Shannon: Last June, a retiring teacher handed me a couple bags worth of classroom material. I didn't really know what I was looking at the, but I went through it and realized there're are a great deal of books and posters that may prove useful in our presentation. Please feel free to put a star and comment next to anything that sparks an idea.
Books:
Literacy by Design Grade K Preview Book (Includes alphabet lessons with poems for letter sounds)
Literacy by Design Grade 1 Preview Book (includes full lessons like "Words with Long U")
ALPHABETivities: 175 Ready-to-Use Activities from A to Z
The Creative K-1 Classroom: Making and Managing a Playful Learning Environment
Kindergarten Teacher's Helper: Reproducibles (Sounds of Spring/Phonemic Awareness)
Learning Centers in Kindergarten
Center Chart (Wordo, Sound Sort, Make a Sentence, Boo, Memory Game, Rhyme Sort [or match puzzle], Alphabet Match Puzzle, Sequencing, Cut and Paste, Word Hunt, Letter Cubes, Spill and Spell)
Cardboard Letters and Numbers
Laminated Posters
T Is For Turkey (onset and rhyme, "say the names of the pictures below. Then write the letter t on the line to begin each word. fore example __iger)
What is Pink by Christina Rossetti
I Like Bugs by Margaret Wise Brown
Three Little Kittens
Nursery Rhymes
Hickory Dickory Dock
Humpty Dumpty
Jack and Jill
Hey Diddle Diddle
Lessons from TaskStream Cybrary
Building Words Lesson "Turtle"
Author: Mary Davis 05/24/2004 11:30:00 PM EDT
TaskStream - Advancing Educational Excellence
VITAL INFORMATION
|| Subject(s): || phonics/word work ||
|| || ||
|| Topic or Unit of Study: || This is a word building activity that is part of a science based thematic unit on creeks and streams. ||
|| || ||
|| Grade/Level: || 1 ||
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|| Objective: || After using the individual letter cards to build all 13 words as prompted by the teacher, students will facilitate a word sort according to the following patterns:
short e (let, set, test, rest)
u (us, use, rule, rust, trust, result, turtle,turtles)
ue (Sue, true) ||
|| || ||
|| Summary: || Students will be guided by the teacher's prompts to make small words that illustrate phonics patterns. Gradually, the possibilities are exhausted and a "mystery word" is discovered and spelled. Once the completed list of 13 words is created students will implement a word sort according to the three vowel patterns in this set. ||
|| || ||
|||| IMPLEMENTATION ||
|| Learning Context: || Our thematic science unit is based on the study of creeks and streams. During this three week unit we will be looking at the animals that live in this environment. The turtle will be examined, written about, and discussed. By linking a phonics lesson through the use of the word turtle the students are learning and making connections across the curriculum. ||
|| || ||
|| Procedure: || Children will have their own bag of letter cards and will be seated at their tables. The following are my words (and in parenthesis, my actions) in this lesson:
You saw my list of letters that you need for today's Building Words activity, so you should be ready with "e, u, l, r, s, t, t." Those are the only letters you will need today. (check to see that everyone has the right letters)
Let's make the word 'us.' (pronounce and blend the two sounds slowly)
Now add one letter to make 'use.' What letter can we add to make the 'u' say it's name?
Now let's use these same three letters to create the name 'Sue.' Who can remind me of what a proper noun is? What should we always do to the first letter of a proper noun? What would we need to remember if we were to write the name Sue down on paper? (each time I say the word to be spelled, I slowly pronounce each phoneme again. Also, I will move around the room to be sure each child is getting the correct spelling, moving fingers across the phonemes and reading it softly)
Very good. Now, let's put away the 'u' and bring down a 't'. How would we spell 'set'? If we take away the 's' and replace it with a 'l', what word do we get?
(proceed in the same manner with the following words in this order: test, rest, rule, true, rust, trust, result)
Our mystery word is a retile that lives in and around creeks and streams. We have read a poem about this animal this week. Can anyone guess what this word is and how to spell it?
Yes, it is turtle. This is a tricky word to spell. Remember, we have learned that when the letter 'r' follows behind some letters it can make the word a little tricky to "sound out." Let's build this word together....
If we wanted to make this word plural what letter would we add to turtle?
During centers make sure you stop at the computers. I know you are going to enjoy the turtle web site that I found for you. Also, remember that you will be seeing these words again at the word sort center. Bring your vocabulary notebooks to create your word sorts. We will be sorting accoring to the vowels e, u, and ue.
