MBR BEGINNING READING PROGRAM
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UNIT I - LESSON 31
- Introduce the word "on"
- Play the game Word Hunt to help reinforce the difference between "on" and "in"
- Read sentences with the word "on"
- Pocket chart
- Hand puppet
- Word ring with the words from the previous lessons that need review.
- Six word cards with the word "on" in lower case letters
- Six word cards with the word "in" in lower case letters
- Sentence Strips
- Put the duck and the kite on the table. .
- The quarter is on the kite.
- The girl put the yellow pencil on the valentine.
- The jar is not on the table.
- Pictures on 5"x8" index cards
- yellow duck
- yellow pencil
- red flower
- Worksheets 1-31A, 1-31B, 1-31C
- Letter Names
- Ask for a volunteer to come and touch the letters or point to them with a pointer as the alphabet song is sung up to the letter "Zz". You may also want to have the puppet point along with the volunteer.
- Write the letter "Yy" on the board. Be sure to point out the capital and lower case versions of the letter. Have the students say the name of the letter and look for it in their names and in words around the room.
- Phonemic Awareness
- Have the students help the puppet look around the room and say the names of objects sound by sound.
- Review The Words On The Word Ring
- Have all the students read the words together.
- If your group is small enough, have each student read the words. Otherwise choose students you feel need the most help.
- Introduce The Word "on"
- Introduce the word "on" by holding up a word card for "on" and telling the students that this is the word for "on". Then use the word "on" in sentences to illustrate its meaning. For example, hold up a word card for "on" as you point to a book on a table and say "The book is on the table". Be sure second language learners know the meaning of the word.
- Place the word card for "on" in the pocket chart and demonstrate its sign. Make sure all the students can correctly sign "on".
- Call on individual students to say sentences with the word "on" while you hold up the word card. Have the class repeat each sentence. Make sure the students emphasize and sign the word "on" each time they say it.
- Point Out The Differences Between "on" and "in"
- Since "on" and "in" look so much alike you will need to make a point of the fact that they are different. One good thing to do is place copies of each of the words "on" and "in" in the pocket chart and point out how the first letters are different. Have the students say the word "on" and then the word "in" with an emphasis on their beginning sounds.
- Game Activity - Word Hunt
- Randomly put word cards of "on" and "in" on the floor or in the pocket chart.
- Ask a student to take three words that say "on". Then ask another student to take the rest of the words that say "on".
- Now put all the word cards back on the floor - or in the pocket chart - and repeat for the word "in". Make sure the class says and signs each word that is taken.
- If your group is small enough, have each student take a turn. Otherwise choose students you feel need the most help.
- Read Sentences With The Word "on"
- Place the sentences from the materials list above in the pocket chart. And place the objects and pictures on the floor or on a nearby table.
- Have all the students read the sentences together.
- Choose individual students to help the puppet find and read the new word for the day in the sentences.
- Then choose individual students to read the sentences and find and pick up the corresponding objects and pictures.
- Seat Work
- Have each student do Worksheets 1-31A and 1-31B.
- Review Sessions
- After the lesson is over, pin up copies of the day's words and phrases around the room where the students can see them.
- Have the students say and sign the words at least twice during the day.
- Give each student Worksheet 1-31C to do at home.
- Tell the students to show their families how to read and sign the words.