Fundations Unit 5 Week 1

Day 1 

Drill Sounds Warm-Up- 

Introduce New Concepts from page 176

Teach Letter-Keyword-sound au, aw

 Review the first five rows of the Vowel Teams Poster. Next, drill the new vowel teams: 
 Say
o Today we are going to learn two new vowel teams that say /o/.
o Au and aw say /o/.
o I will say the letter-keyword-sound and then you can echo. ( Point to the vowel
team on the poster. )
o au-August-/o/
o aw-saw-/o/
 Teach Syllable Division -YOU NEED THE WHITE SYLLABLE FRAMES.
 Tell students: Words are made up of parts. Sounds go together to make each part.
Sometimes there is only one part, and other times there is more than one part. 
 These parts are called syllables. Each syllable is one push of breath. Everything a push
of breath is needed it is a new syllable. The word catnip has two syllables, or parts.
Each part has three sounds, but only one push of breath. 
 Dictate the following words napkin, robin, nutmeg, blindfold, punish to students and
have them repeat the words and name the number of syllables. 
 Say: 
o To read or spell longer words, you just have to read or spell on syllable at a
time.
o Because you can already read and spell closed syllables, it will be easy to
read and spell longer words if you do one part at a time. 
o Sometimes each part of a long word is a word by itself. 
o When we put two words together to make a longer word, we call that a
compound word. 
 To illustrate compound words, write the word bath on a white syllable frame and put it
on the board. 
o Ask students to read it. 
o Write tub on the other white syllable frame, putting it on the board away from the
first asking students to read it. 
 Ask:
o What does bath mean?
o What does tub mean? 
 When we make compound words we combine the meaning of the parts. Push the two
frames together and read the whole word, scooping under each part with your finger. 
 Ask:
o What does bathtub mean?
 Tell students, In order to divide compound words, we simply divide between the
two words. 
 Repeat with the word sunset
 Ask: How do the parts of the word contribute to the meaning of the compound? 
  **Tell students that not all words with more than one part are two words put together.
These words are divided by breaking the word into parts. For now that will mean
breakin it into two closed syllables. 
 Tell students that a word needs to be divided if it has two vowels separated by one or
more consonants. Build the word mascot on the board with stand sound cards, but do
not divide it into syllables. 
 Ask: 
o How many vowels are in the word?
o How many consonants are between the vowel?
 While pointing to the cards, reinforce that whenever there are two consonants between
the vowels, we divide the word between the consonants.  
 Divide the word into its two syllables. Move cards to separate syllables and then scoop
the word into syllables and read the word. Mas    cot

 Build the word habit 

o Ask
 Does this word need to be divided? (yes)
 Why? ( because there are two vowels that are separated by a
consonant.)
 How many consonants are between the vowels?
o Remind students that the first syllable needs to be closed. 
o Tell them: When there is only one consonant between two vowels, it goes with
the first syllable to keep it closed. 
o Divide the word into syllables. Move cards to separate syllables and then scoop
the word into syllables and read the word: hab  it 
 Build the word jacket 
o Point out that it has two vowels separated by two consonants, but that ck is a
digraph
o Divide the word into its two syllables. Move cards to separate and scoop word.
Jack   et
 Build the word children **use the separate i l, d cards not ild
 Explain: if there are more than two consonants between the two vowels, we usually pull
over only one consonant to close the first syllable. The blend usually goes with the
second syllable
o Divide into syllables and scoop the word.  Chil dren 
 
 Build and divide the following words: admit, relish, solid, bucket, impress, himself, invent

Teach Trick Words-against, knew, know

o Display word.
o Point out tricky part.
o Write the word in large letters.  
o Students sky write the letters with a straight arm and 2 fingers extended
saying each letter as they sky write it.
o Students close their eyes and sky write the word naming the letters again.
o Students write the word on a gel board, saying each letter.
o Students finger trace and erase the word saying each letter.
Students add the trick word to their Student Notebooks