Reader 5 Monday Tuesday Wednesday Thursday Friday

Dr. Cupp Readers & Journal Writers – Lesson Plans – Reader #9

  • TLW = “The learner will”

Monday / Tuesday / Wednesday / Thursday / Friday
Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 1 TE p. 125,
Student Reader #9 p. 1
Hop’n Pop Cheer Cards- Word and Picture Cards for book, some, little, and read, and Lesson Plan sheet available from the web site:

Objectives: *TLW read sight words book, some, little, and read.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW sound out the word cat and sad.
Procedure:
* Students should know all of the consonant sounds used in the four sight words. Before using Hop’n’ Pop cheer Cards, ask the students to be detectives and see if they can figure out the new words. (See TE. p. 125.)
Go over sight words: book, some, little, and read, by doing the sight word cheer.
Before students begin reading pages 1-3:
Write Like The English Book-
The teacher will write the following sentence on the board or on chart paper: jack and jilly can go
The teacher will tell the students that there are three errors in the sentence. The children will pretend to be detectives and help correct the errors. See TE p. 125.
The teacher then randomly calls on students to read the sentences on page 1 of Reader #9.
Important Terms-Story Details, Sequencing Story Details, Punctuation, and Capital Letters.
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader #9 p. 4
Objective: TLW read sight words with speed and accuracy.
If a student catches Hop’n Pop too easily, lower the time needed to catch Hop’n Pop the rest of the week.
See August 2005 Online Newsletter for game ideas.
August Newsletter.htm
Section C - Phonics Lesson 9
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #9 p. 6-7, Alpha Motion Card H, Ten Minute Tool Box Cards: Deck 1 – a, f, and b, Deck 2 – af and ab.
Dr. Cupp Readers and Journal Writers Manual Part 1 TE, p. 127-128, AlphaMotion song Track 3 and 4., Big AlphaMotion Cards on wall, pointer.
Objective:
TLW recognize sounds h and a and rimes af and ab.
Procedure: See p. 127-128 of Dr. Cupp Readers and Journal Writers Manual, Part 1 TE. (All phonics lessons are scripted.)
P. 6-
Hold up Alpha Motion card H. Show uppercase H and lowercase h. This is the sound you might hear if you see a hot horse running very fast.
Hold up the Tool Box card for the letters a and f. Sing the sound for short /a/ until it bumps into the /f/. Make sure your mouth is in the right position for the /a/ sound. Sing it twice and then talk it. Do it together. Repeat the process with a and b.
The teacher then takes the a card in one hand and the fcard in the other and moves the cards together. The students say af. Repeat for ab.
The teacher puts a copy of Reader 9 p. 6 on a clipboard. Call on students one at a time and have them say the sounds and rimes as quickly as possible. Set the timer. If a student beats the timer, draw a smiley face in the box at the top of his or her page.
Students’ scores are recorded on the bottom right corner of the Lesson Plan sheet.
P. 7- Practice Sound Blending Words
Objective: TLW blend words using onset and rime.
* Students must use onset and rime until Lesson 23.
Procedure:
This page is NOT timed.
What’s New In Lesson #9
  1. Select words from Toolbox Card Deck 3 that end in rimes previously taught. Find pictures that illustrate the selected words. As the student sounds out the word, the student selects the picture that illustrates the word. (See TE. P. 128)
  2. Daily Activities for Phonics instruction
  • Sing the AlphaMotion Song-Track 3
  • Sing the AlphaMotion Song Track 4
  • Secure one set of Big AlphaMotion Alphabet Cards on the wall. One student is the designated pointer. The teacher plays Track 6 of the AlphaMotion Song, and the designated student points to the letters as Track 6 plays. Track 6 ends with the students saying the words backwards.
Section D – Independent Time
Materials: Reader 9, p. 8-9
Objectives:
TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
*** This time is left up to the teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-e
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, d, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 1 TE p. 125, Student Reader #9 p. 2
Hop’n Pop Cheer Cards-word and Picture Cards for book, some, little, and read, and Lesson Plan sheet available from the web site:

