Where Is Emily? initial consonants Clifford's Big Dig confusable letter pairs Here, Clifford! short vowels Emily Elizabeth Goes to School long vowels

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1 Lesson 1: Beginning Consonants Lesson 2: Letter Recognition Lesson 3: Short Vowels Early readers practice important phonemic awareness and phonics skills as they actively listen to words read aloud and select which words to include in their Clifford Interactive Storybooks. The online activities provide meaningful learning experiences that engage students in building storybooks, and together with these lessons, help students connect sounds to letters and enhance their reading vocabulary. Lesson 4: Long Vowels Additional Resources Standards Develop phonemic awareness skills Recognize consonant sound-spellings Distinguish easily confused letter pairs Recognize common short and long vowel sound-spellings Read stories containing high-frequency words Interact with the computer to create new text Understand that changing one word in a sentence can change the meaning of the entire sentence Listed below are the specific phonics skills covered in each of Clifford's stories. Where Is Emily? initial consonants Clifford's Big Dig confusable letter pairs Here, Clifford! short vowels Emily Elizabeth Goes to School long vowels Lesson 1: Beginning Consonants Where Is Emily? Lesson Introduction This lesson provides practice with beginning consonant sounds, including identifying initial consonants and matching letter sounds to their corresponding letters. Grade Level: P 1 Duration 12 Hours Student Objectives Practice reading words with the same letter sound to connect those letters and sounds Recognize beginning consonant sounds by reading and listening to a story that highlights select words Construct a story by actively choosing words Use picture clues to aid comprehension Match beginning consonant sounds

2 Materials Chalkboard or similar display Clifford Interactive Storybook Where is Emily Clifford Storybook activity Sound Match Computer(s) with Internet access Optional: LCD or overhead projector to display storybook activities Optional: headphones Preparation Bookmark the Interactive Clifford Storybooks on the computers students will use. NOTE: If students have limited access to computers, print activity screens and make transparency copies to post on an overhead projector. Directions Day 1 Step 1: Take students through the Interactive Clifford Storybook Where is Emily? using these steps: Read the title of the story to the class. Click to the first page and have a student read the first sentence. Model for the students how to click the speaker icon next to the sentence to hear it read aloud. If the reader makes any mistakes, see if he or she realizes it. Reread the sentence with the entire class at once. Step 2: Point to the word play at the end of the first sentence. Read it aloud, emphasizing the beginning consonant sound /p/ while pointing to the letter p. Ask students what letter the sound /p/ stands for. Ask students what other words begin with the /p/ sound. Write their responses on the chalkboard. Step 3: For the second sentence, have another student read the phrase without providing a word for the blank. Click the speaker icon to hear the second sentence and again read the phrase together. Explain to students that they need to complete the sentence by choosing one of the words in the circles. Have students click the first word and repeat it (did they notice the picture appear on screen?). After students click and repeat the second and third words, point out the /t/ sound in each. Ask what letter the sound /t/ stands for and what other words they know that begin with the /t/ sound. Record their responses on the chalkboard. Now have students select one of the three choices to complete the second sentence. Step 5: Again read, listen to, and reread the third sentence. Point to the word But, and read it aloud. Ask students what sound But begins with. What letter makes that sound? What other words begin with the /b/ sound? Record the responses on the chalkboard. Day 2 Step 1: Working in pairs, have students start at page one of Where is Emily? Have them click the speaker icons to hear the words read aloud. Step 2: Have students go through the entire storybook with their partner, following the read-listen-and-reread pattern with each sentence. They should click a word to complete the sentence on every page. Point out that the three words always begin with the same sound. Can they identify the letter the sound stands for? What other words do they know that begin with the same sound? Have them share their words with each other and encourage them to correct each other if they identify the wrong sound or letter. Step 3: When students finish the story, take them to the Sound Match, and click the speaker icon to hear the instructions. Have students click the picture box to hear the name of the object aloud. What is the beginning consonant sound? Before they place any objects in the box, students should click on each of the other objects shown and review their names. Which have the same beginning sound as the object at the top? Students should click on the correct objects and drag them to the box. (If necessary, model how to click and drag the objects into the box.) Step 4: After they ve gotten all the correct objects, have students share other words that begin with the same sound. Review the remaining objects and ask what the beginning sounds are for each one. Assessment & Evaluation Where students able to recognize the initial sounds for all letters? Did students confuse any consonant sound-spellings such as /p/ and /b/? Were students able to identify additional words with the same beginning consonant sound? For further assessment:

