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UNIT 1 LESSONS 6-7 GPS: ELA1W1 The student begins to understand principles of writing. The student l.

uses appropriate punctuation (period and question marks) and correct capitalization of initial words and common and proper nouns (e.g., personal names, months). ELAR6The student uses a variety of strategies to understand and gain meaning form gradelevel text. d. Retells stories read independently or with a partner f. Makes connections between texts and/or personal

TUESDAY Poem Chart: My Cat Sam Read the poem chart. Student will circle short a words. Make circle map with short a words. Phonics Reader: Read My Cat aloud to the class. Make a circle map together of words with short a in the story. Practice Book: Page 3-After writing the answers you could make a tree map of short a words. (at, ag, and ap) Spelling: Introduce new spelling words. Identify the at and an words. Show

WEDNESDAY Poem Chart: My Cat Sam Read the poem chart. Circle words with final consonants n, t, d, p, g, and m. SW make word ladders with at and ap. Sing My Cat Sam to tune of Hush Little Baby.

THURSDAY Poem Chart: My Cat Sam Read the poem chart. SW make word ladders with am and ad.

Phonics Reader: Read My Cat. SW use sticky notes to locate and write words with final consonants n, Phonics Reader: t, d, p, g, and Read My Cat. SW m from the use sticky notes story. to locate and write words with Practice Book: short a from the page 16 story. (spelling word families at and Practice Book: an) page 9 (initial Spelling: consonants b, f, m, r, s) Dictate the sentences to Spelling: students. SW Play Sparkle. I write the can show you or sentences. A Mrs. Wilkes. cat ran. The man sat. Look at an ant. Grammar: Page 11 (complete Grammar: sentences)

Assessment: Spelling Testwrite score in grade book Grammar Testcomplete sentencesrecord score Phonics Phonics Reader: Assessment-We Read My Cat with can decide on a partner. one of the short a papers to grade. Practice Book: Page 15 (initial Sequential consonants c, g, Phonics: n, p, t)0 (Finish any of the four missed Spelling: lessons from Play Sparkle to the week. The review words. fifth one is a review lesson.) Grammar: Page 18 (complete sentences) Resources: I Like Myself by Karen Beaumont Read the book when available. List things girl liked about herself. Chart rhyming words from the story. Teach chunking.

FRIDAY Poem Chart: My Cat Sam Read the poem chart. Circle words and match to the pictures on the chart.

Sequential Phonics: Lesson # ___________ Page #

experiences. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words a. Automatically generates the sounds for all letters and letter patterns, including long and short vowel sounds. b. Applies knowledge of letter-sound correspondence to decode new words. h. Applies learned phonics skills when reading and writing words, sentences, and stories. ELA 1R2 The student demonstrates

how they rhyme. Phonics Lessons (Pinnell & Fountas) Page 283-285 Looking at patterns to help read words. Making new words by putting a letter or letter cluster before the word part or pattern. (This could be a center activity if needed.) SW use two-way sort sheets (page 229 in Teaching Resources) and magnetic letters to make ap and an words. Grammar: Page 7 (complete sentences) Sequential Phonics:

Page 17 (complete sentences) Sequential Phonics: Lesson # ___________ Page # _____________ Sequential Phonics: Lesson # ___________ Page # _____________

_____________

Use magnetic letters to show initial consonant and the chunk. (page 25-26 of ELA framework) Two Eyes, A Nose, and a Mouth by Roberta Grobel Intrater Reread book from last week. Talk about what makes them special. Chart answers. Dont forget these skills found on ELA Unit 1 Assessment: Phonics: Sound of m Sound of r Sound of qu Sound of hard c Sound of n Sound of d Which word begins with same sound as mop? Which word ends with same sound as ship?

the ability to identify and orally manipulate words and individual sounds within those spoken words. b. Identifies onsets and rimes in spoken one-syllable words. for all letters and letter patterns, including long and short vowels. Essential Questions: How do I identify a complete sentence? How do I sound out words? How do I identify the sounds of short a and final consonants n, t, d, p, g, and m? How do I build

Lesson # ___________ Page # _____________ (Mrs. Rozar has made sheets to match each lesson. Not sure which lesson we all need to be on.)

Homework:

Which word has the same middle sound as fox? Nouns Bat-change beginning to h. What is new word? Wish-change beginning to f. What is new word. Cap-change ending to n. What is new word? Hot-change ending to p. What is new word? Grammar: Period at end of a telling sentence Recognize a complete sentence. As you see this first test is FULL of phonics and grammar!

words with short a? How do I decode words with short a and final consonants n, t, d, p, g, and m. How do I spell words with short a? (CVC) How do I recognize highfrequency words?