Objective: TLW read sight words book, some, little, and read..
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW self-correct reading errors.
TLW answer comprehension questions about the story.
Procedure:
Go over sight words: book, some, little, and read.
Try this game for sight words: students will play the game Beat the Tiger for p. 2 and answer Comprehension questions at the bottom of page.
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader #9 p.4
Objective: TLW read sight words with speed and accuracy.
If a student catches Hop’n Pop too easily, lower the time needed to beat Hop’n Pop for the rest of the week.
Record student scores on the bottom left corner of the Lesson Plan sheet.
See August 2005 Online Newsletter for game ideas.
August Newsletter.htm
Section C - Phonics Lesson 9
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #9 p. 6-7, Alpha Motion Card H, Ten Minute Tool Box Cards: Deck 1 – a, f, and b, Deck 2 – af and ab.
Dr. Cupp Readers and Journal Writers Manual Part 1 TE, p. 127-128, AlphaMotion song Track 3 and 4., Big AlphaMotion Cards on wall, pointer.
Objective:
TLW recognize sounds h and a and rimes af and ab.
Procedure: See p. 127-128 of Dr. Cupp Readers and Journal Writers Manual, Part 1 TE. (All phonics lessons are scripted.)
P. 6-
Hold up Alpha Motion card H. Show uppercase H and lowercase h. This is the sound you might hear if you see a hot horse running very fast.
Hold up the Tool Box card for the letters a and f. Sing the sound for short /a/ until it bumps into the /f/. Make sure your mouth is in the right position for the /a/ sound. Sing it twice and then talk it. Do it together. Repeat the process with a and b.
The teacher then takes the a card in one hand and the fcard in the other and moves the cards together. The students say af. Repeat for ab.
The teacher puts a copy of Reader 9 p. 6 on a clipboard. Call on students one at a time and have them say the sounds and rimes as quickly as possible. Set the timer. If a student beats the timer, draw a smiley face in the box at the top of his or her page.
Students’ scores are recorded on the bottom right corner of the Lesson Plan sheet.
p. 7 Sound Blending
Procedure:
This page is NOT timed.
See also What’s New in Lesson 9.
Section D – Independent Time
Materials: Reader 9, pages 10-11
Objectives:
TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
*** This time is left up to the teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-e
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, d, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Part 1TE p. 125, Student Reader #9 p. 3
Hop’n Pop Cheer Cards-word and Picture Cards for book, some, little, and read, and Lesson Plan sheet available from the web site:
htm
Objective: TLW read sight words book, some, little, and read.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW self-correct reading errors.
TLW answer comprehension questions about the story.
Procedure:
Go over sight words: book, some, little, and read, by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader #9 p.4
Objective: TLW read sight words with speed and accuracy.
If a student catches Hop’n Pop too easily, lower the time needed to beat Hop’n Pop for the rest of the week.
Record student scores on the bottom left corner of the Lesson Plan sheet.
See August 2005 Online Newsletter for game ideas.
August Newsletter.htm
Section C - Phonics Lesson 9
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #9 p. 6-7, Alpha Motion Card H, Ten Minute Tool Box Cards: Deck 1 – a, f and b, Deck 2 – af and ab.
Dr. Cupp Readers and Journal Writers Manual Part 1 TE, p. 127-128, AlphaMotion song Track 3 and 4., Big AlphaMotion Cards on wall, pointer.
Objective:
TLW recognize sounds h anda and rimes af and ab.
Procedure: See p. 127-128 of Dr. Cupp Readers and Journal Writers Manual, Part 1 TE. (All phonics lessons are scripted.)
P. 6-
Hold up Alpha Motion card H. Show uppercase H and lowercase h. This is the sound you might hear if you see a hot horse running very fast.
Hold up the Tool Box card for the letters a and f. Sing the sound for short /a/ until it bumps into the /f/. Make sure your mouth is in the right position for the /a/ sound. Sing it twice and then talk it. Do it together. Repeat the process with a and b.
The teacher then takes the a card in one hand and the fcard in the other and moves the cards together. The students say af. Repeat for ab.
The teacher puts a copy of Reader 9 p. 6 on a clipboard. Call on students one at a time and have them say the sounds and rimes as quickly as possible. Set the timer. If a student beats the timer, draw a smiley face in the box at the top of his or her page.
Students’ scores are recorded on the bottom right corner of the Lesson Plan sheet.
p. 7 Sound Blending
Procedure:
This page is NOT timed.
See also What’s New in Lesson 9.
