Lesson 14
Lesson 14
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.
Demonstrate understanding that a systematic,predictable relationship exists between written letters and spoken sounds by providing the correct sound for vowels when prompted (RF.K.1b) Recognize and name the 26 letters of the alphabet in their lowercase forms (RF.K.1d) At a Glance
Exercise
Warm-Up
The Sound/Spelling Review
Practice
Connect It
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 high-frequency words identified as Tricky Words: the, a , of, all, one, from, was (RF.K.3c)
Differentiated Instruction Small Group Work Partner Reading-Reading “The Chills” Time Take-Home Story: “On the Bus” Take-Home Material
Materials
Minutes
Large Cards for ‘i’, ‘e’, ‘a’, ‘u’, ‘o’, ‘ch’, ‘sh’, ‘th’, ‘ng’, ‘qu’, ‘ck’, ‘ff’, ‘ss’, ‘ll’, and 11 other spellings
5
pencils; Worksheet 14.1; projection system
15
pencils; Worksheet 14.2
20
Sam Reader
20
Worksheet 14.3
*
Advance Preparation Prior to this lesson, write the following on chart paper or the board: ‘ss’ glass grass kiss hiss mess less
‘ll’ fill pill spill tell sell well
‘ff’ huff puff stuff staff stiff cliff
‘ck’ back tack tick click clock tock
‘gg’ egg
‘dd’ add odd
Unit 8 | Lesson 14 © 2013 Core Knowledge Foundation
81
Warm-Up
5 minutes The Sound/Spelling Review Note: Today you will only review the Large Cards. • Review the Large Cards for ‘ch’, ‘sh’, ‘th’, ‘ng’, ‘qu’, ‘ck’, ‘ff’, ‘ll’, ‘ss’, and 11 other spellings that have been taught. Select spellings students need to practice. (When you come to the digraph ‘th’, be sure students name both possible sounds (voiceless /th/ and voiced /th/.)
Practice
15 minutes Connect It • Distribute and display Worksheet 14.1. • Ask students to read the first phrase. • Ask which of the pictures match the phrase trash smells. • Have students draw a line from the phrase trash smells to the matching picture, following your example.
Worksheet 14.1
• Continue demonstrating until students are ready to work independently.
If students need additional reading practice, you may use any of the Pausing Point exercises addressing reading.
Differentiated Instruction
20 minutes
Small Group Work Group 2 • Distribute Worksheet 14.2. • Have students write each word under the matching picture. Worksheet 14.2
• Write the following decodable sentences on the board. If students finish early, have them read, copy, and illustrate some of the sentences.
If students need additional practice writing words with double-letter spellings, you may select appropriate Pausing Point exercises from those that address writing words with doubleletter spellings.and the activities in Unit 8, Section I of the Assessment and Remediation Guide..
82
Unit 8 | Lesson 14 © 2013 Core Knowledge Foundation
1.
The black hen has six chicks.
3.
Trish fell off the branch.
2.
Ten eggs are in the nest.
4.
The kid is at the top of the hill.
Group 1 • Refer to the previously prepared lists of words on the board. Review the sound represented by each spelling and ask students to read the words in each list aloud. ‘ss’ glass grass kiss hiss mess less
‘ll’ fill pill spill tell sell well
‘ff’ huff puff stuff staff stiff cliff
‘ck’ back tack tick click clock tock
‘gg’ egg
‘dd’ add odd
• Distribute Worksheet 14.2. • Have students read each word in the box on the front of the worksheet. • Point to the ‘d’ in dress and ask students for the sound. Repeat with the ‘r’, then the ‘e’, and then the ‘ss’. • Ask students to blend the word. • Ask students which of the pictures match the word dress. • Have students write dress under the picture of the dress. • Complete the remaining items using the same format. • Alternatively, you may use a different remediation exercise addressing the specific needs of students.
Partner Reading-Reading Time
20 minutes
“The Chills” • Give each student a Sam Reader. • Assign student pairs. • Ask students to sit with their partners and take turns reading “The Chills” aloud. If students need additional practice reading, you may select the activities in Unit 8, Section II of the Assessment and Remediation Guide.
• Encourage students who finish early to reread the stories “Sam in Class” and “On the Bus.” Students should not read ahead. • Listen to students read and record anecdotal notes on their progress.
Take-Home Material Take-Home Story: “On the Bus” • Have students give Worksheet 14.3 to a family member. Unit 8 | Lesson 14 © 2013 Core Knowledge Foundation
83
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.
