COURSE - Jenny Phillips · (such as Mondays or Fridays) to be your review day. Most likely, the...

Daily Checklist - Level 2

Have the child read The Good & the Beau ful Level 2 Reader for at least 20 minutes on his or her own.

Once the child has fi nished the Level 2 Reader, have the child read it again or read books from The Good & the Beau ful Book List or other worthy books.

Prac ce spelling words for 5-10 minutes.

Prac ce Sight Word Ladders for 5 minutes.

Prac ce phonics cards for 5 minutes.

Work on poetry memoriza on 1-2 mes a week.

Complete 30-40 minutes in the course book.

Write a well-thought-out thank you note 1-2 mes a week.

The Good & the Beautiful - Level 2

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Sight Word Ladders

The child should work on sight words every day for around fi ve minutes. This course puts an emphasis on phonics. However, prac cing these high-frequency and irregular sight words will help the child recognize phonic pa erns and gain confi dence and speed in early reading.

1. Have the child prac ce 1-2 charts each day.

2. Once a chart is mastered (the child can read all the words the fi rst me without hesita on for three days in a row), check the mastered box and let the child color an item below.

3. Once a week, review all the mastered charts. It is helpful to choose the same day of the week (such as Mondays or Fridays) to be your review day. Most likely, the child will master all Sight Word Ladders well before he or she fi nishes the course.


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most

thank

walk

because

then

brought

these

they

thing

think

through

sound

found

round

around

both

Mastered

Color a shell.

want

was

water

way

were

what

made

many

while

who

why

with

best

moist

choice

word

Mastered

Color a shell.

work

would

when

where

under

pre y

second

down

hurt

show

black

always

brown

white

once

be er

Mastered

Color a shell.

carry

grow

laugh

lightning

together

warm

today

hold

start

heart

picture

diff erent

without

country

another

simple

Mastered

Color a shell.


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before

earth

period

again

below

about

a er

able

across

along

among

answer

hair

beginning

ques on

break

Mastered

Color a shell.

business

build

church

wouldn't

caught

close

coat

clothes

gym

color

gem

door

during

ear

general

mystery

Mastered

Color a shell.

ounce

early

eyes

fi eld

distance

paint

rectangle

meal

thought

won't

friend

shouldn't

half

head

hour

inside

Mastered

Color a shell.

itself

square

le er

money

morning

world

temple

outside

point

quite

diffi cult

quit

suit

someone

straight

something

Mastered

Color a shell.


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strength

tomorrow

yesterday

example

although

group

sentence

following

paragraph

surface

meant

change

America

animal

accident

balance

Mastered

Color a shell.

important

dangerous

ques on

chorus

chemistry

beau ful

especially

science

everybody

everything

except

exci ng

general

impossible

probably

recycle

Mastered

Color a shell.

terrible

trouble

vaca on

usually

problem

responsible

knot

business

knit

con nue

music

however

measure

vowel

alphabet

no ce

Mastered

Color a shell.

fi gure

certain

English

yacht

quickly

minute

system

language

common

thousand

government

material

building

island

machine

length

Mastered

Color the word "ocean."


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Phonics Cards

Cards 1- 56Color when mastered.

Cards 57-124Color when mastered.

Cards 125-164Color when mastered.

This course comes with phonics cards. Mark this sheet as completed when all phonics cards (1-164) have been mastered, which means the child can say the sound or sounds of the phonogram or read the words without any hesita on for three days in a row. The child should work on phonics cards every day un l all cards are mastered, and then the cards should be reviewed once a week. These cards help the child learn and prac ce phonograms and phonic pa erns. A phonogram is a le er or combina on of le ers that represents a sound or sounds (e.g., CH). If the child knows the phonograms and phonic pa erns, reading and spelling will be much easier.

How to Organize Phonics Cards

Make your phonics cards prac ce organized and easy!

1. Obtain three quart-size, Ziploc slider bags.

2. Put one of the following labels on each bag:

LEARNING MASTEREDNOT LEARNED

3. Before star ng the course, determine if the child already knows any of the phonics cards. If so, place those cards in the bag tled MASTERED or set them aside.

4. Put 7-10 phonics cards the child does not know in the LEARNING bag. Put the rest of the cards in the NOT LEARNED bag. Prac ce the cards in the LEARNING bag each day. Once a card is mastered (the child can give the correct answer three days in a row without hesita on), put the card in the MASTERED bag and add the next card from the NOT LEARNED bag to the LEARNING BAG.

