Phonics Lessons - Mar 2-6
Lesson 77: ar
The /r/ sound is a tricky sound. When we put the /r/ sound after a vowel, it completely changes the way the vowel sounds. It makes what we call an ‘r-controlled’ vowel. The r-controlled vowel ar usually represents the /ar/ sound. This can come in the middle of a word, such as the words bark and part. This can sometimes come at the end of the word, such as car and star. It can also sometimes come at the beginning of a word, such as the words art and arm.
The sound /ar/ us produced by starting with our jaw dropped and our mouth open almost making the short /o/ sound. Then, we raise the sides of the tongue and partially close our mouth to make the /r/ part of the sound. Your voice is on.
In this week's text called, The Garden, students are looking for all the words that have the /ar/. They are looking to highlight the whole word with this spelling pattern. Students are also asked to illustrate the story to demonstrate their understanding of the text.
Lesson 78: or, ore /or/
Another r-controlled vowel sound is /or/. This sound is usually represented using the letters or and ore. The or spelling can come in the middle of a word, such as fork or corn. It can sometimes come at the beginning of the word such as orb. It can also come at the end of a word, such as for. However, when we hear /or/ at the end of a word it usually is spelled with a silent e like in the words more or store.
For the /or/ sound, we begin with our lips rounds, almost like we're going to say /aw/, but the /r/ pulls the sides of our tongue up to say /or/. Your voice is on and this is a continuous sound that can be stretched out.
In this week's text called, Marvel at the Shore, students are looking for all the words that have the /or/ sound based on the two different spelling patterns or, ore. They are looking to highlight the whole word with this spelling pattern. Students are also asked to illustrate the story to demonstrate their understanding of the text.
Heart (Irregular) Words of the Week
Heart words are words that do not decode or follow the spelling rules that we have been learning. We have to know them by 'heart'. However, once we learn more spelling rules, they may be only temporary heart words and the rules will come along later! In the meantime, we have been focusing on reviewing and learning the words below with focused in class practice. These will eventually (if not already) be on spelling word lists or word rings.
This week we are reviewing:
With each lesson, there is a fluency grid with the lesson focus that is intended to help students recognize the phonics rule and assist in reading it with accuracy and automaticity. At home, challenge your young reader to read the word (aim is to decode/read each word within 3 seconds) and then recall it each time they see it within the grid of mixed up, repeated words. A couple minutes of practice is all they need. This acts as a warm up before reading the text that also applies the same skill while building on all the previous skills as well. Each week we are building on the previous week to become more fluent readers so we can focus on what the text is sharing rather than spending all the time decoding the words.
Homework Reminders
Students have been working on the story or stories in their Reading Practice book this week that will come home each weekend. At school, they work with a partner to complete their fluency grid, read with someone their story and highlight the focus words. Following, they are illustrating a picture for the text to show their understanding.
- four
- fourth
- forty
- people
This week's new words:
Fluency Grids- pretty
- nothing
With each lesson, there is a fluency grid with the lesson focus that is intended to help students recognize the phonics rule and assist in reading it with accuracy and automaticity. At home, challenge your young reader to read the word (aim is to decode/read each word within 3 seconds) and then recall it each time they see it within the grid of mixed up, repeated words. A couple minutes of practice is all they need. This acts as a warm up before reading the text that also applies the same skill while building on all the previous skills as well. Each week we are building on the previous week to become more fluent readers so we can focus on what the text is sharing rather than spending all the time decoding the words.
Homework Reminders
Students have been working on the story or stories in their Reading Practice book this week that will come home each weekend. At school, they work with a partner to complete their fluency grid, read with someone their story and highlight the focus words. Following, they are illustrating a picture for the text to show their understanding.
At home, students are to finish the above tasks and read to an expert the week's lesson(s). After completing, parents are to initial at the indicated spot at the top.
This week, we are have completed two lessons so there will be two stories to complete in their white Reading Practice booklet after the clip. Please see the information letter in the front of the book for more, detailed information about this weekend practice book coming home. Please return on Monday (or Tuesday if there is a no school day on Monday).
Happy reading!
Happy reading!
