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: Campus: Lacy Author(s): Trina Perkins Date Created / Revised: July 11, 2016 Six Weeks Period: 1st Grade Level & Course: Kindergarten Language Arts Timeline: 24 days Unit Title: Sharing Ideas and Messages Stated Objectives: TEK # and SE Lesson # 1 The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strikethrough indicates that portion of the standard is taught in a previous or subsequent unit. K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: K.1A Recognize that spoken words can be represented by print for communication. K.1B Identify upper- and lower-case letters. K.1C Demonstrate the one-to-one correspondence between a spoken word and a printed word in text. K.1D Recognize the difference between a letter and a printed word. K.1E Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping); K.1F Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. K.1G Identify different parts of a book (e.g., front and back covers, title page). K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: K.2A Identify a sentence made up of a group of words. K.2C Orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"). K.2D Distinguish orally presented rhyming pairs of words from non-rhyming pairs. K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: K.3A Identify the common sounds that letters represent. K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: K.4B Ask and Respond to questions about texts read aloud. K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: K.5B Recognize that compound words are made up of shorter words. K.5C Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures) K.7 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: K.7A Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. K.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: K.8A Retell a main event from a story read aloud. K.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. K.12A K.13 K.13A K.13E K.14 K.14A K.16 K.16A K.16A.ii K.16A.v K.16B K.17 K.17A K.18 K.18C K.21 K.21A K.22 K.22A K.23 K.23A K.Fig19 K.Fig19B K.Fig19E Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: Identify different forms of media (e.g., advertisements, newspapers, radio programs with adult assistance). Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: Plan a first draft by generating ideas for writing through class discussion (with adult assistance). Share writing with others (with adult assistance). Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: Dictate or write sentences to tell a story and put the sentences in chronological sequence. Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): nouns (singular/plural). pronouns (e.g., I, me). Speak in complete sentences to communicate. Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: Form upper- and lower-case letters legibly using the basic conventions of print (left-toright and top-to-bottom progression). Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: Write one's own name. Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: Listen attentively by facing speakers and asking questions to clarify information. Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to: Share information and ideas by speaking audibly and clearly using the conventions of language. Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: Follow agreed-upon rules for discussion, including taking turns and speaking one at a time. Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: Ask and respond to questions about texts. Retell or act out important events in stories. ELPS http://www.teksresourcesystem.net/module/content/search/item/1834/viewdetail.ashx See Instructional Focus Document (IFD) for TEK Specificity Key Understandings Misconceptions Key Vocabulary Understanding that print is associated with spoken language supports the development of reading and writing. Awareness of sound patterns of spoken words supports the development of word reading. Effective listeners respond to spoken messages. Writers develop ideas about what they know. Effective oral conventions enhance interpretation of the message. Awareness of sound patterns of spoken words supports the development of word reading. Effective listeners respond to spoken messages. Readers understand that some larger words are made up of smaller words that can help give meaning to text. An extensive vocabulary supports the development of oral and written communication. Letters and letter combinations represent words. Writers develop ideas about what they know. Effective oral conventions enhance interpretation of the message. It is not unusual for students to confuse words that rhyme with pairs of words that begin with the same initial sound. Continuous instruction and practice will lead to eventual understanding. Compound words can generally be split to help create meaning, but students need to be aware that not all compound words can be split for meaning. (e.g., butterfly) Alphabet Letter Word Number Listen Independent Read Idea Writing Noun Rhythm Top Bottom Left Right Space Sentence Compound Word Uppercase Lowercase Rhyme Book Front cover Back cover Author Illustrator Title page Page Turn Gently Print Listening Sequence Order of events Important event Main Event Speaking Discussion Taking turns Share Suggested Day 5E Model Instructional Procedures (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Materials, Resources, Notes Day 1- Engage Activity 1 Word Study Place sentence strips with student names in the pocket chart. Ask: What have I written on the cards? (names). Guide students to recognize that each sentence strip contains a student's first name written with letters. Explain that names are made up of special combinations of letters. Take a name from the pocket chart and model with a sentence stem like: This name is ____. It starts with the letter __. Have students echo by saying: Hello, ____ (name). Hand the card to the student whose name you read. Quickly repeat with all cards. Ask: What do we know about our names? Discuss responses (e.g., names are made up of letters). Learning the Alphabet A-M Pocket Chart Name card for each student Sentence Strips Book, Chicka Chicka Boom Boom United Streaming Video“Chicka Chicka Boom Boom” (P:\Share\!!Video\Element ary-Intermed) Sight Word Cards: I, am Activity 2 Phonemic Awareness The teacher will introduce the children to the book, Chicka Chicka Boom Boom. Read once through and then have the children read along with you. Discuss what is happening in the story. Discuss the letters of the alphabet. Ask students to sit in front of the computer or at their desks. On the computer, pull up the web site http://www.starfall.com/n/levelk/index/load.htm?fClick on the “ABC’s” icon. Show the students how to work the program. Click on the letters A and the letter B on the program. As a class, do the activities for each of these letters. Make a list of words that begin with /a/, a list of words that begin with /b/, and a list of words that begin with /c/. After discussing the story, lead the students in saying The Alphabet Song. Identify the letters Aa, Bb, and Cc. Have students repeat the letter names. Find each letter in the poem. Using the alphabet cards, display the letter “A”. Ask: Does anyone’s name start with A? Students whose names begin with “A” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letters Bb and Cc. Attach these names to the class word wall. Activity 3 Reading Provide directions and modeling as you explain your classroom procedures for Independent Reading (e.g., location of books, reading spots, behavior, duration, returning books). With student participation, model what a reader looks like during Independent Reading. Include modeling proper book handling. Read the words: I, am. Show picture cards for: ant, dog, cat, bear. Discuss the right way to hold a book. Discuss the cover, the pages, etc. Display our sight word cards: I, am. Have children read Decodable Story 1 on p. 5-6 in Reader’s and Writer’s Notebook. Activity 4 Writing Explain to students that they write each day. Ask: Where do writers get ideas to write about? Explain that is easiest to write about ideas you know a lot about. Explain that in Kindergarten, students will use the following steps when writing: • Think (think about ideas to write about) • Tell (talk about your ideas) • Draw (sketch pictures to tell about your ideas) • Write (label your drawings with letters or words; write words and sentences when ready) To generate ideas for writing, facilitate a discussion using the following questions or similar questions that are easily answered by students: • What is your favorite food? • What is your favorite place to visit? Decodable Story 1 on p. 5-6 in Pearson Reader’s and Writer’s Notebook Pencils Crayons Worksheet entitled, “My First Day of School” • Who is in your family? • What do you like about school? Encourage a discussion of the questions to promote oral language fluency. Remind students to use their listening skills during the discussion. Encourage students to elaborate on their contributions. Explain that talking is one way to share ideas. Share that writing (drawing a meaningful picture) is another way to share ideas. Inform students that writers can draw pictures of their ideas. Writers are careful to include details in the picture so that they can remember their ideas. Explain that today's journal writing will be a picture of themselves on the first day of school. They will also be writing their name on the paper the best that they can. Hand each child the worksheet entitled, “My First Day of School”. The students will draw a picture of themselves and attempt to write their name. **These will be kept by the teacher in a folder and will be used in the spring with an additional activity. Day 2 -Explore Activity 1 Word Study Ask: What did we learn yesterday about our names? Discuss responses. Put 3-4 magnetic letters on one side of the magnetic board and ask: What do these have in common? Discuss responses. Put 3-4 magnetic numbers on the other side of the board. Ask: What do these have in common? Discuss responses. Discuss the difference between letters and numbers with students. Explain that letters are used to read and write. Numbers are used to count and solve math problems. Remove the letters and numbers from the board. Draw a T-Chart on the board. Label the left column with "Letters (A)" and the right column with "Numbers (1)." The symbols serve as examples to assist non-readers. Inform the students that they will help sort the letters and numbers into the correct columns. Review each letter before they are mixed together with the numbers. Solicit student assistance to name each letter and ask students to echo. Put 10 letters and 10 numbers in a cup or tub and mix them. Explain that the "sort" involves placing the letters and the numbers in separate columns. Students take turns reaching into the cup or tub, and placing the letter or number in the correct column. Provide assistance to those students unfamiliar with letters and numbers. As individual students take turns, involve the other students by having them signal with a "thumbs up" or "thumbs down" to show if they are in agreement or disagreement with the placement of each item. Distribute Handout: T-Chart (Letters (A) / Numbers (1)) and the set of (5) plastic letters and (5) plastic numbers to each student. Allow time for students to sort. Ask: How are letters