Reader 6 Monday Tuesday Wednesday Thursday Friday

Dr. Cupp Readers & Journal Writers – Lesson Plans – Reader #6

  • 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 TE p. 107,
Student Reader #6 p. 1
Hop’n Pop Cheer Cards- Word and Picture Cards for the, my, this, and are
Lesson Plan sheet available from the web site:

Objectives: *TLW read sight words the, my, this, and are.
TLW recognize question marks, periods, and exclamation points.
TLW recognize commas.
TLW read sentences with fluency.
TLW sound out thewords Pam, Sam and Tab.
Procedure:
Go over sight words: the, my, this, and areby 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 words.
The teacher will read pages 1-3 aloudbefore beginning instruction in this Reader. Students will be asked to compare character traits and summarize details on pages 1-3.
* Notice the letter T in the boxes for New Sight Words this and are. The Tmeans this is a Tricky Word. Tricky Words can take as many as four times the number of repetitions for the students to learn the word. (See p. 107.)
Students will read page 1. At this time students need opportunities to practice reading orally. Theteacher may want to divide the students into pairs as Buddy Readers and have the children spread out in various sections of the room to practice.
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader #6 p. 4 and 5.
Objective: TLW read sight words with speed and accuracy.
Procedure: Students will do p. 4 and 5.
Page 4- The student tries to say all the words from 1-15 in 30 seconds with no more than three errors. Student’s score is recorded on bottom of the page.
Page 5- The student tires to say all the words 1-30 in 45 seconds with no more than 5 errors. Student’s score is recorded on the bottom of page.
Record student scores on the bottom left corner of the Lesson Plan sheet.
Section C - Phonics Lesson 6
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #6 p. 6-7, Alpha Motion Card D, Ten Minute Tool Box Cards: Deck 1- d and a, Deck 2 –ac, Dr. Cupp Readers and Journal Writers Manual Part 1, p. 109-110, and timer.
Objective:
TLW recognize sounds a and d and rime ac.
Procedure: See p. 103 of Dr. Cupp Readers and Journal Writers Manual, Part 1. (All phonics lessons are scripted.)
P. 6-
The teacher holds up the Big AlphaMotion Card for the letter D. The teacher shows students uppercase D and lowercase d. D makes the sound you might hear if a log hit you on the head.
The teacher holds up the a card and the c card. Students practice blending with /a/ and /c/.
The teacher puts a copy of Reader 6 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.
Procedure:
This page is NOT timed.
*What’s new in Reader 6- Spelling Games
Spelling Game- Just Spell It
The teacher selects a student and calls out any word on page 6 or page 7 and the student spells the word orally. The teacher randomly calls on students and says, “______, you word is. Just Spell It.” The student spells the word orally.
Section D – Independent Time
Materials: Reader 6, 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, b, c, d, e, f
ELAKR2 a, b, c, d, e* (* Word House Book)
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, d, f, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers TE p. 107,
Student Reader #6 p. 2
Hop’n Pop Cheer Cards- Word and Picture Cards for the, my, this, and are Lesson Plan sheet available from the web site:

Objective: TLW read sight words the, my, this, and are.
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: the, my, this, and are by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
The students will play the game Beat the Tiger for p. 2 and answer Comprehension questions at the bottom of page.
Theteacher may want to divide the students into pairs as Buddy Readers and have the children spread out in various sections of the room to practice.
Game for fluency and comprehension: August 2005 Online Newsletter
August Newsletter.htm
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader #6 p.4
Objective: TLW read sight words with speed and accuracy.
If a student catches Hop’n Pop too easily, lower the time he or she needs to catch Hop’n Pop for the rest of the week.
Record student scores on the bottom left corner of the Lesson Plan sheet.
Game ideas: See August 2005 Online Newsletter August Newsletter.htm
Section C - Phonics Lesson 6
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #6 p. 6-7, Alpha Motion Card D, Ten Minute Tool Box Cards: Deck 1– d and a, Deck 2– ac Dr. Cupp Readers and Journal Writers Manual Part 1, p. 109-110, and timer
Objective:
TLW recognize sounds a and d and rime ac.
P. 6-
Hold up Alpha Motion card D. Review sounds with students. Review Tool Box Cards: Deck 1- d and a, and Deck 2- ac. Review blending with students.
The teacher puts a copy of Reader 6 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.
Procedure:
This page is NOT timed.
Game- Spelling Bee-Revised
Students line up in two lines. The Team Captains stand beside the board to record the score. The teacher calls out one word to the first student on Team A. If this student attempts to spell the word, but does not spell it correctly, the student earns one point for trying. The teacher spells the word correctly. The student spells the word back to the teacher. The teacher then calls out a word to the first student on Team B. If this student spells the word correctly, Team B earns two points. Students earn one point for trying and one point for spelling the word correctly. No student ever sits down until the game is over. If anyone breaks a ruleor talks out of turn, the teacher directs the Team Captain to deduct two points from the score of the team whose member broke the rule.
Section D – Independent Time
Materials: Reader 6, 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, b, c, d, e, f
ELAKR2 a, b, c, d, e* (* Word House Book)
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, d, f, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers TE p. 107,
Student Reader #6 p. 3
Hop’n Pop Cheer Cards- Word and Picture Cards for the, my, this, and are
Lesson Plan sheet available from the web site:
htm
Objective: TLW read sight words the, my, this, and are.
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 the, my, this, and are by doing the sight word cheer. Directions are included in the plastic bag with the cheer cards.
The students will play the game Beat the Tiger for p. 3 and answer Comprehension questions at the bottom of the page.
The teacher may want to allow the students to Buddy Read for practice.
Section B- -Hop’n Pop Sight Words-
1/3 of the group time
Materials: timer, Reader #6-p.4-5
Objective: TLW read sight words with speed and accuracy.
Directions on how to play are written on top of p. 4 and 5.
If a student catches Hop’n Pop too easily, lower the time he or she needs to catch Hop’n Pop for the rest of the week.
Record student scores on the bottom left corner of the Lesson Plan sheet.
Game ideas: See August 2005 Online Newsletter August Newsletter.htm
Section C - Phonics Lesson 6 Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #6 p. 6-7, Alpha Motion Card D Ten Minute Tool Box Cards: Deck 1– d and a, Deck 2– ac, Dr. Cupp Readers and Journal Writers Manual Part 1, p. 109-110, and timer
Objective:
TLW recognize soundsa and dand rime ac.
P. 6-
Hold up Alpha Motion card D. Review sounds with students. Review Tool Box Cards: Deck 1- d and a, and Deck 2- ac. Review blending with students.
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.
Procedure:
This page is NOT timed.
Use p. 6 & 7 to play the game below:
Game- Just Spell It or Spelling Bee- Revised.
Section D – Independent Time
Materials: Reader 6, 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, b, c, d, e, f
ELAKR2 a, b, c, d, e* (* Word House Book)
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, d, f, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #6, ThinkerBox Book 2 pages 1-8
Hop’n Pop Cheer Cards-word and Picture Cards for the, my, this, and are
Lesson Plan sheet available from the web site:
htm
Objective: TLW read sight words the, my, this, and are.
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: the, my, this, and areby 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 1-8
Discuss the pictures and story.
The teacher may want to allow the students Buddy Read.
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timer, Reader #6 p.4-5.
Objective: TLW read sight words with speed and accuracy.
Record times on chart.
Game ideas: See August 2005 Online Newsletter August Newsletter.htm
Section C - Phonics Lesson 6
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #6 p. 6-7, Alpha Motion Card D Ten Minute Tool Box Cards: Deck 1– d and a, Deck 2– ac, Dr. Cupp Readers and Journal Writers Manual Part 1, p. 109-110, clipboard, and timer
Objective:
TLW recognize soundsa and d and rime ac.
Procedure:
Page 6- The teacher places page 6 on clipboard. “Now, I will call on you one at a time and ask you to say the sounds and rimes on this page as quickly as possible. I will set the timer. If you can beat the timer, I will draw a Smiley Face in the box at the top of this page.” Students take turns trying to beat the timer and earn a Smiley Face. Student will not move to Lesson 7 until they can beat the timer.
Page 7-This page is NOT timed. Students will take turns trying to sound out the words on page 7 by going across the row day the consonant sound in column one, then the rime in column two and then saying the entire word together in column three. Many students will not master the ability to sound out words until Ten Minute Phonics Lesson 10.
Game- Just Spell It or Spelling Bee-Revised.
Section D – Independent Time
Materials: Reader 6, 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, b, c, d, e, f
ELAKR2 a, b, c, d, e* (* Word House Book)
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, d, f, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g / Section A- Fluency and Comprehension-
1/3 of the group time
Materials: Dr. Cupp Readers & Journal Writers Reader #6, ThinkerBox Book 2 pages 1-8,
Hop’n Pop Cheer Cards-word and Picture Cards for the, my, this, and are
Lesson Plan sheet available from the web site:
htm
Objective: TLW read sight words the, my, this, and are.
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: the, my, this, and areby 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 words.
The teacher then randomly calls on students to read the sentences on page 1-8
Discuss the pictures and story.
The teacher may want to allow the students to Buddy Read
Section B- -Hop’n Pop Sight Words-1/3 of the group time
Materials: timers, Reader #6 p.4-5.
Objective: TLW read sight words with speed and accuracy.
Record times on chart.
Game ideas: See August 2005 Online Newsletter August Newsletter.htm
Section C - Phonics Lesson 5
Section C-Ten Minute Phonics
1/3 of the group time
Materials: Reader #6 p. 6-7, Alpha Motion Card D Ten Minute Tool Box Cards: Deck 1– d and a, Deck 2– ac, Dr. Cupp Readers and Journal Writers Manual Part 1, p. 109-110, timer, and Reader 6 p. 16- Assessment.
Objective:
TLW recognize sounds a and d and rime ac.
Do p. 6-7 – Directions are at the top of page in student’s book.
p. 16-Assessment - Directions are at the top of the page.
Section D – Independent Time
Review the sight words the, my, this, and are, and the phonics skills from Chart 6 or teacher-selected activity.
GPS Correlations:
ELAKR1 a, b, c, d, e, f
ELAKR2 a, b, c, d, e* (* Word House Book)
ELAKR3 a, d, e
ELAKR4 a, b
ELAKR5 a, b
ELAKR6 a, b, d, f, h
ELAKWL a, b, d, e
ELAKLSV a, b, c, d, e, f, g

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