5. Once every 1-2 weeks, have the child review the cards in the MASTERED bag.


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Spelling WordsThe pages in this sec on contain the spelling words to be learned in Level 1.

1. The child should work on spelling words most days. When the child can spell a word and read it without hesita on, check off the “mastered” box. Once all these words are mastered, they should be reviewed.

2. The child may color an animal for each chart that is mastered. Remember that spelling pa erns and spelling rules are covered in a diff erent part of the course. The spelling words in this sec on are high-frequency and irregular words.

Recommended Method for Practicing Spelling

1. Determine 5-7 words the child does not know how to spell.• Quiz the child on the words on the following pages. If the child gets the word right the fi rst

me, check off the MASTERED and REVIEWED box. They do not need to prac ce the word.

• If the child cannot spell a word correctly, write it on an index card. Repeat un l 5-7 words are on the index card.

2. Prac ce the 5-7 words for 5-7 days.• Each day, have the child start by wri ng sentences in a notebook that use the spelling words.

Prac ce with handwri ng and forming simple sentences at this level is extremely benefi cial. Make sure the child starts each sentence with a capital le er and ends with punctua on. Have the child fi rst try to sound out and spell all words in each sentence on his own. Gently explain any errors and have the child make correc ons.

It is highly recommended that you do not skip this step, especially since the child does more oral narra on than wri ng at this level. The child needs prac ce crea ng sentences.

Tip: If it does not overwhelm the child, consider asking the child to include an adjec ve (a word that describes a noun) in each sentence and underline it.

• A er the child has wri en his spelling sentences, spend 2-3 minutes quizzing the child on the spelling words, or use one of the ac ve spelling prac ce ideas included in this booklet.

3. Have a spelling test.• A er the child has prac ced the 5-7 words for 5-7 days, administer a spelling test. Check off

the MASTERED box for the correctly spelled words. Put INCORRECT words on the index card for the next set of words to prac ce. Quiz the child with addi onal words on the charts in this sec on un l there are 5-7 words total on the index card. Repeat steps 2 and 3.

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Chart #2Words mastered reviewed Words mastered reviewed

want

pink

black

gold

orange

most

them

brought

sound

water

way

what

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

while

food

why

word

work

would

when

sink

under

pretty

second

down

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

Chart #1Review of

Level 1 Words

Words mastered reviewed Words mastered reviewed

eleven

talk

were

they

own

away

been

pull

which

could

does

eight

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

each

every

goes

build

heard

great

little

once

near

said

blue

above

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

Spelling Words

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below

able

across

along

answer

hair

seem

share

says

begin

break

bring

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

move

night

church

can’t

caught

close

clothes

coat

cold

color

dark

didn’t

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L


hurt

show

brown

white

always

better

carry

grow

hold

laugh

light

warm

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

today

start

heart

without

another

because

before

earth

asked

about

again

after

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

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September

October

November

December

January

February

myself

scared

school

snow

easy

wait

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

blew

due

dew

won

hole

whole

well

whale

wear

where

knot

not

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L


done

door

during

ear

early

eyes

face

fi re

friend

half

hand

head

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

hour

inside

itself

large

letter

money

morning

world

wood

twelve

hard

heavy

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

Chart #5

© Jenny Phillips11


thirteen

fi fteen

sixteen

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

hurry

gone

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

shoe

hero

toe

sign

judge

solid

edge

dumb

purple

title

lamb

country

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

Chart #7

Words mastered reviewed

nineteen

twenty

thirty

forty

fi fty

listen

bread

March

April

June

July

August

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

L

Chart #8

© Jenny Phillips12

Active Spelling Practice IdeasUse these ideas to make spelling prac ce fun. Ac ve spelling works especially well for kinesthe c learners.

• Have the child write his spelling words on index cards. If you have mul ple children, consider having the children quiz each other.

• Have the child spell the words out loud. Have the child spell the words out loud while trying to keep a balloon in the air, tapping it upward with each le er.

• Use blocks or Legos. Each me the child spells a word correctly, he receives a certain number of blocks or Legos (3-5). A er prac ce is done, he may use the blocks he won to build something.

• Create a block tower. For each correct word, the child gets a block to add to a tower. See how high the tower can be built before it falls. With mul ple children, each child creates a separate tower, or all may add to the same one.