different from numbers? Discuss responses (e.g., letters are used to read and write and numbers are used to count and solve math problems). Activity 2 Phonemic Awareness Read the poem “The Monkey’s Alphabet” (Big Book of Phonics p. 4). Students should retell the story of the poem. Identify the letters Dd, Ee, and Ff. Have students repeat the letter names. Magnet Letters- enough for 5 per student. Magnet Numbers- enough for 5 per student. Magnetic Board Chart Tablet Marker T-chart Cup Handout: T-Chart (Letters (A) / Numbers (1)) Poem “The Monkey’s Alphabet” (Big Book of Phonics p. 4) United Streaming Video entitled: “Phonics In Context: ABC Animals” Website http://www.starfall.com/n/l evel-k/index/load.htm?f Pearson My Skills Buddy, p. 18-25 Paper, pencil, and crayons for each student. Find each letter in the poem and decide if they know an animal that begins with that letter. Ask if anyone in the class has a name beginning with the letter D, the letter E, or the letter F. If so, write their names on an index card and add it to the word wall. Watch the United Streaming Video entitled: “Phonics In Context: ABC Animals”. Ask students to sit in front of the computer or at their desks. On the computer, pull up the web site http://www.starfall.com/n/level-k/index/load.htm?f. Click on the “ABC’s” icon. Show the students how to work the program. Click on the letters D, E, and F on the program. Make a list of words that begin with /d/, a list of words that begin with /e/, and a list of words that begin with /f/. Using the alphabet cards, display the letter “D”. Ask: Does anyone’s name start with D? Students whose names begin with “D” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letters E and F. Attach these names to the class word wall. Activity 3 Independent Reading Model holding a book. Ask students to give you thumbs up if you are holding it correctly or thumbs down if you are holding it incorrectly. Use several books and hold the books several different ways (correct, upside down, sideways, with the cover facing you/pages out, etc.). Follow this Shared Reading Routine. Teacher Edition p. 40-41: Decodable Reader 1. Review words: I, am. Use My Skills Buddy, p. 18-25. Write Ann on the board. Say, “This is Ann.” Continue with all the names in the book. Help children read the book. Have children point to the words as you read it. Let children make a book. Each child will make a page for the book called, “I am _________.” Bind the book for library station. Activity 4 Writing Review that writing is a way to share ideas with others. Display the following list of words: I, me, my. Title the list “Word Bank”. Explain that these words are pronouns or special words that can be used when talking about yourself. Share that writers tell their stories in complete sentences and that today students will use pronouns and complete sentences to talk about their drawings. Provide examples and non-examples of complete sentences when talking about the teacher drawing. Think Aloud while modeling speaking in complete sentences and using pronouns to talk about the drawing. Journal writing: Let children make a book. Each child will make a page for the class book called, “I am _________.” They will fill in the blank with their name and draw a picture of themselves. Bind the book for library station. Day 3 -Explain Activity 1 Word Study Remind students that they have been learning about the alphabet. Explain that the 26 letters of the alphabet are in a special order called ABC order, or alphabetical order. Sing the traditional alphabet song to the tune of “Twinkle, Twinkle, Little Star.” Show students the alphabet chart or banner. Ask: What Alphabet Chart “Twinkle, Twinkle, Little Star” Name puzzle for each student Poem “The Monkey’s Alphabet” (Big Book of do you see on the chart? Discuss responses. Chant the letters together in a rhythmic fashion, touching each letter with the small pointer. Play the selected alphabet song for students and sing along together several times. Allow different students to take turns using the pointer on the alphabet chart as you sing. Explain that when we write our names or other words, we use the letters of the alphabet in a special order, not ABC order. Using one student’s Name Puzzle, model the following procedure on the pocket chart for students: Find the name strip that has the complete name written on it and place it at the top of the pocket chart. Place the other letters in random order in the middle of the pocket chart. Name and touch the first letter of the name. Find that letter in the middle and place it directly under the name strip. Repeat with the other letters. Read the name. Distribute the Name Puzzles. Guide students through the steps listed above. Allow time for students to practice independently. Monitor and provide assistance. Collect the Name Puzzle bags for use in future daily lessons. Activity 2 Phonemic Awareness Read the poem “The Monkey’s Alphabet” (Big Book of Phonics p. 4). Students should retell the story of the poem. Identify the letters Gg, Hh, and Ii. Have students repeat the letter names. Find each letter in the poem and decide if they know an animal that begins with that letter. Ask if anyone in the class has a name beginning with the letters G, H, or I. If so, write their names on an index card and add it to the word wall. Watch the United Streaming Video entitled: “Phonics In Context: ABC Animals”. Ask students to sit in front of the computer or at their desks. On the computer, pull up the web site http://www.starfall.com/n/level-k/index/load.htm?f. Click on the “ABC’s” icon. Show the students how to work the program. Click on the letters G, H, and I on the program. Make a list of words that begin with /g/, a list of words that begin with /h/, and a list of words that begin with /i/. Using the alphabet cards, display the letter “G”. Ask: Does anyone’s name start with G? Students whose names begin with “G” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letters H and I. Attach these names to the class word wall. Activity 3 Reading Ask: What is a discussion? Discuss responses, (e.g., taking turns talking about a certain topic or having a conversation). With four students, model a discussion on a common topic. Ask: What are some rules we will need to follow when we have discussions? Discuss responses. Teach children the following hand signals for discussion rules: Raise your hand to speak. (Put hand in air.) Listen to the speaker. (Put hand by ear.) No interruptions. (Make an x with two fingers and hold it over mouth.) Phonics p. 4) Index Cards United Streaming Video entitled: “Phonics In Context: ABC Animals” Website http://www.starfall.com/n/l evel-k/index/load.htm?f Kindergarten Student Reader K.1.1, Cat and Dog at School Journals Frog Street Press Books Red and Blue Speak one a time. (Hold up one finger.) Follow the Shared Reading Routine. Use Teacher Edition p. 56-57: Decodable Reader- Show p. 2 of Kindergarten Student Reader K.1.1. Point to the title, Cat and Dog at School. Take a picture walk through the story. Use the reading decodable books routine to read the reader (p. 56). Ask students to verbally respond using the following sentence stem: My favorite part of the book was ___. Activity 4 Writing Begin by holding up a box of 16 crayons. Ask the children to raise their hands if they think they can identify all of the crayons in the box. The teacher will pull out a crayon and the children will identify each color. Focus on the color red and blue. Sing Frog Street Press color songs. Brainstorm things that we see everyday that are red and blue. Make a list. Journal: Write the words “red and blue” at the top of the page. Draw three things in our world that are these colors. Teacher will help label each picture. Day 4 –Engage Elaborate Activity 1 Word Study Review the alphabet chart and selected alphabet song from Daily Lesson 3. Call on different students to use the pointer to touch letters on the alphabet chart or alphabet banner while the class chants and/or sings. Distribute name cards from Daily 1 to students. Hold up the note card with the letter “A”. Explain that the name of this letter is “A” and when “A” is written this way it is the uppercase “A”. Explain that “A” can be written a different way. Show the card with the lowercase “a”. Ask students to name the letter. Explain that when “a” is written this way it is the lowercase “a”. Instruct students to look at their name card for the letter “a”. If they find it, instruct them to stand up and put their finger on the letter “a”. Call on several students to show the letter “a” on their name card to the class. Repeat steps 3-5 with the letters b, c, and d. Activity 2 Phonemic Awareness Read the poem “The Monkey’s Alphabet” (Big Book of Phonics p. 4). Students should retell the story of the poem. Identify the letters Jj and Kk. Have students repeat the letter names. Find each letter in the poem and decide if they know an animal that begins with that letter. Ask if anyone in the class has a name beginning with the letter J or the letter K. If so, write their names on an index card and add it to the word wall. Watch the United Streaming Video entitled: “Phonics In Context: ABC Animals”. Ask students to sit in front of the computer or at their desks. On the computer, pull up the web site http://www.starfall.com/n/level-k/index/load.htm?f. Click on the “ABC’s” icon. Show the students how to work the program. Click on the letters J and the letter K on the program. Make a list of words that begin with /j/ and a list of words that begin with /k/. Using the alphabet cards, display the letter “J”. Ask: Does anyone’s name start with J? Students whose names begin with “J” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letter K. Name cards from Day 1 Poem “The Monkey’s Alphabet” (Big Book of Phonics p. 4) Index Cards United Streaming Video entitled: “Phonics In Context: ABC Animals” Website http://www.starfall.com/n/l evel-k/index/load.htm?f Decodable Story 2 Am I? on p.15-16 in Reader’s and Writer’s Notebook Student Book Bags Sight Word Cards: I, am Frog Street Press Books Green and Orange Attach these names to the class word wall. Activity 3 Reading Provide directions and modeling as you explain your classroom procedures for Independent Reading (e.g., location of books, reading spots, behavior, duration, returning books). With student participation, model what a reader looks like during Independent Reading. Include modeling proper book handling. Read the words: I, am. Discuss the right way to hold a book. Discuss the cover, the pages, etc. Display our sight word cards: I, am. Have children read Decodable Story 2 on p.15-16 in Reader’s and Writer’s Notebook. The students will make a student book. With teacher modeling, the students will read their own mini book. Students will place it in their “Book Bag”. Activity 4 Writing Begin by holding up a box of 16 crayons. Ask the children to raise their hands if they think they can identify all of the crayons in the box. The teacher will pull out a crayon and the children will identify each color. Focus on the colors green and orange. Sing Frog Street Press color song “green and orange”. Brainstorm things that we see everyday that are green and orange. Make a list. Journal: Write the words “green and orange” at the top of the page. Draw three things in our world that are these colors. Teacher will help label each picture. Day 5 -Elaborate Activity 1 