Cabot Public School - tilleselementary /...

Cabot Spelling/Word Study

Curriculum

Letter NameFeature A

With added Word Family Lessons

Cabot Public Schools602 North Lincoln StreetCabot, Arkansas 72023

(501) 843-3363

Teacher’s Guide

Letter Name: Feature ACabot Public Schools

ACKNOWLEDGEMENTS

Cabot School District acknowledges and appreciates the work of the teachers who contributed to the development of these lessons. A special thank you to Jill Fletcher, First Grade teacher at Southside for the use of her letter name notebooks from which we took the sorts. A thank you goes to Sandy Pitts, Literacy Specialist at White Hall School District for her many hours of editing and helping with the organization of the resource materials.

We acknowledge the work of…- Kathy Ganske, Word Journeys and Word Sorts and More- Bear, Invernizzi, Templeton, and Johnston, Words Their Way - Johnston, Bear, Invernizzi, Word Sorts for letter Name-Alphabetic Spellers

Information provided in these publications supports and enriches the content of these lessons.

All rights reserved. Cabot Public Schools grants teachers permission to photocopy the contents of this notebook for classroom use only. No other parts of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission of Cabot Public Schools. For more information contact [email protected].

For additional information on spelling/word study visit our website @ http://cabot.wmsc.k12.ar.us. Click Curriculum, Language arts, K-4 ELA, K-4 Literacy, K-1 Literacy Instruction, Phonics and Spelling Instruction and 2-4 Literacy Instruction, Spelling and Word Study Instruction.

Copyright Cabot Public Schools 2007-2008 2

http://cabot.wmsc.k12.ar.us/

mailto:[email protected]

Teacher’s Guide


Table of Contents page

I. Teaching Scope and Sequence and Unit Progression 4-5

II. Materials and Resourcesa. Teacher 6-7b. Student 8

III. Routines 9

IV. Enhancement/ Intervention 10

V. Home Connections 11

VI. Letter Formation Uppercase 12

VII. Letter Formation Lowercase 13

VIII. Articulations 14

IX. Black Line Masters

a. Letter Fluency Workmat 15b. Sorting Workmat 16


Teacher’s Guide


Letter Name – Feature A/with Word Family LessonsUnit Progression

**These lessons were developed for the end of the year Kindergarten and a quick review for the beginning of First Grade. It is suggested that Kindergarten teachers do all ten week lessons. On Day 1 of each unit, the Letter Review, Beginning Letter Sound is optional. Listening for four beginning letter sounds is much harder for students and this sort will help to firm up their letter knowledge. It is suggested that at the beginning of First Grade, teachers will do lessons 1,3,5,7,and 9 as a quick review while routines are being put into place for the word study block.A spelling check for Initial Consonants can be found on p. 11, Word Sorts for Letter Name-Alphabetic Spellers. This assessment can be used to determine instruction.IMPORTANT: With the notebook serving duel grade levels, it is important to notice the footer on the poems. Each poem is designated for a specific grade. Please do not use a first grade poem if you are a Kindergarten teacher. We want the poems to be new to the students when being used for feature discovery.

WeeklyUnit

Letter ReviewBeginning Letter Sound

Word FamilyEnding Letter Sound

1 B, M, S, R _at,_an

2 _ad,_ag

3 T, N, P, G _it, _in

4 _ip, _ig

5 D, H, L, C _og, _ot

6 _ob,_op

7 F, W, J, K _ed,_en

8 _ed, et

9 Y, V, Z, Q _ub, un

10 _ug, ut


Teacher’s Guide


Unit Progression in a Daily Schedule

Day One- Phonemic Awareness: ABC chart target letters- Beginning Letter Sort w/four categories (only as needed in Kindergarten)- Literature connection with poem for word family listening for medial vowel- Blending Decodable Words- Letter Fluency- Letter Manipulation – Spelling a Word

Day Two

- Phonemic Awareness: ABC chart target letters- Literature connection with poem listening for target rime- Developing an anchor chart of target word family- Letter Fluency- Letter Manipulation – Spelling a word- Spelling a Sight Word- Connected Text – Decodable sentence on sentence strip

