February 6-24, 2012 Harcourt Banner Days Reading Basal:
“Dear Mr. Blueberry” (Due to the length of the story and
actives, these lessons will continue for 3 weeks)
Monday, Tuesday, & Wednesday (6th & 7th & 8th)
Students will deduct vocabulary terms to understand their
meanings. Students will identify adjectives. Students will identify
compound words. First, teacher will introduce students to story
vocabulary in their pupil edition book on pages 66 and 67. Teacher will
model with use of Transparency 122 and have students read words in
context until students grasp meaning of all vocabulary. Next, have
students practice and apply understanding of vocabulary meanings by
completing page 21 in their Practice Workbook. (This will be recorded
as a grade for classwork; which will be worth 6 points, 1 point
each.) Teacher will teach and model adjectives using Transparency 121.
Then, teacher will have students follow along in their pupil edition with
CD-ROM, story "Dear Mr. Blueberry" (pages 66-88). During reading,
teacher will have students identify adjectives in the story. Students will
practice understanding of describing words by completing page 22 in
their Practice Workbook. (This will be recorded as a grade for
classwork; which will be worth 8 points, 1 point each.) Next, teacher
will reintroduce students to compound words with teacher modeling.
Students will complete Practice Workbook page 23 in small groups.
Then, teacher will have students Popsicle read story aloud using reading
trackers. Last, teacher will have intervention using Phonology Practice:
Project Read/Phonology: Unit 20: Lesson 3
Skill: Suffix -ed
Concepts: A suffix is added to the end of words. A suffix adds meaning
to the base word.
Objectives: 1. Knowledge and understanding of past tense.
2. Knowledge and understanding of the three sounds of
[-ed] suffix.
3. Read and spell words with the [-ed] suffix.
Day 1:
Activities:
Anticipatory Set:
Display the following sentences.
1. Bill jumps.
2. Bill jumped.
Teacher states: Read the sentences with me.
The first sentence tells us what Bill is doing now.
The second sentence tells us what Bill already did.
The [-ed] on the end of the word [jump] tells us the action happened in
the past.
[-ed] expresses time.
When [-ed] is added to the end of word it means past tense or past time.
Model:
Teacher displays the words:
jumped
lifted
grabbed
Directly state: Listen again to the sounds [-ed] makes at the end of these
words.
jumped /t/
lifted /ed/
fished /t/
1. Skywrite [-ed]
Say: [dash], [e], [d], says /t/, /ed/, and /d/
2. Teacher says the following words and the students say just the [-ed]
sound and write the suffix.
added /ed/
landed /ed/
played /d/
helped /t/
baked /t/
skipped /t/
picked /t/
walked /t/
Checking For Understanding:
With teacher supervision, the students read the sentences orally and fill
in the sound of the [-ed] ending on the line provided after each [-ed]
ending. Student Practice Sheet 20C, page 20-23.
Project Read/Phonology: Unit 21: Lesson 1
Skill: Magic Final e
The-vowel-consonant-final e [-vce]
Concepts: A long vowel is determined by the position of another vowel
or consonant.
Objectives: 1. Read and spell words with magic final e.
2. Knowledge and understanding of the final vowel
consonant final e.
Day 1:
Activities:
Anticipatory Set:
Display the word [he] with the diacritical mark for the long vowel above
the vowel. Ask question: Why is the mark above the vowel? (Answer:
The vowel represents the long vowel sound.) Ask question: Why does
the vowel represent the long vowel sound? (Answer: A single vowel
ends the word.)
Teacher will state teaching objective: In this lesson you will study a
second condition that causes a long vowel sound. It is the final magic e.
Model:
Teacher displays the final silent magic e, page 21-3.
Directly state: The final silent magic e hangs around at the end of the
words. (cake)
The magic e never says a word. That is why it has a silent line across it.
The magic e performs its magic by jumping over one consonant and
through its magic power making the vowel say its long sound.
Remember: The magic e can only jump over one consonant.