Word Study Distribute the uppercase large letter cards to 8 students (A, B, C, D, E, F, G, H, I, J, K). Model how to wear the card correctly. Inform students that the letters we are using right now are called uppercase letters or capital letters. Ask: Which letter comes first? The student with the letter card “A” stands in front of the class. Ask: Which letter comes next? Students say “B” and the student with the “B” letter card stands next to “A” in order. Echo and repeat the letters in order: A, B Repeat step 4 until all of the letters through H are in order. Select 11 other students and give them the lowercase cards to wear. Ask them to remain seated until you call their letter name. Say the letter “a”. Ask students to point to the person who is wearing the lowercase “a” large letter card. Ask that student to stand next the student with the uppercase “A”. Repeat with all the remaining 11 letters in order. Activity 2 Phonemic Awareness Read the poem “The Monkey’s Alphabet” (Big Book of Phonics p. 4). Students should retell the story of the poem. Identify the letters Ll, Mm, and Nn. Have students repeat the letter names. Find each letter in the poem and decide if they know an animal that begins with that letter. Ask if anyone in the class has a name beginning with the letter L, the letter M, or the letter N. If so, write their names on an index card and add it to the word wall. Watch the United Streaming Video entitled: “Phonics In Context: ABC Animals”. Ask students to sit in front of the computer or at their desks. On the computer, pull up the web site http://www.starfall.com/n/level-k/index/load.htm?f. Click on the “ABC’s” icon. Show the students how to work the program. Click on the letters L, M and N on the program. Make a list of words that begin with /l/, a list of words that begin with /m/, and a list of words that begin with /n/. Using the alphabet cards, Uppercase and Lowercase large letter cards for the letters: A,a,B,b,C,c,D,d,E,e,F,f, G,g,H,h,I,i,J,j,K,k Poem “The Monkey’s Alphabet” (Big Book of Phonics p. 4) United Streaming Video entitled: “Phonics In Context: ABC Animals” Website http://www.starfall.com/n/l evel-k/index/load.htm?f Worksheet “L, M, N” Anchor Chart: Nouns Sticky Notes Student Book Bags Sight Word Care display the letter “L”. Ask: Does anyone’s name start with L? Students whose names begin with “L” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letters M and N. Attach these names to the class word wall. Do worksheet “L, M, N”. Activity 3 Reading Provide directions and modeling as you explain your classroom procedures for Independent Reading (e.g., location of books, reading spots, behavior, duration, returning books). With student participation, model what a reader looks like during Independent Reading. Include modeling proper book handling. Read the words: I, am. Discuss the right way to hold a book. Discuss the cover, the pages, etc. Display our sight word cards: I, am. Pass out each students book bags for sustained 15 minute independent reading. Activity 4 Writing Review the following steps: Think (think about ideas to write about) Tell (talk about your ideas) Draw (sketch pictures to tell about your ideas) Write when ready (label your drawings with letters or words; write words and sentences when ready). Explain that writers get ideas for writing by thinking about their lives. Explain that writers use words that name people, places and things when thinking about and writing about their lives. Inform students that these words are called nouns. Instruct students to echo the word noun. Display Anchor Chart: Nouns. Discuss the chart and involve students in identifying 2-3 examples of each type of noun. Record nouns on the chart in the appropriate columns. Provide each student with three large sticky notes. Instruct the students to think of examples of nouns from their own lives. Direct students to sketch an example of each type of noun. Invite students individually to take turns placing their sticky notes in the corresponding column on the board. Write the corresponding word under each sticky note. Read the lists aloud. Explain that the words are all nouns and that a noun is a word that names a person, place, or thing. Ask: How can thinking of nouns (people, places, and things) from your life help you as a writer? Discuss responses. Journal: Draw a person, a place, and a thing. The teacher will help label each item. Day 6 –Engage / Explain Learning the Alphabet N-Z Activity 1 Word Study Review the alphabet chant and selected alphabet song from Daily Lesson 3. Call on different students to use the pointer to touch letters on the alphabet chart or alphabet banner while the class chants and/or sings. Provide each student with the two strips corresponding to their name. Tell students to look at the two strips and determine which one is their name with the letters in the correct order. Remind students that a name, just Name cards for each student. Name cards for each student with the letters out of order, not spelled right. Poem “Alphabet Name Game” (Big Book of Phonics, p. 5) as any other word, is made up of a special combination of letters, in a special order. Activity 2 Phonemic Awareness Read “Alphabet Name Game” (Big Book of Phonics, p. 5). Have children join in on the letters. Reread it and have children act out the parts that identify the beginning letter of their name. Identify the letters Oo, Pp, and Qq. Have students repeat the letter names. Find each letter in the poem and decide if they know an animal that begins with that letter. Make a list of words that begin with /o/, a list of words that begin with /p/, and a list of words that begin with /q/. Using the alphabet cards, display the letter “O”. Ask: Does anyone’s name start with O? Students whose names begin with “O” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letters P and Q. Attach these names to the class word wall. Do worksheet “O, P, Q”. Index Cards Worksheet “O, P, Q” Sight Word Cards: I, am, the, little Small whiteboard or chart tablet Decodable Story 3, Little Me! P. 27-28 in Reader’s and Writer’s Notebook Frog Street Press Books Purple and Yellow Activity 3 Reading Review the rules for being a good reader. Display sight word cards: I, am. Introduce the words: the, little. Review the words I and am by having children read the words as you point to them on the word wall. Write the word “otter” on the board. This is the word “otter”. Name the letters with me: o, t, t, e, r, otter. What word is this? Continue with: seal, rabbit, quail, and pig. Look for these words in our story today. There will be a picture above the word to help you read it. Display Decodable Story 3, Little Me! P. 27-28 in Reader’s and Writer’s Notebook. Activity 4 Writing Begin by holding up a box of 16 crayons. Ask the children to raise their hands if they think they can identify all of the crayons in the box. The teacher will pull out a crayon and the children will identify each color. Focus on the color purple and yellow. Sing Frog Street Press color song “Purple and Yellow”. Brainstorm things that we see everyday that are purple and yellow. Make a list. Journal: Write the word “purple and yellow” at the top of the page. Draw three things in our world that are purple and three things that are yellow. Teacher will help label each picture. Day 7 – Explore / Explain Activity 1 Word Study Call on a student and ask: What is your name? Write the student’s name so everyone can see it. Explain that every word we say can be written down. Repeat with several more names. Show students different product labels (e.g., cereal box, milk cartoon, tissue box) Ask: How do we know what is in this box? Discuss responses (e.g., the box has a label, it has words on it). Explain that the words on products we use in our lives give us information. Show students things around the classroom that are labeled (e.g., computer, table, classroom library, word wall). Explain that we communicate with words; words we speak and words we write. Model saying a word and writing a word. Inform students that if you have a message to share, you can either say it out loud or write it down. Say a message orally (for example: “I have a dog.”), then write it down. Explain that the words are the same as the message you spoke. Ask: How are spoken words and printed words the same and different? Different product labels (e.g., cereal box, milk cartoon, tissue box) Labels for classroom things (e.g., computer, table, classroom library, word wall) Chart Tablet Poem “Alphabet Name Game” (Big Book of Phonics, p. 5) Index Cards Worksheet “R, S, T” Sight Word Cards: I, am, the, little Small whiteboard or chart tablet Discuss responses. Reinforce the understanding that spoken words are represented by print. Ask: Where are places we find printed words? Reinforce that printed words can be found in books, on products we use in our daily lives, and in many places in the world around us. Ask the students to look for words when they are in other places in the school and when they are at home. Decodable Story 3, The Little Toys, on p. 58 of My Skills Buddy Frog Street Press Books Pink and Gray Activity 2 Phonemic Awareness Read “Alphabet Name Game” (Big Book of Phonics, p. 5). Have children join in on the letters. Reread it and have children act out the parts that identify the beginning letter of their name. Identify the letters Rr, Ss, and Tt. Have students repeat the letter names. Find each letter in the poem and decide if they know an animal that begins with that letter. Make a list of words that begin with /r/, a list of words that begin with /s/, and a list of words that begin with /t/. Using the alphabet cards, display the letter “R”. Ask: Does anyone’s name start with R? Students whose names begin with “R” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letters S and T. Attach these names to the class word wall. Do worksheet “R, S, T”. Activity 3 Reading Review the words I, am, the, and little by having children read the words as you point to them on the word wall. Have children read each word as you point to it on the word wall. Write “robot” on the board. This is the word “robot”. Say the letters with me: r, o, b, o, t, robot. Continue with: puzzle, queen, octopus, train, block, and spaceship. Look for these words in our book today. There will be a picture above the word to help you read it. Have children turn to Decodable Reader 3, The Little Toys, on p. 58 of My Skills Buddy. Discuss the title, author, and illustrator. Activity 4 Writing Begin by holding up a box of 16 crayons. Ask the children to raise their hands if they think they can identify all of the crayons in the box. The teacher will pull out a crayon and the children will identify each color. Focus on the color pink and gray. Sing Frog Street Press color song “Pink and Gray”. Brainstorm things that we see everyday that are pink and gray. Make a list. Journal: Write the word “pink and gray” at the top of the page. Draw three things in our world that are pink and three things that are gray. Teacher will help label each picture. Day 8 – Engage / Elaborate Activity 1 Word Study Play Alphabet Toss using a small ball. Stand in a circle. One student starts by saying “A” and then gently tosses the ball to another student. That student says “B” and tosses the ball. Continue through the entire alphabet. (A similar game that emphasizes speed is Alphabet Hot Potato. Using the ball, go around the circle