S as in Snake UNIT. Unit Spelling Word. New Skills. New Activities. Planning Information. Materials. New Tricky Word I

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1 UNIT 1 New Skills says /sss/ First Tricky Word Oral Vocabulary: snazzy, snoozing New Activities Alphabet Beat (song) Alphabet Cheer (9 sounds) Zee-Zi-Ziddly (song) ABC Poem Handwriting Practice Sound Dictation Planning Information 4-Day Unit ABC Wall Cards CD 1 ABC Poem Book Unit 1 Spelling Folders Unit Spelling Word New Tricky Word I Blue words are among the 100 words most commonly used by children in writing.

2 UNIT 1 Alphabetic Day 1 Day MINUTES Knowledge,, Phonemic Awareness,, Vocabulary, 6 10 MINUTES Alphabetic Knowledge,, Phonemic Awareness,, Vocabulary, Alphabet Routines Choral Practice Alphabet Beat Alphabet Cheer (9 sounds) Poem Choral Practice Alphabet Beat Alphabet Cheer Poem 20 MINUTES 20 MINUTES Slow Letter S says /sss/ Continuous Unvoiced Spelling and Dictation,, Handwriting Letter/Sounds and Handwriting Letter/Sound Association Handwriting Practice, Handwriting, Oral Language Dictation Sounds S, s Tricky Word I Mixed Sound Review I, s, S 2 Unit 1 Daily Planner = Introduction of a new skill or activity

3 Day 3 Alphabetic Knowledge,, Phonemic Awareness,, Vocabulary, Choral Practice Alphabet Beat Alphabet Cheer Poem Day MINUTES 6 10 MINUTES Alphabetic Knowledge,, Phonemic Awareness,, Vocabulary, Choral Practice Alphabet Beat Zee-Zi-Ziddly (Vocal) Poem Unit 1 Daily Planner SCRIPTING Lessons are lightly scripted to provide you with a clear guide to important instructional steps. As you read, try to visualize your instruction. Then as you teach, use the scripts only as needed. For easy reference, new tasks and skills are marked with stars. As you internalize the basic procedures, you will be able to prepare lessons with a quick glance at the new items. Read. Analyze. Teach well. CHECK AND CORRECT During dictation, after students write each sound, word, or sentence, write the correct response on the board or overhead. Then have students check and correct their work. Provide assistance, as needed., Handwriting, Oral Language Dictation Sounds S, s Tricky Word I Mixed Sound Review S, s, I 20 MINUTES, Handwriting, Oral Language Dictation Sounds S, s Tricky Word I Mixed Sound Review I, S, s 20 MINUTES BUILD FLUENCY In any given lesson, continue dictation of the sounds and words, as time allows. Multiple opportunities to write the same sounds and words allow students to build fluency and confidence in their spelling and handwriting skills. Unit 1 Daily Planner 3

4 1 DAY Alphabet Routines Choral ABC Wall Cards: Aa Zz Spelling Songs CD 1: Alphabet Beat, Track 1 Alphabet Cheer, Track 2 Alphabetic Knowledge Letter Naming Fluency Alphabetical Order Beginning and Ending Sounds Letter/Sound Associations: Aa, Ee, Ii, Kk, Mm, Rr,, Ww, -y Alphabet Beat ➊ Have students listen to Alphabet Beat with the CD as you point to the ABC Wall Cards. ➋ Have students practice with the CD as you point to the ABC Wall Cards. Alphabet Cheer (9 sounds) ➊ Have students listen to Alphabet Cheer with the CD as you point to the ABC Wall Cards. ➋ Have students practice with the CD as you point to the ABC Wall Cards. 4 Unit 1 Day 1 Activities Practice Let s do Alphabet Cheer. Watch and say the cheer as I point to the ABC Cards. A says /ăăă/, ant in an ambulance, /ă/, /ă/, /ăăă/. B, C, D. E says /ēēē/, enormous emu, /ē/, /ē/, /ēēē/. F, G, H. I says /ĭ ĭ ĭ/, interesting insects, /ĭ/, /ĭ/, /ĭ ĭ ĭ/. J, K says /k/, kind kicking kangaroo, /k/, /k/, /k/. L, M says /mmm/, mouse on a monkey, /m/, /m/, /mmm/. N, O, P, Q. R says /rrr/, racing rabbit, /r/, /r/, /rrr/. S says /sss/, snazzy snoozing snake, /s/, /s/, /sss/. T, U, V. W says /www/, wild, wild wind, /w/, /w/, /www/. X, Y says /īīī/, my, oh my, a fly in the sky, /ī/, /ī/, /īīī/. Z. = Introduction of a new skill or activity

