Ms. Shannon Kelly Mason



Small Group ReadingSOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words.Weekly Objectives:The student will learn their weekly sort letters and master their sort. The student will demonstrate a speech-to-print match through finger-point reading in a familiar text.The student will understand beginning sounds in words.The student will know the sight word “the” and be able to recognize the word in a sentence.The students have been divided up into four groups based on their letter recognition ability. The lowest group is Group 1 and the highest, more advanced group is Group 4. The middle two groups are very similar to one another. Small group work consists of four stations that last approximately fifteen minutes each. The four rotations include: me, the aide conducting lessons from Beverly Tyner, centers, and seatwork. Individuals in groups are subject to change at any time depending on the advancement of their letter recognition and letter sound ability.Centers include: Puzzles and Games: all of these puzzles and games have been modeled during lessons. They include rhyming sorts; Listen and Count where the student draws a number and drops that many seeds into a bucket and their partner has to listen and count how many seeds were dropped; I Spy Shapes where the students use shapes finders to find shapes around the room that match the shape of their finder.Classroom Library: The students may read books to themselves through “phones” or simply look at and read books. Writing: The students can use stamp letters and an ink pad to make words from the color flip chart or write words from the word wall or Halloween puter: The students may play a beginning sound game or a rhyming sort game.ABC: The students may use play dough to stamp letters. The students may also color a page that begins with the letter of the week. Pocket Chart and Monster Magnets: The students can play a Rhyming sort matching game where they have to match rhyming words. Monster Magnets consists of magnets containing pictures that rhyme. Students will put all the rhyming words into one column. Fine Motor Skills: Students will practice cutting skills. There are many different patterns for the students to cut out to practice their cutting skills.Listening: The student will listen to a tape and follow the directions to mark answers on the correct dry erase paper.Overhead: The students will practice writing their names and the names of other students in the ment: The aide can only be in the classroom on Mondays and Wednesdays. When she is unable to be in the classroom the students will have a book basket to work. The book basket will contain puzzles, books and phones to read into or animals to read to, and letter matching games where the students match the lower case and uppercase letters. Rotations: Group 1: Teacher—Individual/ small group instruction, Seatwork, Centers, Mrs. Tolbert (aide)/book basketGroup 2: Mrs. Tolbert/ book basket, Teacher—individual/ small group instruction, Seatwork, CentersGroup 3: Center, Mrs. Tolbert/book basket, Teacher—individual/ small group instruction, SeatworkGroup 4: Seatwork, Centers, Mrs. Tolbert/book basket, Teacher—individual/small group instructionMondayGroup 1: The below average groupTime9:30—9:45 ActivityREADING: Learning Skills and Strategies-Play Flash. Me vs. the students (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). Sort 8—Find the Letter Game-Materials: 12 playing cards; spinner-Directions: 1. Shuffle playing cards, and place them face-up. Decide which player will go first. 2. The first player spins the spinner and names the capital letter on which he or she lands. The player then picks up a card with the same letter in lowercase form. As the player picks up the card, he or she says the letter name. If the player picks up a card with the wrong letter or says an incorrect letter name, then he or she must put the card back. 3. If a player lands on a capital letter for which there are no more lowercase cards, the player must pass. 4. Play continues until all the cards have been chosen. 5. The winner is the player with the most cards. Word Sort—Words Their Way Sort 8“Today we are going to be looking at some new letters. Can anyone tell me what these letters are? ” -Show students the letters and see if they can tell you what the letters are. -If the students cannot tell you what the letters are, discuss how the letter looks. “Does this letter have strait or curvy lines? This letter has 3 straight lines. It is the letter A. What does the baby or lower case a look like? It has both curvy and strait lines.” Show students the lowercase letter a. “What sound does the letter a make? /a/ like in alligator. Let’s look at the second letter. Do you know what that letters name is? It has both straight and curvy lines. It is letter Bb. What sound does letter Bb make? /b/bear. Continue the same procedure for letter Tt. What is this letter’s name? It only has two straight lines. It is letter Tt. -Now let’s sort these letters. Distribute one letter to each student. Begin with the first student. Ask: What letter do you have? Let the student tell you which letter. If the student does not recognize the letter provide more scaffolding. Ask: does your letter look like an A, a B, or a T? Point to each letter as they are said. Give the student the same letter on the next round and see if they can recognize it. (Each student will have the opportunity to sort about 4 letters).-Ask the students what the letter says each time one is sorted. -Continue through to every student until the sort is completed. Routines/CommentsLetter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed slower for students in this group. Students will receive more teacher guidance and ment: Assesses student’s background knowledge about the ment: Many students know what the letters say because of the Alphabet Zoo that we do every ment: Guided practice and scaffolding will be provided as needed for struggling students.TimeActivityRoutine9:45-10:00READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. A Big Book Worksheet p. 35. Tell them that they will be matching the letters. Model cutting out the letters and matching them. (letter recognition) Students will be matching uppercase to lowercase letters.