Reader 26

Monday Tuesday Wednesday Thursday Friday

Dr. Cupp Readers & Journal Writers – Lesson Plans – Reader #26

* 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. 227,
Student Reader#26 p. 1
Teacher-made index cards for work, by ,house,bear,and threeand Lesson Plan sheet available from the web site:
forms.htm
Objectives: *TLW read work, by, house, bear,andthree.
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 The Three Bears aloud to the students.
Write Like the English Book- The teacher will ask students to volunteer to make-up a story about three funny cats. As the students take turns telling parts of the story, the teacher will write the story on the board or chart paper. The teacher will not use any punctuation or capital letters.
After the story is complete, the teacher will ask for volunteers to come to the board and correct any errors in punctuation or capital letters. If the student makes a correction, the student must explain to the group why the text needed to be corrected.
Introduce the new sight words-This Reader introduces the Tricky Word three. Add the new Tricky Word to the Tricky Deck and to the Tricky Word Wall poster. The word three is often confused with there. Students should continue to say all Tricky Words as often as possible.
The students will read page 1.
Important Terms for Reader 26
Talk Like the English Book
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader#26 p. 4-5, Manual page 228
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
Students should be catching Hop’n Pop in three to five days. If the group has a few students who Catch Hop’n Pop in less time, let these students try to say both pages 4 and 5 in the designated time. This activity was introduced in Reader 12 and is called Double Hop’n Pop. ( See page 144 in Manual)
For game ideas, see theAugust 2005 Online Newsletter: August Newsletter.htm
Section C - Phonics Lesson 26
Ten Minute Phonics
1/3 of the group time
Materials: Reader #26 p. 6-7, Tool Box Cards: Deck 23,and Deck 27, The Word House Book pages 20-21, Cupp Readers and Journal Writers Manual Part 1, p. 229-230.
Objective:
TLW recognize short and long vowels.
Teacher’s Note-
If students have only beenpracticing reading in Dr. Cupp Readers, select other beginning texts for oral practice.
Procedure: See p. 229-230
of Dr. Cupp Readers and Journal Writers Manual, Part 1. (All phonics lessons are scripted.)
Phonemic Awareness- Students will practice switching Short and Long vowel sounds. When students see the ~, this means they should switch the sound for the vowel. If the student sees the wordrod~, the students will say the word rod and then switch to the word rode.
P. 6- Introducing Switching
This lesson is one of the most important lessons in Ten Minute Phonics. At this point, students have learned how to sound out words using Short and long Vowels sounds. In this lesson, they will practice changing vowels from short to long and then from long to short. When students can easily change vowel sounds, they will then transfer this skill to text. If a student reads, “The boy went to the store to get bread,” and the student did not know the word “bread,” he or she could be confused because the vowel rule for two-vowel words does not work. When students know how to immediately switch from short to long or long to short, then the students will easily make the necessary change in order for the word to make sense.
Using The Word House Book, the teacher will tell the story of the switching room. “In The Word House, there is a room with a top floor and a bottom floor. If the vowel is on the top floor, then the vowel makes a Short Vowel sound. If the vowel is on the bottom floor, the vowel makes a Long Vowel sound. I would like for you to make the Short Vowel sound if I touch the vowel on the top floor, and then make the Long Vowel sound if I touch the vowel on the bottom floor.” The teacher then moves from Short Vowel to Long Vowel floors. Students practice changing vowel sounds. When students leave this lesson, they understand there are rules to follow when sounding our words, but if the word does not make sense in the sentence, then you must change the word.
See page 230 in the Manual for information aboutconnecting text and phonics.
P 7- Students should practice sounding out words with either the Tool Box Card Decks or pages6 and 7.
Section D – Independent Time
Materials:Reader26 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,c,d,
ELAKR3 a, b.c. d,e
ELAKR4 a,b
ELAKR5 a, b
ELAKR6 a-h
ELAKWL a-e
ELAKLSV a-i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 1TE p.227, Student Reader #26 p. 2
