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Lesson 15. Decoding B1. CHAMPS. C onversation - voice level 2 H elp – raise hand A ctivity – direct instruction M ovement – stay seated P articipation – answer on cue Success. Pronunciation. ed s. Part 1. ea. We are working on: sound combination - PowerPoint PPT Presentation

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Decoding B2

Decoding B1Lesson 15CHAMPSConversation - voice level 2Help raise handActivity direct instructionMovement stay seatedParticipation answer on cueSuccessPronunciationeds

Part 1eats smear ears heareaWe are working on: sound combinationCriteria: read all words without error.Part 2fast too store much

packs must things

gum bit still

plan more chompingWe are working on: sound/word readingObjective: Read each row without error

Part 3these here ate rate

make gave likeWe are working on: Silent E wordsObjective: Read each word correctlyPart 4Ahoperideshapelate

BriderhopinglatershapedWe are working on: words with endingsObjective: read each column correctlyPart 5very Sandy manner

down better planning how you

there ice out are question

We are working on: irregular wordsObjective: Read each row correctly

Part 5some dont lie work oats

slow slowly show happy

give one began happened

We are working on: irregular wordsObjective: Read all words in row correctly

Box A = 5 pointsTurn to lesson 15, part 5 in your text book.

Criteria: Students will read 4 out of 5 rows without error

We are working on: word recognition -- assessment

CHAMPSConversation - voice level 2Help raise handActivity group readingMovement stay seatedParticipation track and read when calledSuccessBox B = 3 pointsOpen your text book to lesson 15 - part 7The Rat That Had a Fast Rate

Standard: Students will read aloud narrative text fluently and accurately with appropriate pacing, intonation, and expression. R2.1.6, R3.1.3, R4.1.1, R5.1.1, R6.1.1

Objective: Students will read each section of lesson 15 story with no more than 3 errors

The Rat That Had a Fast Rate - 1Show me how you would clap at a fast rate.

What was the problem with Sandys rat?

What did Sandy smear on the oats?

Could the rat eat those oats at a fast rate?

Why not?

We are working on: comprehensionObjective: read section with no more than 3 errors

The Rat That Had a Fast Rate - 2The rat chomped on the oats. What does that mean?

The rat said she would do something if Sandy gave her oats that do not have gum on them. What did the rat say she would do?

We are working on: comprehensionObjective: read section with no more than 3 errors

The Rat That Had a Fast Rate - 3When Sandy gave the rat the oats, what are the two things the rat did?

Did the rat tell a lie at a slow rate or a fast rate?

Say that lie about eating slowly the way the rat said it.

Did Sandy give up on trying to slow her rat down?

Sandy said she had a plan. What is a plan?

We are working on: comprehensionObjective: read section with no more than 3 errors

CHAMPSConversation - voice level 1Help raise handActivity partner readingMovement stay seatedParticipation track SuccessBox C = 6 pointsReading check out

Standard: Students will read aloud narrative text fluently and accurately with appropriate pacing, intonation, and expression. R5.1.1, R6.1.1

Objective: Students will read first part of lesson 15 story with no more than 2 errors.

CHAMPSConversation - voice level 0Help raise handActivity individual workMovement stay seatedParticipation write answers in workbookSuccessBox D = 6 pointsWorkbook lesson 14-- letters for sounds-- completing words-- words without endings-- story picture

Objective: Students will complete workbook page with no more than 4 errors.

Review your pointsBox A = 0 or 5Box B = 0 to 3Box C = 0 or 6Box D = 0 or 6Coming up next.Sandys Plan for the Rats Fast Rate

Predictions.