Day 1 Day 2
ELL
Listen as I read this rhyme. Stress each r-controlled vowel sound as well as the hard and soft sounds of c and g. Now listen as I read the title again. What vowel sound do you hear at the end of far? (/är/) What sound do you hear at the beginning of giant and giraffe? (/j/) What sound do you hear at the end of mice? (/s/) Remind students that r-controlled vowel sounds include /är/, /ôr/, and /ûr/. Then reread the first line of the rhyme. What vowel sound do you hear in short? (/ôr/) Listen to these words and tell me if you hear the hard or soft sound of c: cute, place, Ace. Repeat, having students identify the targeted sounds in these words: large (/är/, /j/); birds (/ûr/); called (/k/); storks (/ôr/, /k/); huge (/j/); sharks (/är/, /k/); orange (/j/).
Tell students that you will say three words that have the same r-controlled vowel sound. Ask students to name the r-controlled vowel sound they hear. Use words such as the following: hurl, dirt, fern
yarn, harm, bark
Repeat the procedure having students tell you whether the words you say have the hard or soft sound of c or g. Use words such as the following:
2
Write the rhyme “The Best By Far” on chart paper. As you read the rhyme aloud, track the print. Then reread the title.
Listen as I say the sounds in other words. Repeat the sounds, blend them together, and tell me the word. /k/ /a/ /j/ (cage) /k/ /ôr/ /n/ (corn)
/g/ /ûr/ /l/ (girl) /f/ /ôr/ /s/ (force)
Apply and Assess Independent Practice Use Blackline Master p. 164 to give students practice hearing the targeted sound from this lesson in words. Be sure students understand the directions. Have them complete the page during center time. Pocket Chart Center Stock the center with these Picture Cards: bird, yarn, yogurt, acorn, unicorn, scarf, skirt, shark, shirt, thorn. Have students group the pictures in a pocket chart by the r-controlled vowel sound they hear in each picture name.
or Reteach Play a guessing game with students. Give a clue for a word with an r-controlled vowel sound and then segment the word, for example: I’m thinking of something that a girl might wear. It is a /s/ /k/ /ûr/ /t/. Have students name the word. (skirt) Repeat with other words with r-controlled vowel sounds such as corn, hurt, farm, and stir. If time allows, repeat with words that have the hard or soft sound of c or g.
wage, gym, giraffe cell, lace, peace
Segment and Blend Sounds
5 minutes
Demonstrate and Coach
Say a word with an r-controlled vowel sound. Have students repeat the word and say another word that has the same vowel sound.
Listen as I say the sounds in a word from the rhyme: /b/
Think Aloud When I see the letters l-a-r-g-e, I think of the sounds the letters stand for. I know the letters ar usually stand for the /är/ sound. I also know that g often stands for the /j/ sound when it is followed by e. In this word, g is followed by e so it probably stands for the /j/ sound. I’ll blend the sounds together and say the 10 minutes word: /l/ /är/ /j/, large.
on the board.
Think Aloud I see the letters s-h-i-r-t and know the sounds they stand for. I can blend the sounds together to say the word: /sh/ /ûr/ /t/, shirt. Now I want to change the word shirt to make the word I know that shirt short /ûr/ /d/. I’ll blend short. the sounds together andand then say begin the and end with word: /b/ /ûr/ /d/, bird.the same sounds. When I say short, I hear the /ôr/ sound in the middle. I know that the letters or Listen as I say the stand soundsforin/ôr/, othersowords. Repeat I will erase thethe ir and write or to sounds, blend them together, andshort. tell me the word. build the word
Hearor and/s/ Say at the the Soundsbeginning— Listen. Do you hear1/k/ Demonstrate /k/ /a/ /j/? Do you hearCoach /g/ or /j/ at the end—/k/ /a/ /j/?
Frame giant. What sound do you hear at the beginning of giant? Frame the g in giant. When g is followed by e, i, or y, it often stands for the /j/ sound. What other word in this line begins with /j/? (giraffes) What letter stands for the sound? Have students find three words in the rhyme that end with the /j/ sound. (large, huge, orange) Ask what letter stands for the sound.
ListenWrite as I these read words this rhyme. r-controlled on the Stress board:each short, cute, mice,vowel big, bird, soundstork, as well as thehuge, hard shark, and soft sounds c andHave g. Now perch, place, cat,ofdog. students listenblend as I read the title again. What vowel sound do youthe the sounds to read each word. Ask students to use hear words at the inend of far? (/är/) What sound do you hear at sentences. the beginning of giant and giraffe? (/j/) What sound do you hear at the end of mice? (/s/) Apply and Assess
/k/ /a/ /j/ (cage) /g/ /ûr/ /l/ (girl) /k/ /ôr/ /n/ (corn) Coach /f/ /ôr/ /s/ (force) Continue in a similar way to have students build these Apply and Assess words: ace, age, cage; car, far, for, fur; corn, born, Independent Practice Use gem, Blackline Master 164word to is built, have barn, burn; germ. After p.each give students practice hearingblend the targeted sound fromthe this students the sounds to read word. lesson in words. Be sure students understand the directions. Have them completeApply the pageand duringAssess center time.
Do you hear /k/ or /s/ at the beginning—/k/ /ôr/ /n/? Coach Do you hear /är/ or /ôr/ in the middle—/k/ /ôr/ /n/? On the board write word pairs with r-controlled vowel sounds. Read the words with students and have them identify the letters that stand for the r-controlled vowel sounds. Ask volunteers to draw lines under those letters. thorn/sort dirt/shirt
harm/park form/short
fur/burn fern/term
her/perch part/large
Follow-Up
Use theStock Management CD-ROM to print out Pocket Chart Center the centerSystem with these Picture copies acorn, of the Phonetic Cards for a–z, ar, er, Cards: bird, yarn, yogurt, unicorn, Element scarf, skirt, shark, ir, or, and ur. Distribute theincards to students. Have shirt, thorn. Have students group the pictures a pocket partners usesound the cards build at least two words for chart by the r-controlled vowel they to hear in each each of the following: each r-controlled vowel sound picture name. 5 minutes (/ûr/, /ôr/, /är/), the soft and hard sounds of c, and the Coach soft and hard sounds for g. Ask them to list their words. Gather these high-frequency word cards from the Word Wall: or Reteach Then have students check their words in a dictionary Tell students that you will sayonce, threeupon, wordswalk, that have the Place the again, away, number, and write. Play a guessing gametowith a clue word spellings for makestudents. sure theyGive have usedfor thea correct same cards r-controlled vowelHave sound. Ask students name athe face down. students, in turn,to choose card and with an r-controlled vowel sound and then segment the the sounds. r-controlled vowel theyHave hear.other Use words such as the give clues for sound the word. students guess the word by word, for example: I’m thinking of something that a girl following: spelling it aloud. might wear. It is a /s/ /k/ /ûr/ /t/. Have students name 10 minutes torn, port, born hurl, dirt, fern yarn, harm, bark the word. (skirt) Repeat with other words with r-controlled Repeat the procedure having students tell you whether the vowel sounds such as corn, hurt, farm, and stir.Coach If time allows, Demonstrate and words you say have the hard or soft sound of c or g. Use repeat with words that have hard or words soft sound of c or g. cards: page, Write thethe following on blank index words such as the following: bird, cape, gage, barge, force, cent, cite, goat, cool, can, call, cat wage, gym, giraffe germ, place, gem, gate. Read aloud each word card gate, game, bag cell, lace, peace with students. Hand out the Phonetic Element Cards for c, g, ar, or, er, ir, and ur. Have those students holding Say a word with aanPhonetic r-controlled vowel sound. Element Card standHave in the front of the room 5 minutes students repeat the say another wordout that andword hold and up their cards. Hand the word cards to has the same vowel sound.Have them take turns reading the word on Demonstrate and Coach students. Listen as I say the sounds in a word from the rhyme: /b/
3 Practice High-Frequency Words Review vocabulary from the rhyme with which students may be unfamiliar. Show pictures or realia of a giraffe, mouse, stork, shark, an orange cat, and a shaggy dog. Distribute the pictures 2 Sort Words and realia and reread the rhyme. Ask students holding items to hold them up when they hear that word.
