Lime 3URJUDP Week 20 Sample /HVVRQ - DIPL · • Resource CD (12 pages) ... All other games and...

Lime Program Week 20 Sample Lesson

LIME PROGRAM SAMPLE LESSON Most resources can be found on the Resource CD, with the Teacher's notes and explanations being in the Teacher's Reference Books.

Only a few sheets for each week are in the Student Workbook.

In addition, Coloured Display Cards have been provided for reinforcement in the classroom.

The work provided would be for the FIRST year of school (Prep, Kindergarten or Foundation year), probably in Term 3 of the year.

Week 20

The following pages are located (in the purchased DIPL program) in:-

• Teacher's Reference Books (13 pages) ... Weekly Summary Weekly Schedule Sounds and Letters Games Instruction for Week 20 DIPL's Fun Speech Rhymes

• Classroom Display Card (3 cards) ... Spelling Rule Card Reading Rule card Sounds and Letters Card

• Children's Workbook (5 pages) ... Sound Awareness #3 sheet Writing #2 sheet Spelling #1 sheet Reading #4 sheet Language #3 sheet

• Resource CD (12 pages) ... All other games and activities to be re-produced for use in the classroom

A sample of the Homework Sheet for Week 20 and accompanying notes can be downloaded by clicking on the Homework Sample button.

Doorway To Learning Pty Ltd

INDEX

for Pages from Lime Sample Lesson

Week 20

Page No. of

pdf

Name of page Topic Where to find in purchased DIPL

program

4 Weekly Summary Summary of activities and aims Teacher's Reference Books

5 Weekly Schedule Plan showing activities in note form for teacher

Teacher's Reference Books

6 Sounds and Letters Explanation notes for teacher Teacher's Reference Books

9 Sounds and Letters Display Card Coloured card for classroom display

Instruction and Resource Kit

10 Game Instructions Instructions for teacher Teacher's Reference Books

11 Teacher's Notes Explanation notes for teacher re each activity

Teacher's Reference Books

18 Spelling Rule Display Card Coloured card for classroom display


19 Reading Rule Display Card Coloured card for classroom display


20 Sound Awareness #3 Sheet Student activity Student Workbook

21 Sound Awareness #5 Sheets Student activity Resource CD

24 Writing #2 Sheet Student activity Student Workbook

25 Spelling #1 Sheet Student activity Student Workbook

26 Reading #1 Sheet Student activity Resource CD

31 Reading #3(a) Sheet Student activity Student Workbook

32 Reading #3(b) Sheet Student activity Student Workbook

33 Reading #4 Sheet Student activity Student Workbook

34 Language #1 Sheet Student activity Resource CD

36 Language #3 Sheet Student activity Student Workbook

Note: This sample uses the New South Wales font for the writing section. Upon purchasing the DIPL Lime Program, each state can be supplied with their state's appropriate font for this work.

Lime Program

WEEK 20 SUMMARY

SOUND: z k sh SIGHT WORD/S : up us down

Requirements: pictures/cards; games; coloured pencils; scissors; glue; craft requirements SOUND AWARENESS

Outcomes: TES1.1 TES1.2 TES1.4 RES 1.5 RES1.6 RES1.7 RES1.8 WES1.11 Content: Feel and production of sounds [z] [k] and [sh]

Encoding of sounds in cvc words Decoding of sounds in cvc words …(identify pictures for words) Identify position of sound in words … initial/medial/final??? … Train Game Cut/paste pictures containing [z] and [k] and [sh]

TALKING Outcomes: TES1.1 TES1.2 TES1.3 TES1.4 RES1.5 RES1.6 WES1.11 Content: Understand auditory and kinaesthetic differences between sounds [p] [t] and [k] Tongue strengthening and flexibility exercises Poem with alliteration of sounds

WRITING Outcomes: WES1.6 WES1.9 WES1.12

Content: Forming letters .. 'z' .. "Left to right, and then a zig-zag" 'k' .. "Tall top to bottom, up, round and down, then ready to kick!!"

