Now we are going to learn our new skill for this week. Listen to the sounds in
(Modelsaying each sound, /s/ /p/ /l/ /a/ /sh/. Then have the kids say the sounds with me. Now, modelsaying each sound as I write the letter that goes with it: s,p,l,a,sh. Have kids say the sounds as Ipoint to the letters. Blend the sounds to say splash. Write the following words on the smallwhiteboard in front of the carpet area and model segmenting and blending the words.)-
squirm, strike, strap, throw, scratch, spray
What sounds do the letters cr stand for at the beginning of this sound? Thesounds of the two consonant letters are blended together. Today we are going to learn about words with three consonant letters at the beginning.
(Now, add and s to cream to make
.Point out the sounds of s, c, and r are blended together at the beginning. Then write the word,
What sounds are blended together at the begi
nning of this word? What’s the word?
Shrink has three consonant letters, but only two consonant sounds.
(Continue group practicewith the words):-
spray, stripe, three, splinter
Call on individual students to blend these words:-
shrimp, scrape, spring, stretch, throat, shrug
3. Provide guided practice:
(Instruct students to get their whiteboard, sock/marker, and blue practice book. Dismiss studentsby crayons to their seats. Use the Easy Teach lesson to guide students here and have studentswrite on their whiteboard here.)
Write the word,
. Now change the t to nt. What is the newword?
Change the l to r. What is the new word?
Change the t to g. What is theword?
Change the p to t. What is the word?
(string)(Next, we are going to look at our high frequency words. Open student anthology to page 74-75and display on Elmo. Point to the first word.) What is this word? (If students struggle, helpthem decode sounds and say along with them.) (Finish going through the word on page 74 andhelp students identify the /w/ /l/ /d/ in wild, /f/ /d/ in found, /t/ /k/ in took, /m/ /th/ in mouth. Havestudents share sentences using these words if time allows.)
Now, we are going to build background to our story for this week, Mister Bones. (Open student anthology to page 72-73 and display under Elmo.)
What are these people paleontologists, digging for? (May need to ask or provide what a paleontologist is)
Why do paleontologists want to dig up old bones?
What do you think is the best thing about being a paleontologist?Connect to selection: Sometimes the ground hides surprising treasures. We learned that people
dig in the ground for bones. We’re going to read a story tomorrow about a real dinosaur hunter
arnum Brown. We’ll find out why people call him Mister Bones and what happens
when he finds some amazing bones in Montana.
Pull down the U.S. map and have students find the state, Montana. Call on a volunteer tocome up front and point it out. Have students see where Montana is in relation to Iowa.
4. Check for understanding and provide student feedback:
I circulate through the tables and look in on students’ whiteboards and practice book pages to
make sure they are on the right track. I also check for understanding when I call on students toshare what the word is and/or sounds.
5: Provide extended practice and transfer:
Now go ahead and open your blue book to page 85. Listen to me and follow along before youstart. You are practicing more three letter blends here and are to circle the word for each