Follow a similar procedure with the following pairs of words with the hard or soft sound of c or g. cake/coat
Independent Practice Use Blackline 165 to Remind students that r-controlled vowel sounds Master includep./är/, give/ûr/. students practice reading with r-controlled /ôr/, and Thenmore reread the first line ofwords the rhyme. What and sounds of cListen and g.toBethese sure vowelvowels soundand dothe youhard hear in soft short? (/ôr/) directions. themsound complete the wordsstudents and tellunderstand me if youthe hear the hardHave or soft time. having students identify the of c: page cute,during place,center Ace. Repeat, targeted sounds in these words: large (/är/, /j/); birds (/ûr/); called (/k/); storks (/ôr/, /k/); huge (/j/); sharks (/är/, /k/); orange (/j/).
goat/goal
cent/cease
gem/barge
Distribute ELL Blackline Masterandp.Blend 72 toSounds support students in 2 Segment understanding the rhyme. Review the directions, and help beginning level students as necessary.
1
their card. Then have them sort the cards by standing 10 minutes behind the student holding the matching Phonetic Element Card.
Connect Sounds to Symbols
Demonstrate Write the rhyme “The Best By Far” on chart paper. As you read Apply the rhyme track thewords print. as Then reread the title. Writealoud, each of these column heads: far, for,
Pre-Teach Hear and Say the Sounds Preview identifying words with specific sounds from the rhyme. Listen as I read the title of the rhyme: “The Best by Far.” Did you hear the /är/ or /ûr/ sound at the end of far? (/är/) Now listen as I read the first line of the rhyme, “Giant giraffes are not short but tall.” Did you hear the /g/ or /j/ sound at the beginning of giant and giraffe? (/j/) Continue reading lines from the rhyme and asking questions about sounds. Is the vowel sound in short /är/ or /ôr/? (/ôr/) Is the beginning sound in cute /s/ or /k/? (/k/) Do you hear /s/ or /k/ in place and Ace? (/s/) Do you hear /g/ or /j/ at the end of huge? (/j/) Do you hear /g/ or /j/ in shaggy? (/g/) Is the vowel sound /är/ or /ûr/ in the middle of perch? (/ûr/)
2
sir, sound her, cent, Underline theFrame focus the letters in What fur, vowel do gem. you hear in Far? letters Havefor students come up tointhe board ar. Theanother letterscolor. ar stand the /är/ sound Far. Sayand Far, add words to /är/ each sound. column Follow that have the same sound as and listen for the a similar procedure the or underlined letters. ur (furry), ir (birds), and er to review (short, storks), (perch).
3
Read Decodable Book
Coach
1
Tell students that they will read their new book during center time. During small group instruction or during Guided Reading, you may wish to have a few students read the decodable book aloud to you. Monitor to be sure students can recognize and read the highfrequency words and words with r-controlled vowels and the hard and soft sounds of c and g.
Hear and Say the Sounds
Coach Demonstrate
as the I read thisshort, rhyme. Stress each vowel Write these Listen words on board: cute, mice, big,r-controlled bird, well asplace, the hard sounds of c and g. Now stork, perch,sound huge,asshark, cat, and dog.soft Have students listentoasread I read titleAsk again. Whattovowel blend the sounds eachthe word. students use thesound do you hear at the end of far? (/är/) What sound do you hear at words in sentences. the beginning of giant and giraffe? (/j/) What sound do youAssess hear at the end of mice? (/s/) Apply and
Use the nonfiction decodable book Seasons to have On the board write word pairs with r-controlled vowel sounds. students practice reading words with r-controlled vowel Read the words with students and have them identify the sounds, soft and hard c, and soft and hard g. Introduce letters that stand for the r-controlled vowel sounds. Ask the nonfiction book by telling students the title. Review volunteers to draw lines under those letters. the r-controlled vowel sounds and the hard and soft thorn/sort her/perch sounds of charm/park and g. Also reviewfur/burn the high-frequency dirt/shirt form/short fern/term words again, away, once, walk, and write. part/large FollowBriefly a similar procedure withwith the following of words preview the book students. pairs Introduce the with the hard or soft sound c or back g. cover since they content words on the of inside may not begoat/goal decodable or familiar. Remind students cake/coat cent/cease gem/barge that nonfiction books often use words that may be challenging in order to talk about the nonfiction subject but that they will be able to use their decoding strategies, context clues, and picture cues to figure out the words.
1
Day 1
5 minutes
3
Practice High-Frequency Words Day 2
Independent Practice Master p. 165 to include /är/, Remind studentsUse thatBlackline r-controlled vowel sounds give students/ôr/, more reading words with line r-controlled andpractice /ûr/. Then reread the first of the rhyme. What vowels and the hardsound and soft of cinand g. Be(/ôr/) sure Listen to these vowel do sounds you hear short? students understand thetell directions. Have them words and me if you hear thecomplete hard orthe soft sound page duringof center time.place, Ace. Repeat, having students identify the c: cute, targeted sounds in these words: large (/är/, /j/); birds (/ûr/); called (/k/); storks (/ôr/, /k/); huge (/j/); sharks (/är/, /k/); orange (/j/).
Practice High-Frequency Words 5 minutes Coach
Gather these high-frequency word cards from the Word Wall: Tell students that you will say three words that have the again, away, number, once, upon, walk, and write. Place the same r-controlled vowel sound. Ask students to name the cards face down. Have students, in turn, choose a card and r-controlled vowel sound they hear. Use words such as the give clues for the word. Have other students guess the word by following: spelling it aloud. torn, port, born hurl, dirt, fern yarn, harm, bark Repeat the procedure having students tell you whether the words you say have the hard or soft sound of c or g. Use words such as the following: can, call, cat gate, game, bag
2
wage, gym, giraffe cell, lace, peace
Segment and Blend Sounds
5 minutes
Demonstrate and Coach Listen as I say the sounds in a word from the rhyme: /b/
59 Review and Monitor • Whole Class Lesson
Day 1
on the board.
Dayhigh-frequency 1 learned
Before practicing the previously words again, away, number, once, upon, walk, and write, 2 Blend Sounds 1 Connect Sounds to Symbols Demonstrate check students’ ability to read and correctly pronounceDemonstrate the Apply words. Write the following sentences on the board and have volunteers take turns reading them aloud.
