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….