Day Three

- Phonemic Awareness: ABC chart target letters- Literature connection with poem listening for second target rime- Developing an anchor chart of target word family- Blending Decodable Words- Letter Fluency- Letter Manipulation – Spelling a word- Spelling a Sight Word

Day Four- Phonemic Awareness: ABC chart target letters- Rime Sort: Target word families- Letter Fluency- Letter Manipulation – Spelling a word- Spelling a Sight Word- Connected Text – Decodable sentence on sentence strip

Day Five- Phonemic Awareness: ABC chart target letters- Literature Connection listening for target rime- Blending Decodable Words- Letter Fluency- Letter Manipulation – Spelling a word- Connected Text – Decodable sentence on sentence strip- Switch Out Letters for next week


Teacher’s Guide


TEACHER MATERIALS

Below is a list of materials that teachers will need to implement the lessons.

Materials Needed: Letter Name Unit Lesson Plan Materials from the Letter Name Notebook copied and prepared Magnetic letter sets for each student and teacher

a. uppercaseb. lowercase

Overhead projector or flex cam Pocket Chart (2) ABC Chart Dry Erase board Sentence Strips Storage case/binders

a. Magnetic letter b. Notebook materialsc. Picture sorts

Thoughts for materials… Each building is provided with a Teacher Binder which includes:

o Lesson planso Teacher and student sortso Letter formation cardso Copies of poems

Magnetic letters are an integral part of every unit of study. Each student and teacher will need one each of uppercase and lowercase letters. These letters need to be block style.

Modeling is an essential component of an explicit lesson. It is important for the teacher to have some type of projector to model procedures. This may be an overhead projector or a flex cam.

Two pocket charts are recommended. One will be used by the teacher for modeling and the other will be used in a literacy corner for independent practice.

Poems have been added for teacher convenience; however, teachers may use other poems at their discretion that match the target that is being taught. Blackline masters are available in the teacher binder to use for literacy corners and/or individual student copies.

An ABC chart is essential. It is recommended teachers use the chart provided in ELLA professional development.

Dry Erase boards will serve a dual purpose. Students will use the back of the board as a fluency mat and then will use the front to practice high frequency words. The teacher will need one to model the procedures.


Teacher’s Guide


Sentence Strips will be used often for decodable text. Teachers will need to organize letters for storage. Below are examples of how

this has worked for some teachers. Storage containers can be found at local retail stores.

o Tackle Boxes- Use a tackle box that has 24 storage slots. Only a few letters will fit in each slot, therefore, you will need about five to six tackle boxes to store all letters. Teachers have used a tackle box two different ways….5 different boxes with a few letters in every slot (a-z) or 5 different boxes with one box having all the a’s, b’s, c’s, etc. in a box. Choice depends on how the teacher chooses to pass out letters.

o Hanging Shoe Pouches- Get two over the door shoe pouches with 12 slots. This will hold all the letters in each slot (all a’s in one pouch).

o Tool Box Drawer Organizer- This is a tall organizer that has several long skinny drawers. Each drawer will hold a set (of a’s) and the teacher can pull out the drawer and pass out letters.

Teachers will need to organize the lesson plans for future use. Below are examples of how lessons can be organized.

o A three ring binder can be used to store units. The picture sort can be stored in the side pockets.

o A unit can be placed in a paper folder. These folders can be put into a file folder box for storage. It is recommended that the file folders be the same color for teacher organization.

o Teachers may choose to put the lesson units in a file folder; however, this will not allow the teacher to flip through the pages with ease.

Organizing the picture sorts is very important. Below are some ideas for storing picture sorts.

o Picture sorts should be copied on card stock. Copy anchor pictures on different color from other pictures.

o Write the unit number and day on the back of the lesson (Unit 1, Day 3). This will help the teacher when pictures are used in a corner for the teacher to reorganize for future use.

o Keep each picture sort in a different baggie or folder and label the folder or baggie as well.

o Baggies or folders can be stored in the file folders for each unit. o If file folders are not used, the pictures can be stored in a file box or file

cabinet.


