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Get Ready to Huddle! Discover Intensive Phonics (K - 3 rd Grade & SPED) Huddle 4 th Tuesday of each month at 2 pm MT Please Call 1-888-447-7153 Passcode.

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Presentation on theme: "Get Ready to Huddle! Discover Intensive Phonics (K - 3 rd Grade & SPED) Huddle 4 th Tuesday of each month at 2 pm MT Please Call 1-888-447-7153 Passcode."— Presentation transcript:

1 Get Ready to Huddle! Discover Intensive Phonics (K - 3 rd Grade & SPED) Huddle 4 th Tuesday of each month at 2 pm MT Please Call Passcode # Presented by: Joan Parrish

2 Back in the Classroom Welcome to the new school year! How to integrate Discover Intensive Phonics in the classroom reading program.

3 How Can I Help? What can you do to help your teachers integrate the DIP program successfully?

4 How Can I Help? Determine the needs of your teachers by arranging an after school meeting. Discuss ideas for DIP teaching material. “Team teaching”: where you can offer to demonstrate a lesson of a particular phonic skill to the classroom. Where do I begin?

5 You Are the Resource The good news is, the teachers in your staff will be grateful for your help and advice! Set up an observation schedule. Create a notebook or journal of each teacher. Don’t sell your teachers short.

6 Let’s Get Started Daily time frame of curriculum instruction. Detailed lesson plans: think “outside the box.” DIP & basal correlations: index.aspx

7 DIP Phonics Lesson “M” Phonemic Awareness (10 minutes): Gather students in circle group and review identifying (using letter cards) all alphabet letters and sounds. Use Alphabet Flip Chart and review Slides (ba, fa, ga, da, ha, ja, la) and introduce the letter M, then the “ma” slide. Give a list of words using those slides and see if students can make up sentences with those words (example: bat – I hit a ball with a bat; da – My dad is so fun; ga – See that space between the desks, that is called a gap.) Words for “ma”: mad, man, map, mat, magazine, manners, Madeline. Phonics Direct Instruction (10 minutes): Students at their seats – follow direct instruction Lesson 9 provided in Discover Intensive Phonics volume 1. Students should practice letter formation at the board and using “sky writing”. Dictation & Independent Practice (10 minutes): Dictate (using lap boards) the example words listed in DIP volume 1, pg 159. Check to make sure students handwriting and spelling are correct. Handout Sound Essentials page 13 for independent practice. Spelling (15 minutes): Practice spelling words using Word Builder as a whole group. Using created spelling word list and practice spelling the words by giving each child an M&M for each correctly spelled word. Or, make a mask and have students write the spelling words on the mask, put on the mask. Have the students work in pairs, one student reads a word from his partner’s mask and his partner must spell the word correctly, and visa versa.

8 DIP Phonics Lesson “M” cont. Vocabulary: Teach MCW lesson from DIP volume 1, Lesson 9. Be sure to write the words on the board and encourage students to come with sentences using those words. Have students draw a picture from the vocabulary sentences on the board. Guided Reading & Independent Reading (45 minutes): Read the story, If You Give A Moose a Muffin, by Laura Numeroff. List on the board all the words from the story that have the sound of /m/. Discuss the sequence of the story and what would happen if you took a part of the story out of sequence. Have each child make a moose puppet and read the story again, giving each child a small muffin at the end. Copy the pictures from the book, place them around the room and have the students find the pictures and put them in the sequence of the story. Teacher lesson idea link (scroll down to mid-bottom of screen) Grammar/Creative Writing (30 minutes): Write a story about, If I Were a Magician I Would....

9 1st GRADE MODEL LESSON: LONG A (ai & ay) - Adjacent Vowel; Contractions DISCOVER INTENSIVE PHONICS Lesson 40-Adjacent Vowels; Discover Intensive Phonics Lesson 42-Contractions Sound Essential (SE) practice page 95 (Adjacent Vowel: add –ing to Skill #5) & Sound Essential (SE) practice page 101 (Contractions) DIP Enrichment CD Spelling page Little Blue Book story, The Trail of Slime SCOTT FORESMAN READING (2000); Level 1.5, Teacher Edition 5 (Take Me Home), Week 2 Practice Book page 19 (Long a: ai, ay), page 20 (Contractions) Decodable Reader 34, Who Rang the Bell Phonemic Awareness Warm-up - 10 minutes (Phonics Songs and Rhymes Chart) “Today we are going to sing the song, Oh, What a Day. As we sing this song, I’m going to point out the words that have the long ‘a’ sound with the spellings of ‘ai’ and ay’ using our phonogram cards. Then we’ll sing the song again, and let’s raise our hands when we say a word that is a contraction. ” Previously have drawn a picture of a gray snail. Proceed singing the song emphasizing on words spelled with ‘ai’ and ‘ay’ and have students point to the picture each time they hear words with long a. Repeat the song and have students raise hands each time they hear contraction words. “You did such a good job identifying those long a words and contraction words! Let’s learn how we use those skills in our writing and reading.” 1 st Grade Model Lesson

