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Rational: Children must learn that when certain letters are together they stand for specific mouth moves. These letter combinations (digraphs) must be learned in order to help children read. This lesson is designed to help children learn the phoneme /sh/. It will also teach the students how to recognize the phoneme /sh/ in written language.
Materials: You will need: the list of /sh/ questions, the list of the letterbox words, the story to read, (all provided). Elkonin boxes, and the letter manipulates f, i, d, s, m, a, t, r, f, l, c, and sh tape together are also needed. (Make sure you have enough for every student in your class.) You will also need some free space for a word wall, paper, and a marker to write down their words. Your students will need primary paper (recommended) and a pencil.
1. Introduce the lesson by explaining to the students that “when the letters S and H are together they make a special sound. Does anyone know what this sound is? The sound is /sh/, like the sound a teacher makes when she is trying to get the classroom quiet. (Repeat it /sh/) Everyone make this sound with me /sh/.”
2. After you have introduced the vocal gesture /sh/ then give the following instruction to your class. “Let’s say our new sentence, Shelly’s ship is coming to shore. Now this time when we say it I want you to stretch out the /sh/ sound every time you hear it. Sshhhelly’s sshhhip is coming to sshhore. Let’s do it one more time. Sshhelly’s ssshhip is coming to sshhore. Good job! Can someone tell me how many times you heard /sh/ in that sentence? That is correct, three times. Can anyone tell me the words that had /sh/ in them? That is right, Shelly, shore, and ship. Great job!” Then say, “Listen to the sounds in the word ship. /sh/ /i/ /p/ Count the sounds in the word. How many was there?” Continue doing this with the other words. If some students do not understand try a few more /sh/ sentences or tongue twisters with them.
3. Ask your students simple questions like the following. “Do you hear the /sh/ sound in shake or bake? Correct shake.” Continue doing that until they have the hang of it. Here are a few more pairs of questions to ask them. “Do you hear /sh/ in ship or boat? Snake or shrimp? Fish or food? Shake or wiggle? Smash or crumble? Snail or shell? Shack or smack? Leash or collar? Spoon or dish? Shiver or liver? Garbage or trash? Light or flash? (And so on.)” Make sure you explain the /sh/ can be at the beginning of the word, in the middle, or even at the end of a word.
4. Pass out the letter manipulatives and the Elkonin boxes to each child in your classroom. Then pass around tape so that they may tape the phoneme /sh/ together if desired. Next tell them that “/sh/ only goes in one box. Does anyone know why? That is correct Rachel, it only makes one sound. When s and h get together they form a new sound /sh/ and their old sounds are quiet.” Then give the following directions. I am going to ask you to spell a word for me. Every letter you hear in that word put it in a box. I will do the first one. (demonstrate) The word is ship and it has three boxes. So /sh/ goes in the first, /i/ in the second, and /p/ in the third. Now I want you to try a few on your own. Take out three boxes, try the word mash.” Continue working with them. Here are a few words to do, fish, dish, smash, trash, flash, and crash. You will need the letter manipulatives, f, i, d, s, m, a, t, r, f, l, c, and sh tape together.
5. After you have taught the lessons above you need to assess your students to make sure they understand correctly. The following activity is a good fun way to do so. Read the story to the students (attached on the following page) sentence by sentence. After the first sentence is read have the students write down how many times they heard /sh/ in the sentence. Example sentence: The shell washed up to the shore. Say to them, “write how many times you hear /sh/ in the sentence. Great. Then write the words that have /sh/ in them. I’ll read the sentence again. The shell washed up to the shore.” Read the whole story to the students and after every sentence have them write the number of times they heard it and the word they heard it in. The story is attached on the back of this page.
6. You might also want to have your
students write down as many words as they know with the phoneme /sh/ in
the word. After this is done display all the words the students come up
with on your word wall. Have them write a message to someone using at least
seven or eight of the words from the word wall. (Your students may use
invented spelling here. That is okay but make sure you have the correct
spelling down when you place it on your word wall.)
Practicing /sh/! (22 total)
was waiting for the ship
to come and pick her up.
2. She was going to visit her sweet grandmother.
3. As she was waiting she saw a beautiful shell.
4. It had been smashed by the cars on the island.
5. The ship arrived on the shore they flashed the signal for everyone to get on.
6. Shelly gathered her things and called to her sheep Sally.
7. Sally ran to Shelly and they set sail together to see grandmother.
8. On the way Sally and Shelly saw fish, birds, and sharks.
9. Shelly saw land and could hear the waves crashing against the shore.
10. She knew the trip would soon come to an end.
11. Sally and Shelly had a great time on the ship, but they were ready to see grandmother.
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This section looks at some skills you will need as you start to learn about algebra.
It starts with some work on codes, then moves on to work with letters and formulae.
Remember that the outer ring contains the uncoded letters and the inner ring contains the coded letters.
If we see an expression which contains these letters, we need to replace the letters by their
corresponding numbers to find the value of the expression. Look at the examples below:
(a) Find the value of 6 + b:|
Replacing b by 7 gives 6 + 7.
The answer is 13.
(b) Find the value of 2a + b:|
Remember that 2a means 2 × a.
Replacing a by 4 and b by 7 gives 2×4 + 7.
The answer is 15.
