Project Read March 19-23
Monday---Unit 20 Lesson 1 Skill: Open Syllable
Class will finish up Unit 19 by completing the following activities:
Oral Reading Check: The following worksheets will be placed under the
document camera and students will randomly be called on to popcorn read
and an oral reading check will be taken: 19-9, 19-15, 19-23, 19-25, 19-27,
19-35, 19-37.
Teacher will place the story, “Storks” under the document camera. Students
will choral and popcorn read the story, and also discuss the story. Students
will complete a short quiz over the story. Teacher will take the quizzes up
and students will discuss what answers that they should have marked on the
quiz.
Teacher will place the story, “Bart’s Sports Car” under the document
camera. Students will choral and popcorn read the story, and also discuss the
story. Students will complete a short quiz over the story. Teacher will take
the quizzes up and students will discuss what answers that they should have
marked on the quiz.
Teacher will go back over Unit 19 Assessment.
Teacher will write the word met on the ActivInspire board with a short
vowel diacritical mark over the short e. Teacher will ask why is the vowel
short? The vowel is closed in by a consonant after it.
In this lesson you will learn what happens to the vowel sound when a single
vowel is open at the end of a word or syllable.
Teacher will write up the word me and say this word ends in a single vowel.
This is a one vowel sound word. It is a one syllable word.
When a word or syllable ends in a single vowel the vowel sound is long.
Teacher places the long vowel diacritical mark over the e in the word me.
The vowel says its long sound. The word is me. Sentence for meaning:
Come with me to the circus.
Teacher will pass out worksheet 20-3. With teacher guidance, the students
will read the words, mark the vowel with a long vowel diacritical mark over
the vowel, and read the sentences. This worksheet will be sent home for
reading homework.
Tuesday---Unit 20 Lesson 1 Skill: Open Syllable
Class will review short e and long e difference by taking a look at the word
met. The e is a short e because the vowel is closed in on the end by a
consonant. Take a look at the word me. When a word or syllable ends in a
single vowel the vowel sound is long.
Teacher will place worksheet 20-3 under the document camera. Students
will reread words and sentences, noting the long vowel diacritical mark over
the vowels on the end of the open syllable words.
Teacher will pass out worksheet 20-5. With teacher guidance, students will
divide words into syllables and mark the vowels with the correct diacritical
marks over the vowels. Students will also read sentences containing these 2
syllable words. As a reminder, teacher will have students write down the
steps in dividing these words into syllables and marking the vowels at the
bottom of the worksheet:
1. Underline your talking vowels and mark them with a V.
2. Make your swoop under and between the vowels.
3. Bring down your consonants.
4. Divide your word into syllables between the 2 consonants.
5. Place diacritical marks over the vowels. A curved short vowel mark
will be placed above a vowel that is closed in on the end of the
syllable by a consonant. A straight long vowel mark will be placed
above a vowel that is open on the end of a syllable.
This worksheet will be sent home for reading homework.
Sentence Dictation: (on ActivInspire board) Students will take turns with
words and stop signs on the end of each sentence until the following
sentences are written correctly:
1. We are smart kids.
2. I think she said no.
3. Would you go with me?
Teacher will place the story, “Ho-Bo Hux” under the document camera.
Students will practice reading and discussing the story. This story will also
be sent home for reading homework.
Wednesday---Unit 20 Lesson 1 Skill: Open Syllable Review Lesson 2: Red
words very and whose
Teacher will place worksheet 20-3 under the document camera. Students
will discuss that these words contain a long vowel sound in each word
because the vowel is left open on the end of the syllable, note the straight
long vowel mark over each vowel. Class will reread the words and
sentences.
Teacher will place worksheet 20-5 under the document camera. Students
will discuss that these words are 2 syllable words. Review the steps in
dividing these words into syllable and marking the vowels with diacritical
marks:
1. Underline your talking vowels and mark them with a V.
2. Make your swoop under and between the vowels.
3. Bring down your consonants.
4. Divide your word into syllables between the 2 consonants.
5. Place diacritical marks over the vowels. A curved short vowel mark
will be placed above a vowel that is closed in on the end of the
syllable by a consonant. A straight long vowel mark will be placed
above a vowel that is open on the end of a syllable.
Class will reread these words and sentences.
Teacher will place the story, “Ho-Bo Hux” under the document camera.
Students will choral and popcorn read the story, and also discuss the
story. Then students will complete a short comprehension quiz over the
story. Teacher will take the quizzes up and students will discuss what
answers that they should have marked on the quiz.
Class will practice all red words already studied this year. The flash cards
are on the chalk ledge under the blue Project Read words and sentences
pocket chart.
Teacher will display the word very. Class will arm tap the word 5 times.
Teacher will write the following sentences on the ActivInspire board:
That is a very big dog. You are very smart.
Class will read sentences.
Sentence Dictation: (on the ActivInspire board): Students will take turns
writing words and putting stop signs on the end of each sentence until the
sentences are written correctly: 1. It is very hot. 2. That rock is very
big.
Teacher will place the story, “Chicken Pox” under the document camera.
Class will practice reading and discussing the story. This story will be
sent home for reading homework.