Ok, let's put our letters away and get started at the centers. ||
|| || ||
|| Differentiated Instruction: || For children having difficulty with the word patterns, I will position myself close to them and provide prompts if and when needed. I will also establish teams to students to support one another if extra practice is needed. ||
|| || ||
|| Sample Student Products: || ||
|| || ||
|| Collaboration: || ||
|| || ||
|| Time Allotment: || 1 class period. 20 Min. per class. ||
|| || ||
|| Author's Comments & Reflections: || ||
|| || ||
|||| MATERIALS AND RESOURCES ||
|| Instructional Materials: || Cards with these letters, individually on them
|| |||||||||||||||||| • Subject:English Language Arts ||
|||| |||||||||||||||| • Standard:Acquisition of Vocabulary
Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. ||
Building Words Lesson "Turtle"
Author: Mary Davis 05/24/2004 11:30:00 PM EDT- || Subject(s): || phonics/word work ||
- ||
|| || - || Topic or Unit of Study: || This is a word building activity that is part of a science based thematic unit on creeks and streams. ||
- ||
|| || - || Grade/Level: || 1 ||
- ||
|| || - || Objective: || After using the individual letter cards to build all 13 words as prompted by the teacher, students will facilitate a word sort according to the following patterns:
- short e (let, set, test, rest)
- u (us, use, rule, rust, trust, result, turtle,turtles)
- ue (Sue, true) ||
- ||
|| || - || Summary: || Students will be guided by the teacher's prompts to make small words that illustrate phonics patterns. Gradually, the possibilities are exhausted and a "mystery word" is discovered and spelled. Once the completed list of 13 words is created students will implement a word sort according to the three vowel patterns in this set. ||
- ||
|| || - |||| IMPLEMENTATION ||
- || Learning Context: || Our thematic science unit is based on the study of creeks and streams. During this three week unit we will be looking at the animals that live in this environment. The turtle will be examined, written about, and discussed. By linking a phonics lesson through the use of the word turtle the students are learning and making connections across the curriculum. ||
- ||
|| || - || Procedure: || Children will have their own bag of letter cards and will be seated at their tables. The following are my words (and in parenthesis, my actions) in this lesson:
- You saw my list of letters that you need for today's Building Words activity, so you should be ready with "e, u, l, r, s, t, t." Those are the only letters you will need today. (check to see that everyone has the right letters)
- Let's make the word 'us.' (pronounce and blend the two sounds slowly)
- Now add one letter to make 'use.' What letter can we add to make the 'u' say it's name?
- Now let's use these same three letters to create the name 'Sue.' Who can remind me of what a proper noun is? What should we always do to the first letter of a proper noun? What would we need to remember if we were to write the name Sue down on paper? (each time I say the word to be spelled, I slowly pronounce each phoneme again. Also, I will move around the room to be sure each child is getting the correct spelling, moving fingers across the phonemes and reading it softly)
- Very good. Now, let's put away the 'u' and bring down a 't'. How would we spell 'set'? If we take away the 's' and replace it with a 'l', what word do we get?
- (proceed in the same manner with the following words in this order: test, rest, rule, true, rust, trust, result)
- Our mystery word is a retile that lives in and around creeks and streams. We have read a poem about this animal this week. Can anyone guess what this word is and how to spell it?
- Yes, it is turtle. This is a tricky word to spell. Remember, we have learned that when the letter 'r' follows behind some letters it can make the word a little tricky to "sound out." Let's build this word together....
- If we wanted to make this word plural what letter would we add to turtle?
- During centers make sure you stop at the computers. I know you are going to enjoy the turtle web site that I found for you. Also, remember that you will be seeing these words again at the word sort center. Bring your vocabulary notebooks to create your word sorts. We will be sorting accoring to the vowels e, u, and ue.
- Ok, let's put our letters away and get started at the centers. ||
- ||
|| || - || Differentiated Instruction: || For children having difficulty with the word patterns, I will position myself close to them and provide prompts if and when needed. I will also establish teams to students to support one another if extra practice is needed. ||
- ||
|| || - || Sample Student Products: || ||
- ||
|| || - || Collaboration: || ||
- ||
|| || - || Time Allotment: || 1 class period. 20 Min. per class. ||
- ||
|| || - || Author's Comments & Reflections: || ||
- ||
|| || - |||| MATERIALS AND RESOURCES ||
- || Instructional Materials: || Cards with these letters, individually on them
- e, u, l, r, s, t, t. ||
- ||
|| || - || Resources: || ||
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|| || - |||| STANDARDS & ASSESSMENT ||
- || Standards: || || ||
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OH- Ohio Academic Content Standards || - ||
|||||||||||||||||| • Subject : English Language Arts || - ||||
|||||||||||||||| • Standard : Acquisition of Vocabulary
- Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. ||
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|||||||||||||| • Grade : Grade One || - ||||||||
|||||||||||| • Area : Conceptual Understanding || - ||||||||||
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Grade Level Indicator : 3: Classify words into categories (e.g., colors, fruits, vegetables). || || - ||||||||||
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Grade Level Indicator : 4: Recognize common sight words. || || || - ||
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|| || - || Assessment/Rubrics: || || Rubrics**
- **Phonics Rubric for Word Building Activity***
** ||