Level A 1. WORD WORK Initial Consonants and Long Vowels Making Words Sound Boxes (2 boxes) Picture Sorts

Transcription

1 Level A 1 Initial Consonants and Long Vowels Making Words Sound Boxes (2 boxes) Picture Sorts Rhyming words with the same spelling pattern (long vowels or short a & o): go no so cat hat mat pat me he we be hop mop top cop pot lot hot dot jot pan man ran fan map cap tap gap mad had sad pad dog fog log hog jog mob bob rob sob cob job rag wag bag zag Two boxes with one a long vowel. Segment sounds and count on fingers before writing in sound boxes. me we he go no so lo Sort pictures by initial consonant sounds or long medial vowel sounds. Be sure to remember the 4 steps. 1. Say the name of the picture 2. Make the sound 3. What letter makes the sound? 4. Place the picture under the correct letter. Dictated Sentence 3-5 word dictated sentence that contains the targeted sight word of today s lesson. The sentence should include at least one word that students must stretch out. If possible, include other recently taught sight words and letter sounds emphasized in the lesson. Have students repeat the sentence several times before writing. If needed, supply yellow lines for students to put their words on. Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter formation.

2 Level B 2 Initial Consonants and Short Vowels a & o Making Words Sound Boxes (2 boxes) Picture Sorts Change initial and final consonants: rat rag ram ran rap cat cap can cab man mat map mad hat ham had has hot hop hog Two boxes with a short vowel /a/ or /o/ and a consonant. Segment sounds and count on fingers before writing in sound boxes. at an on am as Sort pictures by initial or final consonant sounds or medial short a & o vowel sounds. Be sure to remember the 4 steps. 1. Say the name of the picture 2. Make the sound 3. What letter makes the sound? 4. Place the picture under the correct letter. map mat man pan pat sad mad mat sat sam did dig pig pit sit can cat man map tap tan Dictated Sentence 5-7 word dictated sentence that contains the targeted sight word of today s lesson and other previously taught words. The sentence should include at least one word that students must stretch out. The sentence can be left open at the end for students to fill in the word of their choice. For example: The bear is at the. Have students repeat the sentence several times before writing. If needed, supply yellow lines for students to put their words on. Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter formation.

3 Change initial, medial and final sounds. Use all short vowels can cap map mop top tip bag beg big wig win bin sat sad mad mud bud bug dog dot hot hop hip dip jam yam yum rum rut rat ran run gun gut get net lap lip lid lad mad map got get net pet peg pig his hit pit pot hot hop hip had hid rid rig wig wag run bun bin bit bet sat sit bit big bug beg fun fan fat bat bad bed Level C 3/4 Short Vowels & Hearing Sounds in Sequence (CVC words) Making Words Sound Boxes (3 boxes) Picture Sorts CVC words with short vowels. Segment sounds and count on fingers before writing in sound boxes. rat job him rub peg cab hog bin hum fed hat lot bid yum pet bad rob rid sub bet dad jog fin gum beg mad not kid gun met cat fog pin bum yet man hot lid mud wet sad log tin hug led zap pot big rug set cap top dip tub wed map hop dig rut net can dog win cub red ram mob pig gut get had got did fun jet rag mop rig run leg ham cot hid sun let rap pop wig nut ten Sort pictures by short vowels e, i & u. Be sure to remember the 4 steps. 1. Say the name of the picture 2. Make the sound 3. What letter makes the sound? 4. Place the picture under the correct letter. van bob dim hut hen Dictated Sentence 7-10 word dictated or open ended sentence that contains the targeted sight word of today s lesson and other previously taught words. The sentence should include some words the students must stretch out. The sentence can be left open at the end for students to fill in the word of their choice. For example: The bear is at the. Have students repeat the sentence several times before writing. If needed, supply yellow lines for students to put their words on. Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter formation

4 Level D 5/6 Digraphs sh, ch, th Endings: -s, -ing, -ed Contractions Making Words Whiteboards Sound Boxes (3 boxes) Picture Sorts Change initial, medial and final sounds. Include digraphs. Use all short vowels. Introduce simple contractions I m, can t, didn t 3 boxes with digraphs. Segment sounds and count on fingers before writing in sound boxes. Sort pictures by initial and final digraphs. the then than that hat chat cat chat that than thin this map math bath bash bush did dish dash mash math mush hush hash cash hat chat that than thin this hip chip chop shop shot bat bath math mash mush with path such chop then chat chin math chip hush shot thud mash dish dash this shop Be sure to remember the 4 steps. 1. Say the name of the picture 2. Make the sound 3. What letter makes the sound? 4. Place the picture under the correct letter. Dictated Sentences 2 dictated or open-ended sentences related to the story. Be sure to include words with endings and digraphs as well as sight words. Have students repeat the sentence several times before writing. Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter formation.

