MBR BEGINNING READING PROGRAM
UNIT III - LESSON 1

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OBJECTIVES:

  1. Introduce the fact that printed words are made up of letter sounds
  2. Introduce how to finger spell and blend the sounds in the word "at"
  3. Use the word "at" in sentences

MATERIALS:
  1. Pocket chart
  2. Finger alphabet poster
  3. One word card with the word "at" printed in lower case letters
  4. Sentence strips

  5. Worksheets 3-1A, 3-1B, 3-1C

FINGER SPELLING FOR THE WORD "at":

        
PROCEDURE:
  1. Review Letter Sounds
    1. Review the chants of recently introduced letters.

  2. Introduce The Word "at"
    1. Introduce the word "at" by holding up a word card for "at" and telling the students that this is the word for "at". Then use the word "at" in sentences to illustrate its meaning. For example, hold up a word card for "at" as you gesture towards the students and say "We are at school". Be sure second language learners know the meaning of the word.
    2. Call on individual students to say sentences with the word "at" while you hold up the word card. Have the class repeat each sentence.
    3. Explain to the students that today instead of learning how to read "at" by simply signing and looking at it we are going to learn how to read the word "at" by looking at its letters.
    4. Explain that if we start learning how to read words by looking at letters we can become good readers because letters can help us figure out new words we've never seen before.

  3. Finger Spell And Blend The Sounds In The Word "at"
    1. Place the word "at" in the pocket chart. Explain to the students that the word "at" is made up of two letter sounds.
    2. Place your hand directly below the letters "a" and "t" as you model for the students the finger spelling of each letter sound and the blending of the sounds /a/ and /t/ into the word "at".
    3. Have the students finger spell and blend the letter sounds with you several times.
    4. Call on individual students to finger spell the word. Make sure that as the students finger spell each letter they say the sounds /a/ /t/ - not the letter names.
    5. Call on individual students to write the word "at" on the blackboard as the class finger spells and says the letter sounds /a/ /t/.

  4. Read Sentences With The Word "at"
    1. Place all the sentence strips from the materials list above in the pocket chart. Then have the students read them together and individually. Emphasize the sounds that make up the word "at" each time it's read in a sentence.

  5. Seat Work
    1. Have each student do Worksheets 3-1A and 3-1B

FOLLOW-UP:

  1. Review Sessions
    1. Pin copies of the word "at" and the sentences around the room where the students can see them.
    2. Review the sounding out of the word "at" at least twice during the day.

  2. Homework
    1. Give each student a copy of Worksheet 3-1C to do at home.
    2. Tell them to show their families how to finger spell and sound out the word "at".