Writing Sheet … practise letter formation LISTENING

Outcomes: TES1.1 TES1.2 TES1.4 RES 1.5 RES1.6 RES1.8 WES1.14 Content: Use working memory to identify verbs or naming words when spoken

Retain and reproduce a clapping pattern Use working memory to recall animals in a zoo (and using tone of voice changes to suit)

Listening to, and participating in , speech rhymes, and acting out SPELLING Outcomes: RES1.5 RES1.6 RES1.7 RES1.8 WES1.9 WES1.11 WES1.14

Content: Learn spelling rule for when to use letter 'k' or letter 'c' Write letter for initial sound in word (k or c??)

Write letter for initial/final sound in word (z or k or sh) READING

Outcomes: TES1.1 TES1.2 RES1.5 RES1.6 RES1.7 RES1.8 WES1.11

Content: Reading rule = 2 letters the same next to each other make only one sound Sound blending of cvc words to play Bingo Visual recognition of letter shapes and patterns in words Game for sight words … (Circle Game!!) Reading …. sentences (using sounds/sight words so far) Reading activity …. Identify question word and question mark in a printed sentence

LANGUAGE Outcomes: TES1.1 TES1.2 TES1.4 RES1.5 RES1.6 RES1.7 RES1.8 WES1.9 WES1.10 WES1.11 WES1.14

Content: Jumbled sentences (identify word order, who/what/when/where in a question) Vocabulary/categories … groups of things/people at zoo Identify pictures of doing words or animals/things at zoo

VISUAL ARTS Outcomes: VAES1.1 VAES1.2 Content: Make a class zoo, using old boxes and other re-cyclable material

© Copyright 2011 Doorway To Learning Pty Ltd

Weekly Schedule Lime Program

WEEK 20 Date: ________________

Sound Awareness Talking Listening Language Writing1. Feel and say sounds [z] [k] [sh] 1. Minimal differences 1. Working memory /doing words 1. Word order 1. Letter formation action of [z]

Stepping Stones game… and naming words…. Jumbled sentences to re-arrange "Left to right, and then a zig-zag!!"lip sound = [p] yelling face truck sleep Who can run to us?

2. Encoding of Sounds tip of tongue sound = [t] school talk snoring cat When did the hen nap? Letter formation action of [k]

Use letter cards/pictures back of tongue sound = [k] puppy driving apple draw Where is my sock? "Tall top to bottom, up, Each child has own set of cards hop shoe What can jog down a hill? round and down, then ready to kick!!!"

buzz ship kit fish kick fuzz and so on…. What can you hit to me?keg fizz wick cot zip cap Which word is the naming word? (italics) When was Kim at school? 2. Letter formation practice

cub shop kiss zap Writing #2 page 93

back kid shut wish 2. Mouth Exercises ReadingLetters: . . . 'Clean Farm House' 2. Auditory attention/working memory Sight Words = up us down Initial: b sh k f c w z Clapping patterns 2. Vocabulary/categorization

Medial: a e i o u Think of things you would see at zoo. Reading #1 Final: zz g p t ck sh b ss d Group them…. Sound blending … read words/match pictures

animals …large/small Bingo buildings … cages,swimming areas etc Picture cards for children

3. Decoding of Sounds page 92 3. Alliteration poem (sh) especially food/drinks … for people/animals Word cards for TeacherTeachers says sounds, What is Shelley wishing for, employees … vet, zookeeper, cleaners etc

children blend sounds and find picture, wishing for, wishing for? Reading #2 then colour it. Shiny shoes with zany buckles!!!! Sight word game …

z-i-p = zip That's what Shelley's wishing for!!! 3. Auditory attention/question/answer … Now you see it, now you don't!! r-a-sh = rash To be used after Visual Arts/Language tasks school it in they an queen sh-ar-k = shark Walking to rhythm, saying (children echoing)… but had up us down b-u-g = bug Walking through the Park Zoo, Reading #3 k-(i-e)-t = kite What do you see? 3. Naming/doing words, categories Reading sheet c-(oe)-m= comb Sh-sh-sh-sh-sh!!!!! page 96 (i-e) makes the long sound for the letter 'i' I thought I heard a noise. Cross doing word pictures Reading #4 page 95

What could it be? Circle animals Activity sheet .. question mark/questionwords

Circle other things found at zoo Spelling4. Train game … Colour #1 write initial sounds (k or c??) pg 94

… initial or medial or final sound??? #1 write letter for initial/final sound Word Bank in Notes #2 Spelling Rule ... for sounds [z] [k] [sh] ….letter 'c' or letter 'k'????