5 Level E 7/8 Initial Blends Onset/Rimes Contractions Making Words White Boards Sound Boxes (4 boxes) Picture Sorts Contractions 4 boxes with initial blends and short Sort pictures by initial blends. vowels. Segment sounds and count on fingers before writing in sound boxes. Build words with initial blends or contractions. Break at onset and rime. Say each part (m/ash) and then push back together and read the word. This helps them to see the middles of words. win twin twig swig swim plum drum drug snug snag can t, didn t, I m, I ll, you re, we re, they re, he s, she s, it s, isn t snug spun skip spot flat step trot sped twin skin crab plop swim slim plot clip brag clam snip stop plan stem slid slot Be sure to remember the 4 steps. 1. Say the name of the picture 2. Make the sound 3. What letter makes the sound? 4. Place the picture under the correct letter. crab slab grab grub snub rim trim trip trap strap lap clap slap slam spam bag brag brat flat flit sled drop crib snub grip drag flag grab drug slam glad clap flap flip crop club skid drip stub flop slap step blob slit grin lip clip slip slit spit spot pet pets step stop spot tub stub stab tab gab grab skin skip trip trap clap clip step stop slap slip blip Dictated Sentences/BME/Problem-Solution/1-2 Facts I learned 2 dictated sentences related to the story. Use sight words you have been working with when possible. Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter formation. Can begin to write BME sentences.

6 Making Words After students make a word, have them break the word at the onset and rime and say each part (m/ash). Then have the students put the word together again. This helps them to see the middle of words. ask, bask, bash, mash, mush bang, bank, band, land, lend camp, damp, dump, dust, dusk gang, fang, pang, pant, past fast, last, lest, left, lent, went rang, sang, sank, tank, task raft, rant, pant, past, pest, rest belt, bend, bent, best, nest Level F 9/10 Final Blends Onsets/Rimes Contractions Sound Boxes White Boards (4 boxes ) Final Blends & Short Vowels -mp (camp, lamp, lump, pump, jump, ramp) gust- pink-kept-fang -nd (band, land, sand, pond) band-desk- lift-hunk -ng (sing, bang, lung, hang) bang-film-lend-rung -st (nest, rest, west, rust, post) damp-lung-mend-mist -sk (mask, tusk, desk) belt-sang-risk-lump -nk (tank, bank, junk, pink, link) dusk-mend-sink-land -ft (raft, gift, lift, sift) task-lend-milk-just -nt (ant, mint, bent) raft-self-lint-lamp -lt (felt, melt, belt, bolt) gift-next-hunk Make more difficult contractions: Write the contractions by erasing letters and inserting an apostrophe. couldn t, wouldn t, shouldn t, won t, don t, there s, we ll, we ve, I ve, who ll, they ll, doesn t desk, desk, dust, must, mist went, west, test, tend, send lift, lint, list, last, cast, cost just, jest, rest, rust, runt, rent soft, sift, silt, hilt, hint, mint felt, belt, best, bent, bunt, bust camp-rent-sift-tusk sunk-pond-tend-fang west-sunk-list-lump felt-bent-bend Add and delete final blends. went-wept-west-lest-list-limp punk-pump-thump-thin-think milk, silk, silt, wilt, welt, pelt BME (3 sentences)/swbs (Somebody, Wanted, But, So),/Topic-Main Idea-Details, 2-3 Facts/Constructed Response: write in response to a question (e.g. compare 2 texts, write about authors use of craft elements, answer question using text evidence) Retell the story and then support students when writing. Do not dictate the sentences, but help children orally rehearse their ideas. If a word wall word is mispelled take the word to fluency (write 2-3 times). Use sound boxes to help students hear clusters, blends, etc. Have students self-check for capital letters and spaces near the end of the writing time.