5 Alphabet Routines Poem Unit 1 RW1: UNIT 1; S & WC: UNIT 1 DAY 1 ABC Poem Book: Unit 1 Beginning Sound Vocabulary Defi ning and Using: snazzy, snoozing ➊ Use the Unit 1 poem to introduce and practice the continuous and unvoiced letter/sound association /sss/ as in snake. Say something like: The letter s is a slow sound. That means you can say it slowly. Listen to my slow letter s. /sss/ Say it with me. /sss/ ➋ Have students echo the title and each line of the poem. () Capital letter S, small letter s, (Capital letter S, small letter s) S says /sss/. (S says /sss/) Snazzy snoozing snake, (Snazzy snoozing snake) /s/, /s/, /sss/. (/s/, /s/, /sss/) Capital letter S, small letter s, S says sss. Snazzy snoozing snake, S, s, sss. Sopris West Educational Services. All rights reserved. ➌ Introduce the vocabulary words snazzy and snoozing. Point to the snake and say something like: What kind of snake is in our poem? (a snazzy snoozing snake) Snazzy is a fun word for fancy. What makes the snake fancy? (He s wearing a coat, hat, and tie.) That s right. The snake is... (snazzy). He s a snazzy snoozing snake. What s the snazzy snake doing? (sleeping, napping) That s right. Look at the snake. He s sleeping. A fun way to say he s sleeping is to say he s snoozing. What is the snazzy snake doing? (snoozing, sleeping) Show me how to snooze. Our snake is a... snazzy snoozing snake. Unit 1 Day 1 Activities 5

6 DAY 1 Spelling Letter/Sounds and Handwriting Unit 1 Spelling Folders, cover Beginning Sound Handwriting HANDWRITING GUIDES Use the Theo Bear Wall Card as a reference. The top line is the hat line, the middle line is the belt line, and the bottom line is the shoe line. Letter/Sound Association ➊ Guide tracing the capital letter S using the Theo Bear guidelines and appropriate directions for plain or slanted text. Say something like: Touch under the letters at the top of the page. What letter do you see? (s) What sound does the letter s make? (/sss/) That s right. Say the sound again. (/sss/) Trace the capital letter S with your fi nger. Start under the hat line and follow the arrow up... ➋ Continue with the small letter s. Trace the small letter s with your fi nger. Start under the belt line and follow the arrow up... ➌ Practice the letter/sound association s says /sss/. Say something like: Now touch the box with the heart. S says /sss/ as in... (snake). What sound does the letter s make? (/sss/) Touch the box with the star. That s a picture of a... (spoon). S says /sss/ as in spoon. Say that with me. S says /sss/ as in spoon. Touch the box with the airplane. That s a picture of the... (sun). S says /sss/ as in sun. Say that with me. S says /sss/ as in sun. 1 Name HANDWRITING INSTRUCTION If your class uses slanted text, modify your instructions by saying something like follow the arrow and slant down to the shoe line instead of follow the arrow and continue down to the shoe line. Sopris West Educational Services. All rights reserved. LETTER/SOUND ASSOCIATION S¾¾¾¾ HANDWRITING PRACTICE ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ S S S ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ s s ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ s s s s s s s 1 6 Unit 1 Day 1 Activities = Introduction of a new skill or activity

