Project Read
Dec. 8-12
9:00-10:30
Monday Project Read---Unit 18 Lesson 2: Common endings (suffixes) –s, -es
Class will review –tch by skywriting and discussing that the dash means that it comes at the end of a word or syllable, the t is silent, it comes after a short vowel.
Class will review the 4 exceptions that do not follow these rules: much, such, rich, which
Class will review –tch by rereading worksheet 18-5 words and sentences.
Teacher will display the following words: 1st column: cat, dog, pan, path,
2nd column: dish, match, box, glass
Students will read the first column of words with the teacher.
All of these words are singular. Singular means one or single. The word means one cat, one dog, one pan, one path.
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.
Read the 2nd column of words. These words are singular. To make them plural add an –es.
An –es is added because the last sound has a s, x, ch, sh, or z sound so it needs an –es sound.
Example: Six of the dishes have bad chips.
The glasses are pink.
The boxes are in the closet.
Teacher will pass out worksheet 18-11 to students. Students will choose the singular or plural forms that complete each sentence correctly. Then class will discuss, check, and correct work on this worksheet.
Understanding subject predicate agreement:
Teacher will display the following sentence: The frog jumps. Students will 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
The boy runs.
The cup cracks.
The branch bends.
Teacher will display the following sentence.
The frogs jump.
Students will 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.
The pans fall.
The chicks cluck.
The branches bend.
The cups crack.
The teacher will pass out worksheet 18-15 and students will pick the correct subject predicate agreement. Class will discuss, check, and correct their work on this worksheet.
Tuesday Project Read--Unit 18 Lesson 2: Common Endings (suffixes) –s, -es
Class will review –tch by skywriting and discussing that the dash means that it comes at the end of a word or syllable, the t is silent, it comes after a short vowel.
Class will review the 4 exceptions that do not follow these rules: much, such, rich, which
Class will review –tch by rereading worksheet 18-5 words and sentences.
Class will review suffixes adding meaning to the base word with worksheet 18-11.
Class will review subject predicate agreement with worksheet 18-15.
Spelling Words With Plural Endings:
Teacher will say the following words and use in a sentence. Students will finger blend the following words and write and after the activity, students will discuss, check, and correct their work on this activity.
Glasses, boxes, riches, wishes, buzzes, jumps, chicks, helps, stretches
Dictation Sentences:
- Buzz helps chop logs.
- Ducks quack.
- The dog fetches the stick.
- Beth lifts the boxes off the top shelf.
Teacher will place Jeweled Treasure Box worksheet 18-23, 24 under the document camera. Students will practice reading and discussing the words and sentences on the worksheet. This worksheet will be sent home for reading homework.
Wednesday Project Read--- Unit 18 Lesson 2: Common Endings (suffixes) –s, -es
Class will review –tch by skywriting and discussing that the dash means that it comes at the end of a word or syllable, the t is silent, it comes after a short vowel.
Class will review the 4 exceptions that do not follow these rules: much, such, rich, which
Class will review –tch by rereading worksheet 18-5 words and sentences.
Class will review suffixes adding meaning to the base word with worksheet 18-11.
Class will review subject predicate agreement with worksheet 18-15.
Teacher will place Jeweled Treasure Box worksheet 18-23, 24 under the document camera and students will practice rereading words and sentences on page.
Teacher will pass out study guide for Unit 18 and ask students the questions. Students will answer questions and study guide will be checked and students will take the study guide home to study for an assessment tomorrow.
Thursday Project Read---Unit 18 –tch and common endings suffixes assessment and Unit 19 Lesson 1 Skill: ar
Oral reading check.
Students will complete Unit 18 Assessment and teacher will take up the assessment.
Teacher will display Bossy r on teacher’s guide pg. 19-3 and discuss bossy r and state that when vowels are with the bossy r, the bossy r controls the vowel sound. However, the r is polite and lets the vowel be first.
Teacher will display ar and place the diacritical mark for r-controlled vowels above the ar spelling.
You hear ar in the word arm and car.
Class will skywrite ar 3 times.
Teacher will place worksheet 19-9 under the document camera. Students will practice reading and discussing ar words and placing the diacritical mark for r-controlled vowel words under the document camera.
Spell Tabs: Teacher will dictate the following ar words and students will repeat and finger blend to write the following words. After the activity, students will discuss, check, and correct any work as needed.
Car, arch, yard, card, sharp, star
Teacher will place the story, “Sharks” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.
Friday Project Read---Unit 19 Lesson 1 Skill: ar
Class will review ar by skywriting ar 3 times and by rereading worksheet 19-9 under the document camera.
Teacher will place the story, “Sharks” under the document camera. Students will practice rereading and discussing the story. Oral reading check will be done. Teacher will leave the story up while students complete a short comprehension quiz over the story. Teacher will take up the quizzes and students will discuss what answers that they should have marked on the quiz.
Students will complete a spelling assessment over the following words: cats, dogs, pans, paths, dishes, matches, boxes, glasses, buzzes, car.