Early Back – Second Grade
Monday, July 17, 2017
*DO NOT move on until 85% of the students are proficient in the skill being
taught
8:00 Pick up students & Attendance
Get to know you/ ice breaker
Board Language
8:45- 9:00 RF1.2 & 2.2
Phonemic Awareness: Using Phonemic Awareness Book: week 6
 Run through Monday’s skills routines and hand motions on all 3 pages
of the P.A. spiral book.
9:00- 9:30 RF2.3
Phonics
We do – warm- up: (approx. 5 min.) Review consonants and vowels
 Use sound spelling cards (or letter cards from phonemic awareness)
point to or hold up the letter and have the students share if the letter is
a consonant or a vowel
 Make a t- chart, so while the class is identifying the letters you can
write the letter in the consonant or vowel column
I Do: (approx. 2 min.)
1. “We’re going to learn that when we read words, there are no
pauses between the sounds. “
2. Write the letters, mat on the white board.
3. “The first sound is /m/, the next sound is /a/, and the last sound is /t/.”
(*do not hold and stretch the /t/ sound. It is a non-voiced sound,
push air out while pressing tongue off back of front teeth)
4. “Watch me touch each letter while saying the sounds again:
/m/…/a/…/t/.” (Simultaneously hold your finger under the center of
each letter and say the sound, pausing for 3 seconds between the
sounds.)
5. “Now I’ll say the sounds closer together: /m/../a/../t/.” (Touch under
the center of each letter as you say the sound. Pause for 2 seconds
between sounds.)
Early Back – week 1
6. “Now I’m going to say the sounds even closer together: /m/./a/./t/.”
(Tap under each letter as you say the sounds, but still pause for 1
second between each sound.)
7. “This time I won’t pause between each sound because the
objective of our lesson is to read words without pauses between
sounds. I’ll use the scooping motions to blend the sounds: /mat/. The
word is, “mat””.
We Do: (approx. 12 min.)
1. “Now we’ll do it together. I’ll point to the letter and we’ll say the
sounds. “
2. Write the letters, sap on the white board.
3. “Now let’s say the sounds together.”
“First letter?” S “Sound?” /s/
“Middle letter?” A “Sound?” /a/
“Last letter?” P “Sound?” /p/ (do not hold and stretch the /p/
sound. It is a non-voiced sound, /p/ is just a quick puff of air from
your lips)
“Now say all the sounds.” (pause 3 seconds between sounds)
/s/…/a/…/p/ (Simultaneously hold your finger under the center of
each letter as you say the sounds.)
“Was the pause between sounds short or long?” long
4. “Now we’re going to say the sounds together again, but with shorter
pauses.”
“First sound?” /s/
“Middle sound?” /a/
“Last sound?” /p/
“Now let’s say together with shorter pauses.” (2 second pauses)
/s/../a/../p/ (Touch under the center of each letter as you say the
sound)
5. “Now we’re going to say the sounds together again, but with even
shorter pauses.”
“First sound?” /s/
“Middle sound?” /a/
“Last sound?” /p/
Early Back – week 1
“Now let’s say together with the shorter pauses.” (1 second pauses)
/s/./a/./p/ (Touch under the center of each letter as you say the
sound)
6. “Now we won’t pause between each sound. We’ll scoop and
blend. There is no pause between sounds.” /sap/
“What is the word?” sap
“Did we pause between each sound?” no
“When the sounds are said together without a pause between them,
that’s called blending. What’s it called?” blending
7. Repeat this process a few more times using the short a words from
the word list.
Word Family Pattern: (approx. 10 min.)
Introduce short a spelling pattern, word families –at and –ap. Brainstorm
words following each of the short a word family patterns, as a class.
Then have the students write the words on the short a page, highlighting
or circling the spelling pattern for each word. As they think of or find
more words with this pattern, they can add them to this list. If they think
of other short a words, or find them in their readings during the week, you
can add them to the bottom or back of the page. When done, read
the list of words as a class.
9:30- 10:00 RF2.3a,e,f
Introduce Nat’s Cat decodable, and pass out booklets. Read the story
with the students, you read a sentence, and the class repeat reads the
sentence, making sure they are tracking with their finger. Discuss and
search for short a words throughout the story.