NOTES: VISUAL ARTS Complete Visual Arts and Language tasks before Listening #4

Class zoo

5. Sound book Which pictures have [z] [k] or [sh] sound?


SOUNDS and LETTERS Lime program

k sh

z and and

z-z-z-z-z-z-z-z!!!!!!!

"Can you hear that noise? Look out!!! It's a bee buzzing around the room!!!!

What did you say, DIPL? Oh! It is only your friend, Buzzy, the Bee!!"

Have the children say hello to Buzzy …. "Hello, Buzzy!" (see Display card in Instruction and Resources Kit)

Buzzy wants the children to fly around the room pretending to be a bee too.

z-z-z-z-z-z-z-z!!!!!!!

Be careful how you make this noise….don't let your tongue pop out through your teeth!! In fact, it is just like the noise that Sammy, the Snake, makes … only this time it is very noisy!!!!!

Practise … Open your mouth wide. Now close your side teeth together. Now say the noise for Sammy the Snake … s-s-s-s-s-s Now say the noise for Buzzy the Bee … z-z-z-z-z-z

Don't forget … If you see 2 'zz' letters beside each other, make only one [z] noise.



k

k

(continued)

Who can remember Cuddly [c]?

Do you remember how to make the noise for Cuddly [c]?

That's right … You put your tongue back in your throat and make a quick noise with your tongue. (Week 11)

Well … Cuddly [c] has a twin brother. Mostly, twins look exactly the same. But sometimes, there might be something different about them, such as one has red hair and one has brown hair, or one might be a girl and one might be a boy. Well … Cuddly [c] and Kicking [k] certainly don't look the same …. But they do make the same noise!!!

k (Kicking [k] looks like he is trying to 'kick' with his foot!!!!) (Exaggerate the sound ----- back of tongue right back in the back of your throat,

then push with back of tongue sharply, hard and fast, as the air is exploded out the front of your mouth. The firmer you push with your tongue, the sharper the sound will be.)

Important … If you see Cuddly [c] and Kicking [k] beside each other in a word, make only one[k] noise. It is just like two letters exactly the same … because they are twins and make the same noise.



sh

(continued) SH-SH-SH-SH-SH!!!! DIPL is asleep!!!! Oh …it's alright …his mum wants him to wake up …she wants him to help her to sweep the front steps of their house. Will you help me wake him up??? Wake up DIPL!!!! Let's go and help him sweep the steps …. Can you make that noise??? sh - sh - sh - sh - sh (as you make a sweeping action with your arms and hands) Make sure your lips are very round … Push your lips forward and round… sh - sh - sh - sh - sh (as you make a sweeping action with your arms and hands) We need to look at how we write this sound. It's really a very cute story … The letter for the sound [s] and the letter for the sound [h] decided to get married. Together they make the sound [sh].

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Our new sounds are fun this week!!!!! …. We have z-z-z-z-z … which is a noisy buzzing bee. We have k-k-k-k-k … which is kicking with his foot while he makes the same noise as Cuddly [c]. and, we have sh-sh-sh-sh … which is the broom sweeping. Randomly present the letter cards for the children to practise saying the sounds, feeling their lips and tongue, and listening for loud and soft sounds.


Week 20

Sounds and Letters (Buzzy Bee)Lime Program


TEACHER'S NOTES Lime Program

Instructions for …… Train Game Use for SOUND AWARENESS #4

Use Listening #1 for Week 9 (Display cards). (=Train template)

• Use your Train Express, as supplied. (as in Week 9) • Have the three pieces together to form the train. * Discuss the names of the three parts of the train. engine carriage caboose * Talk about where each part comes in the train at the front (or first) ….. engine in the middle ….. carriage at the back (or at the end) ….. caboose Use different terms for the positions on the train…. Engine = front, start, beginning, first part Carriage = middle section/part Caboose = back, end, last part, finishing part This will enable the children to have the opportunity to become familiar with the various terminologies. • Separate the three pieces of the train into Engine Carriage Caboose and position them apart in the room, but still in correct sequence.. • Indicate to the children the three sections of the room, one on each side and one in the middle (to represent the three parts of the Train Express) …….

