Lesson 15
Lesson 15
Basic Code
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.
Segment words into phonemes by tapping one finger for each phoneme and then blend the phonemes together to form one-syllable words (RF.1.2d) Orally produce words with various vowel and consonant sounds by blending the sounds (RF.1.2b)
Print upper- and lowercase letters ‘j’ and ‘J’, and ‘y’ and ‘Y’ (L.1.1a) Read and spell chains of one-syllable short vowel words in which one sound is added, substituted, or omitted (RF.1.3b) Read Tricky Words are, have, and were (RF.1.3g)
Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c) At a Glance
Exercise
Materials
Minutes
Consonant Flip Book; Spelling Cards for ‘j’ > /j/ ( jump), ‘y’ > /y/ (yes)
10
pencils; Worksheet 15.1
15
pocket chart; index cards for ‘i’, ‘e’, ‘a’, ‘o’, ‘u’, ‘m’, ‘t’, ‘g’, ‘s’, ‘p’, ‘b’, ‘j’, ‘y’
15
marker; yellow index cards for are, were, have
10
Blending and Segmenting
Warm-Up
Flip Book Review
Reviewing the Spellings
Writing the Spellings/Label the Picture
Chaining
Pocket Chart Chaining for Spelling
Tricky Words
Tricky Word Cards
Practicing Reading Take-Home Material
Phrases Phrasemaker
10 Worksheet 15.2
*
Advance Preparation
i e a u o
Write are, were, and have on yellow index cards. Add to the letter cards you prepared in earlier lessons by writing each of the following letters on a separate white index card: ‘e’, ‘u’, ‘j’, and ‘y’. Using these cards, set up the pocket chart for the chaining activity as shown in the sidebar.
m t g s p b j y Pocket Chart Setup
Unit 1 | Lesson 15 103 © 2013 Core Knowledge Foundation
Warm-Up
10 minutes Blending and Segmenting • Follow the instructions in Lesson 1.
For blending
1.
head (3)
/h/ /e/ /d/
5.
grade (4)
/g/ /r/ /ae/ /d/
2.
beak (3))
/b/ /ee/ /k/
6.
dress (4)
/d/ /r/ /e/ /s/
3.
sock (3)
/s/ /o/ /k/
7.
socks (4)
/s/ /o/ /k/ /s/
4.
ship (3)
/sh/ /i/ /p/
8.
crab (4)
/k/ /r/ /a/ /b/
For segmenting
Flip Book Review • Before beginning this exercise, get out the Consonant Flip Book within view of all students; also have the Spelling Cards listed in the At a Glance chart readily available. • Show students the /j/ Spelling Card with the ‘j’—jump side facing students. Point to the ‘j’ and ask students to name the letter. Then read the word jump and remind them that the letter ‘j’ is used to spell and write /j/ in English words. If students ask about the other Spelling Cards outlined on the same page, tell them these are other ways to spell /j/ that they will learn later in the year.
• Point to the power bar under the ‘j’ and ask students whether they think the letter ‘j’ is a very common spelling or a less common spelling for /j/. • Turn to Consonant Flip Book page 8 and point to the sound bubble for /j/ on the page, and then point to the outline for the Spelling Card, placing the ‘j’ Spelling Card for /j/ on the appropriate place on the Flip Book page. • Repeat the above steps with the Spelling Card for /y/, which can be found on the following page.
Consonant Flip Book 1.
‘y’ > /y/ (yes) Consonant Flip Book p. 22
• Quickly review by having students say the sound represented on each card.
104 Unit 1 | Lesson 15 © 2013 Core Knowledge Foundation
Reviewing the Spellings
15 minutes
Writing the Spellings/Label the Picture • Distribute Worksheet 15.1. • Tell students that you are going to show them how to write the lowercase letter for the sound /j/ as in job. • Write a lowercase ‘j’ on handwriting guidelines and describe what you are doing using the numbered phrases. Worksheet 15.1
• Model writing the letter two or three more times. • Have students trace the letter on the desk with a pointed finger. • Have students trace and copy the lowercase ‘j’ on the worksheet. • Encourage students to say the sound /j/ each time that they write the letter. • Repeat the same steps for the uppercase ‘J’, pointing out that it looks similar to the lowercase ‘j’ but touches the top line. • Remind students that uppercase letters are used for the first letter in the first word of a sentence and the first letter in the name of a person or place. • Repeat the steps for lowercase ‘y’ and uppercase ‘Y’.
