Lesson 2 - CVC Words
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Transcript of Lesson 2 - CVC Words
Lesson Plan
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas /
Texas Education Agency, 2002)
Page 1 of 4
Part Duration Lesson Materials
1
10 minutes
FLUENCY
Objective:
To check / monitor students’ progress in
reading
1. Start lesson by informing students that the
book is a continuation of the previous book
read by them in previous lesson.
2. Read an excerpt of the book.
3. Ask each student to read the book (chosen
excerpt) aloud in own groups.
4. As student reads:
- Teacher will underline words read
correctly for each pupil
- Students will write down words not read
correctly in their small books..
5. While teacher is assessing a particular
student, the rest will read in pairs while
waiting for their turn.
Reading Material:
Reading Material:
Own PM+ Level
books for each
group (depends on
proficiency level of
each student group)
1 set for teacher, 1
for pupil
Student Worksheet –
Lesson 2
2
10 minutes
WORD STUDY
Objective:
Students will draw on their previous
knowledge of CVC (consonant-vowel-
consonant) words to begin working with
CVCC (consonant-vowel-consonant-
consonant) words.
1. Write a CVC word on the board. (e.g. fat)
and ask students to read the word.
2. Add one letter to change the word into a
CVCC word (e.g fast or fart) and students
to read the new word.
3. Explain to students that just by adding
another letter (in this case a consonant)
the spelling and meaning of the word
changes.
Whiteboard / Flip
chart
Student Worksheet:
Lesson 2
Teacher Resource:
Lesson 2
CVC word cards &
CVCC word cards
The song ‘The Ants
go Marching’ (from
Advantage Reading
Lesson Plan
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas /
Texas Education Agency, 2002)
Page 2 of 4
4. Give out 5 other examples to students who
are now grouped in fours and instruct each
group to study the new words. (e.g pat –
part, cap – camp, wit – with, pot – post, vet
– vest)
5. Make some groups read out the CVC
words then say out the CVCC words after
that together as a group.
6. Make each group pay particular attention
to the extra letter added and pronounce it
correctly.
7. Explain to the students the different
meanings between the CVC and CVCC
words.
8. Show the song ‘The Ants go Marching By’
(taken from Advantage Reading Grade K pg
89) and sing it to class.
9. Ask students to identify the CVCC words
and identify the CVC from it. (e.g. down –
don, rain – ran)
10. Repeat the sounds of these 2 words and
make students say them aloud as they sing
the song.
Grade K pg 89)
3
20 minutes
INSTRUCTIONAL READING
Objective:
Students will learn to use narrative
comprehension cards to identify important
information while reading a text.
Before reading:
1. Pass the books and narrative
comprehension cards to students.
2. Group students into groups of 4.
3. Ask students to guess what the story is
about by looking at the title and its cover
picture and fill in cards 1-3.
4. Introduce 3-5 new vocabulary words and
get students to guess the meaning of each
Reading Material:
Own PM+ Level
books for each
group (depends on
proficiency level of
each student group)
3-5 vocabulary word
cards (teacher
prepares own set
from choice of books
used)
Lesson Plan
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas /
Texas Education Agency, 2002)
Page 3 of 4
word as they read the book later.
5. Discuss student answers.
Reading:
1. Make students read books in their own
groups and fill in the cards 4-10 while they
are reading.
2. Choose different groups to present
different cards and discuss student
answers correcting any errors in content.
After reading:
1. Instruct all groups to present cards 11-14
and discuss the student answers.
2. For card 15, ask students how they would
want the story to end if they had written
the story.
3. Get student answers at random and share
with class.
4. Review new vocabulary words learnt.
5. Reward the group with the most number
of correct guesses for meanings of words.
4
10 minutes
WRITING
Objective:
Students will improve writing fluency
(speed and accuracy)
1. Review the CVC and CVCC words learnt in
the lesson and encourage students to write
as many words as they can remember from
the words they have seen or read.
2. Time students as they write the words in
their writing books / worksheets.
3. Ask each student to read the words they
have written and share to the class.
4. Monitor and help students with their
spelling and pronunciation.
Student Worksheet:
Lesson 2
Lesson Plan
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas /
Texas Education Agency, 2002)
Page 4 of 4
5
30 minutes
WORD BUILDERS
Objective:
Students will improve in their practice of
phonics, spelling and vocabulary.