10 Phonics Instruction: Teach Phonic Lesson Long A (ai, ay) Adjacent Vowels: Model lesson whole group direct instruction (DI) Long A- ai, ay, Adjacent Vowels – 10 minutes “Students, today we are going to learn more spellings for long vowel sounds. We know that vowels have a long and short sound. We’ve already learned that by adding ‘e’ to the end of a word like ‘cap’, it makes the vowel sound change to make the word say ‘cape.’ In our previous lesson on long ‘e’ using ‘ee’ and ‘ea’ spelling, we learned about Adjacent Vowels and a special pattern to help us recognize them in words. Now let’s learn about the long ‘a’ Adjacent Vowels. Remember, the word, adjacent, means next to each other, or standing together. So, when we have two vowels standing together in a word, we call them adjacent and they make the long vowel sound. Let’s look at this word, r a i n, can you see the ‘a’ and ‘i’ next to each other? Phonetic Skill #5 tells us that when 2 vowels stand next to each other in a word, they are adjacent, the 2nd vowel is silent making the 1st vowel long, or say its name. (Write the words, rain, mail, and maid on the board. Demonstrate how to mark the words using the DIP method – follow lesson 40 in the DIP Volume 2 to teach the marking skills. Be sure to use the word in a sentence to reinforce vocabulary knowledge.) Let’s quickly review the Adjacent Vowel pattern and you tell me if there is another adjacent vowel that says, Long a. (Students should point to the ‘ay’) That’s correct, the ‘ay’ spelling says long a! I’ll write some words on the board from the song we sang that have the ‘ay’ spelling and let’s mark them (write way, play, and say on the board and mark them using the DIP method. Be sure to point out the Blend). Demonstrate/model decoding/proving words using the DIP method of marking the word. Use words from, “Routine: Making New Words,” in Scott Foresman TE. 1 st Grade Model Lesson cont.

11 Teach Phonic Lesson Contractions: Lesson 42 – 10 minutes: Model lesson whole group direct instruction (DI) “Before we begin to practice marking words on our own, let’s review contractions. What is a contraction? (wait for response) Very nice, a contraction is a word that combines two words together, then “shortens” them by omitting certain letters. The letters that are omitted are replaced with an apostrophe. An example would be combining the 2 words, let us, and creating the word, let’s. With that in mind, ‘let’s’ practice learning contraction as I write some examples on the board. Follow the Lesson 42 in Discover Intensive Phonics teacher volume 2 to provide examples for contractions. Dictation & Independent Phonics Practice – 15 minutes Sound Essential pages 95, Scott Foresman practice page 19 “Let’s see how well you remember to mark words using the Adjacent Vowels. On the 1st page (SE pp 95), mark the words, then write the words again adding the –ing suffix. On the 2nd page (SF pp 19), write in the correct words and mark them. If you finish both pages before the rest of the class, you may color the pictures or write sentences using the words on the opposite side of the paper. We can share them with the whole class!” (Hand out practice pages from Sound Essentials to students for independent practice. Give special attention to at-risk students) 1 st Grade Model Lesson cont.

12 Spelling – 20 minutes Scott Foresman Spelling Words: ‘ai / ay’ words listed in SF lesson. DIP Spelling Master (enrichment CD) Print enough copies of the Spelling Master practice page from the DIP enrichment CD for students to copy the spelling words. Use the suggested spelling words from the Scott Foresman lesson – The Long ‘a’ Sound (ai/ay), for students to copy and practice. “Students, I will be introducing the new spelling words for the week. I’ll write the words on the board and decode them using our special Discover Intensive Phonics (DIP) marking system. Then I’ll pass out the spelling papers for you to copy the words to take home and practice. Please remember to write each word twice and mark it as we learned.” Reading Groups: Reading Little Books and Decodable Reader – 30 minutes Little Book story, The Trail of Slime SF Decodable Reader 34, Who Rang the Bell Introduce high frequency words related to the story. If teacher has been following DIP sequence of phonics instruction, students should have a basic understanding of decoding word ending with –ng and –nk. If not, teach words containing sounds –ng, -nk, th, and sh as vocabulary words related to the story prior to breaking into groups. “We are going to read both stories today. First I’ll read the stories to you and then we’ll divide into groups to discuss them. (Teacher reads 1 story at a time.) Now, let’s divide the class into our reading groups.

13 One group will read, The Trail of Slime, from the Blue Little Books, and the other group will read, Who Rang the Bell, from our decodables. Tomorrow we’ll switch stories with groups. ” After reading and discussing the comprehension questions from each story in each group, allow the students to go through the story and play, “Detective” as they locate all the words using the adjacent vowels ‘ai’ and ‘ay’. If time allows, have the students create a new story using the words. Skill Related Activity - 10 minutes: Play, Slap the Slide from DIP Sounds Essentials and use spelling and story vocabulary words for reinforcement. Language Art/Grammar Practice – 10 minutes, (Match Game: additional 10 minutes) Sound Essential page 101 Scott Foresman practice page 20 Whole group, independent practice/review of lesson on Contractions. Remind students on lesson previously discussed and hand out worksheets on Contractions. “You did such a good job helping me with contraction words, let’s see if you can do these by yourself. When we’re finished, we can play The Match Game with contraction words. (Match Game: Use contraction words from Contraction Reverse Listening Cards. Cut 24 cards, 3 ½ x 5. Using 12 cards (1/2 of the cut cards), write 2 words that make a contraction (i.e. had not), one set of words per card. On the other 12 cards (1/2 cards), write a matching contraction to the “2-word” card (i.e. hadn’t). Pass out the 24 cards, one per child, and have them “match” the 2-word card to the contraction word card.) 1 st Grade Model Lesson cont.

14 Q & A Any questions or concerns? This topic has been recorded on HEC Reading Horizons website: /index.aspx Feel free to call or me any questions/concerns you may have: H (208) ; C (208)

15 Get Ready for the next Discover Intensive Phonics Huddle! “ How Phonics Affects Fluency and Comprehension in Reading ” Tuesday, October 28 th at 2:00pm MT


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