Project Read Feb

Project Read Feb. 18-22

Monday--- Unit 18 Lesson 2 Skill: Common Endings (suffixes): -s and –es

Teacher will display the spelling –tch and students will practice skywriting the spelling and providing the sound 3 times.

Class will review that ch and –tch provide the same sound. They will also review the following information.

1. The t in the –tch spelling is silent.

2. The dash in the –tch spelling means that this spelling comes at the end of a word.

3. The –tch spelling comes after a short vowel.

4. The only 4 exceptions to the rule that in a one-syllable short vowel word that has the /ch/ sound after the short vowel that does not use –tch as the spelling are the words on worksheet 18-9: much, such, rich, which.

Class will review singular and plural forms of verbs and when to add an –s or an –es to make words plural with the following rule and examples:

Rule: Most of the time you will add an s to make a word plural, but when a word ends with an s, x, ch, or sh, you have to add –es to make the word plural.

cat, cats dish, dishes

dog, dogs match, matches

pan, pans box, boxes

path, paths glass, glasses

Class will also review this rule with the following sentences and worksheet 18-11 under the document camera.

Six of the dishes have bad chips. The glasses are pink. The boxes are in the closet.

Class will review subject-predicate agreement with the following:

Teacher will display the following sentence: The frog jumps.

Students will read the sentence with the teacher. The sentence is about one frog. The action of that frog is jumps. When one person or thing (subject) acts the action word adds and –s to show the singular subject.

Examples: The boy runs. The cup cracks. The branch bends.

Teacher will display the following sentence: The frogs jump.

Students will read the sentence with the teacher. This sentence is about frogs. The subject is plural. The action of the frogs is jump. Nothing is added to the action word. The plural is already in the sentence.

Examples: The pans fall. The chicks cluck. The branches bend. The cups crack.

Teacher will place worksheet 18-15 under the document camera and also review subject-predicate agreement with the worksheet.

Spell Tabs: Teacher will ask students to head a piece of notebook paper with Spell Tabs at the top, name and date underneath. Teacher will say each word, use it in a sentence, and throw the word to students. Students will catch the word, say the word, finger spell the base words and add the suffix together to say the whole word.

1. jumps The deer jumps over the fence.

2. chicks Baby chicks are fluffy.

3. helps Tim helps his little sister put on her hat.

4.stretches The little bird stretches its neck to reach the worm.

Dictation: Teacher will dictate the following sentences one at a time to students. Students will repeat each sentence, count the number of words in the sentence, and write each sentence. Students may finger blend each phonetic word and arm tap each red sight word as needed as they write. After all sentences have been written, class will discuss and check/correct their work.

1. Buzz helps chop logs.

2. Ducks quack.

3. The dog fetches the stick.

4. Beth lifts the boxes off the top shelf.

Teacher will place the story, “The Pet Shop Trip” under the document camera. Students will read and discuss the story. Then students will illustrate the kitten and give it a name.

Teacher will pass out Jeweled Treasure Box worksheet 18-23 under the document camera. Students will practice reading –tch and –ch words and sentences containing –tch and –ch words. This worksheet will be sent home for reading homework.

Tuesday--- Unit 18 Lesson 2 Skill: Common Endings (suffixes): -s and –es

Teacher will display the spelling –tch and students will practice skywriting the spelling and providing the sound 3 times.

Class will review that ch and –tch provide the same sound. They will also review the following information.

5. The t in the –tch spelling is silent.

6. The dash in the –tch spelling means that this spelling comes at the end of a word.

7. The –tch spelling comes after a short vowel.

8. The only 4 exceptions to the rule that in a one-syllable short vowel word that has the /ch/ sound after the short vowel that does not use –tch as the spelling are the words on worksheet 18-9: much, such, rich, which.

Class will review singular and plural forms of verbs and when to add an –s or an –es to make words plural with the following rule and examples:

Rule: Most of the time you will add an s to make a word plural, but when a word ends with an s, x, ch, or sh, you have to add –es to make the word plural.

cat, cats dish, dishes

dog, dogs match, matches

pan, pans box, boxes

path, paths glass, glasses

Class will also review this rule with the following sentences and worksheet 18-11 under the document camera.