1. Instruct students to work in groups.
2. Give out CVC word cards (20 of such cards)
3. Ask each group to come up with as many
new CVCC words as they can with the
given CVC word cards.
4. Time the students (5 minutes)
5. Make each group read out the words they
have created.
6. Assist students with spelling and correct
pronunciations.
Teacher Resource:
Lesson 2
Student Worksheet:
Lesson 2
Teacher’s Resource
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 1 of 7
Appendix A2: Excerpt from ‘Max and Jake’
Max went to play with his new friend, Jake.
“Hello, Max,” said Jake.
“Mum is taking me to the swimming pool today. Do you want to
come with us?”
“I can’t swim,” said Max.
“I can help you,” said Jake.
“I’m good at swimming.”
“Can Grandad come with us?” said Max.
“Yes,” smiled Jake’s Mum.
At the big swimming pool, Jake got into the water. He loved
swimming. Max did not want to get in at first. He sat with his feet in
the water and looked at Jake.
Jake was swimming up and down the pool. He kicked his feet and
made big splashes. Jake swam over to Max.
“I can’t run very fast,” he said, “but I can swim fast.”
Teacher’s Resource
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 2 of 7
Appendix B2:
CVC – CVCC word cards
pat part cap camp
wit with vet vest
lot lost bet best
hit hint cot cost
net next rug rung
Teacher’s Resource
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 3 of 7
Appendix C2: The song ‘The Ants go Marching By’
The ants go marching one by one hurrah, hurrah,
The ants go marching one by one hurrah, hurrah,
The ants go marching one by one,
The little one stops to suck his thumb,
And they all go marching down into the ground
To get out of the rain,
BOOM! BOOM! BOOM!
Teacher’s Resource
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 4 of 7
Appendix D2: Graphic Organiser 2 (Based on the Story ‘The Big Bad Wolf’)
Narrative Comprehension Cards
1- What does the title tell me about the
story? 2- What do the pictures on the cover tell
me?
3- What do I already know about ________ ?
(e.g. the big bad wolf) 4- Who? (characters etc)
5- What? (e.g. what goes on in the story? 6- When? (e.g when does this story
happen?)
Teacher’s Resource
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 5 of 7
7- Where? (e.g. where is the setting etc) 8- Why? (e.g. why is the story like that? /
why are the characters like that?)
9- How? (how do the characters interact
with each other?) 10- What do I think will happen next?
11- Who are the main characters that
affect the story? 12- What was the setting?
Teacher’s Resource
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 6 of 7
13- What was the problem? 14- How was the problem solved?
15- How would I want this story to end?
Why?
Teacher’s Resource
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 7 of 7
Appendix E2: CVC words
pot pet lug pup sag
let mat sad net pin
bun hug but win log
bar bun mat dug fit
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 1 of 5
Name: _________________________________________________________ Date: _____________________
Part 1: Reading Fluency
Write down the words you had difficulty pronouncing in the box below.
Book title: _______________________________________________
Part 2: Word Study
Write the new CVC words as taught by your teacher in the box below.
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 2 of 5
Part 3: Instructional Reading
Book title: _______________________________________________
1- What does the title tell me about the
story? 2- What do the pictures on the cover tell
me?
3- What do I already know about ________ ?
(e.g. the big bad wolf) 4- Who? (characters etc)
5- What? (e.g. what goes on in the story? 6- When? (e.g when does this story
happen?)
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 3 of 5
7- Where? (e.g. where is the setting etc) 8- Why? (e.g. why is the story like that? /
why are the characters like that?)
9- How? (how do the characters interact
with each other?) 10- What do I think will happen next?
11- Who are the main characters that
affect the story? 12- What was the setting?
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 4 of 5
Vocabulary – What are the new words you have learnt today?
13- What was the problem? 14- How was the problem solved?
15- How would I want this story to end?
Why?
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 2: CVC WORDS
Page 5 of 5
Part 4: Writing
Write as many CVC words (from your reading) as you can in the box below in the shortest
time possible.
Check Time:
How do you feel after today’s lesson? (Tick the box)
☺ � �
Why do you feel so?
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What have you learnt today?
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