THIS WEEK S CONCEPTS: Letters: y, r, w Words: red, yellow, blue

Transcription

1 Reading with High Frequency Words WEEK 6 THIS WEEK S CONCEPTS: Letters: y, r, w Words: red, yellow, blue If you want to teach capital letters as well, you can make up your own drills based upon the ones provided for lower case letters. Student will also get exposure to capital letters during the alphabet activity each day. If you haven t done so, you will should download the high frequency word book: or make your own word book. The weekly lessons are outlined by days. However, feel free to speed up or slow down to fit student s needs. Page1

2 DAY 1 Activity 1.1: Alphabet Activity Use the Alphabet and Vowel Chart with the routine: You may want to post this near your learning area for quick reference during learning sessions. 1. Ask student # of letters in alphabet; supply answer in beginning lessons 2. Point to the letters and recite the letters in the alphabet in order (may do more than one time) 3. Ask student which letters are uppercase/which are lower case; supply student with explanation of the upper/lower case letters for first lessons. 4. Have student match uppercase letters to lowercase letters (flashcards, worksheet, or just point to a lowercase (or uppercase) letter and have student find its corresponding uppercase (or lowercase) letter. 5. Ask student what is the 1 st letter, 2 nd letter, 3 rd letter, last letter of the alphabet 6. Have student name the letter you point to. 7. Tell student to find the letter c etc.. (in the chart, in a book, poster, or anywhere in environment) 8. Give student dictation. Call out a letter or letters, have them write it. Make sure they are forming it correctly. 9. Sequencing 1. ask student what comes after the letter/before the letter.(student can look at chart) 2. Ask student what becomes between two letters (can write with spaces: a c or use flashcards, sowing 2 to three letters at a time a c or a. Concepts are underlined for quick reference during learning sessions. Page2

3 Activity 1. 2: Review Previous Work Review letter and word flashcard decks. For some review sessions, dictate the word cards for student to write. With each new lesson, add the new letters to the letter deck and new words to the word deck. These review decks should be reviewed every day. You can either make the review times part of the daily learning sessions and/or review during different times throughout the day, for example, after each salat, after dinner, before bed, etc. Page3

4 Activity 1.3: Letter Drills: Letter recognition If student does not know the names of any of these letters, read through the drill one or twice (or as needed) with student repeating the letters after you. If student knows some of the letters, you may want to let student proceed with drills as you listen, helping as needed. If you want to combine learning the sounds of the letters, repeat the letter recognition drills by having student say the sound of each letter in each row. y y y y w w w w r r r r y r y r w y w r r y w r w w y r r y y w Tip: To provide practice throughout the day, consider doing letter and word drills once or twice after every prayer. Tip: Make a copy of this page and have student circle each type of letter with a different color. Page4

5 Activity 1.4: Handwriting: Letter Practice Show student how to correctly form each letter one at a time. Watch as student practices. Repeat as necessary. Have student pick which letter he/she thinks he wrote the best in each row. You may also want to have student practice writing the letters after each prayer today. y y w w r r y Tip: Place this page in plastic page protector so work can be easily erased and activity repeated. w Page5

6 Day 2 Activity 2.1: Alphabet Activity Use the Alphabet and Vowel Chart with the routine: 1. Ask student # of letters in alphabet; supply answer in beginning lessons 2. Point to the letters and recite the letters in the alphabet in order (may do more than one time) 3. Ask student which letters are uppercase/which are lower case; supply student with explanation of the upper/lower case letters for first lessons. 4. Have student match uppercase letters to lowercase letters (flashcards, worksheet, or just point to a lowercase (or uppercase) letter and have student find its corresponding uppercase (or lowercase) letter. 5. Ask student what is the 1 st letter, 2 nd letter, 3 rd letter, last letter of the alphabet 6. Have student name the letter you point to. 7. Tell student to find the letter c etc.. (in the chart, in a book, poster, or anywhere in environment) 8. Give student dictation. Call out a letter or letters, have them write it. Make sure they are forming it correctly. 9. Sequencing 1. ask student what comes after the letter/before the letter.(student can look at chart) 2. Ask student what becomes between two letters (can write with spaces: a c or use flashcards, sowing 2 to three letters at a time a c or a. You may want to post this near your learning area for quick reference during learning sessions. Concepts are underlined for quick reference during learning sessions. Page6

7 Activity 2.2. Review Previous Work Review letter and word flashcard decks, see Activity 1.2 for details. Activity 2.3: This Week s Review 1. Quickly repeat the letter drills from Activity Dictate each letter and have student write them. In both activities, note any letters that student has trouble identifying or writing and provide further practice later during the day. Page7

