S is for...5
Lesson 5 of 5
Objective: SWBAT create a word wheel that will enable them to practice /m/ vocabulary reading and picture match.
Prepare the Learner
I always start off my letter/sound instruction by singing two ABC songs. The first one focuses just on the letters and order of the alphabet. The second one focuses on the sound of each letter. I sing these songs every day of the school year. Even though I have not formally taught every letter and sound at this time of year, the kids quickly learn the songs and they actually recognize many of the letter sounds before I have formally taught them.
We then review s pictures that begin with the sound of S. I use the same pattern for these pictures every day and with every letter. You will see this pattern throughout my lessons. The basic pattern is I say(name of picture), you say(name of picture), we say letter sound three times. For example, I may begin with the picture of 'snowman' with the letter S. I say: Snowman. Students say: Snowman. We all say: /s/ /s/ /s/
If you don't have vocabulary cards, here is a great video!
Interact with Concept
There are two parts to the word wheel. The front piece is a snowman and has a window where the words and pictures show through. The circular piece has the /s/ words and pictures on it and those show in the windows of the front piece. The window that reveals the picture has a flap on it so that the students have to try to read the word before they actually know what it is from the picture support. I love that about these word wheels!
I precut the windows on the front piece. They are small and tricky, so I do not let students cut them. It is fairly easy to cut 5 or 6 at a time, so it goes pretty quickly!
I model how to color the snowman so that students see how to color nicely. Depending on time, I may or may not have them color the smaller pictures on the circle. I model how to cut out the snowman and the circle. The circle, of course, is very easy to cut. But the snowman can be tricky, so I make sure the kids know where to cut. After they color and cut, the students raise their hands and I come and put a brad in the middle to attach the front and back pieces. They can then take them home and try to read each of the /s/ words!
Centers: Students rotate through the centers, going to one per day.
I have a centers chart where they find their name daily and what center they are assigned to for that day.
My centers are designed to address skills that students need, be it fine motor, gross motor or academic.
2. Pocket Chart- /s/non=/s/ sort
3. Writing-student trace sandpaper letters with their finger(tactile fine motor)
4. Math-shapes sort
5. Computer- students can listen to /s/ pictures and a story on starfall.com