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 final blend spelling part of words.
RETURN
Book: Let’s Read!
Standards
Sound out words with a final blend in context.
Reader Goals
I can read words with final blends.
Target Words
• Decodable words: dash, camp, pitch, tent, help, with, tasks, plants, sprint, bend, stretch, lots, crafts, hands, dancing, singing, next, morning, important, collect, trash, bring, dump, best
• Partially decodable words: sleep, out, water, full, speed, squat, hold, love, around, campfire, time, home
Helpful Hints
Guide
- Read the title together
Best Camp Ever: A Final Blend Book
Guide
- Point and Name each picture. Have readers repeat each word after you Say it.
camp
tent
best
dump
campfire
task / plant
craft
bend
sprint - Next, have readers name each picture as you Point to it. Help readers if they forgot the word.
Guide
- Ask
What are the kids doing?
(They are running.) - Say
It doesn’t say “running” or “run”. Read and find out what word the author uses to tell that the kids run very fast.
(The word dash is a synonym for run. It means to run in a hurry to get someplace.) - Ask
Where do you think the kids are dashing?
(They are going to camp.) - Point to the word camp and Say
Let’s sound out this word to confirm if it says camp. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word.
When I point to the letter and say sound, you say the sound. When I say blend, you blend together the sounds you already said. - Point to the letter c and Say
Sound the hard sound of c.
(/k/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters c and a and Say
Blend.
(/kă/) - Point to the letter m and Say
Sound.
(/m/) - Point to the letter p and Say
Sound.
(/p/) - Say
Now blend all sounds together.
(/kămp/)
So the word says camp. - Ask
What blend of sounds do you hear at the end of the word camp?
(/m/-/p/)
How do we spell the blend sound?
(letters MP) - Say
Point to and read each word with me.
(We dash into the camp.)
Point to and read each word by yourself.
(We dash into the camp.)
Guide
- Say
Let’s read the part of the sentence we know together: We can ______. - Ask
What are the kids doing in the picture?
(They are setting up a tent.) - Point to the word tent Say
Let’s sound it out to confirm if this word says tent. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter t and Say
Sound.
(/t/) - Point to the letter e and Say
Sound.
(/ĕ/) - Point to the letters t and e and Say
Blend.
(/tĕ/) - Point to the letter n and Say
Sound.
(/n/) - Point to the letter t and Say
Sound.
(/t/) - Say
Now blend all sounds together.
(/tĕnt/)
So the word says tent. - Ask
What blend of sounds do you hear at the end of the word tent?
(/n/-/t/)
How do we spell the blend sound?
(letters NT) - Push next to continue: Say
There is a special word that means to put up or set up a tent. Let’s sound it out.
Guide
- Say
I see the word has three boxes, because it has three sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter p and Say
Sound.
(/p/) - Point to the letter i and Say
Sound.
(/ĭ/) - Point to the letters p and i and Say
Blend.
(/pĭ/) - Point to the letters tch and Say
Sound.
(/ch/)
The letters tch make the /ch/ sound. We call it a trigraph, because three letters make one sound. - Say
Now blend all sounds together.
(/pĭch/)
So the word says pitch. - Say
Let’s read the part of the sentence we know together: we can pitch a tent. - Push next to continue: Say
Let’s sound out one more word to read the whole sentence.
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter s and Say
Sound.
(/s/) - Point to the letter l and Say
Sound.
(/l/) - Point to the letters ee and Say
Sound.
(/ē/) - Point to the letters s, l, and ee and Say
Blend.
(/slē/) - Point to the letter p and Say
Sound.
(/p/) - Say
Now blend all sounds together.
(/slēp/)
So the word says sleep. - Say
Point to and read each word with me.
(We can pitch a tent to sleep in.)
Point to and read each word by yourself.
(We can pitch a tent to sleep in.)
Guide
- Say
Read the text on the page on your own.
(We help out with tasks at the camp. We water the plants.) - Ask
What are Kim and Nestor doing now?
(They are helping out with tasks. They are watering the plants.) - Say
Let’s sound out some of the final blend words together. - Push next to continue
Guide
- Say
I see the word has five boxes, because it has five sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter t and Say
Sound.
(/t/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters t and a and Say
Blend.
(/tă/) - Point to the letter s and Say
Sound.
(/s/) - Point to the letter k and Say
Sound.
(/k/) - Point to the letters t, a, s, and k and Say
Blend.
(/tăsk/) - Point to the letter s and Say
Sound.
(/s/) - Say
Now blend all sounds together.
(/tăsks/)
So the word says tasks. The letter s at the end shows that there is more than one task. - Ask
What blend of sounds do you hear at the end of the word task?
(/s/-/k/)
How do we spell the blend sound?
(letters SK) - Push next to continue: Say
Let’s sound out another final blend word together.