-After they finish they will work on handwriting development. Students will find their name writing sheet that allows them to practice writing their name with a dry erase marker. 10:00-10:15Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.10:15-10:30-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, cornComment: The students will get through as much material as possible until all time is up. Mrs. Tolbert will work with the students on Mondays and Wednesdays. Group 2Time9:30-9:45ActivityMrs. Tolbert/Book Basket-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, corn9:45-10:0010:00-10:1510:15-10:30READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). Sort 9—Alphabet Eggs-Materials: 12 egg puzzle pieces-Directions: 1. Mix up the puzzle pieces, and place them face-up. Decide which player will go first. 2. The first player chooses two egg pieces that he or she thinks show the same letter. The player then names the letter on the egg pieces. If the player has matched the letters correctly, the pieces will fit together to form an egg, which the player keeps. If the puzzle pieces do not match, the player puts them back. 3. Players take turns choosing egg pieces. Play continues until all the puzzle pieces have been matched. 4. The player with the most eggs wins.Word Sort—Words Their Way Sort 9“Today we are going to be looking at some new letters. Can anyone tell me what these letters are? ” -Show students the letters and see if they can tell what the letters are. -If the students cannot tell you what the letters are, discuss how the letter looks. “Does this letter have strait or curvy lines? This letter has 3 straight lines. It is the letter M. What does the baby or lower case a look like? It has both curvy and strait lines.” Show students the lowercase letter m. “What sound does the letter m make? /m/ like in mouse. Let’s look at the second letter. Do you know what that letters name is? It has only straight lines. It is letter N. What about the lower case n? It has both straight and curvy lines. What sound does letter Nn make? /n/nightowl. Continue the same procedure for letter Hh. What is this letter’s name? It only has three straight lines. It is letter H. The lower case has both straight and curvy lines h. What sound does letter h make? /h horse. -Now let’s sort these letters. Distribute one letter to each student. Begin with the first student. Ask: What letter do you have? Let the student tell you which letter. If the student does not recognize the letter provide more scaffolding. Ask: does your letter look like a M, a N, or a H? Point to each letter as they are said. Give the student the same letter on the next round and see if they can recognize it. (Each student will have the opportunity to sort about 4 letters).-Ask the students what the letter says each time one is sorted. -Continue through to every student until the sort is completed. READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. A Big Book Worksheet p. 35. Tell them that they will be matching the letters. Model cutting out the letters and matching them. (letter recognition) Students will be matching uppercase to lowercase letters.-After they finish they will work on handwriting development. Students can practice writing their name or the names of others in the class or they can practice writing the sight words that have been covered thus far with a dry erase marker and tracing sheet.Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed a little faster for students in this group. Students will receive more teacher guidance and support.Group 39:30-9:45Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.Time9:45-10:00ActivityMrs. Tolbert/Book Basket-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, corn10:00-10:15READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). Sort 10—Concentration-Materials: 24 playing cards-Directions: 1. Shuffle the playing cards, and place them face-down in four rows of six cards each. Decide which player will go first. 2. The first player turns two cards face-up. If he or she turns over a capital and lowercase version of the same card, the player keeps the cards and takes another turn. 3. If the letters do not match, the cards are turned facedown again. 4. Players take turns turning over two cards. Play continues until all the cards have been matched. 5. The winner is the player with the most cards at the end of the game.Word Sort—Words Their Way Sort 10“Today we are going to be looking at some new letters. Can anyone tell me what these letters are? ” -Show students the letters and see if they can tell what the letters are. -If the students cannot tell you what the letters are, discuss how the letter looks. “Does this letter have strait or curvy lines? This letter only has curvy lines. It is the letter C. What does the baby or lower case a look like? Exactly like the lower case letter only smaller.” Show students the lowercase letter c. “What sound does the letter c make? /c/ like in cat. Let’s look at the second letter. Do you know what that letters name is? It has a straight line and a curvy line. It is letter D. What about the lower case d? It has both straight and curvy lines. What sound does letter Dd make? /d/deer. Continue the same procedure for letter Ee. What is this letter’s name? It has four straight lines. It is letter E. The lower case has both a straight and curvy line e. What sound does letter e make? /e/ elephant. -Now let’s sort these letters. Distribute one letter to each student. Begin with the first student. Ask: What letter do you have? Let the student tell you which letter. If the student does not recognize the letter provide more scaffolding. Ask: does your letter look like a C, a D, or an E? Point to each letter as they are said. Give the student the same letter on the next round and see if they can recognize it. (Each student will have the opportunity to sort about 4 letters).