(c) Find the value of ab:|
Remember that ab means a × b.
Replacing a by 4 and b by 7 gives 4 × 7.
The answer is 28.
(d) Find the value of a(b - c):|
You need to know that a(b - c) means a × (b - c).
Replacing a by 4, b by 7, and c by 3 gives 4 × (7 - 3).
The answer is 16.
Calculate the value of each expression below and then to see whether you are correct.
In this question, a = 2, b = 5 and c = 1.
(a) What is the value of b + 5?
(b) What is the value of 3a - c?
(c) What is the value of ab?
(d) What is the value of b(a + c)?
(a) Simplify 2x + 5x.
2x is the same as x + x.
5x is the same as x + x + x + x + x.
Therefore, 2x + 5x must be the same as (x + x) + (x + x + x + x + x), which is 7x.
(b) Simplify 9y - 5y.
We have 9 lots of y and we are taking away 5 lots of y.
This will leave 4 lots of y, so 9y - 5y = 4y.
(c) Simplify 3a + 8b + 5a - 2b.
We can only collect together the terms which have the same letter (the like terms).
We have 3a and 5a which add together to make 8a.
We also have 8b and we are subtracting 2b, which will give 6b.
The 8a and 6b are added together to give 8a + 6b.
(a) Simplify 3p + 5q.
We can not combine these terms because they contain different letters.
Therefore, 3p + 5q is already simplified.
Simplify each expression below, and then click to see whether you are correct.
(a) Simplify 2x + 4x.
(b) Simplify 5p + 7q - 3p + 2q.
(c) Simplify y + 8y - 5y.
(d) Simplify 3t + 4s.
|We want to work out formulae for the area and perimeter of the rectangle.|
To find the area, we multiply the length (x) by the width (y).|
This is x × y which is the same as xy
The formula is Area = xy
To find the perimeter, we add up the lengths.|
This is x + y + x + y which is the same as 2x + 2y
The formula is Perimeter = 2x + 2y
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Binary Numbers Understanding how numbers are represented. Introduction to binary numbers
⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using these subtitles.
- What I want to do in this video is revisit some ideas that you've probably taken for granted
- since the time that you were, like, three or four years old, but hopefully you'll kind of view it in a new light
- that will help inform us when we think about other types of number systems. So, we have ten digits in our number systems.
- Let me just start counting. So if I have nothing I use the symbol 0. Then if I have one object
- I use the symbol 1. Actually, let me draw this out. So nothing, then if I have one thing, I use the symbol 1.
- If I have two things, I use the the symbol 2. If I have three things, I use the symbol 3. Let me scroll
- down a little bit so you can see that. If I have four things, I use this symbol right over here. If I
- have five things, I use this symbol. If I have six things... let's draw it like that... if I have I six things, I use that symbol.
- If I have seven things, I use that symbol. I know this might be getting a little bit tedious, but this
- all has a point. If I have eight things, eight things, I use this symbol. And if I have nine things I
- use this symbol. And then if I have ten things... what symbol do I use? I've already used up my ten digits, we only have ten digits in a base ten
- system, so we start reusing them. So what we do is we reintroduce this idea of number places. You said
- that I have one ten and zero ones. So you say you have one ten and zero ones.
- ...and then zero ones. We call this one, we say it's in the ten's place. This is literally saying one,
- this is saying one tens, this is one tens plus zero ones. So that's what this is saying.
- But we didn't have to reuse it. We could have had maybe more symbols.
- Maybe this was a symbol, or instead of, or maybe we would've created a new symbol.
- Instead of, you know, all of these had their own symbol, so instead of having to reuse the old ones
- maybe we could've made... the symbol star for ten. And then when you go to eleven we would
- have had another symbol for that... let me go to eleven, just to hit the point home.
- So... two, three, four, five, six, seven, eight, nine, ten, eleven.
- So, eleven in our number system, we say that this is one ten... we say this one ten
- ... let me write it this way... one ten. And then this is also, it's one ten, and then one one.
- ... and then one one. So, it's one ten, plus one one. I know this is kind of strange to see
- this way, but it represents this number of objects. If we had a base eleven, or I guess we could
- say base twelve number system, maybe we would have a symbol for this
- instead of reusing our old digits. Maybe a symbol could have been something wacky
- ... maybe it would've been a smiley face. Who knows what it would've been. And I'll introduce
- higher number base systems in, kind of, future videos where we see, kind of, the symbols
- that are actually used. But, what I want to do in this video is think about
- how would we count, or what symbols would we use
- if we had fewer digits, and in particular, how would we
- count things if we only had two digits - if we only had
- zero and one. Essentially, what we're going to do is think about
- how we would represent numbers in base two.
- Our traditional number system is a base ten number system.
- We have ten digits - zero through nine.
- How would we count in base two?
- So, if you have zero things, you'd still probably say
- "hey, I have zero. I can use the digit zero."
- If I have one thing, I can still say
- "hey, I have one thing"... because, we
- have the digits of zero and one. So, let me make it clear.
- The digits here, the digits in base two, can be zero or one.
- So, if I have one thing, I can still use the number one.
- But, now all of a sudden I have these two objects here,
- and I'm saying that I'm limited... to only these two digits over here.
- So, how can I represent it. Well, instead of
- having a ten's place, I could create a two's place.