[cake] [make]
Teacher recites the following poem:
I’m the magic e.
(hold up magic e picture or wand)
I hang around at the end of words
(draw dash [-] in air)
And never make a peep
(put finger across mouth)
But oh the magic I perform,
(wave wand or draw imaginary sparkles in air)
When over one consonant leap
(hold up one finger and leap in the air)
To make long vowel speak
(draw long line -----------)
1. Students receive Student Practice Sheet 21A, Magic e page 21-7.
Students check final e to see if it is magic. Students draw silent line,
jump over consonant, mark vowel line, and then place sparkles above
the magic e to make the long vowel speak.
2. Recite poem with body language.
3. Students trace the -vce pattern (page 21-9) with finger.
4. Teacher displays the -vce pattern and students skywrite pattern.
Checking For Understanding/Oral Reading: Bonnie Kline Stories,
Level 1
A Big Problem
A Bike Trip
A Joke on Pete
A Close Game
Thursday, Friday, & Monday (9th & 10th & 13th)
Students will make inferences. Students will determine main idea and
details of story. Students will draw conclusions of passages and identify
cause and effect of passages. Students will reread pages 68-88 aloud
using Popsicle reading. Then, teacher will display Transparency 123
“Make Inferences” and remind students that inferring is story clues and
what you already know to help you figure out what the words don’t say.
Teacher will have students placed in small groups, assign a passage
from the story, and students will make inferences. Students will apply
understanding of making inferences by completing Practice Workbook
page 24 (Which will be recorded as a grade for classwork; which is
worth 2 points, 1 point each.) Last, have students practice and apply
Phonics Practice:
Project Read/Phonology: Unit 21: Lesson 2
Skill: red words/phonetically irregular words [here] [from] [give] [live]
Day 1:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the word
[here]. Display sentences:
1. When will Dad be [here]?
2. [Here] is your bike.
Directly state: Use the sentence meaning and consonant clues to
discover the red words.
Model:
1. Students tap out letter names on arm and sweep down the arm while
saying the word.
2. Students trace around the letters of the red words with red crayon,
using page 21-13.
Oral Reading: Bonnie Kline Stories, Level 1
A Swell Spot
Day 2:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the word
[from] and sentences.
1. Who is that letter [from].
2. The frog jumps [from] rock to rock.
Directly state: Use sentence meaning and consonants to discover the red
word.
Model:
1. Students tap out letter names on arm and sweep down the arm while
saying the word.
2. Students trace around the letters of the red words with red crayon,
using page 20-17.
Oral Reading: Bonnie Kline Stories, Level 1
From?
Tuesday, Wednesday, & Thursday (14th & 15th & 16th )
Students will retell and summarize a story. Students will determine
main ideas and details of a story. Students will draw conclusions of
passages and identify cause and effect of passages. Students will
identify character’s emotions. First, teacher will display Transparency
124 “Story Map” and model how to retell the story as a whole group.
Students will reread pages 68-88 aloud using reading trackers. Teacher
will have students placed into small groups, assign a passage from the
story, and students will identify cause and effect. Last, have students
practice and apply Phonics Practice:
Day 3:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the words
[live] and [give]. Ask question: How are these two words alike?
(Answer: They both end in [-ive]. Display the following sentences:
1. Two birds [live] in that cage.
2. A fox [lives] in a den.
Directly state: Use sentence clues and consonants to discover the red
word [live].
Model:
1. Students tap out letter names on arm and sweep down the arm while
saying the word.
2. Students trace around the letters of the red words with red crayon,
using page 21-21.
Display the following sentences.
1. I will [give] Pug a big bone.
2. [Give] the catnip to Tab.
1. Students tap out letter names on arm and sweep down the arm while
saying the word.
2. Students trace around the letters of the red words with red crayon,
using page 21-23.
Oral Reading: Bonnie Kline Stories, Level 1
Wetlands
A Gift
Eggs
Jewel Box-Treasure Chest Student Practice Sheet p. 21-25.