3 Create a set of letter/spelling cards (e.g., s, t, m). Display one card at a time as students chorally say the sound of the letter/spelling. Note students who do not respond or who have delayed responses. Test these students individually. Provide additional instruction on the consonant sound-spellings they struggle with. Lesson Extensions 1. Select a Clifford book to read to the class. Read the book the first time in its entirety, without pauses, so children can enjoy the language and illustrations. Reread the book on a later day and discuss items of interest, such as finding objects in the illustrations that begin with a specific sound. Create word charts using the words and pictures in the book. Students may also enjoy creating their own Clifford books based on the pattern of the original book. 2. Print out the pages of Where is Emily? and distribute to pairs or small groups of students. Have them write in one more word choice for each page that begins with the same letter as the other three choices. For example on the first page, students might add tub to the /t/ word list. Have groups share what they came up with. 3. Select a classroom object and give students a clue to what it is by telling them what sound it begins with. For example, you might say, This object begins with a /p/ sound" (pen). Write students guesses on the chalkboard. Then give other clues, such as, This is something you write with. After you give each new clue, allow students to modify their guesses. Lesson 2: Letter Recognition Confusable Letter Pairs Clifford's Big Dig Lesson Introduction This lesson provides practice distinguishing between pairs of similar-looking lowercase letters, such as b and d, p and b, m and w, n and m. Grade Level: P-1 Duration 12 Hours Student Objectives Materials Learn to distinguish between easily-confused letter pairs by reading and listening to a story that highlights select words Construct a story by actively choosing words Use picture clues to aid comprehension Match words that start with the same letter Chalkboard or similar display Clifford Interactive Storybook Clifford s Big Dig Clifford Storybook activity Letter Match Computer(s) with Internet access Optional: LCD or overhead projector to display storybook activities Optional: headphones Preparation Bookmark the Interactive Clifford Storybooks on the computers students will use.

4 NOTE: If students have limited access to computers, print activity screens and make transparency copies to post on an overhead projector. Directions Day 1 Step 1: Introduce the lesson by reviewing one of the most visually confusing letter pairs: b/d. Write the word bed on the chalkboard and point out that the word visually resembles a bed. Show students that the word begins with the letter b and ends with the letter d and that the letter b comes before the letter d in the alphabet and in the word "bed." Step 2: Brainstorm a list of words that begin with b and a list of words that begin with d. Write them on the chalkboard, underlining the letters b and d in each word. Point out the difference in how the two letters look. Step 3: Take students to the first page of Clifford s Big Dig. and read the first two sentences. Model how to click the speaker icon next to the sentences to hear them read aloud. Step 4: Point to the letter d in digging in the first sentence and say the word aloud. Have students identify what letter it begins with. Now point to the letter b in the word big in the second sentence and say the word aloud. Again, have students identify the letter. Have a volunteer explain the difference between how a lower case b and d look. Step 5: Click the speaker icon next to the third sentence. After listening to the narrator read, tell students that they are to choose one of the three words in the circles to put into the story. Read the choices aloud. Ask students what letter each of the choices begins with. Then have them select one of the three choices to complete the second sentence. Day 2 Step 1: Working in pairs, have students read the story Clifford s Big Dig from the beginning. Have them click the speaker icons to hear the words read aloud. Step 2: Instruct students to click a word to complete the third sentence on each page. Tell them to look at the first letter of the words they are choosing between. Point out that on some pages the three words begin with the same letter, and on other pages, the words begin with letters that look alike but are different. Instruct pairs to identify the letters that each word begins with and to correct each other if they identify the wrong letter. Can they identify the differences between similar looking letters? (Sample answer: b has a line going up; p has a line pointing down.) Step 3: When pairs finish the story, help them link to the game Letter Match. Students can click the speaker icon to hear the instructions. Then have them click on each word to hear it read aloud. What sound does each one begin with? What letter does each word begin with? Students should drag the words into the correct boxes. (If necessary, model how to click and drag words into the boxes.) Step 4: As they play the game, encourage students to identify what letters the words begin with. Assessment & Evaluation Away from the computer, read a list of the words you ve worked with in the storybook and activity. Without visual clues, can students distinguish the letters that each word begins with? Can the write the letter correctly? Can they name other words that begin with that letter and sound? To further assess letter recognition knowledge: Write the letters reviewed (both uppercase and lowercase) in random order on a sheet of paper. Make a copy of the sheet for you to record each student's errors. Have the student read the letters as quickly as possible. Mark errors on your copy of the letter sheet. Time the student's reading. Provide additional instruction on those letters the student struggles with, particularly confusable letter pairs. Note if students read at a slow, labored pace. Provide additional instruction and practice until the student is able to read the letter automatically. Lesson Extensions 1. Make a set of lowercase letter cards for confusable letter pairs, including b, p, d, q, j, i. Write one letter on each card and make two cards for each letter. Place the cards facedown. Have students turn over two cards at a time. If the cards match, students keep them. If not, they turn them back down. The object is to successfully make as many matches as they can. 2. Distribute letter cards, one per student. Then write a letter on the chalkboard. Ask the students whose cards match the letter to step to the front of the classroom. Have a volunteer name the letter and the sound it makes. 3. Write pairs of words on the chalkboard that begin with easily confusable letters, such as bat and pat; bug and dug; pot and dot. Read the words aloud. Ask students to identify the letter that is different in each word.

