Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Cindy Cupp Week #3 (First week groups start) Monday GPS Standards: ELAKR1 a-f ELAKR2 a-e ELAKR3 a,d ELAKR4 ELAKR5 a,b ELAKR6 a,c,e,h ELAKW1 a,b,d ELAKSLV1 a-g Tuesday Wednesday GPS Standards: ELAKR1 a-f ELAKR2 a-e ELAKR3 a, d ELAKR4 ELAKR5 a, b ELAKR6 a, c, e, h ELAKW1 a, b, d ELAKSLV1 a-g GPS Standards: ELAKR1 a-f ELAKR2 a-e ELAKR3 a,d ELAKR4 ELAKR5 a,b ELAKR6 a,c,e,h ELAKW1 a,b,d ELAKSLV1 a-g Phonemic Awareness-Whole Group if needed Materials any of lessons 1-8. Have para pro pull students who have not mastered this concept. Phonemic Awareness-Whole Group if needed Materials any of lessons 1-8. Have para pro pull students who have not mastered this concept. Phonics Activity #1-Whole Group Materials: Big Alpha Motion Cards for letters A-U, Word House Book CD Track 3 & 4. Readiness Book p. 56 Phonics Activity #1-Whole Group Materials: Big Alpha Motion Cards for letters A-U, Word House Book CD Track 3 & 4. Readiness Book p. 56 Objective: TLW sing and make hand signs for the Alpha Motion Cards A-U and mixed-up A, T, B. Objective: TLW sing and make hand signs for the Alpha Motion Cards A-U and mixed-up A,T,B. Sing song on Track 3 and then do A, B and T mixed up. Sing song on Track 3 and then do A,B and T mixed up. Phonics Activity #2-Whole Group Ten Minute Tool Box Card Deck #1Letter cards for A, T, and B. rime-at. Appendix A picture of bat. Readiness Book p. 56-57. Phonics Activity #2-Whole Group Ten Minute Tool Box Card Deck #1Letter cards for A,T, and B. rime-at. Appendix A picture of bat. Readiness Book p. 56-57. Objective: TLW name the upper case letters A, T, B, lower case letters a, t, b, and the sounds for the letters a, t, b. Objective: TLW name the upper case letters A,T,B, lower case letters a,t,b, and the sounds for the letters a,t,b. Mix up letters and rime and have children take turns saying them. Mix up letters and rime and have children take turns saying them. Objective: Student will blend the word bat. Objective: Student will blend the word bat. Phonics Activity #2 part 2 Materials: Ten-minute Toolbox Card deck 1 Letter cards for A, t, b, and Deck #2 time-at. Phonics Readiness Chart 1p. 151-152 Readiness Manual Show children how to blend the word bat by holding up b and bumping it into the at card. Show children how to blend the word bat by holding up b and bumping it into the at card. Objective: TLW practice saying the letters A, a, tT, t, B, b, and the rime at. Spelling Readiness-Whole Group Materials: Pictures of words beginning with letter T, or Short A on index cards Readiness Book p. 57. Spelling Readiness-Whole Group Materials: Pictures of words beginning with letter T, or Short A on index cards Readiness Book p. 57. Objective: TLW view pictures beginning with T, B, and A sounds. TLW “spell” the first letter of word by saying T, B, or A. Objective: TLW view pictures beginning with T,B, and A sounds. TLW “spell” the first letter of word by saying T,B, or A. Phonemic Awareness-Whole Group if needed Materials any of lessons 1-8. Have para pro pull students who have not mastered this concept. Phonics Activity #1-Whole Group Materials: Big Alpha Motion Cards for A-U, Word House CD track 3&4, Readiness book p. 50. Objective: TLW sing and make the hand signs for Alpha Motion cards O-U and mixed up A and T. Show students cards and explain action on each card. (P. 50) Sing song on Track 3 and then do A and T mixed up. Phonics Activity #2-Whole Group Materials: Big Alpha Motion Card for the letter Bb, Readiness book p. 51 Objective: TLW name the uppercase and lowercase Bb and the sound for the letter /b/. Show children how baby b is hiding in its mommy. (See p. 51 for description) Mix up cards and have students take turns naming the letters. Is have trouble review Lesson 8 technique of having them sing it sing it and talk it with the blending technique. Thursday GPS Standards: ELAKR1 a-f ELAKR2 a-e ELAKR3 a,d ELAKR4 ELAKR5 a,b ELAKR6 a,c,e ELAKW1 a,b,d ELAKSLV1 a-g Phonemic Awareness-Whole Group Materials: see lessons used from Lesson 1-8 for review. Readiness book p. 65. Objective: TLW listen to word pronounced in two parts using onset and rime and put the word together. Phonics-Whole Group Materials: The Word House Book Readiness book p. 65 Objective: TLW listen as teacher reads selected pages. At this point teacher may put in center or read selected pages. Phonics Activity #1-Whole Group Materials: Big Alpha Motion