November 14-25, 2011 Harcourt Reading: “Lemonade for Sale” (Due to the length of the story, these lessons will continue for 2 weeks)
Monday & Tuesday (Nov. 14th 15th)
Students will identify and describe characters, setting, and plot of a story. Students will identify sequence of story. Students will draw conclusions of a passage. Students will deduct vocabulary terms to understand their meanings. First, teacher will introduce students to story vocabulary in their pupil edition book on pages 254 and 255.Teacher will model until students grasp meaning of all vocabulary. Next, have students practice and apply understanding of vocabulary meanings by completing page 79in their Practice Workbook. (This will berecorded as a grade for classwork.)Then, teacher will have students follow along in their pupil edition with CD-ROM, Disc 1; Track 9 story "Lemonade for Sale" (pages 256-274). Next, teacher will ask guided questions to check student listening comprehension. Then, teacher will have students Popsicle read story aloud using reading trackers. Last, teacher will have intervention using Phonology Practice:
Day 3:
Activities:
Anticipatory Set: Display the following ending blends:
1. -st4. -nt
2. -sk5. -nd
3. -sp6. -mp
Ask question: What are these blends? (Answer: Ending blends.)
Teacher will state teaching objective: In this lesson you will learn four more ending blends.
Model:
Display the following ending blends.
1. -ld4. -nt
2. -lk5. -lp
3. -sp6. -lt
Directly state: These four ending blends start with the letter [l].
Hold up [-lp]
“Say it with me.” Students and teacher say dash, individual sounds, followed by blend sound.
Dash, /l/, /p/ stir [lp]
1. Skywrite-dash, /l/, /p/, stir [lp]
Hold non-dominant arm arched like holding a bowl. Say each sound while skywriting symbol inside bowl and stirring sounds together.
Check for Understanding: Students will use Student Word Sheet, page 17-45 and Student Practice Sheet 17F, page 17-47. After completed read and write activity, teacher will have students place 17-45 and 17-47 into their 3-ring binder.
Day 4:
Activities:
Anticipatory Set: Display the following ending blends:
1. -st4. -nt
2. -sk5. -nd
3. -sp6. -mp
Ask question: What are these blends? (Answer: Ending blends.)
Teacher will state teaching objective: In this lesson you will learn four more ending blends.
Model:
Display the following ending blends.
1. -ld4. -nt
2. -lk5. -lp
3. -sp6. -lt
Directly state: These four ending blends start with the letter [l].
Hold up [-lt]
“Say it with me.” Students and teacher say dash, individual sounds, followed by blend sound.
Dash, /l/, /t/ stir [lt]
1. Skywrite-dash, /l/, /t/, stir [lt]
Hold non-dominant arm arched like holding a bowl. Say each sound while skywriting symbol inside bowl and stirring sounds together.
Check for Understanding: Students will use Student Word Sheet, page 17-49 and Student Practice Sheet 17F, page 17-51. After completed read and write activity, teacher will have students place 17-49 and 17-51 into their 3-ring binder.
Oral Reading: Bonnie Kline Stories, Level 1
A Duck’s Lunch
Wednesday & Thursday (Nov. 16th & 17th)
Students will compare and contrast elements of plot, character, and narrative technique presented by different authors. Students will reread pages 256-274 aloud using Popsicle reading.Then, teacher will display Transparency 68 “Compare and Contrast” and remind students that when they tell how things are alike and different. Students will apply understanding of compare and contrast by completing Practice Workbook page 82 (Which will berecorded as a grade for classwork.) Last, have students practice and apply Phonics Practice:
Project Read/Phonology: Unit 17: Lesson 4
Skill: Red words/phonetically irregular word [many] [any].
Day 1:
Activities:
Anticipatory Set: Display the red words [many] [any]
Student Practice Sheet 17H, page 17-55. (Students will be given a copy.)
Ask question: How are these words alike? (Answer: any.)
Model:
Teacher states: Draw a line under the parts that are alike.
Model: anymany
Display sentence, Student Practice Sheet 17H, page 17-55.
1. Listen as I read this sentence.
Are any of the kids in your class?
Students read the sentence independently. Students use sentence meaning and consonant to try to figure out the red word [any].
2. Tap out the red word [any] on arm.
3. Trace over the red word with red crayon.
Checking For Understanding: Students will read the sentences with teacher guidance. Students will put a box around the red words with red pencil or crayon. Student Practice Sheet 17I, page 17-59.