• Give the children practice at identifying the three parts of the train. • Interchange the terms that you use, as outlined above, for first and last.

Next … • Inform the children that you want them to listen for the sound [z] in the words you say. • Then they must decide if the [z] sound is first or last in the word … or in the middle!!! • They then go to stand next to the correct position of the train, indicating where they have heard the sound [z] in the word that you said. A bank of words is supplied under Sound Awareness #4, on page 139.

If you desire … Each time you have a turn, you can eliminate the last three children to reach the correct spot until you have a winner!!

Follow the same method for the sounds [k] and [sh] on different days. If the children in your class are coping well, use all three sounds in a mixed-up random order (rather than just one sound per day), telling them which sound to listen for, each time.

Engine Caboose Carriage



SOUND AWARENESS

Refer to notes on Sounds and Letters … and discuss accordingly ALWAYS USE SOUNDS OF LETTERS, NOT NAMES OF LETTERS in this type of exercise.

SOUND AWARENESS #1 sound production • Practise making the sound [z], making it a sound just like [s] only noisy!!!!! • Practise making the sound [k], making your tongue your throat!!! (Look in the mirror to see your tongue jump back in your throat.) • Practise making the sound [sh], making your lips go forward and very round!!!

SOUND AWARENESS #2 … encoding of sounds Use letter cards (on the Resource CD)… individual set (each child), or small cards (as a class). • Choose one of the methods detailed previously (Week 14 and week 17) … individual or as a

class. • This week there are no pictures provided. The teacher says the word and the children identify

the sounds (and their positions in the word) that they can hear in the words. • Make sure you emphasize the shape of your mouth as you say the sounds in the words. • Make sure that you discuss …

2 letters the same next to each other make only 1 sound (as in Week 18); Spelling Rule (Use the letter 'k' when the next letter is 'e' or 'i'.) Words to use:- Letters

buzz ship kit fish kick fuzz cub shop kiss zap Initial….b sh k f c w z keg fizz wick cot zip cap back kid shut wish Medial….a e i o u {Do 4 - 5 words each day, or more if you wish.} Final….zz g p t ck sh b ss d

SOUND AWARENESS #3 … decoding of sounds Use Sound Awareness #3 for Week 20 (in Children's Workbook, page 92). • Follow instructions as provided in Week 14. • Say, "Look for the box with the black star at the top. Listen … z – i - p Listen, I'll say it again … z – i - p Which picture did I say the name of???? Use your pencil and colour that picture." Continue, using … zip rash shark bug kite comb

SOUND AWARENESS #4 … Train Game (for initial/medial/final sounds) Use Listening #1 for Week 9 (Display Cards). (=Train template) Play this listening game according to instructions on page 138. (Remember we are listening for the sound, not spelling. So any letters or words with the sound can be used.) Word bank:- [z] zap Zac zip zed zebra xylophone zoo zinnia zone zinc easy lazy busy visit daisy buzzer fizzy blizzard buzz fuzz fizz bees nose wise has knees cheese sneeze

[k] kitten kangaroo kid keg kiss kill kite key king kitchen kettle pumpkin Eskimo ticket bucket lucky buckle tinkle pocket book luck block like desk stick clock rake flick brick sack brick

[sh] shell ship shot shock shut shark shoot shirt shiny shoes cushion brushes machine dishes washing pushed parachute dish brush crash squash rush bash flash hush fish

SOUND AWARENESS #5 … identify if word contains a given sound Use Sound Awareness #5 for Week 20 (on the Resource CD).

Children cut/paste pictures containing the sounds [z] and [k] and [sh] into their workbook. Not all the pictures on the page contain the sounds [z] or [k] or [sh]. Note:- Intermingled with the pictures are the letters 'z' or k' or 'sh' typed in a number of different fonts.