8 Activity 2.4: Introducing the Words 1. Open the Word Book and read the words to student from the word book for this week. 2. Use each word in a sentence or have student use each word in a sentence. 3. Ask student to look at words and spell each one. You may want to use the sounds of the initial letters of each word as a memory aid for students. Page8

9 Note: There are different fonts on this page to give student practice with reading different fonts. Activity 2.5: Word Drills 1. Have student read each row of words. Repeat if necessary. Repeat after every prayer today. 2. Have student point out each instance of each word, one word at a time. 3. You may want to make a copy of this page and have student circle all big words and little words different colors or color the squares. red yellow blue red blue yellow yellow blue red yellow red blue blue red yellow blue yellow red red yellow blue Page9

10 Activity 2.6: Handwriting: Writing words Have student trace each word and then write on his own in the space provided below each gray word. Place in page protector so student can repeat activity. Tell student to say each letter of the word as he writes it. red red yellow yellow blue blue Page10

11 Activity 2.7: Using color words What do you see? Write the color of each shape. ````` ````` ````` ````` Page11

12 ````` ````` ````` ````` ````` ````` Page12

13 Day 3 Activity 3.1: Alphabet Activity Use the Alphabet and Vowel Chart with the routine: You may want to post this near your learning area for quick reference during learning sessions. 1. Ask student # of letters in alphabet; supply answer in beginning lessons 2. Point to the letters and recite the letters in the alphabet in order (may do more than one time) 3. Ask student which letters are uppercase/which are lower case; supply student with explanation of the upper/lower case letters for first lessons. 4. Have student match uppercase letters to lowercase letters (flashcards, worksheet, or just point to a lowercase (or uppercase) letter and have student find its corresponding uppercase (or lowercase) letter. 5. Ask student what is the 1 st letter, 2 nd letter, 3 rd letter, last letter of the alphabet 6. Have student name the letter you point to. 7. Tell student to find the letter c etc.. (in the chart, in a book, poster, or anywhere in environment) 8. Give student dictation. Call out a letter or letters, have them write it. Make sure they are forming it correctly. 9. Sequencing 1. ask student what comes after the letter/before the letter.(student can look at chart) 2. Ask student what becomes between two letters (can write with spaces: a c or use flashcards, sowing 2 to three letters at a time a c or a. Concepts are underlined for quick reference during learning sessions. Page13

14 Activity 3.2 Review Previous work Use letter and word review decks. Activity 3.3 Review: This Week s Work Quickly repeat the letter drills (Activity 1.3 and word drills 2.5). Note where student has trouble. Page14

15 Activity 3.4 Reading Practice 1. Have student read the following phrases and sentences: Is the dog yellow? Is the dog blue? Is the dog red? a red dog a blue pig a yellow cat Is the pig blue? Is the pig yellow? Is the pig red? Is the cat yellow? Is the cat blue? Is the cat red? a red cat a blue dog a yellow pig 2. Tell student to find certain sentences, e.g. Is the pig red? 3. As student to identify which ones are sentences. Ask him how he knows. 4. Also discuss whether there are really blue pigs, red dogs, etc. Ask what colors these animals are/can be in life. Page15

16 Activity 3.5 Handwriting Practice: Sentences Select sentences from Activity 3.4 and have student write them. Remind student that sentences begin with capital letters and end with a mark. Also, be sure to tell student to leave spacing in between words. `````````````` `````````````` ``````````````

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18 Activity 3.6: Practice letters, words and sentences Teacher: Play one or more of the following games (or others) with student this week to practice the words: Bang: Use letter and review decks. Place the cards into a bag or can. Add one or two cards that read Bang! Student pulls out a card and says the letter or word. If draws gets Bang! he must put the cards back and start again. Bingo. Tic Tac toe: Write words or letters from this week s lesson (and previous lessons, if desired) in the squares. Student must say the letter, or its sound or the word in each space to mark a space. Ladder Game: Draw a ladder or set of steps. Write letters and/or words on each step. Student must read the words/letters to go up the steps/ladder. Speed contest: Compete with student to see who can write each word or phrase the most in 45 seconds. One word at a time. Teacher must write the vocabulary word 3x as much as student to win. Page18

19 Day 4 Based upon your view of student s progress this week, you can either give student an assessment today if you feel student is ready or repeat Day 3 activities. See Day 5 for Student Assessment instructions. Day 5 Assessment. If student is ready, give end of week test as follows: 1. Have student read letter drills (Activity 1.3) 2. Have student read word drills (Activity 2.5) 3. Have student read sentences (Activity 3.4) 4. Dictate all letters and words and selected sentences to student and have him write them. You may want to have a bonus section of the test and include words from previous weeks. Page19