\ + PCCs and Rime Cards: see * Units 1 and 2 Word Cards: cat, ‘can, than, fan, pan, van; cap, lap, nap, tap; pin, win, thin, chin; big, pig, wig, dig; lip, ship, sip, dip, chip, TG CD 2 + Tricky Ward Cards: Can, you, + Decodable Booklet: Can You * Write chant on chart tablet ‘+ Make sentence strips from vuvvuewvvwvoeeoeveeewvwvwe.- PUrawrvtys > >. e Word ‘Stretching Warm Up What can all of these ‘things do? Say the first word, children repeat. One child segments saying each sound, all repeat. (Mystery answer: Grow up.) Words seed (s-ee-d), egg (e-gg), child (ch-i--d), pup (p-u-p), calf (c-a-If), cub (c-u-b) © PCCs: a, ¢, f, g, i, 1,n, ps, t, w, ch, sh, th, th Rime Cards: in, ip. Use the ‘Quick Dash’ .an, op. ig, PCCs: a, ¢, f, g. 1,1, n, p, s, t, w ch, sh, th, th (plain side of s-z for sips) Words for Live Reading: lip, ship, tap, than, thin, wig Words for Live Spelling: sip, sips, chips, pan, fat, fit © For more details see Live Reading and Live Spelling, Vol 1, pages 237 and 238. live Reading © Pass out the 13 PCs. Line up the I, a, and p children to form lap. © Tell the children to sound out the words to themselves but not to say them. until you signal them, perhaps by saying, What's our word? © Say, Now we need Annie Apple to sit down and Impy Ink to take her place. © Continue the Live Reading list above. Live Spelling © The children listen while you say the word to be spelled, e.g. sip. Have them rubber-band stretch the word. © Ask the class which Letterlander needs to come up first, which one in the middle, and which one last, to Live Spell the word, © Have the class sound out the word to check their spelling. Then make sips. © Say the next word, e.g. chips. The children repeat the word and then stretch it. Ask who needs to sit down, who needs to take their place, and who ends this word. Word Cards: can, than, fan, pan, van; cap, lap, nap, tap; pin, win, thin, chin; big, pig, wig, dig; lip, ship, sip, dip, chip Each child gets a Word Card and sounds out the word © Give each child one Word Card. Be sure that you give out at least two or three words for each rhyming family. © Ask children to sound out their words. ‘Model looking for your rhyming family © Hold up a leftover Word Card or write one of the Rhyming Cards on the board Read the word and tell the class that you are looking for another word in your family. You will know itis your family if the word rhymes with your word, (Gection 3: Onsets and Rim Scanned with CamScanner© One child, or several, with a rhyming word, come up. Show and read the cards. Children walk about finding their word family © Tell the children to walk around the room and find their rhyming word family. © When a child finds another child with a rhyming word they hold hands, or just walk together, while they try to find other family members. Each family reads their words aloud in tum. Then the class reads them When they have all found their families, have families sit together. Let each family stand up in turn to read their words. © Then before each family sits back down, th i Se lown, they hold up their Word Cards for the Children retell the story from memory ‘© Before distributing the booklets, ask children what they remember about the booklet from the previous day. Choral read, then two teams reading alternate pages © Reread the booklet together. Children should point to the words as they read. © Then divide the class into two groups. Let all read the title, then have one : group read the question pages and the other group read the answer pages. Have them read the last two pages together. Switch parts and read again, Children partner-read three times, changing partners each time © Pair up children to read the booklet. One partner reads the questions, the other the answers. Both read the title and last two pages, Switch and read again © After reading the booklet twice with one partner, each child finds another partner until they have read with at least three partners. © If children need additional practice to comfortably read the book, save them for small group work. Later, send them home to read with a family member. Word Race Lay out a number of Tricky Word Cards and family words from Units I and 2 in a square or oval pattern on a mat. The group reads words in sequence as you point. Tell children this is a race track and challenge them to read a bit faster on the second and third turn. If time, let individual children have a run around the track of words. (See example, page 83.) © Answer Writing Use Word Cards to make a question sentence, e.g. “Can you see the big cat?” Have children read the sentence. Have them each give an oral response first and then write it, e.g. “No, I can see a big dog,” “Yes, I Ton you see « big ship? Yes, I can see a big ship. Yes, Ican see a big fin Yikes! see the cat.” © Sentence strips Display sentence strips each with a question or answer from the booklet, ‘Can You See?" Have children read the sentences and match up questions and answers. If you are using all the sentences from the booklet, have them reconstruct the sequence of sentences with or without referring to the book. These strips can then be put in a center or independent work area for subsequent days. Section 8! Onsets and Rimes: Unit 2 Scanned with CamScanner