• Jump across the room or the lawn. For each spelling word that is correct, the child may take one jump. If you have mul ple children, see who can make it to the other end fi rst.

• Use sidewalk chalk to write spelling words on the sidewalk or driveway.

• Let the child write spelling words on a big white board or on individual white boards.

• Blow bubbles each me a spelling word is spelled correctly.

• Put together a puzzle. Let the child put one piece in place when he spells a word correctly.

• Let the child shoot a basketball or kick a ball into a goal each me he spells a word correctly.

• Prac ce spelling words while going on a walk.

• The child may use sign language to sign each le er of a spelling word. This may be slow at fi rst, but the child will become profi cient in signing le ers by the end of the year.

• The following ideas take longer but may be done occasionally: use paint to write spelling words, use clay to form the words, or use alphabet stamps to stamp the words.

© Jenny Phillips13

1. Double S, F, or L at the End of Words: At the end of one syllable words, usually double the le ers S, F, or L right a er a vowel. The rule is the same if it is a compound word or if suffi xes or prefi xes are added to the one-syllable word.

2. Double Consonants in the Middle of Words: Usually double a consonant in the middle of a word if you need to close a syllable so the vowel is not long.

When a syllable ends with a vowel, it is an open syllable, and the vowel is usually long (“says its name"). A closed syllable ends with a consonant.

3. K, C, or CK at the End of Words: For the /K/ sound at the end of words, use CK a er a short vowel in one-syllable words. Use K a er a consonant, a long vowel, or the phonogram OO. Use C at the end of mul -syllable words. The rule is the same if it is a compound word or if suffi xes or prefi xes are added to the one-syllable word.

4. K or C at the Beginning or Middle of Words: At the beginning or middle of a word, usually use K for the /K/ sound before E, I, or Y. Use C in front of any other le ers.

5. 111 Rule: If a word is 1 syllable and ends with 1 vowel followed by 1 consonant, double the consonant before adding an ending star ng with a vowel. Otherwise, do not double the consonant. Note: In words with two vowels and then a consonant, do not double the consonant (e.g., cooked, heatable). In words ending with a phonogram (two le ers that make one sound such as EW or OW), do not double the consonant (e.g. chewable, bowed).

6. Plural Nouns: We usually make a noun plural by

adding S. But we add ES to words that end with SH, CH, Z, X, or S. We drop the Y and add IES to words that end with a consonant + Y.

7. CH or TCH: If the sound /CH/ follows a short vowel sound, usually use TCH; otherwise, use CH.

8. DGE: If /j/ follows a short vowel sound, it is usually spelled with DGE.

9. Consonant + LE: Every syllable has to have a vowel, so a silent E is added to syllables ending with a CONSONANT + L. (Example: whistle, not whistl)

10. Drop the E Rule: If a base word ends in fi nal silent E, drop the E before adding a vowel suffi x. (Example: bake - baking) But do not drop the E when adding ABLE to words ending in CE or GE. (Examples, change - changeable, no ce - no ceable)

11. Changing Y to I: Words that end with CONSONANT + Y must have the Y changed to an I before adding any suffi x: (Examples: happy-happiness, beauty-beau ful, plenty-plen ful)

12. Words That End with V: A silent E is added to words to prevent them from ending in V because English words do not end with the le er V.

13. Singular Words That End with S: When a word ends in S but is not plural, usually add a silent E.

Spelling RulesA er years of study and tes ng, the creators of The Good & the Beau ful curriculum have determined that the best way to improve spelling skills is through 1) reading large amounts of high-quality literature 2), learning and applying carefully selected spelling rules*, and 3) prac cing spelling pa erns and targeted words (rule breakers and commonly misspelled words) with repe on.

*There are other spelling rules than the ones on this page. However, many spelling rules are so complex and/or have so many excep ons that they tend to not be as helpful, so they are not included in this course.

Spelling Rules #1-10 are taught and prac ced in Level 2. Spelling Rules #11-13 are taught in higher level courses.