Teacher’s Guide


STUDENT MATERIALS

Materials Needed Magnetic letters uppercase and lowercase (each child will need one of each

letter of the alphabet) Magnetic letter storage pouch Student picture sort storage pouch Scissors Dry erase board Dry erase marker Dry erase eraser Workmat for student sort or white board lined on the back Chair pouch (optional)

Thoughts for materials: Refer to the teacher material suggestions for magnetic letter storage.

Read student routines for passing out letters for each week. Each student will need a pouch to store their letters for the week. Some

suggested ideas are:o Sandwich zip lock bagso Small pencil pouches (Dollar Store)o Small bank coin pouches (if available through a local bank)

Each student will have an independent picture sort. They will need something to store the sort in throughout the unit. A zip lock bag or small manila envelope will work.

Students will use scissors to cut their independent sort. They will need access to the scissors throughout each unit.

Dry erase boards will serve a dual purpose. Students will use the back of the board as a fluency workmat. Black lines are drawn on the back with a permanent marker for students to pull down and push up letters during fluency practice. See materials in notebook for template. The front will be used to practice high frequency words.

Should dry erase boards not be available, a blackline master for a fluency workmat is provided in the teacher notebook.

Chair pouches for each student are convenient for storage of phonics materials but not required. They can be made or ordered.


Teacher’s Guide


ROUTINESRoutines are essential for explicit instruction. It is important to develop these routines early to avoid problems throughout the year. Below are some suggestions for establishing routines.

Passing out and turning in letters:o You will need to create a way of passing out and exchanging letters each

week. Some teachers have found this way to be successful.- Teacher has letters that need to be taken up and passed out written

on the board. Have one student from each table be the ‘team captain’ and call out each letter to be taken up. The captain quickly put them in the box. Then the team captain passes out the letters that need to be passed out and added to the pouch. (Letters will need to be organized in four to five tackle boxes so each table will have access to letters.)

Picture/Word Sorts:o Each sort has a teacher and a student sort. Below are ideas and

recommendations for preparing and organizing.

o Teacher Picture Sort:- The picture sorts should be copied on card stock and color coded

for easy understanding for the teacher as well as the students. The color coding will be as follows:

o Anchor Pictures – greeno Pictures and Word Cards – yellowo Letter Cards – blue

- Teachers have found it helpful to label the back of each picture in the sort for storing and retrieving the materials after use.

- Typically the teacher sort will be placed in a literacy corner after using with the whole group lesson.

- It is very important when doing the picture sorts to use the explicit language included in the lessons. Do not over look this part of the lesson!

o Student Picture Sort:- Before having students do the individual picture sort, show them

the sorting workmat (master available in phonics packet). Teacher models how to do the independent sort using the workmat before asking students to do it. For example, explain to students that the anchor picture has an *asterisk and should be placed on the top of the workmat, pictures should be lined under each other, etc.

- Be very explicit in how they are expected to cut the pictures out. For example: cut on the line, cut one picture out and put it in the baggie IMMEDIATELY, etc.

- Provide a baggie for each child to store the sort. Baggies may need to be labeled with the child’s name or class number.


Teacher’s Guide


ENHANCEMENT/INTERVENTIONS

Not all students will be at the same level of need. Therefore, enhancement and interventions are important! Enhancement or interventions can be done in small assisted learning groups or in literacy corners. Below are some ideas that can assist instruction. All materials used in the whole group lesson should and are encouraged to be used during the enhancement and/or interventions.

INTERVENTIONS

For students that are still needing letter recognition…

Students pull out target letters from a group of magnetic letters. Students sort target letters that are written in different font. Examples of

different font are in Letter and Picture Sorts for Emergent Spellers by Bear, Invernizzi and Johnston.

Put magnetic letters in ABC corner. Students find target letters. Students can sort objects instead of pictures by beginning letter sound. Students can fish with a magnetic fishing pole for matching letters, sight words,

etc. for additional practice. Additional lessons for students during small assisted learning working on letter

recognition, letter formation, sorting individual sorts, reading letters books, etc. These students need additional practice on new learning.

Place letter books in familiar reading baskets. (See Letter Knowledge Notebook) Invite children to search for the target letter in the environmental print around the

room. Find target letter in 100’s chart using a few letters.

