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Program 101-1, Week 35

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Week 35, Day 1

Introduce multiple irregular words: find, know, year, live, most, great

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
  2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
  3. Continue with the other irregular words you are introducing for this session.
  4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
  5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities


Introduce -s = /s/, -s = /z/ words: hats, pots, cats, shops, bags, logs, bugs, twigs

Activity Type: Introduce
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: -
Goal: Given a written word ending in -s pronounced /s/ or /z/, the student can say the word ( hats -> "hats", bags -> "bags" ).
Items: hats, pots, cats, shops, bags, logs, bugs, twigs

What to do

  1. Write the word hat on the board. What's this word? If students don't recognize the word, sound it out with them.
  2. Now I'm going to change something. I'm going to add an ending to this word. Add the letter -s to make hats. What word do we have now? Students: hats. Right: hats. This ending (underline s) changes the word to mean more than one. So this means more than one hat.
  3. Write pot on the board and have students read it. Add s to the end, and have them read the new word. If pot (cover up the s) means one pot, how does it change the meaning when I add the s? Right: it means more than one pot. Good.
  4. Write bag on the board and have students read it. Add s to the end and have them read the new word. Did you notice how the s on the end of bags sounds more like /zzz/ than /sss/? Bagzzz. Sometimes the s at the end of a word makes the /sss/ sound, like hats did. Sometimes it makes the /zzz/ sound, like in bags.
  5. Repeat with cats, shops, bags, logs, bugs, twigs.
  6. Watch for students who are not participating, and give them an individual turn by pointing at random to one of the words on the board and asking them to read it.

Related activities


Reading connected text fluency: A jolly bunny hid a basket full of candy and plastic eggs at the top of Ellen's closet.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 35, Day 2

Reintroduce multiple irregular words: find, know, year, live, most, great

Activity Type: Reintroduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Arrange all the new irregular words on the board.
  2. Let's review these words. Pay attention because they are trick words.
  3. Point to each word in turn, model its sound, and have students repeat.
  4. Next, point to words randomly and let students say the word without your help. Give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  5. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has mastered these words.
  6. If time allows, to help students 'deep process' a word, ask an individual student, Can you make a sentence with the word around in it? Select a different word from today's set for each student. An alternative formulation you can use for variety is, I'll say the first part of a sentence and you have to make up an ending for it: The dog ran around and around the oak tree because... Student: ...there was a squirrel in it.

Related activities


-s word accuracy: bats, bugs, mops, rugs, logs, pins, lips, ducks, steps, songs, trees, boats

Activity Type: Build Accuracy
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Blank index cards
Goal: Given a written word ending in -s pronounced /s/ or /z/, the student can say the word ( hats -> "hats", bags -> "bags" ).
Items: bats, bugs, mops, rugs, logs, pins, lips, ducks, steps, songs, trees, boats

What to do

  1. Write the following words on index cards or on the board: bats, bugs, mops, rugs, logs, pins, lips, ducks, steps, songs, trees, boats.
  2. I'm going to show you a card with a word on it ending in s, and I want you to tell me the word. My turn first. Show the first card and read the word on it.
  3. Okay, your turn. Call on students individually and ask them to read a single card each. If a student struggles, cover up the s ending and ask him to say the base word, then uncover the ending and ask him to say the whole word. If he mispronounces the ending (for instance, saying bugsss instead of bugzzz with a /z/ sound at the end), ask him, Is it bugsss or bugzzz? Praise him when he gets it and let him try two more cards.
  4. Ask one of the students, If bug means one bug, how does it change the meaning when I add the s? Student: it means more than one bug.
  5. Continue until students have mastered this set of cards.

Related activities


Reading connected text fluency: It was not difficult to put on the helmet. As he fell, Frank was glad he had it on.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 35, Day 3

Irregular word fluency: your .. great

Activity Type: Build Fluency
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular word index cards (print them here)
Goal: Given a printed irregular word, say its sound with automaticity ( irregword -> "irregword" )
Items: All irregular words learned so far

What to do

  1. Assemble a stack of word index cards. The cards should be a mix of all irregular words learned so far. (Optionally, once students are comfortable with irregular words, you can include some regular words in the pack too.)
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the word on each card. Let's see how fast we can go. My turn first.
  3. Next, model taking the top card of the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note in an Activity Log.

Related activities


Advanced phonics redux fluency: (20 advanced phonics words)

Activity Type: Build Fluency
Activity Form: Standard
Grade: 1, 2, 3, 4, 5
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Advanced phonics word index cards (print them here)
Goal: Given a written word with an 'advanced phonics' feature such as a silent-letter or inflected ending, the student can say the word with automaticity ( wrapped -> "wrapped" ).
Items: A mix of advanced phonics words

What to do

  1. Assemble a stack of 12 to 20 index cards, sampling various advanced phonics words and words that students already know (regular and irregular). The advanced phonics words could include: word families, double-letter words, silent-letter words, contractions, compound words, -ed words, and -s words.
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can, saying the word on each card. Let's see how fast we can go. But there are some weird words in here. So remember what you've learned: Recap as many of the following as you need based on the card deck you assembled. It will usually be better to start with a small number of these word types and build to include them all in one deck.
    • Sometimes a letter gets doubled. It appears twice like this: (show a card like fill), but you only say it once.
    • Some letters stay silent, like this. Show a card like wrap. So if a word seems hard to say, maybe it's a word with a letter you should silence.
    • Sometimes a word is made up of two shorter words, like this: (show a card like cowboy), so you have to read those two words and put them together.
    • And when you read a word with an apostrophe in it, like this: (show a card like can't), just read it as if the apostrophe weren't there.
  3. Ready? Show students the first card from the stack. What's the word? Continue through to the end of the stack.
  4. Who can read these cards on their own? Call on a single student in the group, starting with a student you think may not be the fastest. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student, and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encourage them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note of the type of word they struggled with in an Activity Log.

