Project Read—March 17-21
9:00-10:30 each day
Monday Project Read—Unit 13C: Beginning s-blends
Finish up Unit 13 B by rereading and discussing the story, “Your Mess,” which will be placed under the document camera. Teacher will leave the story under the document camera while students complete a short comprehension quiz over the story. After teacher takes up the quizzes, students will discuss using the story what answers that they should have marked on the quiz.
Unit 13C—Teacher will write up all beginning s-blends (sc, sp, sw, sm, sk, squ, sn, st) and tell students that these are the s-blends.
Tell students that sc and sk both give the same blended sound /sk/. Students will skywrite each of those blends 3 times each.
Teacher will place s-blend bowl worksheet 13-87 under the document camera and write sk and sc in the bowl. Then she will pass out copies of the bowl to students and they will also write those blends in the bowl saying the spellings and sounds as they do. Teacher will take back up the s-blends bowl worksheet.
Teacher will tell students that the sc and sk blends are usually used with different vowels. Sk is usually used with I and e and provide the following examples—skip, skim, skid, skin, skill, sketch, skeleton—discuss vocabulary for these words as needed. Sc is usually used with a, o, and u and provide the following examples—scat, scan, scab, scoff, score, scoop—discuss vocabulary for these words as needed.
Teacher will place worksheet 13-99 (sc and sk words) under the document camera. Students will use finger blending and tap and sweep to read the words. Also discuss that sk comes before I and e and sc comes before a, o, and u. Discuss vocabulary for these words as needed. This worksheet will be sent home for reading homework.
Teacher will place worksheet 13-91 under the document camera. Students will practice reading and discussing sentences containing sc and sk words. This worksheet will be sent home for reading homework.
Teacher will place the story, “Scott’s Red Sled” under the document camera. Students will practice reading and discussing the story. This story will also be sent home for reading homework.
Tuesday Project Read—Unit 13C: Beginning s-blends
Teacher will place all 7 s-blends up and discuss: sc, sp, sw, sm, sk, squ, sn, st.
Teacher will point out that sk and sc provide the same blended sound. Students will skywrite each 3 times each.
Students will discuss that sk usually has I or e after it in the notebook paper examples—skip, skim, skid, skin, skill, sketch, skeleton and sc usually has a, o, or u after it in the notebook examples—scat, scan, scab, scoff, score, scoop. Discuss vocabulary.
Teacher will place worksheet 13-99 under the document camera. Students will practice reading sk and sc words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-91 under the document camera. Students will practice reading and discussing sentences containing sk and sc words.
Teacher will place the story, “Scott’s Red Sled” under the document camera. Students will practice rereading and discussing the story. Teacher will leave this story up while students complete a short comprehension quiz over the story. After the quiz, students will use the story to discuss what answers that they should have marked on the quiz.
Spell Tabs: Students will head a piece of notebook paper with Spell Tabs at the top, name and date underneath. Teacher will dictate the following words and use each in a sentence. Teacher will throw out each word to students and they will catch and finger blend each word and write. After Spell Tabs activity, students will discuss, check/correct their work on the activity:
1. scat 2. scab 3.skip 4. skin
Teacher will display the st beginning blend and provide modeling of skywriting this blend, providing spelling and sound. Students will skywrite this blend 3 times.
Teacher will place s-blend bowl worksheet 13-87 under the document camera and add st blend to the bowl. This worksheet will be passed out to students for them to write the blend and say the spelling and provide sound as they do. This worksheet will be taken back up.
Teacher will place worksheet 13-101 (st words) under the document camera. Students will practice reading the words using finger blending and tap and sweep. Vocabulary of the words will be discussed as needed. This worksheet will be sent home for reading homework.
Teacher will pass out worksheet 13-93. Class will read given sentences and teacher will dictate the missing words containing l-blends, r-blends, and beginning s-blends studied thus far. Students will finger blend and write missing words. Class will discuss and check/correct their work on this sheet. This sheet will be sent home for homework.
Teacher will place the story, “Stan’s Stick” under the document camera. Students will practice reading and discussing the story. This story will also be sent home for reading homework.
Wednesday Project Read—Beginning s-blends
Teacher will place all 7 s-blends up and discuss: sc, sp, sw, sm, sk, squ, sn, st.
Teacher will point out that sk and sc provide the same blended sound. Students will skywrite each 3 times each.
Students will discuss that sk usually has I or e after it in the notebook paper examples—skip, skim, skid, skin, skill, sketch, skeleton and sc usually has a, o, or u after it in the notebook examples—scat, scan, scab, scoff, score, scoop. Discuss vocabulary.
Teacher will place worksheet 13-99 under the document camera. Students will practice reading sk and sc words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-91 under the document camera. Students will practice reading and discussing sentences containing sk and sc words.
Students will skywrite st 3 times.
Teacher will place worksheet 13-101 under the document camera. Students will practice reading st words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-93 under the document camera. Students will practice reading and discussing sentences containing st words.
Teacher will place the story, “Stan’s Stick” under the document camera. Students will reread and discuss the story. Teacher will leave the story up and students will complete a short comprehension quiz over the story. After teacher takes up the quizzes, students will use the story to discuss what answers that they should have marked on the quiz.
Spell Tabs: Students will head a piece of notebook paper with Spell Tabs at the top and name and date underneath. Teacher will dictate the following words and use each in a sentence. Teacher will throw out each word to students and students will catch and finger blend and write each word. After spell tabs activity, students will discuss and check/correct their work on this activity.
