MBR BEGINNING READING PROGRAM
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UNIT I - LESSON 5
- Introduce the word "pencil"
- Introduce phrases with the word "pencil"
- Pocket chart
- A bottle that spins easily for the Spin The Bottle Game
- Alphabet strip or set of alphabet cards for displaying in front of the room where the students can easily see them. Be sure each letter is represented in both upper and lower case form.
- Name tags of student first names. Print each student's first name on a card with yarn tied through holes at each end so it can be worn as a name necklace.
- Word ring with the words from the previous lessons. Be sure to periodically change the order of the words on the word ring.
- Word cards from the previous lessons
- Six word cards with the word "pencil" in lower case letters
- Sentence Strips
- see a pencil
- see a house
- see a yellow pencil
- see a yellow car
- Pictures on 5"x8" index cards
- yellow house
- blue house
- red house
- various toy cars - one of which is yellow
- various pencils - one of which is yellow
- Worksheets 1-5A, 1-5B
- Letter Names
- Point to the alphabet strip and explain to your students that these are letters of the alphabet. They are very important because they're in the words we've been reading.
- Have each student look at their name necklace and see how their names are made up of letters from the alphabet.
- Explain that we can already read some words but learning the letters of the alphabet will help us learn more.
- Explain that one good way to remember the letters is to sing the alphabet song. Sing the alphabet song with the students slowly and distinctly as you touch each letter. If the students are not familiar with the song then tell them to listen carefully while you sing the song. Each time you sing three or four letters stop, and have the students repeat the letters with you. There are different versions of the alphabet song. Here is a good version for the children to sing: abcdefg - hijklmn - opq - rst - uvw - xyz. Now I know my abc's. Won't you come and sing with me.
- Note that although printing is not included in these activities, it should be part of your daily lessons. Make sure your students practice naming each letter they learn to print.
- Phonemic Awareness
- Help the students clap out the syllables of their names.
- 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 "pencil"
- Start by showing the students a pencil and asking them what it is. If there are second language learners, be sure "pencil" is identified in both English and the primary language but put the emphasis on the English.
- Demonstrate to the students the sign for "pencil". Explain the fact that the sign for "pencil" illustrates writing with a pencil. Make sure all the students can correctly sign the word "pencil" as they say it.
- Now show the students the word "pencil" and explain that "this is the word for pencil". Have the students say and sign the word "pencil" again as you hold a word card next to the pencil. Then put a word card for "pencil" in the pocket chart below the picture of a pencil.
- Call on individual students to say sentences with the word "pencil" while you hold up the word card. Have the class repeat each sentence. Make sure the students emphasize and sign the word "pencil" each time they say it.
- Do the matching activity described in Lesson 1 with six copies of the word "pencil" and six copies of each of two review words.
- Game - Spin The Bottle
- Place one copy of each of the words from the previous lessons and several copies of the words from this lesson in a circle on the floor. Place a soda or other type of bottle in the center.
- Have each student spin the bottle and read and sign the word the bottle points to when it stops.
- Then have the whole class read and sign the word.
- Read Phrases With The Word "pencil"
- Place the phrases 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 phrases together.
- Then choose individual students to read the phrases and find and pick up the corresponding objects and pictures.
- Seat Work
- Have each student do Worksheets 1-5A and 1-5B.
- 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 duplicates of Worksheets 1-5A and 1-5B to do at home.
- Tell the students to show their families how to read and sign the words.