fluency warm-ups work areas - amazon s3 · 2018-08-02 · reading in motion • week 10 109 small...

Word Decoding with Accuracy and SpeedCompare /a/, /i/, and /o/ Words

20 minutes Teacher-Led Small Groups

Reading In Motion • Week 10 107

Activity Materials Time

Explain the Books on CD Area CD Player; Headphones; 5 min. Multi-user Adaptor; Books; on Monday CD with Recorded Books

Explain the Reading Week 10 Sort Prompt Sheet; 5 min.In Motion Practice Area Week 10 Words; Glue Sticks; Scissors on Monday

Small Group Book 4 copies 5 min.

Sound to Symbol Echo Letter Cards: all cards previously used 4 min.

Read Nonsense Words-Speed Read Letter Cards: all cards previously used 6 min.

Sight Word Speed Read Pairs of Sight Word Cards: add, said 4 min.

Work Area Assignments: Writing, Reading Sculptures, Word Study, and Easel Assign independent practice with previously covered letters or words first, then allow students to create with letters or words to build Spelling: Week 10 Spelling List. Reading In Motion Practice Area: Week 10 Sort.

Fluency Warm-ups Work Areas

Week 10 Card Add Books on CD and Reading In Motion Practice Area

10WEEK

Small Group Activities Teacher-Led Small Groups

Reading In Motion • Week 10108

Explain The Books On CD Area

Do Have the books on CD area set up and ready to be used.Say You have been working so hard in your work areas and small groups, and I think you are ready for some new work areas. We are going to add two new areas. Today, we will add the books on CD area and the Reading In Motion practice area. What do you think happens at the books on CD area?Do Take students’ responses.Say At the books on CD area, you will get to look at books and listen to stories through some headphones that you will wear.Do Walk over to the area.Say When you are assigned to this area, you will walk over here, sit down, and put on your headphones. Another classmate will sit right next to you and do the same. Between your seats, you will find a stack of books. Put the stack of books between you so that you can both see the book on top. Then it’s time to play the CD. On the CD player you will notice a green sticker. Does green mean stop or go? (Take students’ responses.) Green means go, so this is the button to push to make the story start. The voice on the CD will tell you when to open your book and when to turn the pages. In fact, you will hear an instrument, every time you need to turn a page, so listen closely. When the first book is finished, close it, and put it aside.Do Model putting the book aside. Say The next book in the stack will be the next story on the CD. You don’t need to change the CD or touch any buttons. The next story will come on by itself. When you hear the bell ring to signal that it is time to stop our work areas, then it is time to stop the CD. You stop the CD by pushing the red button. You should leave your books in nice stack. I think you will like this area. And remember, if you don’t get a turn today, you will get one soon.

Compare /a/, /i/, and /o/ Words

Note: On Monday, use the first 20 minutes of small group time to introduce the two new work areas. You will only see one small group that day and will need to find time throughout the rest of the week to meet with the other group. For the rest of the week, you will continue to meet with your small groups while the students rotate through the work areas, including the new areas.


Small Group Instruction (continued)

Do Have the Reading In Motion practice area set up and ready to be used. Pick up the sort prompt sheet and the week 10 word sheet so you can use them during your explanation of the area.Say The second area we will add today is the Reading In Motion practice area. At this area, you will have a chance to practice some of the skills we have been working on in class.Do Walk over to the area.Say When you are assigned to this area, you will sit down here. (Point to the chairs or desks.) There will be two pieces of paper for each of you to use. The half sheet of paper has a lot of words on it. (Show students the sheet of words.) The other piece of paper is larger and has some information at the top.Do Write the prompts on the board. (_a_ and _o_)Say On one side it has a blank, then the letter a, then another blank. On the other side it has a blank, then the letter o, then another blank. This is a code that tells you what I want you to do with the words. I want you to sort the words between words that have the /a/ sound in the middle and words that have the /o/ sound in the middle.Do Hold up the sheet of words.Say Right now, the words are all mixed up. I want you to sort them and glue them on the /a/ side of the paper or on the /o/ side of the paper. This is how I want you to do it.Do Pick up the word sheet and a pair of scissors.Say I want you to cut out the first word, then put your scissors down. Do Cut out the word mat, put the scissors down, and hold up the word.Say Look at the word and sound it out. (All: /m/ /a/ /t/, mat) Listen to decide whether it has the /a/ or /o/ sound in the middle. Does mat belong on the /a/ side or on the /o/ side?Do Take students’ responses.Say The word mat has the /a/ sound in the middle, so it belongs on the /a/ side. So, you should glue the word on the /a/ side of the page.Do Glue the word in place, then hold it up for the students to see.Say You should do this for each of the words, until they are all glued in place. When you are finished, you should practice reading all of the /a/ words and all the /o/ words. And, if you still have time after you finish that, you can write the words.Do Walk over to the writing area.Say You can come over to the writing area and pick one piece of paper and a pencil. Then you should go back to your chair, and use the pencil and paper to practice writing the words. Don’t worry if you don’t have time to write the words. First work on sorting and gluing the words. Then, if there is time, you can write them. Before we get started, I want to talk about how to use the glue and scissors.

