Monday, July 30, 2012

Explicit Phonics Lesson -all, -alk




There are two cue pictures and motions that can be used: 
1) ball, pretend to dribble a ball or 
2) a broken shovel picture as the lesson refers to. 




Explicit Phonics Lesson
-all, -alk
Day 1

Objective: Sound and blend words using the –all and –alk spellings .
Review
          Can you tell me the letter name of the vowels? (a, e, i, o, u, and sometimes y)   We have worked with the short ă sound. What is the short sound of a? / ă/ as in apple. (Have letter Aa visible) What is the hand sign that we have used for  /ă/? Wait for a response. Pretend you are holding an apple in your hand with me and say the sound of short ă.  
Today we are going to learn a new sound for the letter a. (Have the Broken Shovel card visible.) The spelling pattern we will be looking for is a followed by –ll or -lk. The new sound of a in this spelling is /ô/ as in all. When you break something you might say /ô/. (A hand signal that might be used to make the learning more kinesthetic could be: two fists side by side, then rotate the wrists, the right clockwise and the left counter clockwise, as if a stick that was being held was broken.)
What is the sound of a when it is followed by –ll or –lk? /ô/
What is the hand sign for that sound? (Demonstrate)
What is the Broken Shovel sound? /ô/
What is the key word that we are going to use to remember the /ô/            sound? all

PA (oral)
          Listen to these words and see if you can hear the /ô/sound or not. If you hear the /ô/ sound in the word, I want you to give me a thumbs up. If you don’t hear /ô/ in the word, give me a thumbs down. So if I say tall, /t/ /ô//l/, you would give me a thumbs up because /ô/ is in the word tall. If I say tell, /t/ /ĕ/ /l/, you would give me a thumbs down because you do not hear /ô/ in the word tell.

wall              tall              hall              hill               sell              small
fall              fill               ball              bell              walk             wake

Decoding
          Using two differently colored markers, write the words on the board one phoneme at a time. As you write, say “sound” and have the students give the sound for the spelling you have just written. When the word is complete, go back and have them give you the sounds again on cue. Then have them blend the sounds into a word as you use your finger to underline the word. At the end of each row go back and re-read the row before going on to the next row. When all the words have been decoded, take time to talk about the meanings of any words that might be unknown.

talk             call              small            stalk           
mall              chalk            ball              walk
fall              hall              wall              tall

          Once all the words are on the board, use the “Buddy Up” strategy and give clues.  The buddies are to find the word you gave the clue for, and raise their hand. As they give the answer, you circle the answer. Sometimes more than one clue may be necessary. If the first clue doesn’t produce the answer, the next clue might be the row that the target word is on.
          Some clues might be:
1. a place to shop                                          mall
2. antonym short                                          tall
3. the stem of a corn plant                            stalk
4. synonym for tiny                                       small
5. a way to communicate                               talk (or call)
6. an object that is the shape of a sphere    ball
7. a way to move from one place to another   walk  
8. something used to write on a board           chalk
9. vertical support for a roof                       wall
10. a long narrow room                                  hall
11. I need to make a phone ____.                  call

          When there is only one word left, have the buddies read the last word. Each buddy then uses the word in a sentence, telling their buddy. Some of the sentences can be shared with the whole class.
          In this procedure not only are the words being read and re-read, but the meanings of the words (or words in the clues) are being studied. Don’t neglect stressing the vocabulary factor.

Decodable Text
          Practice reading words in text using Decoding Practice.

Day 2

Objective: Sound and blend words with –all, -alk, and the digraph –ck.
Review
What are the three ways to spell the /k/ sound? c, k, ck
Which picture card do we use to remember the ck spelling? The Clicking Camera
What is a digraph? Two letters that work together to make one sound
What digraphs have we studied? Th, ch, wh, sh, and -ck
What is the sound of short o? /ŏ/
What is the key word for the short o sound? octopus
What is the hand signal for the short o sound? hand facing down with fingers dangling like the tentacles of an octopus
What is the short sound of the letter a?   /ă/
What is the Broken Shovel sound of a?  /ô/ (Refer to the picture card.)
What is the hand sign and key word we use to remember the /ô/ sound?
          Key word: all          Hand sign: breaking a stick
What are the spelling patterns that make the a use the /ô/ sound? –all and -alk

