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Kindergarten Foundational Skills Second Quarter

Second Quarter KINDERGARTEN 2013-2014

WEEKS 10-14 Organization of Instruction: Whole group; some independent work with teacher circulating to observe, interact, and provide support

Learning contexts *Continue using element of the language and literacy framework, including phonics lesson and supplication *Assess children’s knowledge of letters, sounds and early literacy concepts and convene at least one guided reading group (if appropriate). *Increase children’s experience in reading and rereading simple books *use the name chart, Alphabet Linking Chart, and word wall as tools *Increase time in independent activities

New routines to teach *”Sorting” as a routine that can be used in many ways (letters, pictures, other words) *”Independent Reading” as a routine- go through the whole book, pointing, etc… *”independent writing” as making letters using specific directions in order and checking it *Using a model to build and write words *Using the Making Words Sheet to record words *Matching words by looking at letters

Assessment- Children can: *Recognize and match color words *Identify first and last in sentences *Identify first and last letters in words *Hear and identify the last sounds of words *Make connections between names by sounds, letters and letter patterns *Write their names accurately and legibly *Write some known high frequency words.

Weeks 10-14 Do three Mini lessons per week Whole group Focus: Setting routines and procedures

Small Group/Independent Practice Focus: Learning to work independently Do students work hard? Do students stay engaged/focused? Do students work independently

Linking and Expanding the Learning

Observations: Watching the growth

Mini Lesson (15 minutes) ELC 4-Sorting and Connecting Names (pg 83) Principal: “You can connect your name with other words.” Standard: 2.3 EOd.iv

Apply (15 minutes) Use classmates names and so a three way sort by first letter. Then sort names by the last letter.

*Read aloud books that have character names in the title. Leo the Late Bloomer Kraus Bill and Pete dePaloa *Ask students to think of other ways to sort names. Such as number of letters in the name, names with double letters

*Notice the children’s abilities to sort names by first and last letters. *Notice the children’s ability to write the first letter in their names. *Observe whether children use first and last letters of names as resources in interactive and independent writing.

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Mini Lesson (15 minutes) ELC 5-Recognizing First and Last Letters (pg 87) Principal: “The first letter in a word is on the left.” “The last letter in a word is before the space.” Standard: 2.3 EOa.ii

Apply (15 minutes) Use letter cards to glue classmates’ names on a sheet of paper. Say each letter. Highlight the first letter in each name. SAY GLUE COLOR

*Read aloud alphabet books and point out the first and last letters of the characters names The Letters are Lost Campbell-Ernst Alphabears Hague Add making names with magnetic letters to your centers.

*Notice how many of the letters the children can produce when they write their own and their classmates’ names. *Observe whether the children use their names as resources for interactive writing and independent writing.

Mini Lesson (15 minutes) LK 10-Learning Letters in Names (pg 247) Principal: “Words have letters in them.” “Your name has letters in it.” “You can say the first letter of your name.” Standard: 2.3 EOa.ii; 2.3 EOa.iv

Apply (15 minutes) Students sort classmates’ names along an alphabet line. (pg. 249) CUT SAY SORT

*Read aloud books that contain alliteration. Point out that they words sound the same because they start with the same letter. Four Famished Foxes and Fosdyke Duncan-Edwards Watch William Walk Jonas Repeat the lesson with children’s last name.

*Observe Children’s ability to remember the first letters of their names and the names of others. *Notice children’s use of their own names and the names of classmates as resources for writing words. *Observe children’s ability to make connections to names during interactive writing.

Mini Lesson (15 minutes) ELC 6-Locating First and Last in Print (pg 91) Principal: “The first word in a sentence is on the left.” “The last word in a sentence is before the period or question mark.” Standard: 2.3 EOa

Apply (15 minutes) Ask students to write something about themselves and three friends or family members. Write about what they like or what they are wearing. Print text into a published booklet for students to illustrate. WRITE DRAW READ

*Read aloud books that combine color words and animal words, one sentence on each page. I Like Me Carlson Tough Boris Fox Read group story several times and locate color words. *Write a sentence about every child in the room on separate sheets of paper for children to illustrate. Then, staple the sheets

*Notice whether the children know what you mean when you refer to the first and last words in a sentence. *Ask individual children to point to the first and last words in a line of print.

