Project Read
Apr. 4-8
Monday---Unit 15 Lesson 3: Closed Syllables
Review Lesson 1: Syllables and Lesson 2: Steps for dividing words into syllables
Class will review how many talking vowels, how many syllables, is it a jelly bean word (1 talking vowel 1syllable) or an elephant word (2 or more talking vowels 2 or more syllables) by reading words on the following worksheets under the document camera and discussing how many talking vowels, syllables and what kind of word it is: worksheet 15-7 and 15-3.
Teacher will also display worksheet 15-7 under the document camera and students will review whether letter combinations are syllables or not. They are syllables if they contain a talking vowel and are not syllables if there is not talking vowel.
Teacher will display the worksheets 15-21, 15-23, 24 under the document camera to review the steps in dividing words into syllables and reading the words then:
1.
Underline the talking vowels and mark them with a v under the underlining. This is to find the number of vowels.
2.
Swoop between the vowels and pull down the consonants between the vowels. This means that the teacher will place c’s for consonants under the 2 consonants between the talking vowels. This is to find the cutting pattern.
3.
Divide the word into syllables between the 2 consonants. Read one syllable at a time to read the word.
Read all sentences and also discuss what each word means.
Lesson 3: Closed Syllables
Teacher will place the words may, play, he, me, hi, my, no, so under the long vowel sound marking and the words cat, at, red, yes, sit, if, sock, hot, up, hut under the short vowel sound marking.
Teacher states that vowels have long sounds and short sounds also.
The vowel I has a long sound like in the word hi. We place a long line across the vowel to show it is capturing the long sound.
The vowel I also has a short sound like in the word hit. We place the smile sign above the vowel to show in the word that the I captures the short sound.
The reason that the vowel is representing the short sound is because the vowel is closed in by a consonant at the end of the word. In the word hit the vowel I is closed in at the end by the consonant t.

Teacher states look at the word it. The vowel is short because the I is closed at the end of the word by the consonant t. That works with all the vowels.
Class works to mark the vowels in the words that the teacher placed on the board at the beginning of Lesson 3 lesson. Then teacher provides the following more examples in which the class works together to mark the vowels: on, us, am, hot, truck, sang.
Teacher will pass out worksheet 15-27 and place one also under the document camera. Class will also work together to check the position of the vowel by drawing the arrow and marking the vowel on this worksheet.
Students will take this worksheet home for reading and discussing short vowel practice for homework.
Teacher will also place the story, “It Can Prick” under the document camera.
Class will practice reading and discussing the story a couple of times using finger spelling on phonetic words and arm tapping on sight words if needed.
This story will also be sent home for reading homework.
Tuesday
Review Lesson 1: Syllables and Lesson 2: Steps for dividing words into syllables
Class will review how many talking vowels, how many syllables, is it a jelly bean word (1 talking vowel 1syllable) or an elephant word (2 or more talking vowels 2 or more syllables) by reading words on the following worksheets under the document camera and discussing how many talking vowels, syllables and what kind of word it is: worksheet 15-7 and 15-3.
Teacher will also display worksheet 15-7 under the document camera and students will review whether letter combinations are syllables or not. They are syllables if they contain a talking vowel and are not syllables if there is not talking vowel.
Teacher will display the worksheets 15-21, 15-23, 24 under the document camera to review the steps in dividing words into syllables and reading the words.
Lesson 3: Closed Syllables Review
Teacher will place a notebook paper list of short and long vowel words under the document camera and discuss why the vowels are long or short.
Long vowels are not closed in in a one syllable word by a consonant on the end. Short vowels are closed in in a one syllable word by a consonant. Note the short and long vowel markings.
Teacher will also place worksheet 15-27 under the document camera and discuss how the vowels in these one syllable words are closed in by a

consonant which makes them short vowels and note the short vowel markings over the vowels.
Teacher will place the story, “It Can Prick” under the document camera and students will practice choral and popcorn reading and discussing the story.
Teacher will display the word trumpet on worksheet 15-31 under the document camera and ask what kind of word this is? Elephant word
How many talking vowels in this word? 2 How many syllables? 2 Why? A word has as many parts (syllables) as it has talking vowels.
Divide this word with me.
1.
Underline the talking vowels and mark them with a v.
2.
Swoop between the talking vowels and pull down the consonants to find the cutting pattern.
3.
Cut the word into syllables. With the VCCV pattern, cut between the consonants.
4.
Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant? Mark the vowel.
5.
Read the word a syllable at a time.
Read the word trumpet and also read the sentence on the worksheet for word meaning.
Teacher will pass out worksheet 15-35,36 and place one under the document camera also. With teacher guidance students will divide and read the words on this worksheet, which will be sent home for reading homework.
Teacher will also place the story, “Justin’s Log Cabin” under the document camera and students will practice reading and discussing the story a couple of times, using finger spelling for phonetic words and arm tapping for sight words if needed. This story will be sent home for reading practice homework also.
Wednesday
Review Lesson 1: Syllables and Lesson 2: Steps for dividing words into syllables
Class will review how many talking vowels, how many syllables, is it a jelly bean word (1 talking vowel 1syllable) or an elephant word (2 or more talking vowels 2 or more syllables) by reading words on the following worksheets under the document camera and discussing how many talking vowels, syllables and what kind of word it is: worksheet 15-7 and 15-3.
Teacher will also display worksheet 15-7 under the document camera and students will review whether letter combinations are syllables or not. They are syllables if they contain a talking vowel and are not syllables if there is not talking vowel.

