Teacher Will Place Worksheet 15-7 Under the Document Camera. Students Will Practice Determining

Project Read

Apr. 21-25

9:00-10:30

Monday Project Read---9:00-10:30---Unit 15 All Lessons Review: Lesson 1—Syllables, Lesson 2—Steps for dividing words into syllables, Lesson 3—Closed Syllables

Teacher will place worksheet 15-7 under the document camera. Students will practice determining if each word is a jelly bean word or an elephant word by looking at the number of talking vowels. Students will practice reading the words.

Teacher will place completed worksheet 15-13 under the document camera. Students will also review determining if each word is a jelly bean or an elephant word by looking at the number of talking vowels. Students will practice reading the words.

Teacher will place “Is It a Syllable?” worksheet 15-17 under the document camera. Students will discuss the letter groupings and review why some letter groupings form a syllable (because they have a vowel) or some letter groupings do not form a syllable (because they do not contain a vowel).

Teacher will place worksheet 15-21 under the document camera and class will review the steps for dividing words into syllables.

1.  Underline the talking vowels and mark them with a V to find the number of syllables.

2.  Swoop between the vowels and pull down the consonants between the vowels to find the cutting pattern.

3.  Divide into syllables between the 2 consonants in a VCCV pattern.

4.  Now unlock the word one syllable at a time to read the word.

Class will do the same with worksheet 15-23, 24 under the document camera, and read the words and sentences.

Teacher will place worksheet 15-27 under the document camera. Students will practice discussing how to check the position of the vowel by drawing the arrow, seeing if the vowel is closed in on the end by a consonant, and marking the short vowel mark over the vowel. Reread the words using the short vowel sound for the vowels in these words.

Teacher will place worksheet 15-31 and 15-35, 36 under the document camera. Class will review how to use the following steps to divide and read elephant words with the following steps:

1.  Underline the talking vowels and mark them with a V.

2.  Swoop between the talking vowels and pull down the consonants to find the cutting pattern.

3.  Cut the word according to the pattern. Since these words are VCCV words, cut the word into syllables between the consonants.

4.  Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant? It is so mark the vowel with a short vowel mark over the vowel.

5.  Read the word one syllable at a time.

Teacher will place Jeweled Treasure Box review worksheet under the document camera. Students will reread and discuss words and sentences on the sheet.

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

Tuesday Project Read---9:00-10:30—Unit 15 All Lessons Review: Lesson 1—Syllables, Lesson 2—Steps for dividing words into syllables, Lesson 3—Closed Syllables

Teacher will place worksheet 15-7 under the document camera. Students will practice determining if each word is a jelly bean word or an elephant word by looking at the number of talking vowels. Students will practice reading the words.

Teacher will place completed worksheet 15-13 under the document camera. Students will also review determining if each word is a jelly bean or an elephant word by looking at the number of talking vowels. Students will practice reading the words.

Teacher will place “Is It a Syllable?” worksheet 15-17 under the document camera. Students will discuss the letter groupings and review why some letter groupings form a syllable (because they have a vowel) or some letter groupings do not form a syllable (because they do not contain a vowel).

Teacher will place worksheet 15-21 under the document camera and class will review the steps for dividing words into syllables.

1.  Underline the talking vowels and mark them with a V to find the number of syllables.

2.  Swoop between the vowels and pull down the consonants between the vowels to find the cutting pattern.

3.  Divide into syllables between the 2 consonants in a VCCV pattern.

4.  Now unlock the word one syllable at a time to read the word.

Class will do the same with worksheet 15-23, 24 under the document camera, and read the words and sentences.

Teacher will place worksheet 15-27 under the document camera. Students will practice discussing how to check the position of the vowel by drawing the arrow, seeing if the vowel is closed in on the end by a consonant, and marking the short vowel mark over the vowel. Reread the words using the short vowel sound for the vowels in these words.

Teacher will place worksheet 15-31 and 15-35, 36 under the document camera. Class will review how to use the following steps to divide and read elephant words with the following steps:

1.  Underline the talking vowels and mark them with a V.

2.  Swoop between the talking vowels and pull down the consonants to find the cutting pattern.

3.  Cut the word according to the pattern. Since these words are VCCV words, cut the word into syllables between the consonants.

4.  Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant? It is so mark the vowel with a short vowel mark over the vowel.

5.  Read the word one syllable at a time.

Teacher will place Jeweled Treasure Box review worksheet under the document camera. Students will reread and discuss words and sentences on the sheet.

Teacher will place the story, “It Can Prick” under the document camera. Students will practice rereading 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 up the quizzes, students will use the story to discuss what answers that they should have marked on the quiz.

Teacher will place the story, “Justin’s Log Cabin” under the document camera. Students will practice and discussing the story. This story will be sent home for reading homework.

Wednesday Project Read—Unit 15 All Lessons: Lesson 1—Syllables, Lesson 2—Steps for Dividing Words into Syllables, Lesson 3—Closed Syllables

Teacher will place worksheet 15-7 under the document camera. Students will practice determining if each word is a jelly bean word or an elephant word by looking at the number of talking vowels. Students will practice reading the words.

