ࡱ> b 9jbjb S3$f....|\f2uwwwwww,0R^:ud&@uы x.LZыΔ0,ыfffJiffJiGrade One Power Phonics Lessons Grade One Power Phonics Lessons Phonemic Awareness Warm-Up Review sound/spelling with explicit use of the s/sp card Blending (explicit) Word Reading Decodable Text Dictation and/or Word Work Sound and Word Work -- skill practice Phonemic Awareness warm up: Blending, segmenting, phoneme substitution and deletion using the target sound(s). Card 5 -- blending phonemes Card 6 -- segmenting phonemes Introduce or review sound/spellings (explicit use of the s/sp cards) Card? Sound? Spelling? Card 7 -- Sound review Blending (explicit) Card 8 -- Sound by Sound blending Word Reading Separate charts for high frequency (irregular) and blended (regular) words Card 3 -- Word Reading Decodable Text Application Read decodable text focusing on accuracy and then fluency Cards 11, 12, 13, 14 Dictation/Word Work -- Application Dictation -- Not a spelling test, but a much scaffolded analysis of the spelling of a word using s/sp cards. Start with a sound analysis of the word and link sounds up with the visual sound/spelling to encode the word. Lines of Practice -- Phonics Library Story from previous day. Distribute strips to each child and have them practice in a whisper voice their strip SIMULTANEOUSLY. Have students repeat strip multiple times. Listen for errors and correct individuals. That words is....What word?.... Fluency Practice -- Use Phonics Library stories (from previous days) that have been typed onto one page (without pictures) to practice fluency and to increase text endurance. Students read for accuracy first and then rate. Lesson Plans: HM Power Phonics Lessons (For Students who failed HM Phonics Screener Task 5A) Day:Phonemic Awareness Warm-Up Templates 5 or 6Teach Sound/Spelling Template 7Blending Practice Template 8Word Reading Regular and Irregular Template 3Apply to Decodable Text Templates 11, 12, 13, 14DictationLines of Practice (or) Fluency Practice(1 minute)(2 minutes)(2 minutes)(2 minutes)(15 minutes)(8 minutes)(8 minutes)Target Skill: Short Vowel a and CVC BlendsDay 1Card 5 m/a/d f/i/g n/u/t b/e/t t/e/n f/u/n p/a/n s/i/pSound/Spelling Card: short a t b n h v c s m r t b n t b n hsat, sap, Sam, ham bat, tab, van, rat mat, sad, nag, hatRegular: (same as blending words) Irregular: to, see, I, my my, like, see, toPhonics Library: Kinder - T5W1D2 Nat, Pat, and Nan Lines of PracticeDay 2Card 5 d/o/g c/a/t f/r/o/g h/a/t f/i/n b/e/t b/i/g c/a/bSound/Spelling Card: short a p c v h n b t p m s r p c p v hpat, tap, Nan, van pan, sat, mat, hat bat, mat, vat, catRegular: (same as blending words) Irregular: go, and, to, like and, I, see, my like, go, and, toPhonics Library: Kinder - T5W2D3 Go, Cat! short a pat tap cat bat pan Nan vanDay 3Card 5 s/a/m r/a/p p/a/n h/o/t s/i/p m/e s/u/n l/u/vSound/Spelling Card: short a g p c v h n b t r s m g p s r gsag, mat, rat, pat vat, Nat, bat, at hat, ham, sat, bagRegular: (same as blending words) Irregular: go, I, see, and and, to, like, my my, I, and, goPhonics Library: Kinder - T5W3D3 Pat and Nan short a mat pat Nat bat ham bag sagKinder HM Theme 5 Mastery AssessmentAssess Blending: /h/ /a/ /t/ (hat) /m/ /e/ /n/ (men) /t/ /o/ /p/ (top)Assess Sounds: /s/ /m/ /r/ /a/ /t/ /b/ /n/ /h/ /v/ /c/ /p/ /g/ /f/Assess Words: fan pat tag can sagAssess Words: I see like my to and goAssessment Notes: 1. Individually assess each student for mastery of skills. 2. Students must read the regular words the fast way (recoded). 