MBR BEGINNING READING PROGRAM
UNIT III - LESSON 5

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OBJECTIVES:

  1. Add "hat" to the "at" family
  2. Read and write words in the "at" family
  3. Read sentences with "at" family words
  4. Help students discriminate between the look alike words "hat" and "has"

MATERIALS:
  1. Pocket chart
  2. Finger alphabet poster
  3. Bag for Grab Bag game
  4. Family word ring with "at" family words "at", "sat", "mat", "fat", "cat"
  5. Ten word cards with the word "hat" in lower case letters
  6. Ten word cards with the word "has" in lower case letters
  7. One word card each of the "at" family words: "at", "sat", "mat", "fat", "cat", "hat"
  8. Sentence strips

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

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

  2. Review "at" Family Words
    1. Review the words on the "at" family word ring.

  3. Review The Spelling Of The "at" Family Words
    1. Sketch a simple line drawing of a house on the blackboard. Print "at" on the roof. Explain to the students that we are going to be writing the "at" family words again.
    2. Call on a student to finger spell the word "sat" by sound and then write "sat" in the house drawn on the blackboard. Point to the "at" on the roof if the student needs help.
    3. Call on other students to finger spell and write the "at" family words "mat" and "fat".
    4. Have the students read the four words "sat", "mat", "fat" and "cat" at least a couple of times.

  4. Introduce The Word "hat"
    1. Call on individual students to make up sentences with the word "hat" while you hold up the word card. Make sure second language learners know the meaning of the word.
    2. Then call on a student to finger spell the word "hat" by sound and then add it to the "at" family house.
    3. Have the students read all five words "sat", "mat", "fat", "cat" and "hat" at least a couple of times.


  5. Point Out That The Words "hat" and "has" Are Look-Alike Words
    1. Put the words "hat" and "has" in the pocket chart.
    2. Explain to your students that some words like "hat" and "has" look alike.
    3. Point to the word "hat" and have the students read the word with emphasis on the ending sound. Then do the same with the word "has".

  6. Game - Grab Bag Game
    1. Explain that we are now going to play a game. Place the ten word cards that say "hat" and ten word cards that say "has" in the bag. Make sure the students read the words as you place them in the bag so they know that half the words say "hat" and half say "has".
    2. Shake the bag and have the students take turns closing their eyes and reaching into the bag to pick a word to read. Then have the whole class read the word with emphasis on the ending sound.

  7. Read Sentences With "at" Family Words
    1. Place the words "cat", "car", "sat", "mat", "fat", "hat" and "has" in the pocket chart above the sentences.
    2. Point to the word "hat" 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 sentences.

  8. Seat Work
    1. Pass out Worksheet 3-5A. Have all the students finger spell the word "sat" by sound. Then tell them to write the word "sat" in the house on their worksheet. Continue with the words "mat", "fat", "cat" and "hat".
    2. Have the students do Worksheet 3-5B.

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.
    2. Have the students read and finger spell the "at" family words at least twice during the day.

  2. Homework
    1. Give each student a copy of Worksheet 3-5C 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.