Giant giraffes are not short but tall. Cute, furry mice are not big but small. Large birds called storks perch in a tree. 15 minutes Blend Sounds 10 minutes Build Words Huge sharks swim in a place called the sea. Demonstrate Demonstrate But the ones I think are the best by far, Write the word large on the board. Point to the word and Review with students the sounds for r-controlled vowels myhard shaggy Tar. demonstrate how to read it by blending the sounds. are my orange cat Ace and and for and softdog c and g. Then write the word shirt Think Aloud When I see the letters l-a-r-g-e, I think of the sounds the letters stand for. I know the letters ar usually stand for the /är/ sound. I also know that g often stands for the /j/ sound when it is followed by e. In this word, g is followed by e so it probably stands for the /j/ sound. I’ll blend the sounds together and say the 10 minutes word: /l/ /är/ /j/, large.
Frame giant. Whator sound do you hear at the beginning of Reteach giant? Frame the g in giant. When g is followed by e, i, or Write these words on the board: age, ice, arm, store, y, it often stands for the /j/ sound. What other word in dirt. Have students read each word and use it in a this line begins with /j/? (giraffes) What letter stands for sentence. Then ask students to give a rhyming word for the sound? Have students find three words in the rhyme that each word and to use those words in sentences. end with the /j/ sound. (large, huge, orange) Ask what letter stands for the sound.
59 Review and Monitor • Whole Class Lesson
Day 1
The Best By Far
Day 1 Review and Monitor
/ûr/ /d/. I’ll blend the sounds together and then say the word: /b/ /ûr/ /d/, bird.
Coach
can, call, cat gate, game, bag
Review and Monitor
10 minutes
Demonstrate
torn, port, born
1 In Demonstrate and Coach, as you segment the sounds, ask questions such as the following to guide students as they blend the sounds. Day 1
Demonstrate
10 minutes
59
Review and Monitor 59
Review and Monitor 59
Hear and Say the Sounds
Day 2
Segment and Blend Sounds 2
Connect Sounds to Symbols
What vowel sound do you hear in Far? Frame the letters ar. The letters ar stand for the /är/ sound in Far. Say Far, and listen for the /är/ sound. Follow a similar procedure to review or (short, storks), ur (furry), ir (birds), and er (perch).
Day 1
1
1
The Best By Far
Giant giraffes are not short but tall. Cute, furry mice are not big but small. Blend Sounds 10 minutesLarge birds called storks perch in a tree. Build Words 15 minutes Huge sharks swim in a place called the sea. Demonstrate Demonstrate But the ones I think are the best by far, Write the word large on the board. Point to the word and Review with students the sounds for r-controlled vowels arethe mysounds. orange cat Ace and my shaggy Tar.and soft c and g. Then write the word shirt demonstrate how to read it by blending anddog for hard
59
DuringDay 1
The Best By Far Giant giraffes are not short but tall. Cute, furry mice are not big but small. Large birds called storks perch in a tree. Huge sharks swim in a place called the sea. But the ones I think are the best by far, are my orange cat Ace and my shaggy dog Tar.
Think Aloud I see the letters s-h-i-r-t and know the sounds they stand for. I can blend the sounds together to say the word: /sh/ /ûr/ /t/, shirt. Now I want to change the word shirt to make the word short. know that and together short begin /ûr/ /d/. II’ll blend theshirt sounds andand thenend say the with/b/ the/ûr/ same sounds. word: /d/, bird. When I say short, I hear the /ôr/ sound in the middle. I know that the letters or Listen as I say the sounds in other words. Repeat the stand for /ôr/, so I will erase the ir and write or to sounds, blend them together, and tell me the word. build the word short. /k/ /a/ /j/ (cage) /g/ /ûr/ /l/ (girl) /k/Coach /ôr/ /n/ (corn) /f/ /ôr/ /s/ (force) Continue in a similar way to have students build these Apply and Assess words: ace, age, cage; car, far, for, fur; corn, born, Independent Practice Use Blackline Master p. 164 to barn, burn; gem, germ. After each word is built, have give students practice hearing the targeted sound from this students blend the sounds to read the word. lesson in words. Be sure students understand the directions. Have them complete the page during center time. Apply and Assess
their card. Then have them sort the cards by standing behind the student holding the matching Phonetic Element Card.
10 minutes
Write the rhyme “The Best By Far” on chart paper. As you read
rhymewords aloud, theheads: print. Then reread the title. Write each the of these astrack column far, for, sound dothe youfocus hearletters in Far? fur, sir, her,What cent,vowel gem. Underline in Frame the letters ar. The ar come standupforto the another color. Haveletters students the /är/ boardsound and in Far. Say Far, listen for the Follow a similar procedure add words and to each column that/är/ havesound. the same sound as to review or (short, storks), ur (furry), ir (birds), and er the underlined letters. (perch).
We will write that number again. or Reteach Once upon a time, a little bear ran away. I will walk to school again today. Book 3 Read Decodable Coach
During
Pocket Center StockCD-ROM the center Use theChart Management System to with printthese out Picture Cards: bird, yarn, yogurt,Element acorn, unicorn, skirt, copies of the Phonetic Cards forscarf, a–z, ar, er, shark, shirt, thorn. studentsthe group thetopictures in Have a pocket ir, or, and Have ur. Distribute cards students. chart by theuse r-controlled sound theytwo hear in each partners the cards vowel to build at least words for picture each name. of the following: each r-controlled vowel sound (/ûr/, /ôr/, /är/), the soft and hard sounds of c, and the soft and hard sounds for g. Ask them to list their words. or Reteach Then have students check their words in a dictionary Play guessing with used students. Give a spellings clue for afor word toamake sure game they have the correct with r-controlled vowel sound and then segment the theansounds. word, for example: I’m thinking of something that a girl might wear. It is a /s/ /k/ /ûr/ /t/. Have students name 10 minutes the word. (skirt) Repeat with other words with r-controlled vowel sounds such as corn, farm, and stir. If time allows, Demonstrate andhurt, Coach repeat with words that have the hard or soft sound of c or g. Write the following words on blank index cards: page, bird, cape, gage, barge, force, cent, cite, goat, cool, germ, place, gem, gate. Read aloud each word card with students. Hand out the Phonetic Element Cards for c, g, ar, or, er, ir, and ur. Have those students holding a wordElement with anCard r-controlled sound. Have aSay Phonetic stand in vowel the front of the room students repeat word andout saythe another and hold up theirthe cards. Hand word word cardsthat to has the same sound. students. Have vowel them take turns reading the word on
Frame giant. What sound do you hear at the beginning of giant? Frame the g in giant. When g is followed by e, i, or Write these words on the board: age, ice, arm, store, y, it often stands for the /j/ sound. What other word in dirt. Have students read each word and use it in a this line begins with /j/? (giraffes) What letter stands for sentence. Then ask students to give a rhyming word for the sound? Have students find three words in the rhyme that each word and to use those words in sentences. end with the /j/ sound. (large, huge, orange) Ask what letter stands for the sound. 5 minutes
Use the nonfiction decodable book Seasons to have On the board write word pairs with r-controlled vowel sounds. students practice reading words with r-controlled vowel Read the words with students and have them identify the sounds, soft and hard c, and soft and hard g. Introduce letters that stand for the r-controlled vowel sounds. Ask the nonfiction book by telling students the title. Review volunteers to draw lines under those letters. the r-controlled vowel sounds and the hard and soft harm/park fur/burn her/perch sounds of cthorn/sort and g. Also review the high-frequency dirt/shirt form/short part/large words again, away, once, walk, and write. fern/term
Blend Sounds
2
Sort Words
10 minutes
Follow-Up
may not becake/coat decodable or familiar. Remind students goat/goal cent/cease that nonfiction books often use words that may be challenging in order to talk about the nonfiction subject but that they will be able to use their decoding strategies, context clues, and picture cues to figure out the words.
gem/barge
1
Write the word large on the board. Point to the word and demonstrate how to read it by blending the sounds.
