This book is not intended to be a decodable text. Help readers see the partial decodability of the words they cannot read with their phonics knowledge and the picture support. Have them recognize the ng spelling at the end of the words.
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Phonics Book: Let’s Read!
Standards
Sound out words with the digraph ng in context.
Reader Goals
I can read word with the digraph ng.
Target Words
• Decodable Words: things, other, ring, sing, sting, swing, hang, bang, strong, long, that, or
• Partially Decodable Words: some
Helpful Hints
Guide
- Read the title together
Nouns can be things
Guide
- Point and Name each category. Have readers repeat each ng word after you Say it.
things that sing. Say sing.
things that sting. Say sting.
things that are long. Say long.
things that ring. Say ring.
things that swing. Say swing.
things that hang. Say hang.
things that are strong. Say strong.
things that bang. Say bang. - Next, have readers name or repeat each ng word that identifies a category of things as you Point to the categories.
Guide
- Read the page to readers: Say
I’m going to read you this page: Nouns can be people, animals, places, or things. This book is about things. - Say
This book is about things we can put together in a group because they have something in common. - Ask
What kinds of things do you see on this page?
(nouns, things, animals) - Ask
What kinds of things are nouns?
(people, animals, places, or things) - Say
Let’s learn about different things!
Guide
- Say
Let’s read the part of the sentence we know together: Some things _______. - Point to each picture and Name each thing: Say
Let’s look at the pictures to see what things we have on this page: an alarm clock, a phone, and a bell. - Ask
What can these things do? What do these things all have in common?
(They ring.) - Point to the word ring and Ask
Let’s make sure the last word says ring.
What sound does the word ring begin with?
(/r/)
What letter makes the sound /r/?
(letter R)
How do you pronounce the rime part of the word i-ng?
(/ēŋ/)
So this word says ring. - Ask
What another word in the sentence has the i-ng spelling?
(things)
What sound does the word things begin with?
(quiet th /θ/) - Point to the words things and ring and Say
I see a picture of things that ring and the words things and ring have the spelling i-ng with the consonant digraph ng. If I recognize the i-ng spelling of the word, it can help me to read the word. The i-ng, /ēŋ/ sound, is the rime part of the word. - Say
Point to and read each word with me.
(Some things ring.)
Point to and read each word by yourself.
(Some things ring.) - Ask an inferential question
What other things can go in this group because they ring?
(bells, alarms, doorbell, etc.)
Guide
- Say
Let’s read the first word in the sentence. It says other. We will talk about other things. Other things _______. - Point to each picture and Name each thing: Say
Let’s look at the pictures to see what other things we have on this page: a bird and a whale. - Ask
What can these other things do? What do both other things have in common? Let’s read the last word in the sentence and find out. - Point to the word sing and Ask
What letter does the last word begin with?
(letter S)
What sound does the letter S make?
(/s/)
What word part do you recognize in the word sing?
(i-ng)
How do you pronounce the word part i-ng?
(/ēŋ/)
Blend together the beginning consonant with the rime part.
(/sēŋ/)
So this word says sing. Point to and read each word with me.
(Other things sing.) - Point to the word things and Say and Ask
Now that we know the sound that the rime part i-ng can make, /ēŋ/, we can also read another word that has the i-ng spelling.
What sound does the word things begin with?
(quiet th /θ/)
How do you pronounce the word part i-ng?
(/ēŋ/)
Can you put the beginning consonant sound together with the rime part to read this word?
(things)
I hear the sound /z/ at the end of the word things because there is more than one thing. When a word ends with a noisy consonant sound the letter s at the end of the word makes the /z/ sound. - Say
Point to and read each word with me.
(Other things sing.)
Point to and read each word by yourself.
(Other things sing.) - Ask an inferential question
What other things can go in this group because they sing?
(people, frogs, singers, etc.)
Guide
- Say
Let’s read the part of the sentence we know together: Some things _______. - Point to each picture and Name each thing: Say
Let’s look at the pictures to see what things we have on this page: a mosquito and a bee. - Ask
What can these things do? What do both things have in common?
(They sting.) - Point to the word sting and Ask
Let’s make sure the last word says sting.
What sound does the word sting begin with?
(/s/)
What letter makes the sound /s/?
(letter S)
What sound do you hear after the sound /s/?
(/t/)
What letter makes the sound /t/?
(letter T)
What rime part do you recognize in the word sting?
(i-ng)
How do you pronounce the word part i-ng?
(/ēŋ/)
So I can read the word in parts st-ing, sting. - Point to the word sting and Say
I see a picture of things that sting and the word sting has the letters st at the beginning and the rime part i-ng at the end, so I can confirm this word says sting. - Say
Point to and read each word with me.
(Some things sting.)
Point to and read each word by yourself.
(Some things sting.) - Ask an inferential question
What other things can go in this group because they sting?
(when you put antiseptic on your cut, jellyfish, bees, wasps, etc.)
Guide
- Say
Let’s read the part of the sentence we know together: Other things _______. - Point to each picture and Name each thing: Say
Let’s look at the pictures to see what things we have on this page: a metronome and a swing. - Ask
What can these things do? What do both things have in common?
(They swing.) - Point to the word swing and Ask
Let’s make sure the last word says swing.