7 Level G Making Words Silent e hat, hate, gal, gale, pal, pale at, ate, mat, mate, rat, rate slid, slide, red, ride, rip, ripe hop, hope, slop, slope dam, dame, dim, dime Intial & Final Blends cash, clash, crash, crush, crunch band, brand, bland, blank, blink, bling gasp, grasp, clasp, clamp, camp lush, blush, brush, crush, crust, crest, chest pit, spit, split, splint, sprint think, chink, shrink, rink, risk Silent e Initial and Final Blends Sound Boxes (4/5 boxes digraphs go in Analogy Charts the same box, blends go in separate boxes) brand, blank, clang, clank, cramp, crash, Consistent Rime Rime and Vowel Sounds flash, grand, grasp, plank, plant, shaft, hot hope Change smash, spank, stamp, tramp, champ, spot rope cat (short) cake (long) clamp, clash, drank, stand, trash, thank, trot slope slip grape strap, scrap, branch, draft, crest, fresh, clot grope clot slime spent, swept, blend, spend, shelf, bench, shut spoke blink, chimp, crisp, drift, drink, print, shift, pin dime stink, swift, swish, twist, think, pinch, thin slime cap (short) name (long) shrink, split, chomp, stomp, cloth, plump, grin grime slip stoke skunk, slump, slung, slush, stump, stung, spin crime stub spine thump, trunk, trust, crust, grump, grunt, twin huge stunt, blush, brush, crush, flush, punch, Rime changes plop flame munch, lunch, bunch, crunch cat same chat brake champ quake last grave hut tune pump flute rust prune shrub brute ran, ranch, branch, brunch, crunch, scrunch went, west, wept, swept, crept BME(4 Sentences: 1B, 2M, 1E)/SWBS (Somebody, Wanted, But, So) Different characters can be assigned. Topic-Main Idea-Details, 2-3 Facts/Constructed Response: write in response to a question (e.g. compare 2 texts, write about authors use of craft elements, answer question using text evidence) Retell the story and then support students when writing. Do not dictate the sentences, but help children orally rehearse their ideas. If a word wall word is mispelled take the word to fluency (write 2-3 times). Use sound boxes to help students hear clusters, blends, etc. Have students self-check for capital letters and spaces near the end of the writing time. BME Example: In the beginning the wolf invited all of the animals to a party. They didn t want to go to the party because they were afraid the wolf would eat them. The wolf made presents for each animal. The animals learned that he was friendly and everyone came to the party. SWBS Example: The wolf (somebody) wanted to have a party, but the other animals were worried that he would eat them, so he made gifts for the animals and they came.

8 day, say, stay, slay, play, pray, prayed car, card, cart, chart, charm, harm, hark, shark see, seed, weed, week, cheek, creek, creeps boat, boast, coast, coach, roach, roast, toast, toaster for, fork, pork, porch, scorch, scorching cow, clown, crown, crowd, crowded Level H & Silent e (review) Vowel Pairs (all, ar, ay, ee, oa, or, ow (cow), Include Endings (-er, -s, -ing, -ed) Initial and Final Blends (Include 3 Letter Blends) Compound Words Making Words Sound Boxes (4/5 boxes) Analogy Charts Vowel patterns and simple endings (- 3 letter blends Vowel patterns: ay, ar, ee, ow, s, -ed, -ing, -er). Break at onset and rime (c/ard). This helps students to see the middle of words. scram, scrap, scrub, strip, splash, shred, shrimp, split, shrunk, strum, strut, split or, oa, etc. Have students underline the vowel pattern. see tree sweep for fort sport day cow sleeping stormy Review 4/5 letter sound boxes from Level G as necessary. Review Silent e from Level G as necessary. When students can write a word phonetically, including blends, sound boxes are no longer needed. stay plow spray crowd player growling away drowned day and may sand pray stand stray brand car cow far now card plow started crowd boat all float tall coach stall toaster smaller BME (5 Sentences: 1B, 3M, 1E)/SWBS (Somebody, Wanted, But, So) Different characters can be assigned. Topic-Main Idea-Details, 2-3 Facts/Constructed Response: write in response to a question (e.g. compare 2 texts, write about authors use of craft elements, answer question using text evidence) Retell the story and then support students when writing. Do not dictate the sentences, but help children orally rehearse their ideas. If a word wall word is mispelled take the word to fluency (write 2-3 times). Use sound boxes to help students hear clusters, blends, etc. Have students self-check for capital letters and spaces near the end of the writing time. BME Example: In the beginning the wolf invited all of the animals to a party. The animals didn t want to go to the party because they were afraid the wolf would eat them. The wolf made presents for each animal. The animals learned that he was friendly and everyone came to the party. SWBS Example: The wolf (somebody) wanted to have a party, but the other animals were worried that he would eat them, so he made gifts for the animals and they came.

