La cartilla - PROGRAM SAMPLER

Program Walkthrough (continued) Review Lessons are provided to monitor progress . For the Student For the Teacher Review pages pull together the concepts taught in the preceding lessons . Lesson 12 Review nd Ev lu tion Nombre: Fech : Une: m p t l s Match the letter in the center to the pictures of words that start with the same sound . Con una línea, conecta las letras en el medio, m, p, t, l, s , con el dibujo que empieza con el mismo sonido . Dibujos: (col izq .) león, m ripos , perro, sol, tortug , (col . der .) tigre, lun , sill , p to, mono . Exp nsión: ¿Qué otras palabras empiezan con m, p, t, l o s ? Distinguir entre sonidos Rep so 53 Lección 12 · Rep so: m, p, t, l, s Cu derno 1, p. 53 Ask students to look at the letters in the center of the page . Ask: ¿Qué letr s ven quí? (m, p, t, l, s) Then have them name the pictures and draw a line from each picture to the letter that matches the sound they hear at the beginning of the word . Students should draw a line from the butterfly and monkey to the m , the dog and duck to the p , the turtle and tiger to the t , the moon and the lion to the l , and the chair and the sun to the s . As an expansion, ask: ¿Qué otr s p l br s empiez n con m, p, t, l o s ? Possible answers: m: muñec , p: p lom , t: teléfono , l: lobo , s: siren . Syll bic G me Form small groups of students to practice the syllables as they play the Syllabic Game . Use the following words: m ripos , p to, tom te, lun , sop . Give each group the five corresponding picture cards face up . Place the beginning syllables for the five selected words face down . Ask students to select a picture card and identify it, for example m ripos . Then, ask students to take turns turning over one syllable card at a time until they find the correct one ( m ) . Tell them to mix up the syllable cards again and continue with the next word . The team that identifies the most syllables correctly wins . Writing Review Have students review the formation of the letters m, p, t, l, and s by looking back at the writing pages in their workbook, pages 26, 32, 38, 44, and 50 . If necessary, also review how to write the vowels . Have students use “back writing” for extra practice forming the letters and syllables . Organize students into pairs . Ask them to take turns writing the letters or syllables on the back of their classmates with their fingers . The classmates must guess the letter or syllable . Lesson Overview Objectives Students will be ble to: • Identify pictures of words that begin with the sounds /m/, /p/, /t/, /l/, and /s/ . • Identify objects, people, or animals whose names begin with upper and lowercase letters . • Pronounce, write, and blend syllables with m, p, t, l, and s to form words . Resources Workbook: Cu derno 1, pp . 53–54 Syll bic G me: cards for m ripos , p to, tom te, lun , sop Addition l M teri ls: pictures of famous people, specific places, and common objects; colored paper squares, poster board; sunburst shapes, colored tissue paper pieces Phonics Review Remind students of the words that begin with syllables using the letters m, p, t, l, and s . Say the following syllables and words: /ma/, m ripos , m no; /me/, México, medid ; /mi/, min , mir r; /mo/, moto, mono; /mu/, músic , mud r . Have students repeat each syllable and the words that start with the sound . Repeat the process with p, t, l, and s . Cuaderno 1 · Repaso · 43 Cu derno 1, p. 54 Call on volunteers to read aloud the syllables at the top of the page and identify the pictures . Explain to students that they need to say the name of each picture and choose the syllable from the box that matches the sound they hear at the beginning of the word and write the syllable to complete the word . Students should write me to complete the word mes , pi to complete the word piñ , tu to complete the word tubo , l to complete the word l t , and so to complete the word sop . As an expansion, ask students to draw another object that begins with one of the five letters . Ask students to name the object they chose and say what syllable the words begin with . Help students write the word under their pictures . Addition l Pr ctice Conventions C pit liz tion Remind students that some words begin with an uppercase letter, such as those that name people and animals that are pets or story characters . Display pictures of famous people, story or cartoon characters, and common objects . Have students identify the picture and say whether the name should begin with an uppercase letter or a lowercase letter . G mes Write the letters m, p, t, l, and s across the board, with plenty of space in between the letters . Call small groups of students up to the front of the room to play each round . Then say a word beginning with one of the letters and tell the students to line up quickly under the correct letter . Repeat, alternating among the different letters . Then give another group a turn . You can add an Nombre: Fech : Escribe: Write the syllable to complete the word . Escribe la sílaba para completar la palabra . Exp nsión: Dibuja otra cosa que empiece con m, p, t, l o s . ¿Con qué sílaba empieza la palabra? sa ña bo ta pa me pi tu la so 54 Lección 12 Escribir síl b s Lección 12 · Rep so: m, p, t, l, s Differenti ted Instruction Support If students have difficulty identifying the initial sound of selected words, point to each picture and say the name several times . Have them repeat after you and focus on the initial sound of the syllable . Reinforce Phonologic l Aw reness Use the Syllabic boxes (found in Instructor Resources online) for practice with students that need more work recognizing sounds and syllables in spoken words . Read the two syllable words from Lessons 6 through 11, and have the student point to the boxes to track the initial and final syllables as you say the words aloud . extra challenge by playing instead with photo cards or objects representing the words beginning with the various letters . Ask one student at a time to identify the object and then stand under the correct initial letter . Cross-Curricul r Activities Art Have students discuss what they learned about the sun’s heat in Lesson 11 . Then distribute sunburst shapes and colored tissue paper pieces . Explain they will make sun mosaics by gluing the tissue paper to the sunburst shape . They can crumple the tissue paper pieces or lay them flat . Encourage students to vary the colors of the tissue paper as they glue each piece in place . Have student’s label their drawing with the words El sol . L c rtill Assessment The Assessment for Cu derno 1 , Lessons 7 through 12 are in the Instructor Resources of your online course . Use the individual and group assessment activities and teacher recording sheets to track students’ progress . Ev lu tion To access letter/sound recognition, show individual students a syllable and ask: Cu ndo ves est s letr s, ¿qué sonido h ces? You may also ask each student to write the letters m, p, t, l, s and identify words that begin with each sound . 44 · Lección 12 · Cuaderno 1 T26 Nombre: Fech : Une: m p t l s Match the letter in the center to the pictures of words that start with the same sound . Con una línea, conecta las letras en el medio, m, p, t, l, s , con el dibujo que empieza con el mismo sonido . Dibujos: (col izq .) león, m ripos , perro, sol, tortug , (col . der .) tigre, lun , sill , p to, mono . Exp nsión: ¿Qué otras palabras empiezan con m, p, t, l o s ? Distinguir entre sonidos Rep so 53 Lección 12 · Rep so: m, p, t, l, s Nombre: Fech : Escribe: Write the syllable to complete the word . Escribe la sílaba para completar la palabra . Exp nsión: Dibuja otra cosa que empiece con m, p, t, l o s . ¿Con qué sílaba empieza la palabra? sa ña bo ta pa me pi tu la so 54 Lección 12 Escribir síl b s Lección 12 · Rep so: m, p, t, l, s gram Walk-through (continued)