Write these words on the board: short, cute, mice, big, bird, stork, perch, huge, shark, place, cat, dog. Have students blend the sounds to read each word. Ask students to use the words in sentences.
Continue in a similar way to have students build these words: ace, age, cage; car, far, for, fur; corn, born, barn, burn; gem, germ. After each word is built, have students blend the sounds to read the word.
Independent Practice Use Blackline Master p. 165 to give students more practice reading words with r-controlled vowels and the hard and soft sounds of c and g. Be sure students understand the directions. Have them complete the page during center time.
Apply and Assess Use the Management System CD-ROM to print out copies of the Phonetic Element Cards for a–z, ar, er, ir, or, and ur. Distribute the cards to students. Have partners use the cards to build at least two words for each of the following: each r-controlled vowel sound (/ûr/, /ôr/, /är/), the soft and hard sounds of c, and the soft and hard sounds for g. Ask them to list their words. Then have students check their words in a dictionary to make sure they have used the correct spellings for the sounds.
5 minutes
Assess students’ understanding. Take down the Phonetic Element Cards and pictures you displayed for reference in the whole class lesson Connect Sounds to Symbols (ar, or, ur, ir, er, g, c, shark, thorn, yogurt, shirt, over, sponge, dog, ace, and cat). Give each pair of students copies of those cards, and have them match the Phonetic Element Cards with the picture that has the same sound.
Apply Write each of these words as column heads: far, for, fur, sir, her, cent, gem. Underline the focus letters in another color. Have students come up to the board and add words to each column that have the same sound as the underlined letters.
or Reteach Write these words on the board: age, ice, arm, store, dirt. Have students read each word and use it in a sentence. Then ask students to give a rhyming word for each word and to use those words in sentences.
Coach
Apply and Assess
Tell students that they will read their new book during center time. During small group instruction or during Guided Reading, you may wish to have a few students read the decodable book aloud to you. Monitor to be sure students can recognize and read the highfrequency words and words with r-controlled vowels and the hard and soft sounds of c and g.
their card. Then have them sort the cards by standing behind the student holding the matching Phonetic Element Card.
15 minutes
Demonstrate
Think Aloud I see the letters s-h-i-r-t and know the sounds they stand for. I can blend the sounds together to say the word: /sh/ /ûr/ /t/, shirt. Now I want to change the word shirt to make the word short. I know that shirt and short begin and end with the same sounds. When I say short, I hear the /ôr/ sound in the middle. I know that the letters or stand for /ôr/, so I will erase the ir and write or to build the word short.
Coach
Gather these high-frequency word cards from the Word Wall: again, away, number, once, upon, walk, and write. Place the cards face down. Have students, in turn, choose a card and give clues for the word. Have other students guess the word by spelling it aloud.
Build Words
Review with students the sounds for r-controlled vowels and for hard and soft c and g. Then write the word shirt on the board.
Think Aloud When I see the letters l-a-r-g-e, I think of the sounds the letters stand for. I know the letters ar usually stand for the /är/ sound. I also know that g often stands for the /j/ sound when it is followed by e. In this word, g is followed by e so it probably stands for the /j/ sound. I’ll blend the sounds together and say the word: /l/ /är/ /j/, large.
3 Practice High-Frequency While doing the Coach activity, as you or your studentsWords take turns blending sounds of words on the board, have volunteers point to each sound as it is blended. Follow similar procedure the following Briefly preview thea book with students.with Introduce the pairs of words withon thethe hard or soft c orthey g. content words inside backsound coverofsince
sounds, such as are, birds, city, coats, corner, garden, large, and turn.
Day 2
2
Sort Words
10 minutes
Demonstrate and Coach Write the following words on blank index cards: page, bird, cape, gage, barge, force, cent, cite, goat, cool, germ, place, gem, gate. Read aloud each word card with students. Hand out the Phonetic Element Cards for c, g, ar, or, er, ir, and ur. Have those students holding a Phonetic Element Card stand in the front of the room and hold up their cards. Hand out the word cards to students. Have them take turns reading the word on
3
Read Decodable Book
5 minutes
Use the nonfiction decodable book Seasons to have students practice reading words with r-controlled vowel sounds, soft and hard c, and soft and hard g. Introduce the nonfiction book by telling students the title. Review the r-controlled vowel sounds and the hard and soft sounds of c and g. Also review the high-frequency words again, away, once, walk, and write. Briefly preview the book with students. Introduce the content words on the inside back cover since they may not be decodable or familiar. Remind students that nonfiction books often use words that may be challenging in order to talk about the nonfiction subject but that they will be able to use their decoding strategies, context clues, and picture cues to figure out the words. Tell students that they will read their new book during center time. During small group instruction or during Guided Reading, you may wish to have a few students read the decodable book aloud to you. Monitor to be sure students can recognize and read the highfrequency words and words with r-controlled vowels and the hard and soft sounds of c and g.
59 Review and Monitor • Whole Class Lesson
Day 2
Pre-Teach
Pre-Teach
Connect Sounds to Symbols
Reinforce some of the skills from the previous day. Hold up one of the following Phonetic Element Cards: ar, or, ur, ir, er, g, c. Say the sound the letters represent and ask a volunteer to give an example of a word with that sound. Repeat for all cards.
Display the following Phonetic Element Cards and matching pictures that contain the sounds. Review each phonetic sound and identify the pictures. Keep the cards displayed for reference if students need help remembering the sounds during the whole-class activities. ar–shark or–thorn ur–yogurt
ir–shirt er–over
g–sponge, dog c–ace, cat
Read Decodable Book Briefly discuss weather and seasons with students, reminding them that the seasons are summer, fall, winter, and spring. Relate the seasons to months of the year. Then use the whole class lesson to pre-teach the decodable book. Encourage English language learners to read Seasons independently after instruction. If needed, give them extra listening and reading support. Create a classroom recording of the take-home decodable book. Either read the book aloud or play the recording. You can have a few students read parts of the decodable book aloud to you. Monitor to make sure students recognize and can read words from the book that contain the r-controlled vowel sounds and hard and soft c and g
During Sort Words During the Apply activity, reinforce vocabulary comprehension by asking volunteers to make up a sentence for the word. You may want to give beginning and early intermediate level students a choice of words to add to a column on the board. For example: Where would you write star—under far or fur? Guide students as needed in spelling words.
Follow-Up Provide reading practice of the decodable book for the skills in this lesson. Check for students’ ability to read words that have the phonetic elements reviewed in this lesson by having students read aloud from Seasons. You also may wish to check comprehension of the concept in the book by having students share the names of the seasons they read, the kind of weather they have, and where they live during each of the seasons. 1. How many times does the Earth go around the sun each year? 2. Use your hand to show how the Earth tilts. 3. When is there more daytime, in the spring or in the summer? 4. In what season does school start? 5. What season do you like best? Why? You may wish to ask beginning level students yes or no questions.