Explain the Reading In Motion Practice Area



Do Cut out one more word, put down the scissors, and pick up a glue stick.Say When you use a glue stick, you do not need to use a lot of glue.Do Demonstrate putting a small amount of glue on the back of one word and gluing it in place.Say If you use too much glue, you will make a mess and we will run out of glue. Please make sure that you put the lid on tightly when you finish. That way the glue won’t dry out. When it is time to clean up, please put the glue sticks back in their container.Do Hold up the glue sticks container and demonstrate putting a glue stick back inside. Pick up the scissors container.Say Also, remember to put the scissors away in this container. You should put your name on your work and stack it here.Do Show the students where to place their completed sorts.Say When the glue is dry, we will put your sorts away in your folders. Remember, today you are sorting between /a/ and /o/ words.

Small Group Book

Say I’m going to give each of you a copy of our book for today.Do Give each child a copy.Say Place the book in front of you, so you are all looking at the cover. As I read, you can use your finger to follow the words. Then it will be your turn to read.Do Read the title aloud, using your finger to trace the words. Have students read the title, using their fingers to follow along.Say Now, open your book to the title page and hold it flat on the table.Do Model how to open the book and hold the pages flat. Check to see if the children are following your directions.Say We are going to keep going. I’ll read first, and then it will be your turn.Do Continue this process for the rest of the book, reading one page at a time and letting students echo you. Then, direct the students to close the book so they are looking at the cover again.Say Now, I’m going to give you a chance to take turns reading pages.Do Look at child #1.Say Can you read the title for us?Do Allow child #1 to read the title. Turn to the title page, and check to see if the students do the same. Rotate between the three students, allowing them to independently read the pages aloud until the book is completed. Collect the books.



Sound to Symbol Echo

Do Pick up the letter cards. Separate the a, i, and o cards from the rest of the cards.Say We are going to start out today comparing a, i, and o. As I hold up the letter cards, tell me the sounds and show me the hand movements that go with the sounds.Do Drill the students on the a, i, and o cards. Mix up the order of the cards so the students can’t memorize the order. Continue to drill the students until each letter card has been shown three or four times. Check students’ responses for accurate sounds and hand movements. /a/ - flattened palm at the wrist, do two quick outward flicks of the palm /i/ - draw a line up the neck with the thumb and lightly tap the nose with the index finger /o/ - index finger circles the mouthSay Now we will mix these vowels into the consonants we have been working with. When you see these vowels again, say the sound and show me the hand movement that goes with it.Do Add the a, i, and o cards into the stack of other letter cards. Hold up the cards one at a time and allow the students to generate the sounds and movements in unison. Work through the entire deck. If the students give an incorrect sound or a slow response, stack that card in a separate pile. After working through the deck, pick up the stack of “incorrect response” cards.Say Let’s try these cards again and check to make sure we are making all the sounds correctly. Repeat after me.Do Model the correct sound and movement for each letter. Allow students to echo. Drill this smaller set of cards again, this time allowing the students to generate the sounds.



Say We are now going to use the letters to make nonsense words that have the /a/, /i/, or /o/ sound in the middle. I want you to look at the word with me. Tell me the first, middle, and final sounds, and then I want you to blend the sounds to say the nonsense word. I’ll put my finger over each letter as you say the sound, and then sweep it across the word as you blend. For this round, let’s answer together.Do Using the letters p, o, and v, place the cards on the table facing the students in proper left to right orientation.Say Here’s your word.Do Put your finger above each letter, as the child gives you the sounds. Sweep your finger across the letters, as the child blends. Assist as necessary. Repeat this process, changing one letter card at a time until the students have read eight nonsense words.