-Ask the students what the letter says each time one is sorted. -Continue through to every student until the sort is completed. Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed a little faster for students in this group with less wait time. Students will receive almost no teacher guidance and support.10:15-10:30READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. A Big Book Worksheet p. 35. Tell them that they will be matching the letters. Model cutting out the letters and matching them. (letter recognition) Students will be matching uppercase to lowercase letters.-After they finish they will work on handwriting development. Students can practice writing their name or the names of others in the class or they can practice writing the sight words that have been covered thus far with a dry erase marker and tracing sheet.Group 49:30-9:45READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. A Big Book Worksheet p. 35. Tell them that they will be matching the letters. Model cutting out the letters and matching them. (letter recognition) Students will be matching uppercase to lowercase letters.-After they finish they will work on handwriting development. Students can practice writing their name or the names of others in the class or they can practice writing the sight words that have been covered thus far with a dry erase marker and tracing sheet.9:45-10:00Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.10:00-10:15ActivityMrs. Tolbert/Book Basket-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, corn10:15-10:30READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). Sort 11—Bingo!-Materials: 1 game card for each player, 9 markers (counters) for each player, 24 playing cards-Directions: 1. Shuffle the playing cards, and place them face-down. Decide which player will go first. 2. The first player draws a playing card from the stack and calls out the letter name. All players search their game cards for that letter. If they find the letter on their card, players cover the space in which the letter appears with a marker. If the letter is found more than once on the game card, players should cover only one of the spaces in which the letter appears. 3. Players take turns drawing cards and calling out letters. The winner is the first player to cover three spaces in a row in any direction or the first player to fill the entire game card.Word Sort—Words Their Way Sort 11“Today we are going to be looking at some new letters. Can anyone tell me what these letters are? ” -Show students the letters and see if they can tell what the letters are. -If the students cannot tell you what the letters are, discuss how the letter looks. “Does this letter have strait or curvy lines? This letter has only straight lines. It is the letter E. What does the baby or lower case e look like? It has both straight and curvy lines.” Show students the lowercase letter e. “What sound does the letter e make? /e/ like in elephant. Let’s look at the second letter. Do you know what that letters name is? It has three straight lines. It is letter F. What about the lower case f? It has both straight and curvy lines. What sound does letter Ff make? /f/fish. Continue the same procedure for letter Gg. What is this letter’s name? It only has curvy lines. It is letter G. The lower case has only curvy lines g. What sound does letter g make? /g/ gorilla. -Now let’s sort these letters. Distribute one letter to each student. Begin with the first student. Ask: What letter do you have? Let the student tell you which letter. If the student does not recognize the letter provide more scaffolding. Ask: does your letter look like an E, a F, or a G? Point to each letter as they are said. Give the student the same letter on the next round and see if they can recognize it. (Each student will have the opportunity to sort about 4 letters).-Ask the students what the letter says each time one is sorted. -Continue through to every student until the sort is completed. Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed quickly for students in this group. Students will receive no teacher guidance and support unless ment—Each group will do their word sort again for homework.Tuesday Group 1TimeActivitiesComments9:30-9:45READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with students. Make sure they can recognize their letters and know how to sort them. Provide guided practice as needed. -We will work on handwriting skills today. Students will practice their letters on dry erase boards. Teach students using the letter writing rhyme. -After students have written several letters, have them circle the best one. As students erase, they will make the sound that letter makes. -Go through every letter the student has providing guided practice as needed.Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed slower for students in this group. Students will receive more teacher guidance and support.9:45-10:00READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. The students will independently complete their sort. The letters must all be correct.