This presentation can also be found on our classblog http://digitalanthology.blogspot.com

1. Maria Angala, NBCT Jefferson Academy, Washington DC Just Words

2. FIRST FIVE! 1. Come in quietly and take your seat 2. Place materials on desk 3. Take out HW assignment 4. Write down HW assignment in agenda book. 5. Begin “JUST START!”

4. for – Trim the shrub for mom.

5. to – Did you stop to rest?

6. do – Do not dump the milk.1. “Skywrite” these words with your finger while you spell them orally. Do three times for each word. 2. Circle these new high frequency words in your notebook. 3. Add the sentences in the High frequency/ Sight Words section.

7. OBJECTIVES: By the end of the lesson, SWBAT: 1. tell word structure by presenting words in segmented form (blends & digraph) 2. pronounce sounds of letters with accuracy with the aid of a “keyword” picture. …80% of the time as measured by a progress check.

8. Let’s review! – BLENDS Can anyone remind me what new concept we learned yesterday? What are blends? Remember we said that when there are two or more consonants together each making their own sound they are called a blend. And take note that these sounds can be pulled apart. (demonstrate: slip. Practice saying sounds individually then blended). Also remember that blends may appear before a vowel (snap) or after a vowel (sent)

9. PRIDE scholars, hit it!! Vocabulary, vocabulary how many words do you know? We’ll have power to read in Just Words class Here we go!! Let’s rock & read!!

10. I DO: Closed-syllables hide Explain: Always remember that words have parts that go together called syllables. Syllables= parts of a word that can be pushed out in one breath. Examine: catnip Cat =has one syllable Catnip= has two syllables Explain: there are 6 kinds of syllables in English. The closed syllable is the first kind of syllable that we will learn. Like a scientist using a microscope, let’s examine the word bat. (make w/ SC) How do we read this word? Notice that it has one vowel with a short sound /a/ when the consonant t moves in. Now, when we remove b to leave the word at, how do we read this now? Notice that in this new word, it makes the long sound /a/. It can also be closed in with more than two consonants: bath

11. YOU DO: Closed Syllable hide Let’s examine more words: WORD: such Is this a closed syllable? Yes Why? It is closed in by ch WORD: she Is this a closed syllable? No Why? Has one vowel but not closed in. WORD: it Is this a closed syllable? Yes Why? It is closed in by a consonant. WORD: coal No, there are 2 vowels

12. YOU DO: Mark words Demonstrate: Let me show you how to mark words to help us remember their sounds and how they are segmented. WORD: cat - Scoop - Breve - Underline - C= closed syllable - O=Open syllable INDIVIDUAL WORK: 1. Open your Student Notebook, Six Syllable Types page (Syllables Section) 2. Add the following words & nonsense words: up chip flash em bunch slip MARK THEM UP!!

13. SPELLING hide For each word that I say, I want you to: 1. tap it 2. spell it in your magnetic journal READY? soft. Do you see a blend? What is it? shift. Do you see a digraph here? What is it? glad. Is this a closed syllable? Why? flock. Do you see a digraph here? What is it? crib. Do you see a blend? What is it? mask. Is this a closed syllable? Why? REMEMBER: if the /k/ sound is the first letter of a blend, the /k/ is spelled with a c. If the /k/ sound is the last letter of a blend, the /k/ is spelled with k.

14. HOMEWORK 1. Write these words three times in different colors, and 2. Use these words in a sentence: soft shift glad flock crib Yes, I can!!

15. Did we meet the OBJECTIVES: By the end of the lesson, SWBAT: 1. tell word structure by presenting words in segmented form (blends & digraph) 2. measure the rate of improvement …80% of the time as measured by a progress check.

16. YOU ARE AMAZING!!! With the power to read, We’re super readers, Working together Achieving together!! You deserve a Chimpan-CHEER!!!

17. LAST FIVE! 1. Homework in homework folder 2. Notes in folders 3. Materials put away 4. Clean desk and area 5. Line up when instructed