Oral Reading: Bonnie Kline Stories, Level 1
With Any Luck
Day 2:
Activities:
Anticipatory Set: Display the red words [many] [any]
Student Practice Sheet 17H, page 17-61. (Students will be given a copy.)
Ask question: How are these words alike? (Answer: any.)
Model:
Teacher states: Draw a line under the parts that are alike.
Model: anymany
Display red word [many], Student Practice Sheet 17J, page 17-61.
1. Listen as I read this sentence.
I have many pets.
Students read the sentence independently. Students use sentence meaning and consonant to try to figure out the red word [many].
2. Tap out the red word [many] on arm.
3. Trace over the red word with red crayon, page 17-63.
Checking For Understanding: Students will read the sentences with teacher guidance. Students will put a box around the red words with red pencil or crayon.
Oral Reading: Bonnie Kline Stories, Level 1
Many Things
Friday & Monday (Nov. 18th & 21st)
Students will identify cause and effect as story is read. Students will reread pages 256-274 aloud. Students will identify information in a graph. Students will interpret charts and graphs. First, teacher will display Transparency 70 “Charts and Graphs” and model how to read a chart and graph. Students will apply understanding of charts and graphs by completing Practice Workbook page 83 (Which will berecorded as a grade for classwork.) Last, have students practice and apply Phonics Practice:
Project Read/Phonology: Unit 17: Lesson 5
Skill: Ending Blends -ft, -pt, -ct
Concepts: A final consonant blend is a combination of two consonant sounds at the end of a word.
Objectives: 1. Read words with ending blends.
2. Spell words with ending blends.
Day 1:
Activities:
Anticipatory Set: Display the following ending blends.
1. -st5. -nd9. -lk13. ____
2. -sk6. -mp10. -lt
3. -sp7. -lp11. ____
4. -nt8. -lk12. ____
Ask question: What are these letters? (Answer: Ending Blends.)
You have learned ten of the thirteen ending blends.
Teacher will state teaching objective: In this lesson you will learn three more ending blends.
Model:
Display the following ending blends:
-ft
-pt
-ct
Hold up [-ft]
“Say it with me.” Students and teacher say dash, individual sounds, followed by blend sound.
Dash, /f/, /t/ stir [ft]
1. Skywrite-dash, /f/, /t/, stir [ft]
Hold non-dominant arm arched like holding a bowl. Say each sound while skywriting symbol inside bowl and stirring sounds together.
Check for Understanding: Students will use Student Word Sheet, page 17-67 and Student Practice Sheet 17K, page 17-69. After completed read and write activity, teacher will have students place into their 3-ring binder.
Oral Reading: Bonnie Kline Stories, Level 1
A Picnic On a Raft
Jewel Box-Treasure Chest Student Practice Sheet p. 17-79
Day 2:
Activities:
Anticipatory Set: Display the following ending blends.
1. -st5. -nd9. -lk13. ____
2. -sk6. -mp10. -lt
3. -sp7. -lp11. ____
4. -nt8. -lk12. ____
Ask question: What are these letters? (Answer: Ending Blends.)
You have learned ten of the thirteen ending blends.
Teacher will state teaching objective: In this lesson you will learn three more ending blends.
Model:
Display the following ending blends:
-ft
-pt
-ct
Hold up [-pt]
“Say it with me.” Students and teacher say dash, individual sounds, followed by blend sound.
Dash, /p/, /t/ stir [pt]
1. Skywrite-dash, /p/, /t/, stir [pt]
Hold non-dominant arm arched like holding a bowl. Say each sound while skywriting symbol inside bowl and stirring sounds together.
Check for Understanding: Students will use Student Word Sheet, page 17-71 and Student Practice Sheet 17L, page 17-73. After completed read and write activity, teacher will have students place into their 3-ring binder.
Oral Reading: Bonnie Kline Stories, Level 1
A Picnic On a Raft
Jewel Box-Treasure Chest Student Practice Sheet p. 17-79
Tuesday & Wednesday (Nov. 22nd & 23rd)
Students will reread story using Popsicle reading. Students will compare and contrast two stories (Hedgehog Bakes a Cake and Lemonade for Sale.First, teacher will reintroduce “Compare and Contrast” and model how to compare and contrast two stories. Students will apply understanding of compare and contrast by practicing Open Responses. Last, have students practice and apply Phonics Practice:
Day 3:
Activities:
Anticipatory Set: Display the following ending blends.
1. -st5. -nd9. -lk13. ____
2. -sk6. -mp10. -lt
3. -sp7. -lp11. ____
4. -nt8. -lk12. ____
Ask question: What are these letters? (Answer: Ending Blends.)
