Project Read March 18-22
Monday---Unit 20 Lesson 1 Skill: Open Syllable
Teacher will display the word met and ask how do we know that this e is a short vowel? The only vowel is closed in by a consonant on the end.
In this lesson you will learn what happens to the vowel sound when a single vowel is open at the end of a word or syllable.
Teacher displays the word me and tells students that this word ends in a single vowel. This is a one vowel sound word. It is a one- syllable word.
When a word or syllable ends in a single vowel the vowel sound is long. Teacher places the straight diacritical mark for a long vowel above the vowel and tell students that the vowel says its long sound /e/. The word is me. Provide the sentence for meaning: Come with me to the circus.
Teacher will pass out worksheet 20-3 and place her copy under the document camera. With teacher guidance, students will read the words, mark the vowel, and read the sentences. This worksheet will be sent home for reading homework.
Teacher will pass out worksheet 20-5 and place her copy under the document camera. Class will divide the words into syllables, mark the vowels on top and read the words and sentences. This worksheet will also be sent home for reading homework.
Teacher will place the story, “Ho-Bo Hux” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.
Tuesday---Unit 20 Lesson 1: Open Syllable, Lesson 2: Red words very, once, whose
Class will review short e and long e with the words met and me. Teacher will review in showing the word met that the e is a short e because it is closed in by a consonant on the end. Class will review in the word me that the e is a long e because when a word or syllable ends in a vowel, that vowel is long. Review short and long diacritical marks over the vowels.
Class will further review long vowels by rereading worksheet 20-3and discussing that these vowels come on the end of the word so each vowel is long and note the straight diacritical mark on top.
Class will also review steps for dividing VCCV words into syllables with worksheet 20-5 and note the short and vowel sounds in each word and how we know that these are short and vowel sounds without even reading the word. Note the formation of the diacritical marks over the vowels. Reread the words and sentences on this worksheet.
Teacher will place the story, “Ho-Bo Hux” under the document camera. Students will practice rereading and discussing the story. Oral readers will read for a grade. Teacher will also ask students to picture the story in their mind while she reads the story. Students will complete a short comprehension quiz over the story. During the quiz, the story will be left under the document camera for students to use to look up answers if needed. After work time on the quiz, teacher will take up quizzes and students will discuss what answers that they should have marked on the quiz, using the story to locate the answers.
Sentence Dictation: Teacher will ask students to head a piece of notebook paper with Dictation at the top, name and date underneath. Teacher will dictate each of the following sentences. Students will repeat each sentence and count the number of words in each sentence. Finger blending can be used on phonetic words and arm tapping for sight word if students need to while writing sentences.
1. We are smart kids.
2. I think she said no.
3. Would you go with me?
After sentence dictation writing has been done, students will discuss each sentence and check/correct their work.
Class will review all red words previously taught. Teacher will flash red word cards located in blue pocket chart on the wall. Will have to pull out the red word cards. Some cards are in behind the others.
Teacher will display the word very in the blue pocket chart. Teacher will provide the following sentences: That is a very big dog. You are very smart. Teacher will tell students that the word very adds intensity to the word that follows it. Class will arm tap and sweep the word very 5 times.
Teacher will place the story, “Chicken Pox” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.
Wednesday--- Unit 20 Lesson 1: Open Syllable, Lesson 2: Red words very, once, whose
Class will review short e and long e with the words met and me. Teacher will review in showing the word met that the e is a short e because it is closed in by a consonant on the end. Class will review in the word me that the e is a long e because when a word or syllable ends in a vowel, that vowel is long. Review short and long diacritical marks over the vowels.
Class will further review long vowels by rereading worksheet 20-3and discussing that these vowels come on the end of the word so each vowel is long and note the straight diacritical mark on top.
Class will also review steps for dividing VCCV words into syllables with worksheet 20-5 and note the short and vowel sounds in each word and how we know that these are short and vowel sounds without even reading the word. Note the formation of the diacritical marks over the vowels. Reread the words and sentences on this worksheet.
Class will review the word very by arm tapping and sweeping the word 5 times.
Teacher will place the story, “Chicken Pox” under the document camera. Students will reread and discuss the story. Oral readers will read. Teacher will also ask students to close their eyes and picture the story while she reads the story. Students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz in case they need to look something up. After work time on the quiz, teacher will take up the quizzes and students will discuss by using the story what answers that they should have marked on the quiz.