1. stack 2. step 3. sting 4. stop
Teacher will place beginning s-blends bowl worksheet 13-87 under the document camera and add sm to the bowl. Teacher will also model the skywriting of sm, providing spelling and sound. Teacher will pass out student copies of the worksheet 13-87 and students will add the sm spelling to their bowl and give spelling and sound as they add this to their bowl. Teacher will take up this worksheet.
Teacher will place worksheet 13-103 (sm words) under the document camera. Students will practice reading sm words by using finger blending and tap and sweep. Vocabulary will be discussed with the words. This worksheet will be sent home for reading homework.
Teacher will place story worksheet 13-105 “A Bad Hit” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.
Thursday Project Read—Unit 13C: Beginning s-blends
From 9:00-9:45 students will go to computer lab across the hall from the classroom to do Lexia Reading on the computer. Login cards are in red basket by computers in our classroom. Then at 9:45 start this lesson:
Teacher will place all 7 s-blends up and discuss: sc, sp, sw, sm, sk, squ, sn, st.
Teacher will point out that sk and sc provide the same blended sound. Students will skywrite each 3 times each.
Students will discuss that sk usually has I or e after it in the notebook paper examples—skip, skim, skid, skin, skill, sketch, skeleton and sc usually has a, o, or u after it in the notebook examples—scat, scan, scab, scoff, score, scoop. Discuss vocabulary.
Teacher will place worksheet 13-99 under the document camera. Students will practice reading sk and sc words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-91 under the document camera. Students will practice reading and discussing sentences containing sk and sc words.
Students will skywrite st 3 times.
Teacher will place worksheet 13-101 under the document camera. Students will practice reading st words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-93 under the document camera. Students will practice reading and discussing sentences containing st words.
Students will skywrite sm 3 times.
Teacher will place worksheet 13-103 under the document camera. Students will practice reading sm words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-105 “A Bad Hit” story and students will practice rereading and discussing the story.
Spell Tabs: Students will head a piece of notebook paper with Spell Tabs at the top, name and date underneath. Teacher will dictate the following words and use each in a sentence. Teacher will throw out each word to students. They will catch, finger blend and write each word. After the activity, class will discuss their work on their paper.
1. smell 2. smash 3. smack
Teacher will place beginning s-blend bowl worksheet 13-87 under the document camera and will add sp to the bowl, providing spelling and sound. Teacher will model skywriting sm. Students will skywrite sp 3 times. Teacher will pass out student copies of beginning s-blend bowl and students will add sp to their bowl, saying the spelling and sound as they do.
Teacher will place worksheet 13-107 under the document camera. Students will practice reading sp words, using finger blending and tap and sweep. Discuss vocabulary as needed. This worksheet will be sent home for reading homework.
Teacher will place worksheet 13-95 under the document camera. Students will practice reading and discussing sentences containing sp words. This worksheet will also be sent home for reading homework.
Friday Project Read—Unit 13C: beginning s-blends
Teacher will place all 7 s-blends up and discuss: sc, sp, sw, sm, sk, squ, sn, st.
Teacher will point out that sk and sc provide the same blended sound. Students will skywrite each 3 times each.
Students will discuss that sk usually has I or e after it in the notebook paper examples—skip, skim, skid, skin, skill, sketch, skeleton and sc usually has a, o, or u after it in the notebook examples—scat, scan, scab, scoff, score, scoop. Discuss vocabulary.
Teacher will place worksheet 13-99 under the document camera. Students will practice reading sk and sc words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-91 under the document camera. Students will practice reading and discussing sentences containing sk and sc words.
Students will skywrite st 3 times.
Teacher will place worksheet 13-101 under the document camera. Students will practice reading st words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-93 under the document camera. Students will practice reading and discussing sentences containing st words.
Students will skywrite sm 3 times.
Teacher will place worksheet 13-103 under the document camera. Students will practice reading sm words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-105 “A Bad Hit” story and students will practice rereading and discussing the story.
Students will skywrite sp 3 times.
Teacher will place worksheet 13-107 under the document camera. Students will practice reading sp words using finger blending and tap and sweep. Discuss vocabulary.
Teacher will place worksheet 13-95 under the document camera. Students will practice rereading and discussing sentences containing sp words.
Spell Tabs: Students will head a piece of notebook paper with Spell Tabs at the top, name and date underneath. Teacher will dictate the following words and use each in a sentence. Teacher will throw out each word to students. Students will catch, finger blend, and write each word. After the activity, students will discuss their work.
1. spat 2. spell 3. spin 4. spot
Spelling Assessment: Students will complete a spelling assessment over the following words: scat, skip, stash, step, sting, smell, smack, spell, spin, spot.
Teacher will place her copy of the beginning s-blends bowl worksheet 13-87 under the document camera. She will add the sn blend to the bowl and provide spelling and sound. Teacher will model skywriting the sn blend. Students will skywrite sn 3 times. Teacher will pass out the student copies of the s-blend bowl. Students will add sn to their bowl, providing spelling and sound for the blend. Teacher will take up the s-blend bowl worksheets.
Teacher will place worksheet 13-109 under the document camera. Students will practice reading sn words using finger blending and tap and sweep. This worksheet will be sent home for reading homework.
Teacher will place worksheet 13-111 story worksheet, “The Box” under the document camera. Students will practice reading and discussing the story that contains sn words. This worksheet will be sent home for reading homework.