Decoding B1Lesson 15

CHAMPSConversation - voice level 2Help – raise handActivity – direct instructionMovement – stay seatedParticipation – answer on cueSuccess

Pronunciation

eds

Part 1

eats smear ears hear

ea

We are working on: sound combinationCriteria: read all words without error.

Part 2fast too store much

packs must things

gum bit still

plan more chomping

We are working on: sound/word readingObjective: Read each row without error

Part 3

these here ate rate

make gave like

We are working on: Silent E wordsObjective: Read each word correctly

Part 4A

hoperide

shapelate

Brider

hopinglater

shaped

We are working on: words with endingsObjective: read each column correctly

Part 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 don’t 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 calledSuccess

Box B = 3 pointsOpen your text book to lesson 15 - part 7

The 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 Sandy’s 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 - 3 When 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 Success

Box 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 workbookSuccess

Box 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 points

Box A = 0 or 5Box B = 0 to 3Box C = 0 or 6Box D = 0 or 6

Coming up next….Sandy’s Plan for the Rat’s Fast Rate

Predictions….