The document discusses the objectives and content covered in the Just Words program, including an overview of logographic and alphabetic writing systems, the importance of understanding English word structure and spelling rules, and introducing students to the sounds of consonants and vowels through keywords and blending exercises. It also describes the sections of the student notebook used throughout the course.

1. JUST WORDS
UNIT 1 DAY 3

2. OBJECTIVES:
Retell the information about written
English
Justify why Just Words is important
Locate the sections of the Student
Notebook
• Practice saying the vowel, consonants
and blend sounds by tapping

3. 1ST ACTIVATOR:
1. A single written symbol which represents a
complete word or idea is a logogram.
2. An alphabet is a set of letters or basic
written symbols that match the sounds that
we use when we speak.
3. 26 letters
4. 44 sounds

4. 1ST ACTIVATOR:
6. Logographic and alphabetic writing systems
are different.
• Alphabetic writing systems have characters
that represent sounds
• logographic systems use characters or
symbols that represent words

5. 1ST ACTIVATOR:
• Logographic
• Uses symbols to represent words.
•$ 
• Alphabetic
• Uses letters to represent sounds.
•s d f g h j k
• Both are systems of writing to
communicate thoughts or ideas.

6. 2ND SUMMARIZE PAGE 4
• 8,000 years ago wrote on tortoise shells
• Used logograms to communicate whole words or ideas.
• Chinese writing is an example of logograms still used
today.
• 5,000 years ago Egyptians wrote characters to represent
sounds using hieroglyphics
• Our alphabet today is based of the Phoenician symbols
and evolved from the Greek and Roman letters
• 26 letters are made from a series of a few basic shapes of
lines, curves, circles, and dots.
• Changing one letter at a time, changes the whole word.

7. 3RD DISCUSS JUST WORDS CLASS
• Most people think of English as a jumbled mix
of words formed without rhyme or reason.
• However, the majority of words in English
follow a system. In this class, we will study
that logical system very carefully to fully
understand how the letters relate to sounds in
six different syllable patterns.
• We will also learn spelling
rules, prefixes, roots, and suffixes.

8. 3RD DISCUSS JUST WORDS CLASS
• Did you know that…..
• Each of the major dictionaries list
over 250,000 words!
• Approximately 500 new words are
added to these dictionaries each
year.
• Because we can make so many combinations of
letters and sounds, we can make thousands and
thousands of words.

9. 3RD DISCUSS JUST WORDS CLASS
• In Just Words, you will learn how all that
works. It is really amazing! You will start
with looking at how we can move around
three letters to make hundreds of words and
then build from there. In the Just Words
class, students will do word construction and
see just how words work in English.

10. 3RD DISCUSS JUST WORDS CLASS
• Since English is an alphabetical
writing system, symbols represent
sounds.
• So, the first step to learning the
details of English is to be sure you
know the letters and sounds.

11. 4TH INTRODUCE THE STUDENT NOTEBOOK

12. 4TH INTRODUCE THE STUDENT NOTEBOOK
• Throughout this course, you will develop a
notebook divided into several sections to
study the word structure of the English
language.
• This notebook will be your reference for
sounds, words, and rules of the English
written language.

13. 4TH INTRODUCE THE STUDENT NOTEBOOK
• Refer to the Contents page and locate the beginning
of each section:
o Sounds _______________________________
o Syllables ______________________________
o Spelling Rules __________________________
o Vocabulary ____________________________
o High frequency/Sight Words _______________

14. 4TH INTRODUCE THE STUDENT NOTEBOOK
•Find the Consonant page in the
Sound section of your Student
Notebook. What is missing from
the alphabet?

15. 5TH TEACH CONSONANTS
• Look at the Sound Card display. You will
start by learning the most common
consonant and vowel sounds.
• You already know many, if not most, of
the consonant sounds.
• However, many people add a vowel
sound to each consonant.

16. 5TH TEACH CONSONANTS
• Look at the Grapheme Chart
• Why are some cards peach?
• Why are some cards yellow?
• Do you remember the sounds of each letter?
• Sound them off!