Words bav, biv, fiv, fov, rov, rav, sav, siv

Say Now, we are going to try something new.Do Place four cvc nonsense words in front of the students, arranged left to right. Position yourself so that you can see the second hand on the classroom clock, or use a stopwatch.Say Now, I want you to read as quickly as you can. I will time you. I want you to tell me each letter sound. Start here. (Point to the first letter.) Then read this way. (Move your hand across the rest of the letters.) Be accurate. I’m going to add five seconds for each missed sound.Do Look at child #1.Say You will go first.Do Allow child #1 to read the words. Keep track of the time. With a light-hearted spirit, announce the time. Repeat the process with the other two students, changing the words before each child’s turn.Say Now, you will each get another turn. See if you can match your last score or beat it.Do Give each student one more turn.

Read Nonsense Words – Speed Read



Sight Word Speed Read

Do Pick up the deck of sight word cards. Place the word said at the front of the deck.Say We have a new sight word today. The word is said. Said refers to something that was talked about or mentioned in the past. Listen to me use it in a sentence. On the news last night, the weatherman said it would rain today. Spell it with me.Do With students, verbally spell the word said. After you spell the word, turn the card down to hide the word.Say Please spell it again.Do Listen to the students’ response, then turn the card up again. Point to the word.Say What is this word again? (Students respond: said) Let’s review our other sight words. Read these words for me.Do Hold up the next word in the deck. Allow students to read the sight word in unison. Go through the entire deck.Say Now, we are going to use all of these words to play a speed game. I will hold up the words so you can read them. I’ll also time you to see how long it takes you to read all of the words. After you each have a turn, you will get to go again and try to beat your first time.Do Give each student a turn to read all of the words. Keep track of the time. With a light-hearted spirit, announce the time.Say Now, you will each get another turn to try and beat your first time.Do Give each student one more turn. Praise students for their progress.


Whole Group Instruction “Reading In Motion Time” 40 minutes

10WEEK

Sounds and Symbols with Accuracy and SpeedCompare /a/, /i/, and /o/ Words

Fluency Warm-ups Work Areas

Week 10 Card Monitor for Success

Activity Materials Time

Sound to Symbol Echo CD Track 13 5 min.with Music Letter Cards: all cards previously used

Sight Word Echo CD Track 13 5 min. Pairs of Sight Word Cards: add said

“Word Blues” Card Tray; CD Track 8 10 min. Letter Cards: all cards previously used

“Word Blues” 2 Card Tray; CD Track 8 10 min. Letter Cards: all cards previously used Word List Tablet

Chrysanthemum 1 copy of Chrysanthemum 10 min. (suggested book title)


Whole Group Activities “Reading In Motion Time”

Sound to Symbol Echo with Music

Do Pick up the letter cards. Separate the a, i, and o cards from the rest of the cards.Say We are going to start out today comparing a, i, and o. As I hold up the letter cards, tell me the sounds and show me the hand movements that go with the sounds.Do Play track 13 on the CD. In tempo with the music, drill the students on the a, i, and o cards. Mix up the order of the cards so the students can’t memorize the order. Continue to drill the students until each letter card has been shown three or four times. Check students’ responses for accurate sounds and hand movements. /a/ - flattened palm at the wrist, do two quick outward flicks of the palm /i/ - draw a line up the neck with the thumb and lightly tap the nose with the index finger /o/ - index finger circles the mouthSay Now we will mix these vowels into the consonants we have been working with. When you see these vowels again, say the sound and show me the hand movement that goes with it.Do Add the a, i, and o cards into the stack of other letter cards. Hold up the cards one at a time and allow the students to generate the sounds and movements in unison. Work through the entire deck. If the students give an incorrect sound or a slow response, stack that card in a separate pile. After working through the deck, pick up the stack of “incorrect response” cards.Say Let’s try these cards again and check to make sure we are making all the sounds correctly. Repeat after me.Do Model the correct sound and movement for each letter. Allow students to echo. Drill this smaller set of cards again, this time allowing the students to generate the sounds. Turn off the music.

Compare /a/, /i/, and /o/ Words

Whole Group Instruction (continued)


Sight Word Echo

Do Pick up the deck of sight word cards. Place the word said at the front of the deck.Say We have a new sight word today. The word is said.Do Hold up the said card.Say Say it with me. (All: said) Said refers to something that was talked about or mentioned in the past. Listen to me use it in a sentence. On the news last night, the weatherman said it would rain today. Spell it with me.Do With students, verbally spell the word said. After you spell the word, turn the card down to hide the word.Say Please spell it again.Do Listen to the students’ response, then turn the card up again. Point to the word.Say What is this word again? (Students respond: said) Let’s review our other sight words.Do Play track 13 on the CD. Go through the deck, showing and reading the words to the students, and allowing them to echo in rhythm.Say Now, let’s see if you can remember them. When it is your turn, I’ll call on you and show you a card. I want you to read the word on the card to me.Do Give each child a turn to read a word. Correct any incorrect answers by providing the correct word.

