Sep. 22, 2007 - wk 2
September 10-14, 2007
Monday, Part 1
Today we reviewed all of the multiletter phonograms with the full spelling dialogue. We also completed the Multiletter Phonogram page (S&S Step 10) in the back of the Learning Log [B3].
Monday, Part 2
McCall-Crabbs reading. I am using the Answer Key published by Back Home Industries to start ordering their lessons so that the possible correct is more gradually increasing, rather than having the skill levels of each reading being all over the place. I expect to see a more consistent scoring by the children once they get used to these tests. We are plotting their grade level scores on a plot graph. The children get to finish each reading with a red pencil if they are not done when the 3-minute timer goes off so that they get to finish the entire reading.
Our lesson took about 35 minutes today
Tuesday
We have completed everything in Steps 1-11 in the Scope & Sequence. However, before we can start in the WISE List, I need to look at the Preliminaries for Section N (our starting section) to see what else I need to teach before we can start the spelling list. According to the Preliminaries listed in WISE on page 100, we need to also teach the Silent Final E page. Therefore, we completed the Silent Final E page (S&S Step 17).
Today's lesson took approximately 60 minutes.
Wednesday, Part 1
Although we have theoretically completed everything we need to in order to start our spelling section, I am choosing to work on a few more things first so that I can begin my spelling list on a Monday. Therefore, today we completed most of the A-E-I-O-U page (Step #19). In the amount we covered, we reviewed the rules which had been covered on the Consonant/Vowel and Silent Final E pages.
Wednesday, Part 2
McCall-Crabbs reading.
Today's lesson took approximately 45 minutes.
Thursday, Part 1
We finished the A-E-I-O-U page today. Had we started at the beginning of the S&S, this page would be the first context for teaching Rule 19. Also, because we are now at the "Advanced Level" and in the Black Learning Logs, I can also introduce the 4th reason why a vowel will switch to its second sound (see SWR page 117).
Thursday, Part 2
We reviewed all phonograms without the spelling dialogue, just saying the sounds for each phonogram. We timed ourselves with the goal to beat our time each day and move toward reading them within 90 seconds.
Thursday, Part 3
McCall-Crabbs reading.
Today's lesson took approximately 35 minutes.
Friday, Part 1
This is my last day to work on anything I can before starting the spelling list on Monday. We practiced reading the phonogram cards with sounds only, beating our time from yesterday. We recorded this on the white board on the "scoreboard" section where we're also keeping the "token reinforcement" totals.
Friday, Part 2
The children took a phonogram quiz on 10 phonograms. I chose ones I knew they would be successful with as well as ones that they need to practice. Because we were not starting a new spelling list, I did not have to go by the Preliminaries in WISE yet. In addition to the 10 phonograms, they also took a quiz on the 21 words listed at the top of WISE pg 85. Included in Lists M & N, review of A-L words is incorporated into the reinforcement activities in the WISE Guide. Since I'm starting at Section N, not M, I still want to get those review words covered which are included with the M Sections. My plan is to fit those words in when I can, so we worked on them today.
There were 5 words which were missed from this quiz by the children. Those words will now be incorporated into our warm-up quizzes and end-of-the-week test next week. I have an index card where I wrote these words and I've tucked it into my WISE Guide so I'll remember to dictate them for review.
The students each have a spiral bound notebook with regular notebook paper to use for quizzes, writing original sentences, and other WISE reinforcements. We had to review how to section off the page for the various activities, always date it, and then grade our work.
Friday, Part 3
We did one last fun activity that springboarded from an idea on the bottom of WISE page 101. In preparation for our work on prepositions next week, we practiced diagramming first prepositional phrases and then simple Subject/Verb sentences. This was a quick, but very fun activity. JJ took off with this and diagrammed a compound, complex sentence on his own in his spiral notebook.
Today's lesson took approximately 60 minutes.
Comments
Jan. 10, 2008 - What a great help this week's blog was!
Posted by jcw
I can see the big picture of starting with older students from reading your blog. It has been like a partner for me when having to figure reference pages to be completed and given me some confidence that we are doing okay fumbling along- we are at least close to what you are doing and even with our fumbling, success is showing! Oh, persistance, doing your homework, and not giving up is paying off! Now to move on with the Kindergarten twins who are starting with list A and only know the first 26 phonograms and some others. I'm still figuring on how to make it work for them since our girl Sarah will move faster then brother James due to writing ability but he has a great ear. This is by far the best phonics spelling reading program out there. THANKS!
