Reader 21
Monday Tuesday Wednesday Thursday Friday
Dr. Cupp Readers & Journal Writers – Lesson Plans – Reader #21
* TLW = “The learner will”
Monday / Tuesday / Wednesday / Thursday / FridaySection A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 1 TE p. 197,
Student Reader#21 p. 1
Teacher-made index cards for out, was, day, put, andhere and Lesson Plan sheet available from the web site:
forms.htm
Objectives: *TLW read. out, was, day, put, and here.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW make corrections in a sentence.
Before students begin reading pages 1-3
The teacher will read LittleRed Riding Hood aloud to the students. This read-aloud may take place during whole group instruction time.
On page three of this Reader, the students will read the story Who Are You?and compare the two stories.
The teacher will write these sentences on the board or chart paper
- jilly and jack will walk to school
- jack said, i want to talk to pam
- jilly said, will you see pam at school
Introduce the new sight words- The New Sight Word was is introduced in this Reader. Write the words saw and was on the board. Show students that both words are spelled with the same letters. Let students practice correctly pronouncing each word. Add the new Tricky Word was to the Tricky Deck and to the Tricky Word Wall. Providetime for the students to say the Tricky Words frequently.
The students will read page 1. Students should be reading with fluency and expression. Students should be given opportunities to practice. Invite visitors into the room to listen to the students read.
Important Terms for Reader 21
Compare and Contrast
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader#21 p. 4-5, Manual page 198
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
Catching Hop’n Pop has proven to be a game that most students enjoy. If students are not motivated and excited when it is their turn to say Hop’n Pop words, change the game or rules.
For game ideas, see theAugust 2005 Online Newsletter: August Newsletter.htm
Section C - Phonics Lesson 21
Ten Minute Phonics
1/3 of the group time
Materials: Reader #21 p. 6-7, Alpha Motion CardO. Tool Box Cards: Deck 1, Deck 2, Deck 3, Deck 7, Deck 11 and Deck 15. The Word House Book pages 16 and 17, Cupp Readers and Journal Writers Manual Part 1, p. 199-200.
Objective:
TLW recognize sounds and rimes.
Procedure: See p. 199-200
of Dr. Cupp Readers and Journal Writers Manual, Part 1. (All phonics lessons are scripted.)
P. 6-
Hold up the Alpha Motion Card for Short O. The teacher repeats The Word House Story for Short O. “When you knock on the door for Short O, he will never answer because he is sick. If you open his door, you see him with the doctor. The doctor has the stick on his tongue asking him to say /o/.”
The teacher may want to play the Race Car Game using words from Deck 3, Deck 7, Deck 11, or Deck 15. The students should be able to sound out any word from these decks.
Phonemic Awareness- If students can easily sound out words with Short a, Short i, Short u, and Short o, move on to Ten Minute Phonics Lesson 22. If students have trouble blending with Short o, then also include work with auditory blending. The teacher will look at any Short o word in Deck 17, and sound the word out for the students. The students will then say the word. (See page 199 in Manual.)
Section D – Independent Time
Materials:Reader21 p. 8-9
Objectives:
TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
TLW use sight words in a sentence.
*** This time is left up to the teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 b-d, e-Word House Book
ELAKR3 a, d,
ELAKR5 a, b
ELAKR6 a, c, e, h
ELAKWL a, b, d,
ELAKLSV a, b, c, d, e, f, g, / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 1TE p.197, Student Reader #21 p. 2
Teacher-made index cards for out, was, day, put, and here and Lesson Plan sheet available from the web site:
forms.htm
Objective: *TLW read out, was, day, put, and here.
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:
Review sight words out, was, day, put, and here.
For game ideas, see the August 2005 Online Newsletter:
The students will play the game Beat the Tiger for p. 2 and answer Comprehension questions at the bottom of thepage.
Important Terms for Reader 21
Compare and Contrast
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader#21 p. 4-5, Manual page 198
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
Catching Hop’n Pop has proven to be a game that most students enjoy. If students are not motivated and excited when it is their turn to say Hop’n Pop words, change the game or rules.
For game ideas, see the August 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 21
Ten Minute Phonics
1/3 of the group time
Materials: Reader #21 p. 6-7, Alpha Motion CardO. Tool Box Cards: Deck 1, Deck 2, Deck 3, Deck 7, Deck 11 and Deck 15. The Word House Book pages 16 and 17, Cupp Readers and Journal Writers Manual Part 1, p. 199-200.
Objective: TLW blend words using onset and rime.
TLW recognize sounds and rimes.
Procedure: Students will read words from pages 6 and 7.
For game ideas, see theAugust 2005 Online Newsletter: August Newsletter.htm
Section D – Independent Time
Materials: Reader 21, 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 b-d, e-Word House Book
ELAKR3 a, d,
ELAKR5 a, b
ELAKR6 a, c, e, h
ELAKWL a, b, d,
ELAKLSV a, b, c, d, e, f, g, / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers p. 197, Student Reader#21 p. 3
Teacher-made index cards for out, was, day, put, and here and Lesson Plan sheet available from the web site: forms.htm
Objective: *TLW read out, was, day, put, and here.
