‘Materials + PCCs and Rime Cards: see Review «+ Vocabulary Cards: eg, red * Units 1-5 Word Cards: cap, \in, thin, in; dot, hot, ut, cut, shut; bun, sun, run; net, jet, yet; bell, shell, fell; neck, check, peck, TG D2 + Paper and pencils for dictation + Copies of Did You See Eddy Elephant? Decodable booklet, TGcb2 ‘Small group/independent + Additional Tricky Word Cards from previous Units for Word Race, and a mat to put them on «+ Write sentences from the booklet onto sentence strips &) Section 3: Onsets ond I ~~ ‘Sample Questions Sample Answers Is Jumping Jim on the rock? No, he is at the well. Was Golden Girl in the jet? Yes, she was in the jet. Is Impy Ink on the ship? _No, he was on the ship. Cian New Decodable Booklet © pccsé,é, 1, j, 6, q, t, U, w, x, y, Z Rime Cards: ap, in, of, ut, un, ell, et, eck Use the ‘Quick Dash’. © Show children the fronts and backs of the Vocabulary Cards red and leg, © Point out that the big word in the middle and the words in the corners all have the same two letters at the end and that they rhyme. © Practice reading the words on the cards with the children. © Ask for volunteers to try reading a few of the words. © Leave the cards out for independent exploration with a few other decodable Vocabulary Cards (those with the thin blue frame around the picture). Suggest that pairs of children explore reading the words on their own when your schedule allows. 24 Word Cards: cap, lap, tap; chin, thin, in; dot, hot, pot; nut, cut, shut; bun, sun, run; net, jet, yet; bell, shell, fell; neck, check, peck (Add or subtract cards or families to match the number of children you have.) Children read words, find families, present words to class ‘®@ Give each child a Word Card. @ Have each child read the word aloud. © Have children find others with words that rhyme (word families). © Children sit with their word family, and present their words to the class by reading them. © After each family presents, the class reads the family’s three words in unison Variation: Have groups make up a sentence or two using their three words. Dictate sentences © Children will need paper with lines for writing the sentence. © Say the first sentence, She is at the well. Scanned with CamScanner‘© Have the class repeat the sentence twice © Circulate as children write the sentence, helping them spell correctly as [well] | fduired. if they need the sentence repeated, say the whole sentence again and have the children repeat it. Do not break the sentence into shorter phrase unless it is necessary for some children. © After most have finished writing, set out the sentence with the Word Cards, or write it on the board for children to check and correct any mistakes. © When children are ready, continue with the second sentence, He was on the je [She] [sar] Did you see Eddy Elephant?| Read the title on the board, distribute books © Write the title on the board, ‘Did You See Eddy Elephant? Guide the children in reading the © Hand out the booklets. Children read on their own, with a partner, with the whole dass © Let children try reading the booklet alone or with a partner. Help them as neede: © Next, everyone read the booklet again together. © Let half the class read Mr. E’s questions and the other half read the answers his questions. © Let four different children read one part each: Mr. E, Red Robot, Talking Tess, and Quarrelsome Queen. © Word Race Lay out a number of Tricky Words and Word Family Words from Units 1-5 in a square or oval pattern Gn a mat. Tell children this is a race track. The group reads words in sequence as you point to them. Time them as a group reading all the words and then challenge them to read a bit fast on the second and third lap. If time allows, let individual children have a tu around part or all of the track © Writing Use Word Cards to make the partial sentence: “I was _.” Have children read the sentence. Have them each orally respond, making up thei ‘own words for the blank. Have them write their own sentences. © Sentence strips Write sentences from the booklet, ‘Did You See Eddy Elephant? on sentence strips. Have children read the sentences and match up the pictures with each character as shown below, and put the sentences sequence. Then assign characters to read the sentences. é Did You See Eddy Elephant? Talking Tess, did you see He was on Jim's et: Eddy Elephant? — Eddy Elephant? Aron: he: Maat 7 Yes. did see him... ee q see Eddy Elephant? ‘and he got me wet! Scanned with CamScanner