-After they finish they will work on handwriting development. Students will practice writing their ment—Students work will immediately be assessed after small group at 10:30. We will check to see if students have mastered their letter sort.10:00-10:15Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.10:15-10:30Mrs. Tolbert/Book Basket-Mrs. Tolbert will be in the other classroom today and students will work in a book basket. The book basket will contain puzzles, books with phones to read into or animals to read to, and letter matching games where the students match the lower case and uppercase letters. Students can do any activity of his/her ment—These are all fun activities that the students enjoy working with. The students are unable to read the words in the book so they often use their imagination and the pictures to read the stories which are small letter books.Group 2TimeActivityComments9:30-9:45Mrs. Tolbert/Book Basket-Mrs. Tolbert will be in the other classroom today and students will work in a book basket. The book basket will contain puzzles, books with phones to read into or animals to read to, and letter matching games where the students match the lower case and uppercase letters. Students can do any activity of his/her ment—These are all fun activities that the students enjoy working with.9:45-10:00READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with students. Make sure they can recognize their letters and know how to sort them. Provide guided practice as needed. -We will work on handwriting skills today. Students will practice their letters on dry erase boards. Teach students using the letter writing rhyme. -After students have written several letters, have them circle the best one. As students erase, they will make the sound that letter makes. -Go through every letter the student has providing guided practice as needed.10:00-10:15READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. The students will independently complete their sort. The letters must all be correct.-After they finish they will work on handwriting development. Students will practice writing their ment—Students work will immediately be assessed after small group at 10:30. We will check to see if students have mastered their letter sort.10:15-10:30Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.Group 3TimeActivityComment9:30-9:45Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.9:45-10:00Mrs. Tolbert/Book Basket-Mrs. Tolbert will be in the other classroom today and students will work in a book basket. The book basket will contain puzzles, books with phones to read into or animals to read to, and letter matching games where the students match the lower case and uppercase letters. Students can do any activity of his/her ment: These are all fun activities that the students seem to enjoy working with. The book is a small letter book that the student can read by looking at the pictures.10:00-10:15READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with students. Make sure they can recognize their letters and know how to sort them. Provide guided practice as needed. -We will work on handwriting skills today. Students will practice their letters on dry erase boards. Teach students using the letter writing rhyme. -After students have written several letters, have them circle the best one. As students erase, they will make the sound that letter makes. -Go through every letter the student has providing guided practice as needed.10:15-10:30READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. The students will independently complete their sort. The letters must all be correct.-After they finish they will work on handwriting development. Students will practice writing their ment—Students work will immediately be assessed after small group at 10:30. We will check to see if students have mastered their letter sort.Group 4TimeActivityComment9:30-9:45READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. The students will independently complete their sort. The letters must all be correct.-After they finish they will work on handwriting development. Students will practice writing their ment—Students work will immediately be assessed after small group at 10:30. We will check to see if students have mastered their letter sort.9:45-10:00Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center twice.10:00-10:15Mrs. Tolbert/Book Basket-Mrs. Tolbert will be in the other classroom today and students will work in a book basket. The book basket will contain puzzles, books with phones to read into or animals to read to, and letter matching games where the students match the lower case and uppercase letters. Students can do any activity of his/her ment: These are all fun activities that the students seem to enjoy working with. The book is a small letter book that the student can read by looking at the pictures.10:15-10:30READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with students. Make sure they can recognize their letters and know how to sort them. Provide guided practice as needed. -We will work on handwriting skills today. Students will practice their letters on dry erase boards. Teach students using the letter writing rhyme. -After students have written several letters, have them circle the best one. As students erase, they will make the sound that letter makes. -Go through every letter the student has providing guided practice as ment: The students will complete a handwriting assignment with their letters for extra practice for homework.WednesdayGroup 1TimeActivitiesComments9:30-9:45READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with students. Make sure they can recognize their letters and know how to sort them. Provide guided practice as needed. -Introduce the story Two Turtles. The Ready Reader book 15, stage 0. Ask: What do you think the title of our story is? What do you see on the cover? [turtles] How many turtles? [two] The title of our story is two turtles. You can use the picture to help you figure out what the words say.-Put your magic stone on page 2. What is happening in this picture? You see a turtle. Put your magic stone on the word turtles? Let’s read to see if you found the word turtles. What do you hear at the beginning of /t/ /t/ turtles. The letter t. Is the word your stone is on begin with the letter t? This page says one turtle. -Put your magic stone on page 3. What do you see in this picture? [two turtles] I spy with my eye the letter t. There are 3 t’s on this page. Let’s find the one that begins the word turtle. Let’s read to see if you found it.