17. 5TH TEACH CONSONANTS
• Put a c and h together. How many sounds does it make?
• What is it called when you put two letters together and make
one sound?
• digraph

18. 5TH TEACH CONSONANTS
• When you add a vowel to a consonant, like :
• m + u = /muh/
• When you remove the [u] card, you just get
/m/. It is important to clip sounds in order to
blend them into words.
• m = /m/ not m = /muh/

19. 5TH TEACH CONSONANTS
• If the sounds are said /muh/ /ã/ /tuh/
• the word will not blend to make the word mat.
• The sounds /m/ /ã/ /t/
• on the other hand, do blend to make the word mat.
• Notice my chin.
• What happens when I say /t/?
• What happens when I say /tuh/?

20. 5TH TEACH CONSONANTS
• Practice saying the consonant sounds and
carefully clipping them.
• Each student does 8 and counts as 5
participation points.
• Tap fingers together as you say each sound of
a letter.
• Why is this important? In order to blend them into words.

21. 5TH TEACH CONSONANTS
• Show the Basic Keyword
Reference Chart
• How do the keywords help us in our
study of Just Words?
• Keywords aid memory and provide
reference to help you access the sounds
quicker and like a reflex.

22. 5TH TEACH CONSONANTS
• Practice saying the letter-keyword-sound for the
consonant sounds.
• Practice until it is a habit to say all three parts at
once.
• LETTER KEYWORD SOUND
• We will refer to this page to help remind you and
me of these sounds.

23. 5TH TEACH CONSONANTS
• Keywords are helpful for the consonants
g and c to emphasize the primary sound
• g - game /g/
• c - cat /k/
• For now, we will not use the secondary
sound for each of these letters when trying to
decode unfamiliar words
• especially for the letter g /j/ for /g/

24. 5TH TEACH CONSONANTS
• qu is said as /kw/
• q has a buddy u and they always go
together to form a word
• as in queen

25. 5TH TEACH CONSONANTS
• Some consonants are easy to remember
and others are hard.
• With these consonants, sketch a picture
that will help you remember their sounds.
• g = game
• j = jug
• qu = queen
• x = fox
• y = yellow

26. 6TH TEACH SHORT VOWEL SOUNDS
• What do you call the peach cards?
• Vowels
• Vowel sounds are the most important, because
every word and syllable needs a vowel.
• They are easily confused so keywords will be
important for all of the short vowels.

27. 6TH TEACH SHORT VOWEL SOUNDS
• Use the Vowel Sounds page in the
Reference Chart
Everyone Practice!
• Let’s say the letter-keyword-sound for
each vowel.
• Twice

28. 6TH TEACH SHORT VOWEL SOUNDS
• More Practice!
• Let’s stretch out each.
• a – apple - /ã…………/ until you run out of
breath

29. 6TH TEACH SHORT VOWEL SOUNDS
• Now quickly sketch a picture to
represent each of the five short vowel
keywords on the Short Vowels page
Sounds section) on page 4 of your
Student Notebook .

30. 6TH TEACH SHORT VOWEL SOUNDS
• Let’s say the letter-keywords-sounds for
each vowel:
• A = apple
• E – Ed
• I – ink
• O = octopus
• U = up

31. 7TH TEACH BLENDING
• Phoneme segmentation is the ability to pull
apart the sounds of a given word.
• It is a critical skill for reading and spelling
success.
• You will learn how to blend and segment
three sounds.
• When you get that, you will move onto
four, five, and six sounds.

32. 7TH TEACH BLENDING
• Let’s start with familiar words so you can
practice “tapping” out phonemes.
• map /m/ã/p/
•
vat, con, hex, zip, pet, sag, fib, mop, web, dot, h
ip, mix,

33. 7TH TEACH BLENDING
• The tactile input (or touch) to the fingertips
appears to aid in the blending process.
• You can use this method to decode a word that
you have never seen before.
• Usually, you will read three-sound words such as
map without a problem, but there are many
words that have three sounds that are unfamiliar.
• Tapping out unfamiliar words is a trick to help you
read words you don’t recognize.

34. 7TH TEACH BLENDING
•Model how to tap out “vim”.
•What does the word “vim”
mean?
•Energy

35. 7TH TEACH BLENDING
• Tap and clip the following words:
• vat, yen, sod, wax, and quit
• Remember:
•x says /ks/
• qu says /kw/

36. 7TH TEACH BLENDING
• Practice saying these words and carefully
clipping them.
• Each student does 8 and counts as 5
participation points.
• Tap fingers together as you say each sound of a
letter.
• tex, bup, sep, jum, rop, lat
• lep, hux, tep, feg, rab, gom
• dop, lob, dax, gup, yim, leb
• das, jep, cav, yeb, bap, jum