The children are listening for the sounds [z] and [k] and [sh], having the opportunity to recognize the letters that make those noises in a variety of print types.

Teacher could enlarge the pictures and make a big, class sound book as well.

Outcomes TES1.1 TES1.2 TES1.4 RES1.5 RES1.6 RES1.7 RES1.8 WES1.11


TEACHER'S NOTES Lime Program (continued)

TALKING

Practice of the sounds will exercise the oral muscles and assist clearer speech.

The aim here is to develop fast co-ordinated tongue movements, but still clear sounds.

TALKING #1 … Lip/tongue action .. Stepping Stones ([p] or [t] or [k]??) *Place hoops on the floor in a "stepping stone" pattern …. doing this four times for four teams. *Place the supplied letter cards on the floor, one in each hoop …. in a random order, but having each line of sounds in the same pattern.

and so on …. making two more lines. *As the first member of each team "steps" through the hoops, the other children call out the sound for each one. *Repeat until all children have had a turn at stepping through the hoops. Remember … The sounds [p] [t] and [k] are all quiet sounds, blowing lots of air. The sound [p] uses the lips and the sound [t] uses the tip of the tongue and the sound [k] uses the back of the tongue popping back into the throat.

TALKING #2 … Clean the house!!!! ... tongue exercise • In Week's 2 and 10, we "cleaned the house" using our tongue and lips. • This week, we are going to do a similar exercise, but with some new additions and

changes!!! Use hand and arm movements as well as the mouth and sound movements!!!

Do this each day.

a) Ring the doorbell (= ding-dong, ding-dong, using finger to "ring the bell") b) Open the door (= Open lips wide, indicating with arm and hand, as well) c) Clean around the door (= Lick lips with tip of tongue, using hand movements, too) d) Wash the windows (= Wipe around inside of cheeks with tip of tongue, using scrubbing motion with hand, as well) e) Wash the ceiling (= Slide tip of tongue backwards along roof of mouth, using wiping movement with arm above head, too) f) Clean the furniture (= Flick tongue over top and bottom teeth, flicking hand) g) Vacuum the carpet (= n-n-n-n-n-n, with hand and arm movements back and forth, as well) h) Sweep the steps (= sh-sh-sh-sh, using swishing arm and hand movements, as well) i) Watch the bees buzzing around the flowers (= z-z-z-z-z-z) j) Lock the door (= Shut lips tightly, using hand to lock the door.) h) Walk away down the path (= Make clucking or clicking noises with your tongue, and at the same time make stomping noises on the spot with your feet.)

TALKING #3 … Alliteration Poem This rhyme will help to develop awareness of the sound [sh] especially.

What is Shelley wishing for, wishing for, wishing for??? Shiny shoes with zany buckles!!!! That's what Shelley's wishing for!!!

p t

k p

t k

p t

k p

t k z-z-z!!

t k p

t k p t p t k z-z-z!! p

k

Outcomes TES1.1 TES1.2 TES1.3 TES1.4 RES1.5 RES1.6 WES1.11



(continued)

WRITING WRITING #1 … letter formation action

a) Remind the children, that this week, we have learned 3 new sounds … [z] [k] [sh]. To write the letter for the sound [z] …..

It is important to stress the "left-to-right" movement for the letter 'z'.

"Left to right, and then a zig-zag!!" (Going across on the line helps the children to get a better shape)

To write the letter for the sound [k] …..

"Tall, top to bottom, up, round and down, then ready to kick!!!!" (The last line down is the leg ready to kick the ball.)

To write the letters for the sound [sh] ….. These 2 letters have already been learnt. It is simply remembering that the 2 letters make the one sound.

b) Choose activities from the suggested list for developing the movements needed. {The children might enjoy being Zorro and making the "z" symbol in the air with a pretend sword. They will certainly enjoy making a "swishing" noise as they make the "sword" move through the air !!}

WRITING #2 … letter formation practice Use Writing #2 for Week 20 (in Children's Workbook, page 93). (Foundation font used).

