Project Read—9: 00-10: 30



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Project Read—9:00-10:30

Monday Project Read—9:00-10:30—Unit 13A: Beginning l-blends

Teacher will place her l-blends bowl worksheet 13-3 under the document camera. Students will discuss how the /sl/, /bl/, /fl/, and /cl/ blends in the bowl are consonant blends. Class will skywrite and provide sounds for /sl/, /bl/, /fl/, and /cl/ 3 times each.

Class will further review beginning consonant blend /sl/ by using finger blending and tap and sweep to read /sl/ words on worksheet 13-13 and sentences containing /sl/ blend words on worksheet 13-9. These worksheets will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /bl/ by using finger blending and tap and sweep to read /bl/ words on worksheet 13-15 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /fl/ by using finger blending and tap and sweep to read /fl/ words on worksheet 13-17 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /cl/ by using finger blending and tap and sweep to read /cl/ words on worksheet 13-19 which will be placed under the document camera while students practice reading.

Teacher will also place the story, “The Clock Shop” under the document camera. Students will practice rereading and discussing the story. This story will be left under the document camera while students complete a short comprehension quiz over the story. Afterward, teacher will take up the quizzes and class will discuss, using the story, what answers that they should have marked on the quiz.

Teacher will place her l-blends bowl worksheet under the document camera. She will tell students that today they will add the last 2 l-blends. Teacher will add /gl/ and /pl/ blends onto her bowl. Class will discuss the consonant blend sounds for each by practicing skywriting each 3 times each and providing sound. Then teacher will pass out student copies of the l-blend bowl and students will add these final 2 beginning consonant blends to their bowl and practice the sound as they do again.

Teacher will place worksheet 13-21—beginning /gl/ consonant blend words under the document camera. Students will use finger blending and tap and sweep to practice reading the /gl/ words. Discuss vocabulary of any /gl/ words on the sheet as needed. This worksheet will be sent home for reading homework.

Teacher will place worksheet 13-23—beginning /pl/ consonant blend words under the document camera. Students will use finger blending and tap and sweep to practice reading the /pl/ words. Discuss vocabulary of any /pl/ words on the sheet as needed. This worksheet will also be sent home for reading homework.

Teacher will also place the story, “A Glass Dish” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.



Tuesday Project Read—9:00-10:30—Unit 13A: beginning l-blends and red word they


Teacher will place her l-blends bowl worksheet 13-3 under the document camera. Students will discuss how the /sl/, /bl/, /fl/, /cl/, /gl/, and /pl/ blends in the bowl are consonant blends. Class will skywrite and provide sounds for /sl/, /bl/, /fl/, /cl/, /gl/, and /pl/ 3 times each.

Class will further review beginning consonant blend /sl/ by using finger blending and tap and sweep to read /sl/ words on worksheet 13-13 and sentences containing /sl/ blend words on worksheet 13-9. These worksheets will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /bl/ by using finger blending and tap and sweep to read /bl/ words on worksheet 13-15 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /fl/ by using finger blending and tap and sweep to read /fl/ words on worksheet 13-17 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /cl/ by using finger blending and tap and sweep to read /cl/ words on worksheet 13-19 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /gl/ by using finger blending and tap and sweep to reread /gl/ words on worksheet 13-21 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /pl/ by using finger blending and tap and sweep to reread /pl/ words on worksheet 13-23 which will be placed under the document camera while students practice reading.

Teacher will place the story, “The Glass Dish” under the document camera. Students will practice rereading and discussing the story. This story will be left under the document camera while students complete a short comprehension quiz over the story. Afterward, teacher will take up the quizzes and class will discuss, using the story, what answers that they should have marked on the quiz.

Class will complete spelling assessment over the following words: sled, slick, black, blink, class, cliff, flag, flip, glass, plan.

Unit 13A Lesson 2: red word they

Teacher will display the red word they and ask students what kind of word this is? Red word. In this lesson you will learn a new red word and review the red words you have already learned.

This word is they. They is a word that stands for the name of people, places, and things.

Example: Tim and Ted have sleds. They have sleds. They stands for Tim and Ted.

Example: The dolls are in the box. They are in the box. They stands for the dolls.

Students will arm tap letters and sweep the word they down their arm 5 times.

Class will practice reading all red words learned thus far.

Teacher will pass out worksheet 13-29. Students will fill in missing red words on the sheet for the sentences listed below, then discuss, check/correct. This worksheet will be sent home for reading homework.