7 Spelling Unit 1 DAY 1 Letter/Sounds and Handwriting NEATNESS When appropriate, teach students how to write neatly. Show them how to pay attention to the lines, the size, and the orientation of the letters. When neatness is treated with humor, students learn to write legibly without feeling they have to be perfect. When handwriting is neat, students can see their efforts. Demonstrate and Critique: Watch me write another small letter s. Oops, oops, oops. It went way over the belt line. I ll try again. That s better. I ll leave a fi nger space and write another. Oops! What s wrong? (too small, backwards... ) Handwriting Practice ➊ Demonstrate and guide tracing and writing the capital letter S. Demonstrate tracing. Say something like: I m going to trace. Watch me trace the capital letter S with my pen. I start under the hat line and then follow the arrow. What sound does the letter S make? (/sss/) Guide tracing. Say something like: Your turn. Start tracing the capital letter S. Start under the... (hat line). Then follow the arrow. What sound does the letter S make? (/sss/) Demonstrate and guide writing as students complete the line with their own letters. Have students say the sound as they write. Have students circle their best letter. ➋ Repeat with the small letter s on the remaining lines. Unit 1 Day 1 Activities 7

8 2 DAY Alphabet Routines Choral Practice ABC Wall Cards: Aa Zz Spelling Songs CD 1: Alphabet Beat, Track 1 Alphabet Cheer, Track 2 Alphabetic Knowledge Letter Naming Fluency Alphabetical Order Beginning and Ending Sounds Letter/Sound Associations: Aa, Ee, Ii, Kk, Mm, Rr,, Ww, -y Alphabet Beat Have students practice with the CD as you point to the ABC Wall Cards. Alphabet Cheer Have students practice with the CD as you point to the ABC Wall Cards. Let s do Alphabet Cheer. Watch and say the cheer as I point to the ABC Cards. A says /ăăă/, ant in an ambulance, /ă/, /ă/, /ăăă/. B, C, D. E says /ēēē/, enormous emu, /ē/, /ē/, /ēēē/. F, G, H. I says /ĭ ĭ ĭ/, interesting insects, /ĭ/, /ĭ/, /ĭ ĭ ĭ/. J, K says /k/, kind kicking kangaroo, /k/, /k/, /k/. L, M says /mmm/, mouse on a monkey, /m/, /m/, /mmm/. N, O, P, Q. R says /rrr/, racing rabbit, /r/, /r/, /rrr/. S says /sss/, snazzy snoozing snake, /s/, /s/, /sss/. T, U, V. W says /www/, wild, wild wind, /w/, /w/, /www/. X, Y says /ıīīī/, my, oh my, a fly in the sky, /ī/, /ī/, /īīī/. Z. Poem ABC Poem Book: Unit 1 Beginning Sound Vocabulary Defining and Using: snazzy, snoozing ➊ Use the Unit 1 poem to practice the continuous and unvoiced letter/sound association /sss/ as in snake. Say something like: The letter s is a slow sound. That means you can say it... slowly. Say the s sound with me. /sss/ ➋ Have students echo the title and each line of the poem. ➌ Use the vocabulary words snazzy and snoozing. Say something like: The fancy coat makes the snake look... (snazzy). Snazzy is another word for fancy. Another word for sleeping is... (snoozing). What is the snake doing? (snoozing) 8 Unit 1 Day 2 Activities

9 Spelling Unit 1 DAY 2 Dictation Unit 1 Spelling Folders Tricky Word: I Handwriting Oral Language Responding to Questions: Who? After students write each letter or word, have them check and correct their work. Monitor and assist, as needed. Dictate each sound or word consecutively as many times as needed, then practice in random order. Sounds S, s Say the fi rst sound and the associated word. Have students say and write the sound. Demonstrate. Watch me write /sss/ as in Snake. Say the sound. (/sss/) Yes, /sss/ as in... (snake). Write S. I wrote /sss/ with a capital letter S. Provide independent practice. Now you re going to write /sss/ as in Snake with a capital letter. Say the sound. (/sss/) Write /sss/ as in Snake with a capital letter. HANDWRITING GUIDES (Reminder) Use the Theo Bear Wall Card as a reference. The top line is the hat line, the middle line is the belt line, and the bottom line is the shoe line. Repeat with: /sss/ as in snake with a small letter (continued) = Introduction of a new skill or activity Unit 1 Day 2 Activities 9

