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CANDOCUBES<br />
Teacher’s Guide and<br />
Template Book<br />
As a language tool, CANDOCUBES is a synthetic phonics manipulative that is motivating to students of all ages<br />
and abilities. One teacher commented that, “The children’s eyes light up when they see the cubes… especially<br />
the boys.” Not only do they effectively assist children to identify and name letter sounds; but they also teach,<br />
reinforce and consolidate decoding skills (including blends and digraphs) that are vital for reading, and<br />
segmenting skills that are essential for spelling. The Can Do Cubes are independent of fine motor control and<br />
allow all children equal opportunity to learn and to manipulate the sounds of our language. Simultaneously the<br />
cubes act as a teaching resource for students and a diagnostic tool for ongoing assessment, reflection and<br />
review of each student’s learning by the teacher. Used along with any explicit synthetic phonic program there<br />
is a marked improvement in student achievement.<br />
Laurie Fyke<br />
2012
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Transparent Alphabet – CANDOCUBES Synthetic Phonics Stage One<br />
Cube 1<br />
6 cubes/child<br />
Cube 2<br />
3 cubes/child<br />
Cube 3<br />
3 cubes/child<br />
Cube 4<br />
3 cubes/child<br />
Cube 5<br />
3 cubes/child<br />
Cube 6<br />
3 cubes/child<br />
Cube 7<br />
3 cubes/child<br />
Cube 8<br />
3 cubes/child<br />
s a t i p n<br />
c k ck e h r<br />
m d g o u l<br />
f b ai j oa ie<br />
ee or z w ng nk<br />
v oo y x ch sh<br />
th q ou oi ue er<br />
ar y ce ge se ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
2
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
It is important to provide pre-reading experiences.<br />
Auditory Discrimination<br />
<br />
<br />
<br />
<br />
<br />
<br />
Learn to identify animal sounds.<br />
Take opportunities to determine the difference between sounds...e.g. whether the paper is being torn or cut by<br />
scissors; whether you are snapping fingers or clapping hands.<br />
Use nursery rhymes and stories to find two words that rhyme... or two words that sound exactly the same.<br />
Determine if two spoken words are “the same” (i.e. king, king) or “different” (i.e. king, swing; pat, pot)<br />
Finally the child fine tunes his hearing to discriminate between two individual sounds like .... /m/&/n/ or /f/& /v/<br />
Learn the individual sounds of our language.<br />
Note: The JOLLY SONGS work well to isolate and practice these sounds.<br />
Auditory Memory<br />
<br />
<br />
<br />
<br />
Auditory memory is important.<br />
Following directions, memory games, baking, songs and rhymes are important activities to develop these skills.<br />
<strong>Learning</strong> telephone numbers or an address is helpful.<br />
The child needs to remember a sequence of sounds and then “push” the sounds together to “read a word”<br />
/c/-/a/-/t/ = cat or /m/-/o/-/n/-/s/-/t/-/er/ = monster<br />
I SPY - Play: “I spy with my little eye something that begins with [beginning sound]________.”<br />
“I spy with my little eye something that ends with [ending sound] _______________.”<br />
“I spy with my little eye something that has this sound in the middle of the word ________.”<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
3
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination<br />
<br />
<br />
<br />
Practise telling the difference between two objects (e.g. dog/cat, apple/ orange, house shape with or without a<br />
door)...... leads to discrimination between d,b,p,q<br />
Ask the child to explain his or her thinking as to why something is visually different...”think about their thinking”.<br />
Recalling environmental signage also helps – McDonalds, Cheerio’s<br />
CUBE SORT:<br />
Give the child 6 cubes and ask him to sort them. After the child has finished the task ask him to identify the sorting<br />
rules that were used. (Note: This will vary for each child… Responses may be “These all have straight lines.” “These<br />
have curves.” These cubes are all exactly the same.” These are all /a/’s,etc.”) This is a visual task to draw<br />
attention to the letter shapes.<br />
TRAYSORT:<br />
Give each child a tray of cubes. Direct the child to sort each “cut-out” area of the tray<br />
so that all of the same symbols show on the top. Each child’s tray will be different.<br />
Visual Memory<br />
Visual memory is important to retain a sequence of letters... “spelling” ...but begins with games and activities like “matchup”,<br />
sequencing.<br />
<br />
<br />
<br />
CUBE MATCH: (timer needed)<br />
Give the child 5 cubes in a row and play a variation of concentration. Ask the child to put all 5 cubes in a row.<br />
The instructor has the same cubes. Ask the child to find a specific letter or letter combination to match the letter(s)<br />
you are holding. Only one cube may be lifted at a time. As soon as the cube is matched the child gets to keep<br />
the pair. How long does it take to make 5 matches? Can you beat the timer? Can you remember where you saw<br />
that cube?<br />
Variaton… Ask the child to look at the face down cubes before you begin the match –up.<br />
Add up to 10 cubes.<br />
- Creating shopping lists.... uses both auditory and visual discrimination skills!<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
4
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
<strong>Learning</strong> About Books And Story-Language<br />
<br />
A favorite activity is listening to an adult reading a much-loved story. Children learn all about looking at printed<br />
words from left to right. They like to talk about the pictures and the content of the story. They can make<br />
predictions and learn about the characters and where the story takes place.<br />
Phonemic Awareness is an AUDITORY SKILL. The children learn to hear and manipulate the sounds of our language in<br />
activities that do not connect the sound to the symbol(s) or grapheme(s) that represent them. They orally blend sounds<br />
together to prepare for the reading process & separate the sounds orally to prepare for the skill of writing words.<br />
<br />
‣<br />
<br />
In order to “hear” the individual sounds that make up spoken words the child may play GAMES like....<br />
‣ “I SPY” with my little eye something that begins with [beginning sound]________.”<br />
‣ “I spy with my little eye something that ends with _______________.”<br />
‣ “I spy with my little eye something that has this sound in the middle of the word _____.”<br />
Train the child’s ear to ‘hear’ a target word by saying its individual sounds all-through-the-word. [AUDITORY SKILL]<br />
“WHAT DO I SEE?” While driving in a car say, “I see a /g/-/oa/-/t/.” “I see a /h/-/ou/-/se/.” Ask the child to push<br />
the sounds together to say the word that you sounded out.<br />
At home ask, “Where is the /d-/o/-/g/?” “Do you want some /p/-/ie/?”<br />
WHAT’S MY WORD? Play a game where one or more children see who can guess the word sounded out by the<br />
adult. What’s my word?... /s/-/t/-/o/-/p/, /b/-/e/-/l/-/t/, /s/-/p/-/a/-/ce/,<br />
CUBE SOUNDS - What are the sounds you hear in my word? Ask the child to move a finger from left to right as he<br />
says the word very slowly. (segmenting – spelling) AUDITORY SKILL<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
5
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Fine Motor Skill Development is also important.<br />
<br />
Play with blocks / lego / plasticene / scissors / crayons / art supplies….<br />
How to hold a pencil and write:<br />
When the child is ready, he/she can be taught how to hold a pencil properly with a tripod grip. Say, “Put your froggy legs<br />
at the bottom, painted part of the pencil….[thumb and forefinger] then put the log under the pencil [middle finger].”<br />
Suggestion (Thank you Deb Bible!): Use a small butterfly paper clip. Clip the paperclip to the sharpened end of the<br />
pencil. The child’s index finger will slide between the “wings” and the thumb and tall finger will be placed naturally on<br />
either side forming a correct pencil grip. If the ring and baby finger are still problematic give the child a small cotton ball to<br />
hold.<br />
Think of fun ways to practice handwriting!<br />
The position is the same for left-handed children.<br />
• Children need to be taught how to hold the pencil and how to correctly form letters. It is very difficult to correct<br />
bad formation!<br />
• Don’t allow your child to develop an awkward pencil grip as it is extremely difficult to change such a grip at a<br />
later date. Encourage the correct tripod grip from the earliest days of your child showing an interest in drawing<br />
and coloring. Don’t force your child to write.<br />
• When, and if, your child is comfortable holding a pencil [use ordinary pencils] and is ready and interested in<br />
writing letter shapes…use the cubes as a visual print reference, as needed.<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
6
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Notice where the sound can be found in words and how it is pronounced.<br />
Taken from the CANDOCUBES HANDBOOK.<br />
PRONUNCIATION CHART<br />
Cube 1 s a t i p n<br />
sat<br />
past<br />
its<br />
at<br />
man<br />
-<br />
tin<br />
pats<br />
sit<br />
it<br />
tin<br />
mint<br />
pat<br />
apple<br />
nip<br />
new<br />
ant<br />
pin<br />
Cube 2 c k ck e h r<br />
cat<br />
act<br />
picnic<br />
kid<br />
skin<br />
look<br />
-<br />
packet<br />
pick<br />
egg<br />
pet<br />
-<br />
hat<br />
“aha”<br />
-<br />
rat<br />
trick<br />
-<br />
Cube 3 m d g o u l<br />
map<br />
ramp<br />
him<br />
den<br />
adopt<br />
mad<br />
get<br />
agree<br />
pig<br />
on<br />
pot<br />
-<br />
up<br />
run<br />
-<br />
log<br />
alley<br />
pal<br />
Cube 4 f b ai j oa ie<br />
fit<br />
after<br />
leaf<br />
big<br />
habit<br />
sob<br />
aim<br />
snail<br />
say<br />
jam<br />
object<br />
