Have your . As he follows the path with his finger, have him read each word he eni =» asked matches fresher telling were whisper your snapped old drilled glasses subject fished dented saw riches smelly so jolly catching | of the lessons you've now completed in 2, visit my.hookedonphonics.com.| (a cataees Starting at each number, have your child read the words going across from left to right. duckling your contest old pumpkin dentist suspect ¥ hopscotch would subject chipmunk were insect saw <}) sandwich so wishes hotter trimmed softly _ fillingee. Leal al Watch Lesson 13 on the DVD. Then return here. Have your child use his finger as a guide, stopping at cach word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. sand wich sandwich =~ sand wich sandwich = hop scotch hopscotch =p sub ject subject =~ duck ling duckling =~ chip) =munk chipmunk =~ con _ test contest => SUS pect suspect mp in sect insect ===> pump kin pumpkin =<» dentist dentistHi, I’m Patrick Hunter and this The Reds had six baskets in is Channel Six Sports. Let’s the first ten minutes, thanks begin with the Reds game. to Dennis Smith. He looked They played the Clippers in a slick out there. Dutch Masters gripping match. The champs of the Clippers passed the came out pumped up and all ball, but Smith blocked it. He set to play. dashed quickly.Watch Lesson 12 on the DVD. Then return here, Have your child use her finger as a guide, stopping at each word while she says the word out loud. Have her repeat this a few times until she’s ready to move on. ed smelled =» kicked asked helped packed snapped =p fished bumped flashed blocked crushed =p stuffed checked ee re |Cm \ “Fletcher, I trust you will be: “Fletcher, what was that sound?” good while I do dishes.” “OK, Mom.” “Sorry, Mom. I lifted the dishes “Fletcher, what's that I smell?” and lost my grip.”Pema ed smelled =—» lifted ended banded melted fitted ==» rested lasted hinted dented spotted =— > crafted trusted ==> smelled begged grabbed planned trimmed =p buzzed drilled longed rubbed slammed = quizzed stunnedTwas singing stiffl y with my grizzly band, the Itches. There was the prickly singer, the chilly drummer, and the Silly bass player. We played for dresses and boxes. When our smelly show was over, we went to get some waxes to eat and kisses to drink. It was an ugly night.Warch Lesson 10 on the DVD. Then return here. Have your child use her finger as a guide, stopping at each word while she says the word our loud. Have her repeat this a few times until she’s ready to move on. = quickly badly softly jolly grizzly =» — chilly frankly simply ugly swiftly ==> prickly smelly ers glasses ==> glasses matches itches boxes wishes => riches kisses losses crushes fetches ==> presses switches The -ly ending can describe things, as in “The room was chilly,” or actions, as in “He ran quickly.” oo _ The -esending can make more than one of something, or an action word, as in “She presses the button.”The sun is up, and I’m tromping There is my cat, Jasper, licking to the barn. It’s getting hotter. her soft fur. Si) I’m bending to get the eggs There is a lot Ineed to be from the hens before they doing. I must go faster. start pecking me.Watch Lesson 9 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. kilt = fixing missing banging filling =— > camping singing bending telling ==» catching grasping standing printing x = =—tes—<“i—SSS => faster mixer better singer ===> drummer longer softer hotter ==> cracker quicker fresher — whisperws the path with her finger, have her read each word she encou' =—>p ant clasp junk sift friend best quilt say left list sink or bulk gasp know = soft — slant blank frost one trust desk too gift elk filt For additional word practice, write down two words from each lesson on index _ cards. Have your child find the pairs of words with the same ending sound.m Starting at each number, have your child read the words going across from left to right. silk hulk =o milk sulk elk bulk milk hulk melt felt wilt quilt belt tilt melt — felt or desk know too quilt say oneWatch Lesson 8 on the DVD. Then return here. Have your child use her finger as a guide, stopping at each word while she says the word out loud. Have her repeat this a few times until she’s ready to move on. Coo => milk elk sulk silk bulk hulkWatch Lesson 7 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. => mask ask desk risk dusk task =—> tusk disk whisk —>- left soft gift loft raft lift ol sift craft drift shaft shift swiftMy quest brings me At last, the