Project Read Nov

Project Read---Nov. 15-19

Unit 13A Lesson 1 Skill: Beginning Consonant l-blends

Monday----/sl/ beginning blend

Teacher will write the following 2 words up on board: lap, slap and state: “The first word lap starts with one consonant. The second word slap starts with 2 consonants. In this lesson you will study words that start with 2 consonants. Two consonants starting a word are called consonant blends. Consonant blends have 2 consonant sounds stirred together. Watch as I blend these 2 ingredients together.” Pretend to put some sugar in a bowl and then some cocoa, and then blend or stir the cocoa into the sugar. State: “The sugar crystals are now coated with cocoa. The ingredients are blended together. It works the same way with consonant sounds.”

Place a dark plastic bowl with –sl written on an index card in the bowl. Do not let students know the card is in the bowl. Teacher displays index cards –s and –l and tells students, “Let’s blend these 2 sounds together.” Teacher drops the consonant –s into the bowl giving the sound /s/. Teacher drops the –l card into the bowl saying the sound /l/. Using a wooden spoon, the teacher stirs or blends the cards in the bowl saying the sound /sl/ out loud and pulling out the –sl card.

State: “Sl is a consonant blend. It starts the word slap.”

Teacher will model skywriting the blend –sl. (Say /s/ sound while tracing letter in the air. Say /l/ sound while tracing letter in the air. Stir sounds together by pulling under the letters and stirring around letters. Stir and say /sl/.

Teacher passes out bowl on worksheet pg. 13-3 and tells students that this is their consonant bowl. You will put all the –l blends in it. Teacher demonstrates using the document camera how to place the consonant blend –sl on the first line to the left of the bowl. Students place the /sl/ blend in their bowl while saying each sound as the symbol is written and then blended together /sl/.

Teacher will model for students how to finger spell with beginning consonant blends. A consonant blend is considered one sound and is represented by one finger. With beginning blends the thumb is stirred when the blend sound is let out from fist. Teacher says the word. Word is used in a sentence. Word is thrown out like a baseball. Students catch word in fist and say the word. Word is let out sound by sound. Sounds are blended together (fingers are pulled together) to say word.

Class tries the above technique with the word sled.

Then teacher writes the word sled on the board and sweeps across spellings in the word while students give sounds to say the word sled.

Students will read words from –sl blend worksheet 13-13 (teacher places this worksheet under the document camera). The first time through the students will finger spell each word to read. The next time through teacher will touch letters as she sweeps across words and students will give sounds in word (sweep sounds) to say the word. This worksheet will be sent home for reading homework.

Students will also practice reading sentences containing –sl words on worksheet 13-9 (teacher will place this worksheet under the document camera). Students will blend words in sentences as needed. A copy of this worksheet will also be sent home for reading homework.

Tuesday---beginning /sl/ blend

Review –sl blend. Teacher will write the words lap and slap up on board and point out that lap begins with one consonant and slap begins with 2 consonants. In this lesson you will study words that start with 2 consonants. Two consonants starting a word are called consonant blends. Consonant blends have 2 consonant sounds stirred together.

Students will practice reading –sl words on worksheet 13-13 which teacher will place under the document camera. The first time through students will practice finger blending words (use one finger for beginning –sl blend) and saying words. The second time through students will say words and if needed will sweep/blend sounds to read the words.

Students will practice reading sentences containing –sl words on worksheet 13-9 which teacher will place under the document camera. Before reading sentences, students will practice the –sl words in the sentences. Then students will practice reading sentences, blending words if needed.

Spell Tabs: Teacher will dictate the following words and students will finger spell words and then write the dictated words on notebook paper for the following words: slam, slip, slick, slop, slack. Steps for spell tabs are as follows:

Teacher says word. 2. Word is used in sentence by teacher. 3. Word is thrown out like a baseball to students. 4. Students catch words in fist and say the word. 5. Word is let out sound by sound (finger blending Remember: the –sl blend is treated as one sound and only one finger will be used for the blend) 6. Sounds are blended together (fingers are pulled together) to say word. Take these up for a formative. Practice this assignment on board so students will know what they missed.

