Teacher: Marta Fischer

Subject Area: Reading Bell

Grade Level: 9-12

Unit Title: Consonants, Vowels, Syllables, Grid Endings, Sentence Structure Lesson Title: Review Objectives (standards addressed): Foundational necessity of consonant and vowel sounds to decode words; foundation necessity of being able to identify number of syllables in a word and correctly decode the word; foundational necessity of grid endings to decode multisyllable words, foundational necessity of sentence structure to reading, writing, and communication. Consonant Label pictures, and felt letters, Vowel Label pictures and felt letters, Ending Grid cards with Ending Grid Rules and Ending Grid Endings, Build a Sentence, sentence cards, Felt board/blackboard/individual dry erase boards, and cleared tables, pencils and paper, stress balls. Give students sentences to read with vowels, consonants, syllables or words missing. Ask them if anything is missing and how they/we can fix them. Why is it important to have all the parts in place for reading and writing? Is English like a puzzle? Hook: Balls on table Tell Me! Play Catch the Ball 1) Q: Why does the English language have vowel sounds? A: Because vowels hold our words together and give our words sounds.(This question can be expanded to include the number of vowel sounds in the English language, (15) the number of vowels letters in the English, (6), name the vowel letters, (a, e, i, o, u, y), why do we include the letter "y", (because "y" only borrows vowel sounds), when do we use vowels?, (every word or syllable has a vowel). 2) Q: Why do we need to know proper/correct/right placement of mouth, lips, teeth, tongue, and jaw for correct sounds for consonants and vowels. A: So we can feel the sound and label it. 3) Q: How do we count the number of syllables in a word and/or chunk the word into syllables. A: We listen to the beat of the word and count the beats, and/or mark the vowels, check for vowels working together, break off beginnings/prefixes, and endings/suffixes, start at the back let each vowel grab the consonant to the left of it. 4) Q: Every sentence has a _______ and a _________. A: Every sentence has a noun and a verb. Teacher and students will build the vowel circle on the felt wall using labels and felts only. Teacher and students will count syllables in words and chunk multisyllable words previously written on the board. Some classes may have races correctly chunking syllables. Teacher and students will build the ending grid and read it. Some classes may have races doing this.

Objectives

Materials & Resources

Anticipatory Set

Objective

Input (What students already know.)

Model (How will you demonstrate skills?)

Teacher will model counting syllables and chunking multisyllable words. 1. How many beats in Friday? Beat-beat 2. How many beats in Saturday? Beat-beat-beat 3. Chunk Friday. 1st mark the vowels. 2nd break off beginnings/prefixes and endings/suffixes. 3rd let the vowels grab the consonant to the left. 4th begin at the back. ay grabs d=day. i grabs Fr= Fri, Friday. 4. Every sentence has a noun and a verb. A noun is a person, place or thing, a verb is doing or being. Every sentence has a person, place or thing doing or being. 1. Have students say a word and beat out the syllables.

Check for Understanding 2. Chunk other words with students help. 3. Have students name a noun and pair it with a verb from another student. Guided Practice Have students construct sentences using sentence word cards.

Ask students to tell one thing on the way out the door. 1. How many syllables in a word? Closure 2. Name the two types of letters in the English language. 3. Why do we have vowels. 4. What is a noun? 5. Etc. Students will match consonant label pictures and letters. Students will build the vowel circle. Students will build the ending grid. Students will number the syllables in a word, and will correctly "chunk" the word into syllables. Students will build sentences using word cards and will write sentences using paper and pencil. Students may peer evaluate or may be teacher evaluated. This activity might be done in groups in some classes.

Independent Practice in the classroom