“Word Blues”

Say Now we are going to read some nonsense words, and use our blues song to help us. This week, we will compare words with /a/, /i/, or /o/ in the middle.Do Pick up the card tray and letter cards. Place the nonsense word wav in the tray. Place the remaining letter cards in the back row of the card tray.Say As I point to the letters, tell me each sound. When I sweep my finger across the word, blend the sounds and say the word. Here we go.Do Play track 8 on the CD, and sing the song. Use the letter cards to form words from the word list printed below. After each set of four words, sing the chorus When the music runs out, turn off the CD.Say Now let’s practice a cappella, or without music. I’m going to go a little bit faster.


Do Drill the students, using words from the word list again, at a slightly faster pace. Allow the students to answer in unison.Say Now, I want to give you each a turn to read a word by yourself. I’ll call on you. When it isn’t your turn I’d like you to be quiet. After four turns, I’ll lead us to all sing the chorus.Do Go around the room, giving each student a word from the word list. Continue to assist them by pointing to each letter and then sweeping your finger across the word to signal them to blend. Provide any missing sounds. Respond to any incorrect answers by modeling the correct answer and allowing the student to try again. Repeat the chorus after every fourth student.

Words wav rav sav mav dav div biv fiv ziv tiv tov nov lov kov koj goj


“Word Blues” 2

Say Now I want you to try reading the words in a new way.Do Place the nonsense word rav in the card tray.Say This time, instead of starting and stopping our voices between the sounds, we are going keep our voices running. Start your voice with the first sound and keep it going until you have said all three sounds. It will sound like this. /r/.../a/.../v/ Try it with me. (All: /r/.../a/.../v/) Do Change the vowel card to make rav into riv.Say Again. (All: /r/.../i/.../v/)Do Change the vowel card to make riv into rov.Say Again. (All: /r/.../o/.../v/) Now, I want you to try a few without my help.Do Continue to change one letter at a time to create a new nonsense words. Allow students to read them the words with continuous voices. Continue until the class has read five or six words.Say Now, I’m going to give you each a chance to read a word on your own. Remember to keep your voices running.



I’ll look at you when it is your turn.Do Go around the room, giving each student a word to read from the list above. Respond to any incorrect answers by modeling the correct answer and allowing the student to try again. Make sure each child gets a turn.Say Now, let’s see if we can read two words in a row.Do Pick up the word list tablet. Point to the first line of words.Say Keep your voices running and try these two with me. (All: /w/.../a/..../v/, /w/.../i/.../v/)Do Check the students’ responses, and repeat the two words if necessary.Say Let’s read some more like this.Do Continue to work through the sets of words, allowing the students to read each set of words in unison.Say I have another challenge for you. Do you think that you can read two words in the time that it usually takes you to read one word? Listen to me do a few, so you can learn the timing.Do In the style of “Word Blues” model reading sets of words. Example: wav wiv (rest) riv rov (rest) sov sav (rest) mav miv (rest) After reading four sets, repeat the chorus: I’ve got the blues Hear what I say I’m gonna read my nonsense words todaySay Now, I want you to try it with the music.Do Play track 8 on the CD. Challenge the students to read the two words in time with the music. Assist the students by sweeping your finger across the words in time with the music.

Word ListPage One

wav wiv riv rov sov siv mav miv

Word ListPage Two

div dov bov biv bav fav nav nov

Teacher❍When the teacher holds up

the a, i, and o letter cards, the student generates the appropriate sound and corresponding hand movement for each letter.

What to look for:

Small Group❍Sound To Symbol Echo. After drilling students on all

of the letters, do a targeted comparison of a, i, and o.

Tutor or Aide❍Sound to Symbol Echo. After drilling students on all

of the letters, do a targeted comparison of a, i, and o.

