Lesson 14
Lesson 14
Tricky Words 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 and write Tricky Words you and your (RF.1.3g)
At a Glance Warm-Up
Exercise
Tricky Words
Tricky Word Cards
Tricky Words Review
Tricky Word Baseball Game
Small Group
Rereading from Gran
Read and understand decodable text in a story from Gran that incorporates the letter-sound correspondences taught, with increased accuracy, appropriate rate, and expression on successive reading (RF.1.4b) Materials
Minutes
Wiggle Cards
5
yellow index cards for you and your
5
Tricky Word cards; timer
20
Gran Reader
30
Wiggle Cards
Advance Preparation For today’s Warm-Up activity, you will show students cards that have phrases on them that they will read and act out. These are called Wiggle Cards, and they can be used any time students seem to need a quick break. You may use Wiggle Cards from previous lessons. In addition, you will need to write the following decodable phrases on a card or sentence strips large enough for students to be able to easily read them. 1.
pinch the nose
5.
swim at a swim meet
2.
toss stones
6.
plant a seed
3.
dig a hole
7.
take the cake
4.
stare at pal
8.
Rise and shine!
Unit 2 | Lesson 14 © 2013 Core Knowledge Foundation
87
You will also play a baseball game to review Tricky Words. Please write the following cards on index cards (or remove them from your Tricky Word wall) for the review. 1.
a
11. were
21. was
2.
I
12. have
22. when
3.
no
13. one
23. where
4.
so
14. once
24. why
5.
of
15. to
25. what
6.
all
16. do
26. which
7.
some
17. two
27. here
8.
are
18. who
28. there
9.
from
19. said
29. you
10. word
20. says
30. your
Warm-Up
5 minutes Wiggle Cards • Show students a Wiggle Card, have them read it, and let them perform the action on the card. • Continue with the remaining cards.
Tricky Words
5 minutes Tricky Word Cards Tricky Word: You
Some students may notice that the word you is pronounced like the /ue/ sound they have been studying. If they notice this, compliment them on their listening skills.
• Write the Tricky Word you on the board and ask students how they would pronounce it by blending. (They may say something like /y/ /o/ /u/.) • Explain that this word is actually pronounced /y/ /oo/ as in, “You are in first grade.” • Circle the letter ‘y’ and explain that it is pronounced /y/, as they would probably expect. • Underline the letters ‘o’ and ‘u’ and explain that they are the tricky part of the word. They would probably expect these letters to be pronounced /o/ /u/, but they are pronounced /oo/.
88
Unit 2 | Lesson 14 © 2013 Core Knowledge Foundation
• Tell students that when reading you, they have to remember to pronounce the letters ‘o’ and ‘u’ as /oo/. • Tell students that when writing you, they should try to remember to spell the /oo/ sound with the letters ‘o’ ‘u’. • Have students copy the word on an index card and underline the tricky part of the word. Tricky Word: Your • Write the Tricky Word your on the board and ask students how they would pronounce it. (They might make a guess based on the last word.) • Explain that this word is actually pronounced /y/ /or/ as in, “Your popsicle is melting!” • Circle the letter ‘y’ and explain that it is pronounced /y/, as they would probably expect. • Underline the letters ‘o’ ‘u’ ‘r’ and explain that they are the tricky part of the word. They would probably expect these letters to be pronounced /o/ /u/ /r/, but they are pronounced /or/. • Tell students that when reading your, they have to remember to pronounce the letters ‘o’ ‘u’ ‘r’ as /or/. Please remember to add these Tricky Words to your Tricky Word wall.
• Tell students that when writing your, they have to remember to spell the /or/ sound with the letters ‘o’ ‘u’ ‘r’. • Have students copy the word on an index card and underline the tricky part of the word.