with each student naming one letter and quickly passing it to the next person.) Distribute name cards from Daily Lesson 1 to students. Hold up the alphabet card with the letter “U”. Explain that the name of this letter is U and when “U” is written this way is the uppercase “U”. Explain that it can be written a different way. Show the card with the lowercase Small ball Student Name Cards from Day 1 Poem “Alphabet Name Game” (Big Book of Phonics, p. 5) Index Cards Worksheet “U, V, W” Sight Word Cards: I, am, the, little Small whiteboard or chart tablet “u”. Ask students to name the letter. Explain that when it is written this way it is the lowercase “u”. Instruct students to look at their name card for the letter “u”. If they find it, instruct them to stand up and put their finger on the letter “u” and show it to the class. Repeat steps 3-4 with the letters v and w. Kindergarten Student Reader K.1.3 Frog Street Press Books Black and White Journals Activity 2 Phonemic Awareness Read “Alphabet Name Game” (Big Book of Phonics, p. 5). Have children join in on the letters. Reread it and have children act out the parts that identify the beginning letter of their name. Identify the letters Uu, Vv, and Ww. Have students repeat the letter names. Find each letter in the poem and decide if they know an animal that begins with that letter. Make a list of words that begin with /u/, a list of words that begin with /v/, and a list of words that begin with /w/. Using the alphabet cards, display the letter “U”. Ask: Does anyone’s name start with U? Students whose names begin with “U” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letters V and W. Attach these names to the class word wall. Do worksheet “U, V, W”. Activity 3 Reading Remind students that all books have parts in common (front cover, back cover, author, illustrator, title page). Invite students to point to these parts on the big book. Review how to hold a book correctly. Turn the pages, and show that readers read top to bottom, left to right. Use large movements and stretch hands from top (reaching toward the ceiling) to bottom (touching the floor). Practice several times moving from top to bottom, emphasizing the vocabulary. Repeat the same concept moving from left to right. Review the previously taught words. Have children read each word as you point to it on the word wall. Write “dad” on the board. This is the word “dad”. Say the letters with me: d, a, d, dad. Continue with: cat, dog, running, jumping, and happy. Look for these words in our book today. There will be a picture above the word to help you read it. Display Kindergarten Student Reader K.1.3. Today we are going to read a new book. Remind children to hold their book right side up and to turn the pages one at a time. Take a picture walk and practice turning pages. Activity 4 Writing Begin by holding up a box of 16 crayons. Ask the children to raise their hands if they think they can identify all of the crayons in the box. The teacher will pull out a crayon and the children will identify each color. Focus on the colors black and white. Sing Frog Street Press color songs “Black” and “White”. Brainstorm things that we see everyday that are black and/or white. Make a list. Journal: Write the word “black” at the top of page 1 and “white” at the top of page 2. Draw three things in our world that are black and three things in our world that are white. Teacher will help label each picture. Day 9 – Engage / Explore Activity 1 Word Study Distribute the uppercase large letter cards to students (A-Z). Practice chanting the alphabet slowly. Students stand up when their letter is named. They line up in alphabetical order. Repeat Uppercase and Lowercase large letter cards for students (A-Z) Poem “Alphabet Name with the lowercase large letter cards. Play the “Alphabet Race” game to practice rapid letter recognition. Divide students into 4 lines. Place each of the four sets of plastic letters about 10 feet away from each line. The letters can either be placed in alphabetical order or in a random pile. Call out a letter name. The first student from each line races to their set of letters and finds the letter that was named and takes it back to their group. Continue until all letters have been called. Provide students with a paper that has their name written in print that they can trace. Monitor and provide assistance to individual students on correct letter formation. Activity 2 Phonemic Awareness Read “Alphabet Name Game” (Big Book of Phonics, p. 5). Have children join in on the letters. Reread it and have children act out the parts that identify the beginning letter of their name. Identify the letters Xx, Yy, and Zz. Have students repeat the letter names. Find each letter in the poem and decide if they know an animal that begins with that letter. Make a list of words that begin with /x/, a list of words that begin with /y/, and a list of words that begin with /z/. Using the alphabet cards, display the letter “X”. Ask: Does anyone’s name start with X? Students whose names begin with “X” bring their name card to the pocket chart. As they place their name card in the pocket chart, each student completes the following sentence stems: My name is _______. My name starts with the letter __. Continue with the letters Y and Z. Attach these names to the class word wall. Do worksheet “X, Y, Z”. Game” (Big Book of Phonics, p. 5) Index Cards Worksheet “X, Y, Z” Sight Word Cards: I, am, the, little Small whiteboard or chart tablet Kindergarten Student Reader K.1.4 Frog Street Press Books Brown Journals Activity 3 Reading Review the previously taught words. Have children read each word as you point to it on the word wall. Write “bus” on the board. This is the word “bus”. Say the letters with me: b, u, s, bus. Continue with: library, school, music store, firefighter, vet, happy. Look for these words in our book today. There will be a picture above the word to help you read it. Display Kindergarten Student Reader K.1.4. Today we are going to read a new book. Take the children on a picture walk through the book. Predict what will happen. Activity 4 Writing Begin by holding up a box of 16 crayons. Ask the children to raise their hands if they think they can identify all of the crayons in the box. The teacher will pull out a crayon and the children will identify each color. Focus on the color brown. Sing Frog Street Press color songs “Brown”. Brainstorm things that we see everyday that are brown. Make a list. Journal: Write the word “brown”. Draw three things in our world that are brown. Teacher will help label each picture. Day 10 – Engage Rhyming Words Activity 1 Word Study Review the letters of the alphabet using an alphabet chant and a selected alphabet song. Call on different students to use the pointer to touch letters on the alphabet chart or alphabet banner while the class chants and/or sings. Using one set of letters, review that names are made of letters in a special order. Demonstrate how to make a name using the letters and then read the name. Call on students individually to demonstrate proficiency with Performance Indicator: Using Alphabet chant or song Uppercase and Lowercase letter cards Magnetic letters Hey Diddle Diddle Poem Hey Diddle Diddle Sequencing cards Sentence strips Construction paper plastic upper and lower case letters, students spell and read their name aloud. Ask students to point to an uppercase letter in their name and then point to a lowercase letter in their name. Monitor and assess students’ knowledge of the letters in their name. Ask: Why is it important to know how to spell, read, and write your name? Discuss responses. Activity 2 Phonemic Awareness Read aloud “Hey Diddle Diddle to students. Say these words: diddle, fiddle. Ask: What do you hear that is the same in these words? Lead students to understand that the words both end with “iddle”. Ask: What other words can we think of that have “iddle” at the end? Either say them orally or write them on a list. Explain that words that end with the same vowel part are called rhyming words. Discuss how each nursery rhyme has a rhythm to it and includes rhyming words. Explain that all stories, including nursery rhymes, have events that happen in a certain order, or sequence, to tell the story. Read back through the nursery rhyme one section at a time and talk about what event happened in that part. Ask students to explain the events in their own words. Write each sentence of the poem on sentence strips. Using the teacher made worksheet, cut the pictures apart. Have children match the pictures to the correct sentence strip. Put the poem in order. Now rearrange the sentence strips and read the nursery rhyme in a mixed-up order. Ask: Did that make sense? Why not? Discuss responses. Have children match the pictures to the correct sentence strip. Put the poem in order. Have children color and cut out their own picture cards. Sequence them and glue them in order onto construction paper. **This is also the SS lesson for the day. Sight Word Cards: I, am, the, little, a, to Decodable Story 4, Little Me!, on p. 39-40 in Reader’s and Writer’s Notebook Box of markers Journal Teacher Notes: UNDERDEVELOPED CONCEPT: It is not unusual for students to confuse words that rhyme with pairs of words that begin with the same initial sound. Continuous instruction and practice will lead to eventual understanding. Activity 3 Reading Some words we have to learn by remembering the letters rather than saying the sounds. We will say and spell the words to help learn them. Write “a” on the board. This is the word “a”. It has only one letter. Have children say and spell the word, first with you and then without you. I can use the word “a” in lots of sentences. Here is one sentence: I have a pen. Now you use the word in a sentence. Repeat with the word “to”. Add “a” and “to” to the Word Wall. Review the words I, am, little, a, and to by having children read the words as you point to them on the word wall. Write “turtle” on the board. This is the word “turtle”. Say the letters with me: t, u, r, t, l, e, turtle. Continue with: Zebra, van, and watermelon. Look for these words in our book today. There will be a picture above the word to help you read it. Display Decodable Story 4. Today we are going to read a new book. Have children read Decodable Story 4 on p. 39-40 in Reader’s and Writer’s Notebook. Activity 4 Writing Recall all colors by holding up a box of markers. As the teacher holds up a color, the students should say the name of the color and also name several things that are that particular color. Journal: Label the top of your paper with your favorite color and draw something that is that color or you wearing that color. Day 11- Explain Activity 1 Word Study Using the words from the nursery rhymes of Day 10 and Day Rhyming words and picture cards 11, play a game of Do They Rhyme? Say two words from the nursery rhyme or from the list and ask students to show thumbs up if they rhyme or thumbs down if they do not rhyme. For example: dock, one; clock, tock; mouse, ran; men, again. Continue the game with other words or picture cards. Repeat several times. Divide students into groups of 2-3. Give each group a set of rhyming picture cards. Instruct students to name the pictures and find the matching pairs. Instruct students to switch sets and continue practicing. Humpty Dumpty Poem Humpty Dumpty cut out worksheet Various books for students to read independently