Then chorally read the story, stopping at the end of each page and
search for words that have the short a sound. Have the students either
highlight or circle the pattern in their story. If they find new words that
aren’t written on their lists, they can write them.
10:00- 10:30 Recess – yard duty
Early Back – week 1
10:30- 11:00 RF2.4a-c
Reader’s Theater – Day 1
1. Introduce The Best Pet script to students. This script works on the
short e sound. Pass each student a script.
2. The first day no parts are assigned. You read through the whole
script modeling how a fluent reader sounds, while the students are
following along with their script.
3. Reread the script, you reading a sentence, then the students repeat
reading.
4. If time, chorally read the script together.
5. Have the students pass in their scripts. Before Tuesday, highlight one
part on each script, there will be more than one student for each
part.
11:00- 11:30 L2.1f & L2.2a,d
Writing: Direct Instruction/Whole Class Modeling (I do)
1. Quickly review complete vs. incomplete sentences. Continue to ask
the students throughout the writing lessons for these two weeks if
their sentences are complete or incomplete.
2. Select the picture on page three from the decodable, Nat’s Cat.
Have the students look at the picture as you write the sentence, “The
boy sat with his cat.” on the super sentence worksheet and show it
using the document camera.
3. Explain that "The boy sat with his cat.” is boring/too simple of a
sentence, but if we ask ourselves questions about it, we can add
details that answer the questions and make it more interesting.
4. If we asked, "Who sat?" we can name someone specific. Find this
detail in the story, and then add this detail to your super sentence
page. Read the new sentence chorally.
5. It's still a boring sentence, so let's ask, "Where did he sit?". Find this
detail in the story, and then add this detail to your super sentence
page. Have the class read the new sentence chorally.
6. Go through the same process in step 4, each time chorally reading
the revised sentence and asking another question. After 4 rounds of
changes (Who?, Why?, When?, How?), it might look like the one in
step 4 in the example below.
Early Back – week 1
7. If time, repeat this process more using different pictures from the
story, and filling in your own super sentence page. You might want
to start by adding the same details in the first two samples/pictures
and then add more details as you see fit in the following pictures.
Expanding a Sentence
Example: The boy sat with his cat.
1. Who? Nat sat with his cat.
2. Where? Nat sat on the mat in the bedroom with his cat.
3. When? This morning, Nat sat on the mat in the bedroom with
his cat.
4. How? This morning, Nat sat on the mat in the bedroom with
his cat quietly.
11:30 Board Math
12:00 Walk students out – pick- up duty
Early Back – week 1
Early Back – Second Grade
Tuesday, July 18, 2017
*DO NOT move on until 85% of the students are proficient in the skill being
taught
8:00 Pick up students & Attendance
Board Language
8:30- 8:50 RF1.2 & 2.2
Phonemic Awareness: Using Phonemic Awareness Book: week 6
 Run through Tuesday’s skills routines and hand motions on all 3
pages of the P.A. spiral book.
8:50- 9:20 RF2.3
Phonics (same routine as Monday)
We do – warm- up: (approx. 5 min.) Review consonants and vowels
 Use sound spelling cards (or letter cards from phonemic awareness)
point to or hold up the letter and have the students share if the letter is
a consonant or a vowel
 Make a t- chart, so while the class is identifying the letters you can
write the letter in the consonant or vowel column
I Do: (approx. 2 min.)
1. “Yesterday we learned that when we read words, there are no
pauses between the sounds. We are going to practice blending
sounds together again today.“
2. Write the letters, ten on the white board.
3. “The first sound is /t/, the next sound is /e/, and the last sound is /n/.”
(*do not hold and stretch the /t/ sound. It is a non-voiced sound,
push air out while pressing tongue off back of front teeth)
4. “Watch me touch each letter while saying the sounds again:
/t/…/e/…/n/.” (Simultaneously hold your finger under the center of
each letter and say the sound, pausing for 3 seconds between the
sounds.)
5. “Now I’ll say the sounds closer together: /t/../e/../n/.” (Touch under
the center of each letter as you say the sound. Pause for 2 seconds
between sounds.)
Early Back – week 1
6. “Now I’m going to say the sounds even closer together: /t/./e/./n/.”
(Tap under each letter as you say the sounds, but still pause for 1
second between each sound.)
7. “This time I won’t pause between each sound because the
objective of our lesson is to read words without pauses between
sounds. I’ll use the scooping motions to blend the sounds: /ten/. The
word is, “ten””.
