Lesson 15
Lesson 15
Review
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Orally blend sounds to form words, e.g., given the sounds /k/ . . ./a/ . . ./t/, blend to make cat (RF.K.2d) Add or substitute phonemes to spoken onesyllable words (RF.K.2e)
At a Glance
Exercise
Warm-Up
Oral Blending and Sound/Spelling Review
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant (RF.K.3a) Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding (RF.K.4) Materials
Minutes
Large Cards for 20 spellings taught
10
Wiggle Cards for lift one hand, squint, nod yes, stand still, buzz, clap hands, tap chin, sing to a pal, yell the word no, hiss
15
Practicing Reading
Wiggle Cards
Practice
Mark the Sentence
pencils; Worksheet 15.1; projection system
15
Differentiated Instruction Small Group Work
pencils; Worksheet 15.2
20
Advance Preparation Prepare the following Wiggle Cards and add them to those you have already created. Write the following words and phrases on cards, one word or phrase per card: lift one hand, squint, nod yes, stand still, buzz, clap hands, tap chin, sing to a pal, yell the word no, hiss.
66
Unit 9 | Lesson 15 © 2013 Core Knowledge Foundation
Warm-Up
10 minutes Oral Blending and Sound/Spelling Review Part A • Follow the instructions in Lesson 1.
If students need additional practice with oral blending and sound/spelling, you may use the activities in Unit 9, Section I of the Assessment and Remediation Guide.
1.
(4) /h/ /i/ /t/ /er/ > hitter
7.
(6) /t/ /a/ /d/ /p/ /oe/ /l/ > tadpole
2.
(4) /b/ /i/ /t/ /er/ > bitter
8.
3.
(4) /b/ /e/ /t/ /er/ > better
(6) /d/ /u/ /k/ /l/ /i/ /ng/ > duckling
4.
(4) /l/ /e/ /t/ /er/ > letter
9.
(6) /p/ /i/ /g/ /l/ /e/ /t/ > piglet
5.
(4) /w/ /e/ /t/ /er/ > wetter
10. (6) /g/ /o/ /s/ /l/ /i/ /ng/ > gosling
6.
(4) /b/ /u/ /n/ /ee/ > bunny
Part B • Review the Large Cards for the 20 spellings previously taught, including digraphs and spelling alternatives. • Display the first Large Card. • Have students say the sound represented on the card and name the letters. • Continue with the remaining cards.
Practicing Reading
15 minutes
Wiggle Cards • Tell students you are going to show them some cards describing actions; they will read each card and perform the action listed. • Show students a Wiggle Card, have them read it, and let them perform the action. • If you have time, you may wish to repeat some or all of the cards.
Practice
15 minutes Mark the Sentence • Distribute and display Worksheet 15.1. • Ask students to read the first sentence. • Ask students to read the second sentence. • Ask the class which of the first two sentences matches the first picture.
Worksheet 15.1
Unit 9 | Lesson 15 © 2013 Core Knowledge Foundation
67
If students need additional handwriting practice, you may select appropriate Pausing Point exercises from those addressing handwriting.
• Have students put a checkmark next to the matching sentence, following your example. • Ask students to complete the remaining items on the front and back independently. • You may wish to review each student’s worksheet as an informal assessment. 8-10 correct-Good 7 correct-Fair 6 or less correct-Poor If time permits, have students who performed poorly read the sentences aloud to you allowing you to identify specific sound-spelling correspondences needing remediation.
Differentiated Instruction
20 minutes
Small Group Work Group 2 • Distribute Worksheet 15.2. • Have students complete each sentence using the appropriate Tricky Word. Worksheet 15.2 If students need additional practice reading or writing Tricky Words, you may select appropriate Pausing Point exercises from those addressing reading Tricky Words and the activities in Unit 9, Section I of the Assessment and Remediation Guide.
• Display the following decodable sentences. If students finish early, have them read, copy, and illustrate some of the sentences. Additionally, you may wish to assign any of the optional vocabulary worksheets for completion. 1.
A rock fell from the cliff.
3.
Jess has a glass of milk.
2.
Jack and Jill went up the hill.
4.
Beth got a gift from mom.
Group 1 • Distribute Worksheet 15.2. • Tell students three Tricky Words are printed at the top of the worksheet. Each of these Tricky Words completes one of the sentences printed below. • Ask students to read the first Tricky Word. • Complete the remaining two Tricky Words in the same fashion. • Demonstrate reading the first sentence three times: once with the Tricky Word which, once with the Tricky Word once, and once with the Tricky Word says. • Ask students which Tricky Word completes the sentence. • Have students print the Tricky Word says on the line provided, following your example. • Elicit student responses to complete the worksheet.