Teacher will place the story worksheet, “Ned’s Sled” under the document camera. Students will practice reading and discussing the story. A copy of this story will be sent home for reading homework.

Wednesday---Review beginning /sl/ blend and beginning /bl/ blend

Students will review beginning –sl blend by choral and popcorn reading –sl words on worksheet 13-13 that the teacher will place under the document camera. They will also practice choral and popcorn reading sentences containing –sl words on worksheet 13-9 that the teacher will place under the document camera.

Students will practice choral and popcorn reading the story, “Ned’s Sled” worksheet that the teacher will place under the document camera. Class will discuss the story as they read and then students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz. Teacher will take these up for a formative assessment grade.

State: “Bl is a consonant blend.”

Teacher will model skywriting the blend –bl. (Say /b/ sound while tracing letter in the air. Say /l/ sound while tracing letter in the air. Stir sounds together by pulling under the letters and stirring around letters. Stir and say /bl/.

Teacher passes out bowl on worksheet pg. 13-3 and tells students that this is their consonant bowl. You will put all the –l blends in it. Teacher demonstrates using the document camera how to place the consonant blend –bl in the bowl. Students place the /bl/ blend in their bowl while saying each sound as the symbol is written and then blended together /bl/.

Students will read words from –bl blend worksheet 13-15 (teacher places this worksheet under the document camera). The first time through the students will finger spell each word to read. The next time through teacher will touch letters as she sweeps across words and students will give sounds in word (sweep sounds) to say the word. This worksheet will be sent home for reading homework.

Thursday---Review –sl and –bl beginning blends

Review -sl and –bl beginning blends. Teacher will write the words lap and slap up on board and point out that lap begins with one consonant and slap begins with 2 consonants. In this lesson you will study words that start with 2 consonants. Two consonants starting a word are called consonant blends. Consonant blends have 2 consonant sounds stirred together.

Class will practice skywriting –sl: Say /s/ sound while tracing letter in air. Say /l/ sound while tracing letter in air. Stir sounds together by pulling under the letters and stirring around letters. Students will also practice skywriting –bl: Say /b/ sound while tracing letter in air. Say /l/ sound while tracing letter in air. Stir sounds together by pulling under the letters and stirring around letters.

Students will practice reading –bl words on worksheet 13-15 which teacher will place under the document camera. The first time through students will practice finger blending words (use one finger for beginning –bl blend) and saying words. The second time through students will say words and if needed will sweep/blend sounds to read the words.

Spell Tabs: Teacher will dictate the following words and students will finger spell words and then write the dictated words on notebook paper for the following words: slam, black, bless, blink, block, blank. Steps for spell tabs are as follows:

Teacher says word. 2. Word is used in sentence by teacher. 3. Word is thrown out like a baseball to students. 4. Students catch words in fist and say the word. 5. Word is let out sound by sound (finger blending Remember: the –bl blend is treated as one sound and only one finger will be used for the blend) 6. Sounds are blended together (fingers are pulled together) to say word. Take these up for a formative. Practice this assignment on board so students will know what they missed.

Teacher will place the story worksheet, “The Black Blob” under the document camera. Students will practice reading and discussing the story. A copy of this story will be sent home for reading homework.

Friday---Review beginning –sl and –bl blends

Class will practice skywriting –sl and –bl. They will also practice reading beginning blends –sl and –bl words on worksheets 13-13 and 13-15 placed under the document camera. Students will also practice reading sentences containing –sl words on worksheet 13-9 placed under the document camera.

Teacher will place story worksheet, “The Black Blob” under the document camera and students will practice choral and popcorn reading the story. The teacher will leave the story under the document camera while students complete a short comprehension quiz over the story. Teacher will take these quizzes up for a formative assessment grade.

Students will set up their papers correctly with Spelling Test written on top line and name and date on the second line and complete a spelling assessment over the following words: slam, sled, slop, slid, slick, black, bled, blob, block, blink.