10 ALPHABET CHEER (9 sounds) Aa Bb Cc Dd Ee DAY 2 Spelling Dictation (continued) PRACTICE MAKES PERFECT Have students repeat each sound and word, as needed. Tricky Word I Tricky Words are words composed of irregular letter/sound associations or letter/sound associations students haven t yet learned. ➊ Say the word. Use it in a sentence. Have students say and write the word. Demonstrate. Watch me write the Tricky Word I. I see [ Jose]. I is always spelled with a capital letter. Write I. Read the word. (I) Provide independent practice. Write the word I with a capital letter. I see [ Jose]. Read the word. (I) ➋ Use this question response pattern. Who do you see? (I see [ Jose].) Mixed Sound Review I, s, S As time allows, continue dictation of the sounds and Tricky Word in random order, giving students multiple opportunities to build confidence. Mm Nn Oo Pp Qq Rr ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ DICTATION (Day 2) Gg Hh Ii Jj Kk Ll Tt Uu Vv Ww Xx Yy Zz ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ Unit 1 Day 2 Activities = Introduction of a new skill or activity = Practice oral language patterns with ELLs and children with language delays.

11 Unit 1 DAY 3 Alphabet Routines Choral Practice ABC Wall Cards: Aa Zz Spelling Songs CD 1: Alphabet Beat, Track 1 Alphabet Cheer, Track 2 Alphabetic Knowledge Letter Naming Fluency Alphabetical Order Beginning and Ending Sounds Letter/Sound Associations: Aa, Ee, Ii, Kk, Mm, Rr,, Ww, -y Alphabet Beat Have students clap and chant with the CD as you point to the ABC Wall Cards. Alphabet Cheer Have students practice with the CD as you point to the ABC Wall Cards. Let s do Alphabet Cheer. Watch and say the cheer as I point to the ABC Cards. A says /ăăă/, ant in an ambulance, /ă/, /ă/, /ăăă/. B, C, D. E says /ēēē/, enormous emu, /ē/, /ē/, /ēēē/. F, G, H. I says /ĭ ĭ ĭ/, interesting insects, /ĭ/, /ĭ/, /ĭ ĭ ĭ/. J, K says /k/, kind kicking kangaroo, /k/, /k/, /k/. L, M says /mmm/, mouse on a monkey, /m/, /m/, /mmm/. N, O, P, Q. R says /rrr/, racing rabbit, /r/, /r/, /rrr/. S says /sss/, snazzy snoozing snake, /s/, /s/, /sss/. T, U, V. W says /www/, wild, wild wind, /w/, /w/, /www/. X, Y says /īīī/, my, oh my, a fly in the sky, /ī/, /ī/, /īīī/. Z. Poem ABC Poem Book: Unit 1 Beginning Sound Vocabulary Using: snazzy, snoozing ➊ Use the Unit 1 poem to practice the continuous and unvoiced letter/sound association /sss/ as in snake. Say something like: What kind of sound is the letter s? (slow) Say the s sound. (/sss/) RW1: UNIT 1; S & WC: UNIT 1 S as in S nake Capital le tter small lett S, e S says ss r s, s. Snazzy sn oozing sn a k e, S, s, sss. ➋ Have students practice the poem, using a cloze format (i.e., students supply the last word of each line). ➌ Use the vocabulary words snazzy and snoozing. Sopris West Educatio nal Services. All rights reserved. Why is the snake snazzy? (It has a fancy coat.) What is the snazzy snake doing? (sleeping) What s another word for sleeping? (snoozing) Unit 1 Day 3 Activities 11