Tricky Word Review
20 minutes
Tricky Word Baseball Game • Draw a baseball diamond on the board. • Divide the class into two teams, having one team at a time come to line up at the board. (You may choose to have students stay seated and divide the class into teams by the manner in which they are seated.) Each team takes a “turn at bat.” • Set a timer for twenty minutes and tell students that whichever team has the most runs when the timer rings is the winning team. Point out that accuracy is important, so they have to be careful reading the words. At the same time, speed is also important, so they must pay close attention. The more turns each team member has to read words, the more likely their team is to score runs.
Unit 2 | Lesson 14 © 2013 Core Knowledge Foundation
89
• Show a Tricky Word card and ask the first person on the team to read it aloud. If the word is read correctly, draw a line from home plate to first base, signifying a “hit.” This player then goes to the back of the team’s line, while the next player comes forward to read the next card. If the word is correctly read, draw a line from first to second base. Play continues this way. If the fourth player reads the word correctly, draw a line from third base to home plate and mark “1 run” for the team. Play continues for the team so long as no words are misread; when a word is misread, the next team takes its turn at bat.
Small Group
30 minutes Rereading from Gran • You may wish to divide the small group time in order to meet with both groups today. Students in Group 2 may read independently or with a partner. Group 1: Work with students to reread stories from Gran. You may record students’ progress in the Anecdotal Reading Record. Review spellings and punctuation marks in the stories. Group 2: Have students reread stories from Gran. Remind students to use the Individual Code Chart if they have difficulty remembering how to read a vowel spelling.
Code Knowledge • Before today’s lesson: If students read 1,000 words in a trade book, on average between 524 and 658 of those words would be completely decodable. • After today’s lesson: If students read 1,000 words in a trade book, on average between 526 and 681 of those words would be completely decodable. • You is one of the most common words in most samples of written English. In a typical passage of 1,000 words, you occurs 2 to 24 times. • Your is one of the 60 most common words in most samples of written English. In a typical passage of 1,000 words, your occurs 0 to 4 times.
90
Unit 2 | Lesson 14 © 2013 Core Knowledge Foundation
Tricky Words 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 and write Tricky Words you and your (RF.1.3g)
At a Glance Warm-Up
Exercise
Tricky Words
Tricky Word Cards
Tricky Words Review
Tricky Word Baseball Game
Small Group
Rereading from Gran
Read and understand decodable text in a story from Gran that incorporates the letter-sound correspondences taught, with increased accuracy, appropriate rate, and expression on successive reading (RF.1.4b) Materials
Minutes
Wiggle Cards
5
yellow index cards for you and your
5
Tricky Word cards; timer
20
Gran Reader
30
Wiggle Cards
Advance Preparation For today’s Warm-Up activity, you will show students cards that have phrases on them that they will read and act out. These are called Wiggle Cards, and they can be used any time students seem to need a quick break. You may use Wiggle Cards from previous lessons. In addition, you will need to write the following decodable phrases on a card or sentence strips large enough for students to be able to easily read them. 1.
pinch the nose
5.
swim at a swim meet
2.
toss stones
6.
plant a seed
3.
dig a hole
7.
take the cake
4.
stare at pal
8.
Rise and shine!
Unit 2 | Lesson 14 © 2013 Core Knowledge Foundation
87
You will also play a baseball game to review Tricky Words. Please write the following cards on index cards (or remove them from your Tricky Word wall) for the review. 1.
a
11. were
21. was
2.
I
12. have
22. when
3.
no
13. one
23. where
4.
so
14. once
24. why
5.
of
15. to
25. what
6.
all
16. do
26. which
7.
some
17. two
27. here
8.
are
18. who
28. there
9.
from
19. said
29. you
10. word
20. says
30. your
Warm-Up
5 minutes Wiggle Cards • Show students a Wiggle Card, have them read it, and let them perform the action on the card. • Continue with the remaining cards.
Tricky Words
5 minutes Tricky Word Cards Tricky Word: You
Some students may notice that the word you is pronounced like the /ue/ sound they have been studying. If they notice this, compliment them on their listening skills.