We Do: (approx. 12 min.)
1. “Now we’ll do it together, just like we’ve been doing. I’ll point to the
letter and we’ll say the sounds. “
2. Write the letters, men on the white board.
3. “Now let’s say the sounds together.”
“First letter?” M “Sound?” /m/
“Middle letter?” E “Sound?” /e/
“Last letter?” N “Sound?” /n/ (*do not hold and stretch the /d/)
“Now say all the sounds.” (pause 3 seconds between sounds)
/m/…/e/…/n/ (Simultaneously hold your finger under the center of
each letter as you say the sounds.)
“Was the pause between sounds short or long?” long
4. “Now we’re going to say the sounds together again, but with shorter
pauses.”
“First sound?” /m/
“Middle sound?” /e/
“Last sound?” /n/
“Now let’s say together with shorter pauses.” (2 second pauses)
/m/../e/../n/ (Touch under the center of each letter as you say the
sound)
5. “Now we’re going to say the sounds together again, but with even
shorter pauses.”
“First sound?” /m/
“Middle sound?” /e/
“Last sound?” /n/
“Now let’s say together with the shorter pauses.” (1 second pauses)
/m/./e/./n/ (Touch under the center of each letter as you say the
sound)
Early Back – week 1
6. “Now we won’t pause between each sound. We’ll scoop and
blend. There is no pause between sounds.” /men/
“What is the word?” men
“Did we pause between each sound?” no
“When the sounds are said together without a pause between them,
that’s called blending. What’s it called?” blending
7. Repeat this process a few more times using: hen, pet, den, fan, and
other short vowel words from the word list. (do not hold and stretch
the /h/, /p/, or /d/ sounds. /h/ and /p/ are non-voiced sounds, for
/h/ push out air from the back of your throat, for /p/ just a quick puff
of air from your lips. Do not stretch out /d/, it will create the schwa
sound)
Word Family Pattern: (approx. 10 min.)
Introduce short e spelling pattern, word families –en and –et. Brainstorm
words following each of the short e word family patterns, as a class. Then
have the students write the words on the short e page, highlighting or
circling the spelling pattern for each word. As they think of or find more
words with this pattern, they can add them to this list. If they think of
other short e words, or find them in their readings during the week, you
can add them to the bottom or back of the page. When done, read
the list of words as a class.
9:20- 9:50 RF2.3a,e,f
Introduce Ten Pets decodable, and pass out booklets. Read the story
with the students, you read a sentence, and the class repeat reads the
sentence, making sure they are tracking with their finger.
Then chorally read the story, stopping at the end of each page and
search for words that have the short e sound. Have the students either
highlight or circle the pattern in their story. If they find new words that
aren’t written on their lists, they can write them.
9:50- 10:00 RF2.3f
Practice first 100, or 100- 200 sight words as you see best for your class.
Early Back – week 1
10:00- 10:30 Recess – yard duty
10:30- 11:00 RF2.4a-c
Reader’s Theater – Day 2
1. Pass out the scripts to the students. It can be random, they have not
been assigned parts yet.
2. As a class, read through the script. Whichever part is highlighted on
the student’s script is the part they read, along with the other
students with the same part.
3. After you read through it as a class, have them break into groups,
with at least one script for each character in the group. Have the
group sit in a circle and pass their script once to the left. They should
have a different part than they just read.
4. As a group they read through the script, just reading the part
highlighted on the script they are holding.
5. Have them pass the script to the left again, and read the script
through again.
6. Continue passing the scripts and reading through once until your
time is up.
7. Collect the scripts from the students.
11:00- 11:30 L2.1f & L2.2a,d
*To keep it simple, use 2-3 question words
Writing: Whole Class Interactive Lesson (we do)
1. Repeat the process for adding details to sentences from Monday
and actively involve your students, using Ten Pets. Each student will
be writing on their own super sentence worksheet.
2. Select a picture from the decodable and have the students
brainstorm a simple sentence about the picture. Have them write it
down on their worksheet, as you model one for them using
document camera.
3. Then ask all students to think about a question they could ask and
how they could revise the sentence to add one detail. It can be
Early Back – week 1
more than one word, but it shouldn't be more than a short phrase
that answers that question.
