3 fs E U CATs #9 lpn | Rhyming with -ig, -in, -ip ‘Materials + PCCs: see Review ime Cards: in, Ig, ip, TG CD 2 + Rhyming Pictures. pig, wig, dig, in, pin, win, fin, lip, sip ship, chip, 7G CD 2 * Unit 2 Word Cards: (same as pictures listed above), TG CD 2 + Vocabulary Cards: ple, in, sx ‘Small group/independent * Large ig for picture-coding, TG D2 ‘© Word Stretching Warm Up What do we do ‘with all of these things? Say the first word, children repeat. One child segments saying each sound, all repeat. (Mystery answer: Eat a meal.) Words: cup (c-u-p), plate (p-La-te), knife (kn-i-fe), ‘spoon (s-p-oo-n), fork (f-or-k) PCCs: b, d, fg, 1.1. n, p, s, w, ch, sh Use the ‘Quick Dash’ Rhyming Pictures: ig, in, Ip words Sort Rhyming Pictures in columns © Place one picture for each rhyming word family in a horizontal row on the Pocket ctiart with room below for additional cards, © Let individuals place additional pictures that thyme with the first word in each column, Remember t. * Ask the class to raise hands if they agree that the word rhymes. * Have the whole group name all the pictures in a column after each picture is placed. * Ask occasionally, Why do these go together? Answer: “They thyme.” So children get used to using the term, live spelling Rhyming Pictures: wig, dig, pig, in, pin, win, fin, lip, sip, ship, chip (in rhyming columns on the pocket) Pcs: d, g, 7,1, n, p, w, sh, ch Rime Cards: ig, in, ip (ready to use) Word Cards: the same as the pictures above (ready to use) ' Name the Rhyming Pictures © Name the first set of Riyming Pictures as you point. Live spell the word. Add the Rime Card | © Live spell the word for the first rhyming picture. (For details, see Live Spelling, Vol 1, page 238.) © Once the first word has been spelled, replace the two final PCCs with the special Rime Card. Two children hold the Rime Card together. ‘Arm-blend. Then put the Word Card with the picture © Review arm-blending. (Tap shoulder for onset, slide hand down forearm for the rime.) Oe Scanned with CamScanner© Place the Word Card for the first word beside the picture, “dig”. © Read the Word Card, “dig” Live Spell with PCCs and Rime Card. Add the Word Card and read the column © Live Spell the remaining words by changing the beginning sound and keeping the Rime Card. © After live-spelling each word, place the Word Card beside its picture. ‘© Everyone reads all the words in the column each time. Live Spell in, -ip words and practice reading ‘the words @ Follow the same steps with In and ip words. © After all Word Cards are placed, point to the cards in random order for individual children to read. Vocabulary Cards: pig, In, six ‘© Show students the backs of the three Vocabulary Cards. © Explain and demonstrate how they can read lots of word by using the first sound and making a thyme, © Read the corner words together as you point. © Leave several cards out for children to try reading with a partner when time is available. © Independent Picture-coding Provide copies of the large, plain ig and display PCCs as a model, Children picture-code and add rhyming words and pictures around the Letterlanders. @ Vocabulary Cards One child holds the card and points to the words on the back while the other child reads. Then they switch. © Pocket chart/table reading Make words using the Ig, ip, and in Rime Cards. Have the children arm-blend the onset and rime. PCCs: b, s, w, ch, sh plus 7 Rime Cards:ig, ip, in Words: wig, big, sip, ship, in, win, chin © Sort Rhyming Pictures Display pictures for pig, sip. and pin in a horizontal row. Children take'turns placing pictures of rhyming words under each of thr first row pictures. Each time a card is placed, point to all the cards in the column for everyone to name. @ Match words to pictures Leave the Rityming Pictures in columns and have children match Word Cards to them. (Section 3: Onsets and Rimes: Unit 2 Scanned with CamScanner