Cards A-U, Word House CD Track 3 and 4. Readiness book p. 65. Objective: TLW sing and make hand signs for the Alpha Motion Cards A-U and mixed-up A, T, B. Phonics Activity #2-Whole Group Materials: Little Alpha Motion Cards A, T, B uppers and lower case and sounds cards. Readiness book p. 66 Objective: TLW name the upper case letters A, T, B, lowercase letters a, t, b and the sounds for the letters A, T, B. Game- Spotlight Teacher mixes up t eh nine cards. A flashlight shines on a student and the teacher shows the student a card. The student quickly says the name or sound of the letter. The teacher mixes up the cards and the group says the letter names and sound as quickly as possible. Friday GPS Standards: ELAKR1 a-f ELAKR2 a-e ELAKR3 a,d ELAKR4 ELAKR5 a,b ELAKR6 a ELAKW1 a,b,d ELAKSLV1 a-g Phonics-Whole Group Materials: Big Alpha Motion Cards A-U, The Word House Book CD track 3 & 4 Objective: TLW sing and make the hand signs for Alpha Motion Cards A-U and mixed up A,T,B. Phonics Assessment-Done Individually or in Small Group. Group C is done during small group time. Materials: Appendix A-Letter and Sound Assessment, Little Alpha Motion Cards for the Letters A, a, T,t, B,b., Readiness book p. 70 Objective: TLW individually name the letters A, a, T, t, B, b and say the sounds for the Short a, T, and B. Fluency-Sight Words AssessmentIndividual Materials: Appendix B-Sight Word Assessment Objective: TLW be individually assessed for sight word recognition on the first six sight words. Go over Readiness Chart 1. Game: Spell It Students are seated in circle on floor. Teacher shows card and selects one student to answer the following questions: “Listen to the sound you hear at the beginning of the word_________. (Emphasize sound) “This picture of a _________ begins with either a T, B, or A sound. What sound do you hear?” Game: Spell It Students are seated in circle on floor. Teacher shows card and selects one student to answer the following questions: “Listen to the sound you hear at the beginning of the word_________. (Emphasize sound) “This picture of a _________ begins with either a T, B, or A sound. What sound do you hear?” Fluency-Sight Words-Whole Group Materials: Hop n’ Pop cheer cards for Jack, Jilly, can, play, you, are. Readiness book p. 58. Fluency-Sight Words-Whole Group Materials: Hop n’ Pop cheer cards for Jack, Jilly, can, play, you, are. Readiness book p. 58. Objective: TLW practice reading sight words for selected sight words. Objective: TLW practice reading sight words for selected sight words. Game: Word Match Give out the word and picture cards for selected words. One at a time have the students holding the picture cards stand up. Have the child with the matching word come and stand beside the child. Then do the Hop n’ Pop cheer for each word. Game: Word Match Give out the word and picture cards for selected words. One at a time have the students holding the picture cards stand up. Have the child with the matching word come and stand beside the child. Then do the Hop n’ Pop cheer for each word. Directions for new game for Pop-It-ToMe 1. Put folded index cards into container. Have children sing song and make motions. 2. Have student draw card from container. Teacher reads what is on the card. For ex. If Letter is drawn, the children say the name of letters A, T, B. If sound is drawn, then they say the sounds. If word is drawn the say the six sight words. If Wiggle and Jiggle is drawn, they have to stand up and Wiggle and Jiggle. 3. All index cards are put back in container and game starts over. (You may play other sight word games instead of the one listed) (You may play other sight word games instead of the one listed) English Grammar-Whole Group Materials: chart paper, marker, Readiness Book p. 59, Pop-It-To-Me song chart., refer back to lesson #4 also. English Grammar-Whole Group Materials: chart paper, marker, Readiness Book p. 59, Pop-It-To-Me song chart, refer back to lesson #4 also. Objective: TLW sing the Pop-It-To-Me Song and listen for the different types of punctuation that is needed at the end of the sentence. Objective: TLW sing the Pop-It-To-Me Song and listen for the different types of punctuation that is needed at the end of the sentence. Students sing song and make punctuation sings with hands. Teacher writes a few sentences on chart paper and leaves off punctuation mark. Teacher reads the sentences to student and students decide what type of punctuation