PA
          I am going to say a word. I want you to tell me if the word I say has the /ô/ sound or not. If I say stalk, you would give me the thumbs up sign because is has the /ô/ sound.  If I say stink, you would give me the thumbs down sign because stink does not have the /ô/ sound. Be sure your Buddy agrees with you before you give me your answer. Segment words if needed.
small            instill           install          sidewalk       hawk            beanstalk
built            balk             squall           boardwalk    downhill        defrost

Decoding
         (Use the same procedure that was used on Day 1.)
          all                stall             squall           stalk
          clock            dock            lock             flock
          block           smock          rock             shock

1. Synonym for stone                                              rock
2. A group of birds                                                flock
3. Synonym for stem                                              stalk
4. Antonym for wharf                                             dock
5. It needs a key                                                   lock
6. A storm with wind and rain                                 squall
7. A time keeper                                                   clock
8. Area in a barn for a horse                                  stall
9. The wall socket might ______ you.                     shock
10. Antonym for stop                                             block
11. A long sleeved shirt                                          smock

          Have the students read the last word to their partner. Then each makes up a sentence using the word. Have them go for 7-Up sentences (7 or more words in the sentence.)

Decodable Text
          Use –all, -alk, -ck Phrases to practice reading. The first time through, have them follow as you read. The second time, have them chorally read with you. Then the Buddies can take turns reading to each other.


Day 3
Review
What are the two spelling patterns that make a use the /ô/, Broken Shovel sound? –all, -alk
What is a digraph? Two letters that work together to make one sound
What is the digraph that spells the /k/ sound?  -ck
What kind of vowel sound comes before the –ck spelling? A short vowel sound
What is the short sound of a ?
What is the short sound of o?
What is the short sound of i?

Encoding: Dictation
          Use the dictation procedure.

1.   /k/ -ck       /ŏ/ o        /ôl/  all       /ôlk/  alk
2.  tall           stall        wall
3.  mall         small       talk
4.  chalk       backtalk
     We can call and go to the mall.

Decodable Text:
       Practice reading –all, -alk, -ck Phrases as it was done on Day 2.

Day 4
Review
          Have the class decode 5 or 16 words with –all, -alk, and/or –ck on the board or on flashcards.



Word Building or Word Chaining
          Use as much as you feel is appropriate.

all                          chalk                     sock
call                        walk                      sick
tall                        talk                       stick
stall                      stalk                     stack
small                      stall                      stalk
mall                       tall                        talk
call                        mall                       walk
ball                        small                      wall
fall                                                     wack
wall

Decodable Text
          Use –all, -alk, -ck Sentences to practice reading words in context. Follow the format of the phrase reading.

Day 5

Review

The sound of short ĭ is _____.
The sound of short ŏ is _____.
The sound of short ă is _____.
What is the new sound for a that we have studied this week? /ô/
What two spellings follow a to make it say /ô/?  -ll and –lk
What is the Broken Shovel sound? /ô/
What is the Clicking Camera sound? /k/
What is the digraph that uses the Clicking Camera sound? -ck
Encoding/Dictation

1.       /ă/ a    / ôlk/ alk      /ôl/ al     /k/ -ck    /ŏ/ o
2.       walk             stalk            stall
3.       lock             clock            flock
4.       pitfall                   spitball
          Lock the stall and walk to the mall.

Decodable Text

          Use –all, -alk, -ck Sentences to practice re-reading sentences with a buddy.

