Language! A
Unit 1 Lesson 2
September 6, 2011
Teacher: Nicole Palmer-Zubaidi
Room 317
Today . . .
• Review from last week
• Begin Unit 1 Lesson 2
Yesterday
With your partner, answer these questions on a
sheet of paper:
• How many areas of your brain need to
work together when you read?
• Explain the process by which the brain
makes sense of spoken and written words.
• How many morphemes are in the word
irreplaceable? What are they?
(4; ir-, re-, place, -able)
Think, pair, share. (2 minutes)
Step 1–
Phonemic Awareness &
Phonics
Students will establish sound-spelling
correspondences for consonants b, c, f, m, s
and t, and the short vowel sound for a.
Step 1–
Phonemic Awareness &
Phonics
Step 1–
Phonemic Awareness &
Phonics
Say:
Say:
/m/
/a/
/t/
/s/
/b/
/k/
/f/
Step 1–
Phonemic Awareness &
Phonics
Consonant Chart
Turn to page R5 in your interactive text.
We will fill in the phonemes that we have been
practicing together.
Link to PDF
Step 1–
Phonemic Awareness &
Phonics
Phonemic Awareness Drills
ARMS UP!!
Say:
Say:
cab
cat
mat
sat
mast
bam
act
bat
tab
Step 1–
Phonemic Awareness &
Phonics
Segmentation
Follow me!
Say:
cab
cat
may
sat
Step 1–
Phonemic Awareness &
Phonics
Write the letters on your note cards as I say
the corresponding phoneme.
You should have 10 cards. Please count now.
Step 2–
Word Recognition &
Spelling
Students will build words to expand word
recognition and spelling knowledge.
Students will practice fluent single-word
reading.
Step 2–
Word Recognition &
Spelling
Build It
Words are built by combining consonants and
vowels.
What does every English word have to have?
At least one vowel
Step 2–
Word Recognition &
Spelling
With your partner, arrange the note cards
that you just made to make different words.
Write each word you and your partner make
in 1 minute on page R73 in your interactive
text.
The winners get a ticket.
Step 2–
Word Recognition &
Spelling
Word Fluency
You will be grading each other, so get into
groups of 2 or 3 people. You have 20
seconds.
Step 2–
Word Recognition &
Spelling
1. Turn to page R8.
2. Choose who will read first, and who will grade
first.
3. Switch handouts, so your partner has yours and
vice versa.
4. As one person reads for 1 minute, the other will
mark incorrect words and circle the last word
read.
5. Repeat (everyone will read twice).
6. Switch partners and do steps 1-5 again.
Step 2–
Word Recognition &
Spelling
Record results on Word Fluency
Chart on page R60.
Step 2–
Word Recognition &
Spelling
Spelling Practice
I will say a word, use it in a sentence then say it
again. Write the word.
Grade your papers. Write the correct spelling
of any missed words.
Step 3–
Vocabulary & Morphology
Students will categorize words that represent
things and places.
Step 3–
Vocabulary & Morphology
Sort It: Things and Places
Turn to page 24 in your Student Texts.
What is a noun?
A noun is person, place, thing or idea
Step 3–
Vocabulary & Morphology
Label the columns on your handout as:
Things
Places
Write the words that are things in the
column labeled “Things.”
Can things be places ?
Add these under the column labeled “Places.”
Brainstorm more nouns that are places.
Step 4–
Grammar & Usage
Students will learn that verbs are words that
describe action.
Step 4–
Grammar & Usage
Review: Verbs
What is a verb?
A verb describes an action of state of being.
Verbs answer the question: What did they (he, she,
it) do?
We will focus on actions verbs today. Turn to
page H30 in the Student Text.
Step 4–
Grammar & Usage
Find It: Verbs
Turn to page 9 in your interactive text.
Complete Exercise 1.
Check Exercise 1.
Complete Exercise 2.
Check Exercise 2.
Step 5–
Listening & Reading
Comprehension
Students will read phrases accurately,
automatically and fluently.
Students will read Mini-Dialogs 5-8 to practice
decoding and develop fluency.
Step 5–
Listening & Reading
Comprehension
1.
2.
3.
4.
5.
Phrase Fluency
Get with your partner.
Turn to page R12 in the interactive text.
When I say “GO” read the phrases to your
partner for one minute while your partner
marks mistakes.
Record number in your Phrase Fluency Chart on
page R62.
Your partner repeats steps 1-4.
Step 5–
Listening & Reading
Comprehension
Sentence Morphs
Read the phrases on page 10, Exercise 2 of
the Interactive Text as a group.
Using your pen or pencil, scoop the phrases
while you read.
Step 5–
Listening & Reading
Comprehension
1.
2.
3.
4.
Decodable Text: Mini-Dialogs 5-8
Turn to page 8 in the Student Text.
Choral read.
Partner read.
Discuss Critics Corner questions with
partner. Share with class.
Step 6–
Speaking & Writing
Masterpiece Sentences: Stage 1
We will answer the following questions about
each dialog we just read:
Who(what) did it?
What did they (he, she, it) do?
Combine the answers to both sentences.
Step 6–
Speaking & Writing
Dialog 5:
Who did it?
the players
What did they do?
talked
Sentence:
The players talked.
Step 6–
Speaking & Writing
Dialog 6:
Who did it?
the bat
What did they do?
ran
Sentence:
The bat ran.
Step 6–
Speaking & Writing
Dialog 7:
Who did it?
Sam
What did they do?
sat
Sentence:
Sam sat.
Step 6–
Speaking & Writing
Dialog 8:
Who did it?
Sam
What did they do?
acted
Sentence:
Sam acted.
Homework
For tomorrow, write 5 simple sentences like
the ones we just did together in class.
Fiction
Get with your partner.
Write a story explaining
this picture. Your story
must have:
Setting (place &
time)
Character names
The conflict
The resolution
You both will share
your story with the
class, so don’t just list
your answer!