4. If we asked, "Who?" we can name someone specific. Find this detail
in the story, and then add this detail to your super sentence page.
Read the new sentence chorally.
5. Continue this for the other detail questions (When?, Did what?, etc),
chorally reading the new sentence each time.
6. Have the students write the final super sentence with all of the
details, then chorally read it.
7. Repeat this process for any other picture in the decodable, creating
a sentence that's detailed and interesting, but not a run-on.
11:30 Board Math
12:00 Walk students out – pick- up duty
Early Back – week 1
Early Back – Second Grade
Wednesday, July 19, 2017
*DO NOT move on until 85% of the students are proficient in the skill being
taught
8:00 Pick up students & Attendance
Board Language
8:30- 8:50 RF2.2
Phonemic Awareness: Using Phonemic Awareness Book: week 6
 Run through Wednesday’s skills routines and hand motions on all 3
pages of the P.A. spiral book.
8:50- 9:20 RF2.3
Phonics
We do – warm- up: Review consonants and vowels if the students are still
confusing the two.
We Do: (approx. 10 min.)
1. “We are going to continue blending the sounds in words today. I’ll
point to the letter and we’ll say the sounds. “
2. Write the letters, fill on the white board.
3. “Now let’s say the sounds together.”
“First letter?” F “Sound?” /f/
“Middle letter?” I “Sound?” /i/
“Last letter?” LL “Sound?” /l/
/f/…/i/…/l/ (Simultaneously hold your finger under the center of
each letter as you say the sounds.)
“Was the pause between sounds short or long?” long
4. “Now we’re going to say the sounds together again, but with shorter
pauses.”
“First sound?” /f/
“Middle sound?” /i/
“Last sound?” /l/
“Now let’s say together with shorter pauses.” (2 second pauses)
/f/../i/../l/ (Touch under the center of each letter as you say the
sound)
Early Back – week 1
5. “Now we’re going to say the sounds together again, but with even
shorter pauses.”
“First sound?” /f/
“Middle sound?” /i/
“Last sound?” /l/
“Now let’s say together with the shorter pauses.” (1 second pauses)
/f/./i/./l/ (Touch under the center of each letter as you say the
sound)
6. “Now we won’t pause between each sound. We’ll scoop and
blend. There is no pause between sounds.” /fill/
“What is the word?” fill
“Did we pause between each sound?” no
“When the sounds are said together without a pause between them,
that’s called blending. What’s it called?” blending
7. Repeat this process a few more times using the short i word list (do
not hold and stretch the /h/, /p/, /w/, /t/, /d/, /g/, /j/, or /b/ sounds.)
We Do: (approx. 10 min.) Send students back to their seats and take out
their packets, turning to Blending Routine 1.
1. “Now it’s your turn to use your finger and blend with me. You’re
going to point to the letters with me, and then repeat after me
blending and scooping like we have been practicing all week.”
2. Point to the m, and make sure they are too. “First sound?” /m/
“Letter?” M “Repeat the sound” /m/
3. Point to the e. “Middle sound?” /e/ “Letter?” E “Repeat the
sound” /e/
4. Point to the t. “Last sound?” /t/ “Letter?” T “Repeat the sound” /t/
5. “Now we’ll say all the sounds, with a pause between each one.
Remember to touch below each letter as we read the sound.”
6. “Put your finger under the first letter. Sound?” /m/
“Put your finger under the middle letter. Sound?” /e/
“Put your finger under the last letter. Sound?” /t/
“Now touch and say each sound with a pause between.”
/m/…/e/…/t/
7. “Now we won’t pause between each sound. We’ll scoop and
blend. Remember there is no pause between the sounds. I’ll review
the sounds for you. /m/../e/../t/”
Early Back – week 1
8. “Let’s scoop and say all the sounds blended.” /met/
“Word?” met
“Were there any pauses?” no
9. Repeat process as a class for the rest of the words on the page (or
what you have time for), watching to make sure the students are
using their fingers to scoop and blend. If extra time, have the
students read the words to their partners, while you walk around and
listen.
Word Family Pattern: (approx. 10 min.)
Introduce short i spelling pattern, word families –ill and –ip. Brainstorm
words following each of the short i word family patterns, as a class. Then
have the students write the words on the short i page, highlighting or
circling the spelling pattern for each word. As they think of or find more
words with this pattern, they can add them to this list. If they think of
other short i words, or find them in their readings during the week, you
can add them to the bottom or back of the page. When done, read
the list of words as a class.
