JW day 1 (unit 2)

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  • Lets make the word “ship”…where is the digraph in this word? Who wants to come up and underline the digraph in this word? Why is this a digraph?
  • Let’s try with some more words: vest, stash, trash. (tap, demonstrate blends)
  • JW day 1 (unit 2)

    1. 1. Maria Angala, NBCT<br />Jefferson Academy, Washington DC<br />Just Words<br />
    2. 2. FIRST FIVE!<br />1. Come in quietly and take your seat<br />2. Place materials on desk<br />3. Take out HW assignment<br />4. Write down HW assignment in agenda book.<br />5. Begin “JUST START!” <br />
    3. 3. DO NOW: Just Start! (3 min)<br />1. Turn to Digraph page (Sounds Section) of your Student Notebooks<br />2. Draw the keyword picture for the digraphs: sh, ch, th, wh, ck<br />Work quietly<br />
    4. 4. OBJECTIVES:<br />By the end of the lesson, SWBAT:<br />1. tell word structure by presenting words in segmented form (blends & digraph)<br />2. measure the rate of improvement <br />…80% of the time as measured by a progress check.<br />
    5. 5. Let’s review!!<br />Digraphs: sh, ch, th, ck<br />What is a digraph? Two letters with one sound<br />Remember: most digraphs can come at the beginning or end of a word. <br />Which digraph is only found at the beginning of words? wh<br />Which digraph is only found at the end of words? ck<br />NOTE<br />
    6. 6. PRIDE scholars, hit it!!<br />Vocabulary, vocabulary how many words do you know?<br />We’ll have power to read in Just Words class<br />Here we go!!<br />Let’s rock & read!!<br />
    7. 7. WE DO: Blends hide<br />Now, let’s form the word slip.<br />Explain: The word slip is also formed by two consonants, a vowel, and a consonant (c-v-c)<br />Let’s take a look at another word: ship.<br />Compare & contrast: Who can tell me the big difference & similarities between these words? (tap)<br />Explain: Slip has four letters & four sounds. That’s why s & l have their own cards.<br />Examine: ship only has 3 sounds that’s why sh have only one card.<br />Blends. Explain: Remember that when there are two or more consonants together each making their own sound they are called a blend.<br />Examine: And take note that these sounds can be pulled apart. (demonstrate: practice saying sounds individually then blended).<br />Examine: Also remember that blends may appear before a vowel (snap) or after a vowel (sent)<br />note<br />
    8. 8. WE DO: Digraph Blends hide<br />Explain: Let me show you other word examples: lunch, shred<br />Ask: Can you find the digraph?<br />Demonstrate: Let’s tap it.<br />Ask: How many sound does the word have? 4<br />Examine: Did you notice that these words also have four sounds although they have 5 letters?<br />Examine: A digraph blend is when a consonant follows or comes before a digraph. What is a digraph blend again?<br />
    9. 9. YOU DO!<br />Explain: Like doctors who are doing surgery in the emergency room, let us dissect these words: slush, slip, mask<br />Ask: Who wants to come up and underline the digraph and consonants that blend in?<br />You’re a winner!!<br />
    10. 10. PROGRESS CHECK <br />Explain: We will be doing a progress check at the beginning of every Unit to see your strengths and weaknesses. Don’t worry if you make mistakes, you will get better and better as we go on practicing and learning Just Words!<br />Instruct: 1. Please take out your Student Challenge Book.<br />2. Find Unit 2 Progress Check page<br />3. You need to fold back your answers on this page.<br />Ready? (dictation)<br />
    11. 11. Progress Check<br />Explain: Now let’s open the page so you’ll see the answers.<br />Examine: Notice that there are words that were circled, and some are underlined.<br />Ask: Who can guess what these words are?<br />Circled= high frequency words<br />Underlined= phonetic words<br />YOU DO:<br />Circle the correctly spelled high frequency words red<br />Underline the correctly spelled phonetic words blue<br />You have 2 min.<br />Done?<br />Tally up high frequency words<br />Tally up phonetic words<br />
    12. 12. DO NOW:<br />1. Open your Student Challenge Books to My Progress Section.<br />2. We will chart your progress together.<br />Explain: This chart will tell us if you have difficulty with high frequency words or phonetic words.<br />Explain: This is not a test but a way to see progress as you learn more in our class.<br />Explain: You will see that you will get better and better in our Just Words class and will eventually be able to know how to spell these words correctly!<br />Charting<br />
    13. 13. QUICK CHECK<br />Why is it important to chart your progress?<br />To monitor our strengths and weakness in reading and spelling words<br />
    14. 14. HOMEWORK<br />1. Write these words three times, and<br />2. Use these words in a sentence:<br />slush<br />slip<br />mask<br />lunch<br />shred<br />Yes, I can!!<br />
    15. 15. Did we meet the OBJECTIVES:<br />By the end of the lesson, SWBAT:<br />1. tell word structure by presenting words in segmented form (blends & digraph)<br />2. measure rate of improvement <br />…80% of the time as measured by a progress check.<br />
    16. 16. YOU ARE AMAZING!!!<br />With the power to read,<br />We’re super readers,<br />Working together<br />Achieving together!!<br />You deserve a Chimpan-CHEER!!!<br />
    17. 17. LAST FIVE!<br />1. Homework in homework folder<br />2. Notes in folders<br />3. Materials put away<br />4. Clean desk and area<br />5. Line up when instructed<br />

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