-Put your magic stone on page 4. What do you see in this picture? A tiger. I spy with my eye the letter t. Let’s see if you can find the letter t. What word do you think that is? Tiger. What do you see at the beginning of the word tiger? [the letter t]. Let’s read to see if you’re correct. Read the page together with the students.-Put your magic stone on page 5. What do you see in this picture? A bear. I spy with my eye the letter b. Can you put your magic stone on the letter b? What do you think that word is? Bear. Let’s read to see if you put your magic stone on the right word. Read the page together with the students.-Continue in this manner throughout the whole book providing less guided practice and scaffolding for the students as they develop more and more with their reading.-After Reading the story go over the word list on the back page. Put your magic stone on the first picture. What letter does that word start with? t—so what do you think that word is? Do you remember something in our story that began with the letter t? turtle good that word is turtle. Let’s look at the next picture. Put your magic stone on the next picture. What letter does that picture begin with? T—Do you remember something else in our story that began with the letter t? Good tiger that word is tiger.-Continue through the word list until the children know all the words. They will be practicing these words for homework in their laptops.Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed slower for students in this group. Students will receive more teacher guidance and ment—I will read the page to the students then they will echo read it back to me. Students must point to each word as they read it. We are trying to develop concept of word.9:45-10:00READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. The students will continue to work on their handwriting development. They will complete another handwriting practice page where they do their best writing.-After they finish they will work on handwriting development. Students will practice writing their ment—Students work will immediately be assessed after small group at 10:30. We will check to see if students are able to make the letters correctly from their sort.10:00-10:15Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.10:15-10:30Mrs. Tolbert/Book Basket- ActivityMrs. Tolbert/Book Basket-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, cornGroup 2Time9:30-9:45ActivityMrs. Tolbert/Book Basket-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, cornComments9:45-10:0010:00-10:1510:15-10:30READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with the students to ensure that they are recognizing each letter and know the difference between each of their letters.-Introduce the Ready Reader—The Farm. Can anyone look at the title and the picture and tell me what the title is? When I look at the cover page, I see a farm house, a barn, and farm animals. I know the word The in the title and the other word starts with an F and so does farm so the title is The Farm. -Put your magic stone on page 2. What do you see in the picture? A house. Do you see another word on this page you know? Our sight word the. I spy with my eye the letter h. Put your magic stone on the letter h. What word do you think that is? House. Let’s read this page together and see if you’re right. It says the house. -Put your magic stone on page 3. Put your magic stone on the word that starts with the letter m. What is that picture of? A mouse. What do you think this page says? It says the mouse. Read it with me and point to each word. The mouse. -Continue reading the remainder of the book in the same manner. See if the students can recognize the letters and match the letters with the letter sound while using picture clues to figure out what the words say.--After Reading the story go over the word list on the back page. Put your magic stone on the first picture. What letter does that word start with? h—so what do you think that word is? Do you remember something in our story that began with the letter h? house good that word is house. Let’s look at the next picture. Put your magic stone on the next picture. What letter does that picture begin with? m—Do you remember something in our story that began with the letter m? Good mouse that word is mouse.-Continue through the word list until the children know all the words. They will be practicing these words for homework in their laptops.READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. Students will complete the handwriting sheet that corresponds to their letters. Students will strive to make their best letters.-After they finish they will work on handwriting development. Students can practice writing their name or the names of others in the class or they can practice writing the sight words that have been covered thus far with a dry erase marker and tracing sheet.Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same ment: Provide Guided practice and extra scaffolding as needed for students. Use more blending and segmenting to allow for students to sound out the title and other words throughout the story.Group 3TimeActivityComment9:30-9:45Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.9:45-10:00Mrs. Tolbert/Book Basket- Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, corn10:00-10:15READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with students. Make sure they can recognize their letters and know how to sort them. Provide guided practice as needed. -Introduce this week’s Ready Reader, The Hat. Look at the cover of this book. What do you think our story is going to be about? Animals and a hat. Let’s see if we can figure out what the title of our book is. Let’s go through each of these letters. What does this letter say? /h/ What about the next letter? /a/ And the last letter? /t/ /h//a//t/. What word is that? [hat] The title of our story is The Hat. -Put your magic stone on page 2. I spy with my eye the letter c. Put your magic stone on the letter c. What do you see in the picture? It’s a cat. What do you think that word is? Let’s read to see if you’re right. The cat. Were you right? Good that word is cat.