Sentence Dictation: Teacher will ask students to head a piece of notebook paper with Dictation at the top, name and date underneath. Teacher will dictate each of the following sentences. Students will repeat each sentence and count the number of words in each sentence. Finger blending can be used on phonetic words and arm tapping for sight word if students need to while writing sentences.
1. It is very hot.
2. That rock is very big.
After sentence dictation writing has been done, students will discuss each sentence and check/correct their work.
Teacher will display the word whose and tell students that this is the word whose. It asks a question. Whose dish is that?
Students will arm tap and sweep the word whose 5 times.
Teacher will place the story, “Whose” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.
Thursday------Unit 20 Lesson 1: Open Syllable, Lesson 2: Red words very, once, whose
Class will review short e and long e with the words met and me. Teacher will review in showing the word met that the e is a short e because it is closed in by a consonant on the end. Class will review in the word me that the e is a long e because when a word or syllable ends in a vowel, that vowel is long. Review short and long diacritical marks over the vowels.
Class will further review long vowels by rereading worksheet 20-3and discussing that these vowels come on the end of the word so each vowel is long and note the straight diacritical mark on top.
Class will also review steps for dividing VCCV words into syllables with worksheet 20-5 and note the short and vowel sounds in each word and how we know that these are short and vowel sounds without even reading the word. Note the formation of the diacritical marks over the vowels. Reread the words and sentences on this worksheet.
Class will review the words very, whose, and once by arm tapping and sweeping the words 5 times each.
Teacher will place the story, “Whose” under the document camera. Students will reread and discuss the story. Oral readers will read. Teacher will also ask students to close their eyes and picture the story while she reads the story. Students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz in case they need to look something up. After work time on the quiz, teacher will take up the quizzes and students will discuss by using the story what answers that they should have marked on the quiz.
Sentence Dictation: Teacher will ask students to head a piece of notebook paper with Dictation at the top, name and date underneath. Teacher will dictate each of the following sentences. Students will repeat each sentence and count the number of words in each sentence. Finger blending can be used on phonetic words and arm tapping for sight word if students need to while writing sentences.
1. Whose truck is stuck in the mud?
2. Whose is that?
After sentence dictation writing has been done, students will discuss each sentence and check/correct their work.
Teacher will display the word once and provide the following sentence for meaning: Once I had six cats. Tell students that this word is once and that it means at one tap. Students will arm tap and sweep the word once 5 times.
Teacher will place the story, “Just Once” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.
Teacher will also place Jeweled Treasure Box worksheet 20-19 under the document camera. Students will practice reading this worksheet. This sheet will also be sent home for reading homework.
Friday--- Unit 20 Lesson 1: Open Syllable, Lesson 2: Red words very, once, whose
Class will review short e and long e with the words met and me. Teacher will review in showing the word met that the e is a short e because it is closed in by a consonant on the end. Class will review in the word me that
the e is a long e because when a word or syllable ends in a vowel, that vowel is long. Review short and long diacritical marks over the vowels.
Class will further review long vowels by rereading worksheet 20-3and discussing that these vowels come on the end of the word so each vowel is long and note the straight diacritical mark on top.
Class will also review steps for dividing VCCV words into syllables with worksheet 20-5 and note the short and vowel sounds in each word and how we know that these are short and vowel sounds without even reading the word. Note the formation of the diacritical marks over the vowels. Reread the words and sentences on this worksheet.
Class will review the words very, whose, and once by arm tapping and sweeping the words 5 times each.
Teacher will place the story, “Just Once” under the document camera. Students will reread and discuss the story. Oral readers will read. Teacher will also ask students to close their eyes and picture the story while she reads the story. Students will complete a short comprehension quiz over the story. Teacher will leave the story under the document camera while students take the quiz in case they need to look something up. After work time on the quiz, teacher will take up the quizzes and students will discuss by using the story what answers that they should have marked on the quiz.
Sentence Dictation: Teacher will ask students to head a piece of notebook paper with Dictation at the top, name and date underneath. Teacher will dictate the following sentence. Students will repeat the sentence and count the number of words in the sentence. Finger blending can be used on phonetic words and arm tapping for sight word if students need to while writing sentences.
1. Once I went to camp.
After sentence dictation writing has been done, students will discuss each sentence and check/correct their work.
Teacher will place Jeweled Treasure Worksheet 20-19 under the document camera. Students will practice reading words and sentences on the sheet. Oral readers will read.
Students will complete a spelling assessment over the following words: me, she, hi, no, banjo, bingo, jumbo, very, once, whose.