vd-p.d91.k12.id.usvd-p.d91.k12.id.us/D91Curric/K-6 Reading--Language Art… · Web viewUnit 3...

Unit 3 Week 4 Farfallina and MarcelUnit Theme: How do people, plants and animals grow and change

ELL Planning SheetHigh Frequency Words: see, lookNew Phonics Skills: Ff /f/Grammar: Verbs for now and in the pastAmazing Vocabulary: goose, gosling, caterpillar, butterfly, reflection, cocoon Story Vocabulary: drizzle, recognize , vanished, uncomfortable, lonely (solitary), confused

Activity Monday Tuesday Wednesday Thursday FridayBuilding

Background Knowledge

Activate Prior Knowledge:Poster 16 Poster Talk-Through Poster activities Day 1Combine with High Frequency Word lesson

Video: Butterfly Life Cycle—animated youtube video

Poster 16Day two Develop Vocabulary

Vocabulary(Amazing Words

AndStory Vocabulary

Tier II and III)

Talk with me/Sing with me Chart 16 A/B:goose, gosling, caterpillar, butterfly, reflection, cocoon

Talk with me Chart 16 goose, gosling, caterpillar, butterfly, reflection, cocoon

Talk with me Chart 16 goose, gosling, caterpillar, butterfly, reflection, cocoon

Story Vocabulary:drizzle, recognize , vanished,

Story Vocabulary:uncomfortable, lonely (solitary), confused,

ReadingComprehension

Read: Farfallina and Marcel

Re-read: Farfallina and MarcelPlot:How did Marcel (goose) changeHow did that change the way he played hide and seek

Re-read: Farfallina and MarcelPlot:How did Farfallina (caterpillar) changeHow did that change the way she played hide and seek

Re-read: Farfallina and MarcelPlot: p.220 plot sentences in order

See How We GrowNarrative retell graphic organizer

Unit Connection

Grammar Verbs – past/present Verbs – past/present Verbs – past/present Verbs – past/present

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http://www.youtube.com/watch?v=7kAUgMEPFBY



Writing Pg 205SpeakTeacher model

Pg 218Students id when sentence happened

Pg 245Students change sentence

Practice Book pg 40

High FrequencyWords

Look, see(combine with Build Background Knowledge lesson)Poster 16 day 1Flash Cards

Look, seeSpellsentencesFind HF words in Phonics Reader: For Me!Flash Cards

Look, see Poster 16 Day 3 Speaking Practice –sentencesFlash Cards

Look, seeFlash CardsFind HF words in Decodable Reader: In The Kit!

Look, seeFlash Cards

Spelling(Phonics)

Ff /f/ (DI 48 / DI30)Phonemic Awareness (pictures) segment (fan, fit, fun)

Ff /f/Phonics -Discriminate initial sound fence, gate, fan, door, feather, birdBlend (fan, fox, can)

Ff /f/PhonicsDiscriminate last sound (+/+blend (fit, Kit, fan)

Ff /f/Phonics - spelling(mop, top, not, cot, pot, tap)

Ff /f/Phonics- spelling(tip, dip, dot, cat, pat, sad)

Readers Phonic Reader: For Me!(keep to re-read on Day 3)

Re-read Phonics Reader: For Me!

Decodable Reader: In The Kit!(keep to re-read on Day 5)

Decodable Reader In The Kit!

Unit 1 Proposed Assessment Plan

Measure Frequency AssessorHigh frequency words weekly Classroom teacher

Verbal retell weekly Classroom teacher

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Writing CBM biweekly ELL tutor

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Day 1High Frequency Words: see, lookNew Phonics Skills: Ff /f/Grammar: Verbs for now and in the pastAmazing Vocabulary: goose, gosling, caterpillar, butterfly, reflection, cocoon Story Vocabulary: drizzle, recognize , vanished, uncomfortable, lonely (solitary), confused


Poster 16 Poster Talk-through – read aloud and point as you describe the poster. Have

students repeat the underlined words in the script, after you say them and identify on the poster.

Students need to respond to the following questions with one of the embedded answer choices or complete sentence as modeled.

Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

o What are the frogs doing? The frogs are playing a leap frog game.o Are the frogs in the water or the grass? The frogs are in the grass.o What are the tadpoles doing? The tadpoles are playing a chasing game.o Are the tadpole is the water or the grass? The tadpoles are in the water?o Could the tadpoles, play leapfrog with the frogs? Noo What do tadpoles need to play leap frog, wings or legs? Tadpoles need

legs to play leap frog.o Will the tadpoles change into frogs or dragon fly? The tadpoles will

change into frogs.o Are these animals in the woods or the pond? These animals are in the

pond.Video: Butterfly Life Cycle—animated youtube video

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Display Talk with Me Chart 16 A “This week we will be talking about friends and how friendships change.”

