第 9 页
I j \0Ii, I ••• - ", Three messy monsters were waiting to dine, but one got sleepy and went home to recline! 8
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第 12 页
\ - / - - «r". o o There were bat lips and turnips and frog legs so fine, cold spider ice cream and warm goblin spine!
第 15 页
listen to the riddle sentences. Add the right letter or letters to the -ine sound to finish each one. 1 With a ruler you can draw a straight __ ine. 2 That letter is not yours, it is __ ine. ~ The baboon swings on a long, long __ ine. 4 I polish my shoes until they me. 5 The monsters went to the restaurant so they could ine. 14
第 16 页
Yesterday I felt sick, but today I feel_ine. 7 The number that comes after eight . IS__ lne. 8 If you want something you should ask nicely, you should not ine. 9 A type of string is called _ine. 10 On February 14th, Pete got a fancy, red . ---- Ine. Now make up some new riddle sentences using - ine
第 17 页
Give a great holler, a cheer, a yell For all of the words that we can spell With an I, N, and E that make the sound -ine, You'll find it in fine and mine and dine. Three little letters, that's all that we need To make a whole family of words to read! Make a list of other - ine words. Then use them in the cheer!
第 18 页
Here are some quick and fun ways to use this story to help children learn the word family -ine. Explain to children that you are going to read a story that has many words with the -ine sound, made by the letters I, N, and E. All these words belong to a graup called a word family. Ask children to find the -ine word ending at the top of the front cover. Review aloud with children the sound these three letters make together. Can they find two words in the title with the -ine sound? Flip over the book and read the story summary on the back cover. Ask children to point out the words they hear with the -ine sound. Explain that the story you are about to read includes many more words that end in -ine. Can they help you find them? Read aloud the story once for pleasure and enjoy the whimsical illustrations. Then reread the book, emphasizing the -ine word ending in the appropriate words. Ask children to listen closely and identify all the words that end in -ine (they might raise their hand or clap when they hear one, or you might choose a volunteer to point to the word on the page). As they do so, make a list on chart paper of all the -ine words. --r .~...................•• Write each of the words from your list on an unlined index card. Use a different color for -ine than the rest : Other words in ~ of the word. Read each word on the cards with : the -ine family: : children. On another reading of the story, distribute III pine combine III the cards to children and have them hold up their card III III III III as their word is read. III shrine deadline •• III •• --r Pages I 4- I 5 of the book feature 10 riddles with IIIIIIIII whine define III III wine feline answers that require a word ending in -ine. Read each III III airline underline riddle aloud and have children volunteer answers. III --r Read aloud the cheer on page 16 several times, with ••••III alpine sunshine •• canine outline lots of energy and enthusiasm. Invite children to join •• you in reciting the cheer when they feel ready (you •• clothesline headline III•• might even choose a "cheerleader"). ~•••..........•........•coal mine •If ~
第 19 页
Nine messy monsters are ready to dine, " ready to eat a dinner divine! Join the feast in this "frightfully" funny tale! ""OR FAAtIL~TAL£Si~are humorous read-aloud stories created to build early phonics skills by teaching children to recognize "families" of words that share the same spelling pattern. This key reading strategy helps kids decode new words with ease-and become stronger readers, writers, and spellers. Set learners on the path to literacy success with these rib-tickling tales-one for each of the top 25 word families! ISBN 0-439-262S0-X 00295 o 78073 26250 2
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