Section D – Independent Time
Materials: Reader 9, pages 12-13
Objectives:
TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
*** This time is left up to teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-e
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, d, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #9, ThinkerBox Book Chapter 2 pages 33-42.
Hop’n Pop Cheer Cards-word and Picture Cards for book, some, little, and read, and Lesson Plan sheet available from the web site:
htm
Objective: TLW read sight words book, some, little, and read.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW identify what is missing in each picture.
TLW use picture clues to help comprehension.
Procedure:
Go over sight words: book, some, little, and read, by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
The teacher will then mix up the words and the students will take turns saying the four words.
The teacher then randomly calls on students to read the sentences on pages 33-42.
Discuss the pictures and story.
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader #9 p.4
Objective: TLW read sight words with speed and accuracy.
If a student catches Hop’n Pop too easily, lower the time needed to beat Hop’n Pop for the rest of the week.
Record student scores on the bottom left corner of the Lesson Plan sheet.
See August 2005 Online Newsletter for game ideas.
August Newsletter.htm
Section C - Phonics Lesson 9
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #9 p. 6-7, Alpha Motion Card H, Ten Minute Tool Box Cards Deck 1 – a, f and b, Deck 2 – af and ab. Dr. Cupp Readers and Journal Writers Manual Part 1 TE, p. 127-128, AlphaMotion song Track 3 and 4., Big AlphaMotion Cards on wall, pointer.
Objective:
TLW recognize sounds h and a and rimes af and ab.
Procedure: See p. 127-128 of Dr. Cupp Readers and Journal Writers Manual, Part 1 TE. (All phonics lessons are scripted.)
P. 6-
Hold up Alpha Motion card H. Show uppercase H and lowercase h. This is the sound you might hear if you see a hot horse running very fast.
Hold up the Tool Box card for the letters a and f. Sing the sound for short /a/ until it bumps into the /f/. Make sure your mouth is in the right position for the /a/ sound. Sing it twice and then talk it. Do it together. Repeat the process with a and b.
The teacher then takes the a card in one hand and the fcard in the other and moves the cards together. The students say af. Repeat for ab.
The teacher puts a copy of Reader 9 p. 6 on a clipboard. Call on students one at a time and have them say the sounds and rimes as quickly as possible. Set the timer. If a student beats the timer, draw a smiley face in the box at the top of his or her page.
Students’ scores are recorded on the bottom right corner of the Lesson Plan sheet.
p. 7 Sound Blending
Procedure:
This page is NOT timed.
See also What’s New in Lesson 9.
Section D – Independent Time
Materials: Reader 1, Pages 14-15
Objective: TLW look for the missing part of the picture.
TLW draw a picture.
TLW write sight words.
*** This time is left up to teacher to use as he/she wishes with this group.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-e
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, d, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #9, ThinkerBox Book Chapter 2 pages 33-42.
Hop’n Pop Cheer Cards-word and Picture Cards for book, some, little, and read, and Lesson Plan sheet available from the web site:
htm
Objective: TLW read sight words book, some, little, and read.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW identify what is missing in each picture.
TLW use picture clues to help comprehension.
Procedure:
Go over sight words: book, some, little, and read, by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
The teacher will then mix up the words and the students will take turns saying the four words.
The teacher then randomly calls on students to read the sentences on page 33-42.
Discuss the pictures and story.
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timers, Reader #9 p.4-5.
Objective: TLW read sight words with speed and accuracy.
Record times on chart.
Section C - Phonics Lesson 9
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #9 p. 6-7, Alpha Motion Card H, Ten Minute Tool Box Cards Deck 1 – a, f and b, Deck 2 – af and ab. Dr. Cupp Readers and Journal Writers Manual Part 1 TE, p. 127-128, AlphaMotion song Track 3 and 4., Big AlphaMotion Cards on wall, pointer.
Objective:
TLW recognize sounds h and a and rimes af and ab.
p. 16-Assessment - Directions are on top of page.
Section D – Independent Time
Teacher selected activity.
GPS Correlations:
ELAKR1 a-f
ELAKR2 a-e
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, c, d, f, g, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g, h, i

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