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together to make a class book.

Mini Lesson (15 minutes) ELC 7-Matching Word by Word (pg 95) Principal: “We say one word for each word we see in writing.” Standard: 2.3 EOa; 2.3 EOa.i

Apply (15 minutes) Distribute photocopied sentence strips for children to cut apart and then glue back together into sentences that they illustrate. Or give each student a four page blank book. Children draw a friend or family member on each page and write a sentence about each person. CUT GLUE DRAW

*Read aloud books with large type in which children can clearly notice the words and spaces. I Went Walking Williams Willy the Dreamer Browne *Ask children to check their independent writing to be sure they are leaving spaces.

*Observe the children’s writing and notice whether they are using spaces. *Observe the children reading independently to see whether they are noticing individual words and pointing word by word.

Mini Lesson (15 minutes) HFW 1-Building and Writing HF words 1 (pg 373) Principal: “You see some words many times when you read.” “Some have only one letter. Some have two letters.” “Words you see a lot are important because they help you read and write.” Standard: 2.3 EOd.iii

Apply (15 minutes) Give the children a “Making Words Sheet”, a set of word cards for the words used in this lesson, and magnetic letters. Have the children place each word card in the first column of the sheet, read it, make it, and write it. READ MAKE WRITE

*Read aloud books that have enlarged print. Draw children’s attention to high frequency words and locate them. We’re Going on a Bear Hunt Rosen and Oxenbury The Big Fat Worm Van Laan *Have children match pairs of word tiles or word cards with high frequency words. Each time children learn a new high frequency word, give them a card to add to their collection of words in a box or on rings. Have them practice reading all the words in the box or on the ring.

*Notice whether the children are able to recognize high frequency words when reading.

Mini Lesson (15 minutes) LK 13-Learning to Look at Letter Features 1 (pg 259)

Apply (15 minutes) Have the children place a key letter with a short stick (n) at the top of the left-hand column and a key letter

*Read aloud alphabet books that not only single out letters but use alliteration to tell an amusing story.

*Notice children’s ability to sort letters by whether they have long or short sticks or by other features. *Examine children’s writing to note the letter

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Principal: “You can find parts of letters that look the same.” “You can find the letters that have long sticks and short sticks.” Standard: 3.2 EOa.i

with a long stick (h) at the top of the right-hand column of a “Two-Way Sort Sheet”. Demonstrate sorting two letters. Have children sort letters l, d, h, a, m, n, k, b, r, I, u, p, and q into two categories, long stick and short stick. TAKE SORT CHECK

Pignic: An Alphabet Book in Rhyme Miranda The Absolutely Awful Alphabet Gerstein *Have children sort letter cards into those with long sticks and those with short ticks and glue them on a “Two-Way Sort Sheet”. Sort letters in a variety of other ways.

features that appear in their handwriting.

Mini Lesson (15 minutes) LK 14-Learning to Look at Letter (pg 263) (small group lesson) Principal: “You can find parts of letters that look the same.” Standard: Small group lesson

Apply (15 minutes) Small group lesson Give containers of mixed magnetic letters to children. Place a key letter at the top of a “Two-Way Sort Sheet” and then find other letters that have a similar feature. Use a “Three-Way Sort Sheet”. A key element is to pay attention to and explore the features of letters. LOOK FIND PUT

*Read aloud a variety of alphabet books. The Alligator Arrived with Apples: A Potluck Alphabet Dragonwagon Harold’s ABC Johnson *Invite children to locate letters with a particular feature (letters with circles). *Select other letters as key letters of sorting into categories: x, s, I, m, o.

*Notice children’s growing ability to attach names to letters according to their distinctive features. *Observe the speed with which children sort letters because it is an indication of their ability to pick up on print information. If they are sorting slowly, seeing the differences is probably hard work.

Mini Lesson (15 minutes) LK 16-Learning to Form Letters (pg 271) (small group lesson) Principal: “You can make the shape of a letter.” “You can say words that help you learn how to make letters.” “You can check to see if your letter looks right.”