5 Lesson 3: Short Vowels Lesson Introduction This lesson provides practice identifying words with short-vowel sounds and sound-spellings. Here, Clifford! Grade Level: P 2 Duration 12 Hours Student Objectives Materials Recognize short vowel sounds by reading and listening to a story that highlights select words Use picture clues to aid comprehension Construct a story by actively choosing words Identify short-vowel sounds that complete C-V-C words Name words with the same short-vowel sounds Chalkboard or similar display Clifford Interactive Storybook Here, Clifford! Clifford Storybook activity Make a Word Computer(s) with Internet access Optional: LCD or overhead projector to display storybook activities Optional: headphones Preparation Bookmark the Interactive Clifford Storybooks on the computers students will use. NOTE: If students have limited access to computers, print activity screens and make transparency copies to post on an overhead projector. Directions Day 1 Step 1: Read aloud one or two books where words with short vowels are prominent. Choose titles from the Clifford phonics collections or classic titles such as: Caps for Sale, The Fat Cat, An Extraordinary Egg, The Little Red Hen, Titch, and Whistle for Willie. See Recommended Books. Step 2: Write a list of simple C-V-C (consonant-vowel-consonant) words on the chalkboard to illustrate short vowel sounds for a, e, i, o, and u. Include some words from the book you ve read, Clifford Storybooks you are using, or others. Provide at least one for each short vowel sound-spelling. Examples: cat, red, sun, big, and top. Review with students the short vowel sound in each word you ve listed by reading the word aloud and then repeating the short vowel sound. For example, point to the word cat as you say it. Then explain: The short vowel sound in the word cat is /a/. The letter a makes the /a/ sound. Ask students what other words contain the same short vowel sounds as ones on the board. Write down their responses. Step 3: Have students go to page one of Here, Clifford!. Read the first two sentences and model for students how to click the speaker icon next to the sentences to hear them read aloud. Step 4: Click the speaker icon next to the third sentence. After listening to the narrator read, explain to students that they need to choose one of the three words in the circles to put into the story. Students can click on the words to hear each one aloud. Point out that all three words have the letter a in them. Ask students what sound this vowel makes in the word choices. Explain that in these words the letter a makes a short a vowel sound /a/.

6 Day 2 Step 1: Working in pairs, have students read the story Here, Clifford!. They should read each sentence and then listen to the sentence read aloud. Step 2: Instruct students to listen to each word choice for the third sentences and to choose one word to complete the sentence on each page. Can students identify the common vowel, the short vowel sound, and other words with the same sound? Have them share their words with each other and encourage them to correct each other if they identify the wrong short vowel sound. Step 3: When students finish the story, help them link to the game Make a Word. Click the speaker icon to hear the instructions. Have the pairs create as many words as they can with the letters. (If necessary, model how to click and drag a letter to make a word.) Step 4: When students have created all the words they can, have them share their lists. Did they leave any out? Print the word lists for each student. Have students take turns reading the list aloud. Step 5: As a class, review the words and group them into lists that have the same short vowel sound (e.g., cot, dot, pot). What other words have the same short vowel sound? Prompt students with examples: pond, pod, cod, rod, etc. Assessment & Evaluation Were students able to identify the short vowel sound for the word choices on each storybook page? Did students successfully identify other words with the same short vowel sound? Were students able to pronounce each word from the Make a Word list correctly? Could they identify other words with the same short vowel sounds? To further assess knowledge of short vowel sound-spellings: Create a set of C-V-C word cards (e.g., sat, cup, ten). Display one card at a time as students chorally say the word. Note children who do not respond or who have delayed responses. Test these students individually. Provide additional instruction on the short vowel sound-spellings students struggle with. Lesson Extensions 1. Write a word with a short vowel sound on each square of an old checkerboard. The game is played just like checkers, except players must read the word on each space they land on. If a player cannot read a word, he or she returns to the original space. 2. As you teach each short vowel sound-spelling, challenge students to find examples of the soundspelling relationship in words on signs, cereal boxes, advertisements, and other everyday items. Have students bring these items to class and attach them to a bulletin board. 3. Write letters or spellings you want to review on large note cards. Distribute one card to each student. Then have three students stand in front of the class. Ask them to stand in a sequence that forms a word. Each group must determine its word. For example, you might call on students with the s, a, and t cards. When the students form the word sat, have the class chorally read the word. Continue by substituting letters such as i for a, or by forming new words. Lesson 4: Long Vowels Lesson Introduction This lesson provides practice identifying words with long-vowel sounds and experience with sound-spellings. Emily Elizabeth Goes to School Grade Level: P 2 Duration 12 Hours Student Objectives

