Project Read Apr. 18-22
Monday---Unit 16 Lesson 2 Skill: Phonetically irregular word were
Teacher will display the red word were and ask students what kind of word is this? Red word
- Listen as I read this sentence that starts with the new red word. Were you with Jack?
- Were means that something has already happened.
- Were can be a question word.
- Listen to this sentence with were in it: The kids were sitting in Bill’s truck.
Class will practice tapping letter names on arm.
Teacher will place story, “The Black Angus Ranch” under the document camera. Class will practice reading and discussing the story a couple of times. This story will be sent home for reading homework.
Dictation sentences: Class will set up a piece of notebook paper with Dictation on top line and name and date on 2nd line. Teacher will dictate the following sentences one at a time. Students will repeat the sentence and count the number of words in the sentence. Class will write one word at a time in the sentence using finger spelling for phonetic words and arm tapping for sight words if needed. Afterward, class will check work and make corrections if needed. Teacher will keep 2 students’ papers for formative assessment notebook.
- Were the chicks in the shed?
- The pans were hot.
Teacher will place worksheet 16-19 under the document camera. Class will practice reading a couple of times. This worksheet will also be sent home for reading homework.
Tuesday---Unit 16 completion and Unit 17 Lesson 1
Teacher will place worksheet 16-19 under the document camera and students will practice reading a couple of times.
Teacher will then place the story, “The Black Angus Ranch” under the document camera. Class will practice choral and popcorn reading and discussing the story, and then complete a short comprehension quiz over the story.
Students will then complete Unit 16 Assessment: writing consonant clusters, spelling words, and dictation sentences.
Unit 17 Lesson 1: Final consonant blend –st
Teacher will tell students that in this lesson that they will learn about ending blends and place the following ending blends on the board: -st, -sk, -sp, -nt, -nd, -mp. There are 13 ending blends. In this lesson you will work with only 6 of them. The first 3 start with s. Teacher will write up –st. Say it with me: “dash, s, t, /st/.”
Teacher tells students that you hear it in the word past. Teacher will place the word on the board and class will finger blend word and sweep sounds.
Students will practice skywriting –st (dash, s, t, /st/).
Teacher will place worksheet 17-5 (-st words) under the document camera and students will practice finger spelling and tap and sweeping words. This worksheet will be sent home for reading homework.
Teacher will place the story, “Hot Cross Buns” under the document camera. Students will practice reading and discussing the story a couple of times. This story will also be sent home for reading homework.
Wednesday---Unit 17 Lesson 1: Final consonant blends
Review –st and teach –sk
Class will practice skywriting final consonant blend –st.
Teacher will place worksheet 17-5 (-st words) under the document camera. Students will practice finger spelling and sweeping sounds on the words a couple of times.
Teacher will place the story, “Hot Cross Buns” under the document camera. Students will practice choral and popcorn reading and discussing the story a couple of times, and then complete a short comprehension quiz over the story.
Teacher will write –sk on the board and tell students say it with me: dash, s,k, /sk/. You hear it in the word desk. Teacher will write this word up and students will practice finger spelling and sweeping sounds on this word. Students will practice skywriting –sk.
Teacher will place worksheet 17-7 (-sk words) under document camera. Students will practice finger spelling and sweeping sounds with these words a couple of times. This worksheet will be sent home for reading homework.
Teacher will place story, “Ask Mr. Best” under the document camera. Students will practice reading and discussing the story a couple of times, using finger spelling for phonetic words and arm tapping for sight words if needed. This story will also be sent home for reading homework.
Thursday---Unit 17 Lesson 1: Final consonant blends
Review –st, -sk, and teach –sp
Class will practice skywriting final consonant blends –st and –sk.
Teacher will place worksheet 17-5 (-st words) under the document camera. Students will practice finger spelling and sweeping sounds on the words a couple of times.
Teacher will place worksheet 17-7 (-sk words) under the document camera. Students will practice finger spelling and sweeping sounds on the words a couple of times.
Teacher will place the story, “Ask Mr. Best” under the document camera. Students will practice choral and popcorn reading and discussing the story a couple of times, and then complete a short comprehension quiz over the story.
Teacher will write –sp on the board and tell students say it with me: dash, s,p, /sp/. You hear it in the word crisp. Teacher will write this word up and students will practice finger spelling and sweeping sounds on this word. Students will practice skywriting –sp.
Teacher will place worksheet 17-9 (-sp words) under the document camera. Students will practice finger spelling and sweeping sounds on the words a couple of times. This worksheet will be sent home for reading homework.
Teacher will also place the story, “It’s a Musk Hog” under the document camera. Students will practice reading and discussing the story a couple of times using finger spelling for phonetic words and arm tapping for sight words if needed. This story will also be sent home for reading homework.
Friday--- Unit 17 Lesson 1: Final consonant blends
Review –st, -sk, -sp
Class will practice skywriting final consonant blends –st, –sk, and -sp.
Teacher will place worksheet 17-5 (-st words) under the document camera. Students will practice finger spelling and sweeping sounds on the words a couple of times.
Teacher will place worksheet 17-7 (-sk words) under the document camera. Students will practice finger spelling and sweeping sounds on the words a couple of times.
Teacher will place worksheet 17-9 (-sp words) under the document camera. Students will practice finger spelling and sweeping sounds on the words a couple of times.
Teacher will place the story, “It’s a Musk Hog” under the document camera. Students will practice choral and popcorn reading and discussing the story a couple of times, and then complete a short comprehension quiz over the story.
Students will complete a spelling test over the following words: fast, rust, chest, list, frost, mask, desk, risk, gasp, crisp.