9 Level J 17+ These Lessons follow the 3 Day Transitional Lessons. Silent e (review) Vowel pairs (ou, ew, ight, aw, ai, oi, ow (low)) include endings (-er, -s, -ing, -ed) Initial and Final Blends (include 3 letter blends) Making Words Sound Boxes (4/5 boxes) Analogy Charts Vowel patterns and more complex endings (-est, -ly, -y, -ful, -ness, etc.). Break at onset and rime as appropriate. 3 letter blends: scram, scrap, scrub, strip, splash, shred, shrimp, split, shrunk, strum, strut, split Vowel patterns: ew, ou, ight, aw, oi, ai, ow, etc. Have students underline the vowel zoo shoot broom rain stain claim out, ouch, pouch, pound, round, around pattern. smoothly painful Review 4/5 letter sound boxes from out snow rain, train, strain, sprain, brain, brainy Level G as necessary. pout know sprout known for cord look brook snow, show, shown, grown, growth Review silent e from Level G as about blowing north stood necessary. found unknown scorched crooked night, right, fright, flight, slight, slightly When students can write a word night oil saw boy oil, boil, coil, coin, join, joint, point, pointer phonetically, including blends, sound bright soil jaw joy boxes are no longer needed. lightly moist lawn enjoy new, few, flew, blew, brew, crew, chew, chewed mighty unspoiled drawn royal new saw need night saw, law, claw, crawl, drawl, draw, squaw, squawk, squawking flew claw threw thaw speed sweep flight fighter chewed drawn weekend frighten joyful, joyfully, boyish, boyishly unscrew crawling out new kind, kindly, kindness, kinder rain train eight weight spout grew ground stew dark, darker, darkest, darkness, darkened paint freight surround newlywed Explain and practice the e drop when adding ing (if it ends in a consonant e drop the e and add ing): come coming have having like liking bake baking name naming hope hoping joke joking gripe griping painful neighbor unpaid eighty eat boat treat float dream coach cheating foamy cause how clause plow because crowd haunted drowning night oil fight toil flight spoil lightly boiling tighter avoided care eight share weigh barely weight careful neighbor

10 Make a Big Word If children are having trouble breaking multisyllabic words into parts have them clap the syllables and then make the word with magnetic letters or letter cards. Then break into parts and remake the word. Words can be taken from text. Examples - enormous, imperfect, impolite, understand, reorder, vacation, activate, interview, incredible, automatic, recapture, contribute, nationwide, extremely, document Vocabulary Strategies Introduce vocabularly (words that can not be defined through context clues). 1. Define the word. 2. Connect to students experiences. 3. Relate the word to the book. 4. Turn and talk to a partner about the word. Teach Vocabulary Strategies, with cards found on The Next Step in Guided Reading, page 288. Fiction BME - 5 Sentences: 1 Beginning, 3 Middle, 1 End BME character s actions BME a character s feelings 5 Finger Retell -The first paragraph describes the main characters, setting and problem. The second paragraph summarizes important events from the beginning and middle of the story. The third paragraph summarizes how the story ended. SWBS (Somebody, Wanted, But, So Then) Different characters can be assigned. Students might connect 2 statements with then. For example: Victor wanted to fly his kite, but it was too small so he built his own kite. Then Victor wanted to fly his new kite, but it lifted him to the top of the roof so his dad had to get him down. Problem/Solution - 1 paragraph on each Chapter Summaries Use key words, chapter titles and illustrations to write a summary of the chapter. V.I.P. Very Important Part During reading students flag important parts. Use flags to summarize and sequence the most important events in the story. Informational Text Topic (5 Sentences: 1 Topic, 1 Main Idea, 2-4 Key Details) Cause-Effect Relationships - 1 paragraph on each Compare/Contrast Select 2 topics from the table of contents or index and write one paragraph telling how these are different and one paragraph telling how these are alike. Chapter Summaries - Use key words, chapter titles, and illustrations to write a summary of the chapter. Constructed Response (students write to answer a question using text evidence.) Evaluate texts using personal interpretations and opinions Write to compare 2 texts Write about how the author used a craft element (e.g. dialogue, repetition of phrases, word choice, visualization of what the character saw) Students answer a question and use text evidence to write 2-4 details from the story to support their answer (e.g. How can pets be friends? ) Students may need scaffolding to use the question to begin their response. Write text to self/text/world connections