“wh” /hw/ review

Introduction Lesson

In this book, you will come across /hw/ in your activities. This is not a typo. The “wh” concept is introduced in our Yellow Book 1. For parents and teachers starting out in Orange Book 2, please review the “wh” concept below if needed:

Review Cards

Phonogram Cards

Review and Drill – beginning consonant sounds, ă, ĭ, ŏ, ŭ, ĕ, th, sh, ch

“When I hold up a letter, say the letter’s name and give its sound.”

“Good job! We are going to learn a new sound today.”

 

Step 1

Student Workbook Page 59

Hold up Picture Page wh – whistle. Say, “These letters are wh. What are these letters? The letters wh are a consonant team and work together. When you say the sound /hw/ you get to say it backwards. Watch as I demonstrate.”  (You want to emphasize the h before the w.“Your turn. The picture card for letter wh is whistle. Say whistle.” (Have the student put his hand in front of his mouth, and have him feel his breath as he says the word.) “Good. When I point to the picture word, say the letter’s name, give its sound and say the picture word. Watch me as I demonstrate.”  

Say wh, /hw/, whistle then have student repeat 3 times.

Step 2

Phonological Awareness

“Close your eyes. I will say a word. You will repeat the word and listen for the /hw/ sound. If you hear /hw/, raise your hand. Let’s practice. Say whiz. Do you hear the /hw/ sound in whiz? Yes, you hear the /hw/ sound in whiz so you raise your hand. Good. Let’s practice some more words.”  

Repeat this activity with:

when, whip, which, whiz, ship, that, whim, whip, thin, shop 

Step 3

Sound Squares

Use the back cover of the Student Workbook and Sound Markers for this activity.

Say “How many sounds do you hear in the word wham? Repeat the word and bring down a sound marker for each sound you hear. Remember to use white markers for consonant sounds and green markers for the vowel sound. Touch each marker and say its sound. Then glide your finger under the markers and say the whole word fast.”

Repeat this activity with:

whiz, which, when, whim, wham, whap, whip, whop, whid

 

Step 4

Skip Step 4!  

 

Step 5

Reading

Student Workbook Page 60 – Word List: wh

“Put your finger under the first word.  Now, draw a “smile” under the consonant team wh. What sound does the wh make? Good. Now read the word.”

Repeat with the remaining words, reading left to right.

 

Step 6

Sound Dictation

Student Workbook Page 63 – Sounds

“Say /hw/. What letters make the /hw/ sound? With your finger, write the letters that say /hw/ on your palm. Now write the letters wh on your paper. Now, look at the letters you just wrote. What are the names of these letters? What sound does it make?”

Repeat with the following sounds:

/ch/, /th/, /ĕ/, //, /sh/, /ĭ/, //, /d/, /hw/ 

Step 7

Word Dictation

Student Workbook Page 63 – Words

“Say whipSpell the word whip by writing the letters on your palm. Now, pick up your pen and write the word whip on your paper.”

Repeat with the following words:

when, whip, whit, whet, whim, whiz, whisk, which, wham

 

Step 8

Sentence Dictation

Student Workbook page 63 – Sentences

“Listen carefully as I say a sentence, and watch as I make a dash on the board for each word in the sentence.”  

Jen was a whiz kid at math

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

Which man is rich here?

Bob has a whip.

Step 9

Fluency Practice

Student Workbook Page 134 – Fluency Practice 13  

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

Step 10

Word Games

Student Workbook Page 147 – Game 9

wh

Practice Lesson

Review Cards

Sound Cards

Review and Drill – beginning consonant cards, ă, ĭ, ŏ, ŭ, ĕ, th, sh, ch, wh

“When I hold up a letter, say the letter’s name and give its sound.”

Step 1

Sound Cards (Continued) 

Hold up wh Sound Card.

“We are now going to Sky Write this sound. Stand up and extend your arm all the way out in front of you. Ready?”

/hw/ (Say the sound.)  wh  (Say the letters as you Sky Write.)  /hw/  (Underline the sound and say the sound.)

Have student repeat 3 times.

 

Step 2

Phonological Awareness

“Say whip. Say whip again but this time, instead of /p/, say /g/.” (whig)

“Say wham. Say wham again but this time, instead of /m/, say /p/.” (whap)

“Say when. Say when again but this time, instead of /hw/, say /t/.” (ten)

“Say kid. Say kid again but this time, instead of /k/, say /hw/.” (whid)

“Say wham. Say wham again but this time, instead of /hw/, say /b/.” (bam)

“Say bop. Say bop again but this time, instead of /b / say /hw/.” (whop)

Step 3

Letter Tiles

“Say whiz. Bring down the letters for each sound in whiz. Read the word again. Now put all the letters back where they belong.”

Repeat this activity with:

when, whim, whip, which, whit, whiz, whet, wham, whop

 

Step 4

Skip Step 4!  

Step 5

Reading

Student Workbook Page 60 – Sentences: wh

Look at the first sentence. Put your finger under the first word in the sentence. Now read the sentence quietly in your head and look at me when you are finished and I will ask you a question.”

When the student looks up at you, you will ask the student a comprehension question. Then have the student go back and read the sentence aloud.

Repeat this process with all of the sentences:

When can I get fish and chips?

