49 3. Guided Practice
D ECODING /F LUENCY
Fluency Exercise: Short o (-ox, -op, -ot, -ob)
Teach the song “Rice Porridge Hot” (an adaptation of “Peas Porridge Hot”.) See
lyrics of the song in the Teaching Chart. Guide them in reading the text and in pronouncing the word porridge and reading aloud the lyrics of the song. Explain what it means. Have the chart on the wall for easy reference every time the class sings it.
Lesson 2: Day 3
§ Decoding/Fluency: More short o words plus
DECODING/FLUENCY
Review: Give more practice on reading decodable stories containing -ob, –ox, -op and –ot CVC words combined with sight words and learned vocabulary words from the literature lessons. Refer the pupils to LM – Activity 18 (Read and Learn), pages 24-25.
Skill Lesson: Short o (-od, -og, -om, -on) 1. Presentation/Introduction
Present pictures of the new words being studied. You can also use realia and action to unlock their meanings. Be sure to consult a dictionary for the meaning and
pronunciation of the words.
Rice Porridge Hot Rice porridge hot
Rice porridge cold Rice porridge in the pot
Nine days old. Picture of a pot of rice porridge and a bowl of porridge beside it.
Some like it hot Some like it cold Some like it in the pot Nine days old.
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See Teaching Chart for the list of the words in each of the word families. Do the same with the sight words. Explain that won‟t is a short version of will not.
3. Guided Practice
Use various strategies for word recognition and fluency for the words taught. These can include substitution drills and word wheels Phrase Hunt:
Hide rolled paper with phrases written on them beforehand. Tell your pupils to find as many as they can in 2 minutes. Ask them to unroll each paper and properly read the phrase on it. They will be given 1 point for every correctly read phrase.
For additional Guided Practice, refer the pupils to LM Activity 19 A & B pages 26-27.
4. Independent Practice
Divide the class into dyads or triads and have each group work on LM – Activity 20, pages
28-30. Review what a bog is before they do the activity. The completed rhyme should look like this:
Example of
Along comes Tom With his pretty mom.
They sit on the log in the bog,
There is nothing there.
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Have the class read their completed rhyme. Later, transfer the rhyme to a teaching chart so the class can practice reading it in subsequent days.
Lesson 2: Day 4
§ Study Strategy: Visualizing/Organizing
§ Decoding/Fluency STUDY STRATEGIES
Skill Lesson: Graphic Organizers 1. Presentation/Introduction
Show a list of words about the mice‟s actions, traits, and feelings.
Say: Do you remember the story about the three mice who wanted to bell the cat?
Here are some words that tell about the mice. Read the words. Ask the pupils to add more words to the list.
2. Modeling/Teaching
Post a circle with the picture of the three mice on it.
Say: We will arrange the words that tell about the mice around this picture.
Look at the words again. Which words go together? (e.g., hid, ran, planned, shouted) What do these words tell about the mice? (what they did) Yes, these words are actions the mice did. I will draw a circle and write the word “Actions” on it. Place the circle next to the middle circle and draw a line connecting the two circles.
Do the same for words that show how the mice felt (Feelings) and words that show what kind of mice they are (Traits). Explain further what Traits are. Give examples.
Draw lines to connect the circles to the center circle, so it looks like this:
Say: This is a web of words. It is about the three mice. They are shown in the center circle. What are the three other circles about?
Word List
hid ran shouted
planned afraid sad smart small not brave
Feelings Pix of 3 mice
Actions
Traits
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Now, let us write the words that show the actions of the mice. Where should we write them? (around the circle Actions) Call on pupils to write the words around the circle.
What words do we write around the circle Feelings?around the circle Traits? Call on pupils to write the words. The finished semantic map will then look like this:
Say: Now let us study our semantic web about the three mice. What are the three groups of words that we arranged? What words tell about the Actions of the mice?
What words tell about the Feelings of the mice? What words tell about the Traits of the mice? Draw a line to
link each example with its topic.
Webbing is a way of organizing or arranging ideas. What steps do we follow in making a semantic web? Use the Teaching Chart to help the children make the generalization.
3. Guided Practice
Present another semantic web with a picture of a cat in the middle circle. Say: What is this web about? What words come to your mind when you see the word “Cat”?
List the answers of the pupils on the board.
When enough words have been listed, have the class read them and try to pu them into groups.
Now let us make names for the words that belong together. Sample categories that may be formed are:
What cats eat How a cat looks Where cats live Kinds of cats
Divide the class into small groups and give each group a sheet of Manila paper on which they will make their semantic web. Guide them in making the center circle first. Then have them make the circles for strands/categories next. Then leave them to write the words in their places in the web.
Groups share their semantic webs to the whole class.
4. Independent Practice
Teaching Chart: Semantic Webs How to make a semantic web:
First, study the whole web. Look at the middle circle. It will tell you what the web is all about.
Next, look at the other circles around the center circle. They tell about the other topics that are parts of the whole web.
Then study the words that you will arrange around the circles that give you the topics. Decide where you need to place the examples of each topic.
Finally draw a line to connect each example with its topic.
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Review the steps in making a semantic web. Then refer the pupils to LM – Activity 21, page 31.