Kinder Level 1c Guided Reading /a/ and /i/ Review PDF
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Guided Reading
Review / ă / & //ĭĭ / Sounds
CVC Words – Level 1c
Developed by Marnie Ginsberg, PhD
A-21
2023
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The /ă/ & / ĭ/ Sounds
Level
Level 1c
1c
Decodable Sentences
review + ss, tt
high
frequ ency
words
a, am, an, and, as, at, can, did, had, has, have,
him, his, I, in, is, it, its, than, that, the, this, which,
will, with
1. Mim had a whim.
2. Pass the dip with the chips.
3. Did I miss the path? I did miss it.
4. Tim is sad. Miss Mim
will sit with him.
A-23
2023
The /ă/ & / ĭ/ Sounds
Level
Level 1c
1c
Decodable Sentences
review + ss, tt
high
frequ ency
words
a, am, an, and, as, at, can, did, had, has, have,
him, his, I, in, is, it, its, than, that, the, this, which,
will, with
5. I miss Sis. Sis and I will chat.
6. Hiss! Hiss! Is that
at an asp?
I am in its path!
7. Can Nan pass math?
? Nan can!
8. I am sad that Cass is ill.
A-24
2023
The /ă/ & / ĭ/ Sounds
Level
Level 1c
Decodable Sentences
review + ss, tt
high
frequ ency
words
a, am, an, and, as, at, can, did, had, has, have,
him, his, I, in, is, it, its, than, that, the, this, which,
will, with
9. I have a tan cat. I have a tan
hat. The cat is in the hat.
I can’t have that.
10. Which mitt is Matt’s mitt? Is
this it? Matt has his mitt.
11. A pin is
thinn er
than a pill.
A-25
2023
The /ă/ & / ĭ/ Sounds
Level
Level 1c
1c
Decodable Sentences
review + ss, tt
high
frequ ency
words
a, am, an, and, as, at, can, did, had, has, have,
him, his, I, in, is, it, its, than, that, the, this, which,
will, with
12. I am with Pam at the mill.
13. Sid is as mad as Sid is sad.
It’s hit and miss with Sid.
14. A mass hit the
e hill with
a wham.
15. Pass the
e pan with the ham.
A-26
2023
The /ă/ & / ĭ/ Sounds
DIRECTIONS:
1. Ask student to read a word. Support with the Blend As You Read strategy.
2. Help him or her to draw a line to connect the word to the correct picture.
in
him
fast
win
dad
miss
A-27
2023
The /ă/ Sound
DIRECTIONS:
1.
2.
Tell your students what the 2 words below
are – “has” and “a.” Then use each word in a
sentence.
Also, exaggerate the individual sounds of
each word as you point with a pencil. Notice
that the letter “s” has a /z/ sound in the word
“has.” That is actually a common sound for
the letter “s” at the end of many words.
has
a
3.
4.
5.
6.
Tell the students that you will read the text
together.
Read the title of the text.
Ask students to read aloud, helping
individual students with the Blend As You
Read strategy as needed.
Afterwards, ask students to explain what
the text is about.
/h/ /ă/ /z/
“He has a hat.”
/ay/ or /uh/
“He has a hat.”
The Glad Cat
by Terri Jenson
Pam has a thin cat.
That cat can hiss!
That cat can act mad.
Pam will pat the cat.
Pam has a glad cat.
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2023
Sentence Pyramids
I can act.
I can act sad.
I can act sad and mad.
I can act sad and mad and glad.
It’s a fact that I can act sad and mad and glad.
A-29
2023
The /ă/ & / ĭ/ Sounds
DIRECTIONS:
1.
2.
3.
Tell your students what the 2 words below
are – “his” and “is.” Then use each word in
a sentence.
Also, exaggerate the individual sounds of
each word as you point with a pencil.
Tell the students that you will read the text
together.
his
is
4.
5.
Read the title of the text.
Ask students to read aloud, helping
individual students with the Blend As You
Read strategy as needed.
6. Afterwards, ask students to explain what
the text is about.
“Where is his hat?”
/h/ /ĭ/ /z/
/ĭ/
“He is Will.”
/z/
The Map
by Terri Jenson
Will has a map.
A path is on the map.
A hill is on the path.
A dip is in the hill.
A can is in the dip.
e can.
Will hid his hat in the
Will has a map to his hat.
A-30
2023
The /ă/ & / ĭ/ Sounds
DIRECTIONS:
1.