  1. I have a red sled.

  2. Should Dad put the bits of ham in the dog’s dish?

  3. Beth was at the rink with Pam.

  4. Mom said to put on a hat.

  5. They are sad.

Teacher will place the story, “Lots of Things” under the document camera. Students will practice reading and discussing this story that contains the word they a lot. This story will also be sent home for reading homework.

Wednesday Project Read—9:00-10:30—Unit 13A—Beginning l-blends and red word they

Teacher will place her l-blends bowl worksheet 13-3 under the document camera. Students will discuss how the /sl/, /bl/, /fl/, /cl/, /gl/, and /pl/ blends in the bowl are consonant blends. Class will skywrite and provide sounds for /sl/, /bl/, /fl/, /cl/, /gl/, and /pl/ 3 times each.

Class will further review beginning consonant blend /sl/ by using finger blending and tap and sweep to read /sl/ words on worksheet 13-13 and sentences containing /sl/ blend words on worksheet 13-9. These worksheets will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /bl/ by using finger blending and tap and sweep to read /bl/ words on worksheet 13-15 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /fl/ by using finger blending and tap and sweep to read /fl/ words on worksheet 13-17 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /cl/ by using finger blending and tap and sweep to read /cl/ words on worksheet 13-19 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /gl/ by using finger blending and tap and sweep to reread /gl/ words on worksheet 13-21 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /pl/ by using finger blending and tap and sweep to reread /pl/ words on worksheet 13-23 which will be placed under the document camera while students practice reading.

Students will arm tap and sweep the word they on their arm 5 times. Students will practice reading all red words learned so far this year.

Students will reread worksheet 13-29 (sentences containing red words).

Teacher will place the story, “Lots of Things” under the document camera. Students will practice rereading and discussing the story. This story will be left under the document camera while students complete a short comprehension quiz over the story. Afterward, teacher will take up the quizzes and class will discuss, using the story, what answers that they should have marked on the quiz.

Teacher will place worksheet 13-11 under the document camera. Students will practice reading and discussing sentences containing all l-blends (sl, bl, fl, cl, gl, pl) words practiced in this unit. This worksheet will be sent home for reading homework.

Teacher will place Jeweled Treasure Box Unit 13A Review worksheet 13-31 under the document camera. Students will practice reading and discussing beginning l-blend words and the red word they, also reading and discussing sentences on this worksheet containing beginning l-blend words and the red word they. This worksheet will also be sent home for reading homework.



Thursday Project Read—Unit 13A: Beginning l-blends and red word they


Teacher will place her l-blends bowl worksheet 13-3 under the document camera. Students will discuss how the /sl/, /bl/, /fl/, /cl/, /gl/, and /pl/ blends in the bowl are consonant blends. Class will skywrite and provide sounds for /sl/, /bl/, /fl/, /cl/, /gl/, and /pl/ 3 times each.

Class will further review beginning consonant blend /sl/ by using finger blending and tap and sweep to read /sl/ words on worksheet 13-13 and sentences containing /sl/ blend words on worksheet 13-9. These worksheets will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /bl/ by using finger blending and tap and sweep to read /bl/ words on worksheet 13-15 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /fl/ by using finger blending and tap and sweep to read /fl/ words on worksheet 13-17 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /cl/ by using finger blending and tap and sweep to read /cl/ words on worksheet 13-19 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /gl/ by using finger blending and tap and sweep to reread /gl/ words on worksheet 13-21 which will be placed under the document camera while students practice reading.

Students will further review beginning consonant blend /pl/ by using finger blending and tap and sweep to reread /pl/ words on worksheet 13-23 which will be placed under the document camera while students practice reading.

Students will arm tap and sweep the word they on their arm 5 times. Students will practice reading all red words learned so far this year.

Students will reread worksheet 13-29 (sentences containing red words).

Teacher will place worksheet 13-11 under the document camera. Students will practice reading and discussing sentences containing red words on this sheet.

Teacher will place Jeweled Treasure Box worksheet 13-31 under the document camera. Students will practice reading beginning l-blend words and red word they, also sentences containing these spellings on the worksheet.

Teacher will pass out Study Guide worksheet for Unit 13A. Students will fill out study guide to take home to study for an assessment tomorrow.


Friday Project Read—9:00-10:30—Unit 13A: Beginning l-blends and red word they assessment: sounds and spellings, word spelling, sentence writing.


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