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Show LETRS based spelling curriculum 266 olumn write the tch words (consonants in black and vowels in red): snatch, c fetch, match. Under the second column write dge words (consonants in black and vowels in red): bridge, dodge, fudge. Under the third column write irregular words (consonants in black and vowels in red): every, ready, sure. After writing all the words, recite each word, sound out each sound in the word, emphasize the tch /ch/ and dge /j/ sound. This activity helps students visualize the vowels and consonants in the words. tch=/ch/ dge=/j/ irregular snatch bridge every fe tch dodge ready match fu dge sure 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 ability, including the correct capitalization and punctuation. Afterwards the teacher will write the sentence on the board. The students will correct any mistakes they made, including capitalization and punctuation with a different colored pen. “The mouse was sure to snatch the cheese off the trap.” Day 2 P honeme-grapheme mapping (5 minutes):Count how manysounds each word has by moving a chip or penny into each box. For example, snatch has 4 sounds /s/ /n/ /ă/ /ch/. Each sound is represented in each box and 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. Review the blend sn on snatch and br on bridge. Recognise that blends and trigraphs are different. s n a tch f e tch fetch m a tch match b r i d o dge dodge f u dge fudge e v er dge y snatch bridge every |