Teacher will display the worksheets 15-21, 15-23, 24 under the document camera to review the steps in dividing words into syllables and reading the words.
Lesson 3: Closed Syllables Review
Teacher will place a notebook paper list of short and long vowel words under the document camera and discuss why the vowels are long or short.
Long vowels are not closed in in a one syllable word by a consonant on the end. Short vowels are closed in in a one syllable word by a consonant. Note the short and long vowel markings.
Teacher will also place worksheet 15-27 under the document camera and discuss how the vowels in these one syllable words are closed in by a consonant which makes them short vowels and note the short vowel markings over the vowels.
Teacher will place worksheets 15-31, 35, 36 under the document camera and review the steps to divide the words into syllables and read the words and sentences. The steps for dividing a word into syllables are:
1.
Underline the talking vowels and mark them with a v.
2.
Swoop between the talking vowels and pull down the consonants to find the cutting pattern.
3.
Cut the word into syllables. With the VCCV pattern, cut between the consonants.
4.
Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant? Mark the vowel.
Read the word a syllable at a time.
Teacher will place the story, “Justin’s Log Cabin” under the document camera and practice reading and discussing the story a couple of times, using finger spelling for phonetic words and arm tapping for sight words if needed.
Students will complete a short comprehension quiz over the story.
Teacher will place the Jeweled Box Treasure sheet worksheet 15-37, 38 under the document camera and class practices reading a couple of times.
This worksheet will be sent home for reading homework.
Teacher will also place the story, “A Fantastic Pocket” under the document camera. Students will practice reading and discussing the story a couple of times, using finger spelling for phonetic words and arm tapping for sight words if needed. This story will be sent home for reading homework.
Thursday
Review Lesson 1: Syllables and Lesson 2: Steps for dividing words into syllables

Class will review how many talking vowels, how many syllables, is it a jelly bean word (1 talking vowel 1syllable) or an elephant word (2 or more talking vowels 2 or more syllables) by reading words on the following worksheets under the document camera and discussing how many talking vowels, syllables and what kind of word it is: worksheet 15-7 and 15-3.
Teacher will also display worksheet 15-7 under the document camera and students will review whether letter combinations are syllables or not. They are syllables if they contain a talking vowel and are not syllables if there is not talking vowel.
Teacher will display the worksheets 15-21, 15-23, 24 under the document camera to review the steps in dividing words into syllables and reading the words.
Lesson 3: Closed Syllables Review
Teacher will place a notebook paper list of short and long vowel words under the document camera and discuss why the vowels are long or short.
Long vowels are not closed in in a one syllable word by a consonant on the end. Short vowels are closed in in a one syllable word by a consonant. Note the short and long vowel markings.
Teacher will also place worksheet 15-27 under the document camera and discuss how the vowels in these one syllable words are closed in by a consonant which makes them short vowels and note the short vowel markings over the vowels.
Teacher will place worksheets 15-31, 35, 36 under the document camera and review the steps to divide the words into syllables and read the words and sentences. The steps for dividing a word into syllables are:
1.
Underline the talking vowels and mark them with a v.
2.
Swoop between the talking vowels and pull down the consonants to find the cutting pattern.
3.
Cut the word into syllables. With the VCCV pattern, cut between the consonants.
4.
Check the vowel in each syllable. Is it closed in at the end of the syllable by a consonant? Mark the vowel.
Read the word a syllable at a time.
Teacher will place the story, “A Fantastic Pocket” under the document camera and practice reading and discussing the story a couple of times, using finger spelling for phonetic words and arm tapping for sight words if needed.
Students will complete a short comprehension quiz over the story.
Teacher will place the Jeweled Box Treasure sheet worksheet 15-37, 38 under the document camera and class practices reading a couple of times.

Teacher will pass out Unit 15B Assessment Study Guide worksheets under the document camera and will also place copies under the document camera.
Students will work together to practice the concepts from this unit: dividing words into syllables and closed syllables. This study guide will be sent home to study for homework.
Friday
Teacher will place the following worksheets under the document camera and students will read for an oral reading grade: 15-13 (2 different pages), 15-7,
15-21, 15-23,24, 15-27, 15-31, 15-35,36, 15-37,38.
Students will complete Unit 15B Assessment: Dividing words into syllables and closed syllables
Students will also complete a spelling assessment over the following words: napkin, cabin, cactus, rabbit, jacket, pocket, fantastic, sunset, pigpen, into.