Apply (15 minutes) Small group lesson Demonstrate ways you want children to make letters. Examples: Trace sandpaper letters; trace letters on laminated letter cards with a dry-erase marker; write the letter in salt or sand in a flat tray or box; write the letter on paper with a crayon. “Rainbow Letters”. Trace the letter

*Read aloud alphabet books that emphasize sounds as well as names. ABC Discovery Cohen Goblins in Green Heller *During word work, arrange magnetic letters on a cookie sheet in alphabetical order. Make a few letters in the air or on a whiteboard and have children find them on the tray.

*Observe the children as they write to see whether their handwriting is getting more efficient. *Evaluate the children’s written products to determine whether their handwriting is becoming more legible. *Make an inventory of children’s ability to write letters by asking them to write a series of letters that you dictate. This task will tell you which letters need continued detailed attention.

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Standard: Small group lesson

using many different colors of crayon. TRACE WRITE

Mini Lesson (15 minutes) LS 1-Beginning Consonant Letters and Sounds (pg 309) Principal: “You can hear the sound at the beginning of a word.” “You can match letters and sounds at the beginning of a word.” Standard: 2.3 EOd.i; 1.3 EOg

Apply (15 minutes) Give children a group of selected picture cards whose names have different beginning consonants and a “Two-Way Sort Sheet” with a key picture and a letter as an example at the top. Children glue a picture on the left of the “Two-Way Sort Sheet”, find the corresponding initial letter for the picture’s name, and glue it on the right. CUT FIND GLUE MATCH

*Read aloud stories that emphasize words that begin with the same sound. In the Small, Small Pond Fleming A Summery Saturday Morning Mahy *Teach children to say the first sound when they come to an unknown word. This will help them think of a word that starts with that letter and makes sense in the story.

*Observe whether the children are able to generate the first letters of words during writing. *Notice whether the children can say the first sound of a word while reading. *Check whether the children can use the first letter/sound of a word to monitor and check their reading. *Place picture cards in the pocket chart and ask individual children to match letters.

Mini Lesson (15 minutes) LS 2-Connecting Beginning Sounds and Letters (pg 313) Principal: “You can hear the sound at the beginning of a word.” “You can match letters and sounds at the beginning of a word.” “You can find a word by saying it and thinking about the first sound.” Standard: 2.3 EOd.i

Apply (15 minutes) Have children sort pictures and words using a “Three-Way Sort Card”, placing each picture and word under the appropriate key picture. Then have them read each column with a partner. Finally, have them cop the words on a “Three-Way Sort Sheet”. TAKE SORT READ WRITE

*Read aloud books that emphasize the beginning sounds in words. Six Sandy Sheep Enderle and Tessler The Worryworts Edwards *When children come to an unknown word, prompt them to say the sound of the first letter and think what word would make sense. *Remind children to say a word and write the letter associated with the first sound.

*Observe the children to determine how well they are connecting initial letters and sounds. Have children who seem confused match the pictures and letters individually as you observe which ones cause them confusion. *Give children a sheet with pictures and letters and have them draw lines to match them.

Mini Lesson (15 minutes) WM 1-Learning Color Words

Apply (15 minutes) Have the children match words.

*Read aloud books that focus children’s attention on colors and color words.

*Have individual children read a set of Color Word Cards.

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(pg 403) Principal: “A color has a name.” “You can read and write the names of colors.” Standard: 2.3 EOc.i

You can place a small card with directions on the side of the chart. After they have matched them, they can use crayons or markers to color the word cards with the appropriate color. READ GLUE MATCH GLUE COLOR

Growing Colors McMillan A Beastly Story Martin, Jr. *Cut up the color words into onsets and rimes (bl-ack; br-own) and have children build them as they match them. *Make a stapled color word book that has one color word on each page.

*Have children match color words written on two sets of cards.

Mini Lesson (15 minutes) LS 3-Beginning Consonant Letters and Sounds (pg 317) Principal: “You can hear the sound at the beginning of a word.” “You can match letters and sounds at the beginning of a word.” Standard: 2.3 EOd.i

Apply (15 minutes) Give the children a “Three-Way Sort Sheet” with key letters in the top spots. They will need selected picture cards, including some with names that match the key letters and some that don’t. Child sorts picture cards by beginning sound. Mix cards and repeat. TAKE SORT READ CHECK

*Read aloud stories that emphasize beginning sounds. The Accidental Zucchini: An Unexpected Alphabet Grover The Wacky Wedding Edwards *When thinking how to write a word, have children say it slowly and decide what the first letter is likely to be.