This is a picture of a goose.o What does a goose. look like? A goose looks like _____., or A goose

has_____.o Is a goose a large or small bird? A goose is a large bird.o What is this goose swimming in? The goose is swimming in water.o A goose is a large bird that makes its home near water.o What is a goose? A large bird that makes its home near water.o What do we call a large bird that makes its home near water? A goose

This is what a goose looks like when it is a baby.o A baby goose is called a gosling.o What is a gosling? A baby gooseo What do we call a baby goose? A goslingo What does a gosling look like? A gosling looks like _____., or A gosling

has_____. This is a caterpillar.

o A caterpillar is an insect that makes a cocoon.o What is a caterpillar? An insect that makes a cocoono What do we call an insect that makes a cocoon? A caterpillar

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This is a butterfly .o A butterfly is a flying insect with colorful wings.o What is a butterfly? A flying insect with colorful wingso What do we call a flying insect with colorful wings? A butterfly

Display and read pg 15 of Farfallina and Marcelo A reflection is what we see when we look in a mirror.o Where can you see your reflection. I see my reflection in a mirror.o What is it called when you see yourself in the mirror? A reflection

Do you remember what a caterpillar makes? A cocoono A cocoon is a shell where a caterpillar turns into a butterfly.o What is a cocoon? A shell where a caterpillar turns into a butterfly.o What do we call a shell where a caterpillar turns into a butterfly? A

cocoonReading

ComprehensionDisplay Farfallina nd Marcel.

Look at the cover. Think Aloud: I see a gosling and a caterpillar. They look like they are friends.

The title of this book is Farfallina nd Marcel.. What do you think this story will be about?

Read Farfallina nd Marcel.Grammar and

WritingHigh Frequency

WordsLook, seePoster 16 day 1 develop Concepts and Vocabulary

Look at the animals in the pond. How many ducks do you see? I see four ducks when I look.

Look at the animals in the pond. How many tadpoles do you see? I see four tad poles when I look.

Look at the animals in the pond. How many lily pads do you see? I see six lily pads when I look.

Look at the animals in the pond. How many frogs on the lily pads do you see? I see two frogs on the lily pads when I look.

Look at the animals in the grass. How many frogs do you see? I see three frogs when I look.

Here are this week’s high frequency words.This word is look. What word? look

This word is see. What word? see

Second TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonemic

Awareness/ Phonics)

Ff /f/Today we will learn a new sound. Listen and watch as I say the sound: /f/, /f/, /f/.

o Please say the /f/ sound……/f/ /f/ /f/o Say Four fish fell fast. …. Four fish fell fast. Have students feel the air on

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their hands as they say the words.o What sound do four fish fell fast start with? /f/

Show the fan and nut pictures.o Have students say the words with you as you point to the pictures.o Which word starts with /f/? Fan or nut? Fano Repeat with the following picture pairs: flag/map, feather/ sun,

frog/house Use three fingers to help children see the number of sounds you say while

segmenting a word. Model then have students repeat.o Segment the word fan. Hold up fingers as you say the individual sounds.

“fan: f - a - n”o Say it with me. fan: f - a - no You do it. fan: f - a - no Repeat with the following words: fit, fun

Readers

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Poster 15 Day 2 Follow directions on poster for activity: Then Now

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)


This is a picture of a goose.o A goose is a large bird that makes its home near water.o What is a goose? A large bird that makes its home near water.o What do we call a large bird that makes its home near water? A goose

This is what a goose looks like when it is a baby.o A baby goose is called a gosling.o What is a gosling? A baby gooseo What do we call a baby goose? A gosling

This is a caterpillar.o What does a caterpillar look like? (one of the descriptions needs to be

that it looks like a worm – with legs)o Do you think a caterpillar is an insect or a fish? A caterpillar is an insecto Point to the cocoon. The caterpillar made this cocoon. What makes a

cocoon? A caterpillar makes a cocoon.o A caterpillar is an insect that makes a cocoon.o What is a caterpillar? An insect that makes a cocoono What do we call an insect that makes a cocoon? A caterpillar

This is a butterfly .o What does a butterfly look like?o A caterpillar turns into a butterfly.o What does a caterpillar turn into? A butterflyo A butterfly is a flying insect with colorful wings.o What is a butterfly? A flying insect with colorful wingso What do we call a flying insect with colorful wings? A butterfly