3. If students have not mastered these skills, repeat Days 1-3 one time and then reassess for mastery. If they fail this assessment a second time, change their instruction. Day:Phonemic Awareness Warm-Up Templates 5 or 6Teach Sound/Spelling Template 7Blending Practice Template 8Word Reading Regular and Irregular Template 3Apply to Decodable Text Templates 11, 12, 13, 14DictationLines of Practice (or) Fluency Practice(1 minute)(2 minutes)(2 minutes)(2 minutes)(15 minutes)(8 minutes)(8 minutes)Target Skill: Short Vowel i and CVC BlendsDay 4Card 5 r/a/n s/u/n h/o/t h/o/t w/i/n/d b/i/g Card 6 ice, fog, heat, sleetSound/Spelling Card: short i l i a g f h l i i l p c l i a ghit, bit, fit, it, pit, can, pan, van vat, pat, fat, pitRegular: (same as blending words) Irregular: go, and, I, like my, to, see, and like, my, to, IPhonics Library: Kinder - T6W1D2 Can It Fit? Lines of PracticeDay 5Card 5 w/e/t k/a/n d/i/g d/o/g Card 6 run, bat, big, rain top, big, fed, sipSound/Spelling Card: short i k s l i f t k b p k n c k s l iit, quit, hit, kit pit, lit, tip, ban hat, Nan, sat, rimRegular: (same as blending words) Irregular: here, is, I, go like, my, see, here here, to, and, myPhonics Library: Kinder - T6W2D3 Kit short i hit can pit fin sag him fitDay 6Card 5 b/e/d s/i/t p/a/n f/a/n Card 6 foot, buck, meal, flight south, this, damp, rentSound/Spelling Card: short i q s k l i t q b p q n c q s k lbit, it, lit, sit tab, tip, van, rat sit, hat, Pam, fanRegular: (same as blending words) Irregular: here, is I, go like, my, see, here here, to, go, andPhonics Library: Kinder - T6W3D3 Fan short i sit vat quit fan rim tip bitKinder HM Theme 6 Mastery AssessmentAssess Sounds: /s/ /m/ /r/ /a/ /t/ /i/ /n/ /h/ /v/ /c/ /p/ /g/ /f/ /l/ /k/ /q/Assess Words: lit hat him kit tip bag map sit tab batAssess Words: see like my to go hereAssessment Notes: 1. Individually assess each student for mastery of skills. 2. Students must read the regular words the fast way (recoded). 3. If students have not mastered these skills, repeat Days 1-3 one time and then reassess for mastery. If they fail this assessment a second time, change their instruction. Day:Phonemic Awareness Warm-Up Templates 5 or 6Teach Sound/Spelling Template 7Blending Practice Template 8Word Reading Regular and Irregular Template 3Apply to Decodable Text Templates 11, 12, 13, 14DictationLines of Practice (or) Fluency Practice(1 minute)(2 minutes)(2 minutes)(2 minutes)(15 minutes)(8 minutes)(8 minutes)Target Skill: Short Vowel o and CVC BlendsDay 7Card 5 r/u/g s/a/n/d f/u/n o/n s/o/k/s Card 6 rug, sand, beach, fun on, we, box, socksSound/Spelling Card: short o z d m r a z b n z h c p i l p cpot, tot, hot, dot lot, not, big, rat ran, rim, tab, fitRegular: (same as blending words) Irregular: said, for, here, go have, see, my, said said, like, is, andPhonics Library: Kinder - T8W1D2 Dot Got a Big Pot Lines of PracticeDay 8Card 5 b/i/g k/a/t d/o/g k/i/t b/i/g Card 6 big, cat, dog, kit sit, canSound/Spelling Card: short o x d o z b t x b m a n i k s m ofox, hit, box, top sat, pot, bit, cot lot, pat, fit, hitRegular: (same as blending words) Irregular: the, see, my, like to, and, go, the here, for, the, saidPhonics Library: Kinder - T8W2D2 The Big, Big Box short o box big cop got hot Sam lotDay 9Card 5 p/e/k y/a/m p/a/k s/a/m p/o/t g/o/t Card 6 hose, rake, pot, man with, cash, sockSound/Spelling Card: short o q x o d c a b i h v c p z d l kbox, hit, got, sit pit, fit, pot, can pat, lot, vat, gotRegular: (same as blending words) Irregular: the, is, see, my like, to, and, go here, for, have, saidPhonics Library: Kinder - T8W3D3 A Pot For Dan Cat short o hot fit not rat got dot boxKinder HM Theme 8 Mastery AssessmentAssess Sounds: /s/ /m/ /r/ /a/ /t/ /b/ /i/ /n/ /h/ /o/ /v/ /c/ /p/ /g/ /f/ /l/ /k/ /q/ /d/ /z/ /x/Assess Words: box him big fox bag cat lot got fit cotAssess Words: like here for have said Assessment Notes: 1. Individually assess each student for mastery of skills. 2. Students must read the regular words the fast way (recoded). 