*Notice whether the children are able to write the first letters of words. *Observe whether the children say the first sound of a word while reading. *Notice whether the children use the first letter/sound of a word to monitor and check on their reading. *Place letter cards in the pocket chart and ask individual children to match a limited set of pictures quickly.

Mini Lesson (15 minutes) LS 4-Beginning Consonant Letters and Sounds (pg 321) Principal: “You can match letters and sounds at the beginning of a word.” “When you see a letter at the beginning of a word, you can make its sound.’ “When you know the sound, you

Apply (15 minutes) Have children play the Picture Lotto game in groups of three or four at a time, each with a different color card. They take turns taking a letter card and saying the name of the picture that matches it. If there is a match, they place the letter card on the picture in the square. If there is no match, the card is returned to the bottom of the card pile.

*Read aloud stories that draw attention to beginning letters and sounds. Watch William Walk Jonas Some Smug Slug Edwards *Extend the Picture Lotto game by varying the pictures. Start with pictures that represent simple initial sounds. Gradually increase the complexity of the game and/or eliminate the easy-to-match

*Observe whether the children are able to generate beginning letters of words when they are writing. *Notice whether the children can say the first sound of a word while reading. *Notice whether the children can use the first letter/sound of a word to monitor and check their reading. *Place picture cards in the pocket chart and ask children to match letters.

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can find the letter.” Standard: 2.3 EOd.i

TAKE SAY MATCH

sounds.

Mini Lesson (15 minutes) LS5-Beginning Consonant Letters and Sounds (pg 325) Principal: “You can match letters and sounds at the beginning of a word.” “When you see a letter at the beginning of a word, you can make its sound.” “You can find a word by saying it and thinking about the first sound.” Standard: 2.3 EOd.i

Apply (15 minutes) Give the children duplicated versions of the poem or rhyme. Consider separate pages for each verse (Sing a Song of Poetry). The children can read it, illustrate it, and highlight or circle the “p’s” at the beginning of words. READ DRAW CIRCLE

*Read aloud stories that feature words that have the same first letters and sounds. Point out that k and c often have the same sound. Kangaroo and Cricket Siomades Goblins in Green Heller *Repeat the activity with other rhymes or songs, locating other words that begin with the same letter and sound.

*Notice whether the children are able to categorize words by beginning sound and letter. *Observe whether the children can locate words in the text by saying the word and predicting the first letter. *Notice whether the children are representing first letters in words they try to write in stories.

Second Quarter KINDERGARTEN 2012-2013

WEEK 15-18 Organization of Instruction: Whole group; some independent work with teacher circulating to observe, interact, and provide support

Learning contexts *Continue using all elements of the Language and Literacy Framework *Add Guided Reading groups as appropriate *Establish “browsing boxes” and the new routines associated with them. *As children acquire more high frequency words and as you use phonograms in the mini-lessons, add exemplar words to the word wall *Increase the time children spend on reading and rereading simple texts and on writing. (pg.40)

New routines to teach *”Concentration” *Matching pictures of words with the same middle sound *Sorting Letters *Locating words in print *Building words using phonograms *Substituting the first letter to make a new word (pg. 40)

Assessment- Children can: *Hear and generate rhymes. *Build words using the unknown phonogram –at. *Notice several features of letters and sort letters by feature. *Read and write1- to 3-letter high frequency words. *Make a new word by changing the first letter. *Write more known high frequency words. *Construct words in writing using known letter/sound relationships. (pg. 40)

Week 15 Do two-three Mini lessons per week

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Whole group Focus: Setting routines and procedures

Small Group/Independent Practice Focus: Learning to work independently Do students work hard? Do students stay engaged/focused? Do students work independently

Linking and Expanding the Learning

Observations: Watching the growth

Mini Lesson (15 minutes) PA 7- Saying Words Slowly to Hear Sounds (pg. 129) Principles: “You can say the word slowly.” “You can hear the sounds in a word.” Standard: 2.3.EOd.iv

Apply (15 minutes) Using a two-column/two-way sort sheet, students place a picture on the left side and try to write letters for the sounds that they hear in the word (or find magnetic letters). Use pictures for words that will be new to the students. SAY WRITE (FIND)

*Read aloud books that draw the children’s attention to the sounds of words. Boo to a Goose Fox Chugga-Chugga Choo-Choo Lewis *Repeat the lesson with more words and picture cards to practice saying words slowly, listening for and recording sounds in letter form.

