Kinder Level 2b Guided Reading /e/ PDF
streamlined instruction
accelerated achievement
Guided Reading
The / ĕ / Sound
CVC Words – Level 2b
(with /ă/ + /ĭ/ + /ŏ/ review)
Developed by Marnie Ginsberg, PhD
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Level
Level2b
1c
The /ĕ/ Sound
Decodable Sentences
review + e, x, ng
high
freq uenc y
word s
get, long, them, then, when
1. When will that wrong song end?
2. Can I get in bed? When? At six?
At ten?
3. Is that ten wren eggs? It’s not.
It is ten hen eggs.
4. A red fox is in its den.
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Level 2b
The /ĕ/ Sound
Decodable Sentences
review + e, x, ng
high
freq uenc y
word s
get, long, them, then, when
5. Mom had to beg Ben to get off
his bed. Then Ben did.
6. What is in the net? It’s a big fish
in that wet net.
7. Well! Mel fell pell-mell in the dell.
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Level
Level2b
1c
The /ĕ/ Sound
Decodable Sentences
review + e, x, ng
high
freq uenc y
word s
get, long, them, then, when
8. Beth will have a bath in a bit.
9. Gong! Gong! Gong!
The bell rang long, long, long.
10. Tell them to set the box in the shed.
11. Bess had less of a mess than
Tess had.
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Level
Level2b
1c
The /ĕ/ Sound
Decodable Sentences
review + e, x, ng
high
freq uenc y
word s
get, long, them, then, when
12. An ox is not a pet. A fox is not a pet.
A dog is a pet.
13. Lex lit the dim path.
14. In a bag, I have a box. In the box,
I have a thing. Guess what it is.
15. If a thing has a wing, can it sing?
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Review the Sounds
Some letter-sounds do not sound like you’d expect! The “a” in “what” is the /ŭ/ sound.
The “wh” in “what” is the /w/ sound but is the /h/ sound in the word “who!”
what
who
“What is your name?”
/w/ /ŭ/ /t/
/h/ /oo/
/b/ /ee/
“Who is your favorite player?”
What Is It?
1. What is this on the top?
2. What was that? A rat?
3. Who is that on him?
4. Who will get rid
of
it? Not
me.
5. What is it?
Write: “It is a
,”below to answer the question.
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The /ĕ/ Sound
DIRECTIONS:
1.
2.
3.
Tell your students what the 2 words below
are – “be” and “friends.” 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.
be
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.
“She will be surprised.”
/b/ /ee/
friends
/f/ /r/ /ĕ/ /n/ /d/ /z/
“I play with my friends.”
A Hen and a Fox
by Terri Jenson & LaNae Jenson
Ten hens in a pen,
A red fox with a big grin.
Can a fox and a hen be friends?
If a hen lets the red fox in the pen,
Will the pen have less hens?
Yes!
Poetic license: Normally, we’d say “fewer hens” but in a poem a poet can use
“less hens” to make it follow the poem’s patterns or to make it more fun to read!
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Sentence Pyramids
Mom had a chat.
Mom and Dad had a chat.
Mom and Dad had a chat with Ted.
Mom and Dad had a chat with Ted and Tom.
Mom and Dad and Ted and Tom had a chat.
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Sentence Pyramids
I have a ham.
I have a big ham.
I have a big, fat ham in a pot.
I have a big, fat ham in a big pot.
I have a big, fat ham in a big, hot pot.
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The /ĕ/ Sound
to
into
do
“I rode my bike to the store.”
/t/ /oo/
“I walked into the store.”
/ĭ/ /n/ – /t/ /oo/
“Do you want to go to the store?”
/d/ /oo/
who
“Who is happy?”
/h/ /oo/
(“Wh” is usually /w/, but in “who,” it is /h/. The letter “o” is usually /ŏ/ but in “who” it is /oo/.)
Fill in the Blanks
DIRECTIONS:
Ask the student to read as many words as possible in each sentece. Then read the
choices for her. Ask the student to fill in each blank as she says each sound in the word.
I like to get
to do who
The men went
into do who
What did the cat
To Do Who
school ear ly.
the ship.
into do who
to the hen?
will tell him to wear red?
the www.starfall.com
booklet, “peg the hen,” would
be good to read now.
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Remember to have students re-read
many of the previously read stories
during Re-Reading for Fluency.
The /ĕ/ Sound
Ten Men
by Terri Jenson
Ten men went up a hill.
The
air
on top was
ver y
chill.
Ted and Ned and Ben and Cliff
Had to rest;
Wes and Matt sat
ver y
their
legs
were
still.
Chet and Seth and Ross fell ill.
The last of the ten was Tim.
To get them
down
was up to him.
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stiff.