Completed

© Jenny Phillips14


Poetry MemorizationHave the child work on poetry memoriza on o en throughout the course un l the child has memorized at least four of the poems in this sec on. When a poem is memorized, have the child recite the poem for three diff erent people outside of class (Dad, a friend, a neighbor, or even an extended rela ve over the phone). Then have the child fi ll in the chart, color a bird, and write the poem down and illustrate it. Keep the poem in a “Poetry Anthology” binder that the child will add to for years to come and treasure for life. You can also add poems the child writes to the anthology. Note: Some of the poems in this sec on are also in other levels, so you could memorize some poems together as a family.

I Have Memorized These Poems

#1 _________________________________________________________

#2_________________________________________________________

#3_________________________________________________________

#4_________________________________________________________

Why Spend Time on Poetry Memoriza on?

Poetry memoriza on is a wonderful exercise for the young, growing mind. This course asserts that memoriza on of poetry and beau ful, powerful literature helps form intelligent minds that appreciate and recognize the good and the beau ful. Author Laura M. Berquist wrote, “Familiarity with truly good poetry will encourage children to love the good.” (The Harp and Laurel Wreath, pg 9)

Memoriza on also gives confi dence, increases focus and a en on span, strengthens the capacity of the brain, and builds into children’s minds an ability to understand and use complex language. Children learn by example, and their minds are most impressionable in the younger years. Ingraining their minds with examples of beau fully cra ed language will help them build a solid founda on for life-long learning and love of the good.

I recited the poem to

1. ___________________ 2. ___________________ 3. ___________________


1. ___________________ 2. ___________________ 3. ___________________


1. ___________________ 2. ___________________ 3. ___________________


1. ___________________ 2. ___________________ 3. ___________________


© Jenny Phillips15

Our MotherUnknown

Hundreds of stars in the pre y sky,Hundreds of shells on the shore together,Hundreds of birds that go singing by,Hundreds of birds in the sunny weather, Hundreds of dewdrops to greet the dawn,Hundreds of bees in the purple clover,Hundreds of bu erfl ies on the lawn,But only one mother the wide world over.

Velvet Field MouseNona Keen Duff y

Velvet fi eld mouse, so and sweet,

Has four pussywillow feet!

Has a so and silky coat

And a furry, silver throat.

See him sit on two hind feet

See him hold the food and eat!

He likes seeds of many kinds

Eats the plumpest that he fi nds.

Tiny, mid, velvet mouse

Has a haystack for his house.

What Do You Suppose?Unknown

What do you suppose?A bee sat on my nose.Then what do you think?He gave me a wink.And said, "I beg your pardon,I thought you were a garden."

Thirty Days Hath SeptemberUnknown

Thirty days hath September

April, June, and November.

All the rest have thirty-one,

Excep ng February alone

To which we twenty-eight assign,

'Til leap year gives us twenty-nine.

A Mother Who Reads to MeJenny Phillips

You might own a ruby ring,

A great big home with fancy things,

But I am richer by far you see;

I have a mother who reads to me.

I take my place upon her lap;

We travel far across the map;

Yes, I am luckier than a king;

I have a mother who reads to me.

Nouns & VerbsJenny Phillips

A noun is a person, place or thing,A bird, a nest, a fi eld, a stream,A mom, a dad, a kiss, a dream,A noun is a person, place, or thing.

A verb tells what the subject does,To jump, to climb, to li , or love,To think, to help, to hope, or hug,A verb tells what the subject does.


© Jenny Phillips16

The Valley of GrumpMargaret Colton, Adapted by Jenny Phillips

The Valley of Grump is a sad, sad placeEveryone cries and fi ghts all day,No one has anything nice to say,And trash is sca ered all over the place.

The sun never shines in the Valley of Grump,And there are no fl owers in that smelly old dump.No bees buzz, and no birds sing,And no one there has ever seen spring.

Oh, it’s so easy to slip into the Valley of Grump,And fi nd yourself in such a horrible slump.But, oh it’s so easy to get out, too—Just put on a smile and say something kind,And suddenly you’ll be in the Valley of Nice.

Yes, the Valley of Nice is the best place to be.The fl owers dance and the birds always sing.So, in the Valley of Grump, never stay long;The Valley of Nice is where you belong.

The RobinLaurence Alma-Tadema

When Father takes his spade to digThen Robin comes along;And sits upon a li le twigAnd sings a li le song.Or, if the trees are rather far,He does not stay alone,But comes up close to where we areAnd bobs upon a stone.

The SecretUnknown

How does the busy squirrel know

The place where nuts and acorns grow?

What makes him pick them from the ground

And hide them where they can’t be found?

