RedMarch7-11Reading2..
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Red Group: Eric, Nieelah, Dante, Danya Level: A KIBLIN Time: 10:30-11:00 Week: March 7-11, 2016 Monday/ Tuesday *sight words: I, at, to, go, is, a, the, and, my, up / get, it, do, for, into, we, big, see, me, on Sight Word: dictation: in / the / I on / get / go it / do Dictation Sentence: I go in the water. Teach one Sight Word: ❏ ❏ ❏ ❏ you whats missing mix and fix table writing whiteboards Word Study: Identifying initial consonant Cc Comprehensive Skill: Main Idea and details -Have the students say the /s/ sound out loud. -Have the students practice writing an Ss on a wipe off board while saying the sound it makes. -Say the name of the pictures on the Ss Worksheet page. SW write an Ss under each picture that begins with an /s/ sound -Explain to students that most stories have a big, or main idea which is what the story is mostly about. Explain that often the title provides clues about the story’s main idea. Invite students to make predictions about the main idea of the story. -Guide the students to the main idea: There are many ways to have fun in the water. The story will have many details that help explain the main idea. (You can: float, sail, paddle, fish, dive, swim, splash, and play in the water). - Show student the graphic organizer. Each student draws a picture of a detail to support the main idea on their wipe off board and label their drawing. Students will share their supporting detail and using it in a sentence. Example, we play in the water. Guided Reading Text: Fun in the Water Tricky Words: water Objective: Given the use of a pattern text, SWBAT demonstrate their knowledge of reading strategies by using picture clues and beginning sounds to read a book Before Reading Picture Walk & Predict and Locate:Tricky Words During Reading ➢ Whisper Reading *Teacher observes strategy use ➢ *Teacher prompts for strategy use if necessary ➢ (See Anecdotal Notes on Back of this Sheet After Reading (R. L.2.3) Share Strategies Used throughout reading Discussion Questions: 1. Why do people like to play in the water? 2. Which of the water activities from the story would you like to do? Why? Running Record: Name:____________________ Areas of need after reading: ❏ ❏ ❏ ❏ ❏ ❏ 1:1 matching Use picture clues cross check the first letter visual scanning Expression and fluency other______________________________ Red Group: Eric, Nieelah, Dante, Danya Level: A KIBLIN Time: 10:30-11:00 Wednesday Week: March 7-11, 2016 *sight words: I, at, to, go, is, a, the, and, my, up / get, it, do, for, into, we, big, see, me, on Sight Word: dictation: is / me my / into we / big Teach one Sight Word: ❏ ❏ ❏ ❏ this whats missing mix and fix table writing whiteboards Word Study: Sight Word Bingo -Student segment & blend, say the letters they hear in the word -Student write the CVC word (students may need support with short vowels) -SW will work with a partner. SW mix up the sight words and put them face down. SW take turns picking up 2 words, reading each word they pick up and keeping the words if they pick up a match. To keep the match the student needs to say a sentence with the word. -Student will look at the CVC picture card and sound out the three phonemes in the word by pushing in the blue cube (initial sound) yellow (medial sound) and red cube (final sound) -example - picture of cat, Student would say /c/ with blue cube, /a/ yellow cube /t/ red cube -Student writes the three phonemes he/she hears on their wipe off board flip over card to self check. *Review short vowel sounds Guided Reading Text: This is Me! Tricky Words: Objective: Given the use of a pattern text, SWBAT demonstrate their knowledge of reading strategies by using picture clues and beginning sounds to read a book Before Reading Picture Walk & Predict and Locate:Tricky Words During Reading ➢ Whisper Reading *Teacher observes strategy use ➢ *Teacher prompts for strategy use if necessary ➢ (See Anecdotal Notes on Back of this Sheet After Reading (R. L.2.3) Share Strategies Used throughout reading Discussion Questions: 1. Have you ever seen a clown? What does the clown’s face look like? Running Record: Areas of need after reading: Name:____________________ ❏ ❏ ❏ ❏ ❏ ❏ Name:____________________ ❏ 1:1 matching 1:1 matching Use picture clues cross check the first letter visual scanning Expression and fluency other______________________________ Red Group: Eric, Nieelah, Dante, Danya Level: A KIBLIN Time: 10:30-11:00 Week: March 7-11, 2016 ❏ ❏ ❏ ❏ ❏ Use picture clues cross check the first letter visual scanning Expression and fluency other_____________________________ Thursday/Friday *sight words: I, at, to, go, is, a, the, and, my, up / get, it, do, for, into, we, big, see, me, on Sight Word: dictation: I / for see / me on / a Dictation Sentence: I make a hat. Teach one Sight Word: make ❏ ❏ ❏ ❏ whats missing mix and fix table writing whiteboards Word Study: Matching word by stretching out beginning sound to picture -SW look at pictures next to the sentences and say the picture outloud. -TW read the sentence out loud and have students find the correct word to match the beginning sound of the picture clue. (Pre-cut words to complete the activity together) Independent Practice: Nouns worksheet Identifying initial consonant Hh -Have the students say the /h/ sound out loud. -Have the students practice writing an Hh on a wipe off board while saying the sound it makes. -Say the name of the pictures on the Hh Worksheet page. SW sort the picture card into the correct column /h/ sound or Other sounds. If the picture is placed in the other sounds column the student will label the picture with the beginning sound. Examples: spoon - sp, crocodile - cr -discussion questions Guided Reading Text: I Love Art Class Tricky Words: Objective: Given the use of a pattern text, SWBAT demonstrate their knowledge of reading strategies by using picture clues and beginning sounds to read a book Before Reading Picture Walk & Predict and Locate:Tricky Words During Reading ➢ Whisper Reading *Teacher observes strategy use ➢ *Teacher prompts for strategy use if necessary ➢ (See Anecdotal Notes on Back of this Sheet After Reading (R. L.2.3) Share Strategies Used throughout reading Discussion Questions: 1. What is your favorite project that the boy made in the story? Why? 2. If you were to make one of the projects from the book, which one would you choose? Running Record: Areas of need after reading: Red Group: Eric, Nieelah, Dante, Danya Level: A KIBLIN Time: 10:30-11:00 Week: March 7-11, 2016 Name:____________________ ❏ ❏ ❏ ❏ ❏ ❏ 1:1 matching Use picture clues cross check the first letter visual scanning Expression and fluency other______________________________ Name:____________________ ❏ ❏ ❏ ❏ ❏ ❏ 1:1 matching Use picture clues cross check the first letter visual scanning Expression and fluency other______________________________ Red Group: Eric, Nieelah, Dante, Danya Level: A KIBLIN Time: 10:30-11:00 stretching out beginning sound and matching to color word -Student segment & blend, say the letters they hear in the word -Teacher write the CVC word (students may need support with short vowels) Week: March 7-11, 2016 -Students look at colored sock pictures and stretch out beginning sound and match the sound with the color word. -Teacher introduce the pair of socks that do not match, they are odd. -Student will look at the CVC picture card and sound out the three phonemes in the word by pushing in the blue cube (initial sound) yellow (medial sound) and red cube (final sound) -example - picture of cat, Student would say /c/ with blue cube, /a/ yellow cube /t/ red cube -Student tells the teacher the three phonemes he/she hears and teacher writes the word on the wipe off board. Student would say c-a-t teacher would write cat on wipe off board flip over card to self check. identify initial sound and write the letter ● Students will say the picture card. Stretch out the beginning sound and write it on the wipe off board. Turn the picture card over and self check. segmenting & blending ● Student will look at the CVC picture card and sound out the three phonemes in the word by pushing in the blue cube (initial sound) yellow (medial sound) and red cube (final sound). syllables rhyming Identifying initial consonant Ff Syllables are the parts of a word, the number of "chunks" that a word breaks into when you say it. SW clap out the syllables in their names. SW clap out the syllables in the food cards and sort the pictures into 1, 2, and 3 syllables words. rhyming words sound the same at the end. SW look at 3 pictures cards. Two of the picture cards rhyme. SW will pick up the two cards that rhyme. TW write the words on a wipe off board and SW box out the ending chunk that is the same. SW will say… cat, bat they both say /at/ ● ● ● Sight Word Bingo Have the students say the /f/ sound out loud. Have the students practice writing an Ff on a wipe off board while saying the sound it makes. Say the name of the pictures on the Ff Worksheet page. SW write an Ff under each picture that begins with an /f/ sound. SW will work with a partner. SW mix up the sight words and put them face down. SW take turns picking up 2 words, reading each word they pick up and keeping the words if they pick up a match. To keep the match the student needs to say a sentence with the word.