page<br />
oak<br />
soap<br />
no<br />
ice<br />
cried<br />
tie<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
7
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Notice where the sound can be found in words and how it is pronounced.<br />
Taken from the CANDOCUBES HANDBOOK.<br />
PRONUNCIATION CHART<br />
Cube 5 ee or z w ng nk<br />
eel<br />
seem<br />
tree<br />
orbit<br />
storm<br />
snore<br />
zoo<br />
puzzle<br />
ooze<br />
wet<br />
owing<br />
-<br />
strength<br />
ring<br />
-<br />
thinking<br />
pink<br />
Cube 6 v oo y x ch sh<br />
van<br />
sleeves<br />
give<br />
look wood<br />
room zoo<br />
yes<br />
laying<br />
-<br />
explain<br />
fox<br />
chat<br />
such<br />
screeches<br />
ship<br />
pushing<br />
dish<br />
Cube 7 th q ou oi ue er<br />
think bath queen out<br />
oil<br />
uniform Ernie<br />
this with aquarium<br />
-<br />
shout<br />
how<br />
coin<br />
toy<br />
Tuesday<br />
rescue<br />
fern<br />
her<br />
Cube 8 ar y ce ge se ve<br />
arm<br />
park<br />
car<br />
-<br />
mysterious<br />
my pony<br />
cereal<br />
slicer<br />
palace<br />
germs<br />
pager<br />
age<br />
-<br />
house<br />
-<br />
-<br />
have<br />
give<br />
The letter units ‘ve’ and ‘se’ (ce/ ge) appearing on cube 8 are to enable an explanation for useful common<br />
words such as ‘have’, ‘give’, ‘house’ and ‘mouse’.<br />
In these words, the ‘ve’ / ‘se’ letters are simply a spelling variation to represent the ‘v’ or s alone.<br />
The early mention of this spelling information helps children to be very flexible with their sounding out and<br />
blending for reading and also helps to increase their knowledge and observational skills for spelling.<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
8
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the letter(s) that make this sound<br />
…on this page, a whiteboard or paper.<br />
SOUND MATCH<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
a p i<br />
apple pig igloo<br />
e c h<br />
egg cat house<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
9
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the letter(s) that make this sound<br />
…on this page, a whiteboard or paper.<br />
SOUND MATCH<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
s n t<br />
sun net table<br />
r k ck<br />
rocket kite duck<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
10
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Extension – Fine Motor: Write the letter(s) that make this sound<br />
…on this page, a whiteboard or paper.<br />
SOUND MATCH<br />
Manipulatives<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
m o d<br />
moon mop dog<br />
oa f j<br />
boat fish jar<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
11
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the letter(s) that make this sound<br />
…on this page, a whiteboard or paper.<br />
SOUND MATCH<br />
Manipulatives<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
g u l<br />
goat umbrella lamp<br />
ie b ai<br />
pie ball pail<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
12
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the letter(s) that make this sound<br />
…on this page, a whiteboard or paper.<br />
SOUND MATCH<br />
Manipulatives<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
ee z w<br />
bee zipper window<br />
sh y ch<br />
shirt yo-yo chair<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
13
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the letter(s) that make this sound<br />
…on this page, a whiteboard or paper.<br />
SOUND MATCH<br />
Manipulatives<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
or nk ng<br />
forks sink ring<br />
oo oo x v<br />
books moon box van<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
14
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the letter(s) that make this sound<br />
…on this page, a whiteboard or paper.<br />
SOUND MATCH<br />
Manipulatives<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
ve ge se<br />
dive cage nurse<br />
th th er ou<br />
feather thumb mixer cloud<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
15
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the letter(s) that make this sound<br />
…on this page, a whiteboard or paper.<br />
SOUND MATCH<br />
Manipulatives<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
y y ar ce<br />
fry funny car ice cream<br />
oi qu ue<br />
coin queen barbeque<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
16
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
STAGE ONE:<br />
the simple (transparent) alphabetic code – letter sounds<br />
One spelling (grapheme) for each of the sounds<br />
The Simple Code<br />
(one spelling each for 42 sounds)<br />
s, a, t, i, p, n<br />
c, k, ck, e, h, r<br />
m, d, g, o, u, l<br />
f, b, ai, j, oa, ie<br />
ee, or, z, w, ng, nk<br />
v, oo, y, x, ch, sh<br />
th, qu, ou, oi, ue, er<br />
ar, y, ce, ge, se, ve<br />
The other two are:<br />
1. The sound made by the letters ‘si’ in word ‘television’ (not many of them)<br />
2. The schwa (swallowed sound) in: ‘harmony’, ’vinyl’, ‘the’, ‘lemon’, ‘around’, villain’, etc.<br />
<strong>Learning</strong> the Letter Sounds<br />
• It is important to learn the sounds of the letters and it needs to be automatic!<br />
• The letter sounds are taught first and the letter names are taught later.<br />
• The order in which the letters sounds are taught has been grouped from the simplest to the more complex sounds<br />
and letters. The first group of letters were chosen because you can make more simple, three-letter words than with<br />
any other combination of 6 letters. This enables the children to start blending and reading words right from the<br />
start.<br />
• The vowels are introduced early to make words.<br />
• The letter ‘c’ is introduced early on. The formation of this letter comes before the letters ‘d’, ‘o’, ‘g’ and ‘q’, which<br />
helps the children to form them correctly.<br />
• The letters ‘b’ and ‘d’ are introduced in different groups to avoid confusion.<br />
• The digraphs (where two letters make one sound) are introduced early.<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
17
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Alphabetic Principle = connecting sounds to the letter or letters they represent.<br />
Memorizing the letter shapes and sounds:<br />
Different phonics programs have different multi-sensory methods to help the child learn and link the letter shapes and<br />
sounds and embed them in memory. These are called ‘mnemonic’ systems and they are optional.<br />
Vowels a, e, o, i, u are learned as ‘short vowel’ sounds at first (as in: at, end, in, on, up)<br />
“Say the short vowel first when blending, but if that doesn’t sound right, try saying the long vowel”.<br />
Help the child to link the individual sounds of words to letter shapes. You can use the cubes as one way of doing this BUT<br />
ALSO draw attention to letters in words in your daily activities. Look for letters: when you are having breakfast (cereal<br />
packages); going shopping (the store name, items you will purchase); when you are looking at books or writing cards for<br />
special occasions.<br />
Start with Cube 1 and teach all of the sounds… usually 1 sound per full school day. Continue with Cube 2, etc. If<br />
you have half day programs do what you can. You are simply “teaching” the sounds. You will review sounds<br />
daily…but children cannot be expected to read text with sounds they have not even made associations with!<br />
Note: Initially, mastery is not expected. Practice and review the sound /symbol correspondence daily so that<br />
this becomes an automatic task.<br />
EGG HUNT – Place one cube in each plastic egg. Hide the eggs around the room and go on an egg hunt. After<br />
the children return to the group, have each child identify one or more sounds. (Support the child who needs it!)<br />
TRACK –IT - Place dinosaur footprints, paw prints, etc around the room with a sound printed on them. Ask a child<br />
to match the cube that was pulled from a container to the sound on the cut-out. Say the sound. Note: these<br />
could be exchanged for seasonal activities with lily pads, pumpkins, etc.<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
18
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
FIND THAT SOUND! - Give the child a cube and ask the child to find the sound /s/, /i/ etc on that particular cube.<br />
(Support the child’s learning as required.)<br />
‣ Give each child 3 cubes. Ask the child to identify a teacher dictated sound and place it upright.<br />
Using cube 1… “Can you find the /s/?” “Can you find the /i/?” “Can you find the /t/?” s-i-t<br />
NAME THAT SOUND!” - Sit opposite a child and use one cube to roll. Roll the cube and ask the child to name that<br />
sound! (Support the child’s learning as needed and roll again!) Extension: Write the letter(s) that make sound. The<br />
child may do this independently or with an adult. The first to say the sound may keep the cube as a point!<br />
SHAKE THE CONTAINER - Place cubes in a container. Ask a child to pull out a cube and say the sound.<br />
UPPER CASE MATCH - After 4 of the cubes have been taught…..Match lower case letters on the cubes with upper<br />
case letter presented by the teacher.<br />
BEAT THE CLOCK – Using the tray ask the child to “find this sound” (e.g. /a/ for cube 1 ,/r/ for cube 2, and/ or /ch/<br />
for cube 6) and make all of the cubes in that cut-out show that letter(s) that make the sound before the timer goes<br />
off!<br />
ROLL THE DICE FOR PRINTING- The student may shake the dice and then write the letter that sits face up! Each<br />
child may be given one cube. Extension: Count how many of each letter the child printed and graph it!<br />
VOWEL SCRAMBLE- Using sounds in the transparent alphabet! Match up the letters on the short vowel sound cube<br />
with the letters on the long vowel sound cube. Say the sound. Think of words that have that sound.<br />