Six of the dishes have bad chips. The glasses are pink. The boxes are in the closet.

Class will review subject-predicate agreement with the following:

Teacher will display the following sentence: The frog jumps.

Examples: The boy runs. The cup cracks. The branch bends.

Teacher will display the following sentence: The frogs jump.

Examples: The pans fall. The chicks cluck. The branches bend. The cups crack.

Teacher will place worksheet 18-15 under the document camera and also review subject-predicate agreement with the worksheet.

Teacher will place the story, “The Pet Shop Trip” under the document camera and students will practice rereading and discussing the story.

Teacher will place Jeweled Treasure Box worksheet 18-23 under the document camera. Students will practice reading –tch and –ch words and sentences containing –tch and –ch words.

Students will fill out Unit 18 Study Guide to study for an assessment tomorrow.

Wednesday---Unit 18 Assessment

Skills: -tch, common endings suffixes (s, es)

Unit 19 Lesson 1 Skill: ar

Teacher will display the vowel a and the consonant r. Teacher hangs the bossy r from page 19-3 up and state that this is bossy r. When the vowels are with the bossy r, the bossy r controls the vowel sound. However, r is polite and lets the vowels be first.

The vowel stands in front of the r. Teacher displays ar. The ar bossy r sound is /ar/. Teacher places diacritical mark for the r control sound above the letters ar.

Teacher will tell students that you hear the /ar/ sound in the word arm. Teacher will write the word and display. Students will finger blend and sweep sounds to read the word twice. Teacher will also tell students that you hear /ar/ in the word car. Students will finger blend and sweep sounds to read the word twice.

Students will practice skywriting the ar spelling and give sound 3 times. Teacher will tell students that this spelling is r-controlled.

Teacher will place worksheet 19-9 under the document camera and also pass out the sheet to students. Students will practice reading /ar/ words twice (once using finger blending and once sweeping sounds) and placing diacritical mark over the ar spelling. Teacher will tell students that this diacritical mark will be placed over all r-controlled spellings that they will learn in this unit (ar, er, ir, ur, or). This worksheet will be sent home for reading homework.

Thursday---Unit 19 Lesson 1 Skill: ar

Teacher will display the spelling ar, discuss the bossy r sheet that says that bossy r bosses the vowels, but is polite by letting the vowels be first (ar, er, ir, ur, or). Tell students in this unit that they will learn all these sounds. Teacher will display ar and review the spelling and sound. Students will skywrite ar 3 times, providing spelling and sound each time.

Teacher will place worksheet 19-9 under the document camera and students will practice reading the words 2 times, once finger blending and once sweeping sounds. Class will discuss the diacritical mark over top the ar spelling and discuss that this same diacritical mark will be placed over all the r-controlled vowel spellings that they will learn in this unit (ar, er, ir, ur, or).

Spell Tabs: Teacher will ask students to head a piece of notebook paper with Spell Tabs written at the top with name and date underneath. Teacher will dictate the following words, use each word in a sentence, and throw the word out to students. The students will catch the word, finger blend the word, and write the word. After work is complete, students will discuss and check/correct their work.

1. arch 2. star 3. car 4. sharp 5. park

Teacher will place the story, “Sharks” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.

Friday---Unit 19 Lesson 1 Skill: ar

Sentence Dictation: Teacher will have students head a piece of notebook paper with Dictation at the top, name and date underneath.

Teacher will dictate the following sentences. Students will repeat the sentences, count the number of words, and write each sentence using finger blending as needed for phonetic words and arm tapping for sight words. After all work has been done on dictation, students will discuss and check/correct their work on dictation sentences.

1. Mark cut his arm.

2. Did the kids pitch the tent in the backyard?

3. The dart hit the mark!

4. The jam jar has a big crack.

Teacher will place the story, “Sharks” under the document camera. Students will practice reading and discussing the story. Teacher will leave the story under the document camera while students complete a short comprehension quiz over the story. After teacher takes the quizzes up, students will discuss what answers that they have marked on the quiz.

Teacher will place the story, “I Wish…” under the document camera. Students will practice reading and discussing. This story will be sent home for reading homework.