Project Read—Feb. 4-7—9: 00-10: 30



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Project Read—Feb. 4-7—9:00-10:30

Tuesday Project Read—9:00-10:30—Unit 13A Lesson 1: Beginning l-blends

Teacher will place her l-blends bowl worksheet 13-3 under the document camera. Students will discuss how the /sl/ in the bowl is a consonant blend. Class will skywrite and provide sound for /sl/ 3 times.

Teacher will also place worksheet 13-13: /sl/ words under the document camera. Students will reread /sl/ words using finger blending and tap and sweep.

Teacher will place worksheet 13-9: sentences containing /sl/ words under the document camera. Students will reread and discuss the sentences containing /sl/ words.

Teacher will place the story, “Ned’s Sled” under the document camera. Students will practice rereading and discussing the story. Oral reading check will be done. Teacher will leave the story under the document camera while students complete a short comprehension quiz over the story. Teacher will take up quizzes and students will then discuss using the story what answers that they should have marked on the quiz.

Teacher will place her l-blends bowl worksheet 13-3 under the document camera and write the /bl/ blend in the bowl. Students will discuss how the /bl/ in the bowl is a consonant blend. Class will skywrite and provide sound for /bl/ 3 times.

Teacher will pass out student copies of l-blends bowl worksheet 13-3 to students. They will write the /bl/ blend in the bowl and practice blended sound.

Teacher will place worksheet 13-15 /bl/ words under the document camera. Students will use finger blending and tap and sweep to practice reading and discussing words. Discuss vocabulary of any /bl/ words as needed. This worksheet will be sent home for reading homework.

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



Wednesday 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/ and /bl/ in the bowl are consonant blends. Class will skywrite and provide sound for /sl/ and /bl/ 3 times each.

Teacher will also place worksheet 13-13: /sl/ words under the document camera. Students will reread /sl/ words using finger blending and tap and sweep.

Teacher will place worksheet 13-9: sentences containing /sl/ words under the document camera. Students will reread and discuss the sentences containing /sl/ words.

Teacher will place worksheet 13-15: /bl/ words under the document camera. Students will reread /bl/ words using finger blending and tap and sweep.

Teacher will place the story, “The Black Blob” under the document camera. Students will read and discuss the story. Oral reading check will be done. Teacher will leave the story under the document camera while students complete a short comprehension quiz over the story. Teacher will take up quizzes and students will then discuss using the story to determine what answers that they should have marked on the quiz.

Teacher will place her l-blends bowl worksheet 13-3 under the document camera and write the /fl/ blend in the bowl. Students will discuss how the /fl/ in the bowl is a consonant blend. Class will skywrite and provide sound for /fl/ 3 times.

Teacher will pass out student copies of l-blends bowl worksheet 13-3 to students. They will write the /fl/ blend in the bowl and practice blended sound.

Teacher will place worksheet 13-17 /fl/ words under the document camera. Students will use finger blending and tap and sweep to practice reading and discussing words. Discuss vocabulary of any /fl/ words as needed. This worksheet will be sent home for reading homework.

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

Thursday 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/, and /fl/ in the bowl are consonant blends. Class will skywrite and provide sound for /sl/ and /bl/ 3 times each.

Teacher will also place worksheet 13-13: /sl/ words under the document camera. Students will reread /sl/ words using finger blending and tap and sweep.

Teacher will place worksheet 13-9: sentences containing /sl/ words under the document camera. Students will reread and discuss the sentences containing /sl/ words.

Teacher will place worksheet 13-15: /bl/ words under the document camera. Students will reread /bl/ words using finger blending and tap and sweep.

Teacher will place worksheet 13-17: /fl/ words under the document camera. Students will reread /fl/ words using finger blending and tap and sweep.

Teacher will place the story, “Flap Jacks” under the document camera. Students will practice rereading and discussing the story. Teacher will leave the story under the document camera while students complete a short comprehension quiz over the story. Afterward, teacher will take the quizzes up and students will use the story to discuss what answers that they should have marked on the quiz.

Teacher will place her copy of worksheet 13-3 l-blends bowl under the document camera. Teacher will write the next beginning l-blend (cl) in her bowl. Class will discuss the consonant blend sound for cl and will skywrite this spelling 3 times.

Teacher will pass out student copies of worksheet 13-3 and students will write the consonant blend spelling and provide the sound again.

Teacher will place worksheet 13-19 under the document camera. Students will practice reading /cl/ words on the worksheet using finger blending and tap and sweep. Discuss vocabulary of any /cl/ words on the sheet as needed. This worksheet will be sent home for reading homework.

Teacher will place the story, “The Clock Shop” under the document camera. Students will practice reading and discussing the story. This story will be sent home for reading homework.



Friday 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.


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