Related activities


Reading connected text accuracy: (An 80-word fiction passage.)

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Week 35, Day 4

Introduce multiple irregular words: follow, move, try, kind, picture, change

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
  2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
  3. Continue with the other irregular words you are introducing for this session.
  4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
  5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities


Advanced phonics redux fluency: (20 advanced phonics words)

Activity Type: Build Fluency
Activity Form: Standard
Grade: 1, 2, 3, 4, 5
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Advanced phonics word index cards (print them here)
Goal: Given a written word with an 'advanced phonics' feature such as a silent-letter or inflected ending, the student can say the word with automaticity ( wrapped -> "wrapped" ).
Items: A mix of advanced phonics words

What to do

  1. Assemble a stack of 12 to 20 index cards, sampling various advanced phonics words and words that students already know (regular and irregular). The advanced phonics words could include: word families, double-letter words, silent-letter words, contractions, compound words, -ed words, and -s words.
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can, saying the word on each card. Let's see how fast we can go. But there are some weird words in here. So remember what you've learned: Recap as many of the following as you need based on the card deck you assembled. It will usually be better to start with a small number of these word types and build to include them all in one deck.
    • Sometimes a letter gets doubled. It appears twice like this: (show a card like fill), but you only say it once.
    • Some letters stay silent, like this. Show a card like wrap. So if a word seems hard to say, maybe it's a word with a letter you should silence.
    • Sometimes a word is made up of two shorter words, like this: (show a card like cowboy), so you have to read those two words and put them together.
    • And when you read a word with an apostrophe in it, like this: (show a card like can't), just read it as if the apostrophe weren't there.
  3. Ready? Show students the first card from the stack. What's the word? Continue through to the end of the stack.
  4. Who can read these cards on their own? Call on a single student in the group, starting with a student you think may not be the fastest. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student, and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encourage them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note of the type of word they struggled with in an Activity Log.

Related activities


Week 35, Day 5

Reintroduce multiple irregular words: follow, move, try, kind, picture, change

Activity Type: Reintroduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Arrange all the new irregular words on the board.
  2. Let's review these words. Pay attention because they are trick words.
  3. Point to each word in turn, model its sound, and have students repeat.
  4. Next, point to words randomly and let students say the word without your help. Give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  5. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has mastered these words.
  6. If time allows, to help students 'deep process' a word, ask an individual student, Can you make a sentence with the word around in it? Select a different word from today's set for each student. An alternative formulation you can use for variety is, I'll say the first part of a sentence and you have to make up an ending for it: The dog ran around and around the oak tree because... Student: ...there was a squirrel in it.

Related activities


Advanced phonics redux fluency: (20 advanced phonics words)

Activity Type: Build Fluency
Activity Form: Standard
Grade: 1, 2, 3, 4, 5
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Advanced phonics word index cards (print them here)
Goal: Given a written word with an 'advanced phonics' feature such as a silent-letter or inflected ending, the student can say the word with automaticity ( wrapped -> "wrapped" ).
Items: A mix of advanced phonics words

What to do

  1. Assemble a stack of 12 to 20 index cards, sampling various advanced phonics words and words that students already know (regular and irregular). The advanced phonics words could include: word families, double-letter words, silent-letter words, contractions, compound words, -ed words, and -s words.
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can, saying the word on each card. Let's see how fast we can go. But there are some weird words in here. So remember what you've learned: Recap as many of the following as you need based on the card deck you assembled. It will usually be better to start with a small number of these word types and build to include them all in one deck.
    • Sometimes a letter gets doubled. It appears twice like this: (show a card like fill), but you only say it once.
    • Some letters stay silent, like this. Show a card like wrap. So if a word seems hard to say, maybe it's a word with a letter you should silence.
    • Sometimes a word is made up of two shorter words, like this: (show a card like cowboy), so you have to read those two words and put them together.
    • And when you read a word with an apostrophe in it, like this: (show a card like can't), just read it as if the apostrophe weren't there.
  3. Ready? Show students the first card from the stack. What's the word? Continue through to the end of the stack.
  4. Who can read these cards on their own? Call on a single student in the group, starting with a student you think may not be the fastest. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student, and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encourage them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note of the type of word they struggled with in an Activity Log.

Related activities


Reading connected text accuracy (passage): (An 80-word non-fiction passage.)

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (less if all students are able to keep up). What's the word?
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. Give individuals who are not following a chance to read a sentence on their own.
  8. Optionally, go through the story one more time, a little faster again and without asking What's the word?

Related activities

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