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.
TLW compare two stories.
Procedure:
Review sight words out, was, day, put, and here.Read page 3. Compare the stories Little Red Riding Hood andWho Are You?
Important Terms for Reader 21
Compare and Contrast
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader#21 p. 4-5, Manual page 198
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
Catching Hop’n Pop has proven to be a game that most students enjoy. If students are not motivated and excited when it is their turn to say Hop’n Pop words, change the game or rules.
For game ideas, see theAugust 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson21
Ten Minute Phonics
1/3 of the group time
Materials: Reader #21 p. 6-7, Alpha Motion CardO. Tool Box Cards: Deck 1, Deck 2, Deck 3, Deck 7, Deck 11 and Deck 15. The Word House Book pages 16 and 17, Cupp Readers and Journal Writers Manual Part 1, p. 199-200.
Objective: TLW blend words using onset and rime.
TLW recognize sounds and rimes.
Procedure: Students will read words from pages 6 and 7.
For game ideas, see theAugust 2005 Online Newsletter: August Newsletter.htm
Section D – Independent Time
Materials: Reader 21, pages 12-13
Objectives: TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sentences using sight words.
*** This time is left up to teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 b-d, e-Word House Book
ELAKR3 a, d,
ELAKR5 a, b
ELAKR6 a, c, e, h
ELAKWL a, b, d,
ELAKLSV a, b, c, d, e, f, g, / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #21, ThinkerBox Book Chapter 5pages 1-10.
Teacher-made index cards for out, was, day, put, and here and Lesson Plan sheet available from the web site: forms.htm
Objective: *TLW read out, was, day, put, and here.
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:
Review sight words out, was, day, put, and here.The teacher then randomly calls on students to read the sentences on pages 1-10.
Discuss the pictures and story.
Important Terms for Reader 21
Compare and Contrast
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader#21 p. 4-5, Manual page 198
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
Catching Hop’n Pop has proven to be a game that most students enjoy. If students are not motivated and excited when it is their turn to say Hop’n Pop words, change the game or rules.
For game ideas, see theAugust 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 21
Ten Minute Phonics
1/3 of the group time
Materials: Reader #21 p. 6-7, Alpha Motion CardO. Tool Box Cards: Deck 1, Deck 2, Deck 3, Deck 7, Deck 11 and Deck 15.The Word House Book pages 16 and 17, Cupp Readers and Journal Writers Manual Part 1, p. 199-200.
Objective: TLW blend words using onset and rime.
TLW recognize sounds and rimes.
Procedure: Students will read words from pages 6 and 7.
For game ideas, see theAugust 2005 Online Newsletter: August Newsletter.htm
Section D – Independent Time
Materials: Reader21, pages 14-15
Objectives: TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sentences using sight words.
*** This time is left up to teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 b-d, e-Word House Book
ELAKR3 a, d,
ELAKR5 a, b
ELAKR6 a, c, e, h
ELAKWL a, b, d,
ELAKLSV a, b, c, d, e, f, g, / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #21, ThinkerBox Book Chapter 5pages 1-10.
Teacher-made index cards for out, was, day, put, and here and Lesson Plan sheet available from the web site: forms.htm
Objective: *TLW read out, was, day, put, and here.
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:
Review sight words out, was, day, put, and here.
The teacher then randomly calls on students to read the sentences on pages 1-10.
Discuss the pictures and story.
Important Terms for Reader 21
Compare and Contrast
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader#21 p. 4-5, Manual page 198
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
Catching Hop’n Pop has proven to be a game that most students enjoy. If students are not motivated and excited when it is their turn to say Hop’n Pop words, change the game or rules.
For game ideas, see theAugust 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 21
Ten Minute Phonics
1/3 of the group time
Materials: Reader #21 p. 6-7, Alpha Motion CardO. Tool Box Cards: Deck 1, Deck 2, Deck 3, Deck 7, Deck 11 and Deck 15.The Word House Book pages 16 and 17, Cupp Readers and Journal Writers Manual Part 1, p. 199-200.
Objective: TLW blend words using onset and rime.
TLW recognize sounds and rimes.
Procedure: Students will read words from pages 6 and 7.
For game ideas, see theAugust 2005 Online Newsletter: August Newsletter.htm
p. 16-Assessment - Directions are at the top of the page.
Section D – Independent Time
Teacher-selected activity.
GPS Correlations:
ELAKR1 a-f
ELAKR2 b-d, e-Word House Book
ELAKR3 a, d,
ELAKR5 a, b
ELAKR6 a, c, e, h
ELAKWL a, b, d,
ELAKLSV a, b, c, d, e, f, g,
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