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Show LETRS based spelling curriculum 400 sounds /c/, /ă/, /n/ /d/ /ē/ /z/. Each sound is represented in each box and 6 has a spelling that represents that sound. Move the chip or penny and write each spelling into the boxes. Students will do this activity on the phoneme-grapheme map found in the resources. See page 249 in LETRS handbook. This is a great opportunity to review vowel teams, CCVC short vowel, VCe and digraphs. d i d n t didn’t c a n t can’t d o n t don’t I m h e s he’s sh e s she’s y ou n w o n t o war I’m g young won d toward Irregular word practice (5 minutes):Have studentspush the pop-it fidget toy to count the sounds of the three irregular words. The teacher will first write the sounds and then write the spelling that represents the sound in circles on a whiteboard. The circles represent each pop-it pushed. When the sounds do not match the spelling, we must remember the letter by heart. Teacher will write a heart symbol above that letter to remind students. 1. young= has four sounds: /y/ /ǔ/ /n/ /g/. The spelling that represents those sounds are /y/=y, /ǔ/=ou, /n/=n, /g/=g. 2. won= has three sounds: /w/ /ǔ/ /n/. The spelling that represents those sounds are /c/=c, /ŏ/=augh, /t/=t. Draw a heart on the ough. 3. toward= has four sounds: /t/ /o/ /r/ /d/. The spelling that represents those sounds are /t/=t, /o/=o, /r/=war, /d/=d. Draw a heart above the owar. pelling dictation (2 minutes):The teacher will saythe following sentence S out loud and the students will write it down. The students will spell the best to their abilities, including the correct capitalization and punctuation. Afterwards |