Decoding Practice

  all    fall     wall    tall    small       

talk   stalk   walk   chalk   balk


fast talk                   
wall to wall
bad backtalk            
off the wall

1.         We all are small.

2.       He is so tall!

3.       I will not fall off the wall.

4.        All the balls are small.

5.        We all walk and talk at the mall.

6.        I got a call in the hall.



                      
-all and –lk  Phrases
1.         hit the wall          11. an odd ball

2.       call it a ball         12. a small ball

3.       a small wall          13. small flock 

4.       small talk            14. ball by a wall

5.       a tall wall            15. fall off a wall

6.       my last call          16. a tall wall

7.       a chalk talk          17. no back talk

8.       the odd ball         18. the last call

9.       walk the hall        19. for the mall

10.   all the stalks      20. a plant stalk





-all, -alk, and –ck Sentences

1.         Jack is up the tall stalk.

2.       The wall is tall and thick.

3.       The clock on the wall will tick.

4.       A small ball hit the stack of blocks.

5.       Will you talk as you walk?

6.       The hall at the mall is small.

7.       My sock is back at the dock. 

8.       His call will shock us all.

9.   He can lock the stall.

10.  The plant stalk is so tall.

11.   His backpack has all the chalk.

12.  Tom packs the box with socks.

13.  Put on a smock to walk the dog.

14.  The stack of small bricks is tall.

15.  We will walk up the rock path.

16.  Jim walks on the dock.

17.  The shock of his fall was small.

18.  Hit the ball on the stall wall.

Sunday, July 8, 2012

Explicit Phonics Short o Lesson



 
Explicit Phonics Lesson
Short ŏ
(If you are unfamiliar with procedures, refer to the Guidelines posted in my very first post. )
Day 1

Objective: Sound and blend words using the short ŏ.
Review
          Last year in kindergarten you studied all the letters of the alphabet. You learned that there are two kinds of letters: one kind is consonants such as b, g, m, t, and s. Someone tell me what the other kind of letter is called. (vowel) Can you tell me the name of some of the vowels? (a, e, i, o, u, and sometimes y)  Today we are going to work with words that use the short ŏ sound. The short sound of o is / ŏ / as in octopus. Pretend your hand is an octopus, and your fingers are the tentacles, or legs, of the octopus. Make an octopus with your hand with me and say the sound of short ŏ. (This should be a familiar hand signal for the short ŏ sound.)

PA
          Listen to these words and see if you can hear the short ŏ sound or not. If you hear the /ŏ/ sound in the word, I want you to give me a thumbs up. If you don’t hear /ŏ/ in the word, give me a thumbs down. So if I say pot, you would give me a thumbs up because the /ŏ/ sound is in the word pot. If I say jam, you would give me a thumbs down because you do not hear /ŏ/ in the word jam.

rod              otter           slosh            splash          sock             slot
jot               sand             rich             rod              red              frog

Decoding
          Using two differently colored markers, write the words on the board one phoneme at a time. As you write, say “sound” and have the students give the sound for the spelling you have just written. When the word is complete, go back and have them give you the sounds again on cue. Then have them blend the sounds into a word as you use your finger to underline the word. At the end of each row go back and re-read the row before going on to the next row. After all the words are blended, take time to talk about the meanings of any words that might be unknown.

drop            pod              slot              hog             
trot             clog             stomp          smog
jot               stop             bond            rot

          Once all the words are on the board, use the “Buddy Up” strategy and give clues.  The buddies are to find the word you gave the clue for, and raise their hand. As they give the answer, you circle the answer. Sometimes more than one clue may be necessary. If the first clue doesn’t produce the answer, the next clue might be the row that the target word is on.
          Some clues might be:
1. to ruin                                                                                  rot
2. to walk briskly                                                                     trot
3. to let go of                                                                           drop
4. a small container…like peas in a…                                           pod
5. this can stop up a sink                                                           clog
6. to walk very forcefully and loudly                                         stomp
7. Put your quarter in the ____.                                                slot   
8. to write something very quickly                                              jot
9. to stick together                                                                   bond
10. antonym for go                                                                     stop
11. dirty air caused by pollution                                                 smog

          When there is only one word left (hog), have the buddies read the last word. Each buddy then uses the word in a sentence, telling their buddy. Some of the sentences can be shared with the whole class.
          In this procedure not only are the words being read and re-read, but the meanings of the words (or words in the clues) are being studied. Don’t neglect stressing the vocabulary factor.

Decodable Text
          Practice reading words in text using Decoding Practice.

Day 2

Review
What are the names of the vowels? (a, e, i, o, u, and sometimes y)
What are the letters that are not vowels called?   (consonants)
What is the short sound of the letter o?   /ŏ/
What is the hand sign and key word we use to remember the sound of short ŏ?
          (Key word: octopus          Hand sign: octopus with fingers as tentacles.)
Name some words that begin with the short ŏ sound.

