Kinder Level 2a Guided Reading /o/ PDF
streamlined instruction
accelerated achievement
Guided Reading
The / ŏ / Sound
CVC Words – Level 2a
(with /ă/ + /ĭ/ review)
Developed by Marnie Ginsberg, PhD
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2023
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Level
Level2a
1c
The /ŏ/ Sound
Decodable Sentences
review + o, b, f, g, l, r, ff, sh
high
frequ ency
words
all, call, if, into, not, on, said, says, to,
was, what
sh.
1. The cod fish is an odd fish.
2. Pop the lid off the can.
3. A big rig has to have a lot of gas.
4. On the ship, I got a big whiff
of
fish.
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2023
Level 2a
The /ŏ/ Sound
Decodable Sentences
review + o, b, f, g, l, r, ff, sh
high
frequ ency
words
all, call, if, into, not, on, said, says, to,
was, what
5. If I have a rod, I will fish.
6. “Have a nap on this cot,” said Mom.
7. “Not that pot,” said Mom. “It’s hot!”
8. The bad man hid a bag in a bin.
It had cash in it.
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2023
Level
Level2a
1c
The /ŏ/ Sound
Decodable Sentences
review + o, b, f, g, l, r, ff, sh
high
frequ ency
words
all, call, if, into, not, on, said, says, to,
was, what
9. Did a dog dig that pit? It did not.
Dad says a hog did it.
10. “What a lot of fog!” said Bob.
11. Bill ran into Rob. Bam!
12. That mass on the log is moss.
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2023
Level
Level2a
1c
The /ŏ/ Sound
Decodable Sentences
review + o, b, f, g, l, r, ff, sh
high
frequ ency
words
all, call, if, into, not, on, said, says, to,
was, what
13. Lil is ill! Mom says Dad will call
the doc.
14. A rash I got. I was sad, and it was
hot. A bath I had. The rash is not.
15. What is on that pig? A wig!
Is that all?
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2023
The /ŏ/ Sound
DIRECTIONS:
1.
2.
3.
4.
Tell your students what the 2 words below
are – “I” and “my.” 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.
Read the title of the text.
I
5.
6.
7.
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.
If time allows, point out that a few similar
short words like “my” are also spelled with
a single “y” at the end (e.g., “by” and “fly”).
“I am glad.”
/i_e/
my
“My name is…”
/m/ /i_e/
My Best Pal
by Terri Jenson
I had a wish
My dog can dig,
To get a dog.
My dog can nap,
I got my wish.
My dog can sit
I call him Bob.
U pon
This dog I have,
I had a wish
ish
He is a lab.
To get a dog.
This dog can run,
I got my wish —
But he’s not bad.
My best pal, Bob.
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my lap.
2023
The /ĭ/ & /ŏ/ Sounds
nine
like
“Nine days is more than one week!”
/n/ /i_e/ /n/
“Do you like split pea soup?”
/l/ /i_e/ /k/
some
Pease Porridge
“Do you want some?”
/s/ /ŭ/ /m/
Point out the Vowel + “e” pattern to students in “nine” and “like.” Explain to them in many words this means
the vowel will say its name (or long vowel sound). However, in the word “some” the o_e is the /ŭ/ sound.
hot,
Pease Porr idge
Pease Porr idge cold,
Pease Porr idge
Nine
in the pot,
days old.
Some like it hot,
Some like it
cold,
Some like it in the pot,
Nine
nursery rhymes often
make for fun re-readings.
days old.
Pease porridge is similar to split pea soup!
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2023
Review /ă/, /ĭ/, & /ŏ/ Sounds
The Cat Gets Brave
by Laurie Newell
Max is a cat.
Nat is a fox.
Max has a hat.
Max sat.
The fox ran!
Th
The cat ran!
Th
The hat is off
Th
ff!
Th hat is
The
on th
the fox.
the cat
Max th
is sad.
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Review /ă/, /ĭ/, & /ŏ/ Sounds
Your student may use this page to reassemble the story “The Cat Gets Brave.”
The Cat Gets Brave
by Laurie Newell
The www.starfall.com booklet, “Mox’s Shop,” would be good to read now.
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2023
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