Display and read pg 15 of Farfallina and Marcelo A reflection is what we see when we look in a mirror.o Where can you see your reflection. I see my reflection in a mirror.o What is it called when you see yourself in the mirror? A reflection

Do you remember what a caterpillar makes? A cocoono A cocoon is a shell where a caterpillar turns into a butterfly.o What is a cocoon? A shell where a caterpillar turns into a butterfly.o What do we call a shell where a caterpillar turns into a butterfly? A

cocoonReading

ComprehensionDisplay Farfallina And Marcel, and Venn Diagram

We are going to use the Venn Diagram to show how Marcel the gosling is the

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same and different then Marcel the goose. Do a picture walk to help students compare and contrast.

o Gosling: little voice, small, grey, soft featherso Goose: fly, bigger, brown and black colors, sleek featherso Both: gentle eyes, swim, friend with Farfallina

When Marcel was a gosling how did he hide for Farfallina? Marcel hid close by because Farfallina moved slow.

When Marcel was a goose, how did he hide for Farfallina? Marcel did not fly to fast, because Farfallina could not fly fast.

Re-read See How We GrowGrammar and

WritingVerb For Now and the Past

Words that tell what we are doing are verbs.o What are verbs? Words that tell what we are doingo What do we call a word that tells what we are doing? A verbo Sometimes we use a verb to tell what someone is doing now, and

sometimes we use a verb to tell what someone has done in the past. Today, I teach the class. (Point down to represent present) Yesterday, I taught the class. (Use thumbs to point over and

behind your shoulder to represent past.) I am teaching in both sentences. But we use different words for

things we do now and things we do in the past Modeling/Practice

o Say (and point down to represent present): Marcel swims in the pond. That is happening now.

o Say it with me (and have students point down to represent present): Marcel swims in the pond.

o Now I am going to change the word swims and make it happen in the past (Use thumbs to point over and behind your shoulder to represent past.)

o Say (and use thumb to point over and behind your shoulder to represent past.) Marcel swam in the pond.

o Say it with me (and have students use thumb to point over and behind your shoulder to represent past.) Marcel swam in the pond.

Repeat above script using the following sentence pairs:o Farfallina hides under a leaf. / Farfallina hid under a leaf.o It rains in the morning. / It rained in the morning.o I go to school. / I went to school.

High FrequencyWords

Look, seeThis word is see. What word? seeEveryone, spell see. s-e-eWhat word did you spell? SeeA sentence with the word see is….”I see Marcel swimming in the pond.”Ask students to use see in a sentence.

This word is look. What word? lookEveryone spell look. L-o-o-k

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What word did you spell? LookA sentence with the word look is….”Look Farfallina is now a beautiful butterfly.”Ask students to use look in a sentence.


Have students mark the words: look, see in the Phonics reader For Me!Spelling

(Phonics)Ff /f/

Hold up an F letter card. This is the letter F. It makes the /f/ sound.o Give each student an F letter card.o Trace the letter F on your card and say /f/.o What sound does this letter make? /f/o What is the name of this letter? F

I am going to say some words. If the word starts with the /f/ sound, hold up the letter F card.

o fence, gate, fan, door, feather, bird Use the page with arrows and blocks to practice blending words together.

Use the page with arrows and blocks to practice blending words together.o With students slowly sound out each letter while pointing to the letter

with finger.o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Phonics Reader : For Me Keep reader to re-read on Day 3

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11

BOTH

GOOSEGOSLING


F F

F F12


13

f a n

f o x

c a n



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)


This is a picture of a goose.o A goose is a large bird that makes its home near water.o What is a goose? A large bird that makes its home near water.o What do we call a large bird that makes its home near water? A goose

This is what a goose looks like when it is a baby.o A baby goose is called a gosling.o What is a gosling? A baby gooseo What do we call a baby goose? A gosling

This is a caterpillar.o A caterpillar is an insect that makes a cocoon.o What is a caterpillar? An insect that makes a cocoono What do we call an insect that makes a cocoon? A caterpillar

This is a butterfly .o A butterfly is a flying insect with colorful wings.o What is a butterfly? A flying insect with colorful wingso What do we call a flying insect with colorful wings? A butterfly

Display and read pg 15 of Farfallina and Marcelo When Marcel looked in the pond, he could see himself.o When Marcel looked in the pond, he could see his reflection.o Does this goose on the poster have a reflection? Yes, the goose has a

reflectiono What do you look into to see your reflection? I look into a mirror to see

my reflection.o A reflection is what we see when we look in a mirror.o Where can you see your reflection. I see my reflection in a mirror.o What is it called when you see yourself in the mirror? A reflection

