Day 1:
Five minutes: Go over beginning consonants and make sure students understand what a consonant is. A consonant includes letters that are not vowels. There will be a piece of paper that has different consonant sounds on the top. The consonant sound should include Bb, Mm, Rr, Ss. 10 minutes: The students will be given 20 pictures that the student will have to identify the beginning sound. The pictures will include pictures of a bug, ball, book, bird, bananas, milk, mirror, mop, mice, map, road, rabbit, river, rope, rock, sock, six, swing, slide, and shovel. The students will need to match the 20 pictures to the four sounds given. Under Bb the students should put bug, ball, book, bird, bananas. Under Mm the student should put milk, mirror,
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The book is Chicka Chicka Boom Boom by Bill Martin Jr and John Archambault. As a group discuss the different pages and cover the vocabulary that may seem difficult. By going over the difficult vocabulary, it will allow students to remember it, the difficult vocabulary would in enough, coconut. When reading the book make sure students are pointing to the words they are reading. They need to point to each word if they are not pointing to the word remind them. After reading, the book the students will retell what happened in the book. Note how many facts, and words the students remembered. Push students to use vocabulary from the book to retail the story. After reading, the students will do a word find with the book, the students will look for different words in the book. Six minutes: Have students look for words that start for Bb, Mm, Rr, and Ss. Students will do a word hunt for words that start will with Bb, Mm, Rr, and Ss. As students find words, have them write them down on their word journal. A word journal is a book that students have been creating, this journal has a collection of different vocabulary the students have seen throughout the school year. As students find new words talk about them and discuss the …show more content…
Day 5:
Five minutes: Students will have dry erase boards, and the teacher will ask them to write a few words. As the students write the words make sure students are using their imaginary rubber band to stretch out the word. This exercise should focus on sounding out the different sounds in the words.
Ten Minutes: Then students will be given a piece of paper with ten pictures include a moon, rock, snake, banana, bat, rat, spoon, map, milk, and ring. Under each picture there will be a blank that needs to be filled in. The students will be asked to find the first consonant sound for each picture. This will be the assessment, which will gauge whether students learned the material.
*The worksheet can be found in Words their way: Word study for phonics, vocabulary, and spelling. The lesson was extremely changed to match the needs of this
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
After introducing the vocabulary, the teacher will give each student a popsicle stick puppet to use as the teacher reads out loud (ie, as the teacher reads a line, the teacher will show a picture of the object and ask the student to hold up the matching picture).
There is one student with a 504 Plan due to ADHD and other medical issues, the other students each have learning disabilities specifically in reading. In this video, the teacher is delivering a lesson about r-controlled vowels. She begins with direct instruction using Power point to show words with different r-controlled vowel sounds. The students then move to a small table where they are given paper tiles with letters on them as well as ar, er, ir, or, and ur. The teacher instructs them to make words of their choice using the paper tiles as well as giving the students clues to create certain
Draw a line down the middle of the board; write lion and lamb on the top of either side of the line. As a class come up with words describing a lion. Write these words on the board under the lion (i.e. angry, mad, big, brave, fierce, strong, etc.). Do the same of lamb (i.e. shy, quiet, gentle, friendly, etc.). Educator needs to write down words (on paper) in case a student was unable to complete task. Inform the class that they will be writing a multiple paragraph
Before reading the story, the students are to sit in a circle as I explain the instructions to them. One student is going to play the hungry thing and the rest of the students are going to play the townspeople. The hungry thing is going to wear an envelope around his neck that says feed me in the front and thank you in the back and the rest of the students are going to receive food picture cards. In the story, the hungry thing can only say words that rhymes with the name of the food and the townspeople have to figure out what food names rhyme with what the hungry thing wants. For example, the hungry thing might say pilk and the townspeople have to respond with milk.
...ed to their culture. Then, I’d have the children read the story. After they were done with the story, I’d have the class paint a mural of Esperanza’s neighborhood. Each child would then pick a character, draw a picture of them, and write a short description of the person under the picture. Then, when the mural and character drawings were finished, I would place the pictures of the characters on the mural of Mango Street. I would put each picture near the spot on the mural where the character lived. I think this would be a fun project for the class that will show to me that they know the material in the book.
Tell students that now that they have completed several lessons about summarizing, they are going to show you that they really know how to summarize. They will break into groups and fill in one part of a story map, about Cloudy With a Chance of Meatballs. Then each group will present their answer to summarize Cloudy With a Chance of Meatballs as a class. Finally, you are going to give them "book" pages on which they will write and draw about Cloudy With a Chance of Meatballs. They will use their books to summarize the story for their family members. Remind them that their summaries should always be shorter than the real book because a summary only includes the most important information about a story. It should be "short and sweet."
I will be teaching five first graders, three of them receive Tier 3 Title Intervention and the other two do not receive any intervention. I will start off by doing a pre-assessment, where I will keep a running record while the students read Get Wet! By: Ellen Torres to me. I will be taking note on what sight words he or she knows and if they are able to decode the decodable words in the story. From there, I will implement the FISH strategy with the help of the word families. Word families work well for the FISH strategy because the students are able to point out the rime and onset within the word more easily. I also know the first graders have been working on word families in their classroom so it will not be completely new for them.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
I will then repeat the word again demonstrating the stress with the rubber band, with the rubber band positioned in front of me near my face, I will hold one end while stretching the other as I say ‘PREsent”. The rubber band will stretch out for the stressed syllable, and be pulled back to original position to cover unstressed syllable. This demonstrates that the stressed syllable consumes most of the effort in saying the word (pulling rubber band out, or stretching it) while the unstressed portion is minimal effort and fits into the “length” of the stressed syllable ( in other words you stretch for ‘pre’ and while redacting rubber band finish the rest of the word ‘sent’). I will model this with a couple other words before letting students practice on their
The article I read was called The Tongue as Master of Your Singing: Vowel Modification by Shirlee Emmons. This article overviews five main elements that directors find problematic in coral pieces, all of which can be solved by vowel modification. This article explains why vowels need to be modified for louder, softer, higher, and lower notes. It explains why most choir teachers promote the “blend” of the group by embracing a theory of only using “pure” vowels. In this reflection essay I will review and expand on the different types of vowels: “pure”, acoustical, and speech.
Student will be able to identify 12 letters, name 8 colors, and name 4 shapes.
Consonant is a speech sound which is produced by a partial or a complete obstruction of the airflow by the constriction of the speech organs ( Ladefoged and Disner, 2012:201). The production of consonants involves bringing two of the speech organs close enough together to shut off or restrict the flow of air (Bennett, 1998: 7). Consonant sounds may be voiced or voiceless which are produced with an obstruction or occlusion at some points in the vocal tract, this obstruction of airflow could be complete or partial (Al-Hamad, 2002: 75 and Erwin, 2004:5). Consonant sounds are not produced or formed only if there is an occlusion in the flow of air or when there is a close articulation of two organs of speech or when they are fully pressed together to form the consonant sound (Ahmed, 2004:16).