Advantages and disadvantages of traditional

Phonemic awareness: Remind children in the monkey inside the big book they currently read. I will say the expression monkey, focusing the initial phoneme /m/. Question students what sound they hear at the start of the words (Im) I will the names of animals from the big publication and ask college students to say requirements they hear at the beginning of the term. ( cow) k/ ( goat) g/ ( seagull) Is/ ( dog ) [d/ ( lamb) II/ 5. Focus on ( /u/) tell children which i will say several words little by little. They will do it again each word and then say the beginning audio.

I will say up, I hear requirements / u/ at the beginning of up. I will continue with the next words. Empire, u/ until, / u/ under, [u/ us, u/ umbrella, [u/ ugly u/ uncle, u/ utter, u/ Model: Display alphabet greeting card U and I will say the letter identity. Tell kids that the notice u may stand for requirements /u/, the short vowel sound of u in words this sort of ad up, us umbrella. I will withstand letter greeting card and claim /u/and Let me tell children that u appears In the midst of the words tub, hug, and must. Have children repeat the sound many times as u touch the.

Word Blending: words with /u/. Blend and see the words up, us, tour bus, and bud. I will show each step by using a pocket graph and Notice cards, include children repeat after me personally using word builder and word constructor cards. * word building: I will place the letter u In a pocket chart. Include children the actual same with their very own word building contractors and term builders credit cards. I will duplicate with the letter s. I will Elena 10 word us. See my ni?era near eight letters while u little by little elongate ten sounds as well as cuss/. Have children do the same, and build and go through new words by telling them. 5. Phonic and spelling words.

I will introduce the a few spelling words and phrases with brief vowel u/ us 5. us 2. Bug 2. Rug 5. Mug I will say the punctuational words and also have students replicate after myself. Students will say the word, mean the word and say the phrases again. Led practice: Phrase sort: place the cards to get duck, nest, and this halloween at the top of a pocket data. Write every spelling expression on an index card. Display the cards and ask, which in turn words have a similar vowel sound you hear in the midst of duck? Which usually word gets the same vowel sound you hear in nest? Which term has the same vowel appear you hear in pig?

Which words might not have any of these sounds? Place the phrases in the appropriate columns since children direct. Have children read the words and phrases aloud. Self-employed practice: disperse worksheets and still have students listen to the picture My answer is and group of friends the picture whose name gets the vowel appear [u/ as in cup Assessment: Read again the big book and have volunteers play the role of the animals on their way house. Suggest that kids add human body movements and sound effects showing which dog they are part playing. Motivate all kids to chime in for the parts of the storyplot they know.