Monday Unit 21 Lesson 1: Final Magic E
Project Read April 8-12
Monday--- Unit 21 Lesson 1: Final Magic e
Teacher will display the word he with the straight diacritical mark for the long vowel above the vowel and ask why is that mark above the vowel? The vowel represents the long vowel sound. Why does the vowel represent the long vowel sound? A single vowel ends the word.
In this lesson you will study a second condition that causes a long vowel sound. It is the final magic e.
Teacher will display the final silent magic e, page 21-3. The final silent magic e hangs around at the end of words. Show with the word cake, drawing a line through the e and making magic marks around the e.
The magic e never says a word. That is why it has a silent line across it.
The magic e performs its magic by jumping over one consonant and through its magic power making the vowel say its long sound.
Remember: The magic e can only jump over one consonant sound. Examples: cake, make
Teacher recites the following poem with body language and then students will do so:
Magic e
I’m the magic e (pretend to hold up magic wand)
I hang around at the ends of words (draw dash – in the air)
And never make a peep. (put finger across mouth)
But oh the magic I perform, (draw imaginary sparkles in air)
When over one consonant I leap (hold up one finger and leap in the air)
To make the long vowel speak. (draw long line------)
Teacher will place worksheet 21-7 under the document camera. Class will discuss the magic e and how it does not make a sound but jumps over the consonant in front of it to make the vowel in front of that say its name. Class will read all words on the worksheet.
Teacher will place the story, “A Bike Trip” under the document camera and students will reread and discuss the story. Oral readers will read. Teacher will also ask students to close their eyes and picture the story while she reads the story. Students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz in case they need to look something up. After work time on the quiz, teacher will take up the quizzes and students will discuss by using the story what answers that they should have marked on the quiz.
Students will complete a spelling assessment over the following words: note, joke, chase, stove, mile, home, slide, lake, close, skate.
Teacher will place the story, “A Joke on Pete” under the document camera. Teacher will point out the magic e words in the story and will cross out the e to show that it doesn’t make a sound, and put magic marks around the e to show that it performs the magic when it jumps over the consonant sound in front of it to make the vowel in front of that say its name long vowel sound. An arrow will also be drawn to show the magic that the e does. This will be done with the other magic e words in the story. Class will do the same with the magic e words in the story. The magic e words will be read as they are marked. Then the class will read and discuss the story. This story will be sent home for reading homework.
Tuesday---Unit 21 Lesson 1: Final Magic e
Teacher will display the word he with the straight diacritical mark for the long vowel above the vowel and ask why is that mark above the vowel? The vowel represents the long vowel sound. Why does the vowel represent the long vowel sound? A single vowel ends the word.
In this lesson you will study a second condition that causes a long vowel sound. It is the final magic e.
Teacher will display the final silent magic e, page 21-3. The final silent magic e hangs around at the end of words. Show with the word cake, drawing a line through the e and making magic marks around the e.
The magic e never says a word. That is why it has a silent line across it.
The magic e performs its magic by jumping over one consonant and through its magic power making the vowel say its long sound.
Remember: The magic e can only jump over one consonant sound. Examples: cake, make
Teacher recites the following poem with body language and then students will do so:
Magic e
I’m the magic e (pretend to hold up magic wand)
I hang around at the ends of words (draw dash – in the air)
And never make a peep. (put finger across mouth)
But oh the magic I perform, (draw imaginary sparkles in air)
When over one consonant I leap (hold up one finger and leap in the air)
To make the long vowel speak. (draw long line------)
Teacher will place worksheet 21-7 under the document camera. Class will discuss the magic e and how it does not make a sound but jumps over the consonant in front of it to make the vowel in front of that say its name. Class will read all words on the worksheet.
Teacher will place the story, “A Joke on Pete” under the document camera and students will reread and discuss the story. Oral readers will read. Teacher will also ask students to close their eyes and picture the story while she reads the story. Students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz in case they need to look something up. After work time on the quiz, teacher will take up the quizzes and students will discuss by using the story what answers that they should have marked on the quiz.
Teacher will place the story, “A Close Game” under the document camera. Teacher will point out the magic e words in the story and will cross out the e to show that it doesn’t make a sound, and put magic marks around the e to show that it performs the magic when it jumps over the consonant sound in front of it to make the vowel in front of that say its name long vowel sound. An arrow will also be drawn to show the magic that the e does. This will be done with the other magic e words in the story. Class will do the same with the magic e words in the story. The magic e words will be read as they are marked. Then the class will read and discuss the story. This story will be sent home for reading homework.
Wednesday--- Unit 21 Lesson 1: Final Magic e, Lesson 2: Red word here
Teacher will display the word he with the straight diacritical mark for the long vowel above the vowel and ask why is that mark above the vowel? The vowel represents the long vowel sound. Why does the vowel represent the long vowel sound? A single vowel ends the word.
In this lesson you will study a second condition that causes a long vowel sound. It is the final magic e.
Teacher will display the final silent magic e, page 21-3. The final silent magic e hangs around at the end of words. Show with the word cake, drawing a line through the e and making magic marks around the e.
The magic e never says a word. That is why it has a silent line across it.
The magic e performs its magic by jumping over one consonant and through its magic power making the vowel say its long sound.
