Lesson 1.013 Materials Needed Teaching Resources: chart paper/document camera Student Materials: Student Response Sheet, (one model displayed for all students to see, and 1 per child) Cards: picture deck a-z, basic deck h, e, m, b, t, w, n, o, y, g, s, f, c, j, k, i, l, p, d, a, r, u, z, x, v, q Card Drills: Meeting Area: 5 minutes Tactile Drill (Picture Deck): Teacher displays card and prompts students to say the Tactile Drill: letter name, keyword, and sound while skywriting the letter. Picture Deck a-z Visual Drill (Basic Deck): Teacher displays card and prompts students (by tapping Visual Drill: Basic Deck h, e, m, b, t, w, the card) to pronounce the sound for that card. Tap vowels 2 times – sound then name (Ex: /ă/, /ā/) n, o, y, g, s, f, c, j, k, i, l, p, Tap for script for j d, a, r, u, z, x Tap for script for qu (q is always followed by u) Blending Drill: This will be added later. Phonemic Awareness: 3 minutes Onset/Rime Blending Teacher says sounds before the first vowel and then the vowel and all sounds after. Students blend the sounds to produce the whole word. Example: /b/ŭs/ - /bus/. /w/ish/, /sh/op/, /c/ave/, /fr/esh/, /n/ight/, /w/ash/, /s/ink/, /b/ake/ Spelling Rule/ Syllabication: 5 minutes 1. 2. 3. 4. Review b-checker (hold up left hand. This is your b-checker). Practice b or not a b with b checker cards. Review the concept of vowels versus consonants. Use vowel/consonant card. Vowels can say their sound and their name. Review the concept of a syllable: A word or part of a word with 1 vowel sound. Clap syllables in names/words. Review: 0 minutes This will be added later. Fluency: 7 minutes Source: LNF: Practice Sheet 8 (Teacher uses fluency procedure steps 1, 3-5 for LNF practice) 1. 2. 3. 4. 5. Teacher displays text and models reading. Class choral reads (1 min). Teacher distributes text for partner reading. Partners choral read or take turns reading, giving corrective feedback when needed (1 min each). Students record their stopping point after 1 min. Note: Step 4 is completed 2-3 times, as time permits. 6. Students take passage home for further practice. New: 8 minutes New Phonogram: v, qTeach scripts for v and review script for qu (see card backs) Note: the u in the qu grapheme does NOT count as a vowel. The qu pattern is a consonant. This is important to explain. New Words to Read: vo, hi, me, ve, no, we, qui Документ1 New Phonogram: Teacher uses direct instruction to introduce new sound card. Teacher introduces the letter, models the correct pronunciation, and teaches letter formation through skywriting. Students skywrite the letter while saying the sound three times. Words to Read: Teacher displays words and points/prompts students to blend sound by sound (if needed) or read as whole-words. Phonemic Awareness: 5 minutes Teacher identifies a targeted sound (i.e. /s/ or /m/). Teacher says a word. If the word contains the targeted sound, students respond (thumbs up, clap, hold up the appropriate letter card) to show recognition. Targeted Sound /v/: van, vest, will, have, give, keep, leave, hive, cash /kw/: quit, quick, park, queen, quiet, leave, squash Handwriting Explicitly teach letter formation of the two letters taught each day. Prioritize lowercase letters over capitals. Resources on website are available to support. Auditory Exercises: Student Response Sheet: 7 minutes Auditory Drill: Letter: v, q, x, z Sound: /qu/, /ŭ/, /v/, /c/ -cat Keyword: van, queen, up, itch Position: hill, bug, wish, if Beginning Phoneme Segmentation Drill: cup, light, fun, line, hug, lip New Spelling: va, zi, qui, vo Letter: Teacher says a letter name. Students repeat and write that letter on their SRS. Sound: Teacher says a sound. Students repeat the sound and write the letter that makes that sound on their SRS. Keyword: Teacher says a keyword. Students repeat the keyword and write that letter for that keyword on their SRS. Position: Teacher identifies a position (B, M, E) and says a word. Students repeat the word, isolate the sound in that position, and write the letter(s) that spell the sound on their SRS. Correction: Teacher repeats the word and prompts students to finger spell again, stopping at the error. If the error is a confused sound, provide the key word. If the error is a rule-based error, remind students of the rule. Teacher says word. Students repeat the word and tap the phonemes in the word (one phoneme per finger) on their non-writing hand. Note: Have students pull blends apart. Ex: fast = /f/ă/s/t/, 4 phonemes Teacher pronounces a word. Students repeat the word, fingerspell, and record the correct spelling on their SRS. Memory Words: 0 minutes Reading Review: Flash Deck Teach New: can Spelling Review: at, and Reading Review: Teacher displays the learned word card and students read the word. New Words: ①Teacher displays the new word, says the word and explains meaning and usage when needed. ②Students sky-write the word three times in a row –naming each letter while they write it in the sky and then pronouncing the whole word. On SRS: ③Students far-point copy the word, naming each letter as they write it on their SRS and say the word. ④Students near-point copy the word three more times on their SRS -naming each letter and saying the whole word. ⑤Students sky-write the word –once with eyes open and once with eyes closed. ⑥Students open their eyes, cover the words on their paper and write the word on their SRS. ⑦Students uncover and check their work. Spelling Review: Teacher says the word, students repeat and write the word on their SRS. Sentence Dictation: This will be added later. Документ1
