Intro to OG Lesson 4

Materials Needed
Teaching Resources: chart paper/document camera
Student Materials: Student Response Sheet, (one model displayed for all students to see, and 1 per child)
Cards: picture deck: a-z, h-brothers; basic deck: a-z, vowel/consonant, vowel pictures, happy puppy, syllable, b-
checker, Open syllable card (8.46)
Card Drills: Meeting Area: 5 minutes
Tactile Drill: Tactile Drill (Picture Deck): Teacher displays card and
prompts students to say the letter name, keyword, and
Picture Deck a-z, h-brothers sound while skywriting the letter.
Visual Drill:
Basic Deck a-z Visual Drill (Basic Deck): Teacher displays card and prompts
students (by tapping the card) to pronounce the sound for
that card.
 Tap twice for all vowels (sound and name)
 Tap twice for s: /s/ and /z/
Blending Drill:
This component will be added later.
Phonemic Awareness: 2 minutes
Onset/Rime Blending
Teacher says sounds before the first vowel and then the vowel and all sounds after. Students blend the sounds to
produce the whole word. Example: /b/ŭs/ - /bus/.
/pl/ay/, /k/eep/, /br/ush/, /gr/ab/, /n/ame/, /f/irst/
Review: 0 minutes
Review Reading:
This component will be added later.
Fluency: 10 minutes
Source: 1. Teacher displays text and models reading.
LNF: Practice Sheet Form 4 2. Class choral reads (1 min).
Teacher uses fluency procedure steps 1-4 3. Teacher distributes text for partner reading.
Bonnie Kline: Level 1, page 55 4. Partners choral read or take turns reading, giving
Teacher uses fluency procedure steps 1-2 to model left corrective feedback when needed (1 min each).
to right reading of connected text passage. 5. Students record their stopping point after 1 min.
Note: Step 4 is completed 2-3 times, as time permits.
6. Students take passage home for further practice.
New: 7 minutes
New Phonogram: New Phonogram: Teacher uses direct instruction to
1. Teach the concept of a syllable: A word or part of introduce new sound card. Teacher introduces the letter,
models the correct pronunciation, and teaches letter
a word with 1 vowel sound. (See page 3 for
formation through skywriting. Students skywrite the letter
activities)
while saying the sound three times.
2. Review the concept of Open syllables (1 vowel,
vowel is at the end, vowel says its name). Extensions: Teacher asks questions to prompt students to
New Reading: apply skills (recognizing rhyming words, synonyms,
she, go, we, hi antonyms, multiple-meaning words, determining parts of
speech, or completing analogies) for vocabulary extensions.
Auditory Exercises: Student Response Sheet: 10 minutes
Auditory Drill: Letter: Teacher says a letter name. Students repeat the letter name. Students

/conversion/tmp/activity_task_scratch/553747969.docx
 Letter: d, k, l, c say the letter name while they write that letter on their SRS.
Sound: Teacher says a sound. Students repeat the sound and write the letter
Sound: /j/, /t/, /ă/, /b/ that makes that sound on their SRS.
Keyword: itch, edge, wagon, Keyword: Teacher says a keyword. Students repeat the keyword and write that
ship letter for that keyword on their SRS.
Position: tip, mix, gum, not Position: Teacher identifies a position (B, M, E) and says a word. Students
repeat the word, isolate the sound in that position, and write the letter(s) that
Beginning spell the sound on their SRS.

Correction: Teacher repeats the word and prompts students to finger spell
again, stopping at the error. If the error is a confused sound, provide the key
word. If the error is a rule-based error, remind students of the rule.
Phoneme Segmentation Drill: Teacher says word. Students repeat the word and tap the phonemes in the
with, dog, hill, drum, van, sock, try word (one phoneme per finger) on their non-writing hand.
Note: Have students pull blends apart. Ex: fast = /f/ă/s/t/, 4 phonemes
Review Spelling: Review/New Spelling: Teacher pronounces a word. Students repeat the word,
fingerspell and record the correct spelling on their SRS.
Added later
New Spelling:
she, go, we, bi
Memory Words: 5 minutes
Reading Review: Reading Review: Teacher displays the learned word card and students read the
word.
Added later New Words: ①Teacher displays the new word, says the word and explains
Teach New: meaning and usage when needed. ②Students sky-write the word three times
of in a row –naming each letter while they write it in the sky and then
Spelling Review: pronouncing the whole word.
On SRS: ③Students far-point copy the word, naming each letter as they write
the it on their SRS and say the word. ④Students near-point copy the word three
more times on their SRS -naming each letter and saying the whole word.
⑤Students sky-write the word –once with eyes open and once with eyes
closed. ⑥Students open their eyes, cover the words on their paper and write
the word on their SRS. ⑦Students uncover and check their work. Spelling
Review: Teacher says the word, students repeat and write the word on their
SRS.
Sentence Dictation: 3 minutes
Teacher Modeled Only Sentence Dictation: Teacher pronounces the sentence with expression.
She can run. Students repeat with expression. Teacher and students say the sentence again,
tapping each word out on fingers. They say the sentence again with expression.
Teacher models writing it on the SRS.
Spelling Rule/ Syllabication: 10 minutes
1. Review concept of vowels vs. consonants.
a. Vowels are a, e, i, o, and u (we’ll deal with y later)
b. Consonants are all the other letters
2. Review the concept of a syllable: A word or part of a word with 1 vowel sound. Clap out syllables in words.
3. Review b-checker (hold up left hand. This is your b-checker). Practice b or not a b with b checker cards.

/conversion/tmp/activity_task_scratch/553747969.docx