OED __.__ Spell Words with S-blends a f (Fs zy Preparation and materials. + PCCH Revew st plus Rm, pt * Consonant Blend Care s,s, sn, sm, sp, st, TCD 2 + Units Word Con tp Sip, shin sled, small sce snap, snack sil spo see, Stu, evim, swing. mud. TCD? + Tcly Word Con daar to, Wes gen he (el. t6cp2 ‘Small group/independent * Lateran Word Bullen oF ther individual etter sete * Copies of ‘Lesson 140 Sentence Practice TCD? © Live Spelling Distribute the PCCs. Call out the words as usual for children to epeat, stretch, and choose the Letterlanders to build the words. After one or two words let a different child be Sammy Snake. Pcs: &, é, 9, 7, k, Lm, n,6, p,s, 1,0, w, ck, Il, ng Words: smog, still, spot, snug, slip, stack, skull, swing © Word Sorting by Sound Place the Blend Cards on your pocket chart as shown. Call out the first word, but do not show it to the children (see list in the green box), Have them rubber-band stretch the word, listening especially for the first two sounds, Decide with the class where the first word belongs. Then call out the other Word Cards without showing them and have individual children stretch the word, and place it under the Blend Card. Each time a card is placed, have the child point to the words placed so far for all to reread. After a number of words. you could just have the child choose three to five words to point to for the class to read, © Tricky Word Practice On the board write we and like. Use the word we in a sentence. Then talk about the sounds in we with the children, pointing out that Mr. E is saying his name at the end of this word, just like in he and she. Picture-code Mr. E as a quick stick figure. Have them air-write we while saying the letter names, and repeat it three times. Then erase the word and have them write it on their paper, or white board three times, each time saying the letter names and repeating the word. © Practice ‘like.’ Use the word in a sentence, Talk about Mr. I saying his namie and the silent e, Picture-code Mr. I and rewrite the e as a dotted line to show it is silent. Have children practice air-writing and writing the word on paper as with we above. Add like to your Word Wall. © Build the first sentence below and have children read it. Change Word Cards to make the second sentence. Have children read it. Then build sentences with the other phrases below, and let the class decide if they want the first part of the sentence to be “like” or “do not like. We like to swim, We do not like to spill stuff. We like to skip. like to skip my snack. We like to smell smog. We like to sled. like to get stuck in the mud. | like to smell my snack. (Gecfion'a: Consonant bienay > a. Consonant Blends Scanned with CamScanner© Spelling with letter sets Call out the words for children to repeat and then sound out using the rubber-band stretch. Children build the words and then spell them aloud (with eyes open or shut), Letters: &,¢,d,8,9, Lk, 1k, m,n, 6, ps, 0, w Words: slug, swell, snip, snack, smell, stop, skid © Concentration Game Place all the Word Cards with s-blends face down. Children take turns turning over and reading two cards. If they begin with the same s-blend, the child picks them up. If not, the child turns them back over. © Lesson 140 Sentence Practice Display the Word Cards with s-blend words and guide children in choosing the words to complete the sentences. They do not have to be limited to the words on the cards, but encourage them to use as least one s-blend word in each sentence, lene Scanned with CamScanner