1. Students will [squ] Blend Word Cards from (students will have a copy), page 13-117. After reading, teacher will have students highlight the each blend in each word and place into their 3-ring binder. Oral Reading: Bonnie Kline Stories, Level 1 Squids Project Read/Phonology: Unit 13B: Lesson 1 tr, fr, pr, cr, dr, shr, br, gr, thr Concepts: A consonant blend is a consonant combination representing two combined consonant sounds. Objectives: 1. Reading words with beginning consonant blends. 2. Spelling words with beginning consonant blends. Day 1: Activities: Anticipatory Set: Display all the [r] blends. Ask Question: What letter is the same in all of these consonant blends? (Answer [r]) Teacher will state: This group of blends we call the [r] blends because the [r] is in every blend. Model: 1. Display [tr]. a. Skywrite [tr]. Say sounds while tracing letter in the air. (three times) b. Pull under the letters and stir around letters saying blend sound [tr]. Have students model. 2. Give each student blend bowl, page 13-35. Have students record [tr] on first line as demonstrated by teacher. Check for Understanding: Read the [tr] blend words (students will have a copy), page 13-61. After reading, teacher will have students highlight the [tr] in each blend word and place into their 3-ring binder. Apply Spelling with paper and pencil: Apply finger spelling with [tr] words. (Remember to twirl/stir thumb when finger spelling a beginning blend. Sentences to read and Student Practice Sheet 13D, page 13-41. Oral Reading: Bonnie Kline Stories, Level 1 Trash
1. Students will [squ] Blend Word Cards from (students will have a copy), page 13-117. After reading, teacher will have students highlight the each blend in each word and place into their 3-ring binder. Oral Reading: Bonnie Kline Stories, Level 1 Squids Project Read/Phonology: Unit 13B: Lesson 1 tr, fr, pr, cr, dr, shr, br, gr, thr Concepts: A consonant blend is a consonant combination representing two combined consonant sounds. Objectives: 1. Reading words with beginning consonant blends. 2. Spelling words with beginning consonant blends. Day 1: Activities: Anticipatory Set: Display all the [r] blends. Ask Question: What letter is the same in all of these consonant blends? (Answer [r]) Teacher will state: This group of blends we call the [r] blends because the [r] is in every blend. Model: 1. Display [tr]. a. Skywrite [tr]. Say sounds while tracing letter in the air. (three times) b. Pull under the letters and stir around letters saying blend sound [tr]. Have students model. 2. Give each student blend bowl, page 13-35. Have students record [tr] on first line as demonstrated by teacher. Check for Understanding: Read the [tr] blend words (students will have a copy), page 13-61. After reading, teacher will have students highlight the [tr] in each blend word and place into their 3-ring binder. Apply Spelling with paper and pencil: Apply finger spelling with [tr] words. (Remember to twirl/stir thumb when finger spelling a beginning blend. Sentences to read and Student Practice Sheet 13D, page 13-41. Oral Reading: Bonnie Kline Stories, Level 1 Trash
September%2012-23%202011%20Reading.docx