is needed. Students sing song and make punctuation sings with hands. Teacher writes a few sentences on chart paper and leaves off punctuation mark. Teacher reads the sentences to student and students decide what type of punctuation is needed. Listening/Speaking-Whole Group Materials: Read aloud Book, chart paper to write summary on, graphic organizer to show beginning, middle, and end. Paper and crayons. Readiness book p.53. Listening/Speaking-Whole Group Materials: Read aloud book, paper and crayons for students, Readiness Book p. 60 Listening/Speaking-Whole Group Materials: Read aloud book, paper and crayons for students, Readiness Book p. 60 Objective: TLW listen to story and illustrate favorite part of story. TLW retell favorite part of story. Objective: TLW listen to story and illustrate favorite part of story. TLW retell favorite part of story. Fluency-Sight Words-Whole Group Materials: Hop’n Pop Cheer Cards For Jack, Jilly, can, play, you, me Readiness Book p. 52. Objective: TLW read two new words: you, me. Do Hop’n Pop Cheer cards for you and me. Select students to come up to Word Wall. Use pointers and skip around Word Wall pointing to each sight word. Selected student reads sight words. Students practice reading sight words: you, me, play, can, Jack, Jilly. English Grammar-Whole Group Materials-Chart paper, 8-index cards-2 with the word letters, 2 with the word sounds, 2 with the word words, 2 with the words Wiggle and Jiggle. Fold cards and place in container. Pop-It-to-Mesong, Big Alpha Motion Cards A, T, B. Hop’nPop Cheer cards for Jack, Jilly, can, play, you, me, Readiness book p. 52. Objective: TLW listen to teacher read a book and assist in writing a summary statement about the book. Phonics Activity #3-Whole Group Materials: Ten Minute Tool Box Card Deck 1- Letter Card B, Card Deck 2 Rime-at, Appendix C Picture of a bat, Readiness Book p. 66 Objective: TLW blend the word bat. Teacher holds the at card in one hand and the b card in the other hand. Cards are bumped together and the word is blended. A selected student is asked to match the new word bat with the picture of a bat from Appendix C “ Listen as I blend these sounds together. /b/at/…bat **Students must continue to use onset and rime and say the word together. Spelling Readiness-Whole Group Materials: Pictures of words beginning with the T, B, or Short A put on index cards, Readiness book p. 66 Objective: TLW look at pictures beginning with T, B, and A sounds and “spell” the first letter of the words by saying T, B, or A. Game: Spell It Students sit in circle. Teacher goes around circle and shows pictures. Students tell the first letter they hear in the word. Fluency-Sight Words-Whole Group Materials: Hop n’ Pop Cheer Cards for: Jack, Jilly, can, play, you, me, Readiness Book p. 67. Objective: TLW practice reading sight words. Have student come to the word wall. Teacher uses pointer and points to selected sight words. Student reads words as quickly as possible. Teacher mixes up sight words and class says sight words quickly. English Grammar-Whole Class Materials: Chart paper, Marker, Pop-ItTo-Me Chant Chart from previous lessons, Readiness book p. 67. Objective: TLW sing song and listen for different types of sentences and decide what type of punctuation mark is needed TWL assist in telling the teacher about the beginning, middle, and ending of the book and choose which part to illustrate. Small Groups Start today; C is lowest group B is middle A is highest at the end of the sentence. Using the six sight words: Jack, Jilly, can, play, you, me, The students make sentences and the teacher writes the sentences on chart paper and leaves off the punctuation. Students assist by adding punctuation and singing the song. Creative Writing/Listening SpeakingWhole Group Materials: Picture, Chart paper, Readiness book p. 67 Objective: TLW talk about a picture and write a story describing what is happening in the picture. Teacher shows students a picture. Students discuss what is happening in picture and make up a story about the picture. Teacher writes the story the students tell. Teacher rereads the story to students. Students may volunteer to read story to class. Students should tell teacher what type of punctuation comes at the end of each sentence. C GroupPhonics Materials: Little Alpha Motion Cards for A, T Zip lock Bag, See Readiness Book p. 54 Objective: TLW say the letter name for T and A and make the sounds