My Homeroom
Monday
Common Core Standards: L.2.1, and L.2.1e
· Students will review adjectives that describe how something looks, sounds, tastes, smells or feels. They will; read phrase and circle the adjective in each one. They will also think of their own adjectives to complete each sentence.
(Homework: We will be doing an activity sheet and if students don’t get finished in class it will be homework.)
Tuesday
Common Core Standards: L.2.1, and L.2.1e
· Students will review the different kinds of adjectives and prepare to take a test tomorrow on describing words.
Wednesday
· Students will take a test on adjectives
Thursday
Common Core Standards: L.2.1, and L.2.1e
· Students will be introduced to verbs. I will show examples of different verbs in sentences. They will read several sentences and underline the verbs in blue. They will also review nouns by underlining the nouns in the sentences with yellow. (Homework: p.139 in language book).
Friday
Common Core Standards: L.2.1, and L.2.1e
· Students will match pictures with verbs that tell what is happening. They will then read sentences and circle the verb in each one. The class will complete a crossword puzzle where they have to complete sentences with the correct verb.
Allen’s Homeroom
Monday – Friday
Common Core Standards: W.2.6, L2.2b
· We are working on our writing portfolio this week. The students will continue writing a persuasive letter. We will be editing and rewriting the letters throughout the week and hopefully have a completed copy for the portfolios.
Noble’s Homeroom (I am helping Mrs. Noble with reading during the language arts time. However, I will be including some language concepts in with the reading)
January 23-February 3, 2012 Harcourt Banner Days Reading Basal: “How I Spent My Summer Vacation” (Due to the length of the story, these lessons will continue for 2 weeks)
Monday & Tuesday (Jan. 23rd & 24th)
Project Read/Phonology: Unit 19: Lesson 1
Skill: ar
Concepts: When the vowels [a], [e], [i], [o], and [u] are followed by an [r] the vowel sound is controlled by the [r].
Objectives: 1. Read words with the [ar] vowel.
2. Spell words with the [ar] vowel.
Day 1:
Activities:
Anticipatory Set:
Teacher displays the vowel [a].
Teacher displays the consonant [r].
Teacher hangs the bossy r from page 19-3 around his or her neck.
Directly state: “I am the bossy r.”
Directly state: When the vowels are with the bossy r, the bossy r controls the vowel sound. However, the [r] is polite and lets the vowel be first. (While the teacher is reporting this information the teacher moves the vowel [a] in front of the consonant [r].)
1. The vowel stands in front of the [r]. (Teacher displays the [ar] card.)
2. The [ar] bossy r sound is /r/. (Teacher places the diacritical mark for the r control sound above the letters.)
Teacher will state:
You hear the /r/ sound in the word.
/r/ /m/-finger blending
[arm]-sweep sounds
Model:
Display the word [arm] under the [ar] card.
/c/ /r/-finger blending
[car]-sweep sounds
Checking For Understanding: Skywrite the symbols. Say letter names [a], [r] and draw diacritical mark above the symbol while saying the sound /r/.
2. Trace with finger over symbol, page 19-5.
Day 2:
Activities:
Anticipatory Set:
Teacher displays the vowel [a].
Teacher displays the consonant [r].
Teacher hangs the bossy r from page 19-3 around his or her neck.
Directly state: “I am the bossy r.”
Directly state: When the vowels are with the bossy r, the bossy r controls the vowel sound. However, the [r] is polite and lets the vowel be first. (While the teacher is reporting this information the teacher moves the vowel [a] in front of the consonant [r].)
1. The vowel stands in front of the [r]. (Teacher displays the [ar] card.)
2. The [ar] bossy r sound is /r/. (Teacher places the diacritical mark for the r control sound above the letters.)
Teacher will state:
You hear the /r/ sound in the word.
/r/ /m/-finger blending
[arm]-sweep sounds
Model:
Display the word [arm] under the [ar] card.
/c/ /r/-finger blending
[car]-sweep sounds
Checking For Understanding: Read word list on Student Practice Sheet 19A, page 19-9, and place the r control diacritical mark above the [ar] in each word.
Spelling:
1. Spell tabs.
2. Paper pencil.
Apply finger spelling. (Remember: One finger for r control sound. The fingers represent the number of sounds in the word.)
Oral Reading: Bonnie Kline Stories, Level 1
Sharks
I Wish …
Wednesday & Thursday (Jan. 25th & 26th)
Project Read/Phonology: Unit 19: Lesson 2
Skill: Red word [who]
Day 1:
Activities:
Anticipatory Set: Display the red word [who]
Directly state: This word says who.
Students tap letter names out on arm.
Students trace around red word with red crayon, using Student Words page 19-13.
Model:
Display the following sentence.
1. Who left the bag of rocks in the yard?
[Who] can be a question word.
Display the following sentence.
1. I [saw} who left that bag.
[Who] can come in the middle of a sentence.
[Who} always refers to someone or something.
Checking For Understanding: Students will read and spell the sentences with teacher guidance. Students will put a box around the red words with red pencil or crayon. Student Practice Sheet 19B, page 19-15.
Oral Reading: Bonnie Kline Stories, Level 1
Who
Project Read/Phonology: Unit 19: Lesson 3
Skill: er, ir, ur /er/
Concepts: When the vowels [a], [e], [i], [o], and [u] are followed by an [r] the vowel sound is controlled by the [r].
Objectives: 1. Read words with [er], [ir], [ur].
2. Spell words with [er], [ir], [ur].
Day 1:
Activities:
Anticipatory Set:
Display the diacritical mark for the r control. Ask question: What does this sign stand for? (Answer: The bossy r or r control sound.)