ALPHABET SORT - One way to learn the letter names and alphabetical order is by singing the alphabet song.<br />
Following this the child could do an “alphabet sort” with a selection of cubes.<br />
Extension: The child could write out the alphabet letters in sequence<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
19
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the upper case letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the upper case letter…on this page, a whiteboard or paper.<br />
UPPER CASE MATCH<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
A C E<br />
R S N<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
20
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
UPPER CASE MATCH<br />
Visual Discrimination: Match the letter on the cube to the upper case letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the upper case letter…on this page, a whiteboard or paper.<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
2 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
T K D<br />
H I P<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
21
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the upper case letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the upper case letter…on this page, a whiteboard or paper.<br />
UPPER CASE MATCH<br />
Manipulatives<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
G U L<br />
F B J<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
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My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the upper case letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the upper case letter…on this page, a whiteboard or paper.<br />
UPPER CASE MATCH<br />
Manipulatives<br />
2 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
1 of Cube 7: th, qu, ou, oi, ue, er<br />
M O Qu<br />
V X Y<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
23
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Visual Discrimination: Match the letter on the cube to the upper case letter in the box.<br />
Auditory Discrimination: Say the sound.<br />
Extension – Fine Motor: Write the upper case letter…on this page, a whiteboard or paper.<br />
UPPER CASE MATCH<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
2 of Cube 5: ee, or, z, w, ng, nk<br />
Z W B<br />
D A P<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
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My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
<br />
As you teach the sounds talk about whether the letter is a vowel (a,e,i,o,u), consonant or a digraph (when two<br />
letters make one sound). Young children can learn these terms! They may also determine that sounds like /ai/,<br />
/ee/, /ie/, /oa/, and /ue/, are vowel digraphs.<br />
SORT THE SOUNDS! Take turns rolling the dice. Ask the child to identify whether the letter on top of the cube is a<br />
consonant, vowel or digraph. Record the answers on a chart.<br />
vowel consonant digraph<br />
a p g ai<br />
o w f sh<br />
e r nk<br />
th<br />
Decoding For Reading Words (synthesis)<br />
Teaching Letter sound correspondences<br />
Beginners will be able to read simple words by themselves when they:<br />
1/ know the sounds the letters represent;<br />
2/ can say the sounds quickly all-through-the-word (from left to right);<br />
3/ can blend those individual sounds to ‘hear’ and then say the word. … /s /-/i/ –/t/ = sit<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
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My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Blending is probably the most important technique children need to acquire.<br />
• Reading is all about blending. You train the student’s ear to “push the sounds together” to decode words.<br />
• The main aim is for the children to blend fluently letter sounds to work out unknown words.<br />
• The faster children are at blending, the easier it is for them to read.<br />
• It enables them to work out the vast majority of unknown words.<br />
<br />
Even with a poor memory and ear for word... children remain in trouble if you decide to do away with blending and<br />
teach words with the “ look and say” approach.<br />
Reading GAMES – Using concrete manipulatives like the blocks is especially good for young boys!<br />
Remember to keep saying words by their sounds “all-through-the-word” in general conversations to develop your child’s<br />
‘ear’ for hearing blended sounds. Auditory Skill<br />
o “Where is your h-a-t?”<br />
o “Shall we read your b-oo-k?”<br />
WHAT’S MY WORD? (blending/ reading) Use the cubes and ask the child to sound out the words that you create.<br />
h-a-m s-u-n c-oa-t s-p-o-t b-e-n-d m-o-n-s-t-er<br />
SHAKE AND SPILL. Give the child 3-5 cubes. Ask the child to roll the dice and try to make a word with the letters that<br />
face up. Start with cvc words. The add ccvc/ cvcc words and diagraphs. Roll…keep one vowel. Roll again… make<br />
nonsense words!<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
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My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
HEAR IT. SEE IT. DO IT. Ask the child to help sound out the teacher dictated word. Move from left to right across the<br />
word. Ask the child to help find the cubes to make the word by visually matching the cubes. Now blend the sounds<br />
to say the word. e.g. 1 of cube 1, 2 of cube 3 … dot / 1 of cube 1, 1 of cube 3, 1 of cube 4… sail<br />
<br />
At this point the children should be quite familiar with the cubes……<br />
FIND A WORD - Find the cubes for the sounds you hear in word like: train, shut, deep. Make the word. Read the word.<br />
CANDO ANAGRAMS – Give each child 3 cubes…. Ask the child to re-arrange the cubes to make words… they can be<br />
nonsense words …but there must be a vowel in the middle! Give older students a greater number of cubes.<br />
WORDS I’VE CREATED- Roll the dice or use selected cubes and make as many words as you can.<br />
Extension: Write the words.<br />
WORD CHALLENGE –Give each child or ”team” 6 or more cubes. In 60 seconds how many words can you make and<br />
record?<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
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My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
4 of Cube 1: s, a, t, i, p, n<br />
2 of Cube 2: c, k, ck, e, h, r<br />
ant<br />
hen<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
28
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
red<br />
cog<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
29
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
sun<br />
leg<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
30
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
1 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 4: f, b, ai, j, oa, ie<br />
bed<br />
mail<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
31
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 4: f, b, ai, j, oa, ie<br />
toad<br />
pie<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
32
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
1 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
2 of Cube 4: f, b, ai, j, oa, ie<br />
2 of Cube 5: ee, or, z, w, ng, nk<br />
jeep<br />
fork<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
33
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
1 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
2 of Cube 6: v, oo, y, x, ch, sh<br />
zoo<br />
wing<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
34
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
2 of Cube 4: f, b, ai, j, oa, ie<br />
2 of Cube 6: v, oo, y, x, ch, sh<br />
fish<br />
chain<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
35
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 5: ee, or, z, w, ng, nk<br />
2 of Cube 7: th, qu, ou, oi, ue, er<br />
proud<br />
queen<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
36
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
1 of Cube 7: th, qu, ou, oi, ue, er<br />
1 of Cube 8: ar, y, ce, ge, se, ve<br />
smart<br />
never<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
37
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
MAKE A WORD<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 7: th, qu, ou, oi, ue, er<br />
spoil<br />
blue<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
38
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
4 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
1 of Cube 7: th, qu, ou, oi, ue, er<br />
ground<br />
splash<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
39
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
2 of Cube 2: c, k, ck, e, h, r<br />
2 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
2 of Cube 5: ee, or, z, w, ng, nk<br />
strong<br />
forget<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
40
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
Cube 1: s, a, t, i, p, n<br />
Cube 2: c, k, ck, e, h, r<br />
Cube 3: m, d, g, o, u, l<br />
Cube 4: f, b, ai, j, oa, ie<br />
Cube 5: ee, or, z, w, ng, nk<br />
Cube 6: v, oo, y, x, ch, sh<br />
Cube 7: th, qu, ou, oi, ue, er<br />
Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
41
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING - (The teacher may print a word in the first box & indicate the cubes required.)<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (Reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
Cube 1: s, a, t, i, p, n<br />
Cube 2: c, k, ck, e, h, r<br />
Cube 3: m, d, g, o, u, l<br />
Cube 4: f, b, ai, j, oa, ie<br />
Cube 5: ee, or, z, w, ng, nk<br />
Cube 6: v, oo, y, x, ch, sh<br />
Cube 7: th, qu, ou, oi, ue, er<br />
Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
42
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
BLENDING - (The teacher may print a word in the first box & indicate the cubes required.)<br />
Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound.<br />
Sound Out - Ask the child to help sound out the teacher dictated words. (reading)<br />
Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out.<br />
Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided.<br />
Auditory Memory- Ask the child to sound out and read the word.<br />
Extension: Brainstorm words that will rhyme with the teacher dictated word.<br />
MAKE A WORD<br />
Manipulatives<br />
Cube 1: s, a, t, i, p, n<br />
Cube 2: c, k, ck, e, h, r<br />
Cube 3: m, d, g, o, u, l<br />
Cube 4: f, b, ai, j, oa, ie<br />
Cube 5: ee, or, z, w, ng, nk<br />
Cube 6: v, oo, y, x, ch, sh<br />
Cube 7: th, qu, ou, oi, ue, er<br />
Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
43
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Encoding For Spelling Words (segmentation)<br />
Children need a different skill for spelling. They need to be able to ‘segment’ or split-up the spoken word into its<br />
smallest sounds from beginning to end of the word. Say the word very slowly and the sounds will ‘pop out’.<br />
Then the child can select the correct letters which represent those sounds.<br />
Check the word, say the sounds and blend them: t-i-n<br />
That’s the letter for /t/, that’s the letter for /i/ and that’s the letter for /n/.<br />
This is oral spelling – that is, identifying the single sounds all-through-the-spoken-word.<br />
Spelling GAMES<br />
FOUND SOUND - Ask the child to find sounds on the cubes that he can connect to the letter(s) that represent them.<br />
Record these sounds on a whiteboard, clipboard or chart paper. I found these sounds today!<br />
FIND THE MISSING LETTER - Ask the child to find the beginning, middle or ending sound of a teacher dictated word.<br />
SOUNDS FOR SPELLING - What are the sounds you hear in my word? Ask the child to move a finger under the word<br />
from left to right as (s)he says the word very slowly.<br />
SPELLING - Choose simple words for your child to spell. Say each word very slowly and the child hears and identifies<br />
the sounds from beginning to end of the word….ALL-THROUGH-THE-WORD<br />
• At first, have just the letters needed for your child to select from. If you would like your child to spell ‘dog’, then<br />
have the cubes with these letters face up on the carpet or table.<br />
• Later, have a small selection including ‘extra letters’ for your child to choose the correct<br />
• Finally, your child can easily select the correct letters from a large set of different cubes.<br />
PICTURE CLUES. Ask the child to use the cubes to create the word that is pictured… nest, mop…dog, girl, etc.<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
44
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
CANDO EXPRESS- Use the cubes to create the correct sequence of sounds needed to spell teacher dictated words<br />
with 3 sounds … e.g. mud, sit<br />
or up to 5 sounds … frog,(4 boxes); cheer – (3 boxes); blend - (5 boxes) on the sound train templates!<br />
MAKE A WORD - Use selected cubes and make as many words as you can. You may direct the child to find the<br />
sounds for a specific word…or your child may use selected cubes to create his own words. Extension: Write the words<br />
on a template.<br />
ROLL THE DICE FOR SPELLING - Shake and spill a word. Give the child 3-5 cubes. Ask the child to roll the dice and try to<br />
make a word with the letters that face up. Start with cvc words. Then add ccvc/ cvcc words and diagraphs.<br />
Extension: Write the word.<br />
PAIRS DICTATION GAME - The teacher starts blending the printed words (provided) saying them very slowly. The child<br />
identifies the sounds all-through the words and looks for the corresponding letter on the cube faces and then makes<br />
the word. The child records the focus word. Extension: Two children may take turns playing the “teacher” role.<br />
<br />
Remember: Only when your child can recall the letter shapes from memory and write them down correctly should you<br />
ask your child to spell and write down the letters for that spelling. To write words is a sophisticated skill and your child<br />
needs lots of practice at the simple steps first. Learn to “hear” the sounds in words.<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
45
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
4 of Cube 1: s, a, t, i, p, n<br />
n t<br />
c a<br />
•<br />
h a o t<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
46
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 4: f, b, ai, j, oa, ie<br />
a t<br />
d o<br />
p n b t<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
47
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
p g<br />
e n<br />
u n p l<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
48
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 4: f, b, ai, j, oa, ie<br />
a n<br />
t<br />
e t<br />
e g<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
49
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
2 of Cube 5: ee, or, z, w, ng, nk<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
1 of Cube 8: ar, y, ce, ge, se, ve<br />
f k oo<br />
s t<br />
b k<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
50
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
ee n<br />
a k<br />
c n<br />
g l<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
51
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
WHAT’S THE MISSING SOUND?<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
Manipulatives<br />
1 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
c l<br />
ck<br />
e<br />
l<br />
t<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
52
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
1 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
r o<br />
g<br />
t r ck<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
53
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 7: th, qu, ou, oi, ue, er<br />
e s<br />
k<br />
s<br />
i n<br />
c l<br />
d<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
54
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
s l<br />
s t r<br />
p<br />
i<br />
s<br />
i ng<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
55
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
l u<br />
n<br />
s e<br />
e n<br />
b r u<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
56
My name is _______________________________________.<br />
WHAT’S THE MISSING SOUND?<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
Manipulatives<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
2 of Cube 7: th, qu, ou, oi, ue, er<br />
c l<br />
o<br />
w i n<br />
t<br />
e<br />
a m<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
57
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
WHAT’S THE MISSING SOUND?<br />
Add a picture or just a word with a missing sound.<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
58
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
WHAT’S THE MISSING SOUND?<br />
Add a picture or just a word with a missing sound.<br />
Segmenting: Find the cube with the correct sound. Extension: Write the sound.<br />
WHAT’S THE MISSING SOUND?<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
59
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
FOUND SOUND<br />
I found these sounds today! <br />
© Laurie Fyke 2012 for CANDOCUBES<br />
60
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
FOUND SOUND<br />
I found these sounds today! <br />
© Laurie Fyke 2012 for CANDOCUBES<br />
61
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illiustrate it.<br />
PICTURE CLUES<br />
This is a reference for pictures on the following pages of words that can be sounded out and spelt by the students.<br />
Page:<br />
63 cat frog<br />
64 boat pie<br />
65 sink sheep<br />
66 hand sail<br />
67 swing duck<br />
68 skip three<br />
69 queen book<br />
70 cloud point<br />
71 barn forks<br />
72 ham zoo<br />
73 glue mixer<br />
74 van bench<br />
75 coins jump<br />
76 star dance<br />
77 jet orange<br />
78 nest yo-yo<br />
79 monster<br />
80 blank - words with two sounds<br />
81 blank - words with three sounds<br />
82 blank - words with four sounds<br />
83 blank - words with up to five sounds<br />
84 blank - words with up to six sounds<br />
85 blank - words with up to seven sounds<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
62
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
2 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
63
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
64
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
2 of Cube 5: ee, or, z, w, ng, nk<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
65
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
66
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
2 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 5: ee, or, z, w, ng, nk<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
67
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
2 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 5: ee, or, z, w, ng, nk<br />
1 of Cube 7: th, qu, ou, oi, ue, er<br />
3<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
68
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
1 of Cube 1: s, a, t, i, p, n<br />
2 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
1 of Cube 5: ee, or, z, w, ng, nk<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
1 of Cube 7: th, qu, ou, oi, ue, er<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
69
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
2 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 7: th, qu, ou, oi, ue, er<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
70
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
2 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
2 of Cube 4: f, b, ai, j, oa, ie<br />
1 of Cube 5: ee, or, z, w, ng, nk<br />
1 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
71
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
1 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 5: ee, or, z, w, ng, nk<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
72
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