What sound does the word swing begin with?
(/s/)
What letter makes the sound /s/?
(letter S)
What sound do you hear after the sound /s/?
(/w/)
What letter makes the sound /w/?
(letter W)
What rime part do you recognize in the word swing?
(i-ng)
How do you pronounce the word part i-ng?
(/ēŋ/)
So I can put the word parts together sw-ing and get the word swing. - Point to the word swing and Say
I see a picture of things that swing and the word swing has the letters sw at the beginning and the rime part i-ng at the end, so I can confirm this word says swing. - Say
Point to and read each word with me.
(Other things swing.)
Point to and read each word by yourself.
(Other things swing.) - Ask inferential questions
What is a metronome used for?
(to mark a rhythm for musicians)
What other things can go in this group because they swing?
(pendulum, hammock, etc.)
Guide
- Say
Let’s read the part of the sentence we know together: Some things _______. - Point to each picture and Name each thing: Say
Let’s look at the pictures to see what things we have on this page: a bat and some coats. - Ask
What can these things do? What do both things have in common?
(They hang.) - Point to the word hang and Ask
Let’s make sure the last word says hang.
What sound does the word hang begin with?
(/h/)
What letter makes the sound /h/?
(letter H)
How do you pronounce the word part a-ng?
(/aŋ/) - Point to the word hang and Say
I see a picture of things that hang and the word hang has the letter h at the beginning and the rime part a-ng at the end, so I can confirm this word says hang. - Say
Point to and read each word with me.
(Some things hang.)
Point to and read each word by yourself.
(Some things hang.) - Ask an inferential question
What other things can go in this group because they hang?
(pictures, etc.)
Guide
- Say
Let’s read the part of the sentence we know together: Other things _______. - Point to each picture and Name each thing: Say
Let’s look at the pictures to see what things we have on this page: fireworks and a drum. - Ask
What can these things do? What do both things have in common?
(They bang.) - Point to the word bang and Ask
Let’s make sure the last word says bang.
What sound does the word bang begin with?
(/b/)
What letter makes the sound /b/?
(letter B)
What word part do you recognize in the word bang?
(a-ng)
How do you pronounce the word part a-ng?
(/aŋ/) - Point to the word bang and Say
I see a picture of things that bang and the word bang has the letter b at the beginning and the rime part a-ng at the end, so I can confirm this word says bang. - Say
Point to and read each word with me.
(Other things bang.)
Point to and read each word by yourself.
(Other things bang.) - Ask an inferential question
What other things can go in this group because they bang?
(piano keys, etc.)
Guide
- Say
Let’s read the part of the sentence we know together: Some things are _______. - Point to each picture and Name each thing: Say
Let’s look at the pictures to see what things we have on this page: a lion and an elephant. - Ask
How can you describe these things? What do both things have in common?
(animals—They are very strong animals.) - Point to the word strong and Ask
Let’s make sure the last word says strong.
What sound does the word strong begin with?
(/s/)
What letter makes the sound /s/?
(letter S)
What sounds do you hear after the sound /s/?
(/t/-/r/)
What letters make the sound /t/ and /r/?
(letters T and R)
How do you pronounce the rime part o-ng?
(/ôŋ/)
So I can put together str and -ong and get the word strong. - Point to the word strong and Say
I see a picture of things that are strong and the word strong has the consonant letters s-t-r at the beginning and the rime part o-ng at the end, so I can confirm this word says strong. - Say
Point to and read each word with me.
(Some things are strong.)
Point to and read each word by yourself.
(Some things are strong.) - Ask an inferential question
What other things can go in this group because they are strong?
(diamonds, steel, bricks, rhino, gorilla, etc.)
Guide
- Say
Let’s read the part of the sentence we know together: Other things are _______. - Point to each picture and Name each thing: Say
Let’s look at the pictures to see what things we have on this page: a train and a thread. - Ask
How can you describe these things? What do both things have in common?
(They are long.) - Point to the word long and Ask
Let’s make sure the last word says long.
What sound does the word long begin with?
(/l/)
What letter makes the sound /l/?
(letter L)
What word part do you recognize in the word long?
(o-ng)
How do you pronounce the word part o-ng?
(/ôŋ/) - Point to the word long and Say
I see a picture of things that are long and the word long has the letter l at the beginning and the rime part o-ng at the end, so I can confirm this word says long. - Say
Point to and read each word with me.
(Other things are long.)
Point to and read each word by yourself.
(Other things are long.) - Ask an inferential question
What other things can go in this group because they are long?
(boa, python, time, wires, etc.)
Guide
- Ask
This page has a question. How do we know this sentence is a question?
(There is a question mark.) - Read the question: Say
Yes, we know it’s a question because there’s a question mark at the end. Let me read you this question: What are your favorite things that ring, sing, sting, swing, hang, bang, or are strong or long? - Ask
What are your favorite things?
* Encourage readers to point to the picture of their favorite things or tell about their favorite things.
Guide
- My turn, Your turn: Reread the book with readers.
Example
My turn. Some things ring. Your turn.
(Some things ring.) - As you Reread the whole book, Observe readers to see if they are pronouncing, correctly, the words with an ng rime.
