Reader 59
Monday Tuesday Wednesday Thursday Friday
Dr. Cupp Readers & Journal Writers – Lesson Plans – Reader #59
*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 2 p. 233-234, Reader#59 p. 1, and ThinkerBox Book Chapter 11 pages 37-45.
Lesson Plan Sheet available from the web site:
Objectives: TLW read the sight words funny, very, carry, only, every, any, and pretty.
TLW read with fluency.
TLW answer comprehension questions.
Procedure: Introduce new sight words.Students will read page 1.
*If students are highly motivated, having fun and Catching Hop’n Pop within five days, do not make any changes. If changes are needed, reread the Oral Fluency and Comprehension section in the Teacher Manual beginning with Reader 1. Suggestions for previous Readers may be helpful at this time.
Oral Language Lesson for Reader 59p. 1
Refer to Manual p. 234 for higher order thinking and comprehension questions.
Important Terms
Retell, Sequence, and
Summarize
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader #59 p.4-5, Dr. Cupp Readers & Journal Writers Part 2, p. 233.
Objective: TLW read sight words with speed and accuracy.
See the August 2005 Online Newsletter for sight word game ideas:
August Newsletter.htm
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #59 p. 6-7, Manual p.235, Toolbox Decks 33, 34, 35, and 36.
Objective: TLW sound out words with c and g.
Teacher’s Note: The rule for this lesson is: When c or g is followed by an e,i, or y, then the cchanges to an/s/ sound and the g changes to a /j/ sound. If students know Short Vowels, Long Vowels, R-Controlled vowels and how to switch vowel sounds so the context MAKES SENSE, then students will not need a great deal of repetition for the c and g rule. If students have trouble sounding out words with c and g, then make a Card Deck for practice.
Procedure:
Introduce the c making the /s/ sound and the g making the /j/ sound.
The teacher writes the following on the board or chart paper:
c—e,i ,y,---/s/ cent, city, cycle
g—e,i ,y--/j/ gem, Ginger, gym
“When the c is followed by an e, i,ory, the c makes the /s/ sound.”
“When the g is followed by an e, i, or y,the g makes the /j/ sound.”
p. 7- Review and practice- Students should practice sounding out words with either Toolbox Card Decks or pages 6 and 7 in the reader.
Assessment- Page 6
The teacher will select two words with the c sounds and two words with the g sounds. Students will take turns sounding out words.
For other game ideas, the teacher may check the August 2005 Online Newsletter:
August Newsletter.htm
Independent Time for Reader #59
The teacher may select pages 8 and 9 of Reader 59. Suggested Writing Activity- Draw a picture of how Fox might look if they put him in a box. Write a story telling how Fox would feel if all the animals made him get in a box.
GPS Standards
ELA1R1 a, c
ELA1R2 c, e
ELA1R3 b, c, d, e, f, g, h
ELA1R4 a, b, c, d, e
ELA1R5 a
ELA1R6 a, b, c, d, f, g, h, i, l, m
ELA1W1 a, b, c, d, e, f, g, h,i, j,,l
ELA1SV1 a, b, c, d, e, f / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 2 p. 233-234, Reader#59 p. 2, and ThinkerBox Book Chapter 11 pages37-45.
Lesson Plan Sheet available from the web site:
Objectives: Objectives: TLW read the sight words funny, very, carry, only, every, any, and pretty.
TLW read sentences with fluency.
TLW self-correct reading errors.
TLW answers comprehension questions about story.
Procedure:
Review sight words.
Have children orally read p. 2 and play Beat the Tiger.
Have students answer comprehension questions at the bottom of the page.
Oral Language Lesson for Reader 59p. 2
Refer to Manual p. 234 for higher order thinking and comprehension questions.
Important Terms
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader #59 p.4-5, Dr. Cupp Readers & Journal Writers Part 2, p. 233.
Objective: TLW read sight words with speed and accuracy.
See the August 2005 Online Newsletter for sight word game ideas:
August Newsletter.htm
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #59 p. 6-7, Manual p.235, Toolbox Decks 33, 34, 35, and 36.
Objective: TLW sound out words with c and g.
Teacher’s Note: The rule for this lesson is: When c or g is followed by an e, i, or y, then the cchanges to an/s/ sound and the g changes to a /j/ sound. If students know Short Vowels, Long Vowels, R-Controlled vowels and how to switch vowel sounds so the context MAKES SENSE, then students will not need a great deal of repetition for the c and g rule. If students have trouble sounding out words with c and g, then make a Card Deck for practice.
Procedure:
Introduce the c making the /s/ sound and the g making the /j/ sound.
