KIPP AES: Phonics Aim, Agenda, Exit Ticket Weekly Tracker

Teacher: Vardiman; Class: Phonics and Phonemic Awareness

ONGOING HOOK: We will review all previously learned sounds singing the “Who Knows the Alphabet Song”. “Who
Knows the Alphabet? I DO! I DO! Who Knows the letter Mm? /Mmmm/ /Mmmm/ /Mmmm/ /Mmmm/ /Mmmm/……….

Monday 1/10 L-6 Tuesday 1/11 L-7 Wednesday 1/12 L-8 Thursday 1/13 L-9 Friday 1/14 L-10
Aim: Aim: Aim:Half Day Aim: Aim:
SWBAT pronounce r blends /br/ and /cr/ SWBAT pronounce r blends /gr/ and /pr/ SWBAT pronounce l blends /bl/ and /cl/ in SWBAT pronounce l blends /pl/ and /gl/
in isolation. in isolation. isolation. in isolation.

SWBAT blend and segment words SWBAT blend and segment words SWBAT blend and segment words with /bl/ SWBAT blend and segment words
with /br/ and /cr/ blends. with /gr/ and /pr/ blends. and /cl/ blends. with /pl/ and /gl/ blends.
SWBAT identify silent “e”.

New Sound:
None
New Skill: SWBAT pronounce
Tricky Words/Skills to Review:
SWBAT blend and segment words
with /br/ and /cr/ blends.
New Sound:
None
New Skill:
. SWBAT pronounce r blends /gr/ and
/pr/ in isolation.
Tricky Words/Skills to Review:
SWBAT blend and segment words
with /gr/ and /pr/ blends.
New Sound: New Sound:None New Sound:
None none
New Skill: New Skill: SWBAT pronounce l blends New Skill: SWBAT pronounce l
Tricky Words/Skills to Review: /bl/ and /cl/ in isolation. blends /pl/ and /gl/ in isolation.
Tricky Words/Skills to Review:
SWBAT blend and segment words
Tricky Words/Skills to Review: with /pl/ and /gl/ blends.
SWBAT blend and segment words with /bl/ SWBAT identify silent “e”.
and /cl/ blends.

Summary of I/We: Summary of I/We:
 First, I will pull prizes
from a box and place
them on the floor for S
to see. (crayons, brush,
crown, cricket, bracelet)
 I will ask the S to
determine the blends we
are studying based on
the objects that came
from the prize box.
 We will determine that
the blends of the day are
(/cr/, and /br/)
 We will continue to
recall the “r” blends by
reading the sound and
symbol book.
 We will list the words
that we see and place
Summary of I/We:
 We will review the
sounds of the alphabet.
 We will discuss initial
blends and the role
they play in
determining unknown
words.
 I will pass around an
index card with a
blend written on it.
 Each S will generate
one word that they
know which begins
with the initial blend
listed on their card.
Summary of I/We:
  First, we will recall the “l” blends
from previous lessons.
 Next, I will write the word plastic
on the board.
 I will model using the letters
within the word to create as many
words as I know that have an
initial /pl/ blend for 1 minute.
 I will separate S into groups of 3.
 S will be given one of the
following words (black, blue,
clam, class, club, I will pass
around a set of magnetic letters.
 S will take turns taking letters and
making a word with one of the “l”
blends at the beginning.
 I will circulate as needed.
 Last, we will return whole group.
 Each group will share their group
Summary of I/We:
 We will review the
sounds of the alphabet.
 We will review
previously learned
initial blends pl/ and /gl/.
 I will pass around a
bag and allow S to pick
objects from the bag.
 S will call the name of
the object aloud.
 S will identify the
blend present in the
beginning of the name
of the object.
 S will then place the
 them on a class chart.
 S will generate
additional words with
the corresponding initial
blends.
Exit Ticket
 S will determine the “r”
blends through identifying the
names of common items in a
prize box.
 S will generate words with “r”
blends.
 S will record “R” blends in
class chart.
 We will sort their of words. object in a bucket
cards into categories  S will read the words and we will labeled with initial
add them to a class web of “l”
dependent on the the blends.
blends pl/ and /gl/, that
initial blends that are correspond to the
listed on their cards. objects.
 S will cut, sort and  S will then cut, sort
paste words into a four and paste words into
columns chart appropriate initial
dependent upon their blend columns.
initial blend.
Exit Ticket Exit Ticket Exit Ticket Exit Ticket
 S will create and  S will create words from a give  S will create an Initial
group of magnetic letters.
Initial Blends Sort Blends Sort
 S will participate in creating a
class web of words with “l”
blends.