treasures teachers edition g1unit1_add_lesson_W

1、CONTENTSAdditional LessonsPhonemic AwarenessT1PhonicsT2ComprehensionT6Structural AnalysisT10Study SkillT14Classroom LibraryTradebook LessonsT16Theme BibliographyT22Author/Illustrator AwardsT24Word ListsT25High-Frequency Word ListT30Scope and SequenceT32T39IndexT40Additional Lessons/ResourcesLA.1.1.3

2、.1 Identify individual phonemes in wordsPhonemicOnset and Rime IdentificationIntervention/RemediationExplain/Model Some words sound alike at the middle and end. Listen as I say the word tap in two parts: /t/ap/.The /t/ is the first part oftheword. The last part of theword is /ap/. Now listen as I sa

3、y map in two parts: /m/ /ap/. Tap and map sound alike at the middle and end. Both words end with /ap/. Have children say tap and map with you.Guided Practice Listen as I say another word with the same middle and ending sounds as tap: cap. Cap and tap both have the same middle and ending sounds. Say

4、them with me: cap, tap. Now listen to some morewords. If theword has the same middle and end sounds as tap, tap your hand. Say the words lap, nap, seed, rap, map, man.Phoneme IsolationMaterials Large Sound/Spelling Cards: can, lambExplain/Model Display the illustration side of the Sound/Spelling Car

5、d for can.Thisisapicture of a can. Say the sounds withme: /k/ /aaa/ /nnn/.The sound in the middle is the short /a/ sound.Guided Practice/Practice Display the illustration side of the Sound/Spelling Card for lamb. This is a lamb. Say /lll/ /aaa/ /mmm/. The sound in the middle of lamb is short /a/. Ca

6、n and lamb have the same sound in the middle: /k/ /aaa/nnn/, /lll/ /aaa/ /mmm/. I am going to say some other words. Tell me the sound you hear in the middle of each word. Listen carefully: bad, fan, box, cap, tip, ham.Repeat the lesson with short /i/, using wig, tin,him, big, pill, lip. Visual/Audit

7、oryPhoneme DeletionExplain/Model I am going to say a word: bat. Now I am going to takeawaythe first sound /b/, the word at is left. Listen to this word: bit. If I takeaway the first sound /b/, the word it is left.Guided Practice/Practice Have children say mat, and then say the word that is left when

8、 you take away the first sound /m/: at. Continue with sat, /s/, at. Then continue with pit, /p/, it.Constructive FeedbackIf children have difficulty hearing the ending sounds in the words, have them say each word in two parts after you: /t/ /ap/, /l/ /ap/,/n/ /ap/, /r/ /ap/. These words all end with

9、 /ap/. Then have them say /s/ /ad/. This word does not end with /ap/.Repeat the lesson with short /i/, using words thathave the same middle and end sounds: bit, fit, hit, lit, pit.Auditory/KinestheticConstructive FeedbackIf children have difficulty isolating medial short/a/ or identifying what is le

10、ft after deleting the first sound of a word, have them repeat very slowly after you: /sssaaat/,/aaat/and /piiit/,/iiit/.Repeat the lesson with r-blend words that haveshort /a/ and short /i/: brand, grant, drink.Visual/AuditoryAll AboutUs T1AdditionalLessonsLA.1.1.4.2 Identify sounds of vowels in pri

11、nted wordsPhonicsObjective: Identify sound-letter correspondence /a/aShort /a/aIntervention/RemediationMaterials Large Letter Card: a; Photo Cards: ant, fan, hat, man, yak; Large Alphabet Card: AaExplain/Model Display Large Letter Card a. The letter a in cat makesthe sound short /a/. Say it with me:

12、 /kaaat/. Write the word cat on the board and circle the letter a.Guided Practice Display the photo side of the Photo Card for ant. Say the word ant and have the children repeat it. What sound do you hear at the beginning of ant? (short /a/) What letter is at the beginning of ant? (a) Turn over the

13、card. Point to the initial a in ant. What letter makes the sound/a/? Thats right, the letter a.Hear Short /a/aMaterials Large Letter Card: a; Small Letter CardsExplain Ill read some words. After I read each word, listen for the short /a/ sound, like the/a/ at the beginning of apple. If you hear the

14、short /a/ sound at the beginning of the word, hold up your a card.Guided Practice Distribute Small Letter Cards. Pronounce the word eel. Do I hear the short /a/ sound at the beginning of eel? No, I dont hear short /a/. So I dont hold up my a card. Pronounce the word ax. Do I hear the short /a/ sound

