MBR BEGINNING READING PROGRAM
UNIT III - LESSON 9

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OBJECTIVES:

  1. Add "can" to the "an" family words
  2. Read and write the words in the "an" family
  3. Read sentences with "an" family words
  4. Help students discriminate between the look alike words "can" and "cat"

MATERIALS:
  1. Pocket chart
  2. Finger alphabet poster
  3. Family word ring with all family words introduced so far
  4. A bottle that spins easily for the Spin The Bottle game
  5. Four word cards of the word "can" and four word cards of the word "cat" for the Spin The Bottle game
  6. One word card each of the "an" family words: "fan", "ran", "pan" and "can"
  7. Sentence strips

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

PROCEDURE:
  1. Review Letter Sounds
    1. Review the chants of letters that need review.

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

  3. Review The Spelling Of The "an" Family Words
    1. Sketch a simple line drawing of a house on the blackboard. Print "an" on the roof. Explain to the students that we are going to be writing the "an" family words again.
    2. Call on a student to finger spell the word "fan" by sound and then write "fan" in the house drawn on the blackboard. Do the same for the words "ran" and "pan".

  4. Introduce The Word "can"
    1. Call on individual students to make up sentences with the word "can" 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 "can" by sound and then add it to the "an" family house.
    3. Have the students read all four words "fan", "ran", "pan" and "can" at least a couple of times.

  5. Point Out That The Words "cat" and "can" Are Look-Alike Words
    1. Put the words "cat" and "can" in the pocket chart.
    2. Explain to your students that some words like "cat" and "can" look alike.
    3. Point to the word "cat" and have the students read the word with emphasis on the ending sound. Then do the same with the word "can".
    4. Then ask the students how we can tell from the last letters that "can" is the word "can" and "cat" is the word "cat".

  6. Game - Spin The Bottle
    1. Place four copies of each of the words "can" and "cat" in a circle on the floor. Place the bottle in the center. Make sure the words are intermingled with one another.
    2. Have each student spin the bottle and then finger spell the word the bottle points to when it stops spinning.
    3. Then have the whole class finger spell and read the word.

  7. Read Sentences With "an" Family Words
    1. Place the words "fan", "ran", "pan" and "can" in the pocket chart above the sentences.
    2. Point to the word "can" 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 3-9A. Have all the students finger spell the word "fan" by sound. Then tell them to write the word "fan" in the house on their worksheet. Continue with the rest of the "an" family words.
    2. Have the students do Worksheet 3-9B.

FOLLOW-UP:

  1. Review Sessions
    1. Pin up copies of the "an" family words and sentences around the room where the students can see them.
    2. Have the students read and finger spell the "an" family words at least twice during the day.

  2. Homework
    1. Give each student a copy of Worksheet 3-9C to do at home.
    2. Tell the students to show their families how to finger spell and sound out the words in the "an" family.