Language! A Unit 1 Lesson 2 September 6, 2011

1. Language! AUnit 1 Lesson 2September 6, 2011 Teacher: Nicole Palmer-Zubaidi Room 317

2. Today . . . • Review from last week • Begin Unit 1 Lesson 2

3. Yesterday With your partner, answer these questions on a sheet of paper: • How many areas of your brain need to work together when you read? • Explain the process by which the brain makes sense of spoken and written words. • How many morphemes are in the word irreplaceable? What are they? (4; ir-, re-, place, -able) Think, pair, share. (2 minutes)

4. Step 1– Phonemic Awareness & Phonics Students will establish sound-spelling correspondences for consonants b, c, f, m, s and t, and the short vowel sound for a.

5. Step 1– Phonemic Awareness & Phonics

6. Step 1– Phonemic Awareness & Phonics Say: /m/ /a/ /t/ Say: /s/ /b/ /k/ /f/

7. Step 1– Phonemic Awareness & Phonics Consonant Chart Turn to page R5 in your interactive text. We will fill in the phonemes that we have been practicing together. Link to PDF

8. Step 1– Phonemic Awareness & Phonics Phonemic Awareness Drills ARMS UP!! Say: cab cat mat sat Say: mast bam act bat tab

9. Step 1– Phonemic Awareness & Phonics Segmentation Follow me! Say: cab cat may sat

10. Step 1– Phonemic Awareness & Phonics Write the letters on your note cards as I say the corresponding phoneme. You should have 10 cards. Please count now.

11. Step 2– Word Recognition & Spelling Students will build words to expand word recognition and spelling knowledge. Students will practice fluent single-word reading.

12. Step 2– Word Recognition & Spelling Build It Words are built by combining consonants and vowels. What does every English word have to have? At least one vowel

13. Step 2– Word Recognition & Spelling With your partner, arrange the note cards that you just made to make different words. Write each word you and your partner make in 1 minute on page R73 in your interactive text. The winners get a ticket.

14. Step 2– Word Recognition & Spelling Word Fluency You will be grading each other, so get into groups of 2 or 3 people. You have 20 seconds.

15. Step 2– Word Recognition & Spelling • Turn to page R8. • Choose who will read first, and who will grade first. • Switch handouts, so your partner has yours and vice versa. • As one person reads for 1 minute, the other will mark incorrect words and circle the last word read. • Repeat (everyone will read twice). • Switch partners and do steps 1-5 again.

16. Step 2– Word Recognition & Spelling Record results on Word Fluency Chart on page R60.

17. Step 2– Word Recognition & Spelling Spelling Practice I will say a word, use it in a sentence then say it again. Write the word. Grade your papers. Write the correct spelling of any missed words.

18. Step 3– Vocabulary & Morphology Students will categorize words that represent things and places.

19. Step 3– Vocabulary & Morphology Sort It: Things and Places Turn to page 24 in your Student Texts. What is a noun? A noun is person, place, thing or idea

20. Step 3– Vocabulary & Morphology Label the columns on your handout as: Things Places Write the words that are things in the column labeled “Things.” Can things be places ? Add these under the column labeled “Places.” Brainstorm more nouns that are places.

21. Step 4– Grammar & Usage Students will learn that verbs are words that describe action.

22. Step 4– Grammar & Usage Review: Verbs What is a verb? A verb describes an action of state of being. Verbs answer the question: What did they (he, she, it) do? We will focus on actions verbs today. Turn to page H30 in the Student Text.

23. Step 4– Grammar & Usage Find It: Verbs Turn to page 9 in your interactive text. Complete Exercise 1. Check Exercise 1. Complete Exercise 2. Check Exercise 2.

24. Step 5– Listening & Reading Comprehension Students will read phrases accurately, automatically and fluently. Students will read Mini-Dialogs 5-8 to practice decoding and develop fluency.

25. Step 5– Listening & Reading Comprehension Phrase Fluency • Get with your partner. • Turn to page R12 in the interactive text. • When I say “GO” read the phrases to your partner for one minute while your partner marks mistakes. • Record number in your Phrase Fluency Chart on page R62. • Your partner repeats steps 1-4.

26. Step 5– Listening & Reading Comprehension Sentence Morphs Read the phrases on page 10, Exercise 2 of the Interactive Text as a group. Using your pen or pencil, scoop the phrases while you read.

27. Step 5– Listening & Reading Comprehension Decodable Text: Mini-Dialogs 5-8 • Turn to page 8 in the Student Text. • Choral read. • Partner read. • Discuss Critics Corner questions with partner. Share with class.

28. Step 6– Speaking & Writing Masterpiece Sentences: Stage 1 We will answer the following questions about each dialog we just read: Who(what) did it? What did they (he, she, it) do? Combine the answers to both sentences.

29. Step 6– Speaking & Writing Dialog 5: Who did it? What did they do? Sentence: the players talked The players talked.

30. Step 6– Speaking & Writing Dialog 6: Who did it? What did they do? Sentence: the bat ran The bat ran.

31. Step 6– Speaking & Writing Dialog 7: Who did it? What did they do? Sentence: Sam sat Sam sat.

32. Step 6– Speaking & Writing Dialog 8: Who did it? What did they do? Sentence: Sam acted Sam acted.

33. Homework For tomorrow, write 5 simple sentences like the ones we just did together in class.

34. Fiction • Get with your partner. Write a story explaining this picture. Your story must have: • Setting (place & time) • Character names • The conflict • The resolution • You both will share your story with the class, so don’t just list your answer!