- ...and I know it might sound a little bit counter-intuitive but I think you'll
- get used to it a little bit. So, over here in base ten, we said we had one ten and zero ones.
- So in base two, why can't we that we have
- one two - one two - and zero ones.
- Let me make that clear. So, this right here is saying
- one two and zero ones.
- I want to make sure you understand the analogy here.
- In base ten... let me write a larger number in base ten...
- ...and so if I write the number 256 in base ten...
- so, this is base ten over here, what does this say?
- This is saying two hundreds, so, two times a hundred...
- or, maybe I should write down the word so I don't confuse the symbols...
- two hundreds plus five times... or maybe I should I say two hundreds
- plus five tens... two hundreds, plus five tens, plus six ones.
- That's what I represent here, and the way we know that
- is that we know that if we go two places to the left, this is the hundreds
- place, this is the tens place, and this is the ones place.
- And if you know from your exponents, this is equal to ten times ten.
- This right here is equal to ten times itself only once
- and this is equal to ten times itself, I guess
- you could call it, zero times.
- Or, if you know your exponents, this is
- ten to the second power, this is ten to the first power place,
- and this is ten to the zeroth power place.
- And if you added another digit here, that
- would be the thousandths place, which would be
- ten times ten times ten.
- We're going to do the exact same thing in base two
- but, instead of using ten, we're going to
- use two. So, now this is the two's place.
- This is the two's place over here. This is the one's place.
- If we add more digits... let me make it clear...
- So in base two... let me write a number in base two...
- remember, in base two I can only use zeros and ones.
- So, in base two, maybe I have the number 1010.
- So, when you think about it this way, if this was base ten
- you would call this the ten's place, the hundred's place, and the thousandth's place.
- But, this is base two now. So let me be very clear.
- We are only using two digits. So, in base two
- this right here is still the one's place
- now this is going to be the two's place
- remember, in base ten this was the ten's place, now
- this is the two's place.
- Now this would be, and you can take a guess here
- hundreds was ten times ten.
- When we go two spaces to the left in base two
- this should be the two times two's place.
- Or this is the four's place. This over here is going to be the eight's place.
- So, if you wanted to kind of think about this in terms
- of base two, this is one, one eight, plus zero fours,
- plus one twos, plus zero ones. Plus zero ones.
- So, if you wanted to represent this exact same number
- in base ten, it's one eight, plus one two.
- So, in base ten this would be... let me write it over here...
- in base ten this would be an eight plus a two, which is just a ten
- So, this is in base ten. This is how you'd represent
- what we know as this many things - as ten things.
- This is how you'd represent it in base two.
- This is how we know we would represent it in base ten.
- Now let's continue here, just to make sure we understand things.
- So, this many objects, well, in base two we have one...
- if you just have two objects - that's one two and zero ones...
- now three objects would be one two plus one ones.
- So, let me do it over here, so this would be one two
- plus one ones.
- So, this is three objects in base two.
- Now when you go to this, so over here we have one four...
- zero twos and zero ones.
- So, now we're going to go to the four place.
- Because we've essentially maxed out everything.
- If we increment more, we have to go to one more place
- just like we did in base ten, but now we can only use
- the digits zero and one.
- So, now we'll have one four, zero twos, zero ones.
- Now when we add one more, we're going to add one more one
- so, now we have one four, zero twos, and one one.
- and just to be clear, this is this many things.
- This is this many things in base two, this is the four place
- one four and one one. If you wanted to convert
- this into base ten, you'd say look
- "this is one four, zero twos, and one one."
- So, if you have a four and a one, we would represent
- that with a symbol 5 in base ten, but
- we don't have that symbol to us in base two.
- Let's go to this. So, now we're going to increment one more.
- So, how can we represent that in base two?
- This is definitely, we're going to have one four...
- and then we're going to have one two... and then
- we're going to have zero ones.
- And if you keep it... it's kind of fun counting
- in base two, you'll start to get the hang of it.
- So, here we'll have to add one one to this so we
- get one, one, one.
- And now when we get to eight, there's no
- way to kind of increment any of these any
- higher, so we have to get a new place... we have to go to
- the eight's place. So, we have one eight...
- zero fours, zero twos, and zero ones.
- This right here, it might look like a thousand to you
- but it would be a thousand if we were in base ten.
- In base two, this is this many objects. This is eight objects in base two.
- When you go... when you increment at one, we'll
- have this many, we'll have one eight, and then we'll have one one.
- So, it'll be 1001.
- And then, I'll stop here, at what we consider to be ten objects....
- in base two, you would say you have one eight, and you would need one two...
- so zero fours, one two, and zero ones.
- So, this right here is ten in base two.
- This is ten in base ten.
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What to do
- Write the letters H and h on the board; make them at least a foot tall. Alternatively, use letter cards large enough for the whole group to see easily.
- The sound for these two letters is the same. What's the sound for this letter? Point to the lowercase h. Good. So what's the sound for this letter? Point to the uppercase H. Right! This is called a capital letter. Remember, when you say /h/ (Say the /h/ sound as in hot.), your mouth is open and air comes out: /h/. Again: what's the sound?
- Look for students who are not saying the sound. Ask them: What's the sound? Look for students who are making the wrong sound and model the sound for them until they have it right. Well done everyone.