Teacher-made index cards for work,by,house,bear,and threeand Lesson Plan sheet available from the web site forms.htm
Objectives: *TLW read work, by, house, bear,andthree.
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 work, by, house, bear,andthree.
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 26
Talk Like the English Book
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader#26 p. 4-5, Manual page 228
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
For game ideas, see the August 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 26
Ten Minute Phonics
1/3 of the group time
Materials: Reader #26 p. 6-7, Tool Box Cards: Deck 23,and Deck 27, The Word House Book pages 20-21, Cupp Readers and Journal Writers Manual Part 1, p. 229-230.
Objective:
TLW recognize short and long vowels.
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 26, 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,c,d,
ELAKR3 a, b.c. d,e
ELAKR4 a,b
ELAKR5 a, b
ELAKR6 a-h
ELAKWL a-e
ELAKLSV a-i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers p. 221, Student Reader#26 p. 3
Teacher-made index cards for work,by,house,bear,and threeand Lesson Plan sheet available from the web site forms.htm
Objectives: *TLW read work, by, house, bear,andthree.
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 read work, by, house, bear,andthree.
Read page 3.
Important Terms for Reader 26
Talk Like the English Book
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader#26 p. 4-5, Manual page 228
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
For game ideas, see theAugust 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson26
Ten Minute Phonics
1/3 of the group time
Materials: Reader #26 p. 6-7, Tool Box Cards: Deck 23,and Deck 27, The Word House Book pages 20-21, Cupp Readers and Journal Writers Manual Part 1, p. 229-230.
Objective:
TLW recognize short and long vowels.
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 26, 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,c,d,
ELAKR3 a, b.c. d,e
ELAKR4 a,b
ELAKR5 a, b
ELAKR6 a-h
ELAKWL a-e
ELAKLSV a-i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #26, ThinkerBox Book Chapter 6pages 1-11
Teacher-made index cards for work,by,house,bear,and threeand Lesson Plan sheet available from the web site
forms.htm
Objectives: *TLW read work, by,house,bear,and three.
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-read work, by, house, bear,andthree.
The teacher then randomly calls on students to read the sentences on pages 1-11.
Discuss the pictures and story.
Important Terms for Reader 26
Talk Like the English Book
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader#26 p. 4-5, Manual page 228
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
For game ideas, see theAugust 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 26
Ten Minute Phonics
1/3 of the group time
Materials: Reader #26 p. 6-7, Tool Box Cards: Deck 23,and Deck 27, The Word House Book pages 20-21, Cupp Readers and Journal Writers Manual Part 1, p. 229-230.
Objective:
TLW recognize short and long vowels.
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: Reader26, 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,c,d,
ELAKR3 a, b.c. d,e
ELAKR4 a,b
ELAKR5 a, b
ELAKR6 a-h
ELAKWL a-e
ELAKLSV a-i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #26, ThinkerBox Book Chapter 6pages 1-11.
Teacher-made index cards for work,by,house,bear,and threeand Lesson Plan sheet available from the web site forms.htm
Objectives: *TLW read work, by,house,bear,and three.
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-read work, by, house, bear,andthree.
The teacher then randomly calls on students to read the sentences on pages 11-11.
Discuss the pictures and story.
Important Terms for Reader 26
Talk Like the English Book
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader#26 p. 4-5, Manual page 228
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will play Hop’n Pop. Record scores on the bottom of students’ readers.
For game ideas, see theAugust 2005 Online Newsletter:
August Newsletter.htm
Section C - Phonics Lesson 26
Ten Minute Phonics
1/3 of the group time
Materials: Reader #26 p. 6-7, Tool Box Cards: Deck 23,and Deck 27, The Word House Book pages 20-21, Cupp Readers and Journal Writers Manual Part 1, p. 229-230.
Objective:
TLW recognize short and long vowels.
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,c,d,
ELAKR3 a, b.c. d,e
ELAKR4 a,b
ELAKR5 a, b
ELAKR6 a-h
ELAKWL a-e
ELAKLSV a-i

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