Start on the dotted line.
Start on the top line.
Start on the dotted line.
Start on the top line.
2. fish hook ending below the bottom line (lift)
1. fish hook
1. diagonal right (lift)
1. diagonal right (lift)
2. diagonal left ending below the bottom line
2. diagonal left
3. dot on top
3. short line down
• Have students look at the back of the worksheet. Read the four words (bed, jet, jog, jam). You may discuss what each word means by having students provide a definition or asking questions. • Explain that for each word there are three pictures. • Have students write each word under its matching picture.
Unit 1 | Lesson 15 105 © 2013 Core Knowledge Foundation
Chaining
15 minutes Pocket Chart Chaining for Spelling Note: There are several ways you can conduct this chaining exercise. You may have students sit in front of the chart and participate as a class. If you have individual white boards, students may sit at their desks, write the letters on their boards, and show you their answers. If you have students write down their answers, you may have them work individually or in pairs/ groups. You may also time and record how long it takes to complete a chain, and challenge students to beat their score next time. The key is to move quickly and keep the activity upbeat.
i e a u o
m t g s p b j y Pocket Chart Setup If students need additional chaining practice, you may use the Pausing Point exercise “Spell OneSyllable Words” and the activities in the Assessment and Remediation Guide.
• Set up the pocket chart as shown, with the following vowel spellings along the top of the pocket chart: ‘i’, ‘e’, ‘a’, ‘o’, ‘u’. • Arrange the following consonant spellings along the bottom of the pocket chart: ‘m’, ‘t’, ‘g’, ‘s’, ‘p’, ‘b’, ‘j’, ‘y’. • Point to the spellings and have students say the sounds. • Tell the class you are going to ask them to spell a mix of real words and silly words. Explain that students should spell the silly words just as they spell real words: by breaking the silly word up into sounds and selecting a spelling for each sound. • Say the word jut loudly and slowly, repeating it if necessary. • Ask the class for the first sound in jut. • Select a student to come to the pocket chart and move the spelling for /j/ to the center of the pocket chart. • Repeat until the word jut has been spelled in the center of the pocket chart. • Discuss whether the word is a real word or a silly word. • Say to the class, “If that is jut, who can show me just?” • Select a student to come to the pocket chart and add the spelling for /s/. • Ask students what change you made to the word jut to get the word just. Ask them how many sounds were in the word jut and how many are in the word just. • Work through the remaining words and silly words.
106 Unit 1 | Lesson 15 © 2013 Core Knowledge Foundation
1.
jut > just > jest > jet > yet > yes > yem > yam > jam > jag > jig
2.
jog > jot > jut > jug > jub > job > jab > jam > yam > yap > yip
Tricky Words
10 minutes Tricky Word Cards • Tell students they will learn three new Tricky Words today. Remind students that Tricky Words do not play by the rules, so we have to be careful when reading them. Tricky Word: Are • Show students the Tricky Word card are and ask them how they would pronounce it by blending. (They might say /a/ /r/ /e/.) • Explain that this word is pronounced /ar/ as in, “We are happy.” • Write are on the board. Underline the entire word and explain that it is completely tricky. The only spelling pronounced as they would expect is the ‘r’, but it is not at the end of the word as the pronunciation suggests. • Tell students that when reading are, they have to remember to pronounce it as /ar/. • Tell students that when writing are, they have to remember to spell it ‘a’ ‘r’ ‘e’. Tricky Word: Were • Show students the Tricky Word card were and ask them how they would pronounce it by blending. (They might say /w/ /e/ /r/ /e/.) • Explain that this word is pronounced /w/ /er/ as in, “We were at the grocery store.” • Write were on the board. Circle the letter ‘w’ and explain that it is pronounced /w/, as they would probably expect. • Underline the letters ‘e’, ‘r’, and ‘e’ and explain that this is the tricky part of the word. They would probably expect this to be pronounced /e/ /r/ /e/, but it is pronounced /er/. • Tell students that when reading were, they have to remember to pronounce the letters ‘e’ ‘r’ ‘e’ as /er/. • Tell students that when writing were, they have to remember to spell the /er/ sound with the letters ‘e’ ‘r’ ‘e’. Tricky Word: Have • Show students the Tricky Word card have and ask them how they would pronounce it by blending. (They might say /h/ /a/ /v/ /e/.) • Explain that this word is actually pronounced /h/ /a/ /v/ as in, “I have a bike.” • Write have on the board. Circle the letter ‘h’ and explain that it is pronounced /h/, as they would probably expect. • Circle the letter ‘a’ and explain that it is pronounced /a/, as they would probably expect.