- We use the /H/ sound to begin words like hand, help, her, him, house. Can you tell me some other words that begin with /H/?
- Erase H and h. Now write 12 letters on the board (arrange them randomly): 4 of the letters should be H and they should be interspersed with 8 other letters dissimilar in appearance to H, such as y and u. Don't include lowercase h.
- When I point to the letter we just learned, say its sound. When I point to any other letter, you have to stay quiet. My turn first. Point to a series of letters and either say the sound or make a performance of saying nothing, as appropriate.
- Your turn. Ready? Point to letters randomly, holding on each one for a few seconds.
- If a student says the sound for one of the other letters (not H), point to H and say: You only need to make a sound for this letter. When I point to any other letter, stay quiet. Ready? Look for individuals who are saying nothing when you point to H. Have those students try letters individually until they have it (but don’t call only on struggling students). Keep going until everyone has it.
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Dazzling D’s and Buzzing
students can get d’s and b’s confused. Being able to recognize the letter correctly
is vital. This lesson will help children
know the difference between D and B by practice and direct instruction.
Materials: The letter
tiles b, d, a, y, e, o; Elkonin boxes,
a writing tablet and pencils, draw erase board and markers, and Dr.
book published by Random House.
- Explain what we will be working on
today. Introduce the letters to the
students. Sometimes we can get confused
when writing with the letters b and d. But we can do it!
- Let’s review the lines on your paper. The line at the top that is solid we call the
sky. The line in the middle that is dotted
is the fence. The line at the bottom that
is solid is the ground.
- Now I’m going to show you how to write
the letters. Okay, watch me as I write the
letters on the board. Eyes on ME! For a lowercase d make a
little c then a straight line done to make a little d. Now is your chance to
practice. Get out your paper and pencils
and try with me. Students practice. As they practice, I’ll walk around and help
the students that are having trouble. We
will do the same procedure except with the lowercase b. Start at the sky, go down, b-bounce up an
around. That might be a little confusing,
but lets practice and see how we do.
- Let’s think of as many words that
begin with the letter d and I’ll write them on the
board. Do the same with the letter b. When we get about six
words for each letter, I’m going to point to a letter and I want you to
tell me which letter it is, d or b.
Correct when they answer wrong.
- Get out Elkonin Boxes (2) and practice
spelling this word. The first word is be.
Let’s see who got it right. Wonderful! Add a box. Next
word is dog. Who’s
finished? Everyone did great!
We are going to try some more. The
next word is bay. Let’s see
who got it first. Great job!
Next word is day. All
right, who was first? Can anyone think of
a sentence using any of these words. Raise
your hand and tell me so I can write them on the board.
- Model how to make the letter’s d and b with string.
Model: Cut a longer piece of string and a shorter piece of
string to demonstrate a b and d.
- Read the section of Dr. Seuss’s book
with the letter’s b and d and have
them point out words using both of the letters.
- Have a list of words (bad, bib, bud,
dub, did, dad) and ask them to circle the words that start with b and d. They
will turn in the paper and I’ll determine where more help is needed.
and Murray, B. (1998). The
Letterbox Lesson. Auburn
University: The Reading Teacher (pp. 1-4).
Click here to
return to Innovations.
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|The value of a digit depends on its place in a number. This
is its place value.
|The numbers in a three digit number all a different place value.
Example: The number 425 The 4 is in the hundred place. It tells
you there are 4 sets of one hundred in the hundred place.
100+100+100+100 = 400
The 2 is in the tens place. It tells you that there are 2 sets of
tens in the tens place.
10+10 = 20
The last or right digit is the ones place. It tells you there are 5
ones in the ones place.
1+1+1+1+1 = 5
400+20+5 = 425
4 2 5
| | |__ones place
| |_________tens place
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The word that joins words or two parts of a sentence is called conjunction. Conjunctions only join, they do no other work. The words and, but, or are joining words or conjunctions. They are used to join words as well as sentences.
And is a connecting word that tells you more.
The bird can fly. The bird can hop.
The bird can fly and hop .
Here and is used to join the words fly and hop and tells The bird can fly as well as hop.
Let's look at another example:
But is a connecting word that makes a contrast between two words or sentences.
He hit the ball. He dropped the bat.
He hit the ball but dropped the bat.
Here but is used to join the sentences with unlike ideas.
Or is a connecting word that suggest there is only one choice.
We can eat pizza.
We can eat burger.
We can eat pizza or burger.
Here or is used to give a choice between pizza and burger.
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This Lesson continues from Lesson 2.
A PROPORTION IS A STATEMENT that two ratios are the same.
5 is to 15 as 8 is to 24.
5 is the third part of 15, just as 8 is the third part of 24.
We will now introduce this symbol 5 : 15 to signify the ratio of 5 to 15. A proportion will then appear as follows:
5 : 15 = 8 : 24.
"5 is to 15 as 8 is to 24."
Problem 1. Read the following. Why is each one a proportion?
a) 2 : 6 = 10 : 30
"2 is to 6 as 10 is to 30." Because 2 is the third part of 6, just as 10 is the third part of 30.
b) 12 : 3 = 24 : 6
"12 is to 3 as 24 is to 6." Because 12 is four times 3, just as 24 is four times 6.
c) 2 : 3 = 10 : 15
"2 is to 3 as 10 is to 15." Because 2 is two thirds of 3, just as 10 is two thirds of 15.
