Project+Read+Lesson

// This lesson is at the end of unit 15 in the Project Read curriculum for an intervention group. It is directed towards students in first grade who are given extra support through Response to Intervention (RtI) daily. // **Objectives**: -Students will be able to break apart polysyllabic words following the VC/CV pattern. -Students will be able to distinguish between open and closed syllables by sorting. -Students will identify when a vowel is short and a vowel is long by spelling and listening -Students will be assessed through a “mastery test”. **Materials**: -Elephant words on blue paper “shamrock” and “fabric” -Jellybean words on pink paper “ran” and “trunk” -Sentence strips “This cactus has buds.” and “The bad traffic upset Mom.” -Chart paper -Markers -Cards with short and long vowel marks on them, one of each letter. (one set per child) -Wipe boards -Dry erase markers -T chart with closed and open syllables in columns -Words on paper: nip, up, ten, bad, of, picks, dwell, fun, we, so, hi, and a -Mastery Test 15 B (enough for each student) **Introduction**: As students arrive, they will decode a jellybean word and an elephant word. After the students correctly decode the word add it to the class poster. Next, have sentence strips on desk for them to read, using words similar to what they just decoded. **Procedure**: //First, I begin to sound out the word by drawing an arrow under the word and saying the sounds as I go. I must remember to keep my motor running to help blend the sounds together. When I come to the talking vowel I’ll keep my arrow going and if I see a consonant at the end of the word I will know that the vowel sound will be short. //Draw a line after the word to make a “closed door”. // I know that the word “lock” is a closed syllable because I see the consonant at the end and I can hear the /o/ short vowel sound. //Make a short vowel symbol over the “o”. Continue same thinking for the word “he”. Students each need a set of long and short vowels cards. Students will be given 5 words that they need to read and identify which column of the chart to put them in (closed or open). Ask students to state how they will know if a vowel sound is short on long when they are reading and spelling. For their ticket to leave have them tell you one word that uses a short vowel sound and one that is long. -Have a system to know when the students are ready with the game, so they don’t look off of the others who are done. (thumbs up when you are ready.) -Students seemed to grasp concept well of “open door” (open syllables) and “closed door” (closed syllable)
 * Project Read **
 * 1) Have students decode elephant words on “student practice sheet” 15-41. The proper 5 steps should be taken. Review when needed. (see attached sheet)
 * 2) When students finish, they will independently read the sentences (using the elephant words) on the same practice paper.
 * 3) Students will select 2 to “master” and read them fluently for the class. (The rest will be read in a later lesson)
 * 4) Model how to identify if a syllable is open or closed. Write the words “lock and he” on chart paper. Model how to “unlock” the words by thinking aloud.
 * 1) Write the words “fin and so” on the chart paper. Have a student come up and decode the next word, indicating if the vowel is short or long and if it is a closed or open syllable. Reteach as needed.
 * 2) Identification Game. (informative assessment)
 * 1) Write words on board one at a time (bag, hi, in, pet, so) and students will hold up which vowel sound it is correct.
 * 2) Say the following words and allow students to spell the word out on a wipe board, then hold up the correct vowel sound. (sun, at, be, trick)
 * 3) Then put wipe boards away and have students just listen and identify which sound they hear. (me, chip, tan, she)
 * 4) Word Sort. (informative assessment)
 * 1)  Mastery Test (formative assessment) of open and closed syllables.
 * Closure: **
 * Comments: **