Guide
- Say
I see the word has six boxes, because it has six sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter p and Say
Sound.
(/p/) - Point to the letter l and Say
Sound.
(/l/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters p, l, and a and Say
Blend.
(/plă/) - Point to the letter n and Say
Sound.
(/n/) - Point to the letter t and Say
Sound.
(/t/) - Point to the letters p, l, a, n, and t and Say
Blend.
(/plănt/) - Point to the letter s and Say
Sound.
(/s/) - Say
Now blend all sounds together.
(/plănts/)
So the word says plants. The letter s at the end shows that there is more than one plant. - Ask
What blend of sounds do you hear at the end of the word plant?
(/n/-/t/)
How do we spell the blend sound?
(letters NT) - Say
Point to and read each word by yourself.
(We help out with tasks at the camp. We water the plants.)
Guide
- Say
What are the kids doing now?
(They are getting ready to sprint.) - Ask
Read the text on the page on your own.
(We will sprint at full speed.) - Ask
Which word has a blend of sounds?
(sprint) - Say
Let’s sound out the word sprint together. - Push next to continue
Guide
- Say
I see the word has six boxes, because it has six sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter s and Say
Sound.
(/s/) - Point to the letter p and Say
Sound.
(/p/) - Point to the letter r and Say
Sound.
(/r/) - Point to the letter i and Say
Sound.
(/ĭ/) - Point to the letters s, p, r, and i and Say
Blend.
(/sprĭ/) - Point to the letter n and Say
Sound.
(/n/) - Point to the letter t and Say
Sound.
(/t/) - Say
Now blend all sounds together.
(/sprĭnt/)
So the word says sprint. - Ask
What blend of sounds do you hear at the beginning of the word sprint?
(/s/-/p/-/r/)
It’s a triple blend because I hear three consonant sounds blended together: /s/-/p/-/r/.
How do we spell the blend sound?
(letters SPR) - Ask
What blend of sounds do you hear at the end of the word sprint?
(/n/-/t/)
How do we spell the blend sound?
(letters NT) - Say
Point to and read each word by yourself.
(We will sprint at full speed.)
Guide
- Say
Read the sentence on your own.
(We squat, bend, and stretch after our sprint.) - Ask
What are the kids doing after their sprint?
(They squat, bend, and stretch.) - Ask
Which words have a blend of sounds?
(squat, bend, stretch, after, and sprint) - Ask
Which words have a blend of sounds at the end?
(bend) - Ask
Let’s sound it out to confirm it has the final blend. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter b and Say
Sound.
(/b/) - Point to the letter e and Say
Sound.
(/ĕ/) - Point to the letters b and e and Say
Blend.
(/bĕ/) - Point to the letter n and Say
Sound.
(/n/) - Point to the letter d and Say
Sound.
(/d/) - Say
Now blend all sounds together.
(/bĕnd/)
So the word says bend. - Ask
What blend of sounds do you hear at the end of the word bend?
(/n/-/d/)
How do we spell the blend sound?
(letters ND) - Say
Point to and read each word by yourself.
(We squat, bend, and stretch after our sprint.) - Ask inferential questions
Why do you think they squat, bend, and stretch after their sprint?
(to help their body to cool down)
What other ways can you think of to help your body to cool down after exercising?
(Answers may vary.)
Guide
- Say
What are the kids doing now?
(They are doing some crafts.) - Ask
Read the text on the page on your own.
(There are lots of crafts to do.) - Ask
Which word has a final blend?
(crafts) - Ask
Let’s sound it out to confirm it has the final blend. - Push next to continue
Guide
- Say
I see the word has six boxes, because it has six sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter c and Say
Sound the hard sound of c.
(/k/) - Point to the letter r and Say
Sound.
(/r/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters c, r, and a and Say
Blend.
(/kră/) - Point to the letter f and Say
Sound.
(/f/) - Point to the letter t and Say
Sound.
(/t/) - Point to the letters c, r, a, f, and t and Say
Blend.
(/krăft/) - Point to the letter s and Say
Sound.
(/s/) - Say
Now blend all sounds together.
(/krăfts/)
So the word says crafts. The letter s at the end shows that there is more than one craft. - Ask
What blend of sounds do you hear at the beginning of the word craft?
(/k/-/r/)
How do we spell the blend sound?
(letters CR) - Ask
What blend of sounds do you hear at the end of the word craft?
(/f/-/t/)
How do we spell the blend sound?
(letters FT) - Say
Point to and read each word by yourself.
(There are lots of crafts to do.)
Guide
- Say
Read the text on the page on your own.
(We hold each other’s hands. We can help each other.) - Ask
What are the kids doing now?
(They are walking on a log. They hold each other’s hands to help each other.) - Ask
Which words have a final blend?