Do you remember what a caterpillar makes? A cocoono A caterpillar makes a cocoon .o The caterpillar wraps or spins the cocoon all around its body.o What is wrapped up inside the cocoon? A caterpillaro A cocoon is like a shell. The cocoon will get hard.o Why do you think the cocoon turns into a hard shell? The cocoon turns

into a hard shell to protect the caterpillar inside.o When the caterpillar is inside the cocoon. It turns into a butterfly.o Where does the caterpillar change into a butterfly? The caterpillar

changes into a butterfly in the cocoon.o A cocoon is a shell where a caterpillar turns into a butterfly.o What is a cocoon? A shell where a caterpillar turns into a butterfly.o What do we call a shell where a caterpillar turns into a butterfly? A

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cocoonReading

ComprehensionDisplay Farfallina And Marcel, and Sequence Graphic Organizer

We are going to use this graphic Organizer to help us write down the order that Farfallina changes into a butterfly.

Do a picture walk and have students tell you the sequence of events for a caterpillar to change into a butterfly.

o Pg 5: First - Farfallina is a caterpillaro Pg. 17: Second – Farfallina forms a cocoon and hangs from a leaf all

wintero Pg 18: Third – The cocoon breaks open.o Pg 19: Fourth – Farfallina comes out of the cocoon and opens her wingso Pg 22: - Fifth – Farfallina can fly.

When Farfallina was a caterpillar how did she hide for Marcel? Farfallina hid low because Marcel could not climb.

When Farfallina was a butterfly, how did she hide for Marcel? Farfallina did not hide on the colorful flowers, because Marcel would not see her.

Re-read Farfallina and MarcelGrammar and





things we do now and things we do in the pasto I am going to say a sentence. You show me if the verb happens now

(point down to represent present), or in the past (use thumb to point over and behind shoulder to represent past).

I read a book. I am writing my name. My dog barked at the mail carrier The children sang a song I am jumping on the trampoline. The mouse hides from the cat. We clapped when the show was over.

High FrequencyWords

Look, seeDisplay Poster 16Model saying “Look (point/hold up the look card). I see (point/hold up the see card) a duck.”

Point to the words and say it with me…..“Look (point/hold up the look card). I see (point/hold up the see card) a duck.”

Without me, point to the words and say it …..“Look (point/hold up the look card). I see (point/hold up the see card) a duck.”

Repeat letting each student have a turn to create a sentence. Everyone repeat and

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point to words.


Spelling(Phonics)

Ff /f/ Hold up an F letter card. This is the letter F. It makes the /f/ sound.

o Give each student a F letter card.o Trace the letter F on your card and say /f/.o What sound does this letter make? /f/o What is the name of this letter? F

I am going to say some words. If the last sound in the word is /f/, hold up the F letter card.

o Teacher say: leafo Say it with me: leafo What is the last sound in the word leaf? /f/o Repeat script using the following words: leaf, acorn, loaf, bread, wolf,

howl Use the page with arrows and blocks to practice blending words together.

o With students slowly sound out each letter while pointing to the letter with finger.

o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Re-read Phonics Reader : For Me!

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17

f i t

K i t

f a n



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Story Vocabulary: drizzle, recognize , vanished““This week we will be talking about friends and how friendships change.”

Display and read pg 8 of Farfallina and Marcelo A drizzle is a light rain.o What is a drizzle? A light raino What do we call a light rain? A drizzleo When the rain turned to drizzle, or a light rain, Farfallina wanted to play.o Say it with me…. When the rain turned to drizzle, or a light rain,

Farfallina wanted to play. Say recognize. … recognize

o Recognize means to know something you have seen before.o Display pg 15 of Farfallina and Marcel.o Marcel had changed. When he looked at his reflection in the water he

almost did know that is was himo Marcel did not recognize himself.o Why did Marcel not know he was seeing himself in the water? Because

he had changed and looked differento Sometimes when we don’t see someone for a long time they change

and look different.o We might not recognize them the next time we see them.o Has this happened to you?o Recognize means to know something you have seen before.o What does recognize mean? to know something you have seen before.o What do we call it when you know something you have seen before?