Listen as I read this rhyme. Stress each r-controlled vowel sound as well as the hard and soft sounds of c and g. Now listen as I read the title again. What vowel sound do you hear at the end of far? (/är/) What sound do you hear at the beginning of giant and giraffe? (/j/) What sound do you hear at the end of mice? (/s/) Remind students that r-controlled vowel sounds include /är/, /ôr/, and /ûr/. Then reread the first line of the rhyme. What vowel sound do you hear in short? (/ôr/) Listen to these words and tell me if you hear the hard or soft sound of c: cute, place, Ace. Repeat, having students identify the targeted sounds in these words: large (/är/, /j/); birds (/ûr/); called (/k/); storks (/ôr/, /k/); huge (/j/); sharks (/är/, /k/); orange (/j/).
Tell students that you will say three words that have the same r-controlled vowel sound. Ask students to name the r-controlled vowel sound they hear. Use words such as the following: hurl, dirt, fern
yarn, harm, bark
Repeat the procedure having students tell you whether the words you say have the hard or soft sound of c or g. Use words such as the following:
2
Write the rhyme “The Best By Far” on chart paper. As you read the rhyme aloud, track the print. Then reread the title.
Listen as I say the sounds in other words. Repeat the sounds, blend them together, and tell me the word. /k/ /a/ /j/ (cage) /k/ /ôr/ /n/ (corn)
/g/ /ûr/ /l/ (girl) /f/ /ôr/ /s/ (force)
Apply and Assess Independent Practice Use Blackline Master p. 164 to give students practice hearing the targeted sound from this lesson in words. Be sure students understand the directions. Have them complete the page during center time. Pocket Chart Center Stock the center with these Picture Cards: bird, yarn, yogurt, acorn, unicorn, scarf, skirt, shark, shirt, thorn. Have students group the pictures in a pocket chart by the r-controlled vowel sound they hear in each picture name.
or Reteach Play a guessing game with students. Give a clue for a word with an r-controlled vowel sound and then segment the word, for example: I’m thinking of something that a girl might wear. It is a /s/ /k/ /ûr/ /t/. Have students name the word. (skirt) Repeat with other words with r-controlled vowel sounds such as corn, hurt, farm, and stir. If time allows, repeat with words that have the hard or soft sound of c or g.
wage, gym, giraffe cell, lace, peace
Segment and Blend Sounds
5 minutes
Demonstrate and Coach
Say a word with an r-controlled vowel sound. Have students repeat the word and say another word that has the same vowel sound.
Listen as I say the sounds in a word from the rhyme: /b/
Think Aloud When I see the letters l-a-r-g-e, I think of the sounds the letters stand for. I know the letters ar usually stand for the /är/ sound. I also know that g often stands for the /j/ sound when it is followed by e. In this word, g is followed by e so it probably stands for the /j/ sound. I’ll blend the sounds together and say the 10 minutes word: /l/ /är/ /j/, large.
on the board.
Think Aloud I see the letters s-h-i-r-t and know the sounds they stand for. I can blend the sounds together to say the word: /sh/ /ûr/ /t/, shirt. Now I want to change the word shirt to make the word I know that shirt short /ûr/ /d/. I’ll blend short. the sounds together andand then say begin the and end with word: /b/ /ûr/ /d/, bird.the same sounds. When I say short, I hear the /ôr/ sound in the middle. I know that the letters or Listen as I say the stand soundsforin/ôr/, othersowords. Repeat I will erase thethe ir and write or to sounds, blend them together, andshort. tell me the word. build the word
Hearor and/s/ Say at the the Soundsbeginning— Listen. Do you hear1/k/ Demonstrate /k/ /a/ /j/? Do you hearCoach /g/ or /j/ at the end—/k/ /a/ /j/?
Frame giant. What sound do you hear at the beginning of giant? Frame the g in giant. When g is followed by e, i, or y, it often stands for the /j/ sound. What other word in this line begins with /j/? (giraffes) What letter stands for the sound? Have students find three words in the rhyme that end with the /j/ sound. (large, huge, orange) Ask what letter stands for the sound.
ListenWrite as I these read words this rhyme. r-controlled on the Stress board:each short, cute, mice,vowel big, bird, soundstork, as well as thehuge, hard shark, and soft sounds c andHave g. Now perch, place, cat,ofdog. students listenblend as I read the title again. What vowel sound do youthe the sounds to read each word. Ask students to use hear words at the inend of far? (/är/) What sound do you hear at sentences. the beginning of giant and giraffe? (/j/) What sound do you hear at the end of mice? (/s/) Apply and Assess
/k/ /a/ /j/ (cage) /g/ /ûr/ /l/ (girl) /k/ /ôr/ /n/ (corn) Coach /f/ /ôr/ /s/ (force) Continue in a similar way to have students build these Apply and Assess words: ace, age, cage; car, far, for, fur; corn, born, Independent Practice Use gem, Blackline Master 164word to is built, have barn, burn; germ. After p.each give students practice hearingblend the targeted sound fromthe this students the sounds to read word. lesson in words. Be sure students understand the directions. Have them completeApply the pageand duringAssess center time.
Do you hear /k/ or /s/ at the beginning—/k/ /ôr/ /n/? Coach Do you hear /är/ or /ôr/ in the middle—/k/ /ôr/ /n/? On the board write word pairs with r-controlled vowel sounds. Read the words with students and have them identify the letters that stand for the r-controlled vowel sounds. Ask volunteers to draw lines under those letters. thorn/sort dirt/shirt
harm/park form/short
fur/burn fern/term
her/perch part/large
Follow-Up
Use theStock Management CD-ROM to print out Pocket Chart Center the centerSystem with these Picture copies acorn, of the Phonetic Cards for a–z, ar, er, Cards: bird, yarn, yogurt, unicorn, Element scarf, skirt, shark, ir, or, and ur. Distribute theincards to students. Have shirt, thorn. Have students group the pictures a pocket partners usesound the cards build at least two words for chart by the r-controlled vowel they to hear in each each of the following: each r-controlled vowel sound picture name. 5 minutes (/ûr/, /ôr/, /är/), the soft and hard sounds of c, and the Coach soft and hard sounds for g. Ask them to list their words. Gather these high-frequency word cards from the Word Wall: or Reteach Then have students check their words in a dictionary Tell students that you will sayonce, threeupon, wordswalk, that have the Place the again, away, number, and write. Play a guessing gametowith a clue word spellings for makestudents. sure theyGive have usedfor thea correct same cards r-controlled vowelHave sound. Ask students name athe face down. students, in turn,to choose card and with an r-controlled vowel sound and then segment the the sounds. r-controlled vowel theyHave hear.other Use words such as the give clues for sound the word. students guess the word by word, for example: I’m thinking of something that a girl following: spelling it aloud. might wear. It is a /s/ /k/ /ûr/ /t/. Have students name 10 minutes torn, port, born hurl, dirt, fern yarn, harm, bark the word. (skirt) Repeat with other words with r-controlled Repeat the procedure having students tell you whether the vowel sounds such as corn, hurt, farm, and stir.Coach If time allows, Demonstrate and words you say have the hard or soft sound of c or g. Use repeat with words that have hard or words soft sound of c or g. cards: page, Write thethe following on blank index words such as the following: bird, cape, gage, barge, force, cent, cite, goat, cool, can, call, cat wage, gym, giraffe germ, place, gem, gate. Read aloud each word card gate, game, bag cell, lace, peace with students. Hand out the Phonetic Element Cards for c, g, ar, or, er, ir, and ur. Have those students holding Say a word with aanPhonetic r-controlled vowel sound. Element Card standHave in the front of the room 5 minutes students repeat the say another wordout that andword hold and up their cards. Hand the word cards to has the same vowel sound.Have them take turns reading the word on Demonstrate and Coach students. Listen as I say the sounds in a word from the rhyme: /b/
3 Practice High-Frequency Words Review vocabulary from the rhyme with which students may be unfamiliar. Show pictures or realia of a giraffe, mouse, stork, shark, an orange cat, and a shaggy dog. Distribute the pictures 2 Sort Words and realia and reread the rhyme. Ask students holding items to hold them up when they hear that word.
