Project Read March 25-29
Monday---Unit 20 Lesson 1: Open Syllable, Lesson 2: Red words very, once, whose, Lesson 3: Suffix –ed
Class will review short e and long e with words met and me. Teacher will review in showing the word met that the e is short e because it is closed in by a consonant on the end. Class will review in the word me that the e is a long e because when a word or syllable ends in a vowel, that vowel is long. Review short and long diacritical marks over the vowels.
Class will further review long vowels by rereading worksheet 20-3 and discussing that these vowels come on the end of the word so each vowel is long and note the straight diacritical mark on top.
Class will also review steps for dividing VCCV words into syllables with worksheet 20-5 and note the short and long vowel sounds in each word and how we know that these are short or long vowel sounds without even reading the word. Note the formation of the diacritical marks over the vowels. Reread the words and sentences on this worksheet.
Class will review the words very, whose, and once by arm tapping and sweeping the words 5 times each.
Teacher will place Jeweled Treasure Box worksheet 20-19 under the document camera. Class will reread to review Lesson 1 and 2 skills.
Teacher will write on notebook paper and display the following sentences: 1. Bill jumps. 2. Bill jumped. Teacher will ask students to read the sentences with her. The first sentence tells us what Bill is doing now. The second sentence tells us what Bill already did.
The –ed on the end of the word jump tells us the action happened in the past. –ed expressed time. When –ed is added to the end of the word it means past tense or past time. Examples: jumped, lifted, grabbed.
Listen again to the sounds –ed makes at the end of each of these words:
Jumped /t/, lifted /ed/, grabbed /d/
The –ed ending has 3 sounds /t/, /ed/, and /d/.
Students will skywrite –ed by saying, “dash, e, d says /t/, /ed/, and /d/.
Teacher will say the following words and ask students to identify which sound of /ed/ the words contain:
Added /ed/, played /d/, baked /t/, picked /t/, landed /ed/, helped /t/, skipped /t/, walked /t/.
Teacher will pass out worksheet 20-23 and 20-24. With teacher supervision, students will read the sentences orally and fill in the sound of the /ed/ ending on the line provided after each /ed/ ending.
Students will fill out Unit 20 Study Guide for an assessment tomorrow.
Tuesday---Unit 20 Review, Oral Reading, and Assessment
Teacher will review the skill on each of the following worksheets and oral readers will read for a grade:
20-3 (open long vowels), 20-5 (dividing VCCV words containing long and short vowels into syllables), 20-19 (review of long vowel one syllable words and red words very, once, whose), and worksheet 20-23 (sounds for the suffix /ed/---d, ed, and t)
Students will complete Unit 20 Project Read assessment over the above skills.
Wednesday---Unit 21 Lesson 1: Magic final e
Teacher will display the word he with the straight diacritical mark for the long vowel above the vowel and ask why is that mark above the vowel? The vowel represents the long vowel sound. Why does the vowel represent the long vowel sound? A single vowel ends the word.
In this lesson you will study a second condition that causes a long vowel sound. It is the final magic e.
Teacher will display the final silent magic e, page 21-3. The final silent magic e hangs around at the end of words. Show with the word cake, drawing a line through the e and making magic marks around the e.
The magic e never says a word. That is why it has a silent line across it.
The magic e performs its magic by jumping over one consonant and through its magic power making the vowel say its long sound.
Remember: The magic e can only jump over one consonant sound. Examples: cake, make
Teacher recites the following poem with body language and then students will do so:
Magic e
I’m the magic e (pretend to hold up magic wand)
I hang around at the ends of words (draw dash – in the air)
And never make a peep. (put finger across mouth)
But oh the magic I perform, (draw imaginary sparkles in air)
When over one consonant I leap (hold up one finger and leap in the air)
To make the long vowel speak. (draw long line------)
Teacher will pass out worksheet 21-7. With teacher guidance, students will check final e to see if it is magic. Draw silent line, jump over consonant, mark vowel line and then place sparkles above the magic e to make the long vowel speak. (Draw long diacritical mark). Class will read each magic e word. This worksheet will be sent home for reading homework.
Teacher will place the story, “A Big Problem” under the document camera. Students will practice reading and discussing the story. This story will also be sent home for reading homework.
Thursday---Unit 21 Lesson 1: Magic Final e
Teacher will display the word he with the straight diacritical mark for the long vowel above the vowel and ask why is that mark above the vowel? The vowel represents the long vowel sound. Why does the vowel represent the long vowel sound? A single vowel ends the word.
In this lesson you will study a second condition that causes a long vowel sound. It is the final magic e.
Teacher will display the final silent magic e, page 21-3. The final silent magic e hangs around at the end of words. Show with the word cake, drawing a line through the e and making magic marks around the e.
The magic e never says a word. That is why it has a silent line across it.
The magic e performs its magic by jumping over one consonant and through its magic power making the vowel say its long sound.
Remember: The magic e can only jump over one consonant sound. Examples: cake, make
Teacher recites the following poem with body language and then students will do so:
Magic e
I’m the magic e (pretend to hold up magic wand)
I hang around at the ends of words (draw dash – in the air)
And never make a peep. (put finger across mouth)
But oh the magic I perform, (draw imaginary sparkles in air)
When over one consonant I leap (hold up one finger and leap in the air)
To make the long vowel speak. (draw long line------)
Teacher will place worksheet 21-7 under the document camera. Class will discuss the magic e and how it does not make a sound but jumps over the consonant in front of it to make the vowel in front of that say its name. Class will read all words on the worksheet.
Teacher will place the story, “A Big Problem” under the document camera and students will reread and discuss the story. Oral readers will read. Teacher will also ask students to close their eyes and picture the story while she reads the story. Students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz in case they need to look something up. After work time on the quiz, teacher will take up the quizzes and students will discuss by using the story what answers that they should have marked on the quiz.
Teacher will place the story, “A Bike Trip” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.
Friday---Unit 21 Lesson 1: Final Magic e
Teacher will display the word he with the straight diacritical mark for the long vowel above the vowel and ask why is that mark above the vowel? The vowel represents the long vowel sound. Why does the vowel represent the long vowel sound? A single vowel ends the word.
In this lesson you will study a second condition that causes a long vowel sound. It is the final magic e.
Teacher will display the final silent magic e, page 21-3. The final silent magic e hangs around at the end of words. Show with the word cake, drawing a line through the e and making magic marks around the e.
The magic e never says a word. That is why it has a silent line across it.
The magic e performs its magic by jumping over one consonant and through its magic power making the vowel say its long sound.
Remember: The magic e can only jump over one consonant sound. Examples: cake, make
Teacher recites the following poem with body language and then students will do so:
Magic e
I’m the magic e (pretend to hold up magic wand)
I hang around at the ends of words (draw dash – in the air)
And never make a peep. (put finger across mouth)
But oh the magic I perform, (draw imaginary sparkles in air)
When over one consonant I leap (hold up one finger and leap in the air)
To make the long vowel speak. (draw long line------)
Teacher will place the story, “A Bike Trip” under the document camera and students will reread and discuss the story. Oral readers will read. Teacher will also ask students to close their eyes and picture the story while she reads the story. Students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz in case they need to look something up. After work time on the quiz, teacher will take up the quizzes and students will discuss by using the story what answers that they should have marked on the quiz.
Students will complete a spelling assessment over the following words: note, joke, chase, stove, mile, home, slide, lake, close, skate.