practice
1. Create a reference page to remember this rule. Include sample words. CV
2. Ask the students to teach this to another student or to a parent. CVKA
Exploring Sounds
Introducing Consonants and Vowels
Vowels are sounds that are made when our mouths are open. Vowels can be sustained, such as in
singing.
What is a vowel? A sound where your mouth is open and that can be sustained such as in singing.
Consonants are sounds that are blocked by the lips, teeth, or tongue. Most consonants cannot be
sung.
What is a consonant? Sounds that are blocked and cannot be sung.
/b/
/y---/
Can you sing the first sound /y/? no
What is blocking the sound? the tongue
Is it a vowel or a consonant sound? consonant
Can you sing the second sound //? yes
Is your mouth opened? yes
Is it a vowel or a consonant sound? vowel
Can you sing the third sound //? yes
Is your mouth opened? yes
Is it a vowel or a consonant sound? vowel
Can you sing the fourth sound //? yes
Is your mouth opened? yes
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THE LOGIC OF ENGLISH ESSENTIALS - TEACHERS MANUAL
Lesson 1
Is it a vowel or a consonant sound? vowel
Y has one consonant sound and three vowel sounds.
Continue in this manner exploring all the A-Z phonograms.
Tip: I has three vowel sounds /--/ and one consonant
< Teacher
sound /y/.
Practicing the Consonants and Vowels
1. Provide the students with Phonogram Cards A-Z. Ask them to sort the cards into two stacks: conso-
nants and vowels. Discuss how Y and I have both a consonant and a vowel sound.
2. Identify the vowels as A, E, I, O, U and Y. Practice saying the vowels three times.
3.
1.3 Single-Letter Vowels Direct the students to write the single-letter vowels in their workbooks.
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PART T WO
Spelling Dictation
Using Spelling List 1 on pages 6-7, dictate each word following the steps included on pages
Intro 42 - Intro 46.
1. Read the word and use it in a sentence.
2. The teacher repeats the word, exaggerating the pronunciation for spelling.
3. The students repeat the word and count the number of syllables.
4. The students then sound out the word aloud, syllable by syllable.
5. If there is a sound that needs clarification, the teacher indicates which spelling is used.
6.
Spelling List 1 The students write the word in their workbooks while sounding it out. (The
students should leave a space between each syllable.)
7. Guide the students in analyzing each word and marking them as shown under the column Markings.
While marking the words, discuss the phonograms and rules used in each word. For more information see the column Spelling Hints.
The final two columns, Part of Speech and Vocabulary Development, are for use in Part 3 and for the
teacher's own reference. Do NOT have students label the parts of speech or write derivatives at this time.
Tips for Spelling List 1
Words Ending in NK
Some students misspell words ending in the sound /nk/ such as pink. Rather than writing an NK these
students will often use the phonogram ng (pingk).
If you say the words aloud, it is easy to understand their confusion. To aid students with these words:
1. Affirm their thinking and that it makes sense to you.
2. Explain that when the /n/ and /k/ sounds blend together they make a bit of the nasal sound like the
phonogram /ng/. Then explain there are not any words in English spelled NGK or NGC, or NGCK.
These combinations of phonograms are not allowed in English. Rather, whenever they hear /n/ or
/ng/ followed by the sound /k/ it will be spelled with an N.
3. Model sounding out the word, pronouncing each sound carefully. /th--n-k/
4. Practice spelling other words that end in the sound /nk/. ink, blink, think, stink, rink, chink, sink, link,
honk, bonk, bank, skunk, drank, chunk, plunk, hunk, sank, spunk, thank, trunk, shrunk.
Part Two: Spelling Analysis-Word List
Say to Spell
# of
Syllables
Markings
The hat is on his head.
ht
hat
Part of
Speech
Vocabulary Development
All first sounds.
hats
Spelling Hints
1.
hat
2.
map
This is a map of our city.
mp
map
All first sounds.
maps, mapped, mapping, mappable
3.
bag
The bag is full.
bg
bag
All first sounds.
bags, handbag, bagful, bagpipe, mailbag, schoolbag,
windbag, workbag
4.
bat
He hit the ball with the bat.
bt
bat
All first sounds.
bats, batting, batted, batter
5.
bed
Her bed is soft.
bd
bed
All first sounds.
beds, bedding, daybed, flatbed, hotbed, featherbed,
riverbed, roadbed, sickbed, bedsheets, bedside
All first sounds.
hands, handed, handing, handful, handy, firsthand,
backhand, forehand, handball, handle, handcart,
handshake, handspring
6.
hand
His hand is large.
hnd
hand
7.
cat
The cat is sleeping.
ct
cat
All first sounds. 1 C softens to /s/ when followed by an E, I,
or Y. Otherwise, C says /k/.
cats, bobcat, cattail, catfish, catnap
8.
leg
My leg is itchy.
lg
leg
All first sounds.
legs, leggings, bootleg, leggy, legless, legroom,
legwork
9.
dog
The dog is barking.
dg
dog
All first sounds.
dogs, dogcatcher, dogleg, doggy, doghouse, dogfish,
dogsled, hotdog, dogwood, firedog, watchdog
10.
quilt
The warm quilt is on the bed.
kwlt
quilt
Underline the /kw/. 11 Q always needs a U; therefore U is
not a vowel here.
quilts, quilting, quilted
11.
soft
Give the baby the soft blanket.
sft
soft
All first sounds.
