Lesson 11
Lesson 11
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.
Read chains of one-syllable short vowel words with initial or final blends/clusters and initial or final consonant digraphs (RF.K.3b)
Read and write one-syllable short vowel words containing a double consonant final spelling, e.g., –ll (RF.K.3b)
Read and write one-syllable short vowel words with initial or final consonant blends/ clusters, e.g., fr– and initial or final digraphs, e.g., th– (RF.K.3b)
Ask and answer questions to clarify information in fiction text read independently (SL.K.2)
At a Glance
Exercise
Warm-Up
The Short Vowel Sounds and Sound/Spelling Review
Teacher Chaining Chaining Reviewing the Tricky Tricky Word Dictation Words Partner Reading-Reading “On the Bus” Time
Materials
Minutes
Large Cards for ‘i’, ‘e’, ‘a’, ‘o’, ‘ch’, ‘sh’, ‘th’, ‘ng’, ‘qu’, ‘ck’, ‘ff’, ‘ll’, and 12 other spellings
10 15
pencils; Worksheet 11.1
15
Sam Reader
20
Warm-Up
10 minutes The Short Vowel Sounds and Sound/Spelling Review
If students are having difficulty pronouncing the vowel sounds accurately, you can have them say knit, net, gnat, and not in this order and in reverse order before having them say the vowel sounds in isolation.
Part A • Display the Large Cards for ‘i’, ‘e’, ‘a’, and ‘o’, in that order, from left to right so students can see them. • Say each sound while making the corresponding gesture. Have students repeat after you. • Repeat several times.
Unit 8 | Lesson 11 © 2013 Core Knowledge Foundation
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• Once students are confident in their pronunciation and able to say the sounds clearly, have them say all four sounds from front to back: /i/, /e/, /a/, /o/ (from the front of the mouth /i/ to the back of the mouth /o/). Then have them say the sounds from back to front: /o/, /a/, /e/, /i/.
/i/
/e/
/a/
/o/
place finger below lips
pretend not to hear
pretend to cry
circle open mouth with finger
Part B • Review the Large Cards for ‘ch’, ‘sh’, ‘th’, ‘ng’, ‘qu’, ‘ck’, ‘ff’, ‘ll’, and 12 other spellings already taught. Select the spellings students need to practice.
The Large Cards set includes only four doubleletter spellings. These are the spellings that are found in one-syllable words.
• Follow the procedures described in Lesson 1.
Chaining
15 minutes Teacher Chaining
If students need additional practice reading words with double-letter spellings, you may select appropriate Pausing Point exercises from those addressing reading words with doubleletter spellings.
68
• Write fill on the board. • Ask a student to read the word, first in a segmented fashion and then blended. • Remove ‘f’ and add ‘p’ to create pill. • As you make this change, say to students, “If that is fill, what is this?” • Complete the chaining.
Unit 8 | Lesson 11 © 2013 Core Knowledge Foundation
1.
fill > pill > pick > sick > slick > stuck > stuff > stiff
2.
odd > add > at > it > ill > chill > chick > kick
3.
sell > swell > well > will > wick > pick > puck > puff
Reviewing the Tricky Words
15 minutes
Tricky Word Dictation • Distribute Worksheet 11.1. • Tell students you are going to say a number of phrases. • The phrases are written on the worksheet, but each phrase is missing one word. Sometimes the missing word is a Tricky Word. Worksheet 11.1 If students need additional practice reading Tricky Words, you may use any of the Pausing Point exercises that address reading Tricky Words and the activities in Unit 8, Section I of the Assessment and Remediation Guide.
• Say the phrase big ships and ask students which word is missing from the worksheet. • Ask students for the first sound in ships. • Have students write ‘sh’ on the line, following your example. • Complete the remaining sounds and spellings in ships in the same fashion so the word ships is written in its entirety on the line. • Model reading the word letter by letter as a strategy for double-checking its spelling. • Continue demonstrating until students are ready to write the words independently. 1.
big ships
5.
hug from mom
2.
the thin man
6.
lots of fish
3.
his red cap
7.
Dad was glad.
4.
one big chimp
8.
All kids run.
Partner Reading-Reading Time
20 minutes
“On the Bus” • Give each student a Sam Reader. • Ask students to sit with their partners and take turns reading “On the Bus” aloud. • Encourage students who finish early to reread the stories “The Van” and “Tasks.” They should not read ahead. • Listen to students read and record anecdotal notes on their progress. If students need additional practice reading you may selectthe activities in Unit 8, Section II of the Assessment and Remediation Guide.
Unit 8 | Lesson 11 © 2013 Core Knowledge Foundation
69
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.
