Project Read, Spelling
Oct. 13-17
9:00-10:30
Monday Project Read---Unit 15 Lesson 2 Skill: Steps for dividing words into syllables
Teacher will display the word admit on worksheet 15-21 under the document camera and ask students what kind of word this is? Two-syllable elephant word.
Teacher will tell students that when you unlock an elephant word you have to cut them up into bite sizes. Each bite (syllable) has to have a vowel.
Teacher will use worksheet 15-21 with the word admit to model for students how to unlock an elephant word.
Step 1: Underline the talking vowels and mark them with a V. This is to find the number of syllables.
Step 2: Swoop between the vowels and pull down the consonants between the vowels. This is to find the cutting pattern.
Step 3: Divide the word into syllables. With a VCCV pattern, divide the word into syllables between the 2 consonants.
Then students will read the word admit after being divided and the sentence with the word at the bottom of the page.
Teacher will pass out worksheet 15-23 and on the back 15-24. Class will work together to apply the steps above to unlock the elephant words on this page. This worksheet will be sent home to discuss and read for homework.
Teacher will place the story, “It Can Prick” under the document camera. Students will read and discuss the story. This story will be sent home for reading homework.
Tuesday Project Read---Unit 15 Lesson 3 Skill: Closed Syllables
Class will review Lesson 2 from yesterday—how to divide words into syllables.
Review with worksheet 15-21 word admit review the steps from yesterday:
Step 1: Underline the talking vowels and mark them with a V. This is to find the number of syllables.
Step 2: Swoop between the vowels and pull down the consonants between the vowels. This is to find the cutting pattern.
Step 3: Divide the word into syllables. With a VCCV pattern, divide the word into syllables between the 2 consonants.
Then students will read the word admit after being divided and the sentence with the word at the bottom of the page.
Class will further review these steps with worksheet 15-23, 24.
Teacher will place the story, “It Can Prick” under the document camera. Students will read and discuss. An oral reading check will be done with the story.
Lesson 3: Closed Syllables
Teacher will display the following names with the diacritical marking above the long names and short names on Project Read teacher’s guide pg. 15-25. Teacher reads long names and short names commenting on markings.
Teacher will tell students that vowels have long sounds and short sounds also. The vowel I has a long sound in the word hi. We place a long line across the vowel to show it is capturing the long sound.
This vowel also has short sound like in the word hit. We place the smile sign above the vowel to show in this word that I captures the short sound.
The reason the vowel is representing the short sound is because the vowel is closed in by a consonant at the end of the word. In the word hit the vowel I is closed in at the end by the consonant t.
Teacher will model with the word it. The vowel is short because the I is closed at the end of the word by the consonant t. That works with all vowels. Use Project Read teacher’s guide pg. 15-26 to model this with examples: on, us, am, hot, truck, sang
Teacher will pass out worksheet 15-27 and students will work together to check the position of the vowel by drawing the arrow and marking the vowel. This worksheet will be discussed, checked, and corrected and also sent home for reading and discussion homework.
Teacher will place the story, “Justin’s Log Cabin” under the document camera. Students will read and discuss the story. This story will be sent home for reading homework.
Wednesday Project Read---Unit 15 Lesson 2 Skill: Steps for dividing words into syllables and Lesson 3: Closed Syllables Review
Class will review Lesson 2 from yesterday—how to divide words into syllables.
Review with worksheet 15-21 word admit review the steps from yesterday:
Step 1: Underline the talking vowels and mark them with a V. This is to find the number of syllables.
Step 2: Swoop between the vowels and pull down the consonants between the vowels. This is to find the cutting pattern.
Step 3: Divide the word into syllables. With a VCCV pattern, divide the word into syllables between the 2 consonants.
Then students will read the word admit after being divided and the sentence with the word at the bottom of the page.
Class will further review these steps with worksheet 15-23, 24.
Lesson 3: Closed Syllables Review
Class will review with Teacher will model with the word it. The vowel is short because the I is closed at the end of the word by the consonant t. That works with all vowels. Use Project Read teacher’s guide pg. 15-26 to model this with examples: on, us, am, hot, truck, sang
Closed syllables will also be reviewed with worksheet 15-27.
Teacher will place the story, “Justin’s Log Cabin” under the document camera. Students will practice rereading and discussing the story. Teacher will leave the story up and students will complete a short comprehension quiz over the story. After teacher takes up the quizzes, students will use the story to discuss what answers that they should have marked on the quiz.