*Notice the extent to which children are able to represent letters in words accurately in their writing. *Observe whether the children are using letter/sound cues to check on their reading and to solve new words in reading. *Notice which children are representing all easy-to-hear sounds in their writing. *Note which sounds are hard to hear for certain children.

Mini Lesson (15 minutes) PA 4- Hearing Syllables: Picture Sort (pg. 117) Principles: “You can hear and say the syllables in a word.” “Some words have one syllable.” “Some words have two syllables.” “Some words have three or more syllables.” Standard: 2.3.EOb.ii

Apply (15 minutes) Have children, in pairs, place the key pictures at the top of each column of a Three-Way Sort Sheet. Then have them say and sort the pictures. First, one partner says the name of each item pictured, sorts the pictures according to the number of syllables in the name, and reads the completed list. Then they mix up the set of cards, and the other partner repeats the activity. SAY SORT READ

*When you find an interesting two- or three-syllable word in a book you are reading aloud, ask children to say and clap it. To Market, To Market Miranda I Love You, Little One Tafuri *Repeat the lesson with other pictures: book, dog, bus, turtle, balloon, carrot, toothbrush, football, hammer, pencil, pumpkin, bicycle, umbrella *You may want to clap some four syllable words: caterpillar, motorcycle, watermelon, pepperoni

*Observe the children’s ability to say and clap the syllables in words *Notice whether children recognize and use syllables when writing.

Mini Lesson (15 minutes) Apply (15 minutes) *Read aloud books that have *Notice whether the children are able to

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HF 2- Building and Writing High Frequency Words 2 (pg 377) Principles: “You see some words many times when you read.” “Some have only one letter. Some have two letters. Some have three or four letters.” “Words you see a lot are important because they help you read and write.” Standard: 2.3.EOd.iii

Give the children a Making Words Sheet, a set of word cards for the words used in the lesson, and magnetic letters. Have the children place each word in the first column of the sheet, read it, make it, and write it. Children can work on the words independently. Partners can check each other’s completed list. READ MAKE WRITE

enlarged print Little White Dog Godwin Ten Cats Have Hats Marzollo *Have the children match pairs of word tiles or word cards with high frequency words.

recognize high frequency words when reading *Notice whether the children can write high frequency words quickly and accurately.

Mini Lesson (15 minutes) PA 5- Hearing Syllables (pg 121) Principles: “You can hear and say the syllables in a word.” “Some words have one syllable.” “Some words have two syllables.” “Some words have three or more syllables.” Standard: 2.3.EOb.ii

Apply (15 minutes) Give children publishing books with the “I love…” rhyme (leaving blanks for the food words) on each page. Ask children to write of draw their own food in the blanks and then read the book to a partner, clapping the food words when they come to them. If they write the word, accept approximated spelling. The point is to choose words and listen for the parts. DRAW READ CLAP

*Read aloud books that have rhymes that children will enjoy. Clap some of the longer words after the first read. Tick Tock Anderson Wheels on the Bus Raffi *Repeat the activity with more word choices. You might want to use pictures of food from the collection of syllable pictures.

*Perform a quick individual assessment by asking children to clap a series of words: horse, pony, butterfly, and caterpillar, for example *Notice the extent to which children are representing syllables in their writing. Notice their use of vowels, which indicates increasing sophistication.

Mini Lesson (15 minutes) PA 6- Hearing, Saying and Clapping Syllables (pg 125) Principles:

Apply (15 minutes) Have children use Two-Way Sort Cards to say and sort pictures representing two- and three-syllable words. Alternatively, give them a

*When you find an interesting two- or three-syllable word in a book you are reading aloud, ask children to say and clap it. The Wizard Martin

*Observe the children’s ability to say and clap the syllables in words. *Notice whether children recognize and use syllables when writing.