Follow a similar procedure with the following pairs of words with the hard or soft sound of c or g. cake/coat
Independent Practice Use Blackline 165 to Remind students that r-controlled vowel sounds Master includep./är/, give/ûr/. students practice reading with r-controlled /ôr/, and Thenmore reread the first line ofwords the rhyme. What and sounds of cListen and g.toBethese sure vowelvowels soundand dothe youhard hear in soft short? (/ôr/) directions. themsound complete the wordsstudents and tellunderstand me if youthe hear the hardHave or soft time. having students identify the of c: page cute,during place,center Ace. Repeat, targeted sounds in these words: large (/är/, /j/); birds (/ûr/); called (/k/); storks (/ôr/, /k/); huge (/j/); sharks (/är/, /k/); orange (/j/).
goat/goal
cent/cease
gem/barge
Distribute ELL Blackline Masterandp.Blend 72 toSounds support students in 2 Segment understanding the rhyme. Review the directions, and help beginning level students as necessary.
1
their card. Then have them sort the cards by standing 10 minutes behind the student holding the matching Phonetic Element Card.
Connect Sounds to Symbols
Demonstrate Write the rhyme “The Best By Far” on chart paper. As you read Apply the rhyme track thewords print. as Then reread the title. Writealoud, each of these column heads: far, for,
Pre-Teach Hear and Say the Sounds Preview identifying words with specific sounds from the rhyme. Listen as I read the title of the rhyme: “The Best by Far.” Did you hear the /är/ or /ûr/ sound at the end of far? (/är/) Now listen as I read the first line of the rhyme, “Giant giraffes are not short but tall.” Did you hear the /g/ or /j/ sound at the beginning of giant and giraffe? (/j/) Continue reading lines from the rhyme and asking questions about sounds. Is the vowel sound in short /är/ or /ôr/? (/ôr/) Is the beginning sound in cute /s/ or /k/? (/k/) Do you hear /s/ or /k/ in place and Ace? (/s/) Do you hear /g/ or /j/ at the end of huge? (/j/) Do you hear /g/ or /j/ in shaggy? (/g/) Is the vowel sound /är/ or /ûr/ in the middle of perch? (/ûr/)
2
sir, sound her, cent, Underline theFrame focus the letters in What fur, vowel do gem. you hear in Far? letters Havefor students come up tointhe board ar. Theanother letterscolor. ar stand the /är/ sound Far. Sayand Far, add words to /är/ each sound. column Follow that have the same sound as and listen for the a similar procedure the or underlined letters. ur (furry), ir (birds), and er to review (short, storks), (perch).
3
Read Decodable Book
Coach
1
Tell students that they will read their new book during center time. During small group instruction or during Guided Reading, you may wish to have a few students read the decodable book aloud to you. Monitor to be sure students can recognize and read the highfrequency words and words with r-controlled vowels and the hard and soft sounds of c and g.
Hear and Say the Sounds
Coach Demonstrate
as the I read thisshort, rhyme. Stress each vowel Write these Listen words on board: cute, mice, big,r-controlled bird, well asplace, the hard sounds of c and g. Now stork, perch,sound huge,asshark, cat, and dog.soft Have students listentoasread I read titleAsk again. Whattovowel blend the sounds eachthe word. students use thesound do you hear at the end of far? (/är/) What sound do you hear at words in sentences. the beginning of giant and giraffe? (/j/) What sound do youAssess hear at the end of mice? (/s/) Apply and
Use the nonfiction decodable book Seasons to have On the board write word pairs with r-controlled vowel sounds. students practice reading words with r-controlled vowel Read the words with students and have them identify the sounds, soft and hard c, and soft and hard g. Introduce letters that stand for the r-controlled vowel sounds. Ask the nonfiction book by telling students the title. Review volunteers to draw lines under those letters. the r-controlled vowel sounds and the hard and soft thorn/sort her/perch sounds of charm/park and g. Also reviewfur/burn the high-frequency dirt/shirt form/short fern/term words again, away, once, walk, and write. part/large FollowBriefly a similar procedure withwith the following of words preview the book students. pairs Introduce the with the hard or soft sound c or back g. cover since they content words on the of inside may not begoat/goal decodable or familiar. Remind students cake/coat cent/cease gem/barge that nonfiction books often use words that may be challenging in order to talk about the nonfiction subject but that they will be able to use their decoding strategies, context clues, and picture cues to figure out the words.
1
Day 1
5 minutes
3
Practice High-Frequency Words Day 2
Independent Practice Master p. 165 to include /är/, Remind studentsUse thatBlackline r-controlled vowel sounds give students/ôr/, more reading words with line r-controlled andpractice /ûr/. Then reread the first of the rhyme. What vowels and the hardsound and soft of cinand g. Be(/ôr/) sure Listen to these vowel do sounds you hear short? students understand thetell directions. Have them words and me if you hear thecomplete hard orthe soft sound page duringof center time.place, Ace. Repeat, having students identify the c: cute, targeted sounds in these words: large (/är/, /j/); birds (/ûr/); called (/k/); storks (/ôr/, /k/); huge (/j/); sharks (/är/, /k/); orange (/j/).
Practice High-Frequency Words 5 minutes Coach
Gather these high-frequency word cards from the Word Wall: Tell students that you will say three words that have the again, away, number, once, upon, walk, and write. Place the same r-controlled vowel sound. Ask students to name the cards face down. Have students, in turn, choose a card and r-controlled vowel sound they hear. Use words such as the give clues for the word. Have other students guess the word by following: spelling it aloud. torn, port, born hurl, dirt, fern yarn, harm, bark Repeat the procedure having students tell you whether the words you say have the hard or soft sound of c or g. Use words such as the following: can, call, cat gate, game, bag
2
wage, gym, giraffe cell, lace, peace
Segment and Blend Sounds
5 minutes
Demonstrate and Coach Listen as I say the sounds in a word from the rhyme: /b/
59 Review and Monitor • Whole Class Lesson
Day 1
on the board.
Dayhigh-frequency 1 learned
Before practicing the previously words again, away, number, once, upon, walk, and write, 2 Blend Sounds 1 Connect Sounds to Symbols Demonstrate check students’ ability to read and correctly pronounceDemonstrate the Apply words. Write the following sentences on the board and have volunteers take turns reading them aloud.
