Saxon Phonics and Spelling, Grade 1G1, L39

<start overview page>

<set banner>

LESSON 39 Overview <set orange>

<begin sidebar>

[tab] PROGRAM FOUNDATIONS

Tools and Coding Rules <set blue>

Vowel Rule vc|cv’

Divide words into syllables, code vowels, and place an accent mark on the accented syllable.

Pronunciation rules

When words follow the vccv pattern, the first syllable is usually accented. If the word does not sound right, try accenting the second syllable.

Continual Review <set black>

Review Concepts

  • Accent
  • Accent Mark
  • Syllable
  • Syllable Rule vc’|cv

<start DI>

header] Differentiated Instruction

English Language Learners <set green>

In Polish, the accent always falls on the penultimate syllable. In English, accent patterns vary. English language learners may need additional practice with words that follow the less common vc|cv’ pattern. Provide opportunities for children to use these words in sentences and other oral practice.

<end DI>

The Rule vc|cv’ <set blue>

<set table>

NEW INCREMENT

Created by BKPage 1 of 14

Created on 2/6/09 10:13 AM

Saxon Phonics and Spelling, Grade 1G1, L39

Phonics

Spelling

Sight Words

Created by BKPage 1 of 14

Created on 2/6/09 10:13 AM

Saxon Phonics and Spelling, Grade 1G1, L39

vc|cv’ rule where

Objectives <set orange>

Children will:

  • practice onset and rime segmentation
  • practice alphabetical order.
  • review syllable rule vc’|cv
  • read and spell words that follow the rule vc|cv’
  • read the sight word where.

Materials <set orange>

Created by BKPage 1 of 14

Created on 2/6/09 10:13 AM

Saxon Phonics and Spelling, Grade 1G1, L39

  • Whiteboards and Markers
  • Review Decks
  • Classroom Sight Word Evaluation Form
  • Listen-Say Audio CD
  • Student Spelling and Reference Dictionary
  • Syllable Division Cards 2
  • Sight Word Card 25
  • Worksheet 39
  • Interactive Decodable Reader 12
  • Decodable Readers Tracking Chart
  • Student Interactive Online

Optional <set orange>

  • Online Planner
  • Learning Palettes and Cards

Created by BKPage 1 of 14

Created on 2/6/09 10:13 AM

Saxon Phonics and Spelling, Grade 1G1, L39

…………………………………………………………………………………………

Literature Connection

You may wish to use the following book to introduce or reinforce the rule vc|cv’.

Arturo’s Baton! by Syd Hoff

When a famous conductor loses his baton, he has trouble conducting the orchestra.

<end overview page>

<begin at-a-glance page>

<set banner >

LESSON 39 At-a-Glance <set orange>

<set left column>

STEP

1

Warm-Up

<set right column>

  • Segment and delete initial blends in the following words:

blue (/oo/)stick (/ik/)green (/en/)plan (/an/)

slice (/is/)frog (/og/)print (/int/)

  • Practice determining which letters come before or after a chosen letter in the alphabet.
  • Review Letter, Picture, Sight Word and Affix Decks.
  • Whiteboards and Markers—review spelling for /w/, /b/, /z/, /o/, /i/, /m/, /g/, /a/, /r/, /h/. Have children spell went and must.

<set left column>

STEP

2

New Increment

  • The Rule vc|cv’
  • Sight Word where

<set right column>

  • Use the song “No Baseball Game” on the Listen-Say Audio CD to introduce the rule vc|cv’.
  • Review coding for the rule vc’|cv.
  • Model coding for the rule vc|cv’ using until.
  • Introduce Syllable Wall Card 2 (vccv).
  • Introduce sight word where.

<set left column>

<set step icon>

STEP

3

Practice and Continual Review

  • Guided Practice

<set right column>

  • Have children code the following words:

suspect <coding TK>disgust <coding TK>

  • Worksheet 39—Have children spell the following words:

1.upset2.submit

  • Have children code and read the words for items 3-5. Then, have them draw a line matching the picture with the correct word.

3. unless coding TK4. affect coding TK 5. discuss coding TK

  • Have children read the sentence and answer the question.

6.Mom spilled the milk.

<set left column>

<set step icon>

STEP

4

Application: Interactive Decodable Reader

  • Read Interactive Decodable Reader 12 (The Twins Swim) and recognize fantasy vs. reality.