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“You can hear and say the syllables in a word.” “Some words have one syllable.” “Some words have two syllables.” “Some words have three or more syllables.” Standard: 2.3.EOb.ii

Two-Way Sort Sheet and pictures to say, sort, and glue. They should read their final lists to a partner. SAY SORT GLUE READ

A Honey of a Day Marshall *Repeat the lesson with other words: book, goat, bus, top, house, grapes, lemon, wagon, football, flower, hammer, pencil, pumpkin, water, dinosaur, icicle, kangaroo, tornado, strawberry.

Mini Lesson (15 minutes) PA 10- Hearing Ending Sounds (pg 141) Principles: “Some words sound the same at the end.” “You can connect words that sound the same at the end.” Standard: 2.3.EOd.i; 1.3.EOg

Apply (15 minutes) Have children complete a two-way sort using a pile of picture cards. The children place two key pictures at the top of the card. They take a picture card, say the word, and place the card in the correct column. They take turns with a partner. Each partner places all the cards in the column, saying the words. Each reads the completed columns of pictures as a final check and then mixes up the cards for his or her partner to take a turn. TAKE SAY PUT

*Read aloud books that emphasize ending sounds The Grumpy Morning Labrosse Ten Little Bears Hague *Repeat the lesson, matching other ending sounds. Use different pictures for sorting, gradually increasing the range of sounds children can work with at a time.

*Observe whether the children are noticing and using ending letters of words while reading and representing ending sounds while writing. *Notice whether the children can match words that end alike. *When you have worked with ending sounds for a while, you can ask all the children to try to write three to five words. Check their approximations to see if they are representing ending sounds.

Mini Lesson (15 minutes) PA 11- Hearing Ending Sounds (pg 145) Principles: “Some words sound the same at the end.” “You can connect words that sound the same at the end.”

Apply (15 minutes) Children play the ending-sounds Picture Lotto game in groups of three or four. TAKE SAY COVER

*Read aloud stories that include words that end alike. Talk about the way rhyming words-duck and stuck, for example- have the dame sound at the end but not all words that have the same ending sound rhyme-rake and bike, for example. All four words end with /k/, but duck and stuck rhyme because the entire ending sounds the same

*Notice whether the children are able to hear ending sounds of words during interactive and independent writing. *Place a few pictures in a pocket chart and then, holding up other picture cards one at a time, ask individual children to say the names of these picture cards and match then to a card in the pocket chart. This will give you an idea which ending consonant sounds children are hearing and connecting.

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Standard: 2.3.EOd.i; 1.3.EOg

One Duck Stuck Root The Itsy Bitsy Spider Siomades *Vary the sounds and expand the repertoire of sounds when playing the Picture Lotto game. Gradually increase the complexity of the game and/or take away the easy-to-match sounds. You can include ending vowel sounds such as tree, bee; two, zoo; fly, pie.

Mini Lesson (15 minutes) PA 12- Hearing Ending Sounds (pg 149) Principles: “You can hear the last sound in a word.” “You can say a word to hear the last sound.” Standard: 2.3.EOd.i; 1.3.EOg

Apply (15 minutes) With a partner, children take turns drawing a picture card, saying the name of the picture, and then saying the ending sound. TAKE CARD SAY WORD SAY LAST SOUND

*Read aloud books that offer examples of the repetition of final sounds I See the Moon and the Moon Sees Me London What’s That Sound, Woolly Bear? Sturges *When children can easily come up with the last sound of a word, starting with simple examples, show them how to connect the picture with the last letter.

*notice whether the children can hear and identify the final sounds in words. A quick check of just two or three examples will tell you whether they understand the concept.

Mini Lesson (15 minutes) PA 17- Hearing First and Last Sounds (pg 169) Principles: “You can say a word slowly to hear all the sounds.” Standard: 2.3.EOd.i; 1.3.EOg

Apply (15 minutes) Using the Alphabet Linking Chart, children read each box and say the beginning and ending sounds to a partner: A, a, apple, /a/, B, b, bear, /b/. For each word, they tell another word that starts the same way. Children choose one letter, write it at the top of a Four-Box Sheet, and draw and label four items that begin with the letter.

*Read aloud books containing words that sound alike at the beginning and/or the end. My Crayons Talk Karas Grandma’s Cat Ketteman *Have the children use a Two-Column Sheet for first and last sounds. They pick a letter and draw or glue on pictures in the first column that begin with the letter. In the second column, they draw or glue on pictures that end with

*Notice whether the children can hear and say first and last letters. A quick check of just two or three examples will tell you whether they understand the concept *Check whether the children can generate appropriate examples.

