Name:

Emma Gustafson Subject: Language Arts Date: 11/12/2012 Week 13 Lesson 1 Objectives Isolate and pronounce the initial, medial vowel and final sounds in three phoneme words. Materials Iguana picture card Insect, ant, seal six, pail, pen cap and carrot White boards My skills buddy 114 Activities Attendance o Have the helper student ask class who is missing today. o Count how many students are here on the cubes Morning message o Fill in the blank in the sentence by having students sound out the word phonetically. o Read the morning message out loud with the students. o Circle a sentence and have volunteers come up and count how many words are in the sentence. o This is to help the students understand the difference between words and sentences. Daily Fix it o Have students volunteer to find the two mistakes in my sentence and explain how to fix it and why it is wrong. Phonemic Awareness Initial sounds o Today we will practice /i/ o Display the iguana picture card. What sound does iguana start with? Repeat with insect, ant, seal six, pail, pen cap and carrot Model o Have children turn to my skills buddy page 112 o Look for words that begin like iguana, ant, seal, pail and cap Guided Practice o Go over bulleted ideas in skills buddy Discriminate Sounds o I am going to say two words one word will begin with /i/ and one will not . Tell me which one does. o Example baby, infant, Continue with /i/ Itch, scratch

 /a/ Apple, orange /a/ bug, ant /s/ ten, six /p/ peach, berry /p/ pickle sandwich Distinguish /i/ and /a/ o Remind that igloo starts with /i/ and apple starts with /a/ o If you hear /i/ at the beginning put your hands on your head if you hear /a/ at the beginning clap your hands Phonics Dance Phonics o Model o Write six little silly fish o Point to the I in six. Show that I is in the middle of the word Where do you hear /i/ in little, silly and fish o Blend words o Connect write the letter S. What sound did we learn for this letter? o The sound is /s/ say it with me. o Model o Write Sam Touch under each letter and ask the sound for this letter. Then blend, Use Sam in a sentence, Sam is my Dog. Then let the students make their own sentences. Repeat with Sit, pat, and sip. o Short I and Long I o Write sit on the board and ask what sound do the students hear in the middle of sit? What letter stands for that sound? Circle the I and explain that it is a short I sound o Write sight on the board and read aloud. Explain that sit and sight both have the same beginning and ending sounds but a different middle sound. The letters ight stands for the sound /i/ (long i) which is a long I sound. Have the students say and compare the two words. Handwriting practice on white boards High Frequency Words o Some words we need to remember the words by remembering the letters rather than remembering the sounds. o Write he on the board and have the students spell it out loud. o Then use he in a sentence, He is a good police officer. o Let the students make their own sentences. o Repeat with the word for

 Text based comprehension o Read o Read aloud Jack and the Beanstalk o Model o Model how to identity and describe realism and fantasy as a tool to build comprehension. o Teach Realism and Fantasy o Stories that tell about things that happen in real life are realistic stories. Stories that tell things that could not have happened are fantasies. o Have children turn to pg 114 and point to the first fish picture What tells you this picture could really happen? o Second picture How can you tell this picture is make believe? o Guided Practice, after rereading the story ask the students these questions o Why does his mother send jack to the market? o What does jack trade the cow for? Could this happen? o What do beans grow into? Could this happen? o If even on thing in a story could not happen then the story is a fantasy. Is this story realistic or is it a fantasy? Assessment o I will assess the students oral answers on this day. o I will assess them through out all the lessons but I will listen for comprehension if the students understand and correctly answer the jack and the beanstalk questions. Accommodations Advanced learners- For the advanced students, I will ask him or her the more difficult questions. o For example I will ask these students the questions when first introducing a new topic. I will also ask them the harder questions to model for the rest of the class. o I will ask these students the harder, higher thinking questions during jack and the bean stalk story. Struggling learners- for these students I will try to ask them questions that are at their ability level and areas that they need to work on.