ENHANCEMENT

For students that need enhancement of word family lessons….

Place poem in rhythm and rhyme corner for students to read. Add blends at the beginning of decodable word family words. Sort for more than two word families at a time. Put sorts in corner for independent practice. Send parent letter home for word family practice. Word Hunts in connected text, searching for target feature. Write own poem using word family words. Decodable books for each word family are available on readingatoz.com. It is

well worth the annual fee for the use of this website.


Teacher’s Guide


HOME CONNECTIONS

It is important to involve parents in their child’s learning. Teachers should educate parents on how to help their child at home. Keep it simple and easy for the parents, but be very explicit in what you want them to do!

In the letter name lessons there are two kinds of sorts…beginning letter sort as needed for kindergarten/for review for first grade and a word family sort. Below are some suggestions for either of these sorts.

First Grade Teachers have a parent letter for the five weeks of review. This can be sent home for student practice. See materials in notebook.

Send a copy of sorts home. Again, explain to the parents how to use the sorts and how to focus on the target for the sort.

Send the poem home for students to circle the target for the sort. Blackline of poems are in notebook.

Use marker or highlighter to identify the target (beginning letter or word family) in junk mail, newsletters or magazines.

Play game “I am going on a picnic and I am going to take….. (words with target).

Find pictures in a magazine that start with target. Websites available for student interaction…

o Starfall.com o pbs.kids.org o sesameworkshop.com


Teacher’s Guide


Letter Formations Uppercase

HWT Correlations

Letter What I See How I make ItA Two big lines, one little line Big line slides down, jump back to the top, big line

slides down, little line acrossB One big line, two little curves Big line down, jump to the top, little curve to the middle,

little curve to the bottomC One big curve Big curve, stop at the bottomD One big line, one big curve Big line down, jump back to the top, big curve to the

bottomE One big line, three little lines Big line down, jump to the top, little line across the top,

little line across the middle, little line across the bottomF One big line, two little lines Big line down, jump to the top, little line across the top,

little line across the middleG One big curve, two little lines Big curve, little line up, little line acrossH Two big lines, one little line Big line down, big line down, little line acrossI One big line, two little lines Big line down, little line across the top, little line across

the bottomJ One big line that curves, one

little lineBig line down, turn up, little line across the top

K One big line, two little lines Big line down, jump to the corner, little line slides to the middle, little line slides away to the corner

L One big line, one little line Big line down, little line across the bottomM Four big lines Big line down, jump to the top, big line slides down, big

line slides up, big line downN Three big lines Big line down, jump to the top, big line slides down, big

line upO Two big curves Big curve, keep going, another big curve, stop at the

topP One big line, one little curve Big line down, jump to the top, little curve to the middleQ Two big curves, one little line Big curve, keep going, another big curve, stop at the

top, add a little lineR One big line, one little curve,

one little lineBig line down, jump to the top, little curve to the middle, little line to the corner

S Two little curves Little curve, turn down, little curve aroundT One big line, one little line Big line down, little line across the topU Two big lines, one little curve Big line down, little curve around, big line upV Two big lines Big line slides down, big line slides upW Four big lines Big line slides down, big line slides up, big line slides

down, big line slides upX Two big lines Big line slides down, jump to the top of the other side,

big line slides downY One little line, one big line Little line slides down to the middle, jump up, big line

slides downZ Two little lines, one big line Little line across the top, big line slides down, little line

across the bottom


Teacher’s Guide


Letter Formations Lowercase

HWT Correlation

Letter What I See How I make Ita One little curve, one little line Little curve around, slide up, little line downb One big line, one little curve Big line down, come back up to the middle, curve

around, bump the linec One little curve Little curve around, stop at the bottomd One little curve, one big line Little curve around, slide to the top, big line down e One little curve, one little line Little line across, little curve around, stop at the

bottomf One big line that curves, one little

lineCurve up, big line down, little line across the middle

g One little curve, one big line that curves up

Little curve around, slide up, big line down, curve up

h One big line, a curve, one little line Big line down, come back up, little curve over, little line down

i One little line, dot Little line down, dotj One big line that curves up, dot Big line down, curve up, dotk One big line, two little lines Big line down, little line slides to the middle, little