Chart tablet Marker Journals Activity 2 Phonemic Awareness Display and read aloud the nursery rhyme Humpty Dumpty, then choral read together. Say these words: wall, fall. Ask: What do you hear that is the same in these words? Lead students to understand that the words both end with “all”. Ask: What other words can we think of that have “all” at the end? Either say them orally or write them on a list. Explain that words that end with the same vowel part are called rhyming words. Review the rhyming words in the poem once more. Make an individual humpty dumpty to be displayed on the wall. Activity 3 Reading Discuss how to handle books and discovering what types of books the students enjoy. Review that stories happen in a certain order, or sequence, just like we do things in a certain order. Display examples from a nursery rhyme or book previously read and discuss the sequence of events from that selection. Today will be Independent Reading day for 15 minutes. Explain to students that they have two choices for Independent Reading. They may choose a new book or a familiar book/nursery rhyme to read from the collection. Remind students to hold the book correctly and to turn pages gently. Activity 4 Writing Reread the familiar book or nursery rhyme, stopping to think aloud about what is happening. Remind students that reading can give us ideas to write about. Model using complete sentences while telling about your favorite part of the familiar story. Use the sentence stem: My favorite part of the story is __________. Quickly sketch a simple drawing of your favorite part of the story. Write a simple sentence to tell about the picture. Journal: Instruct students to draw and label a picture about their favorite part. Confer with students and assist them in adding labels to their drawings. Support those who are ready to write phrases or sentences. Day 12- Explore Activity 1 Word Study Display and read together chorally a few of the nursery rhymes and poems practiced in Daily Lessons 10-11. After reading each one, say one of the words from the poem that is a rhyming word in the poem. (For example: In Humpty Dumpty, say “wall”.) Ask: What is a word in the poem that rhymes with ___? What other words can you think of that rhyme with ___? Review that rhyming words sound the same at the end. Display a rhyming word file folder game to the class. Call on students to pull a game piece from the baggy. Help the students match their game piece to the correct rhyming word Rhyming word file folder games Hickory Dickory Dock Poem Hickory Dickory Dock sequence cards Hickory Dickory Dock Clock Pattern Book of choice 13 various books for students to read on the game board. Activity 2 Phonemic Awareness Ask: What are some things we do in our classroom that we always do in a certain order, or sequence? Examples might include lining up for lunch, procedure for coming to the whole group area/carpet, morning procedures for entering the classroom. Review that every story happens in a certain order, or sequence, just like we sometimes do things in a certain order. Read aloud Hickory Dickory Dock. Talk about what happened first, next, last. Show the Rhyme Sequencing Cards. Call on students to come up and put the pictures in order and retell the nursery rhyme in their own words. Repeat with other nursery rhymes reinforcing the concepts of sequencing, rhythm, and rhyme in each. Make a clock and retell the poem. Name Tracing Worksheet for each student/ teacher 4 boxes of map colors or colored pencils Activity 3 Reading Hold up the book for read aloud. Before reading the book, open to any page and ask: What do you see on the pages? Responses might include pictures, letters, and words. Explain that an author uses the 26 letters of the alphabet to write all of the words in the book. Each word has a special way to be written or spelled. Display one sentence from the book. Select one student to point to each letter in a certain word. Select another student to count the letters in the word. Choose a student to name the letters in the word. Ask a student to point to each word in the sentence. Explain that readers notice the letters and words that authors use. Assign partners and distribute a book to each pair. Explain that each student will show a partner what they notice about letters and words. Direct students to point to each word and show their partner. Ask them to choose one word and touch and count each letter. Instruct students to name each letter in the word. Repeat the activity as time allows. Activity 4 Writing Today in writing we will practice writing our names. Review how our names are spelled in a certain order with the letters in a particular spot. Display to the class a copy of your name written in dotted-line form. Show the students how to trace each letter to connect the dots. Show that you always start at the top and move downward. Next, point to the blank space next to the dotted-line name. Explain that after you trace your name, you will write it again on your own in the open space. Hand out various map colors to each table. The students will write in “Rainbow” style, tracing and writing in a different color each time. Day 13- Engage / Elaborate Activity 1 Word Study Students sit in a circle to play the game “Roll the Ball”. To play, show a rhyming picture card and ask students if they can think of words that rhyme. Roll the ball to three different students. After the three words have been given, all students repeat the rhyming words aloud. Distribute one rhyming picture card to each student. Instruct them to glue that picture on the left side of a piece of construction or manila paper. Model for students how to think of a rhyming word that matches the picture and draw it on the right side. Allow time for students to complete their picture. Write the word under the picture for each student. Rhyming picture cards Small ball Construction paper or manilla paper Glue The Three Little Kittens Poem The Three Little Kittens worksheet Fictional Text of choice Sentence Strips for each student Activity 2 Phonemic Awareness Read the poem, “The Three Little Kittens”. Say the poem until the children can say it with you. Say these words: kittens, mittens. Ask: What do you hear that is the same in these words? Lead students to understand that the words both end with “ittens”. Explain that you can have both real and non-real words that rhyme. Ask: What other words can we think of that have “ittens” at the end? Either say them orally or write them on a list. Explain that words that end with the same vowel part are called rhyming words. Find the words that rhyme in the poem. Make an individual rebus using the worksheets provided. Paper or journals Rhyming picture cards for each student Construction or manila paper Little Miss Muffet Poem Black construction paper Yarn Google eyes Fictional text of choice Sentence strips Scissors for each student Chart tablet Markers Activity 3 Reading Select a fictional text for read aloud. Choose a book that has short 3-5 word sentences. Write a sentence from the book on a sentence strip. Prepare enough for each student to have one. Read the first sentence of the selected book aloud without showing the text. Ask: How many words are in the sentence? Clap and count the words together. Display the sentence in the book. Select a student to touch the words with a pointer while the class repeats the sentence. Repeat this procedure with other sentences, emphasizing one-to-one correspondence between spoken and written words. Activity 4 Writing Explain that writers get ideas for writing by thinking about things that are happening or have happened in their lives. Ask: What have you done lately that you can draw a picture of? Select 2-3 students to share with the class. Distribute paper to each student. Each student draws a picture of a recent experience. Confer with students and provide assistance as needed. As they are able, students may label parts of their pictures. Confer with students and offer guidance. Remind students to Think, Tell, Draw, and Write. Day 14- Explore / Explain Activity 1 Word Study Review rhyming words and how they are identified. Distribute one rhyming picture card to each student. Instruct them to glue that picture on the left side of a piece of construction or manila paper. Model for students how to think of a rhyming word that matches the picture and draw it on the right side. Allow time for students to complete their picture. Write the word under the picture for each student. Activity 2 Phonemic Awareness Read the poem, “Little Miss Muffet”. Say the poem until the children can say it with you. Review rhyming words and how they are identified. Find the words that rhyme in the poem. Either say them orally or write them on a list. Make an individual spider using construction paper. Glue the poem in the middle of the spider. Display on wall. Activity 3 Reading Conduct a book walk of a selected text. Conduct a read aloud of the selected text, stopping periodically to reinforce that there is one word in print for each spoken word. Distribute one sentence strip to each student. Ask them to show one word with their fingers. Ask: What do you notice between each word? Discuss responses including that there is a space between each written word. With a partner, students count the number of words in their sentence. Demonstrate how to cut the sentence into words by cutting in the space between the words. Ask students to cut their sentence into words. Demonstrate how to use the words like a puzzle and put the sentence back together. Allow time for students to practice. Encourage students to take the sentence home and show someone how a sentence is made with words. Activity 4 Writing Think aloud about a recent personal experience that can be easily drawn and talked about. Talk about the idea then draw a simple picture about the personal experience. Explain that writers can label the important parts of a picture with words to remember the story. Choose a part of the picture to label. Model writing one label on the picture. Remind students that words are made up of letters. Ask students to count and name the letters in the word and say the whole word. Instruct students to notice that the word is written in lower-case letters because it is a label (if the label is a name, draw students’ attention to the first letter being upper-case and the rest lowercase.) Continue labeling the picture. Students echo the words and count and name the letters. Distribute paper to each student. Instruct each student to draw a picture of a recent experience. Confer with students and provide assistance as needed. Day 15- Engage Letter Mm Activity 1 Word Study Review the letters of the alphabet using an alphabet chant and a selected alphabet song. Call on different students to use the pointer to touch letters on the alphabet chart or alphabet banner while the class chants and/or sings. Using one set of letters, review that names are made of letters in a special order. Demonstrate how to make a name using the letters and then read the name. Call on students individually to demonstrate proficiency with Performance Indicator: Using plastic upper and lower case letters, students spell and read their name aloud. Ask students to point to an uppercase letter in their name and then point to a lowercase letter in their name. Monitor and assess students’ knowledge of the letters in their name. Ask: Why is it important to