Wrong number of topics! Check the CMS.

DISPLAY “Hey, Diddle, Diddle” on pages 6–7 of the Rhyme Stew Big Book. Tell students to listen closely and stop you if they hear something wrong. Read the first line of the rhyme, sweeping your hand under the words. Then move your hand to the second line and read it, beginning with the last word: fiddle the and cat The. Have a volunteer point to the word that you should read first for that line.

Continue reading the rhyme, choosing another line to read in reverse for students to catch and correct. Have a student point to the word that you should read first.

English Learner Guide

Phoneme Blending: Initial Consonant Sounds

Objective: Students will

• blend initial consonant sounds to make words.

Resources:

• EL Photo Library Cards 1, 4, 10, 11, 13, 29, 35, 46, 47, 103, 104, 107, 117, 131
• Lion Puppet

Tell students that they are going to play a game in which they put sounds together to say a word. If necessary, review the word together as opposed to apart by showing two students together and then apart.

Tells students you will say a sound and part of a word. They will put together the sound and word part to make a whole word. Remind students to wait for the established response signal before saying the word. Use Lion Puppet to model for students:

Display EL Photo Library Card 1.

Teacher:	/ā/ … corn. What is the word?
Puppet:	acorn

Tell students that this time, when you ask for the word, they should answer.

Display EL Photo Library Card 4.

Teacher:	/ā/ … pe. What is the word?
Students:	ape

Continue with these words and EL Photo Library Cards 10, 11, 13, 29, 35, 46, 47, 103, 104, 107, 117, and 131.

/b/ … ank bank	/b/ … arn barn	/b/ … each beach	/k/ … ave cave
/k/ … oal coal	/d/ …og dog	/d/ … ome dome	/m/ … ap map
/m/ … oon moon	/m/ … ouse mouse	/o/ … x ox	/r/ … obe robe

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USE this activity to have students put together, or blend, sounds to produce words orally.

Tell students you will say a sound and part of a word. They will put together the sound and word part to make a whole word. Remind them to wait for the established response signal before saying the word.

Use the following sounds and word parts:

/t/ . . . ime time	/d/ . . . inosaur dinosaur
/d/ . . . esk desk	/m/ . . . idnight midnight
/t/ . . . uesday Tuesday	/s/ . . . unlight sunlight
/b/ . . . ench bench	/n/ . . . eedle needle
/n/ . . .oodle noodle	/p/ . . . oodle poodle
/p/ . . . each peach	/t/ . . . each teach

Intervention Guide

Phoneme Blending: Initial Consonant Sounds

Objective: Students will blend initial consonant sounds.

Resources:

• Lion Puppet

Display the Lion Puppet as you tell students the puppet is going to play a game with you today. Explain that you are going to make words together. Model giving an initial sound and a word part. Have the Lion Puppet say the complete word and encourage students to play.

Teacher: /b/ …ook. What is the word?

Puppet: Book. Now let’s play together!

Tell students you will say a sound and a part of the word. Remind them to put the sound and the word part together to make a whole word. Have the Lion Puppet ask students what the word is. Use these sounds and word parts:

/r/ … ide ride	/j/ … une June
/s/ … ofa sofa	/r/ … escue rescue
/b/ … ean bean	/s/ … andbox sandbox
/m/ … ouse mouse	/n/ … ickel nickel
/t/ …iger tiger	/b/ … eautiful beautiful

USE this activity to have students identify and isolate initial consonant sounds in words.

Remind students that in this game, you will say a word and then they will say only the first sound of the word.

Use Lion Puppet to demonstrate:

Teacher: moose

Puppet: /m/

Teacher: pancake

Puppet: /p/. Now you do it!

Have students isolate and say the initial sound in the following words:

bee /b/	sea /s/	we /w/	page /p/	sharp /sh/
sheet /sh/	feet /f/	heat /h/	boat /b/	toll /t/
lake /l/	make /m/	by /b/	fit /f/	tie /t/

Intervention Guide

Phoneme Segmentation: Isolating Initial Consonant Sounds

Objective: Students will isolate initial consonant sounds.

