Friday, October 14, 2011

Thursday, October 19

A card one of my students bought me because he cannot return to class due to his job
On Thursday, October 19th we covered the drill for after lesson 19 and lesson 20. In the drill we worked on initial blends and final sounds.

I read words to my students, asked them to repeat the word, and then drop the initial sound.
stump (tump) frog (rog) pride (ride) trash (rash) brush (rush) cramp (ramp) smith (mith) blush (lush) crest (rest)

I think gave them more words, and told them to drop the last sound.
steep (stee) strip (stri) send (sen) grand (gran) hello (hell) test (tes) enlist (enlis) left (lef) work (wor)

We then worked on a student worksheet and practiced words with the same initial and final sounds but different short vowel sounds.
Example - brat, bret, brit, brout, brut

We practiced spelling by looking at how many sounds were in certain words, then looked at how many letters are in each word. I had each student come up to spell on the board.
doll, cliff, fret, grip, grid, bliss, flag, stub, plot, fed, Fred

We utilized another worksheet to practice the Floss Rule
ff ll ss
off dull hiss

I had each student come to the board to spell the following words : still, stress, gloss, blot, trap, twist

We then practiced difference sentences
1) We had a bell, a box, and a grill.
2) Six men fell on the brass step.

I assigned my students a homework worksheet that included sentences with missing words that could be found in the word bank. They had to fill in the blanks in the sentences with the proper words.

In lesson 20 we covered the alphabet by orally reciting it. We then practiced alphabetizing by working on a student worksheet. We practiced final sounds by isolating and changing the final sounds in words to create new words.

Change the final sound to g:
pen - peg
rub - rug
lot - log
bid - big

Change the final sound to m
sat - Sam
bus - bum
dig - dim
gut - gum
hen - hem

In new learning we worked on making words plural.

Base word + subjunctive = derivative (plurals)

We practiced by making singular words into plural words by adding on the suffix s.

In reading we practiced the daily reading deck, names and letters, key words, and sounds. We reviewed high frequency words and read off a student worksheet that focused on high frequency words. To practice reading context we worked with high frequency words: just, must, tell, get, list, last, spell and learned words: one, two, could, should, would.

We worked on making words plural on a student worksheet where the students had to identify singular naming nouns, and add s to them.

To practice spelling, we orally spelt words and wrote out words. We focused specifically on adding s to words to make them plural.

I had my student spell log - logs and band - bands.

One of my students, who was dedicated to learning and attending class, had to tell us he can no longer come to class. He bought all the instructors cards and explained that his boss at work will not let him miss since it is starting "Christmas" season. This is an issue that arises for a lot of students from out of the country or living in a lower socioeconomic situation. He explained to this boss that he was enrolled in a literacy class on Tuesdays and Thursdays when it first began, and his boss now told him he can't miss work. It happens a lot with our students, they are dedicated to coming, but work interferes.

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