BEACDFHIKMOQRSTUVWXYZLNGJPWrittenbyMaryHoganIllustratedbyConsueloUdaveBigBookOralLanguage•MorningMessagePhonemicAwareness•PhonemeBlendingPhonics•InitialShort/e/eComprehension•Rhyme:“FavoriteThings”High-FrequencyWords•what,forWrite•SharedWriting:SentencesWeek3OralLanguageOralLanguageConceptsofPrintPointtothefirstwordintheMorningMessage.Explaintochildrenthatthesentencestartshere.Framethefirstsentenceandreaditwithchildren.CountthenumberofsentencesintheMorningMessage.PhonemicAwarenessPhonemicAwarenessPhonemeBlendingModelShowchildrenhowtoblendsoundstogethertomakeaword.Iwillsaythesoundsinaword.Thefirstsoundis/e/.Thenextsoundis/g/.ListenasIblendthesoundstogether:/eeeg/,egg.Sayitwithme:egg.GuidedPractice/PracticeHavechildrenblendthesoundstomakewords.Guidepractice,doingthefirsttwotogether.Listentothesesounds.Thenblendthesoundstomakeaword./e//d/(Ed)/e//n//d/(end)/e//k//o/(echo)/e//ks//i//t/(exit)/e//l//b//ō/(elbow)LA.1.1.1StudentdemonstratesknowledgeofconceptofprintLA.1.1.1StudentdemonstratesknowledgeofconceptofprintLA.1.1.3StudentdemonstratesphonemicawarenessLA.1.1.3StudentdemonstratesphonemicawarenessDAY1AtaGlanceIlikered.Myfriendslikeblue.Whatcolordoyoulike?S46Objectives•Matchletteretoitsshort/e/sound•Blendinitial/e/etomakewordsMaterials•LargeAlphabetCard:Ee•BigBook:AnimalAlphabet,pp.6–7•SmallLetterCard:e•LetterCardsBLM;Teacher’sResourceBook,p.88•Teacher’sResourceBook,pp.242–253•StartSmartActivityBook,pp.33–34PhonicsPhonicsIntroduceShort/e/eModelDisplayAlphabetCardEe.Thenameofthisletterise.Theletterestandsforthe/e/soundyouhearatthebeginningofegg.Whatisthenameoftheletter?Sayitwithme:e.Saythesoundwithme:/eee/.I’llholdupthelettercardforetoshowthatIhearthe/e/soundatthebeginningofegg.GuidedPractice/PracticeDistributeSmallLetterCarde.Saythewordswithinitialshort/e/e.Dothefirsttwowithchildren.Listentothesewords.Ifthewordbeginswiththe/e/sound,likeegg,holduptheecard.Ifitdoesnotbeginwiththe/e/sound,donotholdupthecard.Let’sdothefirsttwotogether.eskimoiglooen...