7 Materials Recognize long vowel sounds by reading and listening to a story that highlights select words Identify words with long vowel sounds Construct a story by actively choosing words Use picture clues to aid comprehension Match words with the same vowel sounds Clifford Interactive Storybook Emily Elizabeth Goes to School Clifford Storybook activity Concentration Computer(s) with Internet access Optional: LCD or overhead projector to display storybook activities Optional: headphones Preparation Bookmark the Interactive Clifford Storybooks on the computers students will use. NOTE: If students have limited access to computers, print activity screens and make transparency copies to post on an overhead projector. Directions Day 1 Step 1: Select a book to read to the class that features words with long vowel sounds. Choose a book from one of the Clifford phonics collections or classics such as Bringing the Rain to Kapiti Plain, Clifford s Puppy Days, The Bike Lesson, New Shoes for Sylvia, or The Troll Music. See Recommended Books. Step 2: Explain to students how slight differences in a word spelling can affect its vowel sound. Demonstrate this point by listing on the chalkboard word pairs such as: rat/rate, bit/bite, cot/coat, fed/feed, and cub/cube. Have volunteers read each word pair, noting the different vowel sounds each word in the pair makes. Guide them to recognize that just one added letter changed the vowel sound from short to long. Point out that sometimes the letter is added to the end, like the e in bite. And other times, it s a letter in the middle like a in read. Repeat the vowel sounds in each pair and identify them as having a short or long vowel sound. Step 3: Take students to the first page of Emily Elizabeth Goes to School. Read the first two sentences and model for students how to click the speaker icon next to them to hear them read aloud. Step 4: Students can click to hear the third sentence read aloud. Explain to students that they need to choose one of the three words in the circles to put into the story. They can click each word to hear the choices and see an illustration. Have students identify the vowels in each word choice and the vowel sound these letters make. Did they recognize that all three words have the ea spelling pattern? Were they able to identify the long /e/ sound? What other words produce the long /e/ sound? Record their responses on the chalkboard. Discuss other letter combinations that can produce the same sound, such as ee in feed. Step 5: Repeat the same process with the following story pages. Help students recognize that all three word choices on a page have the same long vowel sound, but that the words have different spelling patterns (e.g., silent e at the end of space and ai in the middle of rain and snails). For each storybook page, compare and contrast the spelling patterns in the word choices. Keep a list of all the word choices students have in the storybook as well as any new words they suggested with similar spelling patterns. Day 2 Step 1: Review the list of words created the day before. Step 2: Working in pairs, have students go to the game Concentration. Students can click the speaker icon to hear the instructions. If necessary, model how to play the game by clicking the cards to make a match of words with the same long vowel sound. Step 3: As they play the game, encourage students to identify the spelling patterns of the words that have the same vowel sounds. Have them think of other words that have those sounds and how they are spelled. Assessment & Evaluation Were students able to identify the long vowel sound for the word choices on each storybook page? Did they successfully identify other words with the same short vowel sound? Were students able to identify the long vowel sounds for objects in Concentration? Could they match words with the same long vowel sounds? To further assess knowledge of long vowel sound-spellings: Create a contrast word sheet (e.g., cut/cute, rod/road, red/read).

8 Individually, test students as they read the words on the sheet. Note sound-spellings they struggle with by marking a photocopy of the sheet as each student reads. Provide additional instruction on the sound-spellings students struggle with. Lesson Extensions 1. Assign small groups a long vowel sound. Have the groups search for objects in the classroom whose names contain the long vowel sound and record their finding on a sheet of paper. Have groups share their findings with the rest of the class. 2. Using chalk, create several large hopscotch boards on a paved area of your playground (or use masking tape on the classroom floor). In each section, write a long vowel sound-spelling (examples: ay, ee, ea, oi) you want to review. Then read aloud a word. Students hop to the space on the hopscotch board that contains that word s vowel sound and spelling. 3. Provide students with a set of word cards. Have them sort the word cards first in any way they choose, such as word length or beginning consonant. Then suggest they sort the words by long vowel sound and/or long vowel sound-spelling. Be sure that the words you provide can be sorted in more than one way. For example, use words containing the long /a/ sound spelled a_e, ai, and ay.