Day 7
Reading Core Inventory Lessons 13 and 14
**** send home decodable book Nat T. 63 & 64****
Morning Message
Good Morning! Today is _____________, August _____________. We have ____________ today.
Shared Reading
Jill (Bonnie Klein Page # 34)
Phonics / Phonemic Awareness
Introduce Ww. The name of this letter is “w”. Have students point and say “w”. Demonstrate how to write
capital/uppercase w: slant down, slant up, slant down, and slant up. Demonstrate how to write lowercase w:
slant down, slant up, slant down, and slant up. Break down walk. Tell the students w says /w/. Have the
students sky write and say the sound /w/. Have them motion for w and say /w/. I will say some words and I
want you to say /w/ and make the motion if you hear the /w/ sound. If you don’t hear the /w/ sound, shake
your head no and cross your arms. (wave, win, hop, well, mind) Listen to me break the word wet into
sounds (segment). Try some with me; wipe, was, water, week
Build wag and slowly blend. Repeat with wig and win.
Introduce Xx. The name of this letter is “x”. Have students point and say “x”. Demonstrate how to write
capital/uppercase x: criss cross. Demonstrate how to write lowercase x: criss cross. Break down mix. Tell
the students x says /ks/. Have the students sky write and say the sound /ks/. Listen to me break the word
tax into sounds (segment). Try some with me; fox, six, fix
Build box and slowly blend. Repeat with fox and wax.
Introduce Vv. The name of this letter is “v”. Have students point and say “v”. Demonstrate how to write
capital/uppercase v: slant down, slant up. Demonstrate how to write lowercase v: slant down, slant up.
Break down voice. Tell the students v says /v/. Have the students sky write and say the sound /v/. Have
them motion for v and say /v/. I will say some words and I want you to say /v/ and make the motion if you
hear the /g/ sound. If you don’t hear the /v/ sound, shake your head no and cross your arms. (pot, vet, vote,
net, Vic) Listen to me break the word vase into sounds (segment). Try some with me; van, vote,
vest
Build van and slowly blend. Repeat with vat and Vic.
Introduce Jj. The name of this letter is “j”. Have students point and say “j”. Demonstrate how to write
capital/uppercase j: straight down and fishhook. Demonstrate how to write lowercase j: straight down with
a fishhook and dot it on the top. Break down jump. Tell the students j says /j/. Have the students sky write
and say the sound /j/. Have them make the j motion and say /j/. I will say some words and I want you to say
/j/ and make the motion if you hear the /j/ sound. If you don’t hear the /j/ sound, shake your head no and
cross your arms. (gift , job, hide, Joe, and jam) Listen to me break the word jug into sounds
(segment). Try some with me; jog, jelly, junk
Build job and slowly blend. Repeat with jam and Jim.
Our next game will be a rhyming game. Let’s start with Max find five rhyming words. Let’s try another one
gave find five rhyming words.
High Frequency Word Work
(1) Introduce me. Create the phrase a _____for me. Add the picture of a wagon and read. Have children
read. Replace the wagon with bed, ball, crab, can, pen, and toothbrush. Have the children create sentences
using other objects. (2) Introduce one. Place the card one next to the picture of a bird and read the
fragment. Replace the bird with crocodile, goat, kangaroo, whale, and zebra. Ask the students to create
segments about other items. (3) Introduce little. Create the sentence I have a little ________. Place the
picture of the frog in the sentence. The students read the sentence. Replace the frog with fish, skunk, snake,
frog, turtle, and snail. Ask the students to think of other little animals. Have the students reread the sentence
filling in the blank with other little animals.
Comprehension: The Lion and the Mouse
· Build background and predict.
· Review the genre of fables. Discuss many common characteristics. Revisit the Venn-diagram.
· Introduce vocabulary or story words (trapped, gnawed, begged, jaws).
· Read The Lion and the Mouse. (Identify dialogue, make text to self connections, ask comprehension
questions)
· Identify the story elements: speaker, setting, characters, and plot
· Retell the story using a graphic organizer.
· Revisit our predictions and discuss.
· Discuss author’s purpose.
· Alternate ending: “What would have happened if the lion had eaten the mouse?”
· Identify the elements of a fable as found within The Lion and the Mouse and identify the moral.
Centers
Sort setting and Listening Center Alphabet Arc Favorite Character
characters
Vowel Sound Sort