Today is our 3rd lesson in this unit that focuses on contractions. Contractions aren't even supposed to be mastered until the 2nd grade, but I know that my students will encounter contractions in their reading in 1st grade, so we are going to address them. If you've seen my lessons on working with contractions with "is" and " am, not, and will," you'll see that all these lessons show students making visual kinesthetic vocabulary cards or VKV's. These were originally the idea of Dinah Zyke. However, I've made a template for you so your students can get down to the business of using the template and not spend instructional time making each card from scratch. I don't like using worksheets, and will try to avoid them when I can. I've found the VKVs are a great active way of teaching the concept of contractions, so I use them to introduce the concept of each set of contractions to give them a firm understanding.
In today's lesson, students will write the two words that make up the contraction. Then they will cover up the letter or letters in the second word with a flap from the top part of the card. They will write an apostrophe on this flap. I know this sounds confusing so I've created a video, How To Make a VKV.MOV, for you to clear up that confusion. I've also included a few pictures of the VKV for you from a previous lesson to give you an idea of what the VKVs should look like: Contractions 1.JPG Contractions 2.JPG. After completing the VKVs students will read the two words that make up the contraction, then they will read the contraction itself. Students will try to read their cards as fluently as they can. All these tasks address standards L2.2c, L2.3, and RF1.4.
For today's lesson, you will want to do the pages for the contractions with have from either the Smartboard, Contractions Galore.notebook, or Activboard, Contractions Galore.flipchart, lesson called "Contractions Galore." You will also want to make enough templates contraction VKV template.pdf so your students can make 8 VKV's. I've also made headers, Contractions With Have Headers.pdf, so your students can put a title at the top of their paper. You also want enough 12x18 pieces of construction paper for each child in your classroom. This is where they will mount their VKV cards so they can organize and read them easily.
I partnered my students up and had them come to the carpet to sit in front of the Smartboard. I said, "Today we are going to be learning how to make contractions where the second word is have. Remember, a contraction is a shortcut way of speaking, reading, and writing two words. I will give you an example now. I will say this sentence the long way first: 'You have had a good day at school.' Now I will say it the shorter way using the contraction: 'You've had a good day at school.' Did everyone hear how I took the words 'you have' and turned it into the contraction 'you've?'"
I continued on and said, "Today we are going to learn how to speak, read, and write these contractions. Let's get started."
We did the slides on the Smartboard lesson and focused on the contractions that have the second word as have. I tried to give my students as much exposure to these contractions as possible. We used a brace map, which is a Thinking Map that shows a whole to part relationship. We took the whole contraction and broke it up into the two words that make up the contraction. I also had partners practice speaking the contraction in a complete sentence. Finally, I had student volunteers come up to the board and write the contractions in a cloze activity.
My students had done a contraction lesson with the word is earlier in the week, so making a VKV was fresh in their minds. Even my students who weren't so sure of making a VKV earlier in the week and wanted some extra help were like, "I've got it Mrs. Gresser !"
I put a pile of templates on each of my 5 student tables, then gave each student a 12x18 piece of construction paper. Then I put this list of words on the board:
I said, "There are your two words. Now go make me some contraction VKVs." Then the students got to work. I checked all of the student work at the end of the lesson. The worst mistake a student made was forgetting to put an apostrophe on the front flap, and that was a quick fix when I pointed it out.
I had partners get together again, and they practiced reading their contraction cards fluently. Then I had them practice using their contractions in sentences again. It was a quick and effective way to end the lesson. It was really noisy when we were reading our VKVs to each other. I took one student aside at a later time and had them read their VKVs so you could actually hear the video and have a better understanding of how the students read to each other: Contractions With Have.MOV.