Unit 1 | Lesson 15 107 © 2013 Core Knowledge Foundation
• Circle the letter ‘v’ and explain that it is pronounced /v/, as they would probably expect. • Circle the letter ‘e’ and explain that it does not stand for any sound in this word. • Tell students that when reading have, they have to remember to pronounce it /h/ /a/ /v/. • Tell students that when writing have, they have to remember to add an ‘e’ at the end.
Practicing Reading
10 minutes
Phrases • Remind students that a phrase is a set of two or more words, with spaces between the words. • Write the first phrase on the board and ask a student to read it. • Repeat with the remaining phrases. 1.
jump on bed
6.
just a bug
2.
have cats
7.
jog fast
3.
yes and no
8.
not a dog
4.
dog yelps
9.
is fun
5.
Mom and Dad are up.
10. were wet
Take-Home Material Phrasemaker • Have students take Worksheet 15.2 home so they can practice reading and writing phrases with a family member.
108 Unit 1 | Lesson 15 © 2013 Core Knowledge Foundation
Supplemental Materials If you have students who work quickly, give them the lists of words, chains, and phrases to read, dictate, copy, or illustrate. You can also have them write silly sentences or stories with the words. You may also use these lists in exercises that you choose from the Pausing Point. The words with asterisks are on the Fry and/or Dolch Word List.
• Newly decodable words: 1.
jump*
8.
job
2.
just*
9.
jog
3.
yes*
10. jot
4.
jab
11. jug
5.
jam
12. yam
6.
jet
13. yet
7.
Jim
14. yum
• Chains: 1.
yes > yet > jet > jut > just > jest > west > went > lent > lend
2.
yip > yap > yam > jam > jab > job > jog > jug > hug > rug
• Phrases and sentences: 1.
jump in a pond
8.
get a job
2.
yip and yap
9.
not yet
3.
yes and no
10. have a blast
4.
yam in pot
11. just a word
5.
a fast jog
12. from Jen
6.
jug of milk
13. Some jets are fast.
7.
have some jam
14. Sam and Jim were in a bus.
• Songs from Alphabet Jam: 1.
“Juicy Jelly”
2.
“You’re a Young Cowboy”
Unit 1 | Lesson 15 109 © 2013 Core Knowledge Foundation
Code Knowledge • Before today’s lesson: If students read 1,000 words in a trade book, on average between 246 and 304 of those words would be completely decodable. • After today’s lesson: If students read 1,000 words in a trade book, on average between 261 and 324 of those words would be completely decodable. • Students have now reviewed one way to write 23 of the 44 sounds in English. • The sound /j/ is the 38th most common sound in English. • The sound /j/ is spelled ‘j’ approximately 32 percent of the time. • The sound /y/ is the 32nd most common sound in English. • The sound /y/ is spelled ‘y’ approximately 39 percent of the time. • Are is one of the 30 most common words in most samples of written English. In a typical passage of 1,000 words, are occurs 2 to 8 times. • Were is one of the 40 most common words in most samples of written English. In a typical passage of 1,000 words, were occurs 2 to 5 times. • Have is one of the 30 most common words in most samples of written English. In a typical passage of 1,000 words, have occurs 4 to 7 times.
110 Unit 1 | Lesson 15 © 2013 Core Knowledge Foundation
Basic Code
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.
