1 / 35

Strategic Foresman

Strategic Foresman. Small Group. Unit 1.1 Day 1. Activity 1. Unit 1.1 Day1. Phonological Awareness Recognize Rhyming Sounds Explain that rhyming words are words that sound the same because they end with the same sounds.

amity
Download Presentation

Strategic Foresman

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Strategic Foresman Small Group Unit 1.1 Day 1

  2. Activity 1 Unit 1.1 Day1 Phonological Awareness Recognize Rhyming Sounds Explain that rhyming words are words that sound the same because they end with the same sounds. Cat and bat both end with –at, so they rhyme. I want you to listen for some more rhyming sounds. I will say two words and I want you to tell me if they end the same. Use the following pairs of words: wet, pet; tan, cup; can, man; hen, pen; hat, bear.

  3. Activity 2 Unit 1.1 Day1 Letter Recognition Trace Aa Write A and a on paper plates with a thick dark marker. Then cover the letters with sand. Have children drag their fingers through the sand to trace the letter shapes. Match A and a Give each child an index card with a form of Aa written on it. Have children find another child with an uppercase A or lowercase a to make matching pairs with the letter cards. Have children show their pairs of letters to the group and name the letters. Review High-Frequency Words Write am on the board. This is the word am. Listen as I name the letters: a, m, am. Repeat the routine with the word I.

  4. enough for 2 students Leave each table in tact. Laminate Student will place correct letters underneath 1.1 day 1 1.1 day 1

  5. enough for 4 students Laminate and cut each strip apart and put each set into a bag. Student will place in correct spot on table.

  6. enough for 2 students Leave each table in tact. Laminate Student will place correct words in boxes after word

  7. enough for 2 students Laminate and cut each table apart and put each set into a bag. Student will place in correct spot on table.

  8. Unit 1.1 Day1 Activity 3 Connected Text Read Listen to Me Reader K.1.1Display the book. The titleof this story is Colors Around Me. The story is written byJim Lobes. Follow along withyour finger as I read. Then wewill take turns reading thispage. Reread the bookseveral times, giving childrenopportunities to read the story.

  9. Unit 1.1 Day2 Activity 1 Phonological Awareness Practice Rhyme Remind children that yesterday they learned about rhyming words. Who remembers what rhyming is? Words that rhyme are words that sound the same at the end. Wet and let both end with -et, so they rhyme. I want you to listen for some more rhyming sounds. I will say two words and I want you to tell me if they end the same. Use the following pairs of words: cat, bat; bear, hare; moon, cot; top, mop; pig, big.

  10. Activity 2 Unit 1.1 Day2 Letter Recognition Identify Aa and Bb Cut the letters A, a, B, and b out of felt. Glue the letters to a piece of poster board. Have children take turns moving their fingers across the letters to get a feel for the shape. Match B and b Give each child a self-stick note with an uppercase B or lowercase b on it. Make a poster for each letter form. Have children take turns sticking their letter on the matching poster. Then ask children to point to and name a letter on one of the posters. Review High-Frequency Words Write I on the board. This is the word I. What word is this? Repeat with am.

  11. enough for 2 students Leave each table in tact. Laminate Student will place correct letters underneath 1.1 day 2 1.1 day 2

  12. enough for 4 students Laminate and cut each strip apart and put each set into a bag. Student will place in correct spot on table.

  13. Unit 1.1 Day 2 Activity 3 Connected Text Read Phonics Story Display thestory. The title of this story is I Am!Follow along with your finger as Iread. Then we will take turns readingthis page. Reread the book severaltimes, giving children opportunitiesto read the story. Provide support as necessary.

  14. Unit 1.1 Day 3 Activity 1 Phonological Awareness Practice Rhyme Remind children that they have been learning about rhyming words. Words that rhyme are words that sound the same because they sound the same at the end. Pig and wig both end with –ig, so they rhyme. I want you to listen for some more rhyming sounds. I will say two words and I want you to tell me if they end the same. Use the following pairs of words: leg, beg hand, land book, bed bell, tell man, can

  15. Activity 2 Unit 1.1 Day 3 Letter Recognition Match C and c Make ten letter cards with five uppercase letter C's and five lowercase letter c's. Place the cards on a table. Have children take two cards and look for a matching pair with C and c. Continue until all the pairs are found. Mix the cards and place them back on the table for additional practice. Review High-Frequency Words Write the word am on the board. What word is this? Repeat with I.