Giant giraffes are not short but tall. Cute, furry mice are not big but small. Large birds called storks perch in a tree. 15 minutes Blend Sounds 10 minutes Build Words Huge sharks swim in a place called the sea. Demonstrate Demonstrate But the ones I think are the best by far, Write the word large on the board. Point to the word and Review with students the sounds for r-controlled vowels myhard shaggy Tar. demonstrate how to read it by blending the sounds. are my orange cat Ace and and for and softdog c and g. Then write the word shirt Think Aloud When I see the letters l-a-r-g-e, I think of the sounds the letters stand for. I know the letters ar usually stand for the /är/ sound. I also know that g often stands for the /j/ sound when it is followed by e. In this word, g is followed by e so it probably stands for the /j/ sound. I’ll blend the sounds together and say the 10 minutes word: /l/ /är/ /j/, large.
Frame giant. Whator sound do you hear at the beginning of Reteach giant? Frame the g in giant. When g is followed by e, i, or Write these words on the board: age, ice, arm, store, y, it often stands for the /j/ sound. What other word in dirt. Have students read each word and use it in a this line begins with /j/? (giraffes) What letter stands for sentence. Then ask students to give a rhyming word for the sound? Have students find three words in the rhyme that each word and to use those words in sentences. end with the /j/ sound. (large, huge, orange) Ask what letter stands for the sound.
59 Review and Monitor • Whole Class Lesson
Day 1
The Best By Far
Day 1 Review and Monitor
/ûr/ /d/. I’ll blend the sounds together and then say the word: /b/ /ûr/ /d/, bird.
Coach
can, call, cat gate, game, bag
Review and Monitor
10 minutes
Demonstrate
torn, port, born
1 In Demonstrate and Coach, as you segment the sounds, ask questions such as the following to guide students as they blend the sounds. Day 1
Demonstrate
10 minutes
59
Review and Monitor 59
Review and Monitor 59
Hear and Say the Sounds
Day 2
Segment and Blend Sounds 2
Connect Sounds to Symbols
What vowel sound do you hear in Far? Frame the letters ar. The letters ar stand for the /är/ sound in Far. Say Far, and listen for the /är/ sound. Follow a similar procedure to review or (short, storks), ur (furry), ir (birds), and er (perch).
Day 1
1
1
The Best By Far
Giant giraffes are not short but tall. Cute, furry mice are not big but small. Blend Sounds 10 minutesLarge birds called storks perch in a tree. Build Words 15 minutes Huge sharks swim in a place called the sea. Demonstrate Demonstrate But the ones I think are the best by far, Write the word large on the board. Point to the word and Review with students the sounds for r-controlled vowels arethe mysounds. orange cat Ace and my shaggy Tar.and soft c and g. Then write the word shirt demonstrate how to read it by blending anddog for hard
59
DuringDay 1
The Best By Far Giant giraffes are not short but tall. Cute, furry mice are not big but small. Large birds called storks perch in a tree. Huge sharks swim in a place called the sea. But the ones I think are the best by far, are my orange cat Ace and my shaggy dog Tar.
Think Aloud I see the letters s-h-i-r-t and know the sounds they stand for. I can blend the sounds together to say the word: /sh/ /ûr/ /t/, shirt. Now I want to change the word shirt to make the word short. know that and together short begin /ûr/ /d/. II’ll blend theshirt sounds andand thenend say the with/b/ the/ûr/ same sounds. word: /d/, bird. When I say short, I hear the /ôr/ sound in the middle. I know that the letters or Listen as I say the sounds in other words. Repeat the stand for /ôr/, so I will erase the ir and write or to sounds, blend them together, and tell me the word. build the word short. /k/ /a/ /j/ (cage) /g/ /ûr/ /l/ (girl) /k/Coach /ôr/ /n/ (corn) /f/ /ôr/ /s/ (force) Continue in a similar way to have students build these Apply and Assess words: ace, age, cage; car, far, for, fur; corn, born, Independent Practice Use Blackline Master p. 164 to barn, burn; gem, germ. After each word is built, have give students practice hearing the targeted sound from this students blend the sounds to read the word. lesson in words. Be sure students understand the directions. Have them complete the page during center time. Apply and Assess
their card. Then have them sort the cards by standing behind the student holding the matching Phonetic Element Card.
10 minutes
Write the rhyme “The Best By Far” on chart paper. As you read
rhymewords aloud, theheads: print. Then reread the title. Write each the of these astrack column far, for, sound dothe youfocus hearletters in Far? fur, sir, her,What cent,vowel gem. Underline in Frame the letters ar. The ar come standupforto the another color. Haveletters students the /är/ boardsound and in Far. Say Far, listen for the Follow a similar procedure add words and to each column that/är/ havesound. the same sound as to review or (short, storks), ur (furry), ir (birds), and er the underlined letters. (perch).
We will write that number again. or Reteach Once upon a time, a little bear ran away. I will walk to school again today. Book 3 Read Decodable Coach
During
Pocket Center StockCD-ROM the center Use theChart Management System to with printthese out Picture Cards: bird, yarn, yogurt,Element acorn, unicorn, skirt, copies of the Phonetic Cards forscarf, a–z, ar, er, shark, shirt, thorn. studentsthe group thetopictures in Have a pocket ir, or, and Have ur. Distribute cards students. chart by theuse r-controlled sound theytwo hear in each partners the cards vowel to build at least words for picture each name. of the following: each r-controlled vowel sound (/ûr/, /ôr/, /är/), the soft and hard sounds of c, and the soft and hard sounds for g. Ask them to list their words. or Reteach Then have students check their words in a dictionary Play guessing with used students. Give a spellings clue for afor word toamake sure game they have the correct with r-controlled vowel sound and then segment the theansounds. word, for example: I’m thinking of something that a girl might wear. It is a /s/ /k/ /ûr/ /t/. Have students name 10 minutes the word. (skirt) Repeat with other words with r-controlled vowel sounds such as corn, farm, and stir. If time allows, Demonstrate andhurt, Coach repeat with words that have the hard or soft sound of c or g. Write the following words on blank index cards: page, bird, cape, gage, barge, force, cent, cite, goat, cool, germ, place, gem, gate. Read aloud each word card with students. Hand out the Phonetic Element Cards for c, g, ar, or, er, ir, and ur. Have those students holding a wordElement with anCard r-controlled sound. Have aSay Phonetic stand in vowel the front of the room students repeat word andout saythe another and hold up theirthe cards. Hand word word cardsthat to has the same sound. students. Have vowel them take turns reading the word on
Frame giant. What sound do you hear at the beginning of giant? Frame the g in giant. When g is followed by e, i, or Write these words on the board: age, ice, arm, store, y, it often stands for the /j/ sound. What other word in dirt. Have students read each word and use it in a this line begins with /j/? (giraffes) What letter stands for sentence. Then ask students to give a rhyming word for the sound? Have students find three words in the rhyme that each word and to use those words in sentences. end with the /j/ sound. (large, huge, orange) Ask what letter stands for the sound. 5 minutes
Use the nonfiction decodable book Seasons to have On the board write word pairs with r-controlled vowel sounds. students practice reading words with r-controlled vowel Read the words with students and have them identify the sounds, soft and hard c, and soft and hard g. Introduce letters that stand for the r-controlled vowel sounds. Ask the nonfiction book by telling students the title. Review volunteers to draw lines under those letters. the r-controlled vowel sounds and the hard and soft harm/park fur/burn her/perch sounds of cthorn/sort and g. Also review the high-frequency dirt/shirt form/short part/large words again, away, once, walk, and write. fern/term
Blend Sounds
2
Sort Words
10 minutes
Follow-Up
may not becake/coat decodable or familiar. Remind students goat/goal cent/cease that nonfiction books often use words that may be challenging in order to talk about the nonfiction subject but that they will be able to use their decoding strategies, context clues, and picture cues to figure out the words.
gem/barge
1
Write the word large on the board. Point to the word and demonstrate how to read it by blending the sounds.