Problem 2. Complete each proportion.
AB, CD are straight lines, and AB is three fifths of CD. Express that ratio as a proportion.
AB : CD = 3 : 5
Example 1. If, proportionally, a : b = 3 : 4, then, explicitly, what ratio has a to b?
Answer. The proportion implies the ratio of a to b, but it does not state that ratio explicitly. What ratio has 3 to 4? 3 is three fourths of 4. Explicitly, then, that is the ratio of a to b. a is three fourths of b.
Proportions imply ratios.
Problem 4. Explicitly, what ratio has x to y?
a) x : y = 1 : 5. x is the fifth part of y.
b) x : y = 32 : 8. x is four times y.
c) x : y = 7 : 10. x is seven tenths of y.
The theorem of the alternate proportion
The numbers in a proportion are called the terms: the 1st, the 2nd, the 3rd, and the 4th.
1st : 2nd = 3rd : 4th
We say that the 1st and the 3rd are corresponding terms, as are the 2nd and the 4th.
The following is the theorem of the alternate proportion:
(Euclid, VII. 13.)
For example, since
1 : 3 = 5 : 15,
1 : 5 = 3 : 15.
Problem 5. State the alternate proportion.
This leads to:
The theorem of the same multiple
Let us complete this proportion,
4 : 5 = 12 : ?
4 is four fifths of 5 (Lesson 2), but it is not obvious of what number 12 is four fifths.
Alternately, however, 4 is the third part of 12 -- or we could say that 4 has been multiplied by 3. Therefore, 5 also must be multiplied by 3 --
4 : 5 = 12 : 15
4 : 5 = 3 × 4 : 3 × 5.
This is called the theorem of the same multiple.
4 is four fifths of 5. But each 4 has that same ratio to each 5. Two 4's, then, upon adding them, will have that same ratio to two 5's. Three 4's will have that same ratio to three 5's. And so on. Any number of 4's will have that same ratio, four fifths, to an equal number of 5's.
Here is how we state the theorem:
(Euclid, VII. 17.)
Problem 6. Write five pairs of numbers that have the same ratio as 3 : 4.
Create them by taking the same multiple of both 3 and 4. For example,
6 : 8, 9 : 12, 12 : 16, 15 : 20, 18 : 24
Problem 7. Complete each proportion.
Problem 9. Complete this proportion, 2.45 : 7 = 245 : 700.
Since 2.45 has been multiplied by 100, then 7 also must be multiplied by 100.
PQ is two fifths of RS. If PQ is 12 miles, then how long is RS?
Solution. Since PQ is two fifths of RS, then proportionally,
PQ : RS = 2 : 5.
If PQ is 12 miles, then
PQ : RS = 2 : 5 = 12 miles : ? miles.
That is, 12 miles corresponds to PQ and 2. And since 12 is 6 × 2, the missing term is 6 × 5:
PQ : RS = 2 : 5 = 12 miles : 30 miles.
RS is 30 miles.
PQ : RS = 2 : 5,
RS : PQ = 5 : 2.
Now, what ratio has 5 to 2? 5 is two and a half times 2. RS therefore is two and a half times PQ. And if PQ is 12 miles, then RS is 24 + 6 = 30 miles.
AB is three fourths of CD. Specifically, AB is 24 cm. How long is CD?
AB : CD = 3 : 4 = 24 cm : ? Since 24 is 8 × 3, the missing term is 8 × 4 = 32 cm.
The theorem of the common divisor
Since we may multiply both terms by the same number, then, symmetrically, we may divide both terms by the same number.
25 : 40 = 5 : 8
upon dividing both 25 and 40 by 5.
Explicitly, then, we see that 25 is five eighths of 40.
Problem 11. Explicitly, what ratio has 16 to 40? Express that ratio so that the terms have no common divisors (except 1).
Upon dividing both terms by 8, 16 : 40 = 2 : 5.
When the terms of a ratio have no common divisors except 1, then we have expressed their ratio with the lowest terms. They are the smallest terms -- the smallest pair of numbers -- that have that ratio.
Problem 12. Explicitly, what ratio have the following? Express each ratio with the lowest terms.
a) 6 is three fourths of 8, upon dividing each term by 2.
The theorem of extremes and means
Which is what we wanted to prove.
By working the proof backwards, we could show that, conversely, if
This theorem, or at any rate its algebraic version, seems to be the only one taught in the schools, and it has become the mechanical method for solving all ratio problems. The student should resist that tempatation and should understand the facts of ratio and proportion. We include it here only for the purpose of explaining the following:
Example 3. If a and b are numbers such that four a's are equal to three b's,
then what ratio has a to b?
Answer. Three fourths. For since
a is three fourths of b.
Problem 13. If eight m's are equal to five n's, then what ratio has
m to n?
The language of ratio
Example 4. Joan earns $1600 a month, and pays $400 for rent. Express that fact in the language of ratio.
Answer. "A quarter of Joan's salary goes for rent."
That sentence, or one like it, expresses the ratio of $400 to $1600, of the part that goes for rent to her whole income. We are not concerned with the numbers themselves, but only their ratio.
Example 5. In Erik's class there are 30 pupils, while in Ana's there are only 10. Express that fact in the language of ratio.