The /ĕ/ Sound
little
one
all
This is a challenging and long passage. Read it aloud first
to your student and then read it together the second time.
Encourage him to read the larger words on his own. If
your student likes this ditty, however, it can provide a great
opportunity for several re-readings.
The little one said: “Roll over.”
/l/ /ĭ/ /t/ – /l/
The little one said: “Roll over.”
/w/ /ŭ/ /n/
“They all rolled over.”
/ŏ/ /l/
Ten in the Bed
10
ten in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
9
in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
8
in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
There were
There were nine
There were eight
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7
se ven in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
6
six in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
5
in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
There were
There were
There were five
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4
in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
3
three in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
2
in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
1
one in the bed,
and the litt le one said: “Roll o ver! Roll o ver!”
So, they all rolled o ver and one fell out.
There were four
There were
There were two
There was
if your student wants to, you could offer her a choice of a
colored marker or pencil. see how fast she can circle all
the examples of the word “one,” for instance.
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The /ă/, /ĭ/, /ŏ/ & /ĕ/ Sounds
The “ai” spelling usually takes the /ay/ sound, but in this common word,
“said,” it has the sound /ĕ/. Similarly, the “ay” spelling in “says” is not the sound it usually is.
“Hiss
ss,” sai
aid the cat.
said
says
‘I miss him,” says Meg.
“I pass
ss,” sai
aid the pig.
/s/ /ĕ/ /d/
“He said to wait.”
/s/ /ĕ/ /z/
“She says to go.”
A Dog
“I willll get a dog,” I sai
aid.
Mom say
ays the dog willll hav
ve a bath
th..
“The dog willll get wet,” Mom say
ays.
“O.K.,” I sai
aid.
I sh
shall liike
e my dog a lot.
Ask your student, “What happened in this short story?”
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The /ă/, /ĭ/, /ŏ/ & /ĕ/ Sounds
my
“That is my bat.”
/m/ /i_e/
I Can Bat
by Christie Cavanaugh
I get a bat.
I like to bat.
I like to bat a lot.
I can hit with the bat.
I hit my shin with the bat.
“Ouch!”
I said.
I set the bat
down.
The End.
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Reviewing Sounds
The letter “a” is usually /ă/ in words like this, but in “all” and its rhyming friends, it is /ŏ/.
all
call
“He ate all the cookies!”
/ŏ/ /l/
“So, I will call Mom.”
/c/ /ŏ/ /l/
Humpty Dumpty
Hump ty Dump ty
sat on a wall,
Hump ty Dump ty
had a great fall;
And all the kings’ hor ses,
And all the kings’ men,
Could
not put Hump ty
to geth er a gain.
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Matt and Sam Play Ball
Reviewing Sounds
Meet
Matt.
Meet
Sam.
by Micki Ginsberg
Matt has a mitt.
Sam will get a bat.
Sam hits the ball with
her
bat.
Matt catch es it in his mitt.
Sam telllls Matt
tt
she wants
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th
tt.
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It
does
not fit.
The mitt
Th
tt fits Matt
tt.
oo big
It is too
tt
Matt
and
puts
for
Sam.
the mitt
th
tt in his back
ck pack
ck
goe
oes ho
ome
e.
the bat and ballll in a sack
th
ck.
Sam
puts
Sam
goe
oes ho
ome
e
to get a mitt
tt.
The End.
Th
Say to your student, “Tell me briefly what happened in ‘Matt and Sam Play Ball.’”
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Reviewing Sounds
/ă/, /ĭ/, /ŏ/, /ĕ/
Game!
the
the
am
am
I
I
that
that
like
like
with
with
Have fun trying to memorize high frequency words by playing Concentration/Memory. These sheets
could be copied on colored paper for fun and kept for later use. Scramble the cards, turn them upside
down, and take turns flipping over 2 at a time. Every matching pair you turn over, you get to keep.
The one with the most pairs wins! Consider keeping the cards and playing them again on another day.
Students can also play Go Fish with the cards.
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Reviewing Sounds
/ă/, /ĭ/, /ŏ/, /ĕ/
Game!
and
and
is
is
was
was
has
has
his
his
what
what
to
to
said
said
says
says
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Act it Out!
DIRECTIONS:
Cut up these cards and let your student draw one at a time. Support her to “Blend As You Read.”
Then she can act out what the card says. You can also play the Point Game! The student earns
points for reading words with the Blend As You Read approach. But the teacher gets a point if the
student guesses.
Sing a song.
Act big.
Ring a bell.
Dip a chip.
Have a bath.
Bang a pan.
Act mad.
Sad lips
Wring a
wet rag.
Hop, hop, hop. Sob and sob.
Pet a cat.
Dig a pit.
Chop with
an ax.
Sit and fan.
(Keep the cards and play another day, especially if your student enjoyed this!)
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