for these letters Students will match the upper case, lower case, and sound cards for letters A and T in the Little Alpha Motion Card Decks. Take Cards out of Zip lock bags and match upper, lower and sound. After matching, check answers by turning over cards to see if numbers match. Mix up cards and ask each child to name the letters. Fluency-Sight Words Materials: Hop’nPop Cheer Word card and Picture cards for #2Jilly and #4 play, #1Jack, #3 can Readiness Book p. 54 Objective: TLW practice reading the sight words and make sentences using sight words. Mix up cards and have students make sentences using words and write them on chart paper. Review any of Sight word lesson A& B Group Center Time Activity - Done while you meet with C group Materials: magazines of pictures to cut out, construction paper, pencil/crayon, scissors, glue sticks, Readiness book p. 55 Objective: TLW cut out objects beginning with the Short A sound of /a/. C Group Phonics Materials: Little Alpha Motion Cards for A, T. Race Track board from Ten minute phonics Tool Box, 2 Race Cars, Readiness book p. 61. Objective: TLW say letter name for T, A and make sounds for these letters. TLW match the uppercase, lowercase, and sounds cards for the letters A and T. Game: Race Track Divide group into two teams. Pick captain for each team and give each team car. Captain is the only one who moves the car. Group A& B Objective: TLW look for objects around the room that being with the /t/ sound of the short /a/ sound. Materials: see Readiness book p. 62-64.or do a comparable activity focusing on A and T sounds that you already have. Examples of activities to do: Circle hidden letters in newspaper, practice writing letter, and look for things that begin with sound. C Group Phonics Materials: Little Alpha Motion Cards for A, T. Race Track board from Ten minute phonics Tool Box, 2 Race Cars, Readiness book p. 61. Objective: TLW say letter name for T, A and make sounds for these letters. TLW match the uppercase, lowercase, and sounds cards for the letters A and T. Game: Race Track Divide group into two teams. Pick captain for each team and give each team car. Captain is the only one who moves the car. Show cars. And have students five the sound. If student misses captain move s car 1 space. If correct move car 2 spaces. Show cars. And have students five the sound. If student misses captain move s car 1 space. If correct move car 2 spaces. Fluency-Sight Words Materials: Hop ‘n Pop Cheer cards: Jack, Jilly, play, can. 5 of each index cards: Jack, Jilly, can, play. Readiness book p. 61. Fluency-Sight Words Materials: Hop ‘n Pop Cheer cards: Jack, Jilly, play, can. 5 of each index cards: Jack, Jilly, can, play. Readiness book p. 61. Objective: TLW practice reading sight words and make sentences using the sight words. Objective: TLW practice reading sight words and make sentences using the sight words. Group A& B Objective: TLW look for objects around the room that being with the /t/ sound of the short /a/ sound. Materials: see Readiness book p. 62-64 or do a comparable activity focusing on A and T sounds that you already have. Examples of activities to do: Circle hidden letters in newspaper, practice writing letter, and look for things that begin with sound. Group C Phonics Materials: Little Alpha Motion Cards A, T, Readiness Book p. 68 Objective TLW say the letter and sound name for T and A and match upper case and lower case letters. Fluency-Sight Words Materials: Hop ‘n Pop Cards for Jack, Jilly, can, play, Readiness book. 68 Objective: TLW practice sight words. Group A& B Do an activity involving finding words with t.b, or a. Ex. Find words in magazines or newspapers and glue on paper. Activity Suggested: Readiness Book p. 69 Game-Word Count Group C Phonics and Sight Words Assessment Group A& B Do an activity involving finding words with t.b, or a. Ex. Find words in magazines or newspapers and glue on paper. Activity Suggested: Readiness Book p. 69 Game-Word Count Readiness Book p. 72 Activity Option #2 Listening Center introduced. from Lesson 1-10 to help teach sight words with this group. Begin game by mixing up picture and word cards from cheer set and have children match them. Then mix up the index cards and have the children practice reading words on them. Begin game by mixing up picture and word cards from cheer set and have children match them. Then mix up the index cards and have the children practice reading words on them