Answer. "In Erik's class there are three times as many pupils as in Ana's."
This expresses the ratio of 30 pupils to 10.
Example 6. In a class of 24 students there were 16 B's. Express that fact in the language of ratio.
Answer. "Two thirds of the class got B."
This expresses the ratio of the part that got B to the whole number of students; 16 out of 24. Their common divisor is 8. 8 goes into 16 two times and into 24 three times. 16 is two thirds of 24.
Problem 14. Express each of the following in the language of ratio. Use a complete sentence.
a) In a class of 30 pupils, there were 10 A's.
A third of the class got A.
b) Out of 120 people surveyed, 20 responded No.
A sixth of the people surveyed responded No.
c) The population of Eastville is 60,000, while the population of
The population of Eastville is three times the population of Westville.
d) Over the summer, John saved $1000, while Bob has saved only $100.
Over the summer, John saved ten times more than Bob.
e) At a party, there were 12 girls and 4 boys.
At that party, there were three times as many girls as boys.
f) In a class of 28 students, there were 21 A's.
Three fourths of the students got A.
g) In a survey of 60 people, 40 answered Yes.
Two thirds of the people surveyed answered Yes.
h) In a class of 40 pupils, 25 got a B.
Five eighths of the pupils got B.
i) Of the 2100 students who voted, 1400 voted for Harrison.
Two thirds of the students voted for Harrison.
j) This month's bill is $50, while last month's was only $20.
This month's bill is two and a half times last month's.
k) Sabina makes $24,000 a year, while Clara makes only $16,000.
Sabina makes one and a half times what Clara makes.
l) In the past thirty years, the population grew from 20,000 to 70,000.
In the past thirty years, the population grew three and a half times.
Please make a donation to keep TheMathPage online.
Copyright © 2013 Lawrence Spector
Questions or comments?
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In this lesson, students will learn about verbs. They will have a worksheet to fill out independently after you go over verbs.
To begin this lesson, you can explain the different verb tenses. After the students understand about verbs, you can pass out the worksheet and have them work on it independently. When they have completed the worksheet, you can pick them up and grade them.
A verb that is in the present tense form means the action is taking place at that moment.
Here's an example of present tense: The basketball player fouls out.
The action is taking place at that time.
Here are more examples: When I tell a joke, you laugh. Mary reads a book.
A verb that is in the past tense form means that the action took place in the past.
Let's look at this sentence: Sara rode her horse. Rode is in the past. The action had already taken place.
Here are a few others: The cats slept all day. He missed the exit.
Future tense is used to express something that will happen in the future.
Here is an example of future tense: I will live there.
Here are a few others: Bob will carry the groceries. I shall cook dinner for you tonight.
Present Perfect Tense
Present perfect tense is something that happened in the past and continues through the present.
Here's an example of present perfect tense: I have lived in my house for several years.
Have is in the present. Have lived shows that it happened in the past, but it continues to happen.
Past Perfect Tense
Past perfect tense is something that happened in the past and completed before another past event happened.
Let’s look at this example: After Megan had lived in her apartment for one year, the owners raised her rent.
Had lived is in the past. Raised is past tense.
This statement shows that Megan had lived (past) in her apartment for one year.
Then, the owners raised her rent. This still happened in the past.
Future Perfect Tense
Future Perfect Tense means that an event will be completed before another future event.
Here's an example of future perfect tense: By this May, Christy will have lived in her house for fifty years.
This statement illustrates something that will happen and be completed in the future.
Action and Linking (Passive) Verbs
Action Verbs - The verbs show action. The subject is doing the action.
Megan throw the ball to Cassie, her dog.
Linking Verbs (Passive Verbs) - These verbs do not show action. The subject is not doing the action. Christy was tired. Worksheet on Verbs
Directions: Underline the subject. Circle the verb.
1. Christy worked on her writing today.
2. Cassie chased the ball.
3. Megan wrote in her journal.
4. Sadey and Cassie played in the yard.
5. Penny was confused about her homework assignment.
6. Billy liked his new puppy.
7. Sheri cleaned up her room.
8. On the way to school, Christy and Megan picked up leaves for a school project.
9. Christy and Megan enjoyed their new farm.
Directions: Underline the action verbs.
Circle the linking (passive) verbs.
1. The trees were bright red.
2. Megan became angry.
3. Christy and Megan waved goodbye to
4. Cassie and Sadey were playing outside.
Directions: Write an action verb in the blank to complete each sentence.
1. We ____________ camping and fishing.
2. At night the moon ___________ through the window.
3. The tornado ______________ the farm.
4. The squirrels _____________ their nuts.
5. Tippy ___________ under the bed.
6. We _________________ summer vacation. Directions: Write the verb in each sentence.
1. Megan describes her new house. _________________
2. Christy has trouble in math. _______________
3. Cassie enjoys freelance writing. ___________________
4. We took care of our farm animals. ______________
5. We like growing a vegetable garden. ____________________
Directions: Underline action verbs. Circle linking (passive)
1. Christy and Megan were going to a movie on Saturday.
2. Timmy was playing with his big wheel until lunch.
3. Billy was chasing his puppy in the yard.
4. They were going shopping after work.
5. They worked at the store until 6:00 PM.
6. Tammy is drawing on her walls.
7. Susie likes her new hamster.
8. Christy and Megan are staying after school to help their teacher.
9. The students were leaving for a field trip.
10. Susie and Timmy are cleaning up their room.
Directions: Write the verb in each sentence.
