Unit 27 - Voyager Learning

DECODING PRACTICE 2 SOUND REVIEWUse the selected Sound Cards for Units 1–27 or the Sound Review on Decoding Practice 4. NEW SOUND PRACTICE FOCUS ON VOCABULARY New vocabulary word: “dream”Introduce the word “dream” and give examples of its meaning. Say something like:Your new vocabulary word is “dream.” Tell me your new word. (dream)How many of you dream at night?A dream can be something you imagine while you are sleeping.A dream can also be something you want or wish for.Something you want or wish for can be called a . . . (dream).I have a dream that there will be no hungry children in the world.I have a dream that all the children in my class will love to read.Something you want or wish for can be called a . . . (dream). TRICKY WORD SOUNDING OUT SMOOTHLYProvide repeated practice. Mix group and individual turns, independent of your voice. MULTISYLLABIC WORDS• Have students say each word part, then read the whole word. Use the words in sentencesas needed.• Provide repeated practice. Mix group and individual turns, independent of your voice. ACCURACY AND FLUENCY BUILDINGRepeat practice on each column, building accuracy first and then fluency. TRICKY WORDS New Tricky Words: “were,” “school,” and “Rosa”• Have students look at the first Tricky Word, “were.”• Tell them the second e is crossed out because it is silent—it doesn’t say anything.• Have students sound out “were,” read it five times, and use it orally in sentences.• Follow those same basic steps with the next new Tricky Word “school,” only tell studentsthat the h is crossed out and doesn’t say anything.• Tell students the next new Tricky Word is a name and is pronounced “Rosa.”• Have students read “Rosa” three times, and use it orally in sentences.• Have students read the row. Repeat, mixing group and individual turns, independent ofyour voice. Use the words in sentences as needed. DAILY STORY READINGProceed to the Unit 27 Storybook. See Daily Lesson Planning for pacing suggestions. COMPREHENSION AND SKILL WORK ACTIVITY 3 AND/OR ACTIVITY 4See pages 32 and/or 37.26 For ELLs and children with language delays, provide repeated and extended practice with the language patterns. See page 10 for tips.