VISUAL ARTS

Zoo Create a class zoo. Have the children bring in boxes of all shapes and sizes that they have been collecting over the past few weeks. Make cages, ticket booths, open enclosures with flowers and plants ….whatever you can make with the available products. Use large boxes for cages, egg cartons, paper plates for zoo animals, egg cartons and pipe cleaners for flowers and so on…. Listening #3 is to be done at the end of the week when all the other work has been completed.

An excellent web address for ideas for Visual Arts is http://www.enchantedlearning.com/crafts/

Outcomes RES1.6 WES1.9 WES1.12

Outcomes VAES1.1 VAES1.2



LISTENING

LISTENING #1 … working memory / doing words / naming words Use DIPL puppet.

• Have the children seated in front of you. • The children must listen carefully to the two words that DIPL tells them. One of the words will be a doing word, and one of the words will be a naming word. • Ask them to tell you which word is the naming word. • Use groups of words such as these …..

yelling … face truck … sleep school … talk snoring … cat puppy … driving apple … draw hop … shoe and so on …..

LISTENING #2 … auditory attention, working memory Tell the children that they will have to listen very carefully now.

• Have the children form pairs, the children in each pair facing each other. • Have the children hold their hands up in the air with their hands touching each other. • Teacher claps a pattern (as done previously). • The children copy the pattern, clapping each other's hands.

…… …… …… …… and so on…….

Continue is such a manner in various pattern formations. LISTENING #3 … auditory memory and listening skills

This should be an activity towards the end of the week, after the Visual Arts and Language tasks

have been completed.

Walk around the room, the teacher in front and the children following as a group.

● As the teacher and children walk in time with the rhythm of the poem, (looking at 'the animals in your class zoo'), the teacher calls out the following rhyme (emphasize the [z][sh] and [w] words….

Walking through the Park Zoo, (teacher) Walking through the Park Zoo, (children) What do you see? (teacher) What do you see? (children) Sh-sh-sh-sh-sh!!!!

(teacher… stopping, turning to look at children, putting finger to mouth in a whisper) Sh-sh-sh-sh-sh!!!!

(children… stopping, turning to look at each other, putting finger to mouth in a whisper) I thought l heard a noise. (teacher) I thought l heard a noise. (children) What could it be? (teacher) What could it be? (children) and the children call out the names of different animals (as the teacher points to each one) that can be

found at the zoo …. as discussed in other zoo activities this week. ● Once the children understand how to play the game, you may wish to have children take turns at being the leader.

Outcomes TES1.1 TES1.2 TES1.3 TES1.4 RES1.5 RES1.6 RES1.8 WES1.14



Learn the Spelling Rule in Spelling 2 before completing Spelling #1.

(continued)

SPELLING SPELLING #1

Initial Sound in Words (k or c ???)

Write the letter that makes the sound that is the initial sound in the word for each picture. Use the rule below. Final/Initial Sound in Words (z or k or sh)

Write the letter that makes the sound that is the initial or final sound in the word for each picture. SPELLING #2 This week we learn a spelling rule!!!!!!!

Coloured Display Card

How do we know whether to put a Cuddly [c] or a Kicking [k]???

► ► Use a Kicking [k] only when [e] or [i] comes next. ◄ ◄ (Do not use letter names but sounds!!!!!!) cat kit kat cit cod kid kod cid cap keg kag ceg Practise saying the rule in a 'chant' as a lesson break frequently throughout the week. LEARN:

k e… i … ► ► Use a Kicking [k] only when [e] or [i] comes next. ◄ ◄

Note to teachers: There are 3 words that break this rule …. skull skunk skate (The children will learn this in the Green and Blue Programs)

plus Australian animals use Kicking [k] … kookaburra kangaroo koala

Outcomes RES1.5 RES1.6 RES1.7 RES1.8 WES1.9 WES1.11

Outcome WES1.11



When 2 letters that make the same noise sit beside each other, they make only one noise (not two). Discuss twins (identical and non-identical) and relate to 2 letters the same making one noise, including –ck. Illustrate with some of the following words (refer to Word Bank for more words)….. New Words egg mess mill muff miss fell dill dull doll buzz back peck pick dock buck Bess pill puff hiss sell quill hull fuzz rack neck sick rock suck hill huff tell bell fill gull fizz shack deck lick clock lick Jill tell pack tick shock duck bill well shell Jack wick lock tuck

