Reader 14

Monday Tuesday Wednesday Thursday Friday

Dr. Cupp Readers & Journal Writers – Lesson Plans – Reader #14

* TLW = “The learner will”

Monday / Tuesday / Wednesday / Thursday / Friday
Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 1 TE p. 155,
Student Reader#14 p. 1
Hop’n Pop Cheer Cards- Word and Picture Cards for the want, red, ride, and bike, and Lesson Plan sheet available from the web site:
forms.htm
Objectives: *TLW read sight words want, red, ride, and bike.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
Procedure:
Go over sight words want, red, ride, and bike, by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
The teacher will then mix up the words and the students will take turns saying the four words.
Before students begin reading pages 1-3
This Readerincludes another On My Own Story. Students will read pages 1 and 2 during small group time. Students will then independently read and answer the questions on page 3. Students should be totally on their own when they try this activity. As students work independently, the teacher should observe. If students become frustrated, the teacher should invite them back to the reading table and provide the needed assistance. Success in reading depends on the ability to read, but students must develop skills that will allow them to work on their own.
In thisReader, students will learn the word want. The word want is one of the most difficult sight words to learn. Students can’t see, hear, smell or do the word want. To help the students remember this difficult word, try this trick. Bring a cookie for each child in the group. After introducing the word want, write this sentence on the board or chart paper: I want a cookie. Ask each student to read the sentence. If the student reads the sentence correctly, give the student a cookie. Give each student an index card with the word want written on it. Ask the students to draw a picture of the cookie they just ate. Students can wear the index card like a nametag for the rest of the day. If the student misses the word at a later time, ask them to pretend they are eating that cookie and to say, “I want a cookie.”
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader#14 p. 4-5
Objective: TLW read sight words with speed and accuracy.
Record student scores on the bottom left corner of the Lesson Plan sheet.
If students continue to make the same mistakes on Hop’n Pop, write down the words that were missed. Keep small index cards handy, and once the student has finished his or her turn saying Hop’n Pop, ask the student to call out the words he or she needs to practice. The teacher will write the words on index cards, and the students will take the cards home.
For game ideas, see August 2005 Online Newsletter: August Newsletter.htm
Important Terms for Reader 14
On My Own Story- The students will work independently.
Section C - Phonics Lesson 14
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #14 p. 6-7, Alpha Motion Cards Z, W and Y, Ten Minute Tool Box Cards: Deck 1 –z, w, and y, and Deck 2- az, andDr. Cupp Readers and Journal Writers Manual Part 1, p. 157-158.
Objective:
TLW recognize sounds and rimes.
Procedure: See p. 157-158 of Dr. Cupp Readers and Journal Writers Manual, Part 1. (All phonics lessons are scripted.)
P. 6-
Hold up Alpha Motion card for the letter Z. Students practice making the z sound by pretending to zip a jacket.
Hold up Alpha Motion card for the letter W. Students practice making the w sound by pretending to be a washing machine.
Hold up Alpha Motion card for the letter Y. Students practice making the y sound by pretending they are playing with a yo-yo.
The teacher holds up the a card and the z card. The students practice blending with the a and the z.
The teacher puts a copy of Reader 14 p. 6 on a clipboard. Call on students one at a time and have them say the sounds and rimes as quickly as possible. Set the timer. If a student beats the timer, draw a smiley face in the box at the top of his or her page.
Students’ scores are recorded on the bottom right corner of the Lesson Plan sheet.
P. 7- Practice Sound Blending Words
Objective: TLW blend words using onset and rime.
Procedure:
This page is NOT timed.
Section D – Independent Time
Materials: Reader 14 p. 8-9
Objectives:
TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
*** This time is left up to the teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-d, e-Word House Book
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, e, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 1TE p.155, Student Reader#14 p. 2
Hop’n Pop Cheer Cards- Word and Picture Cards for want, red, ride, and bike, andLesson Plan sheet available from the web site:

Objective: TLW read sight words want, red, ride, and bike.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW self-correct reading errors.
TLW answer comprehension questions about the story.
Procedure:
Go over sight words want, red, ride, and bike, by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
For game ideas, see August 2005 Online Newsletter:
August Newsletter.htm
The students will play the game Beat the Tiger for p. 2 and answer Comprehension questions at the bottom of page.
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader #14 p.4-5
Objective: TLW read sight words with speed and accuracy.
If a student catches Hop’n Pop too easily, lower the time he or she needs to beat Hop’n Pop for the rest of the week.
Record student scores on the bottom left corner of the Lesson Plan sheet.
For game ideas, see August 2005 Online Newsletter: August Newsletter.htm
Section C - Phonics Lesson 14
Section C-Ten Minute Phonics
1/3 of the group time
Materials: timer,Reader#14 p. 6-7
Objective: TLW read sight words with speed and accuracy.
Record student scores on the bottom left corner of the Lesson Plan sheet.
Important Terms for Reader14
On My Own Story
Section D – Independent Time
Materials: Reader 14, pages 10-11
Objectives: TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
*** This time is left up to the teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-d, e-Word House Book
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, e, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers p. 155, Student Reader#14 p. 3
Hop’n Pop Cheer Cards- Word and Picture Cards for want, red, ride, and bike, and Lesson Plan sheet available from the web site:

Objective: TLW read sight words, want, red, ride, and bike.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW self-correct reading errors.
TLW answer comprehension questions about the story.
Procedure:
Go over sight words want, red, ride, and bike, by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader#14-p.4-5
Objective: TLW read sight words with speed and accuracy.
Directions on how to play are written on top of p. 4-5.
If a student beats Hop’n Pop too easily, lower the time he or she needs to beat Hop’n Pop for the rest of the week.
Record student scores on the bottom left corner of the Lesson Plan sheet.
For game ideas, see August 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 14
Section C-Ten Minute Phonics
1/3 of the group time
Materials: timer, Reader #14 p. 6-7
Objective: TLW read sight words with speed and accuracy.
Record student scores on the bottom left corner of the Lesson Plan sheet.
For game ideas, see August 2005 Online Newsletter:
August Newsletter.htm
Important Terms for Reader14
On My Own Story
Section D – Independent Time
Materials: Reader 14, pages 12-13
Objectives: TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
*** This time is left up to teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-e
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader#14, ThinkerBox Book Chapter 3 pages 28-32.
Hop’n Pop Cheer Cards- Word and Picture Cards for want, red, ride, and bike, and Lesson Plan sheet available from the web site:

Objective: TLW read sightwords want, red, ride, and bike.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW identify what is missing in each picture.
TLW use picture clues to help comprehension.
Procedure:
Go over sight words want, red, ride, and bike, by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
The teacher will then mix up the words and the students will take turns saying the four words.
The teacher then randomly calls on students to read the sentences on pages 28-32.
Discuss the pictures and story.
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader #14 p.4-5.
Objective: TLW read sight words with speed and accuracy.
Record times on chart.
For game ideas, see August 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 14
Section C-Ten Minute Phonics
1/3 of the group time
Materials: timer, Reader #14 p. 5-6
Objective: TLW read sight words with speed and accuracy.
Record student scores on the bottom left corner of the Lesson Plan sheet.
Important Terms for Reader14
On My Own Story
Section D – Independent Time
Materials: Reader 14, Pages 14-15
Objectives: TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
*** This time is left up to teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-d, e-Word House Book
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, e, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #14, ThinkerBox Book Chapter 3 pages 28-32.
Hop’n Pop Cheer Cards- Word and Picture Cards for want, red, ride, and bike, and Lesson Plan sheet available from the web site:
htm
Objective: TLW read sight words want, red, ride, and bike.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW identify what is missing in each picture.
TLW use picture clues to help comprehension.
Procedure:
Go over sight words want, red, ride, and bike, by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
The teacher will then mix up the words and the students will take turns saying the four words.
The teacher then randomly calls on students to read the sentences on pages 28-32.
Discuss the pictures and story.
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader #14 p.4-5.
Objective: TLW read sight words with speed and accuracy.
Record times on chart.
For game ideas, see August 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 14
Section C-Ten Minute Phonics
1/3 of the group time
Materials: timer, Reader #14 p. 6-7
Objective: TLW read sight words with speed and accuracy.
Record student scores on the bottom left corner of the Lesson Plan sheet.
Important Terms forReader14
On My Own Story
p. 16-Assessment - Directions are at the top of the page of Reader.
Section D – Independent Time
Teacher selected activity.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-d, e-Word House Book
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, e, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i

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