15、 at the beginning of ax? Yes, so I hold up my a card.Practice Say the words act, ice, and, pal, am, so, fresh, add. Check that children hold up a cards for act, and, am, add. Auditory/VisualMake the Letter AMaterials Photo Cards: bus, fan, feet, hat, man, mop, rock, six, yakExplain I will show you s

16、ome Photo Cards. We will say the name ofeach picture. Listen for theshort/a/ sound:/aaa/. If you hear theshort /a/ sound in the middle of theword, maketheletter Awith your hands. Raise your hands above your head and touch your fingertips, making a capital A. ThenI will turn over thecardand we will s

17、ee if theword has the letter a in the middle.Guided Practice/Practice Display the photo side of the Photo Card for yak. This is a yak. I hear the short /a/ sound, /aaa/, in the middle of yak, so I make the letter A. Make an A with your hands. Now try it with me. Display the photo side of the Photo C

18、ard for bus. Do I hear the short /a/ sound in the middle of bus? No, so I dontmaketheletterA. After displaying each Photo Card, turn it over so children can see the spelling and check if their answer was correct. Kinesthetic/AuditoryConstructive FeedbackIf children cannot relate the letter a to the

19、short/a/ sound, displaythe Alphabet Card for apple. Pronounce short /a/ and apple together. Repeat with other words that have initial short /a/a: am, act, at.Practice Display photo side of Photo Card for fan. Say the word fan, emphasizing the medial short /a/. Turn over the card. The letter a makes

20、the short /a/ sound you hear in fan. Say the sounds in fan with me: /f/ /a/n/,/fffaaannn/. Repeat the routine using Photo Cards for hat and yak.Constructive FeedbackIf children cannot discern medial short /a/a, review the letter-sound relationship. Write a on the board and pronounce the short /a/ so

21、und together. Display the Photo Card for man.Blend sounds slowly: /mmmaaannn/, man. Have children repeat with you.T2Unit 1AdditionalLessonsLA.1.1.5.1 Apply letter-sound knowledge to decodePhonicsObjective: Identify sound-letter correspondence short /i/iShort /i/iIntervention/RemediationMaterials Pho

22、to Cards: inchworm, inch, insect, ant;Large Letter Card: i; Small Letter CardsExplain/Model Display the Photo Card for inch. This is an inch. Inch begins with the short /i/ sound. Place Letter Card i on the picture of inch. The letter i stands for the short /i/ sound at the beginning of inch. Have c

23、hildren say the word inch, the sound /iii/, and the name of the letter, i.GuidedPractice DistributeSmallLetterCards. Display the Photo Card for inchworm. This picture shows an inchworm. Have children say the word inchworm. I heartheshort /i/ sound at thebeginning of inchworm. Say it with me: /iii/.

24、The letter i stands for theshort /i/ sound, so lets holdup i. Nowlisten to thesewords. If youhear/i/ at thebeginning, hold up your i card. Say the words: is, an, in, add, if, at.Choose a CardMaterials Photo Cards: ink, inch, insect, ant, inchwormExplain Place Photo Cards face up. You choose a card a

25、nd name the picture. Try to find a word that starts withtheletter i. The first sound will be short/i/. Youcanturn the cardover to see if thebeginning letter is i. If youre right, you keep the card.Guided Practice/Practice Choose one card. This is a picture of an inchworm. Inchworm begins with short

26、/i/. The letter i stands for short/i/, so I think thisword begins with the letter i. Ill turn thecardover to see. Yes, I see the letter i at the beginning of inchworm. Have children take turns choosing a card. Make sure they accurately identify whether or not the word begins withshort /i/ and the le

27、tter i. When all cards have been taken, have children play the game again.Repeat the activity for medial short /i/i, usingPhoto Cards for mix, six, quill, quilt, fan.Kinesthetic/Visual/AuditoryConstructive FeedbackIf children do not relate the letter i to the short/i/ sound, review that the letter i

28、 stands for the sound that begins inch: /i/. Point out that inch, is, in, and if all begin with short /i/ and, therefore, the letter i. Explain that an, add, and at begin with the sound /a/.Listen to HappyMaterials Happy the Puppet; Large Letter Card: i;Small Letter CardsExplain Happy will say some

