=. Preparation and materials * PCCs: Review list plus ff, It '* Consonant Blend Cards: se, sl, ‘sn, sm, sp, st, sw TG CD 2 * Unit 6 Word Cards: scat, skin, skip, slip, sled, smell, smog, snack, snap, spill, spin, spot, stuff, stuck, swim, swell, swing * Blends/Digraphs Songs CD, #23, also available on TG CD 2 Project lyrics, or copy on a chart * Acracker or children’s snap blocks for the song “snack” Small group/independent * Make words for picture-coding from the Decodable Word Bank * Letterland Word Builders, or other letter sets * Additional Word Cards: We, like, to, and, [5], [«]7G CD 2 Read Words with S-blends © PCCs&,¢, 8, 1, k, 1, m,n, 3, p, 5, 4, 5, w Use the ‘Guess Who? activity. © Live Reading Line up the children with PCCs to form the words without Sammy Snake. For each word have Sammy slither up to the start of the word hissing his /ssssss/ sound. Then have children blend the word with their arm rollercoasters, combining the first two sounds, then the last two, and finally blending the whole word, as on page 140. Pccs: &, ¢,&, 7, k,1, m,n, 8, p, 5, w, ff Il Words: slam, stuff, spot, scat, skin, smell, swell © Word Sort Place the Blend Cards on your pocket chart as shown above. Show the first Word Card and have children blend it. Have the class decide which Blend Card it should be placed under. Place the card and read the word agair ‘Show the next word and have one child read it. Have the child place it on the pocket chart and then let that child point to all the words placed so far as th class rereads them. Do the same with each card, After accumulating quite a few cards you may have children readjust the words that go with the Blend Cards in the top row, or just those at the bottom. Section 4: Consonant Blends @ Scanned with CamScanner\[se st] ‘SR mmr FA wouyek ser nie nt onan oity Mek necked upto acich Howey. step stuck, © Listen to the Sammy Snake and Noisy Nick Song. Then read it with the children a few times, pointing to words on the chart you have prepared. Have some children picture-code or highlight the sn at the start ‘of words. Discuss fF such as snatch and snarled that some children may not be familiar a ‘ © Plan and play Talk together about how two children could act out this “story, Reread the first two sentences with them and talk about what the children portraying the two characters would do. Have two children try ‘acting ‘out just the first two sentences. Then do the same with the last three lines. You could use a cracker as the snack, or some children’s blocks that snap together and unsnap. Then have the class read the first two sentences followed by two children acting out that part, Next everyone reads the last two lines and then the two children act out this part, Let different pairs of children become the characters with the class continuing to reread several times. Have a different child point to the words for the class each time it activities © Reading with letter sets Call out the sounds for the first word. Children build the word with their own letters and sound it out, Tell them which sounds to change for the next word, For some words, call on individuals to read the new word, and then the group. For other words, ask for a group response first. Letters: a, ¢, f, f, k,n, p, 5, 1, Words: snap, snack, stack, stuck, stuff © Sort Word Cards This time lay out the five short vowel BPCCs as shown. Have children take turns sorting the Unit 6 Word Cards under the vowels. Each time, the child who places the word also points to all the words under that vowel for all to read. ‘© Sentence Building Say the sentence below and have the children repeat it twice. Then have them take turns selecting the words and placing them in order in the sentence. Each time after a child places a word, the child points to each word in the sentence thus far for all to read. + Sentence: We like to skip, spin and swing, eee jection 4: Consonant Blends ) RSE Legs) Scanned with CamScanner