Lesson Plans for CHILDHOOD STORIES OF GEORGE WASHINGTON Level I

Building Skills

Phonological Awareness
Have students listen as you say some words. Tell them you want them to clap if the words begin with the same sound. Say the following pairs of words: ship/shark, shell/sun, shine/hand. Then tell students you want them to listen for the last sound in the word. Demonstrate with the word brush. Have them clap if the pairs end with the same sound. Say the following word pairs: rush/hatch; bush/blush; mat/hush. 

Phonics
Consonant digraph sh
Introduce or review the consonant digraph sh with students. Write the word bush on the board, and ask students to read it with you. Ask them what sound they hear at the end of the word and what letters make this sound. Underline the sh. Explain that the letters s and h together make the /sh/ sound. Have students brainstorm a list of words that start with the /sh/ sound. Record these on the board and ask for volunteers to come up and circle the digraph. Words can be added to spelling journals, word walls, or classroom dictionaries.

Word Work
High Utility Words:
no, my, day, down, did
Write the high utility words on the board and read them with students. Explain that there are some words that are used often in the books they read. If they can learn to recognize these words quickly, it will help them become better readers.
Play the game “Stomp on My Word.” Have students write each word in large letters on a 3 x 5 card. Have students spread the word cards on the floor. When you call out a word, they are to step on the appropriate word card. Do this several times until students feel comfortable with the words.

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