“What meal does the person want?” (fish and chips)

What a fat cat!” said Pam.  

“What did Pam exclaim?” (What a fat cat!)

The man hid the whip by the ship.

“Where did the man hide the whip?” (by the ship)

When did Sam get in the bath?

“What was Sam getting?” (a bath)

Which man put the chip down?

“What kind of sentence is that? How do you know?” (a question, a question mark)

Jen is a whiz kid in math.

“What does it mean to be a whiz at something?” (really good)

Tom got the bath rug wet.

“How did Tom get the rug wet?” (from his bath)

“When can I go away?” said Thad.  

“What does Thad want to do?” (go away)

Which man is rich?

“What do I want to know in this sentence?” (which man is rich)

When was the dog here?

“What animal was here?” (the dog)

Step 6

Sound Dictation

Student Workbook Page 64 – Sounds

“Say /hw/. What letters make the /hw/ sound? With your finger, write the letters that say /hw/ on your palm. Now write the letters wh on your paper. Now, look at the letters you just wrote. What are the names of these letters? What sound do they make?”

Repeat with the following sounds:

/ch/, /th/, /sh/, //, /ĕ/, /ĭ /, /ŭ/, /s/, /hw/

Step 7

Word Dictation

Student Workbook Page 64 – Words

“Say wham. Spell the word wham by writing the letters on your palm. Now, pick up your pen and write the word wham on your paper.”

Repeat with the following words:

when, whim, cash, math, that, much, shut, shop, whiz

Step 8

Sentence Dictation

Student Workbook Page 64 – Sentences

“Listen carefully as I say a sentence, and watch as I make a dash on the board for each word in the sentence.”  

Sam went on a whim.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

I got it on a whim.

Nan is a whiz at math.

Step 9

Fluency Practice

Student Workbook Page 134 – Fluency Practice 13  

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

 

wh

Reinforcement Lesson

Review Cards

Sound Cards

Review and Drill – beginning consonant cards, ă, i, ŏ, ŭ, ĕ, th, sh ch, wh

“When I hold up a letter, say the letter’s name and give its sound.”

“Great job! Now we will do The Blending Drill.”

 

Step 1

Blending Drill

Place cards in three piles according to auditory position (beginning/middle/end). Put your wh Sound Card at the beginning of the pile. Student touches each card with his blending fingers and says the sound that letter represents from left to right. Student slides his fingers under the cards while blending the sounds together to form a nonsense word. Teacher turns the cards, exposing different letters to blend different combinations of sounds.

 

Step 2

Phonological Awareness

Write the word which on the whiteboard. “What is this word?”

“What letter says //?”

“What letters say /hw/?”

“What letters say /ch/?”

“What do the letters /hw/ say?”

“What does the letter /i/ say?”

“What do the letters /ch/ say?”

“Say which. Say which again, but change the /ch/ to /z/.” (whiz)

 

Step 3

Letter Tiles

“Say when. Bring down the letters for each sound in when. Read the word again. Now put all the letters back where they belong.”  

Repeat this activity with:

whap, when, whiz, whig, whet, whit, which, whip, wham

 

Step 4

Skip Step 4!  

Step 5

Reading

Student Workbook Page 61 – Reading Passage: Whin Gets a Shot

Look at the title of this story. Can you read it out loud? What do you know about the topic of this story?” (Have you ever seen, known or been…Help student connect to the text.)

“Now, read the first paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What do you think will happen next? Why?” (Help student predict.)

“Now, read the next paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “Tell me what you were imagining in your mind as you read those sentences.” (Help student visualize the story by making pictures or movies in the mind.)

“Now, read the last paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What were the most important events in this story?” (Help student determine importance.)

Go back to the beginning of the story and have the student read the entire story from the beginning to the end out loud.

 

Student Workbook Page 62 – Graphic Organizer

Have the student verbally express what happens at the beginning, middle and the end of the story. (Help student summarize the story.) Then have the student fill out the graphic organizer with a pen. Depending on the student, either have him draw pictures, write words, write sentences, or write an entire paragraph.

 

Step 6

Sound Dictation

Student Workbook Page 65 – Sounds

“Say /hw/. What letters make the /hw/ sound?  With your finger, write the letters that say /hw/ on your palm. Now write the letters wh on your paper. Now, look at the letters you just wrote. What are the names of these letters? What sound does it make?”

Repeat with the following sounds:

 /sh/, /th/, /g/, /ĭ/, /j/, /ă/, /ch/, /ĕ/, /v/, /hw/

Step 7

Word Dictation

Student Workbook Page 65 – Words

“Say which. Spell the word which by writing the letters on your palm. Now, pick up your pen and write the word which on your paper.”

Repeat with the following words:

whet, whid, whig, whim, whin, whip, whit, whop, wham

Step 8

Sentence Dictation

Student Workbook Page 65 – Sentences

“Listen carefully as I say a sentence, and watch as I make a dash on the board for each word in the sentence.”  

Which kid is Chad?

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

Which rug is it?

Jan has a red whip.

 

Step 9

Fluency Practice

Student Workbook Page 134 – Fluency Practice 13

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

 

It is time for a Progress Check!

Student Workbook Page 118 – Progress Check: wh

Have your student read the words and sentences out loud. If they get approximately 80% or more correct, then they are ready to move onto the next unit. 

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