1 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 6: v, oo, y, x, ch, sh<br />
2 of Cube 7: th, qu, ou, oi, ue, er<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
73
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
2 of Cube 6: v, oo, y, x, ch, sh<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
74
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
75
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
4 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
76
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
1 of Cube 4: f, b, ai, j, oa, ie<br />
1 of Cube 5: ee, or, z, w, ng, nk<br />
1 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
77
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
1 of Cube 2: c, k, ck, e, h, r<br />
2 of Cube 3: m, d, g, o, u, l<br />
2 of Cube 6: v, oo, y, x, ch, sh<br />
-<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
78
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
2 of Cube 3: m, d, g, o, u, l<br />
1 of Cube 7: th, qu, ou, oi, ue, er<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
79
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Draw a picture of a word with two sounds. Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
80
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Draw a picture of a word with three sounds. Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
81
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Draw a picture of a word with four sounds. Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
82
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Draw a picture of a word with up to five sounds. Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
83
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Draw a picture of a word with up to six sounds. Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
84
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
SOUND OUT THE WORD AND SPELL IT!<br />
Draw a picture of a word with up to seven sounds. Use the cubes to spell the word.<br />
Extension: Write the word and draw a picture to illustrate it.<br />
PICTURE CLUES<br />
Manipulatives<br />
3 of Cube 1: s, a, t, i, p, n<br />
3 of Cube 2: c, k, ck, e, h, r<br />
3 of Cube 3: m, d, g, o, u, l<br />
3 of Cube 4: f, b, ai, j, oa, ie<br />
3 of Cube 5: ee, or, z, w, ng, nk<br />
3 of Cube 6: v, oo, y, x, ch, sh<br />
3 of Cube 7: th, qu, ou, oi, ue, er<br />
3 of Cube 8: ar, y, ce, ge, se, ve<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
To begin recording the sounds in words: Use markers to record the sounds that you hear in each word.<br />
Segmenting and Blending: Ask the student to sound out the teacher dictated word.<br />
Use the cubes to create the cvc word. Read the word.<br />
Extension: Ask the student to write the sounds that are heard in each word.<br />
Notes: Use the cubes as a visual reference, if needed. Fold along the dotted line, if needed.<br />
CANDO EXPRESS<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
To begin recording the sounds in words: Use markers to record the sounds that you hear in each word.<br />
Segmenting and Blending: Ask the student to sound out the teacher dictated word.<br />
Use the cubes to create the ccvc / cvcc word. Read the word.<br />
Extension: Ask the student to write the sounds that are heard in each word.<br />
Notes: Use the cubes as a visual reference, if needed. Fold along the dotted line, if needed.<br />
CANDO EXPRESS<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting and Blending: Ask the student to sound out the teacher dictated word.<br />
Use the cubes to create the word. ( ≥ 5 sounds). Read he word.<br />
Extension: Ask the student to write the sounds that are heard in each word.<br />
Notes: Use the cubes as a visual reference, if needed. Fold along the dotted line, if needed.<br />
CANDO EXPRESS<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
CANDO EXPRESS<br />
To begin recording the sounds in words: Use markers to record the sounds that you hear in each word.<br />
Segmenting and Blending: Ask the student to sound out the dictated (cv / cvc / ccvc/ cvcc/ or ≥5 sound) word.<br />
Use the cubes to create the word. Read the word.<br />
Extension: Ask the student to write the sounds that are heard in each word.<br />
Notes: Use the cubes as a visual reference, if needed. Fold along the dotted line, if needed.<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
Segmenting and Blending: Ask the student out the teacher dictated word.<br />
Use the cubes to create the word. ( ≥ 6 sounds). Read the word.<br />
Extension: Ask the student to write the sounds that are heard in each word.<br />
Notes: Use the cubes as a visual reference, if needed. Fold along the dotted line, if needed.<br />
CANDO EXPRESS<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
Dictation<br />
When your child can hold a pencil and write comfortably, ask him/her to write the letters and words as you say<br />
them. Remember to build up in very small steps.<br />
Writing Letters<br />
Write Each Letter- from dictation (Suggestion: Use a line to establish letter placement on the line.)<br />
Start with finding the correct cubes then move to paper pencil tasks. Support the student who needs scaffolding with the<br />
cubes as a visual reference .<br />
• letters /a/, /ch/, /t/<br />
• cv or cvc words dog, pin, cup<br />
• ccvc words stop, spin, flap<br />
• cvcc words belt, bend, wand<br />
• words with digraphs wood, goat, ship, speed, church<br />
• longer words monster, planets, discover<br />
Note: To help your child record words with digraphs, demonstrate underlining the unit of sound in a word. e.g.<br />
coat, plain<br />
Learn high frequency words, words than have irregular spelling and can’t be sounded out with the transparent alphabet<br />
to connect thoughts and ideas in a sentence. (e.g. the, I, me, he, our, to, said, make, go)<br />
Learn basic punctuation. A sentence starts with a capital and ends with a period, question mark or exclamation mark.<br />
Write simple sentences.<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
Avoid stick and stone letter formation.<br />
Provide direct instruction for printing letters.<br />
Suggested activity for explicit direction regarding correct letter formation<br />
(Focus on up to three letters per handwriting session.)<br />
Give everyone a blank piece of paper.<br />
Ask each child to put his/her name on the page.<br />
Optional…depending on each child’s level of development…… ask the children to draw a line across the page.<br />
Show the children the letter that represents the sound you will be practicing.<br />
Instruct the children to: “Put your pencil in the air. Using the voiced directions provided, “air write” the letter<br />
together. Note: the teacher must scribe as a mirror image.<br />
Ask the children to repeat the instructions to you as you print the letter(s) on the chalkboard, whiteboard, or overhead<br />
page.<br />
Instruct everyone to record the letter(s) that make the sound. The children are encouraged to voice the directions as<br />
they write. There is no...”I’m done. I’m finished. I’m through.” Suggestions to those who finish quickly, “Add a new line<br />
or a new page is you need to. Work on formation so that the letter may be easily read by a friend. “<br />
Monitor and assist students with the correct formation of the sound. Some children will record three letters…others will<br />
record twenty. Some will be perfectly formed… others will struggle with the formation. Some will use lines… others will<br />
need one page per sound. You may need to repeat the directions. “This is a … Start at the top….”<br />
After 30 seconds or so, (when they are ready) instruct the children to, “Put your pencils down.”<br />
You may wish to comment, “Well done! You have just recorded what sound? How did we write it?”<br />
Begin a new letter.<br />
Extensions: Read and record words with letters that have been taught.<br />
Read and record sentences with tricky words that have been taught.<br />
Letter Voiced Directions Word Samples<br />
c This is a short letter.<br />
Start at the top.<br />
Make a caterpillar /c/ sitting on the line.<br />
k This is a tall letter.<br />
Start at the top.<br />
Slide down to the line.<br />
Lift your pencil. Slide in. Slide out.<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
a<br />
t<br />
i<br />
p<br />
n<br />
s<br />
ck<br />
e<br />
This is a short letter.<br />
Start at the top.<br />
Make a caterpillar /c/ sitting on the line.<br />
Slide up. Bounce down to the line.<br />
This is a tall letter.<br />
Start at the top.<br />
Slide down to the line.<br />
Lift up your pencil and cross it!<br />
This is a short letter.<br />
Start at the top.<br />
Slide down to the line.<br />
Lift up your pencil and dot it!<br />
This is a hang-down letter.<br />
Start at the top.<br />
Slide down below the line<br />
Bounce back up and swing around to the line<br />
This is a short letter.<br />
Start at the top.<br />
Slide down to the line.<br />
Bounce back up and swing around to the<br />
line.<br />
This is a short letter.<br />
Start at the top.<br />
Make a small caterpillar /c/ and swing back<br />
onto the line.<br />
*** Short word. short vowel ending in /c/ … ck<br />
is usually at the end of the word.<br />
This is a short letter but it doesn’t start at the<br />
top!<br />
Slide to the end of the line.<br />
Then make a caterpillar /c/ sitting on the line.<br />
a<br />
at<br />
it<br />
pat<br />
pit<br />
nap<br />
pin<br />
can<br />
sit<br />
pins<br />
sack<br />
stick<br />
step<br />
nest<br />
insect<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
h<br />
r<br />
m<br />
d<br />
g<br />
This is a tall letter.<br />
Start at the top.<br />
Slide down to the line.<br />
Bounce back up and swing around to the<br />
line.<br />
This is a short letter.<br />
Start at the top.<br />
Slide down to the line.<br />
Bounce back up and swing around … then<br />
stop!<br />
This is a short letter.<br />
Start at the top.<br />