Segment words into phonemes by tapping one finger for each phoneme and then blend the phonemes together to form one-syllable words (RF.1.2d) Orally produce words with various vowel and consonant sounds by blending the sounds (RF.1.2b)
Print upper- and lowercase letters ‘j’ and ‘J’, and ‘y’ and ‘Y’ (L.1.1a) Read and spell chains of one-syllable short vowel words in which one sound is added, substituted, or omitted (RF.1.3b) Read Tricky Words are, have, and were (RF.1.3g)
Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c) At a Glance
Exercise
Materials
Minutes
Consonant Flip Book; Spelling Cards for ‘j’ > /j/ ( jump), ‘y’ > /y/ (yes)
10
pencils; Worksheet 15.1
15
pocket chart; index cards for ‘i’, ‘e’, ‘a’, ‘o’, ‘u’, ‘m’, ‘t’, ‘g’, ‘s’, ‘p’, ‘b’, ‘j’, ‘y’
15
marker; yellow index cards for are, were, have
10
Blending and Segmenting
Warm-Up
Flip Book Review
Reviewing the Spellings
Writing the Spellings/Label the Picture
Chaining
Pocket Chart Chaining for Spelling
Tricky Words
Tricky Word Cards
Practicing Reading Take-Home Material
Phrases Phrasemaker
10 Worksheet 15.2
*
Advance Preparation
i e a u o
Write are, were, and have on yellow index cards. Add to the letter cards you prepared in earlier lessons by writing each of the following letters on a separate white index card: ‘e’, ‘u’, ‘j’, and ‘y’. Using these cards, set up the pocket chart for the chaining activity as shown in the sidebar.
m t g s p b j y Pocket Chart Setup
Unit 1 | Lesson 15 103 © 2013 Core Knowledge Foundation
Warm-Up
10 minutes Blending and Segmenting • Follow the instructions in Lesson 1.
For blending
1.
head (3)
/h/ /e/ /d/
5.
grade (4)
/g/ /r/ /ae/ /d/
2.
beak (3))
/b/ /ee/ /k/
6.
dress (4)
/d/ /r/ /e/ /s/
3.
sock (3)
/s/ /o/ /k/
7.
socks (4)
/s/ /o/ /k/ /s/
4.
ship (3)
/sh/ /i/ /p/
8.
crab (4)
/k/ /r/ /a/ /b/
For segmenting
Flip Book Review • Before beginning this exercise, get out the Consonant Flip Book within view of all students; also have the Spelling Cards listed in the At a Glance chart readily available. • Show students the /j/ Spelling Card with the ‘j’—jump side facing students. Point to the ‘j’ and ask students to name the letter. Then read the word jump and remind them that the letter ‘j’ is used to spell and write /j/ in English words. If students ask about the other Spelling Cards outlined on the same page, tell them these are other ways to spell /j/ that they will learn later in the year.
• Point to the power bar under the ‘j’ and ask students whether they think the letter ‘j’ is a very common spelling or a less common spelling for /j/. • Turn to Consonant Flip Book page 8 and point to the sound bubble for /j/ on the page, and then point to the outline for the Spelling Card, placing the ‘j’ Spelling Card for /j/ on the appropriate place on the Flip Book page. • Repeat the above steps with the Spelling Card for /y/, which can be found on the following page.
Consonant Flip Book 1.
‘y’ > /y/ (yes) Consonant Flip Book p. 22
• Quickly review by having students say the sound represented on each card.
104 Unit 1 | Lesson 15 © 2013 Core Knowledge Foundation
Reviewing the Spellings
15 minutes
Writing the Spellings/Label the Picture • Distribute Worksheet 15.1. • Tell students that you are going to show them how to write the lowercase letter for the sound /j/ as in job. • Write a lowercase ‘j’ on handwriting guidelines and describe what you are doing using the numbered phrases. Worksheet 15.1
• Model writing the letter two or three more times. • Have students trace the letter on the desk with a pointed finger. • Have students trace and copy the lowercase ‘j’ on the worksheet. • Encourage students to say the sound /j/ each time that they write the letter. • Repeat the same steps for the uppercase ‘J’, pointing out that it looks similar to the lowercase ‘j’ but touches the top line. • Remind students that uppercase letters are used for the first letter in the first word of a sentence and the first letter in the name of a person or place. • Repeat the steps for lowercase ‘y’ and uppercase ‘Y’.