know how to spell, read, and write your name? Discuss responses. Activity 2 Phonemic Awareness The student will listen to the poem, “Mr. Malcolm Monkey” (Phonics Songs and Rhymes Chart 5). Ask students we are discussing in the poem. Display the Mm alphabet card. This is a motorcycle. Motorcycle begins with /m/. What is the letter for /m/? Write the word “mop” on the board. Point to ‘m’. What is the sound for this letter? Say it with me: /m/ /m/ /m/. The beginning sound in ‘mop” is /m/. Mop ends with ‘op’. When I blend the beginning sound /m/ and the ending ‘op, I make the word “mop”: /m/ -op, mop. Use “mop” in a sentence. Repeat routine with the word “jam”, focusing on ending sound /m/. Continue with the words: mad, mug, met, yam, rim, sum. The student will be introduced to Marvin Monkey. Show the students the Frog Street big book. Learn to sing the song. Make a list of Mm words found in the book. Stress that all words must begin with this sound in order to be on the list. Ask the students what sound they hear at the beginning of each Alphabet chant or song Uppercase and Lowercase letter cards Magnetic letters Chart “Mr. Malcolm Monkey” (Phonics Songs and Rhymes Chart 5) Frog Street Press Book Marvin Monkey Various picture cards of things beginning with Mm Worksheet for beginning sound Mm Sight Word Cards: I, am, the, little, a, to Decodable Story 5, Little Mouse. P. 51-52 in Reader’s and Writer’s Notebook Book: If You Give A Mouse A Cookie Sequencing Worksheet: If You Give A Mouse a Cookie Journal one of these words. Reread the poem and instruct the students to rub their bellies and say “mmmmm” when they hear a word beginning with /m/. Highlight all “m” words in the poem with highlighting tape. Hand out worksheet to find words with the beginning sound “M”. Activity 3 Reading Some words we have to learn by remembering the letters rather than saying the sounds. We will say and spell the words to help learn them. Write “a” on the board. This is the word “a”. It has only one letter. Have children say and spell the word, first with you and then without you. I can use the word “a” in lots of sentences. Here is one sentence: I have a pen. Now you use the word in a sentence. Repeat with the word “to”. Add “a” and “to” to the Word Wall. Review the words I, am, little, a, and to by having children read the words as you point to them on the word wall. Write the word “mouse” on the board. This is the word “mouse”. Name the letters with me: m, o, u, s, e, mouse. What word is this? Continue with: walk, school, and moose. Look for these words in our story today. There will be a picture above the word to help you read it. Display Decodable Story 5, Little Mouse. P. 51-52 in Reader’s and Writer’s Notebook. Activity 4 Writing Write the following words for all to see: character, setting, key events, main event, and big idea. Review the meaning of each through discussion and relevant examples. Read Book: If You Give A Mouse A Cookie. Discuss the author and illustrator. Authors use sensory details in writing to describe what is seen, heard, smelled, tasted, or touched. Instruct students to listen for sensory details that describe the characters, setting, and events of the book. Take a picture walk through the book. Talk about what is going on in the illustrations. Ask students to name events in order. Hand out teacher made worksheet, If You Give A Mouse a Cookie. Color pictures, cut apart, and glue in the correct sequence according to the story. Review the sequence and retell the story. Journal: Draw a picture of your favorite part of the story. Dictate to your teacher. Day 16- Explain Activity 1 Word Study Say the following words: cat, mat, fat, sat. Ask: What do you hear that is the same in each word? /at/. Explain to students that the word part "at" is part of many words and that recognizing it quickly will help them to be better readers and writers. Write the word “cat.” Model segmenting the word into onset and rime and then blending to make the word. Direct students to read the word. Ask: What other real or made-up words can you think of that contain the word part "at"? Create a 2-column list. Label one column "Real" and the other "Not Real". Solicit student input. Write the words or nonsense words in their appropriate column. Activity 2 Phonemic Awareness The student will listen to the poem, “Where is Tim?” (Big Book of Phonics, Rhymes, and Poems p. 34-35). The students will be asked what sound they hear at the end of the word “Tim”. Use highlighting tape to highlight each word with an ending /m/ sound. Say the word “Tim” again. Segment the final /m/ sound and have students repeat with you. Display the “gum” picture card. This is gum. Listen to the sounds in “gum”; /g/ /u/ /m/. Chart tablet Poem, “Where is Tim?” (Big Book of Phonics, Rhymes, and Poems p. 34-35) Various picture cards of things ending with /m/ Reader’s and Writer’s Notebook p. 55 Sight Word Cards: I, am, the, little, a, to Decodable Reader 5, Animal Friends. P. 98 in My Skills Buddy Paper for each student Chart tablet Markers How many sounds do you hear? Is /m/ the first sound in “gum”; /g/ /u/ /m/? The /m/ is the last sound. Say a set of words, such as ham, Jim, Tom, him, sum. I am going to say two words. I want you to tell me which word ends with the same sound as “gum”. Listen carefully: jet, gem. Does “jet” end with the same sound as “gum”. Does “gem” end with the same sound as “gum”? Continue the routine with these word pairs: bed, Sam; dim, hop; rob, jam. Use Reader’s and Writer’s Notebook p. 55 for additional practice with /m/. Activity 3 Reading Review the words I, am, little, a, and to by having children read the words as you point to them on the word wall. Write the word “monkey” on the board. This is the word “monkey”. Name the letters with me: m, o, n, k, e, y, monkey. What word is this? Continue with: mule, mouse, minnow, moth, mole, and moose. Look for these words in our story today. There will be a picture above the word to help you read it. Display Decodable Reader 5, Animal Friends. P. 98 in My Skills Buddy. We will read lots of words that begin with /m/ in this book. Activity 4 Writing Inform students that they will make a class book about things that they like to eat. Remind students that books are made of sentences, sentences are made of words, and words are made of letters. Explain that each page will include one student’s name and two things that student likes to eat. Display an example with pictures and words: Mrs. Smith likes ice cream and tacos. Read the sentence aloud as students echo and clap each word. Point out that the words are separated by spaces. Invite a student to point to each word. Choose a different student to point to and count the letters in a word. Select another student to identify the sentence by underlining it using a finger. Review the following writing routine: think, tell, draw, and write. Distribute plain paper. Students draw two favorite foods at the top of the paper. Students label pictures with letters and/or words. Confer with students and write dictated sentences. Each student repeats the written sentence while touching each word. Assemble the pages to construct a class book. Day 17- Explain / Explore Activity 1 Word Study Display 8-10 compound word pictures. Name the pictures. Explain that some words are made up of two smaller words that are put together to make a new word. Say one of the words and ask students to repeat the word. Next, ask students to break the compound word into the two smaller words, clapping for each word. Repeat this procedure with other words. Draw a simple picture of a cow on the left of the board and a simple picture of a boy on the right of the board and label each picture. Explain that sometimes the smaller words help you know what the compound word means. Repeat with other examples. Tell students that sometimes the smaller words do not help you to understand the meaning of the compound word. (For example: butterfly). Play a game with the compound word picture cards. Show a picture and instruct students to say the whole word then break the word into two smaller words, clapping for each word. Repeat this activity with all of the picture cards. http://resources.sparkleboxteacherresources.ltd.uk/sb2092.pdf Poem, “Mr. Malcolm Monkey” (Phonics Songs and Rhymes Chart 5) Sight Word Cards: I, am, the, little, a, to Kindergarten Student Reader K.1.5 Letter Mm handwriting paper for each student http://www.kizclub.com/Phonics/word/compound.pdf http://www.carlscorner.us.com/Compounds.htm Teacher Notes: Activity 2 Phonemic Awareness The student will listen to the poems read this week again. Listen for initial /m/ and final /m/. Say several words. The students will sort the words as either beginning with the /m/ sound or ending with the /m/ sound. Use Reader’s and Writer’s Notebook p. 55 for additional practice with /m/. UNDERDEVELOPED CONCEPT: Compound words can generally be split to help create meaning, but students need to be aware that not all compound words can be split for meaning. (e.g., butterfly) Activity 3 Reading Recall the previous high-frequency words I, am, the, little, a, and to by having children read the words as you point to them on the word wall. Write the word “mom” on the board. This is the word “mom”. Name the letters with me: m, o, m, mom. What word is this? Continue with: talking, mixing, muffins, reading, mouse, eating, meatball, mopping, and mess. Look for these words in our story today. There will be a picture above the word to help you read it. Display Kindergarten Student Reader K.1.5. We will read lots of words that begin with /m/ in this book. Recall how to read a book. Students are not expected to be able to read compound words. Instead, in kindergarten students focus on the phonological aspect of compound words. Students practice blending and segmenting compound words in order to hear the two smaller words. Activity 4 Writing As you write the words on the chart tablet, describe the formation of a capital M and a lowercase m. Model an example or two of how NOT to make the letter. Students use their finger and pretend write M and m on the back of a friend. Hand out the Mm handwriting sheet to each student. The teacher will model correct writing posture and procedures. Model how to touch the lines on the paper correctly. As the students begin writing the letters on their own, the teacher walks around the room modeling and correcting as she/he goes. Day 18- Elaborate Activity 1 Word Study Recall compound words. Display two word cards. (For example: foot, ball) Explain that compound words are made up of two smaller words that are put together to make a new word. Tape the words together with no space between them so that they look like one word. Explain that readers can read the two smaller words to figure out the longer word. Repeat this activity with the other word cards. Use the cards from Day 17 again. This time say the two smaller words but do not show the picture. Instruct students to repeat the two smaller words and then blend them to make the compound word. Then show the picture card. Brainstorm other words that are compound words. Using chart paper, make a list. Draw a small picture beside the word as a cue for students. Students may need prompting by providing the first word in the compound word. Activity 2 Phonemic Awareness The student will listen to the poems read this week again. Listen for initial /m/ and final /m/. Say several