Slide down to the line.<br />
Bounce back up and swing around to the<br />
line.<br />
Bounce back up and swing around to the line<br />
again.<br />
This is a tall letter.<br />
Start in the middle.<br />
Make a caterpillar /c/ sitting on the line.<br />
Slide up tall.<br />
Bounce down to the line.<br />
This is a hang-down letter.<br />
Start at the top.<br />
Make a caterpillar /c/ sitting on the line.<br />
Slide up.<br />
Bounce back down and swing around.<br />
hen<br />
hint<br />
hiss<br />
* short word, short<br />
vowel double /ff/,<br />
/ll/, /ss/, /zz/<br />
ran<br />
rest<br />
crisp<br />
man<br />
stamp<br />
mint<br />
dad<br />
hand<br />
drink<br />
get<br />
drag<br />
grass<br />
* short word, short<br />
vowel double /ff/,<br />
/ll/, /ss/, /zz/<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
o<br />
u<br />
l<br />
f<br />
b<br />
This is a short letter.<br />
Start at the top.<br />
Make a caterpillar /c/ sitting on the line.<br />
And close it!<br />
This is a short letter.<br />
Start at the top.<br />
Slide down to the line and swing back up….<br />
then bounce down to the line!<br />
This is a tall letter.<br />
Start at the top.<br />
Slide down to the line.<br />
This is a tall letter.<br />
Start at the top.<br />
Curve around and slide down to the line.<br />
Lift your pencil up.<br />
Cross it.<br />
This is a tall letter.<br />
Start at the top.<br />
Slide down to the line.<br />
Bounce back up halfway and swing around.<br />
dogs<br />
mom<br />
smock<br />
hugs<br />
ducks<br />
drum<br />
must<br />
plum<br />
limp<br />
split<br />
doll<br />
* short word, short<br />
vowel double /ff/,<br />
/ll/, /ss/, /zz/<br />
fell<br />
gift<br />
frost<br />
flip<br />
from<br />
off<br />
* short word, short<br />
vowel double /ff/,<br />
/ll/, /ss/, /zz/<br />
black<br />
scrub<br />
but<br />
bump<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
ai<br />
j<br />
oa<br />
ie<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
This is a hang-down letter.<br />
Start at the top.<br />
Slide down below the line and curve around.<br />
Lift your pencil up and dot it!<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
pain<br />
train<br />
afraid<br />
snail<br />
mail<br />
jail<br />
jump<br />
just<br />
soap<br />
road<br />
float<br />
toast<br />
tied<br />
pie<br />
lie<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
ee<br />
or<br />
z<br />
w<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
This is a short letter but it doesn’t start at the<br />
top!<br />
Slide to the end of the line.<br />
Slide down on an angle.<br />
Slide back across the line.<br />
This is a short letter.<br />
Start at the top.<br />
Slide in towards the line.<br />
Slide up to the middle.<br />
Slide in towards the line.<br />
Slide up to the middle.<br />
feet<br />
green<br />
sleep<br />
tree<br />
corn<br />
sport<br />
forget<br />
zip<br />
zigzag<br />
jazz<br />
* short word, short<br />
vowel double /ff/,<br />
/ll/, /ss/, /zz/<br />
west<br />
week<br />
twist<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
ng<br />
v<br />
Oo/oo<br />
y<br />
x<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
This is a short letter.<br />
Start at the top.<br />
Slide in towards the line.<br />
Slide up to the middle.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
This is a hang down letter.<br />
Start at the top.<br />
Slide in towards the line.<br />
Slide up to the middle and bounce back<br />
down below the line.<br />
This is a short letter.<br />
Start at the top.<br />
Slide in towards the line.<br />
Lift up your pencil.<br />
Slide back towards the line.<br />
long<br />
ring<br />
spring<br />
strong<br />
van<br />
vest<br />
seven<br />
look<br />
stood<br />
zoo<br />
moon<br />
yes<br />
yet<br />
yelp<br />
wax<br />
fox<br />
next<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
ch<br />
sh<br />
Th/th<br />
q<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
This is a hang-down letter.<br />
Start at the top.<br />
Make a caterpillar /c/ sitting on the line.<br />
Slide up.<br />
Bounce back down and slide up.<br />
chat<br />
cheer<br />
chain<br />
crunch<br />
ship<br />
sheep<br />
splash<br />
brush<br />
this<br />
them<br />
path<br />
tooth<br />
thing<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
qu<br />
ou<br />
oi<br />
ue<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
quick<br />
queen<br />
quit<br />
ouch<br />
mouth<br />
shout<br />
ground<br />
oil<br />
boil<br />
moist<br />
joint<br />
glue<br />
clue<br />
blue<br />
true<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
HANDWRITING<br />
er<br />
ar<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
** Print this digraph using the correct<br />
formation of these two letters so that they<br />
are close together but not touching.<br />
Underline the digraph in the words.<br />
A digraph is two letters that make one<br />
sound.<br />
her<br />
fern<br />
sister<br />
monster<br />
car<br />
barn<br />
shark<br />
farmer<br />
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WRITE THE SOUND THAT YOU HEAR<br />
Give each child a cube to use as a frame of reference … if needed.<br />
Dicate the sounds from cube 1… one at a time.<br />
Ask the child to write the sound beside a visual place holder.<br />
(e.g. Write the /s/ beside the house. Write the /p/ beside the dog.)<br />
Manipulatives<br />
Cube 1: s, a, t, i, p, n<br />
WRITE THE SOUND<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
WRITE THE SOUND THAT YOU HEAR<br />
Give each child a cube to use as a frame of reference … if needed.<br />
Dicate the sounds from cube 2… one at a time.<br />
Ask the child to write the sound beside a visual place holder.<br />
(e.g. Write the kicking /k/ beside the house. Write the /r/ beside the dog.)<br />
Manipulatives<br />
Cube 2: c, k, ck, e, h, r<br />
WRITE THE SOUND<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
WRITE THE SOUND THAT YOU HEAR<br />
Give each child a cube to use as a frame of reference … if needed.<br />
Dicate the sounds from cube 3… one at a time.<br />
Ask the child to write the sound beside a visual place holder.<br />
(e.g. Write the /d/ beside the house. Write the /u/ beside the dog.)<br />
Manipulatives<br />
Cube 3: m, d, g, o, u, l<br />
WRITE THE SOUND<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
WRITE THE SOUND THAT YOU HEAR<br />
Give each child a cube to use as a frame of reference … if needed.<br />
Dicate the sounds from cube 4… one at a time.<br />
Ask the child to write the sound beside a visual place holder.<br />
(e.g. Write the /ai/ beside the house. Write the /oa/ beside the dog.)<br />
.<br />
Manipulatives<br />
Cube 4: f, b, ai, j, oa, ie<br />
WRITE THE SOUND<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
WRITE THE SOUND THAT YOU HEAR<br />
Give each child a cube to use as a frame of reference … if needed.<br />
Dicate the sounds from cube 5… one at a time.<br />
Ask the child to write the sound beside a visual place holder.<br />
(e.g. Write the /ng/ beside the house. Write the /ee/ beside the dog.)<br />
WRITE THE SOUND<br />
Manipulatives<br />
Cube 5: ee, or, z, w, ng, nk<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
WRITE THE SOUND THAT YOU HEAR<br />
Give each child a cube to use as a frame of reference … if needed.<br />
Dicate the sounds from cube 6… one at a time.<br />
Ask the child to write the sound beside a visual place holder.<br />
(e.g. Write the /y/ beside the house. Write the /sh/ beside the dog.)<br />
WRITE THE SOUND<br />
Manipulatives<br />
Cube 6: v, oo, y, x, ch, sh<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
WRITE THE SOUND THAT YOU HEAR<br />
Give each child a cube to use as a frame of reference … if needed.<br />
Dicate the sounds from cube 2… one at a time.<br />
Ask the child to write the sound beside a visual place holder.<br />
(e.g. Write the /th/ beside the house. Write the /ue/ beside the dog.)<br />
WRITE THE SOUND<br />
Manipulatives<br />
Cube 7: th, qu, ou, oi, ue, er<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
WRITE THE SOUND THAT YOU HEAR<br />
Give each child a cube to use as a frame of reference … if needed.<br />
Dicate the sounds from cube 8… one at a time.<br />
Ask the child to write the sound beside a visual place holder.<br />
(e.g. Write the /ar/ beside the house. Write the /ve/ beside the dog.)<br />
WRITE THE SOUND<br />
Manipulatives<br />
Cube 8: ar, y, ce, ge, se, ve<br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
MAKE A WORD<br />
ROLL THE DICE FOR SPELLING<br />
I made these words today! <br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
MAKE A WORD<br />
ROLL THE DICE FOR SPELLING<br />
I made these words today! <br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
MAKE A WORD<br />
ROLL THE DICE FOR SPELLING<br />
I made these words today! <br />
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CANDOCUBES Teacher’s Guide & Template Book<br />
MAKE A WORD<br />
ROLL THE DICE FOR SPELLING<br />
I made these words today! <br />
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High Frequency Words can be found on Dolch Lists. http://bogglesworldesl.com/dolch/lists.htm<br />
Pre-primer Primer Grade One Grade Two Grade Three<br />
a<br />
and<br />
away<br />
big<br />
blue<br />
can<br />
come<br />
down<br />
find<br />
for<br />
funny<br />
go<br />
help<br />
here<br />
I<br />
in<br />
is<br />
it<br />
jump<br />
little<br />
look<br />
make<br />
me<br />
my<br />
not<br />
one<br />
play<br />
red<br />
run<br />
said<br />
see<br />
the<br />
three<br />
to<br />
two<br />
up<br />
we<br />
where<br />
yellow<br />
you<br />
all<br />
am<br />
are<br />
at<br />
ate<br />
be<br />
black<br />
brown<br />
but<br />
came<br />
did<br />
do<br />
eat<br />
four<br />
get<br />
good<br />
have<br />
he<br />
into<br />
like<br />
must<br />
new<br />
no<br />
now<br />
on<br />
our<br />
out<br />
please<br />
pretty<br />
ran<br />
ride<br />
saw<br />
say<br />
she<br />