-Put your magic stone on page 3. I spy with my eye the letter d. Put your magic stone on the letter d. What do you think that word might be? Dog. What do you see in the picture? A dog. Let’s read to see if you’re right. The dog. Good that word is dog. -Continue reading the remainder of the story in the same manner. Work on students letter recognition, letter sounds, and text-to-print recognition. -After Reading the story go over the word list on the back page. Put your magic stone on the first picture. What letter does that word start with? C—so what do you think that word is? Do you remember something in our story that began with the letter C? cat, good that word is cat. Let’s look at the next picture. Put your magic stone on the next picture. What letter does that picture begin with? D—Do you remember something in our story that began with the letter d? Good dog that word is dog.-Continue through the word list until the children know all the words. They will be practicing these words for homework in their laptops.10:15-10:30READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. The students will independently complete the letter writing practice.-After they finish they will work on handwriting development. Students will practice writing their name, other students names, or can practice writing their sight words with their dry erase markers..Comment—Students work will immediately be assessed after small group at 10:30. We will check to see if students have mastered their letter handwriting.Group 49:30-9:45READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. Students will complete their handwriting practice sheet on which they will complete their best handwriting. -After they finish they will work on handwriting development. Students can practice writing their name or the names of others in the class or they can practice writing the sight words that have been covered thus far with a dry erase marker and tracing sheet.9:45-10:00Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.10:00-10:15ActivityMrs. Tolbert/Book Basket-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, corn10:15-10:30READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with the students to ensure that they know all their letters in the letter sorts.-Introduce the Ready Reader— Eggs!-Look at the cover of our book. I spy with my eye the letter e. Can you put your magic stone on the letter e? What word do you think that is? Look at the picture for help. That word is Eggs! -Put your magic stone on page 2. I spy with my eye the letter e. What do you think that word is? Egg. Let’s read together. “Look at the eggs.” Good that word is eggs. -Put your magic stone on page 3. I spy with my eye the letter m. Put your magic stone on the letter m. What word do you think that is? Man…Let’s read to see if you’re right. “Look at the man.” Good that word is man.-Put your magic stone on page 4. I spy with my eye the letter p. See if you can find the letter p. What do you think that word might be. Remember to look at the picture for clues. Pan…Let’s read to see if you’re right. “Look at the pan.” Good that word is pan.-Continue to read the remainder of the story in this manner.-After Reading the story go over the word list on the back page. Put your magic stone on the first picture. What letter does that word start with? M—so what do you think that word is? Do you remember something in our story that began with the letter m? man good that word is man. Let’s look at the next picture. Put your magic stone on the next picture. What letter does that picture begin with? P—Do you remember something in our story that began with the letter p? Good pan that word is pan.-Continue through the word list until the children know all the words. They will be practicing these words for homework in their laptops.Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed quickly for students in this group. Students will receive no teacher guidance and support unless ment: The students have made their own laptops, and will be given their word list that was in their book at the end of their Reading: Learning Strategies and Skills lesson. Students are to work with their parents to practice typing their word list and becoming familiar with each word from their story. ThursdayGroup 1Time9:30—9:45 ActivityREADING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with the students to remind them of their letters this week and ensure that they have reached mastery.-Give each student a monster finger as well as their weekly Ready Reader Book.-Reread the book Two Turtles. Have students point to each word with their monster finger. Ask: Where did we read the word turtles? Point to the word turtle. Good.-Point to page 3 with your monster finger. This page says Two turtles. Show me where we read the word two. -Point to page 4 with your monster finger. What does this page say? One tiger. Point to the word tiger.-Continue in this manner until the entire story is read.-Now we are going to play Mystery Sentence. These are sentences from the story that we have written on sentence strips and cut apart. Each sentence has been color-coded.-I’m going to give each of you a sentence and you will put it together. - Teacher Modeling with think aloud- What is a clue to tell me which word comes first in my sentence? What does every sentence begin with? I know every sentence begins with a capital letter. So this piece will come first. Is there a clue to tell us what piece will come last in our sentence? What does every sentence end with? [a period] So this piece will go last-Let’s see if you can put your sentences together.-Go around the table and have each student read their sentence to the group.-Mixa Mixa Switcha Switcha!!-Have the students mix their sentence up and give it to another student sitting at the table.