Lesson Plans For Level C-2
FOCUS
BOSSY 'e' / LONG 'a' VOWEL / LONG 'i' VOWEL / LONG 'o' VOWEL
Mini Book 62
Sammy Snake is Brave
Mini Book 63
Zeke Rides a Bike
Mini Book 64
The Joke
Words
snake, wade, lake, scale, gate, glade, wave, brave, huge, tube, cute, time,
fire, glide, rode, broke, spoke, mope, wake, speak, tell, write, give
Sammy then glided into the lake.
A huge wave came.
Expressions
The spoke poked a hole in the tire.
I hope he won't mope.
Robby wrote the joke in a note.
FOCUS
BOSSY 'e' / LONG 'a' VOWEL / LONG 'i' VOWEL / LONG 'o' VOWEL
Mini Book 62
Sammy Snake is Brave
Mini Book 63
Zeke Rides a Bike
Mini Book 64
The Joke
Words
snake, wade, lake, scale, gate, glade, wave, brave, huge, tube, cute, time,
fire, glide, rode, broke, spoke, mope, wake, speak, tell, write, give
Sammy then glided into the lake.
A huge wave came.
Expressions
The spoke poked a hole in the tire.
I hope he won't mope.
Robby wrote the joke in a note.
▪ Mini Book 62 'Sammy Snake is Brave'
"Sammy Snake is Brave" (Focus: Bossy "e" concept, long "a" vowel)
This Mini-Book is comprised of VC/CVC words, Blends (snack,
wanted, scaled,
and, went, glade, glide, brave), Digraphs (the, then, what), the now
familiar
" oo" sound as in "into," and the "wah" as in "want." Your students
will see
many Bossy "e" words (Snake, wade, lake, scaled, gate, glade, glide,
huge,
wave, come, brave). You will also see Sammy Snake's name.
There is one challenge today. There is a soft sound found in the word
“huge." See the "ge"? Simply Signal and touch your heart afterwards.
< Vocabulary Words >
---------------------------------------------Sammy
Snake
wanted
to*
wade
in*
a*
lake
he*
scaled
gate
and*
went*
then*
came*
into*
glided
what*
the*
huge
brave
glade
wave
*High Frequency Words
a. Write all the words on the chalkboard for all students to see.
Read each vocabulary word. Make sure all word meanings are
understood.
Take time to define "scale" and "glade. " Sammy has scales."
What does that mean? What does it mean to "scale" a gate?
How can there be two different meanings for the same word?
Tell your students there are often many different meanings for a
word.
When words have the same spelling, but different meanings, they
are called "homophones." Tell them that the prefix "hom" means
"same," and "phon”" means "sound." "Box In" all the Partners, and
Signal and sound each word. See how quickly your students can
read this list. Focus on the Bossy "e" words. Write them on the
board and have children take turns drawing the
elephant trunk from the "e" to the vowel. Remember that you have
to stretch over one consonant. That's the rule!
b. Ask students to read this Mini-Book aloud, encouraging them to
rely on their
decoding skills. As soon as the reading is complete, ask the
comprehension questions located in "c" below. Read a second time
in buddy-groups and then
independently.
c. Ask the students to tell about the sequence of how Sammy got to
the lake. T T : He scaled a gate and went into the glade.
What happened when Sammy was in the lake?
S : A big wave came.
What do you think happened to Sammy? Conjecture together.
Do your students know that snakes are excellent swimmers?
T : Sammy does something very brave. What is it?
S : He rescues a little girl.
Ask your students to share with the class a time when they were
very brave. If they haven't had such an opportunity, have them
make up one.
d. Today, assess their spelling and ability to write a sentence from
dictation. Hand out the Animal Alphabet Grids or Magnets. Ask
your students to spell words from the list, first on the Grids or
Magnets and then paper.
Dictate this sentence to them:
He scaled a gate and went into the glade.
Make sure there are "e's" on the ends of the Bossy "e" words.
They are often forgotten. This can be corrected by Signaling out
Ellie Elephant,
then pulling your finger to your lips to signify silence.
Once this system is in place, students will most likely not forget.
▪ Mini Book 63 'Zeke Rides a Bike'
"Zeke Rides a Bike" (Focus: Bossy “"e”" concept, mixed long
vowels)
This Mini-Book is comprised of VC/CVC words, Blends (stone, broke,
spoke, won't), Digraphs (the, shop) and "I Say……" words (I, he,
won't). The focus is on the Bossy "e" words (rode, bike, stone, broke,
spoke, poked, hole, tire, hope, mope). It is even in Zeke's name!
< Vocabulary Words >
---------------------------------------------Zeke
rode
his*
bike
to*
the*
shop
he*
hit*
a*
stone
it*
broke
spoke
poked
hole
in*
tire
I*
hope
won't*
mope
*High Frequency Words
a. Write all the vocabulary words on the chalkboard for all to see.