so<br />
soon<br />
that<br />
there<br />
they<br />
this<br />
too<br />
under<br />
want<br />
was<br />
well<br />
went<br />
what<br />
white<br />
who<br />
will<br />
with<br />
yes<br />
after<br />
again<br />
an<br />
any<br />
ask<br />
as<br />
by<br />
could<br />
every<br />
fly<br />
from<br />
give<br />
going<br />
had<br />
has<br />
her<br />
him<br />
his<br />
how<br />
just<br />
know<br />
let<br />
live<br />
may<br />
of<br />
old<br />
once<br />
open<br />
over<br />
put<br />
round<br />
some<br />
stop<br />
take<br />
thank<br />
them<br />
then<br />
think<br />
walk<br />
were<br />
when<br />
always<br />
around<br />
because<br />
been<br />
before<br />
best<br />
both<br />
buy<br />
call<br />
cold<br />
does<br />
don’t<br />
fast<br />
first<br />
five<br />
found<br />
gave<br />
goes<br />
green<br />
its<br />
made<br />
many<br />
off<br />
or<br />
pull<br />
read<br />
right<br />
sing<br />
sit<br />
sleep<br />
tell<br />
their<br />
these<br />
those<br />
upon<br />
us<br />
use<br />
very<br />
wash<br />
which<br />
why<br />
wish<br />
work<br />
would<br />
write<br />
your<br />
about<br />
better<br />
bring<br />
carry<br />
clean<br />
cut<br />
done<br />
draw<br />
drink<br />
eight<br />
fall<br />
far<br />
full<br />
got<br />
grow<br />
hold<br />
hot<br />
hurt<br />
if<br />
keep<br />
kind<br />
laugh<br />
light<br />
long<br />
much<br />
myself<br />
never<br />
only<br />
own<br />
pick<br />
seven<br />
show<br />
six<br />
small<br />
start<br />
ten<br />
today<br />
together<br />
try<br />
warm<br />
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Some of the High Frequency words:<br />
• can be sounded out …can, and, see, jump<br />
• have Irregular spellings… said, me, no, to, one, said, was<br />
Note: These are common high frequency words that you may find while reading a newspaper. Use the grade categories<br />
as a guide only! Some of the words from the grade two or three lists may be easily sounded out and spelt by a<br />
kindergarten student who has studied synthetic phonics! (e.g. Words with spellings that can be read or spelt using the<br />
transparent alphabet: ten, cut, bring, long, keep, found, been, sit, fast, green, wish, best.)<br />
The Tricky Words:<br />
• Children have to learn how to handle irregular words – need to be taught with a “look and say” approach – they<br />
have a pattern that you don’t cover too early or they have irregular sounds<br />
• These are mostly irregular key words that don’t follow the rules… one teacher had a “Word Jail!” All of the tricky<br />
words on the word wall had a white sticker with bars on it. The children quickly identified these as words that do<br />
not follow the rules and have to be spelt with letter names.<br />
• Tricky words are often presented in a structured way.<br />
• The main aim is to get children to learn to read and spell tricky words with automaticity and fluency.<br />
….. should be visible on a word wall and /or a personal chart<br />
The spelling of a word becomes familiar when the way it is written is studied.<br />
Write the word in the air and spell using letter names.<br />
** The children must learn never to simply copy words as this is a very ineffective way of learning to spell.<br />
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SIMPLE SENTENCE<br />
Idea: Use the anagrams and high frequency words to create simple sentences.<br />
e.g.<br />
DICTATION<br />
He had a big bat.<br />
Let me get the mop.<br />
The map is in the bag.<br />
I can jump!<br />
Let me go on the bus.<br />
Did the dog run?<br />
She went to bed.<br />
We can go to the zoo.<br />
The bus went fast.<br />
It was a good rest!<br />
I can see the frog.<br />
Let me sleep.<br />
Did he swim in the pool?<br />
The frog was on the road.<br />
She can skip to the shop.<br />
Can you come to the bus?<br />
Here is the pink pig.<br />
I plan to help my dad.<br />
I think the pond is big.<br />
He said it was fun.<br />
The sheep are on the farm.<br />
Come to the ship.<br />
Do you like ham?<br />
The train went fast.<br />
Mom said to wax the car.<br />
I see the rain cloud.<br />
The book was long.<br />
She can help her mom.<br />
What did you do?<br />
I went to the park.<br />
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SIMPLE SENTENCE<br />
Idea: Use the anagrams and high frequency words to create simple sentences.<br />
DICTATION<br />
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DICTATION: WRITE A SENTENCE<br />
Have the cubes available for the child who needs a frame of reference for a specific sound.<br />
Ask the child to write a dictated sentence in the space provided.<br />
WRITE A SENTENCE<br />
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DICTATION: WRITE A SENTENCE<br />
Have the cubes available for the child who needs a frame of reference for a specific sound.<br />
Ask the child to write a dictated sentence in the space provided.<br />
WRITE A SENTENCE<br />
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ANAGRAMS - WORD LISTS FOR BLENDING and SPELLING ACTIVITIES – Sequential list of words corresponding to the<br />
introduction of each phoneme/grapheme.<br />
NOTE: * If the letters are underlined, or the word is in (brackets), the word may be sounded out for oral blending and<br />
segmenting activities; but it should not be used, until the skill or word is taught, for correct phonemic or conventional<br />
spelling. *** Where alternate spellings occur, only the spelling that was taught should be used for dictation at this time.<br />
s a t<br />
a<br />
at<br />
sat<br />
(as)<br />
s a t i<br />
it its (is) (I)<br />
sit<br />
s a t i p<br />
pit(s) sap past<br />
spit sip tap(s)<br />
pats tip(s) {-s ending}<br />
s a t i p<br />
n<br />
an in nip(s) nap(s)<br />
ant(s) pin(s) snip sap<br />
span spin tan snap<br />
pan(s) tin snit<br />
pant(s)<br />
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s a t i p n<br />
c k<br />
cat(s) ink ask pack(s) kick<br />
can stink task snack tick<br />
kit sink act stick tack<br />
skip pink pact nick stack<br />
skin kiss tact sack pick(s)<br />
cap<br />
s a t i p n c k e<br />
net(s) pest tent step peck<br />
pet nest kept ten neck<br />
set test Ken pen insect<br />
s a t i p n c k e h<br />
hen hint hit (he)<br />
hat hip hiss (hi)<br />
(has)<br />
s a t i p n c k e h r<br />
ran risk rap trip Rick<br />
rip(s) print(s) trap crest prick<br />
rat rent strap crisp trick<br />
rink rest strip crack<br />
crept<br />
track<br />
rack<br />
NOTE: * If the letters are underlined, or the word is in (brackets), the word may be sounded out for oral blending and<br />
segmenting activities; but it should not be used, until the skill or word is taught, for correct phonemic or conventional<br />
spelling. *** Where alternate spellings occur, only the spelling that was taught should be used for dictation at this time.<br />
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s a t i p n c k e h r<br />
m<br />
mat him am mink prism (me)<br />
man trim Pam camp stem smack<br />
map(s) Tim ham(s) cramp mint Mack<br />
men Kim scram stamp mist Mick<br />
met rim hem ramp(s) miss<br />
Sam crimp mess<br />
ram<br />
ham<br />
s a t i p n c k e h r m<br />
d<br />
dad did den deck drink(s)<br />
sad hid dent mend drank<br />
had rid Ted trend damp<br />
pad kid Ned tend and<br />
mad end red send sand<br />
lad dip disk spend hand<br />
dim drip desk dress stand {-ed ending}<br />
add<br />
s a t i p n c k e h r m d<br />
g<br />
gas keg rag grant grass<br />
gap peg(s) tag(s) gram grand<br />
get dig gag grim (egg)<br />
pig grin nag gasp<br />
grip sag grasp {-ing ending}<br />
drag<br />
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s a t i p n c k e h r m d g<br />
o<br />
on got hog dock comic odd<br />
dot top(s) dog(s) sock drop prod<br />
hot hop(s) cog smock cost clog<br />
rot pop cod rock Ron log<br />
pot mop(s) nod lock honk<br />
not stop rod mom<br />
s a t i p n c k e h r m d g o u<br />
up tug tuck sunk gum us<br />
pup hug(s) duck(s) punk pump gust<br />
cup rug suck skunk hum dust<br />
sun mug truck trunk sum crust<br />
run dug stuck dunk drum rust<br />
bun nut(s) dump spun upon must<br />
gun hut(s) stump grunt trust<br />
mud cut husk hunt<br />
s a t i p n c k e h r m d g o u l<br />
let click ill gull plug (pickle)<br />
lad lick dill dull slug (tickle)<br />
log(s) lack till lint plot (rattle)<br />
split luck mill plum(s) slip (apple)<br />
spilt cluck drill lump lip(s) clink<br />
help pluck pill glum clip link<br />
slump milk still limp plunk plink<br />
plus silk hill doll limp led<br />
lamp elk spill lost kilt(s) sled lit<br />
elm helmet lock plan gulp tell melt<br />
loss list clock land slim sell plank<br />
leg silt spell glad lid less<br />
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s a t i p n c k e h r m d g o u l<br />
f<br />
fill fuss loft fig(s) flip puff<br />
fat left soft font film(s) tuff<br />
fad lift elf flops fist huff<br />
fan gift self golf fret fluff<br />
fed sift if gulf fund gruff<br />
fun felt fog gift flop stiff<br />
fit fin(s) frog felt frost cliff<br />
from flap fund fell flock sniff<br />
flat fond frill flick off<br />
s a t i p n c k e h r m d g o u l f<br />
b<br />
bat beg but rib club (scribble)<br />
ban boss cab Bob bedbug (bumble)<br />
bad big tab mob brick (buckle)<br />
bass bid crab sob brand (lamb)<br />
bit back scab cob block bunk<br />
bet black grab bun tub robin<br />
bed bug slab crib cub buck<br />
bus bump blink bulb hub habit<br />
bib best blot bank pub rabbit<br />
bud belt band blunt scrub tablet<br />
bin bag bend grub blanket<br />
NOTE: * If the letters are underlined, or the word is in (brackets), the word may be sounded out for oral blending and<br />
segmenting activities; but it should not be used, until the skill or word is taught, for correct phonemic or conventional<br />
spelling. *** Where alternate spellings occur, only the spelling that was taught should be used for dictation at this time.<br />