1. Leaves change color in the fall. _______________
2. The air becomes cooler. _________________
3. Many birds fly south for the winter. ____________
4. Some leaves turn yellow and gold. _______________
5. They fall to the ground in great piles. ____________
6. The trees’ branches are bare and gray. ___________
7. Pine trees keep their green needles all year. __________
8. New life returns to the forest in spring. ____________
9. Green buds swell on every branch. _______________
10. Summer is on its way. ______________________
Directions: Underline action verbs. Circle linking verbs.
1. Summer was always my favorite season.
2. We slid on the ice.
3. The plane landed safely.
4. Christy and Megan had a snowball fight.
5. We took our umbrellas to school today.
6. I like reading mysteries.
7. Megan plopped onto the floor.
8. Christy and Megan trudged through
9. December is my favorite month.
10. Timmy and his father bought a new puppy.
You can grade the students on the total number correct out of the total number possible.
- Physical Education
- Reading & Writing
- Social Studies
- Special Education
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TenMarks teaches you how to measure lines and their segments.
Read the full transcript »
Learn about Measuring Segments In this lesson, let’s learn how to measure segments. So what we will learn is how do we measure line segments. And the way we do that before we get to the two problems given to us, if we have a line segment AB, it starts here and it ends here, the measurement of this line segment, the length of the measurement of this can be simply computed by looking at the absolute value of A minus B, which is the value of A on the number line and the value of B on the number line. Let’s actually use capital letters for both. So we can calculate the absolute value, or it could be B minus Al; it does not make a difference. Since we are computing the absolute value anyway, A minus B and B minus A will remain the same. Let’s actually use a couple of problems, so let’s try this. We need to find the length of the segment DC, so that’s D and C. So what have we learned? What we have to do is find the absolute value of D minus C or absolute value of C minus D. What is D minus C? Well, D is at 4.5 and C is 1, so 4.5 – 1 = 3.5. Absolute value of 3.5 equals 3.5. Let’s do it this way, C minus D. What is C? C is 1 minus—what is D? 4.5. 1 – 4.5 = -3.5, absolute value of -3.5 is 3.5. So what’s the length of this segment? 3.5. All we did was take the two points, plug in their values and subtract them and make sure we take only the positive. Whatever the number is, take the positive value of it. Let’s do it again for a different problem. In this case, we have to measure the length of the segment XY and XZ. Let’s do XY first. So X minus Y, absolute value is what we need. What is X? X is 1. What is Y? Y is 6. So 1 – 6 = -5, absolute value of that is 5. So that’s the length of XY. Length of XZ, which is this one, is X minus Z. What is X? X is still 1. What is Z? Z is -4. What is 1 + 4? It equals 5, minus and minus, subtraction of a negative number is the same as adding the number. 1 + 4 = 5. What’s the absolute value of 5? 5. So length of XY is equal to length of XZ. These are called congruent lines because they are exactly the same size. And the way you represent two lines of the same size is you put ticks in them, so XY, XZ, if we put a single tick mark, a single check mark, these means these lines are of the same size or congruent. So yes, are these segments congruent? Yes, the two segments XY and XZ are indeed congruent.
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Do you see stars? The stars on this worksheet help your kid practice writing S! First, kids trace lines to practice the fine motor skills they need to form the letter S. Then, they trace the letter several times for practice. Finally, they trace the letter S in a phrase: See Stars.
Check out the rest of the alphabet here.
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Students must be able to understand that a
phoneme can be represented by more than one letter. Digraphs are two
that make more than one sound. Today we are going to start with the
correspondence sh=/sh/. It is
important that students be able to recognize these two letters together
sound that they make. They will learn to recognize it by spelling and
words that contain the sh
-primary paper and pencil
-chart with "She sells sheashells by the seashore”
-class set of Elkonin boxes, one big set of Elkonin boxes and letters
-baggies with letters: sh, e,a,o,u,r,s,p,t,
- cards with sh on them (1 per student)
-worksheets with /sh/ pictures for assessment (1 per student)
-chalkboard and chalk
-The Shortest Kid in the World by Corinne Demas Bliss
1. Introduce the
lesson by saying, "I know that
we've been learning how one letter makes one certain sound, but today
going to look at two specific letters that make one certain sound. We
that when we put s and h
together, they make the /sh/ sound like in “shape.” Sometimes in our
alphabet strange things happen, like when two letters make one sound.
are about to become experts at spelling and reading the /sh/ sound in
Have you ever wanted your
little brother or sister or your mom to be quite while you try to take
What have you said to them? Or maybe you have wanted someone to be
that you could hear your favorite TV show better. When you desire
stop talking or stop being loud, you often say “SHhhhhhhh!” This is the
we will be working with today.
we are going to try a
tongue twister, and I want you to listen for the sound /sh/. The tongue
is “She sells seashells by the seachore.” I want you to raise your hand
you hear the /sh/ sound in that
sentence. I am going to read it very slowly.
Next, we are going to practice
finding the /sh/sound in
spoken words. Tell me when you hear the sound. Do you hear it in shop
Shape or grape? Push or pull? Sheet or leak, shirt or pants?