You have learned ten of the thirteen ending blends.
Teacher will state teaching objective: In this lesson you will learn three more ending blends.
Model:
Display the following ending blends:
-ft
-pt
-ct
Hold up [-ct]
“Say it with me.” Students and teacher say dash, individual sounds, followed by blend sound.
Dash, /c/, /t/ stir [ct]
1. Skywrite-dash, /c/, /t/, stir [ct]
Hold non-dominant arm arched like holding a bowl. Say each sound while skywriting symbol inside bowl and stirring sounds together.
Check for Understanding: Students will use Student Word Sheet, page 17-75 and Student Practice Sheet 17M, page 17-77. After completed read and write activity, teacher will have students place into their 3-ring binder.
Oral Reading: Bonnie Kline Stories, Level 1
A Picnic On a Raft
Jewel Box-Treasure Chest Student Practice Sheet p. 17-79
Project Read/Phonology: Unit 18: Lesson 1
Skill: -tch
Concepts: The digraph [-tch] has place value.
Objectives: 1. Read words with [-tch].
2. Spell words with [-tch].
Day 1:
Activities:
Anticipatory Set: Display: [ch]
Ask question: What do you know about this symbol?
Display: [-tch]
Ask question: What do you know about this symbol from looking at it? Teacher will state:
1. It comes at the end of a word. The dash tells us that.
2. It is the [h] brother /ch/.
The new facts are:
1. The [t] is silent.
2. It sits next to a short vowel.
Model:
Display the following words and sentences, Student Practice Sheet 18A, page 18-5. Students will have a copy.
Skywrite-“Say it with me.” Students and teacher say dash letter names [t], [c], [h]. Pull the letters under the letters and say sound /ch/.
(Hold non-dominant arm arched like holding a bowl. Say each sound while skywriting symbol inside bowl and stirring sounds together. Finger spell.) When spelling the /ch/ sound is usually spelled [tch] after a short vowel in a one-syllable word.
Model-/m/ /a/ /ch/
There are four exceptions, Student Practice Sheet 18B, page 18-9.
Oral Reading: Bonnie Kline Stories, Level 1
What Do You Think Mitch?
Homework: Read and Study story "Lemonade for Sale" for Test!!!
Thursday & Friday (Nov. 24th & 25th)
Students will reread story using Popsicle reading. Students will practice Open Responses. Next, students will independently complete a summative assessment test, teacher guidance when needed. (Test worth 100 points/M.C. worth 50 points and Open Response worth 50 points.) Last, students will practice and apply Phonics Practice:
Project Read/Phonology: Unit 18: Lesson 2
Skill: Common endings (suffixes) -s, -es
Concepts: Suffixes add meaning to the base word.
Objectives: 1. Read words ending in [-s] or [-es].
2. Spell words ending in [-s] or [-es].
Day 1:
Activities:
Anticipatory Set: Display:
catdish
dogmatch
panbox
pathglass
Students read the first column of words with the teacher.
Teacher will state:
All of these words are singular. Singular means one or single. The word means one cat, one dog, one pan, one path.
Example: The cat ran.
To make these words mean more than one add an [-s]. An [-s] makes them plural. Plural means more than one.
cats
dogs
pans
paths
Example: The pans are in the sack.
Model:
Read the second column with me. These words are singular. To make them plural add an [-es].
An [-es] is added because the last sound has a /s/, /x/, /ch/, /sh/, or /z/ sound so it needs an /-es/ sound.
Example:
1. Six of the dishes have bad chips.
2. The glasses are pink.
3. The boxes are in the closet.
Checking For Understanding: Student Practice Sheet 18C, page 18-11. Students will have a copy.
Day 2:
Objectives: Understanding subject predicate agreement.
Activities:
Anticipatory Set: Display the following sentence:
The frog jumps.
Students read the sentence with the teacher.
Teacher will state:
The sentence is about one frog. The action of that frog is jumps. When one person or thing (subject) acts the action word adds an [-s] to show the singular subject (person or thing doing the action).
Example: ([-s] for singular subject.)
The boy runs.
The cub cracks.
The branch bends.
Display the following sentence:
The frogs jump.
Students read the sentence with the teacher.
Teacher will state:
This sentence is about frogs. The subject is plural. The action of the frogs is jump. Nothing is added to the action word.
Model:
1. The pans fall.
2. The chicks cluck.
3. The cups crack.
Checking For Understanding: Student Practice Sheet 18D, page 18-15. Students will have a copy.