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  • 1. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 1 de 5Área: ENGLISH Asignatura: ENGLISH Curso: 1stFecha: Periodo: I Horas: 12hr Semana: 1-3Tema: Alphabetic : Consonants- Single blendsIndicador Students will be able to blend and identify a word that is stretched outde Logro into its component sounds. Exploración ¿Por quéal unir un sonido de una letra con otra se produce una palabra nueva? Contextualización El estudiante que sabe combinar los sonidos de las letras de forma oral y escrita puede formar palabras para comunicarse con su entorno diario utilizando la lengua extranjera. Conceptualización  Alphabet: Capital Letters:A-B-C-D-E-F-G-H-I-J-K-L-M-N-O-P-Q-R-S-T-U-V-W-X-Y-Z. Lower Case Letters: a-b-c-d-e-f-g-h-i-j-k-l-m-n-o-p-q-r-s-t-u-v-w-x-y-z. Phonics: Phonics is the understanding of how printed letters and sounds, or phonemes, are related. When children have strong phonics skills they are able to look at a word and recognize the letters or groups of letters within the word and the sounds that they represent. This allows them to "sound out" or decode the word. Phonics uses the sound-symbol relationship to help children recognize words. Although some children will be able to figure out how to decode words on their own without explicit instruction, most children will benefit from systematic phonics instruction. Phonics instruction usually begins with teaching the sounds that individual consonants make and also the short vowel sounds. Often a few consonants sounds are taught and then a short vowel is added and then more consonants and another vowel, until all of the letters have been taught. This allows the children to begin decodingsimple CVC (consonant-vowel-consonant) words. Example: B a t = /b/ + /a/ + /t/ = Bat P e t = /p/+ /e/ + /t/ = Pet Phonemic Awareness: Ability to recognize that words are made up of individual sounds, or Phonemes, and to manipulate those sounds. It has to do with what children are able to hear andEMOCIÓN does not involve printed words and letters. Example: MMMMM sound or PPPPPPP sound. Children can have strong phonemic awareness skills and not recognize any letter or any printed
  • 2. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 2 de 5 words. Example: A child may be able to tell you that the word man starts with mmm sound or that it sounds the same as mommy at the beginning, but that it begins with the letter m. Blending Words: Children should also be able to blend sound together to form words. Mmmm... aaaa...nnnnn makes the word man. Phoneme isolation: is the ability to isolate a certain sound in a word, like the first sound in bat or the last sound in cap. Phoneme segmentation: is the ability to separate the sounds in a word. The word math has three sounds, /m/ /a/ /th/. More advanced skills include the ability to delete and substitute phonemes in words. Taking away the /s/ sound in star to make tar or changing the /st/ in star to make car. Modelación Consonants: A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U.V,W,X,Y,Z. CVC = consonant + vowel + Consonant Letstakeanyconsonantfromthe Alphabet, aboutwetakeconsonant- H, nowweneed a vowel ,howaboutwetakevowel- a, thenweaddanotherconsonant, howaboutconsonant- t. Letsseewhatwegotnow? H + a + t = H/haa/ + a/a/+ t/tii/ = H a t =Hat C + a + t = C/ca/ +a /a/ + t/tii/ = C a t = Cat D+o+g= D/da/+ o/o/ + g/gaa/ = D o g = DogACCIÓN Producción
  • 3. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 3 de 5Video1: Practicethe Alphabet with me.Video2: Watch the Video and Practice with me.Activity# 1 1. Write the names of the students in the group on cards and place them on a board or easel in front of the children. 2. Take one name and ask, "How many letters are in this name?" 3. And then ask, "How many sounds are in this name?" 4. Model how to break the name into phonemes or individual sounds. Tom - /t/ /o/ /m/ Mary /m/ /air/ /e/ (r-controlled vowels if possible not to use it.) 5. Place several words on the board and tell the students you are going to read the word and have them say the individual sounds. (bat b-a-t) 6. Do this with several words and then explain to the students that you are going to do it another way. You are going to say the sounds and the students will give you the word. Say, "bbb-aaa-ttt" The students should then say "bat".Activity#2
  • 4. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 4 de 5 1. Play a guessing game. Tell the students that you are going to say the sounds in a word, and they are going to see who can say the word first. If one or two children continually say the word, then specifically name a child to do a word or go around the table. 2. Do the opposite. Say the word and have the children say the sounds or segment the word. 3. Many schools in Utah use DIBELS - testing which has phoneme segmentation. It would be beneficial to tell the children that when they do this it is phoneme segmentation. 4. Pass out Elkonin boxes (three or four connected boxes on a paper.) Pass out the game markers and have the students move a marker into the first box as they make the first sound. Next, they should move the second game marker into the second box as they make the second sound, etc. ("Fish" would have f-i-sh or three sounds.) 5. Point out to the students that even though there are four letters, the word "fish" has three sounds. 6. Give each student a paper with several words and the word that goes with the picture. Have the child color in the number of squares for each sound they say when they read the picture. TallerEVALUACIO Now..We are going tolearnaboutwhenweshould use Capital Letters. Wehave 10 rules. Readthemwith me.N
  • 5. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 5 de 5BibliografíaStory Town Teachers Book.