"Box In" all Partners. Draw trunks from Bossy "e" to the vowel*.
Jump over that consonant! (Remind them of this rule.)
Draw thumbs on the "I Say……" words** (See illustration) Signal
and sound all the words in the list. This will be easy since all
concepts have been discussed many times.
*
**
b. Today, start the reading by asking students to read aloud by
themselves. After your students have read independently, have
them buddy-read.
Now join as a group and have each student take responsibility for
reading one sentence or one page.
c. Ask these questions:
T : What did Zeke hit?
S : He hit a stone.
T : What was the result of hitting the stone?
S : A spoke broke and it poked a hole in the tire.
T : What are some other things that might poke a hole in a tire or
cause a
flat? (Discuss.)
Have your students relate the event sequence from memory. Can
they tell you details in every picture? (Like the stones, the
puppy's spot on his back, the sack on the ground, etc.) What does
Zeke have in his basket? What is the little girl riding? What does
she have in her hand? Who is sharing the scooter with her? Now
here is a mystery. How did the little girl get the flowers? What do
your children think happened here?
How many students know how to ride a bike? How many students
have a bicycle? Have they ever had a flat tire?
d. Hand out the Animal Alphabet Grids or Magnets and spell out the
words in the story. This is a great way to know whether they can
put their skills to use when writing. Give them a piece of paper so
that as soon as they "manipulate" the letters, they can write it on
paper. You'll know
what they know (or what they need to know!)
e. Discuss the use of capital letters in names and at the beginning of
sentences. Discuss the punctuation at the end of each sentence.
Getting them to verbalize why you do certain things when writing
will help them to remember.
f. Review the contraction "won't." Remind your students it is a short
way of saying "will not." Have them Signal this word using a finger
to draw the apostrophe in the correct place in the word. Do they
hear the "I Say My Own Letter Nam" sound? Make a contraction
strip for it.
g. Identify all the nouns (common and proper), verbs, and pronouns.
Which words do the pronouns stand for? (Zeke - he; it - stone; I –
narrator,
who is probably the child in the picture.)
What is the subject (star) in each sentence?
▪ Mini Book 64 'The Joke'
"The Joke" (Focus: Bossy "e" concept, long “o" vowel)
This Mini-Book is comprised of VC/CVC words, Blends (and, spoke,
told,
smile), Digraphs (phone, what), the Schwa sound, Double Consonant
words (funny and Robby), "I Say……" words, (he, told), Bossy "e"
words (woke, robe, spoke, phone, joke, wrote, note gave, Zeke, smile),
the now familiar "ee" Polite Partner, a soft sound (Yancy) and Robby,
Yancy, and Zeke's names.
There is also the "e" sound as in "baby" and "history."
< Vocabulary Words >
---------------------------------------------Yancy
woke
up*
and*
put*
on*
a*
robe
he*
spoke
to*
Robby
phone
told*
him*
joke
wrote*
in*
note
gave*
funny*
see*
smile
what*
*High Frequency Words
a. Write the vocabulary words on the chalkboard for all to see.
Define any unfamiliar vocabulary words for your students. Make
sure you use them in your daily conversations. Act them out for
memory!
Review the "y" ending that sounds like the long "e" sound.
Tell your students that Yancy Yak makes four different sounds!
The focus is on the Bossy "e" concept. If your students already
know about the "y" sound in both Robby's and Yancy's names, it is
easy to transfer this information to the word "funny" in the story.
Write all three words on the chalkboard and show the spelling
pattern. Add "baby”" "party," and "hurry" to your list for more
examples. Have them name all the other Animal friends that have
this ending on their names (Francy, Inny, Jerry, Lizzy, Missy,
Queeny, Sammy, and Timothy). Signal and say "e" each time.
Look again at Yancy's name. He has something special in his name.
His name contains a soft sound. That is when Catina and Yancy
work together to make the /s/ sound.
Here's what you do: Signal Catina, then Yancy, and then touch your
heart
as you say the "s" sound. It is just like you did with the word,
"huge" in Mini-Book #62. That's all there is to it!
Can they find any words in the story that are "I Say My Own
Letter Name" words? ("He" and "told.") Remind them that they are
independent.
They don't need Ellie to tell them what to do.
Signal the "I Say My Own Letter Name" words. Signal thumb to
chest!
Don't forget to Signal the "ph" Digraph (Beginning Sound Flash
Card #42). Signal Peewee with your left hand and Honey with your
right hand.
b. Start the reading time by allowing each student to read by
him/herself aloud. Walk around and watch how they approach the
text.
Who is Signaling? Who is sound blending without Signals? Who is
reading fluently? Fluent reading is our goal but as children are
learning, Signaling is the perfect vehicle.
Now read aloud as a group, each student reading one sentence. Are
you seeing more confidence? Now finish up with a buddy – read if
time allows.
c. Ask your students to tell the sequence of events.
