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Transcript

Skill 3.1Initial S blends

Day 1

Day 2

Day 3

Day 4

Day 5

Day 1

Materials needed:

  • Teacher's manual pgs. 2 - 5
  • Word list pg. 2
  • Word list Passage 1 pg. 2
  • Student Mirrors (optional)
  • Student Phonics Mats and Chips
  • Student copy of Passage 1

If you don't have these, you can substitute any manipulative that comes in blue and red, and just have students pull the manipulative towards them.

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Say ____. Add /__/ to the beginning of the word.New word?

Review - Phonemic Awareness: Deletion pg. 2

New Concept

1. Can You Hear the Sound - 2 minutesWord List Passage 1 page 2

Listen to this word: Raise your hand if you hear the /s/blend. "No" gesture if you don't hear the /s/blend

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New Concept

2. I Do - Can You Make the Sound - 3 minutesWord List Passage 1 page 2

Watch my mouth when I say the/s/ sound at the beginning of the word skid.With my hand on my throat, I feel if there is a vibration when I say /s/. Since there isn't a vibration, the /s/ sound is unvoiced. The /s/ sound is a continuant because I can hold it without stopping. Listen, /s/.When I make the /s/ sound, my teeth are together. My lips are thin and stretched, and my tongue is behind my teeth.

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New Concept

3. Can You Identify the sound-spelling pattern with chip?Word List Passage 1 page 2

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s

Moveable chips for sound-spelling

s_

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4. I Do & then 5. I Do & We Do - Can You Identify the pattern & sort the cards?

Moveable word cards to sort

snap

pot

kin

NO

twig

skid

smog

sip

kid

span

snug

wig

scab

skip

skin

snag

spot

nap

cab

stem

nag

Transfer to Text

Tim's Bad Skid

Tim likes to jump and skip. Tim sees a brown stemwith a twig. He jumps on the stem, and the twigsnaps. The snap of the twig makes Tim skid down. Thetwig snags Tim's skin. The twig makes a red spot onTim's skin.

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Moveable Highlighting Boxes

Moveable highlight boxes

Word Reading Fluency

Read the words and phrases from the Fluency Sheet 3.1 Passage 1 - "Tim's Bad Skid" to a partner. Record number of words and number of errors. Trade roles.

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Word Building

Sound-Spelling MappingWord List Passage 1 page 9

Pen

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Tim's Bad Skid

Tim likes to jump and skip. Tim sees a brown stemwith a twig. He jumps on the stem, and the twigsnaps. The snap of the twig makes Tim skid down. Thetwig snags Tim's skin. The twig makes a red spot onTim's skin.

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Transfer to Text

Moveable Highlighting Boxes

Read Passage with skill words highlighted.

Tim's Bad Skid

The spot is a cut. The spot makes a bad scab. Timwill dab sap on the scab. The sap will help the scab.Tim gets help for his cut. A snug white pad fits on the skin and scab. Tim pats the pad on the scab. NowTim can jump. He is not sad.

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Read passage (no highlighted words)

1. How might Tim have felt when the twig snagged his skin?2. What words help you understand how Tim feels when the twig snags his skin?3.How do Tim's feelings change by the end of the passage?

Transfer to Text

Sentence Dictation

Stan steps in the pit.

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Click to reveal sentence.

Passage Fluencywith partner

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1. The passage states that Meg is mad. What words in the first paragraph help you understand how Stan might feel?2. Meg snips, nips, and snubs Stan. What words in the second paragraph help you understand how Stan might feel?3. What words in the last paragraph help you understand that Stan and Meg are not mad anymore?