line slides awayl One big line Big line down m Three little lines, two curves Little line down, come back up, curve over, little

line down, come back up, curve over, little line down

n Two little lines, one curve Little line down, come back up, curve over, little line down

o Two little curves Little curve around, little curve to the topp One big line, one little curve Big line down, come back up, little curve around,

bump the lineq One little curve, big line that curves

backLittle curve around, slide up, big line down, curve back

r One little line, a curve Little line down, come back up, curve overs Two little curves Little curve, turn down, little curve aroundt One big line, one little line Big line down, little line across the middleu Two little lines, one curve Little line down, curve around and up, little line

downv Two little lines Little line slides down, little line upw Four little lines Little line slides down, little line up, little line slides

down, little line upx Two little lines Little line slides down, little line slides downy One little line, one big line Little line slides down to the middle, big line slides

downz Three little lines Little line across the top, little line slides down,

little line across the bottom


Teacher’s Guide


Sound Articulation and Hints for remembering/a/ When you make the /a/ sound, make your mouth come open and drop your chin and say /a/./b/ When you make the /b/ sound, hold your lips together, stopping the air coming out of your

mouth, and then suddenly let the air out to say /b/./c/ When you make the /c/ sound, bring your tongue to the top of your mouth. Open your mouth

and push air out forcing your tongue down. /d/ When you make the /d/ sound, your tongue touches the roof of your mouth just behind your front

teeth. Your breath is forced gently out between your tongue and your teeth. Feel the vibration on your throat.

/e/ When you make the /e/ sound, open your mouth in a smile. Your tongue is touching your lower teeth.

/f/ When you make the /f/ sound, put your top teeth on your lower lip and blow wind softly. (Act like an angry kitty.)

/g/ When you make the /g/ sound, the back of your tongue goes to the top of your mouth and you gargle in your throat.

/h/ When you make the /h/ sound, open your mouth wide and blow air out. Feel the air coming out of your mouth.

/i/ When you make the /i/ sound, make your mouth smile and your tongue will lay at the bottom of your mouth touching your bottom teeth.

/j/ When you make the /j/ sound, put your tongue behind your teeth. Pucker your lips and force air out. (Like you are sneezing)

/k/ When you make the /k/ sound, bring your tongue to the top of your mouth. Open your mouth and push air out forcing your tongue down.

/l/ When you make the /l/ sound, put your tongue behind your top teeth and make a singing sound./m/ When you make the /m/ sound, make your lips come together and then make a humming sound.

(/mmmm/ like something is good)/n/ When you make the /n/ sound, you make your tongue come to the back of your top teeth and

hum. Feel the vibration on your nose./o/ When you make the /o/ sound, open your mouth and place your tongue flat on the bottom of

your mouth and say /o/. Like the doctor has you do./p/ When you make the /p/ sound, make your lips come together and then blow a puff of air, hold

your hand in front of your mouth so you can feel the air. Popping sound./q/ When you make the /q/ sound, pucker your lips and combine the /k/ /w/ together./r/ When you make the /r/ sound, open your mouth and let your tongue curls up gradually toward

the roof of your mouth. (Rev up your motor)/s/ When you make the /s/ sound, you push air through the narrow slit formed by your teeth. (Snake

sound)/t/ When you make the /t/ sound, your tongue touches the roof of your mouth just behind your front

teeth. Your breath is forced gently out between your tongue and your teeth. (Ticking sound)/u/ When you make the /u/ sound, your mouth comes open and your tongue is laying flat on the

bottom of your mouth. (/u/ as in up)/v/ When you make the /v/ sound, make your top teeth bite your lower lip softly and use your voice

to push air through your teeth./w/ When you make the /w/ sound, pucker your lips and blow forcing air out of your mouth. (Wind

sound)/x/ /k/ and /s/ sounds combined/y/ When you make the /y/ sound, the sides of your tongue go between your teeth. (happy sound-

Yeah!)/z/ When you make the /z/ sound, your teeth come together with your tongue touching your bottom

teeth. Make a humming sound as you blow air through your teeth.


Teacher’s Guide


Letter Fluency Work Mat


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