Remind students that words are made up of sounds. Say, Listen to the word mop. Say the word, stressing the beginning sound. Ask, What is the first sound in mop? m Have students say /m/ together.

Tell students that you are going to say some more words. Tell students to repeat the words. You want them to listen carefully and then tell you the first sound they hear in the word. Use these words:

seal /s/	mine /m/	hand /h/	four /f/
nice /n/	jam /j/	bed /b/	tail /t/
reach /r/	duck /d/	gas /g/	cup /k/

English Learner Guide

Introduce the Sound/Spelling of /m/ Spelled m 1

Objective:

• learn the sound/spelling of /m/ spelled m.

Resources:

• Routine 1
• Sound/Spelling Card 13

Display Sound/Spelling Card 13. Use Routine 1, the Introducing Sounds and Letters Routine, to discuss /m/ spelled m. Ask students to explain what the black letters on the card mean. m is a consonant.

Tell students that they are going to listen to a story about /m/.

Play the story once. Stop the story after each stanza, and briefly explain the main gist of the stanza. Explain the following words and phrases using student-friendly definitions and the illustration on the card: yummy, munches, tummy, mash, mush, munch, bedtime, hunch.

Play the story several more times, and have students say /m/ /m/ /m/ /m/ along with the story.

Point to the m spelling on the card, and say, “/m/ has two spellings. One spelling is m.” Have students repeat after you: One spelling of /m/ is m.

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POINT to the Sound/Spelling Cards and remind students that each of these cards has a picture that will help them to remember the sound for the spelling(s) shown on the card.

Point to Sound/Spelling Card 19 and have students name the card. Sausages Ask them to give the sound for this card and its spelling. /s/, s

Use Routine 1, the Introducing Sounds and Spellings Routine, to introduce /m/ spelled m.

Point to the back of Sound/Spelling Card 13—Monkey. Have students identify the capital M and lowercase m at the top of the card. Ask why the letters are black. Mm is a consonant.

Turn the card. Point to the picture and tell students this is the Monkey card. Tell them the sound for this card is /m/. Point to the spelling m on the card and tell students the spelling for /m/ is m. Tell students this is the spelling for the sound they hear at the beginning of monkey, /m/.

Tell students you will play a story that will help them to remember the sound /m/. Play or read the Monkey story:

For Muzzy the Monkey, bananas are yummy.
She munches so many, they fill up her tummy.
When she eats, she says /m/ /m/ /m/ /m/ /m/.
Bananas for breakfast, bananas for lunch.
Mash them up, mush them up.
Munch, munch, munch, munch.
What does Muzzy the Monkey say?
(Have students join in:) /m/ /m/ /m/ /m/ /m/.
Bananas at bedtime? I have a hunch.
Muzzy will mash them up, mush them up,
Munch, munch, munch, munch.
Then what will Muzzy the Monkey say?
(Have students join in:) /m/ /m/ /m/ /m/ /m/.

Say /m/ as you point to and say the spelling, m.

Write the letter m on the board and review the letter formation strokes. As you write, have students use their fingers to write the spelling several times in the air, on their palms, or on the surface in front of them as they say the sound.

Intervention Guide

Introduce the Sound/Spelling: /m/ Spelled m

Objective: Students will be introduced to the sound /m/ spelled m.

Resources:

• Sound/Spelling Card 13
• Intervention Support, pages 3–4

Write the letter m on the board. Point to the letter as you say the /m/ sound. Tell students that the letter m stands for the /m/ sound. Say /m/, extending the sound. Then have students say /m/ with you. Tell students that the /m/ sound is like the sound you make when something tastes really good: /m/ /m/ /m/. Point to Sound/Spelling Card 13—Monkey. Remind students that the Sound/Spelling Card has a picture that will help them remember the sound for the spelling shown on the card.

