NF Inn OO OO 1G Preparation and materials * Consonant Blend Cards b, oh, fl, ¢t pl, TGCD 2 ‘+ Rime Cards: ock, ug, TG CD 2 + Blends/Digraphs Songs CD. #7 * Project or copy the lyrics on a chart + Project and make copies of “Lesson 144 Written Word Sort TecD2 ‘small group/independent '* Unit 7 Word Cards: blocks, class, skin, flag, plan, glass, sled, plug, flag, class, TG CD 2 ‘Tricky Word Carts: Do, you, see, a, in, the, [2| Write the Song Iyties on sentence strips, one line for - Review L-blends © PCCs&, b, ¢,&, f, g, 1, 1,5, p, 5 Use the ‘Guess Who? game. © Firefighter Fred and Lucy Lamp Light Song (Track 7} As you point to the lyrics con your chart, choral-read them together. Then play and sing the song again © Plan and play Talk with the children about how to dramatize each stanza. You will want one child to be Lucy Lamp Light, and another to be Firefighter Fred. Some children could be the flames, starting low down, waving their hands above their heads. Other children could be the wind rushing around the flames. Then, as the flames get “higher and higher,” the flame children could rise up and wave their arms high up. Other children could be water from the fire hose, pretending to drip water from their fingers and causing the flames to die down. Ask | questions to elicit more ideas, How does Lucy react when she frst sees the flame’ How does she contact Firefighter Fred? What would Fred need to put on a an coaf? Does he put on wings? After the fire is out, what would Lucy and Fred say? ‘would have happened if Lucy and Fred had not acted so quick? © Go over the first stanza together, and then act tout. Do the same with the second stanza. Repeat with different children taking the roles ‘ © Lucy Lamp Light Blend Words Distribute the Blend Cards and the Rime Cards, i Light's PCC. We are going to do some live one a sr covdsend Aa ‘and each word we make wil tell us jing wit ‘Cards and Rime Cards, bee Ori Tight shines her ight on, Call children to come forward Hae ee ret tt caving the letter names on ther cards. For example, for the Scanned with CamScannerneed b+| [letter names) and o-c-k. Have the children face the Sass wih erence camer class sound out the onset /blllV, and then the rime /6cW, and then the whole word block. Then share the sentence below that uses the word. Of course, you or the children may make up your own sentences rather than use those below. block Lucy shines her lamp light for Bouncy Ben to play with his blue building blocks clock Lucy shines so that Clever Cat can clean her clock with the clown face on it flock Lucy shines so that Freighter Fred can feed his flocks of farm animals at nigh plug Lucy shines so that Peter Puppy can plug in his video game to play with his pals. ‘© Project a copy of the ‘Lesson 144 Written Word Sort’ or draw similar boxes on the screen. Call out the first word. Children repeat it and then rubber band stretch the word. Tell children to look at the boxes to find the Beginning blend. Each child points on their paper to the box under the first two letters in the word. Once children have chosen a box, point to the correct box on your Page. Have children rubber-band stretch the word again and write it in the box. After they have written the word, write it on your copy for all to check. Words: glass, plan, clip, block, flop Word Race Lay out a number of Word Cards with L-blends and Tricky Words in a square or oval “race track” on a mat. Point to words in sequence around the track as children read them. Repeat a second and third time, going a little faster each time Variations: |. Time the group on each round 2. Let individuals take a turn, or with a partner. © First, say the sentence to the children, The Placing the Word Cards. Read the whole sentence again, pointing to the earls Tell the children they will be writing the sentence in a moment Turn the cards to their blank side and have children “read the invisible sentence” as they take turns pointing to the blank side of the Word Cards. Do | you] see a [flag |lin||the |[class||?] Children write the sentence on their pa child read their sentence to you, and to the word side for children to check trying to reduce the time; pointing and reading alone, ¥ repeat it twice. Then they take turns pers. When each one finishes, have the Guide corrections. Finally, turn the cards their papers, a © Song lyric sequencing Place four sentence strips, each one with one line from i the first stanza of the Firefighter Fred and Lucy Lamp Light Song, on the table, or pocket chart in a mixed up sequence. Read each sentence fo the children and then with the children. Guide children in putting the sentences in correct, order. Read the lyrics of the first stanza together. Do the same with the § stanza, and then sing the song with the CD. Scanned with CamScanner