Write these words on the board: short, cute, mice, big, bird, stork, perch, huge, shark, place, cat, dog. Have students blend the sounds to read each word. Ask students to use the words in sentences.
Continue in a similar way to have students build these words: ace, age, cage; car, far, for, fur; corn, born, barn, burn; gem, germ. After each word is built, have students blend the sounds to read the word.
Independent Practice Use Blackline Master p. 165 to give students more practice reading words with r-controlled vowels and the hard and soft sounds of c and g. Be sure students understand the directions. Have them complete the page during center time.
Apply and Assess Use the Management System CD-ROM to print out copies of the Phonetic Element Cards for a–z, ar, er, ir, or, and ur. Distribute the cards to students. Have partners use the cards to build at least two words for each of the following: each r-controlled vowel sound (/ûr/, /ôr/, /är/), the soft and hard sounds of c, and the soft and hard sounds for g. Ask them to list their words. Then have students check their words in a dictionary to make sure they have used the correct spellings for the sounds.
5 minutes
Assess students’ understanding. Take down the Phonetic Element Cards and pictures you displayed for reference in the whole class lesson Connect Sounds to Symbols (ar, or, ur, ir, er, g, c, shark, thorn, yogurt, shirt, over, sponge, dog, ace, and cat). Give each pair of students copies of those cards, and have them match the Phonetic Element Cards with the picture that has the same sound.
Apply Write each of these words as column heads: far, for, fur, sir, her, cent, gem. Underline the focus letters in another color. Have students come up to the board and add words to each column that have the same sound as the underlined letters.
or Reteach Write these words on the board: age, ice, arm, store, dirt. Have students read each word and use it in a sentence. Then ask students to give a rhyming word for each word and to use those words in sentences.
Coach
Apply and Assess
Tell students that they will read their new book during center time. During small group instruction or during Guided Reading, you may wish to have a few students read the decodable book aloud to you. Monitor to be sure students can recognize and read the highfrequency words and words with r-controlled vowels and the hard and soft sounds of c and g.
their card. Then have them sort the cards by standing behind the student holding the matching Phonetic Element Card.
15 minutes
Demonstrate
Think Aloud I see the letters s-h-i-r-t and know the sounds they stand for. I can blend the sounds together to say the word: /sh/ /ûr/ /t/, shirt. Now I want to change the word shirt to make the word short. I know that shirt and short begin and end with the same sounds. When I say short, I hear the /ôr/ sound in the middle. I know that the letters or stand for /ôr/, so I will erase the ir and write or to build the word short.
Coach
Gather these high-frequency word cards from the Word Wall: again, away, number, once, upon, walk, and write. Place the cards face down. Have students, in turn, choose a card and give clues for the word. Have other students guess the word by spelling it aloud.
Build Words
Review with students the sounds for r-controlled vowels and for hard and soft c and g. Then write the word shirt on the board.
Think Aloud When I see the letters l-a-r-g-e, I think of the sounds the letters stand for. I know the letters ar usually stand for the /är/ sound. I also know that g often stands for the /j/ sound when it is followed by e. In this word, g is followed by e so it probably stands for the /j/ sound. I’ll blend the sounds together and say the word: /l/ /är/ /j/, large.
3 Practice High-Frequency While doing the Coach activity, as you or your studentsWords take turns blending sounds of words on the board, have volunteers point to each sound as it is blended. Follow similar procedure the following Briefly preview thea book with students.with Introduce the pairs of words withon thethe hard or soft c orthey g. content words inside backsound coverofsince
sounds, such as are, birds, city, coats, corner, garden, large, and turn.
Day 2
2
Sort Words
10 minutes
Demonstrate and Coach Write the following words on blank index cards: page, bird, cape, gage, barge, force, cent, cite, goat, cool, germ, place, gem, gate. Read aloud each word card with students. Hand out the Phonetic Element Cards for c, g, ar, or, er, ir, and ur. Have those students holding a Phonetic Element Card stand in the front of the room and hold up their cards. Hand out the word cards to students. Have them take turns reading the word on
3
Read Decodable Book
5 minutes
Use the nonfiction decodable book Seasons to have students practice reading words with r-controlled vowel sounds, soft and hard c, and soft and hard g. Introduce the nonfiction book by telling students the title. Review the r-controlled vowel sounds and the hard and soft sounds of c and g. Also review the high-frequency words again, away, once, walk, and write. Briefly preview the book with students. Introduce the content words on the inside back cover since they may not be decodable or familiar. Remind students that nonfiction books often use words that may be challenging in order to talk about the nonfiction subject but that they will be able to use their decoding strategies, context clues, and picture cues to figure out the words. Tell students that they will read their new book during center time. During small group instruction or during Guided Reading, you may wish to have a few students read the decodable book aloud to you. Monitor to be sure students can recognize and read the highfrequency words and words with r-controlled vowels and the hard and soft sounds of c and g.
59 Review and Monitor • Whole Class Lesson
Day 2
Pre-Teach
Pre-Teach
Connect Sounds to Symbols
Reinforce some of the skills from the previous day. Hold up one of the following Phonetic Element Cards: ar, or, ur, ir, er, g, c. Say the sound the letters represent and ask a volunteer to give an example of a word with that sound. Repeat for all cards.
Display the following Phonetic Element Cards and matching pictures that contain the sounds. Review each phonetic sound and identify the pictures. Keep the cards displayed for reference if students need help remembering the sounds during the whole-class activities. ar–shark or–thorn ur–yogurt
ir–shirt er–over
g–sponge, dog c–ace, cat
Read Decodable Book Briefly discuss weather and seasons with students, reminding them that the seasons are summer, fall, winter, and spring. Relate the seasons to months of the year. Then use the whole class lesson to pre-teach the decodable book. Encourage English language learners to read Seasons independently after instruction. If needed, give them extra listening and reading support. Create a classroom recording of the take-home decodable book. Either read the book aloud or play the recording. You can have a few students read parts of the decodable book aloud to you. Monitor to make sure students recognize and can read words from the book that contain the r-controlled vowel sounds and hard and soft c and g
During Sort Words During the Apply activity, reinforce vocabulary comprehension by asking volunteers to make up a sentence for the word. You may want to give beginning and early intermediate level students a choice of words to add to a column on the board. For example: Where would you write star—under far or fur? Guide students as needed in spelling words.
Follow-Up Provide reading practice of the decodable book for the skills in this lesson. Check for students’ ability to read words that have the phonetic elements reviewed in this lesson by having students read aloud from Seasons. You also may wish to check comprehension of the concept in the book by having students share the names of the seasons they read, the kind of weather they have, and where they live during each of the seasons. 1. How many times does the Earth go around the sun each year? 2. Use your hand to show how the Earth tilts. 3. When is there more daytime, in the spring or in the summer? 4. In what season does school start? 5. What season do you like best? Why? You may wish to ask beginning level students yes or no questions.