9:20- 9:50 RF2.3a,e,f
Introduce Jill and Bill decodable, and pass out booklets. Read the story
with the students, you read a sentence, and the class repeat reads the
sentence, making sure they are tracking with their finger.
Then chorally read the story, stopping at the end of each page and
search for words that have the short i sound. Have the students either
highlight or circle the pattern in their story. If they find new words that
aren’t written on their lists, they can write them.
9:50- 10:00 RF2.3f
Practice first 100, or 100- 200 sight words as you see best for your class.
10:00- 10:30 Recess – yard duty
10:30- 11:00 RF2.4a-c
Reader’s Theater – Day 3
Early Back – week 1
1. Assign each student a part. If there are extra parts, not enough to
make a complete group, pair them up with the same part in another
group (they can read the part at the same time).
2. Have the students break into their groups and sit in a circle. Have
them read through the whole script, only reading/ practicing their
parts. Repeat until you are ready to move on.
11:00- 11:30 L2.1f & L2.2a,d
*To keep it simple, use 2-3 question words
Writing: Whole Class Interactive Lesson (we do)
1. Repeat the process for adding details to sentences from Monday
and Tuesday, and actively involve your students, using Jill and Bill.
Each student will be writing on their own super sentence worksheet.
2. Select a picture from the decodable and have the students
brainstorm a simple sentence about the picture. Have them write it
down on their worksheet, as you model on for them using document
camera.
3. Then ask all students to think about a question they could ask and
how they could revise the sentence to add one detail. It can be
more than one word, but it shouldn't be more than a short phrase
that answers that question.
4. If we asked, "Who?" we can name someone specific. Find this detail
in the story, and then add this detail to your super sentence page.
Read the new sentence chorally.
5. Continue this for the other detail questions (When?, Did what?, etc),
chorally reading the new sentence each time.
6. Have the students write the final super sentence with all of the
details, then chorally read it.
7. Repeat this process for any other picture in the decodable, creating
a sentence that's detailed and interesting, but not a run-on.
11:30 Board Math
12:00 Walk students out – pick- up duty
Early Back – week 1
Early Back – Second Grade
Thursday, July 20, 2017
*DO NOT move on until 85% of the students are proficient in the skill being
taught
8:00 Pick up students & Attendance
Board Language
8:30- 8:50 RF2.2
Phonemic Awareness: Using Phonemic Awareness Book: week 6
 Run through Thursday’s skills routines and hand motions on all 3
pages of the P.A. spiral book.
8:50- 9:20 RF2.3
Phonics
We Do: (approx. 8 min.)
1. “We are going to continue blending the sounds in words today. I’ll
point to the letter and we’ll say the sounds. “
2. Write the letters, not on the white board.
3. “Now let’s say the sounds together.”
“First letter?” N “Sound?” /n/
“Middle letter?” O “Sound?” /o/
“Last letter?” T “Sound?” /t/ (*do not hold and stretch the /t/
sound.)
“Now say all the sounds.” (pause 3 seconds between sounds)
/n/…/o/…/t/ (Simultaneously hold your finger under the center of
each letter as you say the sounds.)
“Was the pause between sounds short or long?” long
4. “Now we’re going to say the sounds together again, but with shorter
pauses.”
“First sound?” /n/
“Middle sound?” /o/
“Last sound?” /t/
“Now let’s say together with shorter pauses.” (2 second pauses)
/n/../o/../t/ (Touch under the center of each letter as you say the
sound)
5. “Now we’re going to say the sounds together again, but with even
shorter pauses.”
Early Back – week 1
“First sound?” /n/
“Middle sound?” /o/
“Last sound?” /t/
“Now let’s say together with the shorter pauses.” (1 second pauses)
/n/./o/./t/ (Touch under the center of each letter as you say the
sound)
1. “Now we won’t pause between each sound. We’ll scoop and
blend. There is no pause between sounds.” /not/
“What is the word?” not
“Did we pause between each sound?” no
“When the sounds are said together without a pause between them,
that’s called blending. What’s it called?” blending
2. Repeat this process a few more times using the short o words on the
short vowel word list.
