Preparation and materials ‘+ R-Blend Cards: br, de, gr, tr, TG cD2 + inte Cards at, in, p, op. TG CD 2 + Blends/Digraphs Songs CD #17 + Project and make copies of “Lesson 147 Written Word Sort, TGCD2 ‘small group/independent ** Word Cards: plan, brick, spin, ‘grass, club, drop, step, crush, Do, like, The, frog on, the, ‘grab, truck, hops, runs, rlls, [-J7ecp2 + Writing materials Review R-blends © pccsa,é, 1,j,6,p.t,t,G, v, x, y, z, Ck Use the ‘Quick Dash’ activity. © Talking Tess and Red Robot Song (Track 17) Read the lyrics to the children. Play the song and have children talk about what they heard in it. Read the lyrics one line at a time fo the children and then have them echo-read the line with you. Let the children highlight the tr blend in words. With the children rubber-band stretch the word trip from the story. Help them to hear the /t/ sound and the /rrt/ sound in this word as they will tend to hear a /ch/ sound in this blend. Build this word on the pocket chart and have the children blend it on their arm rollercoasters. Do the same with the words track and trick. Red Robot Blends Distribute the Blend Cards and the Rime Cards, one per child (see Preparation box). Display Red Robot's PCC. We are going to do some live reading with these Blend Cards and Rime Cards and each word we make will tell us something about Red Robot. Call children to come forward to build a word by saying the letter names on their cards. For example, for the first word say, We need ger (letter names) and a-b. Have the children face the class with their cards as in Live Spelling. Have the class sound out the onset /grrr/ and then the rime /b/ and then the whole word “grab.” Then share the sentence belo that uses the word. Scanned with CamScannerbu.duGrOrorr ” ™ WOOO» b.0.0 TS TSTS TS SD5V.V.V.d.0.! grab Red Robot likes to grab things with his /rrr/ sound. grin When Red Robot runs away with things that start with his /rrt/ sound he has a big grin on his face. gtip Red Robot has a tight grip on his robber sack and wont let go. brat Red Robot is kind of a brat, a selfish, bothersome character. trip Do you remember in the song when Talking Tess trips Red Robot fo keep him from getting away with his loot? drop Do you think Red Robo! would drop his robber sack if he was tripped? © Project a copy of the ‘Lesson 147 Written Word Sort’ or draw similar boxes on the board, Call out the first word. Children repeat it and then rubber-band stretch the word. Tell children to look at the top row of boxes to find the beginning blend, Each child points on their paper to the box under the first two letters in the word, Once children have chosen a box, point to the correct box n your page, Have children rubber-band stretch the word again and write it in the box. After they have written the word, write it on your copy for all to check Then do the same with the rest of the words in the top row. Read the words on the top tow together and then have children pair up and read the words to each other. Follow up with the bottom row. Top row Words: crib, fresh, drop, brick Bottom row Words: grab, truck, press © Word Race Lay out a number of Word Cards including r-blends and review words in a squate or oval “race track” on a mat. Point to words in sequence around the track as children read. Repeat a bit faster each time. Variations: |. Time the group on each round trying to reduce the time 2. Individuals or pairs take a turn. © Sentence Building Display the Word Cards randomly. Build the first sentence below with a blank space (for hops). Children read the sentence and choose the word to put in the space. Then let several children point and read. Then change the cards to make the second sentence, etc. Sentences: "The frog __ on the grass.’ (hops) "The crab __ on the grass.’ (runs) “The ___ rolls on the grass.’ (rolls) © Sentence Dictation Rearrange the Word Cards into a random order. Say the above sentence to the children, They repeat it twice. Then they take turns placing the Word Cards. Read the whole sentence again pointing 'o Ihe cares, Tell the children they will be writing the sentence" 4 moment. Tur the cards to their blank side and have children “read the inv tums pointing to the blank side of the Word Cards, Then have chtcfen wate the sentence (make it reappear) on their papers. When each one finishes, have each child read their sentence to you and guide corrections. Finally, turn the cards to the word side for children to check thelr papers. (Gedtion 4? Consonant Blends ®) Scanned with CamScanner