Ask students to listen for /m/ as you say some words. If they hear /m/, they should rub their tummies and say the /m/ sound. Say the following words, emphasizing the beginning sound:

mad

moon

not

most

me

say

mine

up

map

Say, Many of the words I said had /m/ at the beginning. Let’s listen for /m/ again. This time it will come of the end of the word. When you hear /m/, rub your tummy and say the /m/ sound. Then say the following words, stressing the final sound:

same

time

shine

am

yes

dream

poem

tall

team

Have students turn to Intervention Support pages 3–4 and complete the activities.

ASK students to think of words that begin with /m/. Write their suggestions on the board. Circle the spelling m in each word and tell students to say the sound as each m is circled.

Repeat the activity with words that end in /m/. If students suggest a word that ends with mb, write the word in a different column and tell them they will learn about that spelling later.

End the activity by reviewing Sound/Spelling Card 13. Remind students that this is the Monkey card, the sound is /m/, and the spelling is m. Tell them they can remember this sound and spelling by looking at the card and thinking about the sound Muzzy the Monkey makes as she munches bananas: /m/ /m/ /m/ /m/ /m/.

HELP students complete Skills Practice 1 pages 17–18 for practice with /m/ spelled m. Have students name the picture at the top of page 17. monkey Ask them to say the sound that this picture stands for. /m/ Ask them to give the spelling for this sound. m

Have students complete the top of the page by writing lowercase m several times and writing capital M several times. At the bottom of the page, have students say each picture name. Tell them that if they hear the /m/ sound at the beginning of the name, they should write m in the space provided.

Tell students that each picture name on page 16 contains /m/. Have them say aloud each name. If they hear /m/ at the beginning of the word, they should write m in the first space. If they hear /m/ at the end of the word, they should write m in the second space.

TELL students to write the whole alphabet independently, using capital letters only. Have them check the Sound/Spelling Cards to proofread their work. Remind students that proofreading means "looking for and correcting any mistakes."

Intervention Guide

Dictation and Spelling

Objective: Students will review the sound /m/.

Have students set up paper so that they have five rows numbered 1 to 5. Each row should have two blank lines on it for students to write on. Tell students you will say a word with an /m/ sound and they are to listen and decide whether they hear /m/ at the beginning or end of the word. If they hear /m/ at the beginning, they are to write an m on the first line. If they hear it at the end, they write m on the second line. Model as necessary. Use the words fame, mile, room, move, and miss.

High-Frequency Words

INTRODUCE the high-frequency words can and on. Write each word on the board, read it, and use it in a sentence. Have students repeat each word. Have volunteers make up sentences using the words can and on. Then write each word on an index card and add the cards to the High-Frequency Word Bank. Review other high-frequency words in the Word Bank by pointing to them and having students read them.

Reading the Pre-Decodable

POINT to the rebuses in the text and tell students the name of each one. Then have students point to the rebuses and name them.

Read the title, pointing to each word. Then point to and read the names of the author and illustrator.

Read the entire book without stopping. As you read, move your finger beneath words and rebuses to show the progression of print. Reread the book, having students chorally read each page with you. Read the book again, having individual students read different pages.

Review the high-frequency words and rebuses by pointing to each one and having students read them.

Checking Comprehension

TALK with students about the story and answer any questions they have. Ask them to identify anything they found difficult in the book.

Have students retell the story.

Ask individual students the following questions. Tell them to answer in complete sentences and to use the high-frequency words they have learned.

• What can the boy and girl see on page 3? They can see the bus.
• Who is on the bus? The driver, boys, and girls are on the bus.
• Where is the bus at the end of the story? The bus is at the school.

Building Fluency

BUILD fluency by having students reread Core Pre-Decodable 5 twice with a partner, alternating pages. For additional practice, have students read Practice Pre-Decodable 5, See the Bike.