Project Read/Phonology: Unit 22: Lesson 1
Skill: Pattern VCCV
Concepts: There are rules to follow when dividing words into syllables.
Objectives: 1. To unlock polysyllabic words with the VCCV pattern.
Day 1:
Activities:
Anticipatory Set:
Ask question: What is a syllable? (Answer: A syllable is a word or part
of a word with one “talking vowel.” A word has as many syllables or
parts as “talking vowels.” Directly state: A word with more than one
talking vowel (a polysyllabic word) is divided by cutting the cutting the
word apart by a pattern. Teacher will state teaching objective: In this
lesson you will learn the vowel-consonant-consonant-vowel pattern.
Teacher displays the word [hello]
Teacher states: Hello is a polysyllabic word. It has two talking vowels.
(Teacher underlines the talking vowels and marks them with a [V] to
show the number of syllables. Model-h e l l o)
Teacher states: Check the position of the vowels and mark the vowels.
(Model)
Model:
1. Give each student a cutting pattern from page 22-5.
2. Students trace over the pattern with finger saying, “vowel,
consonant, consonant, vowel pattern is usually cut between the
consonants,” pretending to cut between the consonants.
Teacher states: There are five steps in dividing words into syllables.
Step 1:
Underline the talking vowels and mark them with a [V].
Why? To find the number of syllables.
Model: s i s t e r
Step 2:
Swoop between the talking vowels and pull down the consonants
between the vowels.
Why? To find the cutting pattern.
Model: s i s t e r
Step 3:
Divide the word according to the pattern.
Model: s i s /t e r -VC/CV
Step 4:
Check the position of the vowel and mark the vowel sound.
Model: s i s/ t e r
Step 5:
Blend the sounds together to unlock the word.
(Teacher should model the steps with a magic e syllable.
Example: s t a m p e d e
The magic e silent.
Underline only talking vowels.)
Checking For Understanding:
Students syllabicate/divide the words on Student Practice Sheet 22A,
pages 22-7and 22-8, with teacher guidance.
Oral Reading: Student Practice Sheet (page 22-9)
Friday, Monday, & Tuesday (17th & 20th & 21st)
Students will write simple text in sequence. Students will determine
main ideas and details of story. Students will create a piece of writing.
Students will use correct writing skills. First, teacher will reintroduce to
the “Five Parts of a Letter” and model how to create a letter of
invitation using Transparency 120. Students will apply understanding
of creating a letter of invitation by creating one of their own. Last, have
students practice and apply Phonics Practice:
Project Read/Phonology: Unit 22: Lesson 2
Skill: Pattern VCV
Concepts: There are rules to follow when dividing words into syllables.
Objectives: 1. To unlock polysyllabic words with the VCV pattern.
Day 1:
Activities:
Anticipatory Set:
Display the pattern VCCV page 22-13.
Ask question: What is this? (Answer: A cutting pattern for cutting
words into syllables.)
Ask question: What do the letters stand for? (Answer: The [V] stands
for vowel, the [C] stands for consonant.)
Ask question: Where do you cut this pattern? (Answer: Between the
consonants.)
Teacher will state teaching objective: In this lesson you will learn a new
cutting pattern.
Teacher displays the VCV pattern, page 22-15.
Teacher states: Say the pattern with me-vowel, consonant, vowel.
(Students are given the cutting pattern, page 22-17. Students trace the
pattern with their fingers while reciting the pattern [vowel, consonant,
vowel].)
Teacher states: The VCV pattern is often divided after the first vowel.
Model: m u/ s i c
Checking For Understanding:
Students divide the words on Student Practice Sheet 22B, pages 22-19,
with teacher guidance.