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WRITE DRAW LABEL

that letter.

Mini Lesson (15 minutes) PA 13- Making Rhymes (pg 153) Principles: “Some words have end parts that sound alike. They rhyme.” “You can make rhymes by thinking of words that end the same.” Standard: 2.3.EOb.i

Apply (15 minutes) Have children play Rhyming Concentration with a partner using selected picture cards. SAY MATCH

*Read aloud books with rhyming stories to build up a large repertoire of rhymes that children can predict. Hush! A Thai Lullaby Ho Barnyard Song Gowler Greene *Read other rhyming texts aloud and bring rhymes to children’s attention. On a subsequent rereading, stop briefly before the second in a pair of rhyming words and ask the children to predict the words*

*Notice the children’s ability to recognize rhymes in texts. *As a quick assessment, say three to five words and have the children tell a rhyming word.

Mini Lesson (15 minutes) SP 2- Making Words with –at (pg 347) Principles: “Some words have patterns (parts) that are the same.” “You can look at the pattern (part) you know to help you read a word.” “You can use the pattern (part) you know to help you write a word.” Standard: 2.3.EOb.iv

Apply (15 minutes) Have children use magnetic letters, letter tiles, or letter cards to make words with consonants and –at. Provide only letters that will make real words. Include some letters that make words that are not on the chart you have just finished making with the children. (For this phonogram, include a, b, c, f, h, m, p, r, s, t.) Have children write the words they make on a List Sheet. They can read the list to a partner and bring it to sharing time. MAKE WRITE READ

*Read aloud rhyming books, drawing children’s attention to the rhyming words. Here Comes Mother Goose Opie The Cat in the Hat Seuss *Use other rhyme books to help children hear and notice other rhyme patterns. If the text includes –at words, call children’s attention to them and build some after the reading.

*Ask individual students to read the –at phonogram chart or make the –at phonogram with magnetic letters *Observe the children as they read to determine whether they are noticing and using the –at pattern to solve new words.

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Mini Lesson (15 minutes) WSA 3- Making New Words by Changing the First Letter (pg 459) Principles: “You can change the first letter or letters of a word to make a new word.” Standard: 2.3.EOb.v; 3.2.EOb.iv

Apply (15 minutes) Demonstrate how to use the Making Connections Sheet: “This is a piece of paper called “making connections.” First, make a word you know, such as dog, with magnetic letters and then write it in the first box of the Making Connections Sheet. Then make another word that is like it at the end, such as log, and write it on the next line. Finally, read both words to check, Bring your word links to sharing.” MAKE WRITE MAKE WRITE READ

*Read aloud books that help children attend to words that are alike in their sound and spelling. The Hungry Thing Slepian and Seidler Green Eggs and Ham Seuss *Introduce additional word patterns, such as make, and take. Instead of making both words, simply change the letters to make the new word. *Alternate changing the first letters and last letters to make new words. This will help children become more flexible in word solving.

*Notice whether the children can use known words to figure out new words in reading and writing *Give a child three words and ask her to change the first letter of each to make a new word.

Mini Lesson (15 minutes) PA 19- Hearing and Blending Onset and Rimes (pg 177) Principles: “You can hear and say the first and last parts of words.” “You can blend the word parts together.” Standard: 2.3.EOb.iii

Apply (15 minutes) Have children play Follow the Path. See page 179. SAY WORDS SAY PARTS SAY WORDS

*Read aloud books that have many one-syllable words. After reading, choose two or three words to take apart and put back together. Mouse Mess Riley What Will the Weather Be Like Today? Rogers *Play Follow the Path with other picture/labels (or cards) on the path. *Blend onsets and rimes using names of objects in the classroom.

*Say four or five words, one at a time. Ask children to say the parts of each word. *Notice whether the children are using the first part of words in their reading and writing to figure out new words.

Lessons can be found in Phonics Lessons Letters, Words, and How They Work. Fountas and Pinnell. Grade K High Frequency Words found in Benchmark Assessment System 1. Fountas and Pinnell. (pg. 180 and 184)

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