We Do: (approx. 12 min.) Send students back to their seats and take out
their packets. Turn to the blending routine 1, chorally, read the words
from yesterday as a class. Then turn to the Blending Routine 2.
1. “Now it’s your turn to use your finger and blend with me. You’re
going to point to the letters with me, and then repeat after me
blending and scooping like we have been practicing all week.”
2. Point to the b, and make sure they are too. “First sound?” /b/
“Letter?” B “Repeat the sound” /b/
3. Point to the i. “Middle sound?” /i/ “Letter?” I “Repeat the sound”
/i/
4. Point to the n. “Last sound?” /n/ “Letter?” N “Repeat the sound”
/n/
5. “Now we’ll say all the sounds, with a pause between each one.
Remember to touch below each letter as we read the sound.”
6. “Put your finger under the first letter. Sound?” /b/
“Put your finger under the middle letter. Sound?” /i/
“Put your finger under the last letter. Sound?” /n/
“Now touch and say each sound with a pause between.”
/b/…/i/…/n/
7. “Now we won’t pause between each sound. We’ll scoop and
blend. Remember there is no pause between the sounds. I’ll review
the sounds for you. /b/../i/../n/”
Early Back – week 1
8. “Let’s scoop and say all the sounds blended.” /bin /
“Word?” bin
“Were there any pauses?” no
9. Repeat process for the rest of the words on the page, watching to
make sure the students are using their fingers to scoop and blend.
Word Family Pattern: (approx. 10 min.)
Introduce short o spelling pattern, word families –op and –ot. Brainstorm
words following each of the short o word family patterns, as a class. Then
have the students write the words on the short o page, highlighting or
circling the spelling pattern for each word. As they think of or find more
words with this pattern, they can add them to this list. If they think of
other short o words, or find them in their readings during the week, you
can add them to the bottom or back of the page. When done, read
the list of words as a class.
9:20- 9:50 RF2.3a,e,f
Introduce I Can Hop decodable, and pass out booklets. Read the story
with the students, you read a sentence, and the class repeat reads the
sentence, making sure they are tracking with their finger.
Then chorally read the story, stopping at the end of each page and
search for words that have the short o sound. Have the students either
highlight or circle the pattern in their story. If they find new words that
aren’t written on their lists, they can write them.
9:50- 10:00 RF2.3f
Practice first 100, or 100- 200 sight words as you see best for your class.
10:00- 10:30 Recess – yard duty
10:30- 11:00 RF2.4a-c
Reader’s Theater – Day 4
1. Continue to practice the play.
2. Teach them how to introduce the play and themselves. Line up
chairs, one for each student in the group. The first student says: We
Early Back – week 1
are performing ______. My name is ______, and I will be playing the
part of ______. Then the next student will introduce themself, My
name is ______, and I will be playing ______. And so on until each
student has been introduced.
3. When performing, have them sitting in their chair, and when it is their
part they stand up to read it, and then sit back down.
4. Have them continue to practice performing in their groups.
11:00- 11:30 L2.1f & L2.2a,d
*To keep it simple, use 2-3 question words
Writing: Independent Lesson – (you do)
3. Each student should have a super sentence worksheet.
4. Have students select a page from I Can Hop.
5. Remind them of the work they have been doing all week, and have
them create their own super sentence for the picture.
6. If some finish early, they can create another sentence using any
other page.
7. Have students share their super sentences with the class.
11:30 Board Math
12:00 Walk students out – pick- up duty
Early Back – week 1
Early Back – Second Grade
Friday, July 21, 2017
*DO NOT move on until 85% of the students are proficient in the skill being
taught
8:00 Pick up students & Attendance
Board Language
8:30- 8:50 RF2.2
Phonemic Awareness: Using Phonemic Awareness Book: week 6
 Run through Friday’s skills routines and hand motions on all 3 pages of
the P.A. spiral book.
8:50- 9:20 RF2.3
Phonics
I/We Do: (approx. 5 min.)
1. “This past week we’ve been representing letters in words with
sounds. We have also been working on a reader’s theater, what
have we had to do before we are ready to perform?” practice
2. “We needed to practice. Another word for practice is rehearse. We
had to rehearse our lines before we were ready to perform.”
3. “As readers, we also rehearse. We use our index finger and scoop
under each letter to practice, or rehearse, the sounds.”