Adj
softer, softest, softly, softball, soften, softener,
softness, softy, softhearted
12.
fast
The fast dog ran across the street.
fst
fast
All first sounds.
Adj
faster, fastest, breakfast, colorfast, fastball, fasting,
fasted, steadfast, ultrafast
13.
last
The last piece of candy is in the jar.
lst
last
All first sounds.
Adj
lastly, lasting, lasted, outlast
14.
pink
The girl is wearing a pink dress.
pnk
pink
All first sounds.
Adj
pinker, pinkest, pinkness, pinkish
15.
bad
The bad sounds hurt my ears.
bd
bad
All first sounds.
Adj
badly
Lesson 1
Practice Sentence
"
Word
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THE LOGIC OF ENGLISH ESSENTIALS - TEACHERS MANUAL
Lesson 1
PART THREE
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Plurals
1. Introduce plurals.
Materials Needed: Grammar Card 1-1.2; Spelling Rule Card 21; red colored pencil.
One way to identify if a word is a noun is to ask: Can I count it?
For example, one hat, two hats, three hats; one map, two maps, three maps.
Grammar
Listen carefully. How does the noun change when we have more than one? We add a /s/ sound.
Nouns
1. Recite the rule three times:
Grammar Card 1
Yes, we add /s/ to the end of nouns to make them plural.
A noun is the name of a person, place, thing, or idea.
hat hats map
maps
Read the definitions to the students.
Grammar Card 1.1
2. Learn about nouns.
A singular noun refers to only one person, place, thing, or idea.
Most nouns are objects we can see and touch, people, or places.
What are some words for people? teacher, student, mother, father, sister, firefighter
What are some words for places? park, store, school, museum, New York, kitchen
What are some words for things? desk, chair, paper, books, dog
What are some words for ideas? love, peace, fear, months
Spelling List 1 Lets read our spelling words from today. On your spelling list write a red N
next to each word that is a noun.
hat, map, bag, bat, bed, hand, cat, leg, dog, and quilt.
Are these nouns people, places, or things? things
Grammar Card 1.2
A plural noun refers to more than one person, place, thing or idea.
2. Read Spelling Rule Card 21 to the students.
Ask the students to recite it three times together. Say it with a silly voice, say it softly, say it loudly.
Spelling Rule
To make a noun plural, add the ending -S unless the word hisses or
changes, then add -ES. Occasional nouns have no change or an irregular
spelling.
Optional: Grammar and Spelling Practice
1. Ask the students to read their spelling list. When they find a word that is a noun, draw a
picture of it. CV
2. Show the students a picture dictionary. Ask the students to create a scene using all the words
in the list. When the drawing is complete, direct them to label each of the words. CV
21
3. Making words plural by adding -S.
Read your spelling words and then repeat each word as a plural.
As the students say the words, write the plurals on the board with the S in a different color.
Optional: Spelling Cards
1. Dictate the words in Lesson 1 for the students to write on Spelling Cards. KV
2. Ask the students to identify which words are nouns and draw a red border around them. KV
4.
hat hats map
maps
Spelling List 1 Write the plural form of each noun next to the spelling words in List 1.
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THE LOGIC OF ENGLISH ESSENTIALS - TEACHERS MANUAL
Lesson 2
Optional: Plurals Practice
1. Complete 1.4 Extra Practice: Plurals Practice in the workbook. Answers for first column:
hat, map, cats, dogs, bed, bat, bag, beds, hand. Second column: cat, hats, legs, bat, dog, hands,
bats. VA
2. Practice writing the words in their plural form using oral dictation. AV
Dictation
1.5 Dictation Read the phrase. Ask the students to repeat it aloud, then write it in their workbooks.
1. bad leg
3. fast cat
5. soft bed
2. last map
4. pink bag
6. last hat
Phonograms:
ck, ee, ng, th
Exploring Sounds:
Short and Long Vowels
Spelling Rules:
26
Grammar:
Adjectives
PART ONE
Optional: Dictation
1. Ask the students to use the phrases to create an oral story. CA
Materials Needed: Phonogram Flash Cards A-Z, ck , ee , ng , th ; Spelling Rule Cards 26, 11, and
21; pennies to cover the Bingo Chart; 1 set of Phonogram Game Cards per student.
2. Dictate the phrases while the students write them on blank paper. The students may then
illustrate each phrase. CV
Phonograms
New Phonograms ck, ee, ng, th
Composition
Read the phrases from your dictation aloud.
Using the Phonogram Flash Cards, introduce the new phonograms and their sounds.
Show ck . /k/ two-letter /k/
What do you notice about this phonogram? C and K both say /k/ and they are also work together
to say /k/.
Notice the two words worked together. Now make up your own phrases aloud by combining the
last five words in the list with the nouns.
1.6 Composition Write six phrases in your workbook.
Show ee . // double // always says //
Show ng . /ng/
Show th . /th-TH/
Say /th/ and /TH/. How are they the same? My mouth is in the same position.
How are they different? /th/ is unvoiced and /TH/ is voiced.
This is a voiced and unvoiced pair.
Review
1.
2.1 Writing the Phonograms Ask the students to write each phonogram five times while saying
the sounds aloud.
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