(continued)

READING

New Sight Words:- up us down

Revise the Reading Rule from earlier weeks:

READING #1

Use Reading #1 for Week 20 (on the Resource CD). (=sounding words, matching with picture)

Bingo • Give each child a 'Bingo' card. • Use the word cards supplied. Teacher to stand in a position where all the children can see

him/her. • Hold up each word card for the children to see if that word matches a picture on their Bingo

card. • Encourage the children to sound the words out loud, rather than having a guess.

Words used on playing cards:- dish duck kit rash shut sock kit kick buzz sick fizz keg kiss buzz kiss buzz sick zip hiss keg sick shell duck shop

READING #2 Sight Words Game … Circle Game Use Small Sight Word Cards (found on the Resource CD).

1. Divide the class into 4 teams (depending on numbers). 2. Place cards with sight words in a circle at front of room. (one copy for each team) 3. Teacher calls out a word. 4. First child in each team runs up, finds a card with that word on it, runs back to team and sits down. 5. Repeat until all children have had a turn. Sight words = Dad I school love have they but queen had up us down

READING #3 Use Reading #3 for Week 20 (on the Resource CD).

Kim will kick the keg up the hill? Dad can get down the pack. Zac had fizz in his cup. They love to jog to school. She had an egg up on the deck. I wish Jack had a red zip. READING #4 Use Reading #4 for Week 20 (in Children's Workbook, page 95).

This week we start having a weekly reading activity sheet. • Ask the children to draw a circle around the question word that starts each sentence. • Next, trace over the question mark at the end of each sentence. • Then join the end of the sentence to the picture showing the correct answer on the right hand side of the page.

Outcomes RES1.5 RES1.6 RS1.7 RES1.8 WES1.11

Outcomes TES1.1 TES1.2 RES1.5 RES1.6 RES1.8 WES1.11

Outcomes RES1.5 RES1.6 RES1.7

Outcomes RES1.5 RES1.6 RES1.7 RES1.8 WES1.14



LANGUAGE

LANGUAGE #1 … word order Use Language #1 for Week 20 (on the Resource CD). (=jumbled sentences)

Prepare …… copy, laminate …… to be used with small groups. Suggestion: Do 2 sentences on each of 3 different days

• Work with the children in small groups. • Sit the children in a circle, or around a desk, and arrange the words in jumbled order, where all children can see them. • Remind the children how we have done this "sorting out" activity in the past weeks………

Decide who the sentence is talking about. Place this word/s first. Next, remind the class that a sentence needs a doing word. Read the words and pictures.

Decide with the class what that person is doing in the sentence. Place that word/s next. Note that the last part of the sentence is telling where this happened.

• This week, it is different!!!!!! • We don't know who is doing something and we don't know what that person is doing . • This is why someone is asking the questions to find out. • Tell the children to find the word that starts with the letters 'wh— ' in each group of

words. This is an easy way to find the question words (or words that can start a question). The question word will be the first word in the question!!!!! (Tell the children that the letter 'w' is very bossy and won't let his friend 'h' say any noise when they play together. This is why the 2 letters 'wh-' just make the noise [w].) • Tell the children to look for the question mark to go on the end of this sentence that is

asking a question to find out who is doing something (or know what that person is doing, or where they are doing it, or when they are doing it).

• Remind the children that these are the words that help us to plan our news or to plan a story.

Who__? What__? When__? Where__? Who can run to us? When did the hen nap? Where is my sock? What can jog down a hill? What can you hit to me? When was Kim at school?

LANGUAGE #2 … vocabulary, categorization

• Brainstorm with the children all the things that you might see on a trip to the zoo. • Group them according to different categories, such as….. Animals …. large animals …. small animals Buildings …. cages, open swimming areas, park lands, bushy enclosures, etc Food/drinks …. for animals …. for people Employees …. vet, zookeepers, vet nurses, food sellers, ticket sellers, cleaners (people who work there)

LANGUAGE #3 … vocabulary, categorization, doing words Use Language #3 for Week 20 (in Children's Workbook, page 96).