Read chains of one-syllable short vowel words with initial or final blends/clusters and initial or final consonant digraphs (RF.K.3b)
Read and write one-syllable short vowel words containing a double consonant final spelling, e.g., –ll (RF.K.3b)
Read and write one-syllable short vowel words with initial or final consonant blends/ clusters, e.g., fr– and initial or final digraphs, e.g., th– (RF.K.3b)
Ask and answer questions to clarify information in fiction text read independently (SL.K.2)
At a Glance
Exercise
Warm-Up
The Short Vowel Sounds and Sound/Spelling Review
Teacher Chaining Chaining Reviewing the Tricky Tricky Word Dictation Words Partner Reading-Reading “On the Bus” Time
Materials
Minutes
Large Cards for ‘i’, ‘e’, ‘a’, ‘o’, ‘ch’, ‘sh’, ‘th’, ‘ng’, ‘qu’, ‘ck’, ‘ff’, ‘ll’, and 12 other spellings
10 15
pencils; Worksheet 11.1
15
Sam Reader
20
Warm-Up
10 minutes The Short Vowel Sounds and Sound/Spelling Review
If students are having difficulty pronouncing the vowel sounds accurately, you can have them say knit, net, gnat, and not in this order and in reverse order before having them say the vowel sounds in isolation.
Part A • Display the Large Cards for ‘i’, ‘e’, ‘a’, and ‘o’, in that order, from left to right so students can see them. • Say each sound while making the corresponding gesture. Have students repeat after you. • Repeat several times.
Unit 8 | Lesson 11 © 2013 Core Knowledge Foundation
67
• Once students are confident in their pronunciation and able to say the sounds clearly, have them say all four sounds from front to back: /i/, /e/, /a/, /o/ (from the front of the mouth /i/ to the back of the mouth /o/). Then have them say the sounds from back to front: /o/, /a/, /e/, /i/.
/i/
/e/
/a/
/o/
place finger below lips
pretend not to hear
pretend to cry
circle open mouth with finger
Part B • Review the Large Cards for ‘ch’, ‘sh’, ‘th’, ‘ng’, ‘qu’, ‘ck’, ‘ff’, ‘ll’, and 12 other spellings already taught. Select the spellings students need to practice.
The Large Cards set includes only four doubleletter spellings. These are the spellings that are found in one-syllable words.
• Follow the procedures described in Lesson 1.
Chaining
15 minutes Teacher Chaining
If students need additional practice reading words with double-letter spellings, you may select appropriate Pausing Point exercises from those addressing reading words with doubleletter spellings.
68
• Write fill on the board. • Ask a student to read the word, first in a segmented fashion and then blended. • Remove ‘f’ and add ‘p’ to create pill. • As you make this change, say to students, “If that is fill, what is this?” • Complete the chaining.
Unit 8 | Lesson 11 © 2013 Core Knowledge Foundation
1.
fill > pill > pick > sick > slick > stuck > stuff > stiff
2.
odd > add > at > it > ill > chill > chick > kick
3.
sell > swell > well > will > wick > pick > puck > puff
Reviewing the Tricky Words
15 minutes
Tricky Word Dictation • Distribute Worksheet 11.1. • Tell students you are going to say a number of phrases. • The phrases are written on the worksheet, but each phrase is missing one word. Sometimes the missing word is a Tricky Word. Worksheet 11.1 If students need additional practice reading Tricky Words, you may use any of the Pausing Point exercises that address reading Tricky Words and the activities in Unit 8, Section I of the Assessment and Remediation Guide.
• Say the phrase big ships and ask students which word is missing from the worksheet. • Ask students for the first sound in ships. • Have students write ‘sh’ on the line, following your example. • Complete the remaining sounds and spellings in ships in the same fashion so the word ships is written in its entirety on the line. • Model reading the word letter by letter as a strategy for double-checking its spelling. • Continue demonstrating until students are ready to write the words independently. 1.
big ships
5.
hug from mom
2.
the thin man
6.
lots of fish
3.
his red cap
7.
Dad was glad.
4.
one big chimp
8.
All kids run.
Partner Reading-Reading Time
20 minutes
“On the Bus” • Give each student a Sam Reader. • Ask students to sit with their partners and take turns reading “On the Bus” aloud. • Encourage students who finish early to reread the stories “The Van” and “Tasks.” They should not read ahead. • Listen to students read and record anecdotal notes on their progress. If students need additional practice reading you may selectthe activities in Unit 8, Section II of the Assessment and Remediation Guide.
Unit 8 | Lesson 11 © 2013 Core Knowledge Foundation
69