• Write the Tricky Word you on the board and ask students how they would pronounce it by blending. (They may say something like /y/ /o/ /u/.) • Explain that this word is actually pronounced /y/ /oo/ as in, “You are in first grade.” • Circle the letter ‘y’ and explain that it is pronounced /y/, as they would probably expect. • Underline the letters ‘o’ and ‘u’ and explain that they are the tricky part of the word. They would probably expect these letters to be pronounced /o/ /u/, but they are pronounced /oo/.
88
Unit 2 | Lesson 14 © 2013 Core Knowledge Foundation
• Tell students that when reading you, they have to remember to pronounce the letters ‘o’ and ‘u’ as /oo/. • Tell students that when writing you, they should try to remember to spell the /oo/ sound with the letters ‘o’ ‘u’. • Have students copy the word on an index card and underline the tricky part of the word. Tricky Word: Your • Write the Tricky Word your on the board and ask students how they would pronounce it. (They might make a guess based on the last word.) • Explain that this word is actually pronounced /y/ /or/ as in, “Your popsicle is melting!” • Circle the letter ‘y’ and explain that it is pronounced /y/, as they would probably expect. • Underline the letters ‘o’ ‘u’ ‘r’ and explain that they are the tricky part of the word. They would probably expect these letters to be pronounced /o/ /u/ /r/, but they are pronounced /or/. • Tell students that when reading your, they have to remember to pronounce the letters ‘o’ ‘u’ ‘r’ as /or/. Please remember to add these Tricky Words to your Tricky Word wall.
• Tell students that when writing your, they have to remember to spell the /or/ sound with the letters ‘o’ ‘u’ ‘r’. • Have students copy the word on an index card and underline the tricky part of the word.
Tricky Word Review
20 minutes
Tricky Word Baseball Game • Draw a baseball diamond on the board. • Divide the class into two teams, having one team at a time come to line up at the board. (You may choose to have students stay seated and divide the class into teams by the manner in which they are seated.) Each team takes a “turn at bat.” • Set a timer for twenty minutes and tell students that whichever team has the most runs when the timer rings is the winning team. Point out that accuracy is important, so they have to be careful reading the words. At the same time, speed is also important, so they must pay close attention. The more turns each team member has to read words, the more likely their team is to score runs.
Unit 2 | Lesson 14 © 2013 Core Knowledge Foundation
89
• Show a Tricky Word card and ask the first person on the team to read it aloud. If the word is read correctly, draw a line from home plate to first base, signifying a “hit.” This player then goes to the back of the team’s line, while the next player comes forward to read the next card. If the word is correctly read, draw a line from first to second base. Play continues this way. If the fourth player reads the word correctly, draw a line from third base to home plate and mark “1 run” for the team. Play continues for the team so long as no words are misread; when a word is misread, the next team takes its turn at bat.
Small Group
30 minutes Rereading from Gran • You may wish to divide the small group time in order to meet with both groups today. Students in Group 2 may read independently or with a partner. Group 1: Work with students to reread stories from Gran. You may record students’ progress in the Anecdotal Reading Record. Review spellings and punctuation marks in the stories. Group 2: Have students reread stories from Gran. Remind students to use the Individual Code Chart if they have difficulty remembering how to read a vowel spelling.
Code Knowledge • Before today’s lesson: If students read 1,000 words in a trade book, on average between 524 and 658 of those words would be completely decodable. • After today’s lesson: If students read 1,000 words in a trade book, on average between 526 and 681 of those words would be completely decodable. • You is one of the most common words in most samples of written English. In a typical passage of 1,000 words, you occurs 2 to 24 times. • Your is one of the 60 most common words in most samples of written English. In a typical passage of 1,000 words, your occurs 0 to 4 times.
90
Unit 2 | Lesson 14 © 2013 Core Knowledge Foundation
