Feb. 18, 2008 - wk 19 (O-5 & S-3)
2/11-15/08
We did not read from our read aloud this week.
Wednesday, Part 1
We started with a reading in McCall-Crabbs today.
Wednesday, Part 2
DICTATION I dictated O-5 to the children who then took a POST-TEST.
Wednesday, Part 3
REINFORCEMENT Error words were added to their word banks.
Thursday, Part 1
We started with a reading in McCall-Crabbs today.
For REVIEW, we read through our phonogram cards and the children took a REVIEW Quiz on yesterday’s new words plus a few from the review stack. We were able to “retire” some of our review words.
Thursday, Part 2
DICTATION I dictated S-3 to the children who then took a POST-TEST.
Tuesday, Part 3
REINFORCEMENT Error words were added to the word banks.
Friday, Part 1
WARM-UP JD led the phonogram review today. He held the stack of cards where we could all see them (yes, I was a student today). Shifting each card, one by one, from the back of the stack to the front, he was able to tell what phonogram we should say when we saw the card. What a great review for me, one of the fellow students on this activity.
Friday, Part 2
We added appropriate words from O-5 and S-3 to the following REFERENCE Pages: ER, SH/TI, IE/EI & Numbers.
Friday, Part 3
Next, I dicated the words from O-5 to the students, who wrote the words down the left side of a page in their spiral notebooks. (We took a quiz score on this dictation.) The children then drew two vertical lines down their pages, creating three columns. At the top of the middle column they wrote “yes” and at the top of the right column they wrote “no,” just like the E’s Dropping page in their learning logs. Together decided whether the E’s Dropping rule applied to our words or not in order to add the -ing suffix. If the rule applied, we wrote the derivative in the “yes” column whereas if the rule either did not apply or the E would not be dropped, we wrote the derivative in the “no” column. This activity came from WG pg 126.
This was a fantastic exercise as some of the words were tricky (i.e. tie-tying and picnic-picnicking).
Friday, Part 4
The students wrote sentences for all 40 of their spelling words, trying to add a variety of sentence openers for each one, per our recent writing class lessons.
Comments
Feb. 19, 2008 - Untitled Comment
Posted by Anonymous
Thanks, Liz, for posting so many details about what you do...and don't get to! It is helpful to me to see how you incorporate the reinforcements into your week and that we aren't the only ones to have a hard time getting it all done when other responsibilities call! I appreciate such a detailed record of SWR in your home.