Check out Yancy's hair in the morning on Page 1.
Does anyone else look like this in the morning? Now look at Page
3.
What is Robby using to write with? That is an ink pen and an ink
bottle. That is how people used to write before they had ball point
pens and gel pens!
T : Was Yancy's joke funny? How do you know?
S : When he told Robby, Robby told Zeke and Zeke laughed, too.
We like to pass on jokes that we find funny.)
T : Is this "stated" or "implied"?
S : It is stated and implied. We look at the picture and assume it
was funny
by their reaction but it also says "See him smile."
Is there anyone in the class who can tell a joke?
Find a simple joke book and write a joke on the chalkboard.
Have everyone copy it on a piece of paper for handwriting practice.
d. Send this Mini-Book home for homework! Won't parents be
pleased? They've come a long way this year.
▪ Activity G2
p.2
Bossy 'e' Words
1. Introduce Bossy 'e' words.
2. Have the children write the 'a' with bossy 'e'.
(snake, wade, lake, gate, wave, brave)
3. Read aloud the words.
p.3
Word Writing
1. Prepare the picture and word cards.
2. Have the children match the word to it's picture.
3. Trace the words.
p.4
Sentence Writing
1. Show the Mini-book and read aloud.
2. Show the sentence to your children.
3. Ask your children the word in the box.
4. Have the children complete the sentence.
p.5
Supplementation
1. Review the 'a' bossy 'e' words.
2. Introduce the 'i' and 'u' bossy 'e' words.
3. Have them read aloud with the signals.
4. Write 'i' and 'u' bossy 'e' words.
p.6
Comprehension
1. Q & A
#1 : How did Sammy get to the lake?
S : He scaled a gate and went into the glade.
#2 : What happened when Sammy was in the lake?
S : A big wave came.
#3 : Are you brave as like Sammy?
S : 1) Yes, I am.
2) No, I am not. I am scared with the big wave.
p.7
Reading Practice
1. Read the Mini-Book #62 before you start this activity.
2. Look at the picture and find the correct word in each box to complete
the sentence.
p.8
Song and Chant
1. Prepare an Audio-CD.
2. Sing a fun chant with your children.
p.10
Bossy 'e' Words
1. Introduce Bossy 'e' words.
2. Have the children write the 'o' with bossy 'e'.
(rode, stone, broke, spoke, hope, mope)
3. Read aloud the words.
p.11
Word Writing
1. Prepare the picture and word cards.
2. Have the children match the word to it's
picture.
3. Trace the words.
p.12
Sentence Writing
1. Read and write the word 'rode' to make a
sentence.
1)rode
2)Zeke rode
3)Zeke rode his bike.
4)Zeke rode his bike to the bike shop.
p.13
Supplementation / Long Vowel Words
1. Ask children if they remember how to signal 'I say my own name.'
2. Signal and sound each vowel's own name.
(Allie, Ellie, Inny, Olive and Umber)
3. Place the 'thumb' sticker on the 'I say my own name' sound.
p.14
Comprehension
1. Q & A
#1 : What did Zeke hit?
S : He hit a stone.
#2 : What does Zeke have in his basket?
S : flowers
#3 : What is the little girl riding?
S : scooter
#4 : Who is sharing the scooter with her?
S : a dog
p.15
Reading Practice
1. Read the Mini-Book #63 before you start this activity.
2. Have the children write the uppercase letter at the beginning of each
sentence.
3. Have the children put a punctuation at the end of each sentence.
4. Match the lower and uppercase letters.
p.16
Song and Chant
1. Prepare an Audio-CD.
2. Sing a fun chant with your children.
p.18
Bossy 'e' Words
1. Introduce Bossy 'e' words.
2. Have the children write the bossy 'e' words.
(lake, wave, Zeke, Pete, line, smile, rode, hole, cute, time, tube)
3. Read aloud the words.
p.19
Word Writing
1. Prepare the picture and word cards.
2. Have the children match the word to it's picture.
3. Trace the words.
p.20
Sentence Writing
1. Have the children fill in the blanks with the same color words.
2. Make a sentence with the words.
3. Robby spoke a joke.
p.21
Supplementation
1. Explain to the class that 'y' has four different sounds.
2. Read the words with the ending 'y' sound.
(Yancy, Robby, funny, baby, party, hurry)
3. Have the children trace the 'y' in each word.
p.22
Comprehension
1. Prepare the present and past chart.
wake
woke
speak
spoke
tell
told
write
wrote
give
gave
2. Find and match the present and past.
3. Have them match the picture to the correct sentence.
p.23
Reading Practice
1. Read the Mini-Book #64 before you start this activity.
2. Have the children find the word that have the bossy 'e' sound.
3. Place Ellie's trunk stickers on the bossy 'e' words.
p.24
Song and Chant
1. Prepare an Audio-CD.
2. Sing a fun chant with your children.
Memo
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