Display: ar Ask question: When the bossy r controls the vowel [a] what is the sound? (Answer: /r/.)
Display the [er], [ir] and [ur].
Teacher will state:
When the r controls these vowels it says /er/.
Model:
Teacher and students say the sound together /er/.
Teacher states: You hear it in the word
/h/ /er/-finger blending
[her]-sweep sounds
Teacher places the word [her] under the [er] card.
Teacher states: You hear it in the word
/f/ /er/ /st/-finger blending
[first]-sweep sounds
Teacher places the word [first] under the [ir] card.
Teacher states: You hear it in the word
/t/ /er/ /n/-finger blending
[turn]-sweep sounds
Teacher places the word [turn] under the [ur] card.
Checking For Understanding: Skywrite the symbols. Say letter names and draw diacritical mark above the letter combination while saying the sound /er/, /ir/, /ur/.
Trace with finger over symbol, page 19-19.
Students read word list and sentences from Student Practice Sheets 19C, 19D, and 19E.
1. Student Practice Sheet 19C, [er], pages 19-23 and 19-24.
1. Student Practice Sheet 19D, [ir], page 19-25.
1. Student Practice Sheet 19E, [ur], page 19-27.
Oral Reading: Bonnie Kline Stories, Level 1
A Perfect Supper
A Big Run
Fur Fur
Red Bird
Friday & Monday (Jan. 27th & 30th)
Project Read/Phonology: Unit 19: Lesson 4
Skill: red words/phonetically irregular words [come] [some]
Day 1:
Activities:
Anticipatory Set:
Teacher displays [come] and [some].
Ask question: How are these two words alike? (Answer: They are both red words. They both end in [ome].
Teacher spells word [c] [o] [m] [e]. The word is [come]. [Come] means to go with someone.
Model:
Sentence for meaning: [Some] of the cookies are chocolate chip.
Checking For Understanding:
1. Students tap out letter names on arm and sweep down the arm while saying the word.
2. Students trace around the letters of the red words with red crayon, using page 19-31.
Oral Reading: Bonnie Kline Stories, Level 1
Come
Junk
Project Read/Phonology: Unit 19: Lesson 5
Skill: or
Concepts: When the vowels [a], [e], [i], [o], and [u] are followed by an [r] the vowel sound is controlled by the [r].
Objectives: 1. Read words with [or].
2. Spell words with [or].
Day 1:
Activities:
Anticipatory Set: Display the bossy r picture from page 19-3.
Ask question: What do you know about the bossy r? (Answer: The bossy r controls the vowel sound. The bossy r is polite. It lets the vowel be first.
Model:
Display [or]
Teacher states: [or] says /or/. You hear it in the word
/h/ /or/ /n/-finger blending
[horn]-sweep sounds
Checking For Understanding: Students will read word list and sentences from Student practice Sheet 19F, page 19-35. Students will apply finger spelling process. (Remember: One finger for r control sound.
Oral Reading: Bonnie Kline Stories, Level 1
Storks
Bart’s Sports Car
Jewel Box-Treasure Chest Student Practice Sheet page 19-37.
Tuesday & Wednesday (Jan. 30th & Feb. 1st)
Project Read/Phonology: Unit 20: Lesson 1
Skill: Open Syllable
Concepts: An open syllable ends in a single long vowel.
Objectives: 1. Read words with an open syllable.
2. Understanding and knowledge of an open syllable.
Day 1:
Activities:
Anticipatory Set:
Display the word [met]. Ask question: Why is the vowel short? (Answer: The single vowel is closed in by a consonant.)
Teacher will state teaching objective: In this lesson you will learn what happens to the vowel sound when a single vowel is open at the end of a word or syllable.
Model:
Teacher displays the word [me].
Directly state: This word ends in a single vowel. This is a one vowel sound word. It is a one syllable word. When a word or syllable ends in a single vowel the vowel sound is long.
Teacher places the diacritical mark for a long vowel above the vowel.
The vowel says its long sound /e/. Sentence for word meaning: Come with me to the circus.
Checking For Understanding:
Students are given, Student Practice Sheets 20A, page 20-3. With teacher guidance the students read the words, mark the vowel, and read the sentences.
On Student Practice Sheet 20B, page 20-5, students divide words into syllables and mark vowels.
Oral Reading: Bonnie Kline Stories, Level 1
Ho-Bo Hux
Project Read/Phonology: Unit 20: Lesson 2
Skill: red words/phonetically irregular words [very] [once] [whose]
Day 1:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the word [very]. Display sentences:
That is a [very] big dog.
You are [very] smart.
Students read sentences using sentence meaning and consonant sounds to unlock word.
Directly state: The word is [very]. The word [very] adds intensity to the word that follows it.
very big
very smart
Model:
1. Students tap out letter names on arm and sweep down the arm while saying the word.
2. Students trace around the letters of the red words with red crayon, using page 20-9.
Oral Reading: Bonnie Kline Stories, Level 1
Chicken Pox
Day 2:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the word [whose]. Directly state: The word is [whose]. It asks a question.
Model:
Whose dish is that?
1. Students tap out letter names on arm and sweep down the arm while saying the word.
2. Students trace around the letters of the red words with red crayon, using page 20-13.
Oral Reading: Bonnie Kline Stories, Level 1
Whose?
Day 3:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the word [once]. Display the sentence: [Once] I had six cats. Directly state: The word is [once]. It means at one time.
Model:
1. Students tap out letter names on arm and sweep down the arm while saying the word.
2. Students trace around the letters of the red words with red crayon, using page 20-17.
Oral Reading: Bonnie Kline Stories, Level 1
Just Once
Jewel Box-Treasure Chest Student Practice Sheet p. 20-19.