Teacher will display the word whose and tell students that this word asks
a question. Students will tap the word whose on their arm 5 times.
Teacher will write the following sentence on the ActivInspire board:
Whose dish is that? Class will read the sentence.
Sentence Dictation: (on the ActivInspire board): Students will take turns
writing words and putting stop signs on the end of each sentence until the
sentences are written correctly: 1. Whose truck is stuck in the mud? 2.
Whose is that?
Teacher will place the story, “Whose?” under the document camera.
Students will read and discuss the story. This story will be sent home for
reading homework.
Thursday---Unit 20 Lesson 1: Open Syllable Review, Lesson 2: red words
very, whose, once
Teacher will place worksheet 20-3 under the document camera. Students
will discuss that these words contain a long vowel sound in each word
because the vowel is left open on the end of the syllable, note the straight
long vowel mark over each vowel. Class will reread the words and
sentences.
Teacher will place worksheet 20-5 under the document camera. Students
will discuss that these words are 2 syllable words. Review the steps in
dividing these words into syllable and marking the vowels with diacritical
marks:
1. Underline your talking vowels and mark them with a V.
2. Make your swoop under and between the vowels.
3. Bring down your consonants.
4. Divide your word into syllables between the 2 consonants.
5. Place diacritical marks over the vowels. A curved short vowel mark
will be placed above a vowel that is closed in on the end of the syllable by a
consonant. A straight long vowel mark will be placed above a vowel that is
open on the end of a syllable.
Class will read words and sentences.
Class will arm tap the words very and whose 5 times each. Teacher will
place the story, “Chicken Pox” under the document camera. Students will
choral and popcorn read the story, and discuss the story also. Students will
complete a short comprehension quiz over the story. Teacher will take up the
quizzes and students will discuss what answers that they should have marked
on the quiz.
Teacher will place the story, “Whose” under the document camera. Students
will choral and popcorn read the story, and discuss the story also. Students
will complete a short comprehension quiz over the story. Teacher will take
up the quizzes and students will discuss what answers that they should have
marked on the quiz.
Teacher will write the word once on the ActivInspire board. Students will
arm tap the word 5 times. Teacher will write the following sentence up and
students will read the sentence: Once I had six cats.
Teacher tells the students that this word once means at one time.
Sentence Dictation: on ActivInspire board: Students will take turn writing
words and placing stop sign on the end of the sentence until the sentence is
written correctly, then read the sentence: Once I went to camp.
Teacher will place the story, “Just Once” under the document camera.
Students will practice reading and discussing the story. This story will be
sent home for reading homework.
Teacher will place Jeweled Treasure Box worksheet 20-19 under the
document camera. Students will practice reading the worksheet. This
worksheet will also be sent home for reading homework.
Friday---Unit 20 Lessons 1 and 2 Review: Open Syllable and Red Words
very, whose, once Lesson 3 Skill: suffix –ed
Teacher will place worksheet 20-3 under the document camera. Students
will discuss that these words contain a long vowel sound in each word
because the vowel is left open on the end of the syllable, note the straight
long vowel mark over each vowel. Class will reread the words and
sentences.
Teacher will place worksheet 20-5 under the document camera. Students
will discuss that these words are 2 syllable words. Review the steps in
dividing these words into syllable and marking the vowels with diacritical
marks:
6. Underline your talking vowels and mark them with a V.
7. Make your swoop under and between the vowels.
8. Bring down your consonants.
9. Divide your word into syllables between the 2 consonants.
Place diacritical marks over the vowels. A curved short vowel mark will be
placed above a vowel that is closed in on the end of the syllable by a
consonant. A straight long vowel mark will be placed above a vowel that is
open on the end of a syllable.
Class will arm tap each of the following red words 5 times each: very,
whose, once.
Teacher will place the story, “Just Once” under the document camera.
Students will choral and popcorn read the story, and also discuss the story.
Students will complete a short comprehension quiz over the story. Teacher
will take the quizzes up and students will discuss what answers that they
should have marked on the quiz.
Teacher will place the Jeweled Treasure Box worksheet 20-19 under the
document camera. Students will practice rereading the worksheet.
Students will complete a spelling assessment over the following words: she,
no, bingo, jumbo, very, whose, once, jammed, handed, fished.
Unit 20 Lesson 3 Skill: suffix –ed
Teacher will display the following sentences on the ActivInspire board: 1.
Bill jumps. 2. Bill jumped. Class will read the sentences. Teacher will tell
the students that 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.
When –ed is added to the end of a word it means past tense or past time.
Teacher will model with the following words: jumped, lifted, grabbed. In
these words, the 3 words all show past tense and the –ed suffix gives
different sounds in each word (t, ed, d).
Teacher says the following words and the students repeat and decide which
sound that the –ed gives in each word: 1. added (ed), 2. played (d) 3. baked
(t) 4. picked (t) 5. landed (ed) 6. helped (t) 7. skipped (t) 8. walked (t).
Teacher will pass out worksheet 20-23. With teacher supervision, the
students will read the sentences orally and fill in the sound of the –ed on the
line provided after each –ed ending. This worksheet will be sent home for
reading homework.
Students will fill out Unit 20 Study Guide. Assessment will be Monday,
March 26.