Summary
Highlights
The lesson begins with a rapid-fire review of various phonetic sounds, with students identifying sounds like 'd', 'p', 'b', 's', 'v', 'z', and 'k'. The teacher encourages quick responses and correct pronunciation, emphasizing the importance of keeping the voice box off for certain sounds.
Students transition to writing activities using paddles and markers. They practice writing individual sounds and beginning/ending blends, such as 'LT' and 'BL'. The teacher challenges them with tricky sounds and asks them to identify different ways to write certain vowel sounds, like 'I' (as in 'I' or 'Y' in an open syllable).
The class practices blending sounds to form words, differentiating between real and make-believe words. They use their pointers to track sounds as they blend, working on words like 'drunk', 'yes', 'bin', 'swig', 'crang', 'blong', 'sprung', 'snink', 'smank', 'training', 'prunk', 'splop', 'struck', and 'dx'.
New sounds, called 'wild words,' are introduced. These include word families like 'old', 'oalt', 'iled', 'oind', and 'ost', which often have long I or O sounds. The teacher explains that these are special words that don't always follow typical phonetic patterns and encourages students to memorize them.
Students write the new 'wild word' sounds multiple times, practicing their spelling and pronunciation. They then brainstorm and write words that incorporate these new sounds, such as 'child', 'find', 'told', 'kind', 'bold', 'wild', 'toast', 'host', 'most', and 'bolt'.
The concept of reading fluency, compared to a race, is introduced. Students practice reading the new sounds and words quickly and smoothly. They engage in a partner reading activity, with one student acting as 'peanut butter' (reader) and the other as 'jelly' (listener/pointer).
Students practice writing a sentence: "Bolt the gold in the trunk." They pound out the words to identify individual sounds and then write the sentence, paying attention to capitalization, punctuation, and correct spelling of the new sounds. The teacher explains the meaning of "bolt" in the context of the sentence.
The lesson transitions to syllabication, breaking words into their parts. The teacher demonstrates how to identify vowels, consonants, and create bridges to divide multi-syllable words like 'frolic', 'satin', 'vivid', 'impressing', and 'punishing' into open and closed syllables.
A new 'red word' (sight word) is introduced: 'even'. Students learn the word through tracing on a bumpy screen with a red crayon, skywriting, and tapping out the letters while repeating the word. They discuss sentences using 'even' and its different meanings.
Students practice writing the word 'even' from memory. Finally, they practice pounding and writing a new sentence: "Did the pegs look even?" The teacher emphasizes remembering capitalization and punctuation, especially the question mark for an interrogative sentence.