The teacher writes the following on the board or chart paper:
c—e ,i ,y,---/s/ cent, city, cycle
g—e ,i ,y--/j/ gem, Ginger, gym
“When the c is followed by an e, i, or y, the c makes the /s/ sound.”
“When the g is followed by an e, i, or y, the g makes the /j/ sound.”
p. 7- Review and practice- Students should practice sounding out words with either Toolbox Card Decks or pages 6 and 7 in the reader.
Assessment- Page 6
The teacher will select two words with the c sounds and two words with the g sounds. Students will take turns sounding out words.
For other game ideas, the teacher may check the August 2005 Online Newsletter:
August Newsletter.htm
Independent Time for Reader #59
The teacher may select pages 10 and 11 of Reader 59.
Suggested Writing Topic: The teacher will bring sample bottles to school. Students will read the labels on the bottles and discuss whether the contents of the bottles are dangerous. Students will design and draw their own bottles and write a list of ingredients that are in their bottles.
GPS Standards
ELA1R1 a, c
ELA1R2 c, e
ELA1R3 b, c, d, e, f, g, h
ELA1R4 a, b, c, d, e
ELA1R5 a
ELA1R6 a, b, c, d, f, g, h, i, l, m
ELA1W1 a, b, c, d, e, f, g, h,i, j,,l
ELA1SV1 a, b, c, d, e, f / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 2 p. 233-234, Reader#59 p. 3, and ThinkerBox Book Chapter 11 pages 37-45.
Lesson Plan Sheet available from the web site:
Objectives: Objectives: TLW read the sight words funny, very, carry, only, every, any, and pretty.
TLW read with fluency.
TLW answer comprehension questions.
Procedure:
Review sight words. Read the story on page 3.
Play Beat the Tiger.
Go over comprehension questions at the bottom of thepage.
Oral Language Lesson for Reader 59p. 3
Refer to Manual p. 234 for higher order thinking and comprehension questions.
Important Terms
Retell, Sequence, and
Summarize
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader #59 p.4-5, Dr. Cupp Readers & Journal Writers Part 2, p. 233.
Objective: TLW read sight words with speed and accuracy.
See the August 2005 Online Newsletter for sight word game ideas:
August Newsletter.htm
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #59 p. 6-7, Manual p.235, Toolbox Decks 33, 34, 35, and 36.
Objective: TLW sound out words with c and g.
Teacher’s Note: The rule for this lesson is: When c or g is followed by an e, i, or y, then the cchanges to an/s/ sound and the g changes to a /j/ sound. If students know Short Vowels, Long Vowels, R-Controlled vowels and how to switch vowel sounds so the context MAKES SENSE, then students will not need a great deal of repetition for the c and g rule. If students have trouble sounding out words with c and g, then make a Card Deck for practice.
Procedure:
Introduce the c making the /s/ sound and the g making the /j/ sound.
The teacher writes the following on the board or chart paper:
c—e ,i ,y,---/s/ cent, city, cycle
g—e ,i ,y--/j/ gem, Ginger, gym
“When the c is followed by an e, i, or y, the c makes the /s/ sound.”
“When the g is followed by an e, i, or y, the g makes the /j/ sound.”
p. 7- Review and practice- Students should practice sounding out words with either Toolbox Card Decks or pages 6 and 7 in the reader.
Assessment- Page 6
The teacher will select two words with the c sounds and two words with the g sounds. Students will take turns sounding out words.
For other game ideas, the teacher may check the August 2005 Online Newsletter:
August Newsletter.htm
Independent Time for Reader #59
The teacher may select p. 12 and 13 of Reader 59.
Suggested Writing Topic-Farmer Blue had the idea that they would put Fox in a box if he would not come to Blue Farm. Pretend you are a newspaper reporter and write a story for the newspaper telling about the capture of Fox.
GPS Standards
ELA1R1 a, c
ELA1R2 c, e
ELA1R3 b, c, d, e, f, g, h
ELA1R4 a, b, c, d, e
ELA1R5 a
ELA1R6 a, b, c, d, f, g, h, i, l, m
ELA1W1 a, b, c, d, e, f, g, h,i, j,,l
ELA1SV1 a, b, c, d, e, f / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 2 p. 233-234 Reader#59 and ThinkerBox Book Chapter 11 pages 37-45
Lesson Plan Sheet available from the web site:
htm
Objectives: Objectives: TLW read the sight words funny, very, carry, only, every, any, and pretty.
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 with comprehension.
Procedure:
Go over sight words.
The teacher then randomly calls on students to read the sentences on p.10-18 of ThinkerBox Chapter 10Discuss the pictures and story.