How does he know on winter days

Just where his winter storehouse lays?

We know the secret, every whit;

God tells the squirrel all of it.

Little TalkAileen Fisher

Don’t you think it’s probable

That beetles, bugs, and bees

Talk about a lot of things you

Know, such things as these:

The kind of weather where they live

In jungles tall with grass

And earthquakes in their villages

Whenever people pass!

Of course, we’ll never know if bugs

Talk very much at all,

Because our ears are far too big

For talk that is so small.


© Jenny Phillips17

Looking Up Through a TreeAbbie Farwell Brown (1st two stanzas)

How good to lie a li le whileAnd look up through the tree!The sky is like a kind big smileBent sweetly over me.

The sunshine fl ickers through the laceOf leaves above my head,And kisses me upon the face

Like Mother before bed.

The Bird’s NestUnknown

Here upon the leaves at restA li le bird has built her nest.Two ny eggs within she’s laid,And many days beside them stayed.Now she’s happy; listen well!Two baby birds break through the shell.Don’t you hear them? “Peep! Peep! Peep!We love you, Mother. Cheep! Cheep! Cheep!”

Little ThingsEbenezer Cobham Brewer

Li le drops of water,Li le grains of sand,Make the mighty oceanAnd the pleasant land.Thus the li le minutes,Humble though they be,Make the mighty agesOf eternity.

All Things Bright and BeautifulEbenezer Cobham Brewer

All things bright and beau ful,All creatures great and small,All things wise and wonderful:The Lord God made them all.

Each li le fl ower that opens,Each li le bird that sings,He made their glowing colors,He made their ny wings.The purple-headed mountains,The river running by,The sunset and the morningThat brightens up the sky.

The cold wind in the winter,The pleasant summer sun,The ripe fruits in the garden,He made them every one.The tall trees in the greenwood,The meadows where we play,The rushes by the water,To gather every day.

He gave us eyes to see them,And lips that we might tellHow great is God Almighty,Who has made all things well.

Note: "Rushes" are a grass-like plant.

The Good & the Beautiful - Level 2Completed

© Jenny Phillips18

Course Reading Assessment

Date: ________________

______:_______

Time

_____________

# of incorrect words

Date: ________________

______:_______

Time

_____________


Have the child read Sec on A on the next page. Write the date, me, and # of incorrect words.

Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Have the child read Sec on B on the next page. Write the date, me, and # of incorrect words.

Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Have the child read Sec on C on the next page. Write the date, me, and # of incorrect words.

1. Administer this assessment at the beginning and end of this course to assess the child's progress.

2. Give the child the sheet on the next page. As the child reads, keep track of me and mark the number of incorrect words. If the child says a word incorrectly and corrects it himself, do not count the word as incorrect. Do not help the child with any of the words. If the child takes longer than about four seconds to read a word, tell the child the word, and then mark the word as incorrect. Before you begin, tell the child it is OK if he does not know all the words. Do not worry if the child cannot read many of the words at the beginning of the course.

© Jenny Phillips19

Sec on A

coolboilingworthquickworldfoolishworkerstir

worthysinktankstageworstracingstormtoe

herdmisplacedcagesankhardestthinkwormshovel

Sec on B

monkey gloom fl oat

soonest wrap blew

valley beach tail

room unwritten shout

whale teacher unfairness

proof knife kneel

whisper fewest boat

Sec on C

kneltgentlelambshadowpicklespookiermatchinggadgetdough

chalkmonthlygloveboldfl utetracingcradleunselfi shnessthrough

nearnessjuicyremindedcruise shipdolphinhandlephonemoonlightunopened


© Jenny Phillips20

Reading Assessment A

1. Reading assessments give the child prac ce reading and help you track reading progress. KEEP THIS SHEET, as you will use it three mes during the course.

2. Keep track of the total me and the number of incorrect words. If the child says the word incorrectly and corrects it himself, do not count the word as incorrect. Do not help the child with any of the words. If the child takes longer than about four seconds to read a word, tell the child the word, and then mark the word as incorrect.

3. These assessments do not have to be done on the same day.

Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Have the child read the poem on the next page. The child does not read the tle or author. Write the date, me and number of incorrect words.

Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

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Have the child read the passage on the next page.

