0 ratings0% found this document useful (0 votes) 147 views2 pagesLetterland Lesson 143
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4
‘Preparation and materials ,
+ PCCH Review st plus
(Patsy Popp en Pees &.f.9, 11,8, p, Use the ‘Quick Dash «
+ Consonant Blend Corde be
Melo reco s €
Live Spelling Distribute the PCCs. Have the children with b, ¢, f, g, and p. é
stand to the left of the class. Let one child hold Lucy Lamp Light's PCC. Lucy €
. Bow Digents sng cD, #7 giands at the front of the class. The children with other PCs stay in their seat, ©
* Role the ies onachantor | hese the he Wi
Sentence strips, TG CD 2 7 ene ht wil
Il hold the flashlight. You will prob
ably want to,
le.
‘Small group independect dim the room lights if possibl
+ Letterland Word Builders ot Pccs:8, b,¢, d.f,g, 71,5, p, p, ck
other letter sets
= Shere i lag, plop, glad, click, black
Practice: Tecan 2 Sentence Say the first word. Children repeat and rubber-band stretch the word. Lucy Lamp
Tent then shines her flashlight on the Letterlandes de comes first in the word,
Then the children with PCCs who are seated foal up their PCs so that Lucy
can shine her light on the letters
as the class rereads
them. Do the same with about half of the words
© Next, read the rest of the words without showing them to
the children. Say a word and then guide the children ie
tubber-band stretching the word, Then tell them to use their
yes to point to the correct blend. (This keeps everyone
thinking.) Then call on one child to place the word. ond
Point to other words for the class to read together,
as many of the words in the song. Hand the fl: f
Tecounting the story. Ask the other children to listen, and when they et the :
flashlight, to tell something that no one else has told yet. Pass the flashligl
lashlight to a child to begin
to various children for their comments,
© Read the lyrics on the chart you have made, one sentence at a time, as you
point to the words. Then have children echo-read the ee Bees na
couple times. Have children highlight ae vou will
the song again for children to sing along as you point to
come back to this song in the next lesson.)
} ‘
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Section 4: Consonant Blends
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flop
blocks|
© Spelling with letter sets Call out the words for children to repeat and then
sound out with fingers or rubber-band stretch. Children build the words and
then spell them aloud (with eyes open or shut).
Letters: a, b,c, f,f, 9,1, K,1,m,0, p,s,s,
Words: class, flop, blocks, glass, plums, cliff
© Sort Word Cards This time lay out the four short vowel BPCCs (or PCCs)
as shown at the left. Have children take turns sorting a Word Card (see list
in green box) under the vowels. Each time a child places a word they should
point to all the words under that vowel forall to read.
© Lesson 143 Sentence Practice Project a copy of the page or write the
sentences on the board with blanks to guide the children in completing the
‘worksheet, Children complete each question and then write yes or no in the
blank. Read the sentences together one at a time, and have children fll in the
blanks. Then fill in your sentence for them to compare. When finished, each
child reads their paper to another child
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