<set left column>

<set step icon>

STEP

5

School/Home Reinforcement

  • Independent Practice

<set right column>

  • Homework 39—Tell children how to complete the page: For item 1, read the sentences and fill in the blank. For item 2, color the words with the consonant digraphs as follows: th-red, nk-green, ng-yellow. Read the sight words aloud to an adult.
  • Send Homework 39 home with children.

<end at-a-glance page>

<begin main lesson page >

<set banner>

LESSON 39 The Rule vc|cv’ <set blue>

<set step icon>

STEP

1

Warm-Up

Phonological/Phonemic Awareness

Echo the word blue. blue

What is the initial blend in blue? /bl/

Say it without the initial blend. /oo/ <set macron>

 Repeat with the following words:

stick (/ik/)green (/en/)plan (/an/)slice (/is/)frog (/og/)print (/int/)

Alphabet Review

Let’s word with before and after.

I’ll name a letter. Then I’ll ask one of you to say a letter that comes before or after that letter.

 Call on children, varying the request for letters that come before or after until each child has had a turn.

<set DI in sidebar>

<start DI>

header] Differentiated Instruction

Struggling Learners <set green>

Encourage children to use their alphabet strips.

<end DI>

<set review deck icon right hand side>

Daily Letter and Sound Review

  • Quickly Review the Letter, Picture, Sight Word, and Affix Decks.

Using results from the Classroom Sight Word Evaluation Form, select individual children to spell any sight words they have not yet mastered.

<set whiteboard and marker icon right hand side>

Spelling Review

  • Distribute Whiteboards and Markers.

Quickly review the following ten sounds. Children should echo each sound, name all the letters they have learned that stand for it, and write the letters on their Whiteboard.

  1. /w/w
  2. /b/b
  3. /z/z, s
  4. /o/o <set macron over /o/>
  5. /i/i <set macron over /i/>
  6. /m/m
  7. /g/ g
  8. /a/ a <set breve over /a/>
  9. /r/r
  10. /h/h

 Have children spell the following words on the Whiteboard:

wentmust

 Spell the words aloud after children write them so that children can check and correct their word immediately.

<set DI in sidebar>

<start DI>

header] Differentiated Instruction

Struggling Learners <set green>

If children need help, segment the word into phonemes and have children name the letter or letters that stand for each sound.

<end DI>

<set step icon>

STEP

2

New Increment

<set CD icon, right side of page>

The Rule vc|cv’ <set orange>

  • Use the song “No Baseball Game” from the Listen-Say Audio CD to introduce the rule vc|cv’

No Baseball Game

I admit I am upset that

there’s no baseball game today.

It is raining.

Oh, it’s pouring.

There’s no way we’ll

get to play.

I confess I’m quite upset that

there’s no baseball game today.

I suspect un-

til next weekend

there’s no way we’ll

get to play.

Now let’s use a word from the song to learn a new rule.

Say the word as you write it on the board.

Write the following on the board:

<set board treatment>

until

How should I code this word?

Code the word as children instruct.

<set board treatment>

un|til

vc|cv

<coding TK>

Who can read this word the way it is coded?various answers

If necessary, say the word to emphasize the accent on the first syllable.

Do we say un’|til?no

Let’s say this word together: until. The accent is on the second syllable, isn’t it?

Move the accent to the second syllable.

<set board treatment>

un|til’

vc|cv

<coding TK>

Just remember, when you see a word that follows the vccv pattern you should try to accent the first syllable first, because most words follow this pattern

If the word doesn’t sound right, try the accent on the second syllable to see if that helps.

Turn to page 64 in your Student Spelling Dictionary and Reference Booklet.

Make sure children turn to the correct page.

  • Show Syllable Division Wall Card 2.

This shows us both of the vccv syllable division patterns we will use this year.

Dividing big words makes them easier to read.

Post the wall card where children can easily see it. Encourage them to refer to the wall card or their reference booklets when they need help.

Let’s review some coding. Who can remember how we code digraph ck?

Write the following on the board (without coding). Select children to code the words, read them, and use them in sentences. If necessary, remind children to box the suffixes first.

<set board treatment>

stockdock

The flock is pecking at the sand.

<coding TK>

Leave the coded words on the board for the remainder of the lesson.

Sight Words <set orange>

 Introduce the sight word where and ask children to use the word in a sentence. Then have children turn to page 47 in their Student Spelling Dictionary and Reference Booklet and check off the word.

Show Sight Word Card 25, and have children read the word.

<set card mini on right hand side>

Add the new card to the Sight Word Deck.

<set step icon>

STEP

3

Practice and Continual Review

Boardwork <set orange>

 Have children practice coding words like those on today’s worksheet.