PA
          I am going to say some words with the short ŏ sound. I want you to tell me if the sound is in the middle of the word or at the beginning of the word. If I say off, you would tell me the /ŏ/ sound is at the beginning of the word. If I say jog, you would tell me the /ŏ/ sound is in the middle of the word. Be sure your Buddy agrees with you before you raise your hand to give me your answer.

pop              non              Oliver         law               otter           jaw
offer           Josh            John            dot              on                got

Decoding
          Use the same procedure that was used on Day 1.

fog              tot              off              lot
nod              bog              slop             cop
flop             mop             romp            drop


1.  an adventure                                                              romp
2. a device used to clean the floor                                    mop
3. to move in a loose way                                                 flop
4. more than one, or a group of something                         lot
5. a small child                                                                tot
6. a cloud that touches the ground                                    fog
7. antonym for on                                                            off
8. a way to agree using your head                                     nod
9. to let something fall                                                    drop
10.leftover scraps of food that a farmer feeds a pig         slop
11. synonym for a swamp                                                   bog

          Have the students read the last word (cop) to their partner. Then each makes up a sentence using the word. Have them go for 7-Up sentences (7 or more words in the sentence.)

Decodable Text
          Use Short ŏ Phrases to practice reading. The first time through have them follow as you read. The second time have them chorally read with you. Then the Buddies can take turns reading to each other.


Day 3

Review
What is the key word and hand sign for short ŏ? (octopus; pretend your hand is                         the octopus and the fingers are the tentacles.)
Give me some words that begin with the short ŏ sound.
Now give me some words that have the short ŏ sound in the middle of the word.

Encoding: Dictation
          Use the dictation procedure.
1.   /g/ g           /ŏ/ o           /n/ n      /ă/ a
2. hot          mop        rob  
3. blob         stop        frog
4. clock        frost
          Don got the hot pot and a mop.

Decodable Text:

       Practice reading short ŏ phrases as it was done on Day 2.

Day 4

Review
          Have the class decode 8 to 10 short ŏ words on the board or on flashcards.

Word Building or Word Chaining
          Use as much as you feel is appropriate.
on                lot                Tom                       log    
con              blot              Mom                      fog
cot              clot              mop                       hog
lot               clog              pop                        jog
jot               log               top                        bog
not              fog               stop                      blog
pot              frog             stock                     blot
spot             flog             rock                      slot
blot             flop              jock                       lot
clot                                 sock                      rot
clog                                                             trot
log                                                               
Decodable Text
          Use the Short ŏ Sentences to practice reading words in context. Follow the format of the phrase reading.

Day 5

Review

The letter o is a ________.
The sound of short ŏ is _____.
The key word for short ŏ is _______.
The hand signal for short ŏ is ­­­________.
/ŏ/ is the sound of what letter?

Encoding/Dictation

1.       /ŏ/ o   /z/ z            /ă/ a     /p/ p
2.       job          pop         box
3.       plot         drop       flog
4.       stomp          blond
Drop the box of rocks in the pond.

Decodable Text

          Use Short ŏ Sentences  to practice re-reading sentences with a buddy.

Decoding Practice
  bog     jog    hog     not     slop       

  sock    on     cod     clog    rob

the hot pot               
lock the top
not a blob
stop the hog

1.         I got the top job.

2.       We did not jog to the pond.

3.       Drop it on the spot.

4.       Hop off the rocks.

5.       The box of socks is lost.

6.       The cop wants us to stop.

7.       The cod flops in the bog.

8.       The frog hops on the log.     
             
Short o Phrases

1.         got a mop            11. nod and hop

2.       on a log             12. a hot pot

3.       top spot            13. slop the hog

4.       drop a mop        14. off the cot

5.       mop the spot     15. my hot dog

6.       lost the socks   16. mop that spot

7.       box of rocks      17. an odd frog

8.       a lot of frogs    18. stop on a dot

9.       pop and lock      19. frog on a log

10.  fog in the bog    20. lost in fog

 Short o Sentences

1.         Stop the clock for this job.

2.       A lot of frost is on the top.

3.       Don will mop up the spot.

4.       A mop will do the job.

5.       Drop us off at the last stop.

6.       The frog sat on a log in the fog.

7.       Bob got a spot of pop on his top.

8.       The hot dogs are in the pot.

9.       The hog stomps on the sod.

10.  A cop stops the mob.

11. Mom nods at Todd.

12. Ron hops off at this stop.

13.  Don is the boss of this shop.

14.          He was lost in the bog.

15.          Scot drops off the cot.

16.          My mom has a lot of socks.

17.          That tot will not drop the pot.

18.          Do not hop on the hog’s slop.

19.          Ross will drop the box of rocks.

20.        The dog jogs with the fox.