Day 2:
Activities:
Anticipatory Set:
Directly State: The VCV pattern is tricky. It can also be divided after
the consonant. Model: c l o s/ e t -VC/V
This is tricky. Always try to cut after the vowel first. Model: c a/ b i nV/CV
That is why you first put a dotted line. When you blend the word
together, if it doesn’t make a real word, adjust. Draw a dotted line after
the consonant. Model: c a /b/ i n-V/C/V
Blend the word together and darken the correct cutting line. Model:
c a b/ i n
This way you never have to erase and you can problem solve the
division. (Recite out loud the dividing rule: “The VCV pattern is first
divided after the vowel. If it doesn’t work, divide after the consonant.
Checking For Understanding:
Students divide the words on Student Practice Sheet 22C, pages 22-23
and 22-24, with teacher assistance.
Oral Reading: Student Practice Sheet page 22-25.
Homework: Read and Study story "Dear Mr. Blueberry" for Test!!!
Wednesday, Thursday, & Friday (22nd & 23rd & 24th )
Students will reread story using Popsicle reading. Students will be
reintroduced to the five parts of a letter and how to create a letter of
invitation. Students will practice Open Responses. Students will
independently complete a summative assessment test, teacher guidance
when needed. (Test worth 100 points/M.C. worth 50 points and Open
Response worth 50 points.) Last, students will practice and apply
Phonics Practice:
Project Read/Phonology: Unit 22: Lesson 3
Skill: Pattern VCCCV
Concepts: There are rules to follow when dividing words into syllables.
Objectives: 1. To unlock polysyllabic words with the VCCCV pattern.
Day 1:
Activities:
Anticipatory Set:
Display the patterns 5 page 22-29.
Display the cutting patterns on the 5.
Teacher states: There are five cutting patterns. You know two of them.
Recite the two patterns on the 5.
VCCV-“vowel, consonant, consonant, vowel”
Ask question: Where do you usually cut this pattern? (Answer:
Between the consonants.)
VCV- “vowel, consonant, vowel”
Ask question: Where do you cut this pattern? (Answer: The VCV
pattern is usually cut after the first vowel. Example: h e/ r o-V/CV)
Teacher will state teaching objective: In this lesson you will learn a new
cutting pattern.
Teacher displays the VCCCV pattern, page 22-31.
Teacher states: Say the pattern with me-vowel, consonant, consonant,
consonant, vowel. (Students are given the cutting pattern, page 22-33.
Students trace the pattern with their fingers while reciting the pattern
[vowel, consonant, consonant, consonant, vowel].)
Teacher states: The VCCCV pattern is often divided after the first
consonant.
Model: s u b/ t r a c t-VC/CCV
Checking For Understanding:
Students are given the 5, pages 22-29, They draw in the VCCCV
pattern. Students divide words on Student Practice Sheet 22D, page 2237 and 22-38, with teacher assistance.
Project Read/Phonology: Unit 22: Lesson 4
Skill: Pattern VCCCCV
Concepts: Words are divided by use of patterns.
Goal: Knowledge, understanding, and application of dividing the
pattern VCCCCV.
Objectives: 1. Division VC/CCCV
2. Syllabicate words by use of the VCCCCV pattern.
Day 1:
Activities:
Anticipatory Set:
Display the following:
1. VCCV
2. VCV
3. VCCCV
4.
Ask question: Students are asked to divide the patterns.
(Answer:
1. VC/CV
2. V/CV and VC/V
3. VC/CCV
4.
)
Teacher states: A fourth pattern is VCCCCV. This pattern usually
divides after the first consonant VC/CCCV.
This pattern rarely occurs because there are so few consonant clusters.
A consonant cluster is three consonants clustered together. There are
only four in our language:
str
spl
spr
scr
Keep the cluster together when dividing the VCCCCV pattern.
If the word is a compound word divide between the words.
Modeling: l a n d /s c a p e-VCC/CCV
i n/ s t r u c t-VC/CCCV
Checking For Understanding:
Students draw new pattern in the 5, page 22-41.
Closure: You have only one more pattern to learn.
Active participation: Together students recite the patterns and the rule
for dividing each pattern.