Y-2,3,4
Objectives: Know the sounds associated with each letter; Know words are made of letters; Blend sounds into words.
I display a picture card for a three-phoneme word, such as pig. Say the word for the picture, then say it sound by sound. Choose three students and give each student a letter card (p-i-g). Have the students say their letter name and make the sound for their letter. The students then arrange themselves in the correct order to make the word. Have the students say their sound for their letter. If order is not correct, have the class help them get in the right order. When order is correct, have students in the row blend the sounds to form the whole word. Then have the entire class blend the sounds into a word. Repeat with other 3-phoneme words.
Showing posts with label Discussion: Week 1. Show all posts
Showing posts with label Discussion: Week 1. Show all posts
Monday, January 26, 2009
Thursday, January 22, 2009
Discussion: Week 1
Texts: Think-Alouds and Youngest Learner
Reading Assignments
Youngest: Assignment: Read Chapter 2, pp 27-43, pay special attention to the plan samples on pages 41-43.
Think-Alouds: Assignment: Read the Introduction, pp. 7 – 16 paying special attention to the charts on pages 11 and 14.
Prompts
First Post: (Y) Give three examples of print and reading inclusion in your activities for the week (other than in explicit reading instruction). After each example, explain which of the 9 target areas of development (pp.36-37) your examples target and discuss their contribution to meeting the goals/objectives of instruction for this activity.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
or
First Post: (T-A) Select a task your students will have to perform during the week/unit currently under way which involves a reading selection. (Your selection does not have to come from explicit reading instruction.) Show how you will determine ZPD for either the whole class or a small group of your students.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
Reading Assignments
Youngest: Assignment: Read Chapter 2, pp 27-43, pay special attention to the plan samples on pages 41-43.
Think-Alouds: Assignment: Read the Introduction, pp. 7 – 16 paying special attention to the charts on pages 11 and 14.
Prompts
First Post: (Y) Give three examples of print and reading inclusion in your activities for the week (other than in explicit reading instruction). After each example, explain which of the 9 target areas of development (pp.36-37) your examples target and discuss their contribution to meeting the goals/objectives of instruction for this activity.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
or
First Post: (T-A) Select a task your students will have to perform during the week/unit currently under way which involves a reading selection. (Your selection does not have to come from explicit reading instruction.) Show how you will determine ZPD for either the whole class or a small group of your students.
2 Later Posts: Look at two other participants’ posts and discuss their applicability to your own instruction. Discuss any needed adaptations.
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