29、words. If you hear short /i/ in the middle, show Happy your i card.Guided Practice/Practice Distribute Small Letter Cards. Happy says dig. I hear short /i/ in the middle of dig. The letter i standsfor theshort /i/ sound, so I will show Happy my i card. Hold your Large Letter Card i out toward the pu

30、ppet, and have children do the same. Continue by having Happy say the words hid, kiss, nap, rib, gas, sip.Practice Display Photo Cards for insect, ant, inchworm. Have children name each picture. Hold up your i card if the name begins with i.Constructive FeedbackIf children cannot discern the initial

31、 short /i/ sound, repeat the Guided Practice activity, using the words ill, igloo, it.Repeat the activity for initial short /i/i, using am,ill, invitation, itch, as. Auditory/KinestheticRepeat the lesson with short /i/i in the medialposition, using Photo Cards for mix, six, quill, quilt, fan. Extend

32、 with the words pig, zip, hill, ran, sat.All AboutUs T3AdditionalLessonsLA.1.1.4.1 Generate sounds from spellingpatternsPhonicsObjective: Identify sound-letter correspondence for r blendsr BlendsIntervention/RemediationMaterials puppet, paper, pencilsExplain/Model Sometimes two sounds come together

33、at the beginning of a word. Listen to Happy say grab. Say /graaab/. I hear the sounds /g/ and /r/ at the beginning of grab. Together they stand for/gr/. Have children say /grrr/ and /graaab/. Write the letters gr on the board.Guided Practice Distribute paper and pencils. Listen to Happy say the word

34、 grin: /griiinnn/. Now you say it with Happy: /griiinnn/. Now lets say the sounds at the beginning of grin: /gr/. Now write on your paper. In large letters, write the letters that stand for /gr/. Check to see that children wrote gr.Great PicturesMaterials drawing paper, crayonsExplain/Model Lets dra

35、w some /grt/pictures of things that begin with /gr/. One word that begins with /gr/ is grapes. I will draw some grapes onthe board and write gr next to my picture. Thats because gr stands for the beginning sounds of the word grapes.Guided Practice/Practice Distribute paper and crayons. Now I will sa

36、y some other words. If you hear /gr/ at thebeginning of theword, drawa pictureof theword. Then write the letters gr on your paper because the letters gr stand for /gr/. Dont draw anything if the word does not begin with /gr/. Continue the activity with grass, brown, green.Constructive FeedbackIf chi

37、ldren cannot distinguish /gr/, have children say great, repeating /grrr/, /grrr/, /grrr/ before completing the word.Repeat the activity with r blends /br/br-, /kr/cr-,and /tr/tr-. Kinesthetic/VisualThe Beginning LettersMaterials index cards, crayonsExplain/Model Draw pictures of a tree, dress, grape

38、s, and broom on the board. Give each child four index cards and crayons. Have children copy you as you write br, dr, gr, and tr on separate cards. Now I am going to say the name of each picture on the board. Listen for the sounds at the beginning of each name. Then show me the card with the letters

39、that stand for those beginning sounds. Forexample, broom starts with /br/, so Ill showtheletters br.Guided Practice/Practice Say tree, dress, and grapes, pausing after each name for children to hold up a card. Check that children are showing the correct card. Then write the correct blend under each

40、picture.Visual/Auditory/KinestheticPractice Tell children to listen as Happy says some other words. Ask children to grin and point to the letters gr on their paper if a word begins with /gr/. Say grape, grow, map, green.Constructive FeedbackIf children cannot identify words that begin with /gr/, rep

41、eat the Guided Practice activity, using grip and grass.Repeat the lesson with r blends /br/br-, /kr/cr-,/dr/dr-, /fr/fr-, and /tr/tr-. Use the words brick, brim, brag; crab, crib, crack; drip, drag, drill; Fran, frizz, frill; trap, trim, track.T4Unit 1AdditionalLessonsLA.1.1.4.1 Generate sounds from

42、 spelling patternsPhonicsObjective: Identify sound-letter correspondence for blends /nd/-nd, /st/-st, /nt/-nt, /nk/-nkBlends /nd/nd, /st/st, /nt/nt, /nk/nkIntervention/RemediationMaterials Photo Cards: ant, ink, hand, vest; Large Letter Cards: d, k, n, s, tExplain/Model Display Photo Card for hand.