-Continue playing Mystery Sentence and assessing students concept of print until time is up.Routines/CommentsLetter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed slower for students in this group. Students will receive more teacher guidance and ment: Guided practice will be provided as needed.TimeActivityRoutine9:45-10:00READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. “The” cut and paste. This is the students sight word for the week. Students will write their word and cut their word to spell the word “the”-After they finish they will work on handwriting development. Students will find their name writing sheet that allows them to practice writing their name with a dry erase marker.10:00-10:15Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.10:15-10:30-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, cornComment: The students will get through as much material as possible until all time is up. Mrs. Tolbert will work with the students on Mondays and Wednesdays. Group 29:30-9:45-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, cornComment: The students will get through as much material as possible until all time is up. Mrs. Tolbert will work with the students on Mondays and Wednesdays. 9:45-10:00READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with the students to remind them of their letters this week and ensure that they have reached mastery.-Give each student a monster finger as well as their weekly Ready Reader Book.-Reread the book The Farm. Have students point to each word with their monster finger. Ask: Where did we read the word house? Point to the word house. Good.-Point to page 3 with your monster finger. This page says The mouse. Show me where we read the word mouse. -Point to page 4 with your monster finger. What does this page say? The rake. Point to the word rake. How did you know that word was rake?/r/-Continue in this manner until the entire story is read.-Now we are going to play Mystery Sentence. These are sentences from the story that we have written on sentence strips and cut apart. Each sentence has been color-coded.-I’m going to give each of you a sentence and you will put it together. -Teacher Modeling with think aloud- What is a clue to tell me which word comes first in my sentence? What does every sentence begin with? I know every sentence begins with a capital letter. So this piece will come first. Is there a clue to tell us what piece will come last in our sentence? What does every sentence end with? [a period] So this piece will go last-Let’s see if you can put your sentences together.-Go around the table and have each student read their sentence to the group.-Mixa Mixa Switcha Switcha!!-Have the students mix their sentence up and give it to another student sitting at the table.-Continue playing Mystery Sentence and assessing students’ concept of print until time is up.Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed slower for students in this group. Students will receive more teacher guidance and ment: Guided practice will be provided as needed.TimeActivityRoutine10:00-10:15READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. “The” cut and paste. This is the student’s sight word for the week. Students will write their word and cut their word to spell the word “the”-After they finish they will work on handwriting development. Students will find their name writing sheet that allows them to practice writing their name with a dry erase marker. This group can also write their sight words or the names of other students in their classroom.10:15-10:30Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.Group 39:30-9:45Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.9:45-10:00-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, cornComment: The students will get through as much material as possible until all time is up. Mrs. Tolbert will work with the students on Mondays and Wednesdays. 10:00-10:15READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with the students to remind them of their letters this week and ensure that they have reached mastery.-Give each student a monster finger as well as their weekly Ready Reader Book.-Reread the book The Hat. Have students point to each word with their monster finger. The cat. Ask: Where did we read the word cat? Point to the word cat. Good.-Point to page 3 with your monster finger. This page says The dog. Show me where we read the word dog. How did you know that word was dog? -Point to page 4 with your monster finger. What does this page say? The horse. Point to the word horse. How did you know that word was horse?/h/-Continue in this manner until the entire story is read.-Now we are going to play Mystery Sentence. These are sentences from the story that we have written on sentence strips and cut apart. Each sentence has been color-coded.-I’m going to give each of you a sentence and you will put it together. -Teacher Modeling with think aloud- What is a clue to tell me which word comes first in my sentence? What does every sentence begin with? I know every sentence begins with a capital letter. So this piece will come first. Is there a clue to tell us what piece will come last in our sentence? What does every sentence end with? [a period] So this piece will go last-Let’s see if you can put your sentences together.-Go around the table and have each student read their sentence to the group.-Mixa Mixa Switcha Switcha!!-Have the students mix their sentence up and give it to another student sitting at the table.-Continue playing Mystery Sentence and assessing students’ concept of print until time is up.Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed slower for students in this group. Students will receive more teacher guidance and ment: Guided practice will be provided as needed.TimeActivityRoutine10:15-10:30READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. “The” cut and paste. This is the student’s sight word for the week. Students will write their word and cut their word to spell the word “the”-After they finish they will work on handwriting development. Students will find their name writing sheet that allows them to practice writing their name with a dry erase marker. This group can also write their sight words or the names of other students in their classroom.Group 4TimeActivityRoutine9:30-9:45READING: Applications Strategies and Skills-Students will return to their desks and complete their seatwork. “The” cut and paste. This is the student’s sight word for the week. Students will write their word and cut their word to spell the word “the”-After they finish they will work on handwriting development. Students will find their name writing sheet that allows them to practice writing their name with a dry erase marker. This group can also write their sight words or the names of other students in their classroom.9:45-10:00Centers—See list above-Students will go to their assigned centers. -The centers are rearranged and reassigned everyday so the student does not go to the same center.10:00-10:15-Mrs. Tolbert—Beverly Tyner Lesson # 1-Focus Letters: b, s, m, a, c1. Alphabet Matching—match upper and lower case letters and sounds.2. Alphabet Concentration—The Memory Game3. Alphabet Production—(Dry Erase Boards) Upper and lower case Bb. 4. Guess my Word—(Phoneme segmenting and blending) boat, cake, man, seal, apple, cow. Your turn to use the word in a sentence Students will find the correct picture by showing it with their magic stone on their picture card.5. Sound Boxes—(Phoneme Segmenting and Blending) cab, bas, sam, mac, sab6. Picture Strips—(Phoneme matching and Initial Sound Fluency) Cover the picture with your magic stone that begins with (sound): /b/, /m/, /a/, /c/, /s/7. Letter Strips—(Initial Sound Fluency and Initial Sound Isolation) Cover the letter that ___________ begins with: sandwich, bird, matches, ant, cornComment: The students will get through as much material as possible until all time is up. Mrs. Tolbert will work with the students on Mondays and Wednesdays. 10:15-10:30READING: Learning Skills and Strategies-Play Flash. (Let’s see if you guys can beat me. Flash a letter to the student and see if the student can correctly name the letter. Make two stacks one for the students and one for me. Each student in the group gets a turn until all the letters are gone. Count the number of cards to see who the winner is. The winner gets a sticker. (Positive Reinforcements). -Do a quick sort with the students to remind them of their letters this week and ensure that they have reached mastery.-Give each student a monster finger as well as their weekly Ready Reader Book.-Reread the book Eggs! Have students point to each word with their monster finger. Look at the eggs. Ask: Where did we read the word eggs? Point to the word eggs. Good.-Point to page 3 with your monster finger. This page says Look at the man. Show me where we read the word man. How did you know that word was man? -Point to page 4 with your monster finger. What does this page say? Look at the pan. Point to the word pan. How did you know that word was pan?/p/-Continue in this manner until the entire story is read.-Now we are going to play Mystery Sentence. These are sentences from the story that we have written on sentence strips and cut apart. Each sentence has been color-coded.-I’m going to give each of you a sentence and you will put it together. -Teacher Modeling with think aloud- What is a clue to tell me which word comes first in my sentence? What does every sentence begin with? I know every sentence begins with a capital letter. So this piece will come first. Is there a clue to tell us what piece will come last in our sentence? What does every sentence end with? [a period] So this piece will go last-Let’s see if you can put your sentences together.-Go around the table and have each student read their sentence to the group.-Mixa Mixa Switcha Switcha!!-Have the students mix their sentence up and give it to another student sitting at the table.-Continue playing Mystery Sentence and assessing students’ concept of print until time is up.Letter RecognitionComment: This game teaches students letter recognition and helps them to learn letter names. The cards will be flashed slower for students in this group. Students will receive more teacher guidance and ment: Guided practice will be provided as ments: Group 1 will always receive more guided practice and scaffolding, and group 4 will always receive less scaffolding.During Mystery Sentence students will receive as much guided practice and scaffolding as needed. Students will confuse some of the sight words they haven’t learned yet such as at and the (we are learning the this week). Help these students rearrange the words and read the sentence to the students. Hopefully they will be able to self-correct after hearing the words. Students will be able to see every sentence from the book put together. Students will take home their Ready Reader and read their story to their parents tonight for homework. Friday-We do not group students on Fridays. We will work on writing development. Some students are still unable to match letters with their letter sounds; therefore, many of them use invented spellings and make-up words. Students will paste the word The in their journals and add another word. Their word will be the favorite object. For example, students can write—The dog. Students will then illustrate the bottom page. After every student is finished they will have the opportunity to share their writing and drawing with the class. I will write their words correctly under their writing so they can see what they should have written. -We will then go to the computer lab and complete I-Stations. This is a computer program that assesses what students have learned. There are rhyming activities and beginning sounds activities. There are many games and interactive activities that students can play with. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download