Key to Algebra. Answers and Notes to 1-4 by Julie King, Peter Rasmussen

By Julie King, Peter Rasmussen

This resolution Key offers short notes to the trainer and offers the solutions to all of the difficulties in workbooks 1-4. layout: PaperbackPublisher: Key Curriculum Press

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Then, ask the students to identify the sound made by each letter. 4. Explain that when reading, we say each letter sound and blend it into the next. Try this with a word, such as Disney. Assist the students in blending the letter sounds together to decode the word—/d//i//s//n//e/ 5. Show the students how to slowly blend the letters and then blend the sounds even more, connecting the sounds to make the word. 6. Show the students the black-and-white version of the word. Point out that the two words are the same, but that one is in black and white.

Each student should have the opportunity to identify consonants and vowels in words. Differentiation 62 • Challenge the students by having them identify CVC words in other printed material they look at. Collect other examples and place them in a CVC booklet or post them on a word wall. • Conduct the same activity with a small group of students. Have the students practice identifying consonants and vowels in environmental-print words and in other words. • Students who struggle with this skill may need to focus on individual consonants or vowels rather than looking for CVC patterns in whole words.

Environmental print can be cut from newspaper ads, product packaging, and coupons, or printed from the computer, such as Fritos, Froot Loops, Frosted Flakes™, Trix, Triscuit™, Sesame Street, Stop, Starburst™ 4. Laminate the environmental-print words for durability, if desired. 1. Gather the students together. Show the students the pocket board. Ask the students to identify each picture on the pocket board. Point out that the sound at the beginning of each is a blend of two letter sounds. 2. Review each blend and the sound it makes.

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