Important Terms
Retell, Sequence, and
Summarize
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader #59 p.4-5, Dr. Cupp Readers & Journal Writers Part 2, p. 233.
Objective: TLW read sight words with speed and accuracy.
See the August 2005 Online Newsletter for sight word game ideas:
August Newsletter.htm
Section C-Ten Minute Phonics
1/3 of the time
Materials: Reader #59 p. 6-7, Manual p.235, Toolbox Decks 33, 34, 35, and 36.
Objective: TLW sound out words with c and g.
.Teacher’s Note: The rule for this lesson is: When c or g is followed by an e, i, or y, then the cchanges to an/s/ sound and the g changes to a /j/ sound. If students know Short Vowels, Long Vowels, R-Controlled vowels and how to switch vowel sounds so the context MAKES SENSE, then students will not need a great deal of repetition for the c and g rule. If students have trouble sounding out words with c and g, then make a Card Deck for practice.
Procedure:
Introduce the c making the /s/ sound and the g making the /j/ sound.
The teacher writes the following on the board or chart paper:
c—e ,i ,y,---/s/ cent, city, cycle
g—e ,i ,y--/j/ gem, Ginger, gym
“When the c is followed by an e, i, or y, the c makes the /s/ sound.”
“When the g is followed by an e, i, or y, the g makes the /j/ sound.”
p. 7- Review and practice- Students should practice sounding out words with either Toolbox Card Decks or pages 6 and 7 in the reader.
Assessment- Page 6
The teacher will select two words with the c sounds and two words with the g sounds. Students will take turns sounding out words.
For other game ideas, the teacher may check the August 2005 Online Newsletter:
August Newsletter.htm
Independent Time for Reader #59
The teacher may select pages 14 and 15 of Reader 59.
Suggested Writing Topic: Farmer blue is calling out to Fox. Write a speech that Farmer Blue could give to the people in town to get them to help look for Fox.
GPS Standards
ELA1R1 a, c
ELA1R2 c, e
ELA1R3 b, c, d, e, f, g, h
ELA1R4 a, b, c, d, e
ELA1R5 a
ELA1R6 a, b, c, d, f, g, h, i, l, m
ELA1W1 a, b, c, d, e, f, g, h,i, j,,l
ELA1SV1 a, b, c, d, e, f / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers &
Journal Writers Part 2 p. 233-234 Reader #59, p. 16 Assessment
Lesson Plan Sheet available from the web site:
htm
Objective: TLW select words from the word box to complete the sentence.
Procedure:
Students will do page 16 independently.
Page 16 provides the comprehension assessment for pages 1-3.
Important Terms
Retell, Sequence, and
Summarize
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader #59 p.4-5, Dr. Cupp Readers & Journal Writers Part 2, p. 233.
Objective: TLW read sight words with speed and accuracy.
See the August 2005 Online Newsletter for sight word game ideas:
August Newsletter.htm
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #59 p. 6-7, Manual p.235, Toolbox Decks 33, 34, 35, and 36.
Objective: TLW sound out words with c and g.
Teacher’s Note: The rule for this lesson is: When c or g is followed by an e, i, or y, then the cchanges to an/s/ sound and the g changes to a /j/ sound. If students know Short Vowels, Long Vowels, R-Controlled vowels and how to switch vowel sounds so the context MAKES SENSE, then students will not need a great deal of repetition for the c and g rule. If students have trouble sounding out words with c and g, then make a Card Deck for practice.
Procedure:
Introduce the c making the /s/ sound and the g making the /j/ sound.
The teacher writes the following on the board or chart paper:
c—e ,i ,y,---/s/ cent, city, cycle
g—e ,i ,y--/j/ gem, Ginger, gym
“When the c is followed by an e, i, or y, the c makes the /s/ sound.”
“When the g is followed by an e, i, or y, the g makes the /j/ sound.”
p. 7- Review and practice- Students should practice sounding out words with either Toolbox Card Decks or pages 6 and 7 in the reader.
Assessment- Page 6
The teacher will select two words with the c sounds and two words with the g sounds. Students will take turns sounding out words.
For other game ideas, the teacher may check the August 2005 Online Newsletter:
August Newsletter.htm
Independent Time for Reader#59 Group
Teacher-selected activity.
The teacher may decide to do a journal writing or vocabulary building activity.
GPS Standards
ELA1R1 a, c
ELA1R2 c, e
ELA1R3 b, c, d, e, f, g, h
ELA1R4 a, b, c, d, e
ELA1R5 a
ELA1R6 a, b, c, d, f, g, h, i, l, m
ELA1W1 a, b, c, d, e, f, g, h,i, j,,l
ELA1SV1 a, b, c, d, e, f
1