Phonics: Double consonants

+    Have students read pages 3 and 4 and underline all the double consonants.

• Review double consonants. Explain that double consonants are pronounced the same way as single consonants.
• Review the idea that many two-syllable words will be divided between the two double consonants. Write the word supposed on the board and draw a line between the p. Have students read the two syllables independently.

+    Have students read through the rest of the book, underlining the remaining double consonants.

Grammar, Mechanics, and Usage: Contractions

• Write the word isn't on the board. Have students identify what kind of word it is (contraction).
• Have students turn to partners and define contractions. Ask the partners to raise their hands if they agree with the definition. Spot-check definitions.
• Ask students what two words make up isn't (is, not).
• Ask students what the apostrophe is for (replaces the o in not)
• Write the word won't on the board. Ask students what words make up the contraction. Explain that sometimes, the words also change spelling when they become contractions. Won't is made up of will and not.
• Hand out worksheet 2. Explain that on the top half of the worksheet, they will combine two words to form contractions. On the bottom half of the worksheet, they will separate the contractions into two words.

+    Have students circle all the contractions in the book.

Building Fluency  

Reading Independently

• Allow students to read their books independently or with a partner. Partners can take turns reading in the book. 

Home Connection

• Have students take their books home. They can read it to parents, caregivers, siblings, or friends.