4. “When we rehearse, the gesture is scooping my finger.” (make the
gesture) “Try it with me.”
5. “After a lot of practice, you are ready to perform. When we perform
as readers we use our index finger and slide it straight under the
word. “ (make the gesture) “Try it with me.”
6. “Let’s practice these gestures. Show me rehearse. Show me
practice.” (students should be showing you the gestures.) Repeat
several times.
7. “Now I’ll show you a gesture, and you tell me which one it is.”
(Show rehearse gesture) “Rehearse or perform?” rehearse
(Show perform gesture) “Rehearse or perform?” perform
I Do: Silent blending (approx. 15 minutes)
Early Back – week 1
1. “We are going to learn to practice blending words, first with silent
reading and then by reading the whole word out loud. There are
two steps: rehearse and perform.”
2. Write sub and nut on the board. “I’ll read these words and I’ll either
rehearse or perform it. I’ll show you the gesture and say ‘rehearse or
perform’ and you tell me what I did.”
3. “Here’s the first word. /s/ /u/ /b/. Rehearse or perform?” (scoop
finger under the letters as you read the sounds) rehearse
4. “Here’s another word. /n/ /u/ /t/. Rehearse or perform?” (slide finger
straight under the word) perform
5. “Now I’ll use two steps to read words. First I’ll rehearse the sounds
silently, and then I’ll perform by reading the word blended.”
6. Write cut on the board. “Look at this word. Watch my mouth.”
(scoop finger under each letter while silently reading each sound)
/c/ /u/ /t/
7. “Did you hear any sounds?” no
“When my mouth moves without making any sounds, it is a silent
rehearsal. Make the rehearse gesture with me.” (make gesture)
8. Write cub on the board. “Look at this word. First, I’ll rehearse the
word by silently mouthing the sounds.” (scoop finger between c and
u and then between u and b while silently mouthing each sound)
“No sounds, but my mouth moved.”
9. “Next, I’ll perform.” (slide finger under word while reading word
blended out loud) “cub”
10. Write hop on the board. “Watch me read another word. First, I’ll
rehearse by silently mouthing the sounds. Then I’ll perform by
reading.” /h/ /o/ /p/ (scoop and silently mouth; “hop” (slide)
We Do:
1. Write the word hut on the board. “Now do it with me. I’ll show you
words, and first we will do a silent rehearse, then we’ll perform.”
2. “First we rehearse. In a moment when I say ‘rehearse’, put your
finger in the air and do a silent rehearsal with me. Ready, rehearse.”
(scoop and silently mouth hut)
3. “Next, we will perform. We’ve already done a silent rehearsal, so we
are ready to perform. This time when I say ‘perform’, put your finger
in the air, slide, and perform with me. Ready, perform.” hut
Early Back – week 1
4. Repeat the process using words from the short vowel word list.
Word Family Pattern: (approx. 10 min.)
Introduce short u spelling pattern, word families –un and –ug. Brainstorm
words following each of the short u word family patterns, as a class. Then
have the students write the words on the short u page, highlighting or
circling the spelling pattern for each word. As they think of or find more
words with this pattern, they can add them to this list. If they think of
other short u words, or find them in their readings during the week, you
can add them to the bottom or back of the page. When done, read
the list of words as a class.
9:20- 9:50 RF2.3a,e,f
Introduce My Pug Has Fun decodable, and pass out booklets. Read the
story with the students, you read a sentence, and the class repeat reads
the sentence, making sure they are tracking with their finger.
Then chorally read the story, stopping at the end of each page and
search for words that have the short u sound. Have the students either
highlight or circle the pattern in their story. If they find new words that
aren’t written on their lists, they can write them.
9:50- 10:00 RF2.3f
Practice first 100, or 100- 200 sight words as you see best for your class.
10:00- 10:30 Recess – yard duty
10:30- 11:00 RF2.4a-c
Reader’s Theater – Day 5
1. Give groups a couple of minutes to get together and prepare.
2. Perform! Have each group perform for the class.
3. After each one, take a few minutes to share compliments and what
they liked about the performance (both students who watched and
performed can share).
4. They can take home their finished scripts.
Early Back – week 1
11:00-12:00 Create a lesson of your choice: (art, dance, poetry, etc.)
12:00
Walk students out – pick- up duty
Early Back – week 1