CUnitis:ivesson125) Consonants-Go-Marching ‘Materials + PCCS and Rime Cards: see Review Teak sors Guarock, top, Ul (8) Word stretsSing waetaiup Wal sal ites Warde sll is GEour Say the words lock, not. pot, chip, hat, map, below, children repeat. One child segments saying each sound, all repeat. + Tricky Word Cards:this (2, et, (Mystery answer: Family, relatives, or kin.) for, me, you, no, «| ? TGCD? Words: son (s-o-n), aunt (au-n-t), mom (m-o-m), dad (d-a-d), sis (s-i-s) eek. P od. 9, hyp, sh, ch Rime Cards: op, of, ock, Ig, in, at. Play Guess Who?’ or use ‘Handiwriting Review’ with the whole class or in small eroups (page 242) ‘+ Chart tablet with previous chants ‘Preparation * Copies of ‘Lesson 125 Witten Word Sort." TG CD 2 * Optional: Make name cards for sentence building ‘Small group/independent * Letterland Word Builders, or Rime Cards: op, of, ock indivudual letter sets Pe * Units 1-3 Word Cards: mop, top, Cos 4. gH. p,& sh, ch hop: lock, rock, sock; dot, het, | Try each consonant with the Rime Card Pot, TG CD2 © Pass out the eight PCs and three Rime Cards listed above. Two children hold a Rime Card together. © Review the sounds of the first Rime Card. © The children with the eight consonant PCs line up on one side of the room, and try each consonant with the rime, as in previous lessons ‘Arm-blending and thumb signs © Children arm-blend and give the thumb sign to show their decision whether you should write the word under Real or Nonsense. If it is a word most children are not familiar with, briefly explain and write it under New Words © Read the lists of words with the class using the ‘Fast, Faster, Fastest’ routine (see Vol 1, page 201) Preparation: You will need copies ofthe ‘Lesson 125 Written Word Sort {7G CD 2) or each child, Make a transparency of this sheet or draw siren boxes on your board. For detailed instructions see Lesson 119, page 91 Word List: hop, pot, rock, sock,.top, chop, not, lock, got Write hop, pot, rock on the board. Children copy the words. © Write the three words in three top boxes and have children copy them, Call out words, children write in columns © Call out the other six words and have children select the rhyming column and write them in it © Read the column of words with children each time they write down a new word, © Have children read their completed pages to. wa partner. Rimes: Unit 3) ir Scanned with CamScanner aaWord Cards: rock, rock, top, with the children’s names.) Tricky Word Cards: this, this, Is, Is, for, for Yes, me, you, No, [=} Rhyming Pictures: rock, top, lock, pot, chip, hat, map Teacher reads, class reads, then Sateiae ids, ‘two children read. Build the sentences shown, © Read sentences to the class. Then all read them together. © One child points to the Word Cards while reading the question sentence. © The second child reads the answer sentence and an actual rock) to the other child, lock, pot, chip, hat, map (Optional: cards gives the Rhyming Picture (or © Change the nouns and let several pairs of children do the above steps. Optional activity with children’s names © First child reads the question. ® Second child reads the answer: “No, this rock is for Sydney.” (Teacher has placed this third child's name in the blank space.) © First child sits, Second child reads the question. © Sydney reads the answer, which now has a fourth child's name in the blank space (e.g, Emma), etc. © Conclude the lesson by reviewing the rhyming chants from Lessons 120, 121, and 122. © Chant review Let pairs of children choose chants to practice reading and to later present to the class. © Reading with letter sets 2, c,h, 1k 1n,8, pst Words to make and read: lock, shock, shop, chop, not, hot, hit, hat, chat © Hide-a-Word Place pictures for hop, lock, and hot in a horizontal row. Have children match Word Cards with the picture they rhyme with, Each time a Word Card is played, hide it under the picture so that each player has to use the pictures to decide if the next word rhymes. After all the words are hidden, spread them out in rhyming columns, take up the pictures and practice reading the words. [Is this [big ] [van Rhyming Pictures: hop; lock, hot Word Cards: mop, top, hop; lock, rock, sock; dot, hot, pot ? # Sentence conversation Use the same Word Cards as used with the whole for! me/ | Class lesson plus the word big. Display the question sentence, pictured left. Have children read the sentence, The children construct an answer, each in turn adding a word and all reading the partial sentence after each word is added. If time allows, let children construct a new question for you to respond to. SB. VBWVBPVvVBVB,BvBDBvBwewere~ (Settion 3: Onset and Rimes! Unit's GEER Scanned with CamScanner