(hold, hands, and help) - Ask
Let’s sound out one of the final blend words together. - Push next to continue
Guide
- Say
I see the word has five boxes, because it has five sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter h and Say
Sound.
(/h/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters h and a and Say
Blend.
(/hă/) - Point to the letter n and Say
Sound.
(/n/) - Point to the letter d and Say
Sound.
(/d/) - Point to the letters h, a, n, and d and Say
Blend.
(/hănd/) - Point to the letter s and Say
Sound.
(/s/) - Say
Now blend all sounds together.
(/hăndz/)
So the word says hands. The letter s at the end makes the word plural, and it makes the /z/ sound at the end because it follows a noisy consonant sound /d/. Say hands.
(hands) - Ask
What blend of sounds do you hear at the end of the word hand?
(/n/-/d/)
How do we spell the blend sound?
(letters ND) - Say
Point to and read each word by yourself.
(We hold each other’s hands. We can help each other.)
Guide
- Say
Read the sentence on your own.
(We love dancing and singing around the campfire.) - Ask
What are the kids doing in the picture?
(They dance and sing around the campfire.) - Point to the word campfire and Ask
Watch me divide this big word into two smaller words: camp-fire. - Ask
Which part of the word has a final blend? Camp or fire?
(camp)
What blend of sounds do you hear at the end of the word camp?
(/m/-/p/)
How do we spell the blend sound?
(letters MP) - Ask inferential questions
What time do you think it is now in the picture?
(some time in the middle of the night or evening)
Why do you think so?
(It’s dark and we usually campfire in the night.)
Guide
- Say
Read the text on the page on your own.
(The next morning, it is time to go home. But we have one more important task.) - Ask
What does the text say?
(It’s the next morning and time to go home. But they have one more important task.) - Ask
Which words have a final blend?
(next, important, and task) - Ask
Let’s sound out one of the final blend words. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter t and Say
Sound.
(/t/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters t and a and Say
Blend.
(/tă/) - Point to the letter s and Say
Sound.
(/s/) - Point to the letter k and Say
Sound.
(/k/) - Say
Now blend all sounds together.
(/tăsk/)
So the word says task. - Ask
What blend of sounds do you hear at the end of the word task?
(/s/-/k/)
How do we spell the blend sound?
(letters SK) - Say
Point to and read each word by yourself.
(The next morning, it is time to go home. But we have one more important task.) - Ask inferential questions
What do you think the “important task” could be?
(Answers may vary.)
Why do you think so?
(Answers may vary.)
Guide
- Say
What are the kids doing now?
(They are collecting trash.) - Ask
Read the text on the page on your own.
(We collect trash to bring to the dump.) - Ask
Which words have a blend of sounds?
(collect, trash, bring, and dump) - Ask
Which words have a blend of sounds at the end?
(collect and dump) - Ask
Let’s sound out one of the final blend words. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter d and Say
Sound.
(/d/) - Point to the letter u and Say
Sound.
(/ŭ/) - Point to the letters d and u and Say
Blend.
(/dŭ/) - Point to the letter m and Say
Sound.
(/m/) - Point to the letter p and Say
Sound.
(/p/) - Say
Now blend all sounds together.
(/dŭmp/)
So the word says dump. - Ask
What blend of sounds do you hear at the end of the word dump?
(/m/-/p/)
How do we spell the blend sound?
(letters MP) - Say
Point to and read each word by yourself.
(We collect trash to bring to the dump.)
Guide
- Say
What are the kids doing now?
(They are putting their hands together.) - Ask
Read the text on the page on your own.
(It is the best camp ever!) - Ask
Which word has a final blend?
(best and camp) - Say
We already sounded out the word camp so let’s do the word best. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter b and Say
Sound.
(/b/) - Point to the letter e and Say
Sound.
(/ĕ/) - Point to the letters b and e and Say
Blend.
(/bĕ/) - Point to the letter s and Say
Sound.
(/s/) - Point to the letter t and Say
Sound.
(/t/) - Say
Now blend all sounds together.
(/bĕst/)
So the word says best. - Ask
What blend of sounds do you hear at the end of the word best?
(/s/-/t/)
How do we spell the blend sound?
(letters ST) - Ask
What kind of punctuation do you see at the end of the sentence?
(an exclamation mark (!)) - Say
Now read the sentence to me with the expression of an exclamation mark.
(It is the best camp ever!) - Ask
What does the exclamation mark tell you about how the kids feel about the camp?
(They had so much fun at the camp and they really think it is the best camp ever.)
Guide
- My turn, Your turn: Reread the book with readers.
Example
My turn. We dash into the camp. Your turn.
(We dash into the camp.) - As you Reread the whole book, Observe readers to see if they are reading words accurately.