© Jenny Phillips21

Poem

Make the World BrighterBy Carrie Ellis Breck

Go gladden the lonely, the dreary;

Go comfort the weeping, the weary;

Go sca er kind deeds on your way.

Oh, make the world brighter today!

Go gladly along.

Make the world brighter

With sunshine and song.

Passage

LucyAdapted from McGuff ey’s First Eclectic Reader

What a bright June day! The air is pure. The white clouds fl oat in the

blue sky. Lucy and her mamma are not in the loud city; they are in the

quiet woods. They have found a nice spot where there is some grass

that whispers in the wind. They kneel down in the shade of the trees

by some ferns and lilacs, and Lucy is singing gently. The old trees are

very large, and they have acorns.


© Jenny Phillips22

Reading Assessment B

1. Reading assessments give the child prac ce reading and help you track reading progress. KEEP THIS SHEET, as you will use it three mes during the course.

2. Keep track of the total me and the number of incorrect words. If the child says the word incorrectly and corrects it himself, do not count the word as incorrect. Do not help the child with any of the words. If the child takes longer than about four seconds to read a word, tell the child the word, and then mark the word as incorrect.

3. These assessments do not have to be done on the same day.

Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Have the child read the poem on the next page. Child does not read the tle or author. Write the date, me and number of incorrect words.

Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Date: ________________

______:_______

Time

_____________


Have the child read the passage on the next page.

© Jenny Phillips23

Poem

A Book SpeaksUnknown

When you drop me on the fl oorI get stepped on, and my sides are sore. Torn out pages make me groan; I feel dizzy if I'm thrown. Every mark and every stain On my covers gives me pain.Please don't bend me, if you do I don't want to talk to you.But we will both be friends together, If you protect me from the weather And keep me clean so that I look A dy, neat, and happy book.

Passage

Coming Home from the SeaAdapted from McGuff ey’s First Eclectic Reader

These boys and girls live near the sea. They have been to the beach. It is now evening, and

the air is cool. They are going home in the wagon which moves quickly. John, who sits on

the edge of the front seat, found some pre y shells; he wrapped them in a napkin.

Phillip is driving the white horses through the valley. The wagon wheels bounce on the dirt

trail. Now the sun is se ng, and it is ge ng colder. The moonlight is bright and refl ects off

the lake. The children are not far from home; they arrive soon.

© Jenny Phillips24

harmful

farmer

square

feeling

charming

squish

moister

spoiled

beetle

carseat

joined

quake

beehive

requested

foil

quick

teepee

apart

sword

mood

noisy

quality

formed

sharpen

choice

food

quote

worst

looking

require

equal

scooter

balloon

pointed

loyal

world

queen

word

quilt

quiz

squirrel

required

worth

toothache

squid

quack

worthy

spoil

liquid

annoy

worry

squeeze

quarter

worn

squint

worm

football

bookshelf

oyster

annoyed

Practice Chart A_____________

# of words in 60 seconds

_____________


_____________


_____________


_____________


_____________


© Jenny Phillips25

legend

foolish

celebrate

calendar

careful

agent

recipe

mercy

moment

blowing

prouder

decide

century

piece

repentance

recently

gallop

furnace

service

justice

practice

prance

turkey

France

crowded

couch

tour

human

wrapped

music

instance

excited

medicine

bicycle

bouncy

convince

announce

loudest

monkey

octopus

factory

electric

Mexico

cancel

course

agency

height

weigh

pillow

written

throwing

except

general

gerbil

citrus

donkey

shadow

arrow

cymbal

camera

exercise

charged

sacrifice

advice

chimney

honey

remind

poem

talking

gymnastics

bloom

scoop

Practice Chart B_____________


_____________


_____________


_____________


_____________


_____________


© Jenny Phillips26

Map Key — Continents and EuropeThroughout the course, the child will label maps. Use this map key when needed.

NorthAmerica

SouthAmerica

Africa

AsiaEurope

Australia

Antarc ca

France

Italy

Germany PolandUnited Kingdom

Spain

Denmark

Switzerland

Pacifi c Ocean

Atlan c Ocean

Indian Ocean

Southern Ocean

Arc c Ocean

© Jenny Phillips27

Map Key — North AmericaThroughout the course, the child will label maps. Use this map key when needed.

United States

Mexico

Central America

Alaska(US)

Canada

Greenland

COURSE - Jenny Phillips · (such as Mondays or Fridays) to be your review day. Most likely, the...

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