Recognizeo Did Farfallina recognize Marcel when she came back to the lake? Noo Did Marcel recognize Farfallina at the lake? no

Display and read pg 24 of Farfallina and Marcelo To vanish into thin air means someone is gone, and you don’t know

what happened to them.o Farfallina vanished into thin air. Marcel did not know where Farfallina

had gone, and what had happened to her.o To vanish into thin air means someone is gone, and you don’t know

what happened to them.o What does vanish into thin air mean? Someone is gone and you don’t

know what happened to themo What do we say when someone is gone and we don’t know what

happened to them? Vanished into thin airReading

ComprehensionDisplay Farfallina and Marcel

All stories have a beginning, a middle and an end. We call the things that

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happen in the beginning, middle and end of a story the plot.o What is the plot of a story? The beginning, middle, and end of the storyo What do we call the beginning, middle and end of the story? plot

Present the three sentences (cut into strips and out of order). I will read these to you and you tell me what order to put them in.

o Farfallina and Marcel meet each other and become friends.o The two friends change and don’t recognize each other when they meet

again.o Farfallina and Marcel figure out who the other one is and discover they

are still good friends. Which sentence happened at the beginning? Which sentence happened in the middle? Which sentence happened at the end?

Re-read Farfallina and MarcelGrammar and





things we do now and things we do in the past Invite a student to complete the sentence I ________. while they act out the

verb.o Everyone repeat the sentence while they act out the verb.o Ask another student to change the sentence to something that

happened in the past, (while pointing thumb over and behind shoulder to represent something that happened in the past). Example I jumped. ( no jumping action)

o Everyone repeat the past tense sentence while pointing thumb over shoulder.

o Allow several students a turn to select present tense sentence.High Frequency

WordsLook, seeFirst TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Second TimePass out Decodable Reader -The Kit!Have students find and underline the sight words look, see in the story.

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Spelling(Phonics)

Ff /f/Display an F letter card. This is the letter F. It makes the /f/ sound.What is the name of this letter? FWhat sound does this letter make? /f/Have students air write the letter F while saying the /f/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “mop” Students say “mop” Teacher and students segment word. Hold up one finger for each letter sound.

m - o - p Students write the word.

Repeat for the following words: top, not, cot, pot, tapReaders Decodable Reader: The Kit!

Keep reader to re-read on Day 5

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Farfallina and Marcel meet each other and become friends.

The two friends change and don’t recognize each other when they meet again.

Farfallina and Marcel figure out who the other one is and discover they are still good friends.

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Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Story Vocabulary: uncomfortable, lonely (solitary), confused““This week we will be talking about friends and how friendships change.”

Display pg 12. Farfallina did not want to play anymore because she felt uncomfortable.

o If you sit on a hard chair for a really long time you will feel uncomfortable.

o Let’s see how long we can hold our arms up…..After a while help students recognize and express that their arms are uncomfortable.

o Uncomfortable means something hurts, or doesn’t feel good.o What does uncomfortable mean? something doesn’t feel good or hurts.o What do we call it when something doesn’t feel good or it hurts?

Uncomfortableo What did Farfallina do when she felt uncomfortable? She went to rest

Display and read page 14. How did Marcel feel when Farfallina didn’t come down? Marcel felt lonely.

o Lonely is when you feel like you are all by yourself.o Did Marcel like feeling lonely? Noo Display and read pg 21.o Is anyone making circles with Marcel?o Marcel is making circle all by himself. No one is with him. He is lonely.o Marcel was swimming in solitary circles.o Solitary means you are the only one. You are by yourself.o Marcel is swimming in circles by himself.o When you are solitary, or the only one, you might feel lonely.

Display and read pg 20. Farfallina was confused.o Farfallina did understand why Marcel was not there.o Confused is when you don’t understand.o What does confused mean? you don’t understando What is the word for when you don’t understand something? confused

Reading Comprehension

Display Farfallina and Marcel. Display the narative retell graphic organizer. We are going to use this graphic organizer to retell the story. Prompt students to tell the sequence of the story. Use book as a reference. Write student responses in the graphic organizer

We have talked about a lot of different animals that grow and change. Can you tell me some of the animals we have read about? Panda, little quack, Samantha and Serena, Farfallina and Marcel

How do Panda bears grow and change? How did Little Quack change? How did Samantha and Serena grow and change?

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How did Farfallina and Marcel change?Grammar and

WritingVerbs

Practice Book pg 40High Frequency

WordsLook, seeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonics)

Ff /f/Display an F letter card. This is the letter F. It makes the /f/ sound.What is the name of this letter? FWhat sound does this letter make? /f/Have students air write the letter F while saying the /f/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “tip” Students say “tip” Teacher and students segment word. Hold up one finger for each letter sound.

t - i - p Students write the word. Repeat for the following words: dip, dot, cat, pat, sad

Readers Decodable Reader : The Kit!

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