Tell your students what the 2 words below
are – “to” and “he.” Then use each word in
a sentence.
2. Also, exaggerate the individual sounds of
each word as you point with a pencil.
3. Tell the students that you will read the text
together.
4. Read the title of the text.
to
he
5. Ask students to read aloud, helping
individual students with the Blend As You
Read strategy as needed.
6. Afterwards, ask students to explain what
the text is about.
7. If time allows, point out that a few similar
short words like “he” are also spelled with
a single “e” at the end (e.g., “we,” “me,”
“she,” and “be.”)
/t/ /oo/
“Give it to him.”
/h/ /ee/
“He is Dan.”
Add with Dan
by Terri Jenson
Dan has to add to pass math.
Dan has a chat with Dad.
Dad can add.
Dad will sit and add with Dan.
Dan will add on his math pad.
He will add and add and add.
Can Dan add?
He can!
A-31
2023
The / ĭ/ Sound
We Meet on the Hill
DIRECTIONS:
1.
2.
Tell your students what the 4 words below
are — “with,” “and,” “is,” and “was.” Then use
each word in a sentence.
Also, exaggerate the individual sounds of each
word as you point with a pencil.
with
and
is
3.
4.
/w/ /ĭ/ /th/
“Please go with me.”
/ă/ /n/ /d/
“I have vanilla and chocolate”
“She is smart.”
/ĭ/ /z/
was
Ask students to read aloud, helping individual
students with the Blend As You Read strategy
as needed.
Afterwards ask, “Who did the main character
meet? Where did he meet them?”
“That was smart.”
/w/ /ŭ/ /z/
I am
the hill.
on
Sam is
Pat is
on
on
the hill.
the hill.
Sam, Pat, and
me.
the path.
Pat was
on
I was
the path.
on
The cat was with Pat.
Now,
that cat is with Sam, Pat, and
me.
The www.starfall.com booklet, “the big hit,” would be good to read now.
A-32
2023
The /ă/ & / ĭ/ Sounds
Hide and Seek
by Christie Cavanaugh
Sid sat and hid.
Pam hid and sat.
Dan and I hid.
I am with
th Dan.
Pam is with
th Sid.
Dad
liike
es
to seek.
Review stories and poems from previous sessions by asking the student to re-read.
Re-reading will often take about 2-5 minutes of a session’s time. If a text is too
laborious, re-read it slowly yourself first as your student follows along. Afterwards,
see if she can read it more easily on her own.
A-33
2023
The /ă/ & / ĭ/ Sounds
DIRECTIONS:
1.
2.
3.
Ask students to identify the sound they hear at the
end of “as,” “has,” and “his.” Guide them to notice
the /z/ sound is spelled by “s” in these words.
Read words slowly as you exaggerate their individual
sounds, pointing to each with a pencil.
Tell the students that you will read the text together.
4.
5.
6.
Read the title of the text.
Ask students to read aloud, helping individual
students with the Blend As You Read strategy as
needed.
Afterwards, ask students to explain what the text is
about.
[“s” can be /z/ at the end of words.]
as
has
/ă/ /z/
“Talk as quietly as you can.”
/h/ /ă/ /z/
“He has fun playing basketball.”
his
/h/ /ĭ/ /z/
“I like his haircut.”
The Big Accomplishment
By Christie Cavanaugh
(An “accomplishment” is a successful, or good, achievement-something done well.)
Which
of you
has
fin ished?
Chad did it!
I did it!
Dan did it!
His cat did it!
I am as
I
like
proud
this
as a
pea cock.
game.
teacher may need to read the small print words aloud for the child.
A-34
2023
Search for Sounds
DIRECTIONS:
1.
2.
3.
4.
Ask student to select a colored pencil or marker of his choice.
Have him see how fast he can circle all of the /ă/ sounds, scanning left to right.
Each time he circles the “a,” he has to say /ă/.
If your student enjoys this, repeat with /ĭ/ and /ch/, using other colors for each.
t
i
sh p
m
t
s
tt ss d
a
o ch
i
s
m
i
a sh
a
o ch m
c
n
d th
i
w ss ch wh i
p
m
a
o ch m
i
sh d
m
a
t
ch d
a
c
n wh a
c
sh th ch
i tch d
c
a
p th
h
i
s wh w
i
h
p
a ch
t
i
th
i
w ss
wh a
m
a
a
o
o ch m
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2023
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