words. The students will sort the words as either beginning with the /m/ sound or ending with the /m/ sound. Explain that you can write a real word using the two letter-sounds that have been introduced. Say the sound /a/. Ask: What letter makes that sound? The letter Aa makes the sound /a/. Demonstrate how to write the letter “a” on the white board. Say the sound /m/. Ask: What letter makes that sound? Demonstrate how to write the letter “m” on the white board. Explain that when the sounds Picture cards that will form a compound word Tape Chart tablet Markers Whiteboard per student Whiteboard markers per student Familiar book of choice Collection of books for each student Picture cards of life experiences (e.g.: a park scene, a beach scene, etc.) are blended together it makes the word “am”. Model isolating the sounds and blending the sounds. Write the word again several times and ask students to read it aloud. Add various letters in front of "am" to make new words: s, p, h, b, j. Do blending worksheet for "am" family. Activity 3 Reading Review that every story happens in a certain order, or sequence, just like we do things in a certain order. Display a familiar book, one previously read aloud. Point to a page in the middle of the book and explain what event was happening at that point in the story. Ask: What happens next? Discuss responses. Explain that our brains are made to remember things in order. The events of the book happen in a certain order and that helps readers to remember them. Remind students that they have two choices for Independent Reading. They can choose a new book or retell a book or nursery rhyme that has already been read to the class. Students choose a book or a previously read nursery rhyme from the collection. Students begin reading while practicing appropriate behaviors and retelling important events in order. Monitor students and provide assistance as needed. Ask students to retell 2-3 events in order. Activity 4 Writing Remind students that writers can get ideas for writing by thinking about things that are happening or have happened in their life. Explain that looking at pictures can help us think about events that have happened in our lives. Display several picture cards. Think aloud while explaining how one of the picture cards helps you think about a recent personal experience that could be easily drawn and talked about. Draw a simple picture about the personal experience. Explain to students that writers write sentences to tell stories. Model saying a complete sentence that tells about the picture. Repeat the sentence slowly. Instruct students to repeat the sentence and clap the number of words. Draw a line for each word in the sentence under the picture. Ask: What was the first word in my sentence? Write the first word on the first line. Explain to students that sentences always start with an upper-case letter. Then the rest of the letters are lower-case. Ask the students to give the rest of the words in the sentence. Explain to students that writers always reread their sentence to make sure it is what they want to say. Reread and confirm that it’s the correct message. Day 19- Explain / Elaborate Activity 1 Word Study Review that some words are made up of two smaller words put together to make a new word. These are called compound words. Play a game with the compound word picture cards from Day 17. Display a picture and instruct students to say the whole word and then break the word into two smaller words, clapping for each word. Repeat this process with all picture cards. Display two pictures of the smaller words. (For example, a picture of a foot and a ball.) Display the first picture and Ask: What does this picture show? Display the second picture and Ask: What does this picture show? Ask: If I put these two smaller words together, what compound word does it make? Repeat the activity with 2-3 additional card sets. Compound word picture cards from Day 17 Pictures of smaller words (For example, a picture of a foot and a ball.) Poem, “Mr. Malcolm Monkey” (Phonics Songs and Rhymes Chart 5) Mm alphabet card Picture cards of words beginning with /m/ and ending with /m/ Sound worksheet for beginning/ ending sound Activity 2 Phonemic Awareness The student will listen to the poem, “Mr. Malcolm Monkey” (Phonics Songs and Rhymes Chart 5). Ask students we are discussing in the poem. Display the Mm alphabet card. This is a motorcycle. Motorcycle begins with /m/. What is the letter for /m/? Write the word “mop” on the board. Point to ‘m’. What is the sound for this letter? Say it with me: /m/ /m/ /m/. The beginning sound in ‘mop” is /m/. Mop ends with ‘op’. When I blend the beginning sound /m/ and the ending ‘op, I make the word “mop”: /m/ -op, mop. Use “mop” in a sentence. Repeat routine with the word “jam”, focusing on ending sound /m/. Continue with the words: mad, mug, met, yam, rim, and sum. Do a sound worksheet for beginning/ ending sound Mm. Mm Sight word cards: I, am, to, a, the, little, black, purple Get Set, Roll! Reader 5 Melvin and Max Paper for each student Activity 3 Reading Recall the high-frequency words: I, am, to, and a. Have children find each word on the word wall. Write the word “Melvin” on the board. This is the word “Melvin”. Name the letters with me: m, e, l, v, i, n, melvin. What word is this? Continue with: pour, Max, zoom, mall, and splash. Look for these words in our story today. There will be a picture above the word to help you read it. Today we will read a story about our friends Melvin and Max. Display Routines Flip Chart to read Get Set, Roll! Reader 5. We will read lots of words that begin with /m/ in this book. Activity 4 Writing Review Day 18’s writing lesson. Ask: Which picture card helps you think of an experience you could write about? What was that experience? Students share their ideas. Select 2-3 students to share with the class. Distribute paper and instruct students to draw pictures of their recent experiences. Confer with students and provide assistance as needed. When students complete their picture, they dictate one sentence to an adult. Instruct students to clap the number of words in their sentence. The adult draws that number of lines. Ask: What was the first word in your sentence? Write the word pointing out that first words always start with an upper-case letter. Continue asking the student what words are next in the sentence until the sentence is complete. Instruct students to reread their sentence and confirm it is the message they intended to share. Assist students if necessary. Day 20- Engage Tt Activity 1 Word Study Choose a book to read that has compound words in it. After reading the story, go back through the book and show students the compound words. Write each word on chart paper using different colors for each part. Discuss the meaning of the compound word. Distribute a piece of drawing paper to each student that has been pre-folded. Instruct students to choose a compound word from the list. On the left outside flap, draw a picture of that smaller word. On the right outside flap, draw a picture of that smaller word. On the inside, draw a picture of the compound word. (For example, left outside flap – pan, right outside flap – cake, inside flap – pancake) Label the pictures for each student. Activity 2 Phonemic Awareness The student will be introduced to Tommy Tiger. Show the Familiar book containing compound words Chart tablet Markers of different colors Paper for each student Frog Street big book Tommy Tiger Tt Alphabet Card Picture cards of words beginning with /t/ Poem, “Tick Tick Tock” (Phonics Songs and Rhymes Chart 6) Worksheet with words beginning with /t/ Sight word cards: I, am, to, a, the, little, black, students the Frog Street big book. Learn to sing the song. Make a list of Tt words found in the book. Stress that all words must begin with this sound in order to be on the list. Ask the students what sound they hear at the beginning of each one of these words. Display the Tt Alphabet Card. Point to the turtle. Turtle begins with /t/. Say the words; with me, turtle. Write “turtle” on the board and point to the ‘t’. The sound for this letter is /t/. The names of these letters are uppercase T and lowercase t. What is the sound for this letter? What are the names of these letters? The student will listen to the poem, “Tick Tick Tock” (Phonics Songs and Rhymes Chart 6). Play the CD and sing the song several times. Ask specific questions about the poem. Reread the poem and instruct the students to tap their temple and say “tttttttttttt” when they hear a word beginning with /t/. Highlight all “t” words in the poem. Hand out worksheet that says to color all the Tt pictures. Do as a class. purple Display Decodable Story 6, Tam! P. 63-64 in Reader’s and Writer’s Notebook Picture cards of life experiences (e.g.: a park scene, a beach scene, etc.) Paper for each student Activity 3 Reading Some words we have to learn by remembering the letters rather than saying the sounds. We will say and spell the words to help learn them. Write “black” on the board. This is the word “black”. It has 5 letters. Have children say and spell the word, first with you and then without you. I can use the word “black” in lots of sentences. Here is one sentence: I have a black pencil. Now you use the word in a sentence. Repeat with the word “purple”. Review the words I, am, a, and to by having children read the words as you point to them on the word wall. Write the word “Tam” on the board. This is the word “Tam”. Name the letters with me: t, a, m, Tam. What word is this? Continue with: turtle, walk, tent, turkey, and table. Look for these words in our story today. There will be a picture above the word to help you read it. Display Decodable Story 6, Tam! P. 63-64 in Reader’s and Writer’s Notebook. Activity 4 Writing Review Day 18’s writing lesson. Ask: Which picture card helps you think of an experience you could write about? What was that experience? Students share their ideas. Select 2-3 students to share with the class. Distribute paper and instruct students to draw pictures of their recent experiences. Confer with students and provide assistance as needed. When students complete their picture, they dictate one sentence to an adult. Instruct students to clap the number of words in their sentence. The adult draws that number of lines. Ask: What was the first word in your sentence? Write the word pointing out that first words always start with an upper-case letter. Continue asking the student what words are next in the sentence until the sentence is complete. Instruct students to reread their sentence and confirm it is the message they intended to share. Assist students if necessary. Day 21- Explain Activity 1 Word Study The student will listen to the poem, “Cat’s Flat Hat” (Big Book of Phonics, Rhymes, and Poems p. 50-51). Say the word “hat”. Then, say the word “sat”. Point out that the words rhyme. Give a hat to a child and ask the child to say another word that rhymes with “hat”. Accept nonsense words, but encourage children to think of real words. Children continue to pass the hat and say a word that rhymes. Read the title of the poem and emphasize the sound of /t/. Have children repeat the sound Poem, “Cat’s Flat Hat” (Big Book of Phonics, Rhymes, and Poems p. 50-51) Highlighting tape Picture word cards of things ending with /t/ Worksheet with ending sound /t/ back. Point out all of the words that end with /t/. Reread