September 16-20, 2013

Monday---Unit 18

Lesson 1 Skill –tch

Students will learn the digraph –tch has a place value.

Students will read words with –tch.

Students will spell words with –tch.

Teacher will display (ch) and (-tch) to the students. Teacher will ask the students what do they know about these symbols. Teacher will tell students that the letter (t) is silent and sits next to a short vowel.

Teacher will display words and sentences on page 18-5. Teacher and students will read words and sentences together in class. Students will write words and sentences on paper.

Teacher and students will skywrite –tch and say the (ch) sound. Students will write it down on paper while saying the letter names and sound.

Spelling: 1) Spell tabs. Teacher will say a word and students will use finger spelling process to spell and write the word on paper.

2)Sentence Dictation: The van is stuck in a ditch.

When spelling the /ch/ sound is usually spelled (-tch) after a short vowel in a one-syllable word. Example: match

Teacher will tell the students there are four exceptions to this rule and those four words are: much, such, rich, which.

Sentence Dictation: 1. Ping-pong is such fun. 2. Which dog is yours? 3. You are rich if you have lots of cash. 4. Much of the mess is in the den.

Oral Reading BK Story: What Do You Think?

Spelling List: catch, stitch, pitch, stretch, patch, fetch, such, much, rich, which

Tuesday---Unit 18

Lesson 2 Skill: Common Endings (suffixes) –s, -es

Students will learn suffixes add meaning to the base word.

Students will learn to read words ending in –s or –es.

Students will learn to spell words ending in –s or –es.

Teacher will display: cat, dish, dog, match, pan, box, path, glass. Students will read words along with the teacher. These words are singular. Singular means one or single. The word means one cat, one dog, one path etc. Example: The cat ran.

To make these words mean more than one add an (-s). An (-s) makes them plural. Plural means more than one. Cats, dogs, pans, paths Example: The pans are in the sack.

Teacher will tell the students to make the words in /s/, /x/, /ch/, /sh/, or /z/ you will need to add (-es) to the ending of the word to make them plural.

Example: dishes, glasses, boxes, matches

  1. Six of the dishes have bad chips.
  2. The glasses are pink.
  3. The boxes are in the closet.

Students will complete student practice sheet page 18-11.

Oral Reading: BK Story: Mitch

Spelling List: catch, stitch, pitch, stretch, patch, fetch, such, much, rich, which

Wednesday---Unit 18

Lesson 2

Students will understand subject predicate agreement.

Teacher will display the following sentence. The frog jumps.

Students read the sentence with the teacher. The sentence is about one frog. The action of that frog is jumps. When one person or thing (subject) acts the action word adds an (-s) to show the singular subject (person or thing doing the action).

Example: (-s) for singular subject

  1. The boy runs.
  2. The cup cracks.
  3. The branch bends.

Display the following sentence. The frogs jump. Students read the sentence with the teacher. This sentence is about frogs. The subject is plural. The action of the frogs is jump. Nothing is added to the action word.

Example: (-s) for plural subject

  1. The pans fall.
  2. The chicks cluck.
  3. The branches bend.
  4. The cups crack.

Students will complete student practice sheet page 18-15.

Spelling List: catch, stitch, pitch, stretch, patch, fetch, such, much, rich, which

Thursday--- Unit 18

Lesson 2

Students will learn to spell words with plural endings.

Teacher will model for students how to spell words with plural endings. 1. Teacher will say the word. 2. Teacher puts the word in a sentence. 3. Teacher says word while throwing it out to the students. 4. Students repeat word while catching base word in fist and holding up the thumb of the opposite hand for the suffix. 5. Students finger spell base word and sweep base word and suffix together to say word.

Spell Tabs—Words for Dictation

  1. jumps The deer jumps over the fence.
  2. chicks Baby chicks are fluffy.
  3. helps Tim helps his little sister put on her hat.
  4. stretches The little bird stretches its neck to reach the worm.

Sentences for Dictation:

  1. Buzz helps chop logs.
  2. Ducks quack.
  3. The dog fetches the stick.
  4. Beth lifts the boxes off the top shelf.

Oral Reading: The Pet Shop Trip page 18-19

Students will help Liz name the kitten. Students will draw a picture of Liz’s kitten with their name for it under the picture.

Jewel Box-Treasure Chest Student Practice Sheet page 18-23. Students will read the words and sentences together in class.

Spelling List: catch, stitch, pitch, stretch, patch, fetch, such, much, rich, which

Friday---Lexia Reading Lab (9:00-9:45)

Spelling Test over the following words: catch, stitch, pitch, stretch, patch, fetch, such, much, rich, which

Unit 18 Mastery Test Skill -tch