Remember: The magic e can only jump over one consonant sound. Examples: cake, make
Teacher recites the following poem with body language and then students will do so:
Magic e
I’m the magic e (pretend to hold up magic wand)
I hang around at the ends of words (draw dash – in the air)
And never make a peep. (put finger across mouth)
But oh the magic I perform, (draw imaginary sparkles in air)
When over one consonant I leap (hold up one finger and leap in the air)
To make the long vowel speak. (draw long line------)
Teacher will place worksheet 21-7 under the document camera. Class will discuss the magic e and how it does not make a sound but jumps over the consonant in front of it to make the vowel in front of that say its name. Class will read all words on the worksheet.
Teacher will place the story, “A Close Game” under the document camera and students will reread and discuss the story. Oral readers will read. Teacher will also ask students to close their eyes and picture the story while she reads the story. Students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz in case they need to look something up. After work time on the quiz, teacher will take up the quizzes and students will discuss by using the story what answers that they should have marked on the quiz.
Lesson 2: Red word here
Teacher will point out red words here, from, give, and live in the blue pocket chart and ask, “Why are these 4 words printed in red?” They are words that do not follow the sound symbol system. Teacher will place the red word here under the document camera and will write the following sentences on the Activ board or on notebook paper and display: 1. When will Dad be here? 2. Here is your bike.
Class will arm tap and sweep the red word here 5 times and then read the displayed sentences.
Teacher will place the story, “A Swell Spot” under the document camera. Class will read and discuss the story. This story will be sent home for reading homework.
Thursday---Unit 21 Lesson 1: Magic e, Lesson 2: Red words here, from
Class will review what magic e does with page 21-3 under the document camera. It doesn’t make a sound, note the slash through the e. It performs magic, note the magic marks around the e. It jumps over the consonant sound in front of it to make the vowel in front of that say its name.
Teacher will place worksheet 21-7 under the document camera. Students will practice reading the magic e words.
Lesson 2: Red word here
Teacher will point out red words here, from, give, and live in the blue pocket chart and ask, “Why are these 4 words printed in red?” They are words that do not follow the sound symbol system. Teacher will place the red word here under the document camera and class will arm tap and sweep the word 5 times. Then class will practice reading the following sentences on notebook paper that the teacher will place under the document camera: 1. When will Dad be here? 2. Here is your bike.
Sentence Dictation: Teacher will ask students to head a piece of notebook paper with Dictation at the top, and name and date underneath. Teacher will dictate the following sentence and students will repeat, count the number of words, and write the sentence. Finger blending for phonetic words and arm tapping for red sight words may be used by students during dictation. After students have the sentence written, class will discuss and check/correct their work. Your bike is here.
Teacher will place the story, “A Swell Spot” under the document camera. Class will reread and discuss the story. Oral readers will read. Then teacher will ask students to close their eyes and picture the story as she reads the story. Teacher will leave the story under the document camera as students complete a short comprehension quiz over the story. During the quiz, students may look up answers as needed in the story. After the quizzes are taken up, class will discuss, using the story, what answers that they should have marked on the quiz.
Lesson 2: Red word from
Teacher will display the red word from under the document camera. Students will arm tap and sweep the word from 5 times. Then teacher will write the following sentences on notebook paper and display also under the document camera and students will practice reading:
- Who is that letter from?
- The frog jumps from rock to rock.
Teacher will place the story, “From?” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.
Friday--- Unit 21 Lesson 1: Magic e, Lesson 2: Red words here, from
Class will review what magic e does with page 21-3 under the document camera. It doesn’t make a sound, note the slash through the e. It performs magic, note the magic marks around the e. It jumps over the consonant sound in front of it to make the vowel in front of that say its name.
Teacher will place worksheet 21-7 under the document camera. Students will practice reading the magic e words.
Lesson 2: Red word here
Teacher will point out red words here, from, give, and live in the blue pocket chart and ask, “Why are these 4 words printed in red?” They are words that do not follow the sound symbol system. Teacher will place the red word here under the document camera and class will arm tap and sweep the word
5 times. Then class will practice reading the following sentences on notebook paper that the teacher will place under the document camera: 1. When will Dad be here? 2. Here is your bike.
Lesson 2: Red word from
Teacher will display the red word from under the document camera. Students will arm tap and sweep the word from 5 times. Then teacher will write the following sentences on notebook paper and display also under the document camera and students will practice reading:
- Who is that letter from?
- The frog jumps from rock to rock.
Sentence Dictation: Teacher will ask students to head a piece of notebook paper with Dictation at the top, and name and date underneath. Teacher will dictate the following sentence and students will repeat, count the number of words, and write the sentence. Finger blending for phonetic words and arm tapping for red sight words may be used by students during dictation. After students have the sentence written, class will discuss and check/correct their work. The note is from Kit.
Teacher will place the story, “From?” under the document camera. Students will practice reading and discussing the story. Oral readers will read. Then teacher will ask students to close their eyes and picture the story as she reads the story. Teacher will leave the story under the document camera as students complete a short comprehension quiz over the story. During the quiz, students may look up answers as needed in the story. After the quizzes are taken up, class will discuss, using the story, what answers that they should have marked on the quiz.
Students will complete a spelling assessment over the following words: 1. ate 2. game 3. bike 4. rope 5. hope 6. broke 7. use 8. cute 9. here 10. from