Things to try if they can’t:

Teacher❍ When the teacher visually

presents the nonsense word mav and says, “Start your voice with the first sound and keep it going until you have said all three sounds.” The student is able to main-tain a continous voice to blend the sounds, so it sounds like this /m/…./a/…/v/…

Small Group❍Read Nonsense Words – Speed Read. Lay out the

nonsense words mav and miv. Say, “Listen to me say the sounds of this nonsense words in two ways. First I’ll say all the sounds separately. (Say - /m/ /a/ /v/.) Now, listen as I keep my voice running as I say the sounds. (Read the words in this manner). Assist the student to read the next nonsense word, miv in the two ways you just modeled. Lay out additional nonsense words for continued practice.


Book: Chrysanthemum

Say We have a new book to read today.Do Hold up the book.Say Before we start, I want to talk about a word you will hear in the book. The word is dreadful. Say it with me. (All: dreadful) Does anybody know what the word dreadful means?Do Briefly take students’ responses.Say The word dreadful means awful. Now, let’s read the book and see what is dreadful in this story.Do Read the book to the students for their enjoyment. Pause slightly after the word dreadful to draw the students’ attention to the word.


First Grade Fluency Warm-Up Directions

Week 10-20

Word Read - Nonsense WordsDo Have the four nonsense words for the day written on the board.

Say Now we are going to look at four nonsense words. Since they are make-believe, they don’t mean anything. But we can use them to practice our sounds and to blend sounds to say a word. Canyoufigureoutthesenonsensewordswithme?

Do Point to the first nonsense word. Point to each letter of the first word, saying the correct sound for the letters. (e.g. /s/ /i/ /b/)

Say Now,whenIslidemyfingeracrossthetop,Iwantyoutoblendthesoundstogether. (e.g. sib) Let’s continue with the next word.

Do Continue to read the words by first saying the sounds and then blending the sounds to say the word. Make sure the individual sounds are accurate before attempting to blend them. After the whole class has practiced the list one or two times in unison, call on individual students. Allow students to call out the sounds and blend them to say the word on their own. Assist as needed. Correct any mistakes by modeling the correct sound and allowing the student to try again.

Word Read - Real WordsDo Erase the four nonsense words and write the four real words on the board.

Say Now we are going to read some more words. These are not nonsense words. They are real words. Canyoufigureouttheserealwordswithme?

Do Point to the first word. Point to each letter of the first word, saying the correct sound for the letters. (e.g. /m/ /a/ /t/) Slide your finger across the word to signal blending. Check students’ response and assist as necessary.

Say Let’s continue with the next word.

Do Continue to read the words by first saying the sounds and then blending the sounds to say the word.

Make sure the individual sounds are accurate before attempting to blend them.

After the whole class has practiced the list one or two times in unison, call on individual students.

Allow students to call out the sounds and blend a word on their own.

Assist as needed.

Correct any mistakes by modeling the correct sound and allowing the students to try again.

Motions Of The Mouth Follow Monday - Friday directions on weekly Fluency Warm-up pages.

First Grade Fluency Warm-UpsWeek 10

Motions of The Mouth - Six Young Foxes

MondayNonsense Words yob lom pob sox Real Words pop sob dot rob

Motions of The Mouth• Model words and movement• Teach and work words, line by line

TuesdayNonsense Words zog tox bos yol Real Words cob sob fox got

Motions of The Mouth• Model words and movement• Work words, line by line• Have each student say one line solo

WednesdayNonsense Words dox roz pov boj Real Words pox job box log

Motions of The Mouth• Pass out text and show students how the words look in written form•Readthetextasstudentsreadsilentlyandtrackwiththeirfingers• Have students echo read, line by line

ThursdayNonsense Words rox dof yog mov Real Words top not hop pot

Motions of The Mouth• At a pace quicker than Wednesday, have students echo read, line by line• Give individual students chances to read lines

FridayNonsense Words lox wox yob yof Real Words cop hot top lot

Motions of The Mouth• Have students echo read, line by line• Have individual students each read a line• Give students chances to read multiple lines

Six young foxes with black cloth hats.Six young oxen with yellow flats,Six young hogs with knotted tails,Six young frogs with copper pails,Went out to walk with two young pigsIn satin vests and sorrel wigs,Yet suddenly it chanced to rainAnd so they all went home again.



Week 10

List 1 1. bad 2. mop 3. fib 4. hat 5. rot 6. did 7. jab 8. job 9. sip 10. max * they

List 2 1. sad 2. top 3. lid 4. rat 5. pot 6. sit 7. zap 8. cob 9. lip 10. lax * to

fluency warm-ups work areas - amazon s3 · 2018-08-02 · reading in motion • week 10 109 small...

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