43、This card shows a hand. In some words, two sounds come together at the end. Listen to the sounds at theendof hand. Say /haaannnd/. I hear/n/ and /d/ at the end of hand. Together they makethesounds/nd/. Theletter n standsfor/n/. Theletter d stands for /d/. So together, the letters nd standfor/nd/. Ha

44、ve children say /nnnd/ and /haaannnd/. Display Large Letter Cards n and d next to each other.Guided Practice Illsaysomewords.Repeateach word after me. If thewordendswiththe same /nd/ as hand, hold up your hand and say /nnnd/. If the word does not end like hand, shake your head no.Say band, toss, lan

45、d, wind, best.Clues for YouMaterials Small Letter CardsExplain I am going to give you some clues. Sometimes the answer to the clue is a word that ends with /nd/. If you can answer the clue with a word that ends in /nd/, then hold up your n and d cards.Guided Practice/Practice Distribute Small Letter

46、 Cards. Listen to the first clue. This has fingers on it. It ends with /nd/. When children guess hand, ask them to hold up their n and d cards. Continue with the following clues, having children say each answer and, if the word ends in/nd/, hold up the letters n and d. A beach is made of this. (sand

47、) This number comesafter three. (four) This blows leaves off a tree. (wind) Frogs live in this. (pond)Repeat the activity with final blends /st/-st, /nt/-nt, /nk/-nk. Give clues for the following words:fast, tall, lost; ant, top, plant; wink, sink, red.AuditoryConstructive FeedbackIf children cannot

48、 distinguish /nd/, have them say land several times, separating /d/ at first:/lllaaannn/ /d/. Have them gradually speed up, blending /nnn/ and /d/. (/lllaaannnd/)Check MarksExplain Draw a four-column chart on the board. Write the blends -nd, -st, -nt, and -nk as column headings. I am going to say so

49、me words. Some words will end with /nd/. Other words will end with/st/, /nt/, or /nk/. You will come up and put a check mark under the letters that stand for theend sounds you hear.Guided Practice/Practice Say /mmmaaast/. I hear /st/ at theendof mast. The letters st stand for/st/. Have a volunteer w

50、rite a check mark in the st column. Continue with the words bank, land, pink, mint, cast, list, band, print.Auditory/KinestheticPractice Write -nd on the board. Ill say some more words. If the word ends like hand, point to the-nd on the board. If it does not end like hand, shake your head no. Say th

51、e words grand, bell, sand.Constructive FeedbackIf children cannot identify words with final /nd/, repeat the Guided Practice activity, using sand, wind, and brand.Repeat the lesson with blends -nt, -nk, and -st. UsePhoto Cards: ant, ink, vest. Use words print, mint, pant; sink, tank, wink, prank; li

52、st, fast, mist, last.All AboutUs T5AdditionalLessonsLA.1.2.1.3 Identify characters in a storyComprehensionObjective: Analyze character in plot developmentPlot Development: CharacterIntervention/RemediationMaterials Big Book: That Big Cat!Explain The plot is the events that make up the storys beginni

53、ng, middle, and end. A character is a person or animal in the story. We learn about characters from things they do or say. Who are the characters in a story? (people or animals in a story)Guided Practice Open the Big Book That Big Cat! to page 2. This girl is named Alice. She likes to be called Alli

54、e. Allie is a person in this story. Is Allie acharacterin this story? (yes) Whatdoes she like to do? (draw pictures, playsuperheroes)Nursery Rhyme CharactersExplain Im going to recite a nursery rhyme. Then I will ask you to name the character in the rhyme. Ill ask some questions about the character,

55、 too.Guided Practice Recite a familiar nursery rhyme, such as “Little Miss Muffet.” Then question children about it. Who is the character in this rhyme? What does this character do? How does this character feel? Allow plenty of time for children to respond.Practice Continue reciting nursery rhymes,

56、such as “Jack and Jill” and “Little Bo Peep.” Ask questions about who the characters are, and what they do, feel, and say. Have children share nursery rhymes that they know and then name the characters.AuditoryConstructive FeedbackIf children do not recognize that Allie is a character in the story,

57、review the concept of “character.” The people and animals in a story are called characters. What do we call the people inastory? (characters) Is Allie aperson in thisstory? (yes) Is Allie a character in this story? (yes)What a CharacterMaterials: picture book with detailed illustrations of the main

58、characters; familiar picture booksExplain Im going to read a story. Listen carefully and look at the pictures to find out about the characters.Guided Practice/Practice Read the first picture book aloud, stopping to allow children timeto examine the pictures of the characters. Ask children to name and describe the characters. Give children familiar picture books. Have them choose a character pictured