Start on the dotted line.
Start on the top line.
Start on the dotted line.
Start on the top line.
2. fish hook ending below the bottom line (lift)
1. fish hook
1. diagonal right (lift)
1. diagonal right (lift)
2. diagonal left ending below the bottom line
2. diagonal left
3. dot on top
3. short line down
• Have students look at the back of the worksheet. Read the four words (bed, jet, jog, jam). You may discuss what each word means by having students provide a definition or asking questions. • Explain that for each word there are three pictures. • Have students write each word under its matching picture.
Unit 1 | Lesson 15 105 © 2013 Core Knowledge Foundation
Chaining
15 minutes Pocket Chart Chaining for Spelling Note: There are several ways you can conduct this chaining exercise. You may have students sit in front of the chart and participate as a class. If you have individual white boards, students may sit at their desks, write the letters on their boards, and show you their answers. If you have students write down their answers, you may have them work individually or in pairs/ groups. You may also time and record how long it takes to complete a chain, and challenge students to beat their score next time. The key is to move quickly and keep the activity upbeat.
i e a u o
m t g s p b j y Pocket Chart Setup If students need additional chaining practice, you may use the Pausing Point exercise “Spell OneSyllable Words” and the activities in the Assessment and Remediation Guide.
• Set up the pocket chart as shown, with the following vowel spellings along the top of the pocket chart: ‘i’, ‘e’, ‘a’, ‘o’, ‘u’. • Arrange the following consonant spellings along the bottom of the pocket chart: ‘m’, ‘t’, ‘g’, ‘s’, ‘p’, ‘b’, ‘j’, ‘y’. • Point to the spellings and have students say the sounds. • Tell the class you are going to ask them to spell a mix of real words and silly words. Explain that students should spell the silly words just as they spell real words: by breaking the silly word up into sounds and selecting a spelling for each sound. • Say the word jut loudly and slowly, repeating it if necessary. • Ask the class for the first sound in jut. • Select a student to come to the pocket chart and move the spelling for /j/ to the center of the pocket chart. • Repeat until the word jut has been spelled in the center of the pocket chart. • Discuss whether the word is a real word or a silly word. • Say to the class, “If that is jut, who can show me just?” • Select a student to come to the pocket chart and add the spelling for /s/. • Ask students what change you made to the word jut to get the word just. Ask them how many sounds were in the word jut and how many are in the word just. • Work through the remaining words and silly words.
106 Unit 1 | Lesson 15 © 2013 Core Knowledge Foundation
1.
jut > just > jest > jet > yet > yes > yem > yam > jam > jag > jig
2.
jog > jot > jut > jug > jub > job > jab > jam > yam > yap > yip
Tricky Words
10 minutes Tricky Word Cards • Tell students they will learn three new Tricky Words today. Remind students that Tricky Words do not play by the rules, so we have to be careful when reading them. Tricky Word: Are • Show students the Tricky Word card are and ask them how they would pronounce it by blending. (They might say /a/ /r/ /e/.) • Explain that this word is pronounced /ar/ as in, “We are happy.” • Write are on the board. Underline the entire word and explain that it is completely tricky. The only spelling pronounced as they would expect is the ‘r’, but it is not at the end of the word as the pronunciation suggests. • Tell students that when reading are, they have to remember to pronounce it as /ar/. • Tell students that when writing are, they have to remember to spell it ‘a’ ‘r’ ‘e’. Tricky Word: Were • Show students the Tricky Word card were and ask them how they would pronounce it by blending. (They might say /w/ /e/ /r/ /e/.) • Explain that this word is pronounced /w/ /er/ as in, “We were at the grocery store.” • Write were on the board. Circle the letter ‘w’ and explain that it is pronounced /w/, as they would probably expect. • Underline the letters ‘e’, ‘r’, and ‘e’ and explain that this is the tricky part of the word. They would probably expect this to be pronounced /e/ /r/ /e/, but it is pronounced /er/. • Tell students that when reading were, they have to remember to pronounce the letters ‘e’ ‘r’ ‘e’ as /er/. • Tell students that when writing were, they have to remember to spell the /er/ sound with the letters ‘e’ ‘r’ ‘e’. Tricky Word: Have • Show students the Tricky Word card have and ask them how they would pronounce it by blending. (They might say /h/ /a/ /v/ /e/.) • Explain that this word is actually pronounced /h/ /a/ /v/ as in, “I have a bike.” • Write have on the board. Circle the letter ‘h’ and explain that it is pronounced /h/, as they would probably expect. • Circle the letter ‘a’ and explain that it is pronounced /a/, as they would probably expect.