chest is to this dank ship. in my grasp. With the back of my hand, But when I look inside I brush off the dust. there is only junk! Quest is not a word from the lesson, See if your child can figure it out using his knowledge of the letter sounds. iWatch Lesson 6 on the DVD. Then return here. Have your child use her finger as a guide, stopping at each word while she says the word out loud. Have her repeat this a few times until she’s ready to move on. =——> fast best just list last fist =—>p rest lost blast frost trust chest —> gasp lisp rasp = wisps grasp_—s claspHank and Frank This here’s the song of Frank and Hank. Hank’‘s a bandit and the sheriff is Frank. Hank liked to rob each shop and bank, But those he did not had Frank to thank.Watch Lesson 5 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. —_—_* _»_, °°» ==> tent ant hint went hunt bent =p sent plant grunt slant print stunt Ez —~

rang wind path want sting notch wish jump make such hush end goes spend begin fling send first land blush her fetch stand which moth ° As your child reads these words, note any trouble spots. If she has difficulty with words with the same ending sounds, it’s a good idea to repeat that lesson before moving forward.‘Go é An odd lamp sticks Glen comes along and out of the sand. trips over the lamp. : a_i. Glen rubs the scuffs Then out of the lamp and bumps on it. pops a big blue man!Warch Lesson 3 on the DVD. Then return here. Have your child use his finger as a guide, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. ce =—> camp jump lamp bump dump ramp =» blimp champ thump stamp skimp cramp =<» hand end band wind land bend =<» pond send bond stand brand spendethe trash.Watch Lesson 2 on the DVD. Then return here. Have your child use her finger as a guide, stopping at each word while she says the word out loud. Have her repeat this a few times until she’s ready to move on. x LULU ==> — fish mash — rush wish dash — hush => smash blush clash fresh trash — crush ks | =<» bath moth path math Beth cloth —» broth slothI eave this black book, When I see a dog fetch a It’s where I like to sketch. stick, I sketch it in my book. : Isketch the truck Some blue blossoms in the street. catch my eye.Start by watching Lesson 1 on the DVD, then return to this page. Have your child use his finger as a guide working from left to right, stopping at each word while he says the word out loud. Have him repeat this a few times until he’s ready to move on. kU =» rich such much which EE —>p catch itch =match hitch ditch batch —» fetch witch notch sketch — snatch clutch you. He's ready toUse this page to determine if your child is ready to begin First Grade Level 2, which builds on the lessons of Level 1. Starting at each number, have your child read the words going across from left to right. If she can do this easily, she’s ready to begin. flip when brick crab press ship thin trap chill slick scan spot grip frog smell that “)quick shut slug plum snag swell drum stopWelcome to the Hooked on Phonics® Learn to Read First-Grade Level 2 Workbook, your guide through all ch in this level. Follow the easy step-by-step i on the adventure of lear ¢ lesson w words by watching DVD and then reading the new the workbook. stat Practice ‘Then practice reading the new sound combinations and words in the workbook. eheabeeeinteseatastetne Read Now you're ready to read. Each lesson ends with a story in the workbook or a storybook. Every story and book is composed mostly of words that your earned to read the program. far inDesign Team Story Writer Russell Ginns. Amy Kraft Amy Kraft ; T] Trochlil McGreevy Story Illustrations Christopher Medellin Kelly Kennedy (pages 26-27, 52-53) Dorothy M. Taguchi, Ph.D. Ethan Long (pages 12-13, 48-49) Joshua Nash (pages 4-5, 8-9, 40-41) Senior Producer Bob Ostrom (pages 22-23, 44-45) Amy Kraft ‘Tamara Petrosino (pages 30-31) Senior Director of Product Development Alphabet Illustrations Russell Ginns Bryan Langdo Editorial Direction Design and Layout "The Linguistic Edge ‘Two Red Shoes Design Educational Advisors Special Thanks Sheila Mandel, Ed.M. Leslie Alacbay, Amy Bevilacqua, Kelly Dickens, Sonja Roseman, Ed.M. ‘Adina Ficano, Judy Hartis, and Robert Pugh Dorothy M. Taguchi, Ph.D. © 2009 Smarterville Productions LLC. All Rights Reserved. No part of this publication may be reproduced, stored in any retrieval system or transmitted, In any form of by any means, electronic, mechanical or otherwise. without prior written permission of the publisher. Printed in China.