12 ALPHABET CHEER (9 sounds) Aa Bb Cc Dd Ee DAY 3 Spelling Dictation Unit 1 Spelling Folders Tricky Word: I Handwriting Oral Language Responding to Questions: Who? HANDWRITING GUIDES (Reminder) Use the Theo Bear Wall Card as a reference. The top line is the hat line, the middle line is the belt line, and the bottom line is the shoe line. After students write each letter or word, have them check and correct their work. Monitor and assist, as needed. Dictate each sound or word consecutively as many times as needed, then practice in random order. Sounds S, s Say each sound and the associated word. Have students say and write each sound. Have them say the sound as they write. /sss/ as in Snake with a capital letter /sss/ as in snake with a small letter Tricky Word I ➊ Say I. Use it in a sentence. Have students say and write the word. You are going to write the Tricky Word I. I see [Esai]. Say the word. (I) Write the word with a capital. ➋ Use this question response pattern. Who do you see? (I see [Esai].) Mixed Sound Review S, s, I As time allows, continue dictation of the sounds and Tricky Word in random order, giving students multiple opportunities to build confidence. Mm Nn Oo Pp Qq Rr ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ DICTATION (Day 2) (Day 3) Gg Hh Ii Jj Kk Ll Tt Uu Vv Ww Xx Yy Zz Unit 1 Day 3 Activities = Practice oral language patterns with ELLs and children with language delays.

13 Unit 1 DAY 4 Alphabet Routines Choral Practice Alphabet Beat ABC Wall Cards: Aa Zz Spelling Songs CD 1: Alphabet Beat, Track 1 Zee-Zi-Ziddly, Track 3 Have students clap and chant with the CD as you point to the ABC Wall Cards. Zee-Zi-Ziddly (Vocal) ➊ Have students listen to the CD as you point to the appropriate ABC Wall Cards. Alphabetic Knowledge Letter Naming Fluency Alphabetical Order Sound Substitution Beginning Sound Letter/Sound Associations: Aa, Ee, Ii, Kk, Mm, Rr,, Ww, Zz ➋ Have students sing with the CD as you point to the appropriate ABC Wall Cards. Let s sing Zee-Zi-Ziddly. Watch and sing as I point to the ABC Cards. We can sing our ABCs. We can sing our ABCs. We can sing our ABCs. Listen for the a sound. ă, ī, ăddly, ī, ō ă, ī, ăddly, ī, ō ă, ī, ăddly, ī, ō Listen for the e sound. ēē, ī, ēēdly, ī, ō... Listen for the i sound. Mēē, mī, mĭddly, ī, ō... Listen for the r sound. Rēē, rī, rĭddly, ī, ō... Listen for the s sound. Zēē, zī, zĭddly, ī, ō... Listen for the z sound. Poem ➊ Use the Unit 1 poem to practice the continuous and ABC Poem Book: Unit 1 unvoiced letter/sound association /sss/ as in snake. Say something like: What kind of sound is letter s? (slow) Say the s sound. (/sss/) Beginning Sound Vocabulary Using: snazzy, snoozing RW1: UNIT 1; S & WC: UNIT 1 S as in S nake Capital le tter small lett S, e S says ss r s, s. Snazzy sn oozing sn a k e, S, s, sss. ➋ Have students recite the poem with you, line by line, starting with the title. ➌ Use the vocabulary words snazzy and snoozing. Why is the snake snazzy? (He is wearing a hat, coat, and tie.) What is the snake doing? (snoozing) = Introduction of a new skill or activity Sopris West Educatio nal Services. All rights reserved. Unit 1 Day 4 Activities 13

14 DAY 4 Spelling Dictation Unit 1 Spelling Folders Tricky Word: I Handwriting Oral Language Responding to Questions: Who? HANDWRITING GUIDES (Reminder) Use the Theo Bear Wall Card as a reference. The top line is the hat line, the middle line is the belt line, and the bottom line is the shoe line. After students write each letter or word, have them check and correct their work. Monitor and assist, as needed. Dictate each sound or word consecutively as many times as needed, then practice in random order. Sounds S, s Say each sound and the associated word. Have students say and write each sound. Have them say the sound as they write. /sss/ as in Snake with a capital letter /sss/ as in snake with a small letter Tricky Word I ➊ Say I. Use it in a sentence. Have students say and write the word. I I see [Eric]. ➋ Use this question response pattern. Who do you see? (I see [Eric].) Mixed Sound Review I, S, s As time allows, continue dictation of the sounds and Tricky Word in random order, giving students multiple opportunities to build confidence. LEGIBILITY AND NEATNESS Don t forget to encourage each individual s best handwriting efforts. 14 Unit 1 Day 4 Activities = Practice oral language patterns with ELLs and children with language delays.