MBR BEGINNING READING PROGRAM
UNIT III - LESSON 2

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OBJECTIVES:

  1. Introduce the idea of word families and the blending of sounds
  2. Introduce the "at" family words "sat" and "mat"
  3. Read and write words in the "at" family
  4. Read sentences with "at" family words

MATERIALS:
  1. Pocket chart
  2. Finger alphabet poster
  3. One word card of each of the "at" family words: "at", "sat", "mat"
  4. Sentence strips

  5. Worksheets 3-2A, 3-2B

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

  2. Introduce The Words "sat" and "mat"
    1. Introduce the word "sat" by holding up a word card for "sat" and telling the students that this is the word for "sat". Then use the word "sat" in sentences to illustrate its meaning. For example, hold up a word card for "sat" as you gesture towards the students and say "We all sat down for our reading lesson". Be sure second language learners know the meaning of the word. Then repeat with the word "mat".
    2. Call on individual students to say sentences with the word "sat" while you hold up the word card. Have the class repeat each sentence. Then repeat this for the word "mat".

  3. Introduce The Concept Of Word Families
    1. Explain to your students that our words "sat" and "mat" look and sound so much alike that we call them "at" family words.
    2. Sketch a simple line drawing of a house on the blackboard. Then print "at" on the roof and explain that the "at" family lives here. All the words in this family have the same ending sound.
    3. Print "at" two times inside the line drawing of your house as you explain that each member of the "at" family ends with "at". Have the students finger spell the word "at" a few times. Make sure, that as the students finger spell each letter, they say the sounds /a/ /t/ - not the letter names.
    4. Print a letter "s" in front of the first "at" and demonstrate how we now have the word "sat" by blending the two sounds /s/ /at/. Show the students how to finger spell the word "sat" by sound. Then have the students finger spell "sat" with you several times. Repeat this procedure for the word "mat". Your house should end up looking like the following:

    5. Have the students read the words a few times.

  4. Write "at" Family Words
    1. Erase the words inside the "at" family house.
    2. Call on a student to finger spell the word "sat" by sound. Some students may at first need a lot of help in finger spelling words but will soon get the hang of it.
    3. Next have the student write "sat" in the house drawn on the blackboard. Point to the "at" on the roof if the student needs help.
    4. Call on another student to finger spell and write "mat".
    5. Have the students read the two words "sat" and "mat" one more time.

  5. Read Sentences With "at" Family Words
    1. Place the words "at", "sat" and "mat" in the pocket chart above the sentences. Explain to the students that we are now going to read sentences with our new "at" family words.
    2. Point to the word "sat" in the first sentence and have the students read it. Then have the students read the complete sentence. Continue with the rest of the sentences in the pocket chart.
    3. Now have individual students read the "at" family words and then the entire sentences. If a student needs help remembering how to read an "at" family word, have her finger spell the letters by sound.

  6. Seat Work
    1. Hand out Worksheet 3-2A and demonstrate to the students how to do it.
    2. Have the students share their pictures when they're finished

FOLLOW-UP:

  1. Review Sessions
    1. Pin up copies of the "at" family words and sentences around the room where the students can see them. Have the students read and finger spell the "at" family words at least twice during the day.
    2. Make sure the students can read the "at" family words in this lesson before going on to the next lesson. It's very important not to rush these first lessons where the students are learning to blend sounds.

  2. Homework
    1. Give each student a copy of Worksheet 3-2B to do at home.
    2. Tell the students to show their families how to finger spell and sound out the words in the "at" family.