Demonstrate understanding that a systematic,predictable relationship exists between written letters and spoken sounds by providing the correct sound for vowels when prompted (RF.K.1b) Recognize and name the 26 letters of the alphabet in their lowercase forms (RF.K.1d) At a Glance
Exercise
Warm-Up
The Sound/Spelling Review
Practice
Connect It
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 high-frequency words identified as Tricky Words: the, a , of, all, one, from, was (RF.K.3c)
Differentiated Instruction Small Group Work Partner Reading-Reading “The Chills” Time Take-Home Story: “On the Bus” Take-Home Material
Materials
Minutes
Large Cards for ‘i’, ‘e’, ‘a’, ‘u’, ‘o’, ‘ch’, ‘sh’, ‘th’, ‘ng’, ‘qu’, ‘ck’, ‘ff’, ‘ss’, ‘ll’, and 11 other spellings
5
pencils; Worksheet 14.1; projection system
15
pencils; Worksheet 14.2
20
Sam Reader
20
Worksheet 14.3
*
Advance Preparation Prior to this lesson, write the following on chart paper or the board: ‘ss’ glass grass kiss hiss mess less
‘ll’ fill pill spill tell sell well
‘ff’ huff puff stuff staff stiff cliff
‘ck’ back tack tick click clock tock
‘gg’ egg
‘dd’ add odd
Unit 8 | Lesson 14 © 2013 Core Knowledge Foundation
81
Warm-Up
5 minutes The Sound/Spelling Review Note: Today you will only review the Large Cards. • Review the Large Cards for ‘ch’, ‘sh’, ‘th’, ‘ng’, ‘qu’, ‘ck’, ‘ff’, ‘ll’, ‘ss’, and 11 other spellings that have been taught. Select spellings students need to practice. (When you come to the digraph ‘th’, be sure students name both possible sounds (voiceless /th/ and voiced /th/.)
Practice
15 minutes Connect It • Distribute and display Worksheet 14.1. • Ask students to read the first phrase. • Ask which of the pictures match the phrase trash smells. • Have students draw a line from the phrase trash smells to the matching picture, following your example.
Worksheet 14.1
• Continue demonstrating until students are ready to work independently.
If students need additional reading practice, you may use any of the Pausing Point exercises addressing reading.
Differentiated Instruction
20 minutes
Small Group Work Group 2 • Distribute Worksheet 14.2. • Have students write each word under the matching picture. Worksheet 14.2
• Write the following decodable sentences on the board. If students finish early, have them read, copy, and illustrate some of the sentences.
If students need additional practice writing words with double-letter spellings, you may select appropriate Pausing Point exercises from those that address writing words with doubleletter spellings.and the activities in Unit 8, Section I of the Assessment and Remediation Guide..
82
Unit 8 | Lesson 14 © 2013 Core Knowledge Foundation
1.
The black hen has six chicks.
3.
Trish fell off the branch.
2.
Ten eggs are in the nest.
4.
The kid is at the top of the hill.
Group 1 • Refer to the previously prepared lists of words on the board. Review the sound represented by each spelling and ask students to read the words in each list aloud. ‘ss’ glass grass kiss hiss mess less
‘ll’ fill pill spill tell sell well
‘ff’ huff puff stuff staff stiff cliff
‘ck’ back tack tick click clock tock
‘gg’ egg
‘dd’ add odd
• Distribute Worksheet 14.2. • Have students read each word in the box on the front of the worksheet. • Point to the ‘d’ in dress and ask students for the sound. Repeat with the ‘r’, then the ‘e’, and then the ‘ss’. • Ask students to blend the word. • Ask students which of the pictures match the word dress. • Have students write dress under the picture of the dress. • Complete the remaining items using the same format. • Alternatively, you may use a different remediation exercise addressing the specific needs of students.
Partner Reading-Reading Time
20 minutes
“The Chills” • Give each student a Sam Reader. • Assign student pairs. • Ask students to sit with their partners and take turns reading “The Chills” aloud. If students need additional practice reading, you may select the activities in Unit 8, Section II of the Assessment and Remediation Guide.
• Encourage students who finish early to reread the stories “Sam in Class” and “On the Bus.” Students should not read ahead. • Listen to students read and record anecdotal notes on their progress.
Take-Home Material Take-Home Story: “On the Bus” • Have students give Worksheet 14.3 to a family member. Unit 8 | Lesson 14 © 2013 Core Knowledge Foundation
83