3. If students have not mastered these skills, repeat Days 7-9 one time and then reassess for mastery. If they fail this assessment a second time, change their instruction. Day:Phonemic Awareness Warm-Up Templates 5 or 6Teach Sound/Spelling Template 7Blending Practice Template 8Word Reading Regular and Irregular Template 3Apply to Decodable Text Templates 11, 12, 13, 14DictationLines of Practice (or) Fluency Practice(1 minute)(2 minutes)(2 minutes)(2 minutes)(15 minutes)(8 minutes)(8 minutes)Target Skill: Short Vowel e and CVC BlendsDay 10Card 5 n/ew/z l/o/g th/a/t b/r/u/sh d/e/n b/a/t Card 6 chip, mime, bug, tack shine, dad, nut, gameSound/Spelling Card: short e l i a g f h l i i l p c l i a gwet, vet, pet, met net, get, hot, jet, ran, bin, pan, zigRegular: (same as blending words) Irregular: play, said, here, go the, see, my, play play, like, to, andPhonics Library: Kinder - T9W1D2 Get Set! Play! Lines of PracticeDay 11Card 5 p/l/u/g k/a/ch b/e/s/t sh/aw/l d/o/g v/a/n Card 6 fun, than, mom, coat sash, pig, bike, dipSound/Spelling Card: short e y w e o i b e y m z y e k s m ovet, wet, net, bet get, pit, set, fox ham, sit, met, fanRegular: (same as blending words) Irregular: she, have, go, like my, play, said, she and, she, for, herePhonics Library: Kinder - T9W2D2 Ben short e hen fan Ben zig pet dot metDay 12Card 5 p/oi/n/t s/n/a/k ch/u/k m/o/p b/i/d b/i/g Card 6 map, knife, pan, time rib, boat, thick, notSound/Spelling Card: short e w y e d c a h i h w c y e d l ewax, set, box, tip sat, pet, bit, set lot, wet, fit, metRegular: (same as blending words) Irregular: see, my, like, and go, is, here, for have, said, play, shePhonics Library: Kinder - T9W3D3 The Big, Big, Box short e met pot hen sit web wax getKinder HM Theme 9 Mastery AssessmentAssess Sounds: /s/ /m/ /r/ /a/ /t/ /b/ /i/ /n/ /h/ /o/ /v/ /c/ /e/ /f/ /l/ /k/ /q/ /d/ /z/ /x/ /w/ /y/ /p/ /g/ Assess Words: get win peg yes sit not tan hen wet gotAssess Words: here for have said play sheAssessment Notes: 1. Individually assess each student for mastery of skills. 2. Students must read the regular words the fast way (recoded). 3. If students have not mastered these skills, repeat Days 10-12 one time and then reassess for mastery. If they fail this assessment a second time, change their instruction. Day:Phonemic Awareness Warm-Up Templates 5 or 6Teach Sound/Spelling Template 7Blending Practice Template 8Word Reading Regular and Irregular Template 3Apply to Decodable Text Templates 11, 12, 13, 14DictationLines of Practice (or) Fluency Practice(1 minute)(2 minutes)(2 minutes)(2 minutes)(15 minutes)(8 minutes)(8 minutes)Target Skill: Short Vowel u and CVC BlendsDay 13Card 5 n/ew/z l/o/g th/a/t d/e/n w/i/th k/a/p Card 6 chip, mime, bug, tack shine, dadSound/Spelling Card: short u j u w y e j u o x d z i l k q pbug, jug, rug, yet sun, rip, get, zip rub, jam, jut, dotRegular: (same as blending words) Irregular: are, is, said, go like, see, my, are play, are, to andPhonics Library: Kinder - T10W1D2 Ken and Jen Lines of PracticeDay 14Card 5 s/e/t b/l/o/k k/r/a/sh th/i/s t/u/g Card 6 fun, than, mom, coat wash, pigSound/Spelling Card: short u k s l i f t k b p k n c k s l icut, hut, nut, jut but, Jen, bug, cat let, cab, bun, fitRegular: (same as blending words) Irregular: he, are, play, she the, said, he, have for, here, is, hePhonics Library: Kinder - T10W2D3 It Can Fit short u cut dot men bug gut fit jutDay 15Card 5 p/a/n m/i/s/t th/e/m ch/e/k Card 6 tug, safe, code, ran, gush, cheatSound/Spelling Card: short u h v j u w y c t b o n s e d l ocut, jut, hut, nut but, pen, not, bat cab, pup, bun, ripRegular: (same as blending words) Irregular: he, are, I, see my, like, to, and go, is, here, forPhonics Library: Kinder - T10W3D3 The Bug Hut short u hut yes box fun nut rip cutKinder HM Theme 10 Mastery AssessmentAssess Sounds: /s/ /m/ /r/ /a/ /t/ /b/ /i/ /n/ /h/ /o/ /v/ /c/ /e/ /p/ /g/ /u/ /f/ /l/ /k/ /q/ /d/ /z/ /x/ /w/ /y/ /j/Assess Words: sun yak wet hut bug jet nut cup jug denAssess Words: here have said she areAssessment Notes: 1. Individually assess each student for mastery of skills. 2. Students must read the regular words the fast way (recoded). 3. If students have not mastered these skills, repeat Days 13-15 one time and then reassess for mastery. 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