68
Unit 9 | Lesson 15 © 2013 Core Knowledge Foundation
Review
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Orally blend sounds to form words, e.g., given the sounds /k/ . . ./a/ . . ./t/, blend to make cat (RF.K.2d) Add or substitute phonemes to spoken onesyllable words (RF.K.2e)
At a Glance
Exercise
Warm-Up
Oral Blending and Sound/Spelling Review
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant (RF.K.3a) Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding (RF.K.4) Materials
Minutes
Large Cards for 20 spellings taught
10
Wiggle Cards for lift one hand, squint, nod yes, stand still, buzz, clap hands, tap chin, sing to a pal, yell the word no, hiss
15
Practicing Reading
Wiggle Cards
Practice
Mark the Sentence
pencils; Worksheet 15.1; projection system
15
Differentiated Instruction Small Group Work
pencils; Worksheet 15.2
20
Advance Preparation Prepare the following Wiggle Cards and add them to those you have already created. Write the following words and phrases on cards, one word or phrase per card: lift one hand, squint, nod yes, stand still, buzz, clap hands, tap chin, sing to a pal, yell the word no, hiss.
66
Unit 9 | Lesson 15 © 2013 Core Knowledge Foundation
Warm-Up
10 minutes Oral Blending and Sound/Spelling Review Part A • Follow the instructions in Lesson 1.
If students need additional practice with oral blending and sound/spelling, you may use the activities in Unit 9, Section I of the Assessment and Remediation Guide.
1.
(4) /h/ /i/ /t/ /er/ > hitter
7.
(6) /t/ /a/ /d/ /p/ /oe/ /l/ > tadpole
2.
(4) /b/ /i/ /t/ /er/ > bitter
8.
3.
(4) /b/ /e/ /t/ /er/ > better
(6) /d/ /u/ /k/ /l/ /i/ /ng/ > duckling
4.
(4) /l/ /e/ /t/ /er/ > letter
9.
(6) /p/ /i/ /g/ /l/ /e/ /t/ > piglet
5.
(4) /w/ /e/ /t/ /er/ > wetter
10. (6) /g/ /o/ /s/ /l/ /i/ /ng/ > gosling
6.
(4) /b/ /u/ /n/ /ee/ > bunny
Part B • Review the Large Cards for the 20 spellings previously taught, including digraphs and spelling alternatives. • Display the first Large Card. • Have students say the sound represented on the card and name the letters. • Continue with the remaining cards.
Practicing Reading
15 minutes
Wiggle Cards • Tell students you are going to show them some cards describing actions; they will read each card and perform the action listed. • Show students a Wiggle Card, have them read it, and let them perform the action. • If you have time, you may wish to repeat some or all of the cards.
Practice
15 minutes Mark the Sentence • Distribute and display Worksheet 15.1. • Ask students to read the first sentence. • Ask students to read the second sentence. • Ask the class which of the first two sentences matches the first picture.
Worksheet 15.1
Unit 9 | Lesson 15 © 2013 Core Knowledge Foundation
67
If students need additional handwriting practice, you may select appropriate Pausing Point exercises from those addressing handwriting.
• Have students put a checkmark next to the matching sentence, following your example. • Ask students to complete the remaining items on the front and back independently. • You may wish to review each student’s worksheet as an informal assessment. 8-10 correct-Good 7 correct-Fair 6 or less correct-Poor If time permits, have students who performed poorly read the sentences aloud to you allowing you to identify specific sound-spelling correspondences needing remediation.
Differentiated Instruction
20 minutes
Small Group Work Group 2 • Distribute Worksheet 15.2. • Have students complete each sentence using the appropriate Tricky Word. Worksheet 15.2 If students need additional practice reading or writing Tricky Words, you may select appropriate Pausing Point exercises from those addressing reading Tricky Words and the activities in Unit 9, Section I of the Assessment and Remediation Guide.
• Display the following decodable sentences. If students finish early, have them read, copy, and illustrate some of the sentences. Additionally, you may wish to assign any of the optional vocabulary worksheets for completion. 1.
A rock fell from the cliff.
3.
Jess has a glass of milk.
2.
Jack and Jill went up the hill.
4.
Beth got a gift from mom.
Group 1 • Distribute Worksheet 15.2. • Tell students three Tricky Words are printed at the top of the worksheet. Each of these Tricky Words completes one of the sentences printed below. • Ask students to read the first Tricky Word. • Complete the remaining two Tricky Words in the same fashion. • Demonstrate reading the first sentence three times: once with the Tricky Word which, once with the Tricky Word once, and once with the Tricky Word says. • Ask students which Tricky Word completes the sentence. • Have students print the Tricky Word says on the line provided, following your example. • Elicit student responses to complete the worksheet.
68
Unit 9 | Lesson 15 © 2013 Core Knowledge Foundation