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s a t i p n c k e h r m d g o u l f b ai (a-e ay)<br />
aim pail plane cake gale play fray<br />
pain tail lane make tale day<br />
train sail skate take pale hay<br />
rain rail plate rake same may<br />
gain frail ate lake lame pay<br />
grain snail ape snake name say<br />
drain hail tape bake tame ray<br />
faint mail grape hate fame tray<br />
afraid aid cape date came clay<br />
plain paid made game spray<br />
crayon<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j<br />
jail jot jump jacket Jim<br />
jab jog junk (juggle) Jack<br />
jug jut jig Jeff<br />
jet(s) jilt job Jill<br />
jam just Jon<br />
s t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o)<br />
oak boat(s) loaf pole joke snow low hello<br />
soap goat coal robe poke blow slow ago<br />
moan float goal rose coke pillow own<br />
groan moat foal hose spoke blow mow<br />
foam cloak oats nose broke grow bow<br />
roam soak toast close stroke glow<br />
load coat roast slope smoke flow<br />
road croak coast hope home elbow<br />
toad rode rope<br />
bone globe<br />
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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o)<br />
ie (-y i-e - igh)<br />
pie cry like crime fire high<br />
tie my bike lime ripe light<br />
lie sky site dime pipe fight<br />
die by bite time life night<br />
dry Mike pile kite right<br />
try hike mile glide midnight<br />
fry pike smile ride tight<br />
fly line stripe hide might<br />
spy nine side slight<br />
sly mine slide flight<br />
spine tide fright<br />
fine bride bright<br />
five<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y)<br />
bee see tea cream (me) happy<br />
peek tree bean dream (be) jolly<br />
seek free seat scream (he) family<br />
deep street pea stream (maybe) funny<br />
feet seed peanut team candy<br />
been speed mean heat hurry<br />
creep feed meat beak bunny<br />
beep greed leaf clean<br />
teen green heap east<br />
meet keep eat leap<br />
coffee sleep read leak Pete<br />
jeep indeed steal Steve<br />
peep (needle) beat here<br />
bleed<br />
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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y)<br />
or pork horn sort cord lord<br />
for cork born port forget afford<br />
forty fork torn sport storm<br />
horse stork corn fort form<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e - y) or<br />
zip jazz zigzag froze dizzy (puzzle)<br />
zap fizz prize fizzy (sizzle)<br />
buzz<br />
maze<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee or (-e ea e-e-y) z<br />
or<br />
z<br />
w<br />
west wink window weed wind (we)<br />
win web well sweet went wife<br />
wed wag swell swam wig wide<br />
will week wait swim twig wipe<br />
twin weak wet waist way woke<br />
twist wept weep windmill<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w<br />
ng<br />
strong lung wing string king tang<br />
long sung sing ring spring bang<br />
bong rung bring fling swing sang<br />
pong ping singing cling sting clang<br />
song stung morning strength sprang<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v<br />
van vent vine five cave wave<br />
vast vet vote hive rave save<br />
vest vivid velvet dive pave valentine<br />
visit seven drive gave<br />
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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v<br />
oo OO<br />
look brook stood coo food boot soon<br />
book crook hood zoo hoop root pool<br />
took foot wood moo loop spoon root<br />
hook wool good too shoot broom fool<br />
cook noon balloon tool(s)<br />
moon stool gloom<br />
droop zoom groom<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v oo OO<br />
y<br />
yes yet year yellow (yo-yo)<br />
yell yak yelp yummy<br />
yap yam yowl<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee<br />
x<br />
(-e ea e-e -y) or z w ng v oo OO y<br />
wax ox mix next extra<br />
fax fox fix tax exit<br />
lax box six exam<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v oo OO y x<br />
ch<br />
chat chill such chimp bench<br />
chop check lunch much coach<br />
cheer rich munch torch broach<br />
chicken chain bunch porch children<br />
chick pinch punch chin chunk<br />
chess chip crunch chest chum<br />
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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y<br />
x ch sh<br />
shell fresh dash short shut (she)<br />
ship show mash crush shift shock<br />
sheep shelf rash rush shot shade<br />
sheet shine trash brush wish shook<br />
shop crash smash flush dish shoot<br />
shall flash cash hush fish shadow<br />
shed splash splashing blush shack<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e –y ) or z w ng v oo OO y<br />
x ch sh th<br />
voiced th<br />
unvoiced th<br />
this path thick thing throw<br />
that thin three thrill thud<br />
then tooth throat thrust throne<br />
these cloth tenth theme thrush<br />
them thank think theft thug<br />
with thump thorn throb<br />
those moth broth thump<br />
than<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y x<br />
ch sh th qu<br />
quick quiz quack quaint queer quest<br />
queen quail liquid quench quill quilt<br />
quit squid<br />
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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y x<br />
ch sh th qu ou (ow)<br />
ouch out found plow brown owl<br />
couch spout pound cow clown fowl<br />
crouch stout sound bow town scowl<br />
pouch sprout round brow down growl<br />
loud trout ground how drown prowl<br />
proud shout hound vow gown howl<br />
south scout mound now crown<br />
cloud about our wow frown<br />
mouth count sour allow crowd<br />
amount flour sow<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y<br />
x ch sh th ou (ow) oi (oy)<br />
oil foil poison boy employ<br />
toil spoil join toy(s) cowboy<br />
boil moist noisy Roy enjoy<br />
coil coin joint joy annoy<br />
soil ointment point joyful destroy<br />
broil<br />
s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y<br />
x ch sh th ou (ow) oi (oy) ue (u-e ew)<br />
cue value cube use fumes pew<br />
fuel continue cute fuse amuses kew<br />
hue rescue mule excuse few<br />
view<br />
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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v oo OO y x<br />
ch sh th ou (ow) oi (oy) ue (u-e ew) … That have the long /oo/ sound!<br />
clue true rude June grew flew<br />
glue Sue rule salute chew drew<br />
blue due flute prune threw blew<br />
nude tune screw dew<br />
duke tube new newt<br />
stew<br />
t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v oo OO y x<br />
ch sh th ou (ow) oi (oy) ue (ew) er (ir ur)<br />
mixer sister zipper bird twirl (turtle)<br />
her perfect shatter mirror swirl (purple)<br />
river blender letter girl firm burst<br />
monster term better stir thirteen hurt<br />
number silver bitter first thirsty burger<br />
fern mister wetter flirt dirt church<br />
blister never roller chirp sir burnt<br />
herd winter fatter skirt thirst fur<br />
perch after hotter shirt firmly curls<br />
boxer pepper summer third birth further<br />
stern robber butter fir stirring turn<br />
perm slipper supper birthday curly<br />
nerve hammer ladder turnip<br />
cover<br />
nurse<br />
hamburger<br />
NOTE: * If the letters are underlined, or the word is in (brackets), the word may be sounded out for oral blending and<br />
segmenting activities; but it should not be used, until the skill or word is taught, for correct phonemic or conventional<br />
spelling. *** Where alternate spellings occur, only the spelling that was taught should be used for dictation at this time.<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
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My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y x<br />
ch sh th ou (ow) oi (oy) ue (ew) er (ir ur) ar<br />
car barn park army part sharp<br />
jar farm dark yard start argue<br />
tar arm shark hard smart carf<br />
far harm bark card chart march<br />
bar charm dark garden dart<br />
star farmer mark tart<br />
art ark starting<br />
arch spark barbeque<br />
soft c / ce/<br />
ice face race entrance office<br />
dice place space notice instance<br />
lice lace chance centipede ace<br />
mice grace police glance difference<br />
slice pace justice dance<br />
palace twice<br />
soft g /ge/<br />
gentle general gem gentleman stage<br />
genius gently gesture generous cage<br />
George page germ large page<br />
orange danger urgent page<br />
NOTE: * If the letters are underlined, or the word is in (brackets), the word may be sounded out for oral blending and<br />
segmenting activities; but it should not be used, until the skill or word is taught, for correct phonemic or conventional<br />
spelling. *** Where alternate spellings occur, only the spelling that was taught should be used for dictation at this time.<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
132
My name is _______________________________________.<br />
CANDOCUBES Teacher’s Guide & Template Book<br />
schwa sound<br />
The schwa (swallowed sound) as in: ‘the’, ‘lemon’, ‘around’, etc.<br />
Schwa<br />
1. The schwa is a vowel sound in many lightly pronounced, unaccented syllables in English words of more than one<br />
syllable. It is sometimes signified by the pronunciation “uh”.<br />
2. The phonetic symbol /ə/ represents the schwa sound in the International Phonetic alphabet.<br />
Examples:<br />
a - about, appropriate, emphasis, America, Canada (2nd and last “a”)<br />
e - belligerent, mathematics, understand<br />
i – cabinet, maximize (1 st “i”), minimize ( 2 nd “i”) legitimate (2 nd “i”)<br />
o - harmony, lemon, attention, vacation, comforter ( 2 nd “o”)<br />
u- medium, circus, platinum<br />
y- syringe, vinyl, ethyl<br />
ai- mountain, certain, villain<br />
ou- vicious, nauseous, jealous<br />
Have fun!!!<br />
© Laurie Fyke 2012 for CANDOCUBES<br />
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