Teacher will place completed worksheet 15-13 under the document camera. Students will also review determining if each word is a jelly bean or an elephant word by looking at the number of talking vowels. Students will practice reading the words.

Teacher will place “Is It a Syllable?” worksheet 15-17 under the document camera. Students will discuss the letter groupings and review why some letter groupings form a syllable (because they have a vowel) or some letter groupings do not form a syllable (because they do not contain a vowel).

Teacher will place worksheet 15-21 under the document camera and class will review the steps for dividing words into syllables.

1.  Underline the talking vowels and mark them with a V to find the number of syllables.

2.  Swoop between the vowels and pull down the consonants between the vowels to find the cutting pattern.

3.  Divide into syllables between the 2 consonants in a VCCV pattern.

4.  Now unlock the word one syllable at a time to read the word.

Class will do the same with worksheet 15-23, 24 under the document camera, and read the words and sentences.

Teacher will place worksheet 15-27 under the document camera. Students will practice discussing how to check the position of the vowel by drawing the arrow, seeing if the vowel is closed in on the end by a consonant, and marking the short vowel mark over the vowel. Reread the words using the short vowel sound for the vowels in these words.

Teacher will place worksheet 15-31 and 15-35, 36 under the document camera. Class will review how to use the following steps to divide and read elephant words with the following steps:

1.  Underline the talking vowels and mark them with a V.

2.  Swoop between the talking vowels and pull down the consonants to find the cutting pattern.

3.  Cut the word according to the pattern. Since these words are VCCV words, cut the word into syllables between the consonants.

4.  Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant? It is so mark the vowel with a short vowel mark over the vowel.

5.  Read the word one syllable at a time.

Teacher will place Jeweled Treasure Box review worksheet under the document camera. Students will reread and discuss words and sentences on the sheet.

Teacher will place the story, “Justin’s Log Cabin” under the document camera. Students will reread and discuss the story. Teacher will leave the story under the document camera while students take 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.

Teacher will place the story, “A Fantastic Pocket” 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 15 All Lessons: Lesson 1—Syllables, Lesson 2—Steps for dividing words into syllables, Lesson 3—Closed Syllables

Teacher will place worksheet 15-7 under the document camera. Students will practice determining if each word is a jelly bean word or an elephant word by looking at the number of talking vowels. Students will practice reading the words.

Teacher will place completed worksheet 15-13 under the document camera. Students will also review determining if each word is a jelly bean or an elephant word by looking at the number of talking vowels. Students will practice reading the words.

Teacher will place “Is It a Syllable?” worksheet 15-17 under the document camera. Students will discuss the letter groupings and review why some letter groupings form a syllable (because they have a vowel) or some letter groupings do not form a syllable (because they do not contain a vowel).

Teacher will place worksheet 15-21 under the document camera and class will review the steps for dividing words into syllables.

1.  Underline the talking vowels and mark them with a V to find the number of syllables.

2.  Swoop between the vowels and pull down the consonants between the vowels to find the cutting pattern.

3.  Divide into syllables between the 2 consonants in a VCCV pattern.

4.  Now unlock the word one syllable at a time to read the word.

Class will do the same with worksheet 15-23, 24 under the document camera, and read the words and sentences.

Teacher will place worksheet 15-27 under the document camera. Students will practice discussing how to check the position of the vowel by drawing the arrow, seeing if the vowel is closed in on the end by a consonant, and marking the short vowel mark over the vowel. Reread the words using the short vowel sound for the vowels in these words.

Teacher will place worksheet 15-31 and 15-35, 36 under the document camera. Class will review how to use the following steps to divide and read elephant words with the following steps:

1.  Underline the talking vowels and mark them with a V.

2.  Swoop between the talking vowels and pull down the consonants to find the cutting pattern.

3.  Cut the word according to the pattern. Since these words are VCCV words, cut the word into syllables between the consonants.

4.  Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant? It is so mark the vowel with a short vowel mark over the vowel.

5.  Read the word one syllable at a time.

Teacher will place Jeweled Treasure Box review worksheet under the document camera. Students will reread and discuss words and sentences on the sheet.

Teacher will place the story, “A Fantastic Pocket” under the document camera. Students will practice rereading 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 up the quizzes, students will use the story to discuss what answers that they should have marked on the quiz.

Teacher will pass out Unit 15 Study Guide and will ask questions for students to fill out study guide. Teacher will check student answers and students will take the study guide home to practice for Unit 15 Assessment tomorrow.

Friday Project Read---Unit 15 Assessment for all lessons: Lesson 1: Syllables, Lesson 2: Steps for Dividing Words into Syllables, Lesson 3: Closed Syllables

Students will also complete a spelling assessment over the following words: cactus, cabin, robin, fantastic, pocket, jacket, upset, magnet, napkin, muffin.