the poem and use highlighting tape to highlight each word that ends with /t/. Activity 2 Phonemic Awareness Display the “bat” picture card. This is a bat. Listen to the sounds in “bat”; /b/ /a/ /t/. How many sounds do you hear? Is /t/ the first sound in “bat”; /b/ /a /t/? The /t/ is the last sound. Say a set of words, such as boat, cat, goat, hat, kite, and net. I am going to say two words. I want you to tell me which word ends with the same sound as “bat”. Listen carefully: drum, beat. I hear the /t/ at the end of beat. Let’s try some other words. Have children tell you which word ends in /t/. Continue the routine with these word pairs: foot, hand; dog, cat; boat, car; goat, horse; pot, pan; bug, ant. Hand out worksheet. Have children find pictures that end with the /t/ sound. Sight word cards: I, am, the, little, a, to, black, purple Decodable Reader 6, Let’s Go. P. 118 in My Skills Buddy “Dig Dig Digging!” Big Book My Skills Buddy p. 126 Journals Activity 3 Reading Review the words I, am, the, little, a, to, black, and purple by having children read the words as you point to them on the word wall. Display Decodable Reader 6, Let’s Go. P. 118 in My Skills Buddy. We will read lots of words that begin with /t/ in this book. Today we will read about a boy who walks to many different animals at the Wild Animal Park. Discuss title and author. Activity 4 Writing Display “Dig Dig Digging!” Big Book. Discuss the cover, title, and back of the book. What do you see on the cover? What will it be about? Go on a picture walk. Read with expression for enjoyment. Have children turn to p. 126 of My Skills Buddy. Walk through the retelling boxes as children retell the story. Let’s retell what happens in the first box- the beginning of the story. Let’s retell what happens next. Continue with the rest of the boxes. Journal: Have children draw a picture to retell a favorite part of the story. Dictate a word or sentence to go with their picture. Day 22- Explore Activity 1 Word Study Distribute a white board to each student. Explain that you can write a real word using the two letter-sounds that have been introduced. Say the sound /a/. Ask: What letter makes that sound? The letter Aa makes the sound /a/. Demonstrate how to write the letter “a” on the white board. Say the sound /t/. Ask: What letter makes that sound? Demonstrate how to write the letter “t” on the white board. Explain that when the sounds are blended together it makes the word “at”. Model isolating the sounds and blending the sounds. Write the word again several times and ask students to read it aloud. Add various letters in front of "at" to make new words: s, p, h, c, m. Do blending worksheet for "at" family. Activity 2 Phonemic Awareness The student will listen to the poems “Tick Tick Tock” and “Cat’s Flat Hat.” Stress the /t/ sound in each poem. Using the chart tablet, sort words as either beginning with /t/ or ending with /t/. Write the sentence, Tim sat in Tom’s boat. Have volunteers underline the “t” in each word. Use Reader’s and Writer’s Notebook p. 71 for additional practice with /t/. Whiteboard per student Whiteboard markers per student Chart tablet Markers Poems “Tick Tick Tock” and “Cat’s Flat Hat”, Big Book of Phonics Reader’s and Writer’s Notebook p. 71 Sight word cards: I, am, the, little, a, to, black, purple Kindergarten Student Reader K.1.6, At the Toy Store Handwriting worksheet for the letter Tt Activity 3 Reading Recall the previous high-frequency words I, am, the, little, a, to, black, and purple by having children read the words as you point to them on the word wall. Write the word “tiger” on the board. This is the word “tiger”. The word “tiger” is in the story we will read today. What sound does tiger begin with? What letter makes this sound? As we read, point to words that begin with /t/ Tt. Display Kindergarten Student Reader K.1.6, At the Toy Store. We will read lots of words that begin with /t/ in this book. Recall how to read a book. Activity 4 Writing As you write the words on the chart tablet, describe the formation of a capital T and a lowercase t. Model an example or two of how NOT to make the letter. Students use their finger and pretend write T and t on the back of a friend. Hand out the Tt handwriting sheet to each student. The teacher will model correct writing posture and procedures. Model how to touch the lines on the paper correctly. As the students begin writing the letters on their own, the teacher walks around the room modeling and correcting as she/he goes. Day23- Elaborate Activity 1 Word Study Say the following words: table, toy, turkey, towel, tire. Ask: What do you hear at the beginning of each word? /t/ Say: The letter “t” makes the sound: /t/. Watch my mouth. Say the letter name followed by the letter sound. Ask students to notice what their mouths and throats do as they echo the sound. Possible prompts include: What are your lips, tongues, and throats doing as you make this sound? Is your mouth opened or closed? Does your throat wiggle? Is your voice on or off? Do you feel air coming out of your mouth? Ask students to listen and echo again. Explain to students how to play the “Stand Up, Sit Down” game. Using the prepared word list, instruct students to repeat each word that you say. If it starts with /t/, then stand up. If it starts with another sound, then sit down. Using Teacher Resource: Letter-Sound Deck, show the card for the letter “t”. Explain that each Letter-Sound Card has a picture to help remember the sound that the letter makes. The picture for “t” is turtle. Instruct students to repeat after you in the following pattern: letter name, picture, letter sound. Repeat process for ending should /t/. Activity 2 Phonemic Awareness The student will listen to the poem, “Tick Tick Tock” (Phonics Songs and Rhymes Chart 6). Ask students what we are discussing in the poem. Display the Tt alphabet card. This is a turtle. Turtle begins with /t/. What is the letter for /t/? Write the word “tap” on the board. Point to ‘t’. What is the sound for this letter? Say it with me: /t/ /t/ /t/. The beginning sound in ’tap” is /t/. Tap ends with ‘ap’. When I blend the beginning sound /t/ and the ending -ap, I make the word “tap”: /t/ -ap, tap. Use “tap” in a sentence. Repeat routine with the word “hat”, focusing on ending sound /t/. Continue with the words: tell, Tom, tug, get, sit, not. Activity 3 Reading Recall the high-frequency words: I, am, the, little, a, to, black, and purple. Have children find each word on the word wall. Recall the previous high frequency words: I, am, the, little, a, to, black, purple. Hand children flashcards. When you read a word, have children find that word and hold it up. Pair children up with their flashcards. Have them play a memory game finding matching sight words. Hand out their book bags and have them read to each other in their pairs. Activity 4 Writing Review Day 18’s writing lesson. Ask: Which picture card helps you think of an experience you could write about? What was that experience? Students share their ideas. Select 2-3 students to share with the class. Distribute paper and instruct students to draw pictures of their recent experiences. Confer with students and provide assistance as needed. When students complete their picture, they dictate one sentence to an adult. Instruct students to clap the number of words in their sentence. The adult draws that number of lines. Ask: What was the first word in your sentence? Write the word pointing out that first words always start with an upper-case letter. Continue asking the student what words are next in the sentence until the sentence is complete. Instruct students to reread their sentence and confirm it is the message they intended to share. Assist students if necessary. Teacher Resource: LetterSound Deck Poem, “Tick Tick Tock” (Phonics Songs and Rhymes Chart 6) Tt alphabet card Whiteboard Whiteboard marker Sight word cards: I, am, the, little, a, to, black, purple Flashcards of sight words for each student pair Student Book bags Paper or journal for each student Day 24- Evaluate Activity 1 Word Study Review that some words are made up of two smaller words put together to make a new word. These are called compound words. Lay out 8-10 picture cards of the smaller words that can be combined into compound words on each table. Monitor and assess as you ask each student to pick two pictures that can be combined to make a real word. (For example: Students put a picture of a cup and a cake together to make the word cupcake.) Ask the student to tell you the new compound word. Write the word at the bottom of a piece of paper and ask the student to draw a picture to match the new word. Activity 2 Phonemic Awareness Display the “taxi” picture card. What is the beginning sound in “taxi”? Say the word with me: /t/ /t/ /t/ taxi. Continue to review initial /t/ with the words: tack, turtle, tub, Tom. Display the “hat” picture card. What is the last sound in “hat”? Say it again: hat, /t/ /t/ /t/. The last sound in “hat” is /t/. Continue to review final /t/ with these words: what, wet, net, cat, boat. I am going to say some /t/ words. If all the words have the same beginning sound, put both hands on your head. If all the words have the same ending sound, put both hands in your lap. Listen carefully: cat, kit, fat; boat, base, boom; pot, hat, bit. Do cut/paste worksheet sorting beginning and ending sound /t/ words. 8-10 picture cards of smaller words that can be combined into compound words for each table group Paper for each student Picture cards of things that begin and end with /t/ Cut/paste worksheet sorting beginning and ending sound /t/ Sight word cards: I, am, the, little, a, to, black, purple Listen to Me Reader K.1.6, Turtle’s Taxi Paper or journal for each student Activity 3 Reading Recall the high-frequency words: I, am, the, little, to, a, purple, and black. Display the book: Listen to Me Reader K.1.6, Turtle’s Taxi. Discuss the author and illustrator. Look at the picture on the cover and predict what the book will be about. Review children’s ideas. Point out that they will know more about turtle and his taxi when they read the story. Turn to p. 2. Point to the word. The word is “turtle”. Say the word with me. Look at the picture and find turtle. Repeat this routine. Use echo reading of Listen to Me Reader K.1.6 to model reading fluently. Journal: draw turtle and his taxi and label your pictures. Activity 4 Writing Instruct students to review the writing pieces they have completed in Daily Lessons 18-21. They choose one to share and practice reading the sentence. Select students one at a time to sit in the Author’s Chair to share their piece by reading the sentence and pointing to the words. Provide assistance as necessary. After each student shares, Ask: How many words are in your sentence? Instruct students to point to each word. Ask: How many letters are in that word? Instruct students to name each letter in the word. Provide assistance as necessary. Ask: What have you learned about writing? Discuss responses. Day 25- Evaluate Performance Indicator: Monitor and assess the following skills: Identifies and spells name Identifies rhyming words Produces rhyming words Identifies Compound Words Identifies uppercase and lowercase: Mm, Tt Reads words: I, am, the, little, a, to, black, purple Various testing tools and/or handouts Accommodations for Special Populations Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.