<set board treatment>

suspect <coding tk>disgust <coding tk>

<set sidebar note>

Remind children to use their Student Spelling Dictionary and Reference Booklet or the Wall Cards if they need help coding.

<end sidebar note>

Guided Practice <set orange>

  • Distribute Worksheet 39

Let’s practice spelling words with the vccv rule that you learned today.

  • Have children spell the following words. Spell each word aloud after children write it so they can check their word immediately.

1. upset2. submit

<set struggling learners box in sidebar>

<start DI>

header] Differentiated Instruction

Struggling Learners <set green>

Segment each word as you say it aloud so that children can hear the individual sounds. Have children name and write the letter or letters that stand for each sound.

<end DI>

 Have children code and read the words for items 3-5. Then, have draw a line matching the picture to the correct word.

unlessaffectdiscuss

<coding TK in pink>

<set advanced learners box in sidebar>

<start DI>

header] Differentiated Instruction

Advanced Learners <set green>

Have advanced learners make up sentences telling what the people are discussing.

<end DI>

 For item 6, have children read the sentence and answer the question.

Mom spilled the milk.

<begin sidebar note>

Always check each child’s worksheet and have him/her correct it before sending it home. Worksheets should not be graded.

<end sidebar note>

<set step icon>

STEP

4

Application: Interactive Decodable Reader

  • Distribute Interactive Decodable reader 12 (The Twins Swim)

Before Reading

 Introduce the book, inviting children to read the title aloud.

 Have children preview the book and predict what the story is about.

 Discuss, based on the pictures, whether this story is fantasy or realistic.

During Reading

 Have children attempt an independent reading of The Twins Swim. Circulate as children read, monitoring fluency, comprehension and accuracy.

<begin sidebar note>

Comprehension Strategy <set orange>

Fantasy vs. Reality During reading, stop to ask questions about fantasy vs. reality. What elements of the story are realistic? What elements are fantasy? For example:

What parts of this story are realistic?

Do you think this story really happened?

After Reading

 Discuss the book. Use these questions from the back of the reader to check children’s comprehension.

TK

Phonics Reinforcement

  • Have children use a red crayon to underline all words with the letter w. Have children use a red crayon to circle all words with w blends.

Have children use a blue crayon to underline all words with the rule vc|cv’. Have use a blue crayon to circle the sight words want, was, and where.

 Allow children to color the readers.

<set struggling learners box in sidebar>

<start DI>

header] Differentiated Instruction

Struggling Learners <set green>

Pair children with on-level or advanced learners for the annotation activities.

<end DI>

<start sidebar note>

 Use the Decodable Readers Tracking Charts to maintain records of which readers are ready to be sent home and which should remain in class for more practice.

<end sidebar note>

<set step icon>

STEP

5

School/Home Reinforcement

Independent Practice <set orange>

  • Have children turn over their worksheet to find Homework 39.

Tell children how to complete the page: For item 1, read the sentences and fill in the blank. For item 2, color the words with the consonant digraphs as follows: th-red, nk-green, ng-yellow. Read the sight words aloud to an adult.

 Send Homework 39 home with children.

<begin sidebar note>

See page xxx of Teacher’s Manual volume 1 for answers

………………………………………………………………………………………………Always check children’s work as soon as possible, and have children correct any mistakes right away. Practice activities should not be graded.

<end sidebar note>

<set banner, blue>

LESSON 39 Answer Key

Worksheet 39Homework 39

<set mini of worksheet 39<set mini of Homework 39>

<end main lesson page>

<begin worksheet 33>

Lesson 39

Name______

vc|cv’

Created by BKPage 1 of 14

Created on 2/6/09 10:13 AM

Saxon Phonics and Spelling, Grade 1G1, L39

1. <insert triple track WOL>2. <insert triple track WOL>

3. unless

4.affect<pic of 2 people

talking>

5. discuss

6. Mom spilled the milk on me.

What did Mom spill?

<milk

<insert triple track WOL> X2 pic>

<end worksheet 39>

<begin homework 39>

<start parent letter box>

Dear Parent/Guardian:

Today your child learned that some two-syllable words are accented on the second syllable. Your child also learned the sight word where. Please have your child read he sentence and fill in the blank for item 1. rest TK

<end parent letter box>

  1. I admit that I helped Beth.

Beth had _____.

O Beth

O help

O rabbit

2.

<insert option 14>

see scrap

th = rednk = greenng = yellow

doesgoessomecometheir

<end homework 39>

Created by BKPage 1 of 14

Created on 2/6/09 10:13 AM