• Tell the children that you want them to cross out the pictures that show a doing word. • Circle the animals and things that might be found at the zoo. • Colour the pictures that you have not crossed or circled.

Outcomes RES1.5 RES1.6 RS1.7 RES1.8 WES1.9 WES1.10 WES1.14

Outcomes TES1.1 TES1.2 TES1.4

Outcomes TES1.1 TES1.2 TES1.4 RES1.5 RES1.7 RES1.8 WES1.14


keki

Week 20 Spelling Rule Lime Program


Week 20

ll = “l” ff = “f”ss = “s”zz = “z”gg = “g”ck = “k”

Reading RuleLime Program


Week 20Sound Awareness #3

colourca p RES1.5

RES1.6RES1.7

Lime Program


Week 20

Sound Awareness #5

k

k

k

kk

k

RES1.5RES1.6RES1.7RES1.8WES1.11

Lime Program


Week 20

Sound Awareness #5

sh

sh

sh

sh

shsh


Lime Program


0

Week 20

Sound Awareness #5

z

zz

z

z

z


Lime Program


write

kit

*

k z

k k k z z z

Week 20Writing #2

kick zip

kegshell

draw

*

*

RES1.6WES1.9WES1.12

rash

Lime Program


Spelling #1Week 20

Fill in the missing sound for each of these words.

Fill in the missing sound for each of these words.

a t i tu p

i ss o be g

oo e n

i pi ck pi

if

write

write

RES1.5 RES1.6RES1.7RES1.8 WES1.9WES1.11

Lime Program


Week 20 (Copy 1 column for each group of children.) RES1.5 RES1.6RES1.7 RES1.8WES1.11

Week 20 (Copy 1 column for each group of children.) RES1.5 RES1.6RES1.7 RES1.8WES1.11

Lime Program


Reading #1 (BINGO GAME)

duckfishkit

dishzipsick

Week 20 (Make a copy for the Teacher.) RES1.5 RES1.6RES1.7 RES1.8WES1.11

duckfishkit

dishzipsick


Lime Program



kickshopfizz

sockshellkiss


kickshopfizz

sockshellkiss


Lime Program



buzz sickhiss kegrash shut


buzz sickhiss kegrash shut


Lime Program



Reading #3(a)Week 20RES1.5RES1.6RES1.7RES1.8WES1.11

The is up.

The is down.

girl

girl

The is up.

The is down.

The is up.

The is down.

boy

balloon

balloon

boy

Lime Program


Kim will kick the keg up the hill.

The baby has a kick on the rug.

Dad can get down the back pack.

They love to jog to school.

She had an egg up on the deck.

I wish Jack had a red zip.

Reading #3(b)Week 20RES1.5RES1.6RES1.7RES1.8WES1.11

Lime Program


Reading #4Week 20

What is big

Who can run

What is red

Where is Dad

draw

RES1.5RES1.6RES1.7WES1.8WES1.14

Lime Program


Language #1

Who can run to us?

Where is my sock?

When did the hen nap?

Week 20 (Copy for small group use.)

RES1.5 RES1.6RES1.7 RES1.8WES1.9 WES1.10

Language #1

Who can run to us?

Where is my sock?

When did the hen nap?

Week 20 (Copy for small group use.)


Lime Program


Language #1

What can you hit to me?

Week 20 Copy for small group use.)

What can jog down a hill?

When was Kim at school?


Language #1

What can you hit to me?

Week 20 Copy for small group use.)

What can jog down a hill?

When was Kim at school?


Lime Program


Language #3Week 20

draw

TES1.1 TES1.2TES1.4RES1.5 RES1.7WES1.8 WES1.14

Lime Program


Lime 3URJUDP Week 20 Sample /HVVRQ - DIPL · • Resource CD (12 pages) ... All other games and...

Documents

Transcript of Lime 3URJUDP Week 20 Sample /HVVRQ - DIPL · • Resource CD (12 pages) ... All other games and...