Teacher will place worksheet 15-31 under the document camera and ask students what kind of word this is? Elephant word. Teacher will ask how many talking vowels are in this word? 2 How many syllables are in this word? 2 Why? A word has as many parts as it has talking vowels.
Class will help teacher with the steps in dividing this word into syllables.
Step 1: Underline the talking vowels and mark them with a V.
Step 2: Swoop between the talking vowels and pull down the consonants to find the cutting pattern.
In this lesson you will learn how to cut an elephant word when the cutting pattern is vowel consonant consonant vowel.
Step 3: Cut the word according to the pattern. With the VCCV pattern, cut between the consonants.
Step 4: Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant. If it is, it is a short vowel. If not, it is a long vowel. Mark the vowel with short smile mark over top of the vowel in each syllable.
Step 5: Read the word a syllable at a time and also the sentence that goes with the word at the bottom of the page.
Teacher will pass out worksheet 15-35, 36 and class will work together to complete the above steps to divide the words into syllables with the VCCV pattern. This worksheet will be sent home for reading homework and discussion.
Teacher will place the story, “A Fantastic Pocket” under the document camera. Students will read and discuss the story. This story will be sent home for reading homework.
Thursday Project Read---Unit 15 Lesson 2 Skill: Steps for dividing words into syllables and Lesson 3: Closed Syllables Review
Class will review Lesson 2 from yesterday—how to divide words into syllables.
Review with worksheet 15-21 word admit review the steps from yesterday:
Step 1: Underline the talking vowels and mark them with a V. This is to find the number of syllables.
Step 2: Swoop between the vowels and pull down the consonants between the vowels. This is to find the cutting pattern.
Step 3: Divide the word into syllables. With a VCCV pattern, divide the word into syllables between the 2 consonants.
Then students will read the word admit after being divided and the sentence with the word at the bottom of the page.
Class will further review these steps with worksheet 15-23, 24.
Lesson 3: Closed Syllables Review
Class will review with Teacher will model with the word it. The vowel is short because the I is closed at the end of the word by the consonant t. That works with all vowels. Use Project Read teacher’s guide pg. 15-26 to model this with examples: on, us, am, hot, truck, sang
Closed syllables will also be reviewed with worksheet 15-27.
Teacher will place worksheet 15-31 under the document camera and students will review the following steps for dividing the word trumpet into syllables.
Step 1: Underline the talking vowels and mark them with a V.
Step 2: Swoop between the talking vowels and pull down the consonants to find the cutting pattern.
In this lesson you will learn how to cut an elephant word when the cutting pattern is vowel consonant consonant vowel.
Step 3: Cut the word according to the pattern. With the VCCV pattern, cut between the consonants.
Step 4: Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant. If it is, it is a short vowel. If not, it is a long vowel. Mark the vowel with short smile mark over top of the vowel in each syllable.
Step 5: Read the word a syllable at a time and also the sentence that goes with the word at the bottom of the page.
Teacher will place the story, “A Fantastic Pocket” under the document camera. Students will practice rereading and discussing the story. Teacher will leave the story up and students will complete a short comprehension quiz over the story. After teacher takes up the quizzes, students will use the story to discuss what answers that they should have marked on the quiz.
Teacher will place Jeweled Treasure Box worksheet 15-37, 38 under the document camera. Students will practice reading and dividing elephant words into syllables. This worksheet will be sent home for reading homework.
Students will answer questions on Unit 15 B Study Guide and these answers will be discussed, checked, and corrected. Students will take home the study guide to study for an assessment tomorrow.
Friday Project Read---Unit 15 B Assessment and Spelling Assessment
Review:
Worksheet 15-21: dividing the word admit into syllables and reading
Worksheets 15-23, 24---dividing the words into syllables and reading
Worksheet 15-27---Discussing that the vowels in these words are short vowels because they are closed in on the end by consonants and marking the short vowel over top of the vowel
Worksheet 15-31—dividing the word trumpet into syllables and reading
Worksheet 15-35, 36—Dividing the words into syllables and reading
Worksheet 15-37, 38---Oral reading check
Students will complete Unit 15B Project Read assessment over dividing words into syllables and closed syllables.
Students will also complete spelling assessment over the following words: napkin, upset, cannot, jacket, sunset, rabbit, chipmunk, insect, fantastic, into.