  16. enough for 2 students Leave each table in tact. Laminate Student will place correct letters underneath 1.1 day 3 1.1 day 3

  17. enough for 4 students 1.1 day 3 Laminate and cut each strip apart and put each set into a bag. Student will place in correct spot on table. 1.1 day 3 1.1 day 3 1.1 day 3

  18. Unit 1.1 Day 3 Activity 3 Connected Text Read Kindergarten Student Reader K.1.1 Display the story. The title of this story is Cat and Dog Go to School. The author is Nikki Chase. The illustrator is Mike Dammer. Let's read the story together. Follow the Small Group Reading Routine. Model Fluent Reading Read Chorally Read Individually Reread and MonitorProgress

  19. Unit 1.1 Day 4 Activity 1 Phonological Awareness Practice Rhyme We have been learning about words that have the same ending sounds, such as can and man. What do we call these words? These are rhyming words. I will say two words and I want you to tell me if they rhyme. Use the following pairs of words: jug, mug plate, skate cup, hen lock, room star, car fox, box; ring, cap; dish, wish.

  20. Activity 2 Unit 1.1 Day 4 Letter Recognition Identify Dd Give each child a letter card with an uppercase or lowercase Dd. Have all the children with D cards form a line. Repeat with d. Then say uppercase D or lowercase d and have the line whose letter it is march forward five steps. Match D and d Hide uppercase and lowercase Dd letter cards around the room. Ask a child to look for a card and name the letter. Continue until all the cards are found. Review Letters Draw the following grid on the board. Give each child a letter card labeled with an uppercase or lowercase Aa, Bb, Cc, or Dd. Have children take turns finding their letters on the board and writing their initials in the box with their letter.

  21. enough for 2 students Leave each table in tact. Laminate Student will place correct letters underneath 1.1 day 4 1.1 day 4

  22. enough for 4 students

  23. Unit 1.1 Day 4 Activity 3 Build Fluency Review High-Frequency Words Give each child a sheet of paper. Write the following sentence on the board: I am _____. Have children write the sentence and add their name to finish the sentence. Have children show the sentence and read it to the class.

  24. I am ___________. I am ___________.

  25. Unit 1.1 Day 4 Activity 4 Connected Text Read Decodable Reader 1 Display the cover of Who Am I? The title of this story is Who Am I? Follow along with your finger as I read. Then we will take turns readingthis page. Reread the book several times, giving children opportunities to read the story.

  26. Unit 1.1 Day 5 Activity 1 Phonological Awareness Practice Rhyme We have been learning about words that rhyme. What are rhyming words? (words that end with the same sounds) Rhyming words end with the same sounds. Who can say two words that rhyme? Give children a chance to give several examples of rhyming words. If necessary give clues for these pairs: hat, bat hen, pen cap, map pin, fin box, fox clock, block top, mop fish, dish

  27. Activity 2 Unit 1.1 Day 5 Letter Recognition Identify Ee Draw a row of egg shapes on the board. Prepare letter cards with various letters, including many uppercase and lowercase Ee's. Show a letter card. If the card as E or e, have children name the letter and write it in one of the eggs. Match E and e Using the letter cards with uppercase E and lowercase e, give two children several cards each. Have them place the cards in a pocket chart, matching E with e. Then have the group check to see that the correct matches were made. Continue by giving other children cards to match. Match Letters Write the letters Aa, Bb, Cc, Dd, and Ee on index cards and randomly place them on the table. Give children a letter card and have them find thematching letter. Review Letters Place the letters Aa, Bb, Cc, Dd, and Ee in a pocket chart inrandom order. Ask a volunteer to find A. Place the card on the chalkboard ledge. Continue through the alphabet in this fashion to place the letters in order for Aa to Ee.

  28. enough for 2 students Leave each table in tact. Laminate Student will place correct lowercase letters underneath 1.1 day 5 1.1 day 5

  29. enough for 7 students

  30. Unit 1.1 Day 5 Activity 3 Alternate Assessment Find Letters Gather old newspapers or magazines. Write one letter, Aa, Bb, Cc, Dd, or Ee, on each of five sheets of construction paper. Divide children into five groups and give one sheet to each group. Have the groups read the letter on their sheet and then find it in newspapers or magazines. Have them cut out the letters and paste them on their sheet of paper. Have the groups share their letter collages with the class.

More Related