Unit 1 | Lesson 15 107 © 2013 Core Knowledge Foundation
• Circle the letter ‘v’ and explain that it is pronounced /v/, as they would probably expect. • Circle the letter ‘e’ and explain that it does not stand for any sound in this word. • Tell students that when reading have, they have to remember to pronounce it /h/ /a/ /v/. • Tell students that when writing have, they have to remember to add an ‘e’ at the end.
Practicing Reading
10 minutes
Phrases • Remind students that a phrase is a set of two or more words, with spaces between the words. • Write the first phrase on the board and ask a student to read it. • Repeat with the remaining phrases. 1.
jump on bed
6.
just a bug
2.
have cats
7.
jog fast
3.
yes and no
8.
not a dog
4.
dog yelps
9.
is fun
5.
Mom and Dad are up.
10. were wet
Take-Home Material Phrasemaker • Have students take Worksheet 15.2 home so they can practice reading and writing phrases with a family member.
108 Unit 1 | Lesson 15 © 2013 Core Knowledge Foundation
Supplemental Materials If you have students who work quickly, give them the lists of words, chains, and phrases to read, dictate, copy, or illustrate. You can also have them write silly sentences or stories with the words. You may also use these lists in exercises that you choose from the Pausing Point. The words with asterisks are on the Fry and/or Dolch Word List.
• Newly decodable words: 1.
jump*
8.
job
2.
just*
9.
jog
3.
yes*
10. jot
4.
jab
11. jug
5.
jam
12. yam
6.
jet
13. yet
7.
Jim
14. yum
• Chains: 1.
yes > yet > jet > jut > just > jest > west > went > lent > lend
2.
yip > yap > yam > jam > jab > job > jog > jug > hug > rug
• Phrases and sentences: 1.
jump in a pond
8.
get a job
2.
yip and yap
9.
not yet
3.
yes and no
10. have a blast
4.
yam in pot
11. just a word
5.
a fast jog
12. from Jen
6.
jug of milk
13. Some jets are fast.
7.
have some jam
14. Sam and Jim were in a bus.
• Songs from Alphabet Jam: 1.
“Juicy Jelly”
2.
“You’re a Young Cowboy”
Unit 1 | Lesson 15 109 © 2013 Core Knowledge Foundation
Code Knowledge • Before today’s lesson: If students read 1,000 words in a trade book, on average between 246 and 304 of those words would be completely decodable. • After today’s lesson: If students read 1,000 words in a trade book, on average between 261 and 324 of those words would be completely decodable. • Students have now reviewed one way to write 23 of the 44 sounds in English. • The sound /j/ is the 38th most common sound in English. • The sound /j/ is spelled ‘j’ approximately 32 percent of the time. • The sound /y/ is the 32nd most common sound in English. • The sound /y/ is spelled ‘y’ approximately 39 percent of the time. • Are is one of the 30 most common words in most samples of written English. In a typical passage of 1,000 words, are occurs 2 to 8 times. • Were is one of the 40 most common words in most samples of written English. In a typical passage of 1,000 words, were occurs 2 to 5 times. • Have is one of the 30 most common words in most samples of written English. In a typical passage of 1,000 words, have occurs 4 to 7 times.
110 Unit 1 | Lesson 15 © 2013 Core Knowledge Foundation
