Pop and His Pot TB

Fantastic Phonics Teaching Guide
Book 12 - ‘Pop and his Pot’

© Momentum Multimedia 2004
New Words: hop, Pop, top, hot, pot, spot.
Extra Words: dot, lot, tot, rot.
Sounds found in these new words:
h, p, t, l, s, d, r, short o.
Highlighted Sound: Short Vowel: ‘o’ as in ‘pot’
Phonic Decoding: Teacher leads student in oral practice with this vowel pattern,
decoding words into their phonic components. For example: p-o-p. Explain how ‘pop’,
‘top’, share a common sound of ‘..op’.
Sight Words: the, this
Punctuation: Explain a “full stop”. Stop, take a breath, then start the next sentence.
Explain a “comma”. Pause, and then continue reading.
Capital Letters: Explain a capital letter is found at the beginning of the word in a new
sentence.
A new ‘Capital Letter’ is introduced and this is a ‘Proper Noun’ indicating a person’s
name as in: Pop or the name of a city, town, and country.
Fantastic Phonics Teaching Guide No. 12, page 2
STEP 1:
Teacher leads student in oral practice with these consonant sounds:
h, p, t, l, s, d, r
STEP 2:
Teacher leads student in oral practice with this vowel pattern, or rime:
o-p, o-o-o-p
STEP 3:
Teacher leads student in oral practice with blending two sounds:
Pronounce each letter separately; blend the separate sounds into a continuous word.
(o—p, o-p, o-o-o-p, op)

Practice blending the onset (consonants) and the rime (op) with all the ‘New Short
Vowel Words’ for Book 12.
P-op, h-op, t-op, p-ot, h-ot.
STEP 3: ‘Sight’ Words:

Explain that these must be memorized/recognized as a whole, they are not broken down
into sounds.
• Practice the word: ‘the’ and The with a capital letter.

• Practice the word: ‘a’ and ‘A’ with a capital letter.
STEP 4:
Practice blending the Sight Words with the ‘New Short Vowel Words’:
A top .... the top

A pot .... the pot
A spot .... the spot
A dot .... the dot
A lot .... the lot
© 2004 Momentum Multimedia www.early-reading.com

STEP 5:
Now you are ready to start reading Fantastic Phonics Story 12 – Pop and his Pot.
Explain the Highlighted sound in this book is short vowel ‘o’. The short vowel ‘o’ is
reinforced in the words in Story 12. CVC (consonant-vowel-consonant) found in words
for example: p-o-p.
• If you have a large screen with the images projected onto it, scroll slowly
through each page as students continue their oral practice as described in
Step 2.
• The student will continue oral practice as the teacher points to each word.
• If the student has difficulty with a word – keep pointing to the word. This gives the
student time to self-correct or try again. If the student is still having difficulty
encourage the student to sound out the individual phonemes, blend the sounds, then
read the word.
• If each student has a printed book then slowly progress through the pages
continue oral practiceas described in Step 2. The student continues oral
practice as the teacher points to each word.
• If the student has difficulty with a word – keep pointing to the word. This gives the
student time to self-correct or try again. If the student is still having difficulty
encourage the student to sound out the individual phonemes, blend the sounds, then
read the word.
• If the word is a ‘Sight Word’ reinforce the word is to be recognized as a ‘whole’.
STEP 6:
Capital Letters: Reinforce that a capital letter is found at the beginning of the word in a
new sentence. Ask the student how many capitals ‘T’ were in the story and where is the
capital ‘T’ found in the story.
Punctuation: Explain a “full stop”. Stop, take a breath, then start the next sentence. Ask
the student how many “full stops” were in the story and where are they found.
Explain a “comma”. Pause, and then continue reading.

STEP 7:
At the end of the story read the ‘extra words’.
Rhyming
The rhyming further reinforces the sounds, by showing the auditory and visual
similarities and also discriminating between the different sounds.
• Ask the student if they can pick out the rhyming words in the text.
• Ask the student to identify the highlighted sound in the text (short vowel ‘o’).
STEP 8:
Now start the Comprehension Questions, slowly reading each question, then give the
student time to answer verbally or in a written form.
• If you have a large screen with the images projected onto it, scroll slowly to each
question.
• If each child has a printed book then slowly progress through the questions.
Comprehension Questions
The comprehension component for each story tests the student’s critical reading skills. If
the student does not remember the answers, they are encouraged to re-read the story
and then continue the comprehension questions.
STEP 8:
Complete the sentences with these words. This exercise reinforces the student’s critical
reading skills. The sounds and blends found in this story are practiced in this exercise.
STEP 9:
Say, Cover, Spell, Write and Check. This exercise asks the student to say the word
(identifying word sounds), then cover the word (to commit word to memory by
visualization), spell it out loud (to highlight sounds and blends of letter combinations),
then write it (to practice spelling).
Pop_______ hop______ top______ hot_______ pot________
STEP 10:
Add ‘vc’ (vowel consonant) ‘op’ to make words:
This reinforces the ‘short vowel’ sound and vc combination.
h______ p______ st______ t______ sh______
• Teachers can print this story for the student to use for independent oral reading
practice.
• The student may also enjoy adding their own colors to the book by coloring in the
pictures.
Teachers Notes:

Pop and His Pot TB

Uploaded by

Copyright:

Available Formats

Pop and His Pot TB

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Pop and His Pot TB

Uploaded by

Copyright:

Available Formats

Fantastic Phonics Teaching Guide

Book 12 - ‘Pop and his Pot’

New Words: hop, Pop, top, hot, pot, spot.

Extra Words: dot, lot, tot, rot.

Sounds found in these new words:

Sight Words: the, this

Explain a “comma”. Pause, and then continue reading.

(o—p, o-p, o-o-o-p, op)

P-op, h-op, t-op, p-ot, h-ot.

STEP 3: ‘Sight’ Words:

• Practice the word: ‘the’ and The with a capital letter.

A top .... the top

© 2004 Momentum Multimedia www.early-reading.com

• If the word is a ‘Sight Word’ reinforce the word is to be recognized as a ‘whole’.

Explain a “comma”. Pause, and then continue reading.

© 2004 Momentum Multimedia www.early-reading.com

Pop_______ hop______ top______ hot_______ pot________

h______ p______ st______ t______ sh______

© 2004 Momentum Multimedia www.early-reading.com

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Pop___ hop top hot_ pot______

h p st t sh__