Fundations – H brothers – Project Read
Materials Needed:
· You will need the “h” brother sound cards from your kit. If using magnets on the back they will need to be added.
· Chart of Ping Pong story to use for shared reading
· Pictures of the “h” brothers that I will copy for you.
· Extra page for fast groups – I will make a few copies for each class.
· The “h” brother letter magnets for student boards should be added
· x letter card and qu letter card
Tuesday
Day 1 –
· quick handwriting: p, q, r
· recite short vowel sounds (using sound cards); review “x” (says “cks” like when you open a can of soda), “qu” – always go together, say “qu” (have students recite them)
· Introduce the H brothers, what do they have in common? Tell the story of the “ch” brother who loves choo-choo trains and is always running around the house saying, “ch, ch, ch, ch,” like train.
· Skywrite the ch brother
· Use the ch brother in a word – chin, tap that word out, “ch” being one sound.
· Build more “ch” words together, use each one is a sentence, tap each one (practice short vowels for this part), then students make them on magnet boards
Jen’s group / Denise’s groupo Chat – I had a chat with my good friend on the phone.
o Chug – I will chug this juice. (like “gulp”)
o Chill – There was a chill in the air. Brrrrr!
o Chet – Chet eats peaches.
o Chop – I chop carrots. / o Chat – I had a chat with my good friend on the phone.
o Pinch – Did you pinch your finger in the drawer?
o Chill – There was a chill in the air. Brrrrr!
o Chet – Chet eats peaches.
o Chex – I like Chex for breakfast.
· Introduce the “wh” brother, who likes to whistle, but can’t quite do it. He runs around the house making the “wh” sound as he tries.
· Skywrite the “wh” brother
· Use the “wh” in a word and tap it out – which – (3 sounds, 5 letters)
· Build more “wh” words with magnet boards
Jen’s group / Denise’s groupo Whiff- Did you get a whiff of the homemade pie?
o Whip – Whip the eggs before adding them to the batter.
o Whiz – You are a whiz at spelling words. / o Whiff- Did you get a whiff of the homemade pie?
o Whip – Whip the eggs before adding them to the batter.
o Whiz – You are a whiz at spelling words.
Wednesday
Day 2 – Have students build words with the magnetic letters, adding wh and ch to their boards.
· quick handwriting: s, t, u
· recite short vowel sounds (using sound cards); review “x” (says “cks” like when you open a can of soda), “qu” – always go together, say “qu” (have students recite them)
· Tap and write in composition books – chin, chip, Chad, inch, whip, whiz, which
· dictate the sounds for x and qu, see if they can ID the letters
· Dictation in composition books: (remind them that a sentence is framed with an upper case letter and punctuation)
Jen’s group / Denise’s groupThe fox quit the chat. (reminder of “qu”, the buddy letters, and x)
Rex got a whiff of the rug. / Chip quit the quest. (reminder of “qu”, the buddy letters)
Chet got a whiff of the pet.
· Shared reading Ping-Pong, have students practice this reading in pairs to become fluent
Thursday
Day 3 - Introduce th and sh
· quick handwriting: v, w, x
· recite short vowel sounds (using sound cards); review “x” (says “cks” like when you open a can of soda), “qu” – always go together, say “qu” (have students recite them)
· Introduce the “th” brother. Tell the story of the “th” brother who has a naughty habit of sticking out his tounge and saying, /th/.
· Skywrite the th brother
· Use the th brother in a word – thin, tap that word out, “th” being one sound.
· Build more “th” words with magnet boards, (tap, then make)
Jen’s group / Denise’s groupThin – He is very thin.
Seth – Seth is my friend.
thick (-ck says “k” at the end of a word) – The bread is thick.
Moth – The moth likes the light. / Thin – He is very thin.
Seth – Seth is my friend.
thick (-ck says “k” at the end of a word) – The bread is thick.
Beth – Beth went to bed.
· Introduce the “sh” brother. Tell the story of the “sh” brother who can’t stand all the noise in his house and goes around telling everyone, sh, sh, sh.
· Skywrite the sh brother
· Use the sh brother in a word – shop, tap that word out, “sh” being one sound.
· Build more “sh” words together, tap, then make:
Jen’s group / Denise’s groupShed – The tools are in the shed.
Wish – I wish I could go to Disney World.
Shock –it was a shock. (remind them that –ck says “k” at the end of a word.)
Hush – The teacher told the kids to hush. / Fish – The fish swam around the tank.
Wish – I wish I could go to Disney World.
Shed – The tools are in the shed.
Shock –it was a shock. (remind them that –ck says “k” at the end of a word.)
Mesh – There is mesh over the windows.