Letterbox Lesson: I want
everyone to get out your letterboxes. First, fold them so that only
are showing. (Pass out baggies with only the letters that will be used
lesson in them.) I am going to say a few
words and I want you to separate the words into the different sounds
up the word. Model: If I say ship, I am going to think /sh/ /iii/ /p/,
place the letters in the correct boxes. (Teacher should model this on
chalkboard with big boxes and letters.) Do you see how we all have our sand h taped together? I taped
these two letters together because when they are next to each other in
they make one sound /sh/, which means they go in the same box. Let's
it! When I say a word, I want you to put the letters in the right boxes
according to the sounds in the word. 3
phoneme words: shop, push, dish, shack. 4 phoneme words: shots, Now, since you all did such a great job
spelling the words, we are going to try reading the words. Now I am
spell the words on the chalkboard for you, and I want you to read them
me. Model: If I place the word chat on the chalkboard, then I am going
out each sound to read the word. "/sh/ /o/ /p/, “shop". (Spell the
letter box words one at a time on the chalkboard, and let the students
each word together. Make sure you give students a few seconds to figure
word before anyone blurts out the word.)
Whole Text: Students will read The
Shortest Kid in the World by Corinne Demas Bliss in partners. They
note the words that they find the /sh/
correspondence. I will model how to read the first few pages showing
to spot the words with the /sh/
sound. Then they will finish the story taking turns reading,
page. Booktalk: Emily is the shortest kid in the class. She feels like
can’t do anything. She is going to try to stretch herself out. Do you
can make herself grow?
each student a
worksheet that has different pictures of words that have the /sh/ sound
them. Also have a couple of words that do not have the /sh/
the students write what the picture is beside each illustration. The
include: shore, shop, shake, rush, sheets, rash, boy, house, dog, door.
students should color the pictures that do have the /sh/ sound in them
should not color the pictures that do not have the /sh/ sound in them.
teacher should walk around and observe the students while they work.
the students read the words to you that each illustration
A. and Theresa Lesniak. "The Letterbox
Lesson: A Hands-on Approach for Teaching Decoding." The Reading Teacher. Vol. 52, No. 6. March, 1999. pp.
Back to Constructions.
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Now we'll do even more typing of variables and printing them out. This time
we'll use something called a "format string". Every time you put "
(double-quotes) around a piece of text you have been making a string. A string
is how you make something that your program might give to a human. You print
them, save them to files, send them to web servers, all sorts of things.
Strings are really handy, so in this exercise you will learn how to
make strings that have variables embedded in them. You embed variables
inside a string by using specialized format sequences and then putting
the variables at the end with a special syntax that tells Python, "Hey,
this is a format string, put these variables in there."
As usual, just type this in even if you do not understand it and make it
exactly the same.
my_name = 'Zed A. Shaw'
my_age = 35 # not a lie
my_height = 74 # inches
my_weight = 180 # lbs
my_eyes = 'Blue'
my_teeth = 'White'
my_hair = 'Brown'
print "Let's talk about %s." % my_name
print "He's %d inches tall." % my_height
print "He's %d pounds heavy." % my_weight
print "Actually that's not too heavy."
print "He's got %s eyes and %s hair." % (my_eyes, my_hair)
print "His teeth are usually %s depending on the coffee." % my_teeth
# this line is tricky, try to get it exactly right
print "If I add %d, %d, and %d I get %d." % (
my_age, my_height, my_weight, my_age + my_height + my_weight)
Remember to put # -- coding: utf-8 -- at the top if you use non-ASCII
characters and get an encoding error.
What You Should See
$ python ex5.py
Let's talk about Zed A. Shaw.
He's 74 inches tall.
He's 180 pounds heavy.
Actually that's not too heavy.
He's got Blue eyes and Brown hair.
His teeth are usually White depending on the coffee.
If I add 35, 74, and 180 I get 289.
- Change all the variables so there isn't the my_ in front.
Make sure you change the name everywhere, not just where you used = to set them.
- Try more format characters. %r is a very useful one. It's like saying "print this no matter what".
- Search online for all of the Python format characters.
- Try to write some variables that convert the inches and pounds to centimeters and kilos.
Do not just type in the measurements. Work out the math in Python.
Common Student Questions
- Can I make a variable like this: 1 = 'Zed Shaw'?
- No, the 1 is not a valid variable name. They need to start with a
character, so a1 would work, but 1 will not.
- What does %s, %r, and %d do again?
- You'll learn more about this as you continue, but they are "formatters".
They tell Python to take the variable on the right, and put it in
to replace the %s with its value.
- I don't get it, what is a "formatter"? Huh?
- The problem with teaching you programming is that to understand many
of my descriptions you need to know how to do programming already.
The way I solve this is I make you do something, and then I explain
it later. When you run into these kinds of questions, write them down
and see if I explain it later.
- How can I round a floating point number?
- You can use the round() function like this: round(1.7333).
- I get this error TypeError: 'str' object is not callable.
- You probably forgot the % between the string and the list of
- Why does this not make sense to me?
- Try making the numbers in this script your measurements. It's weird,
but talking about yourself will make it seem more "real".
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What to do
- Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
- Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
- Continue with the other irregular words you are introducing for this session.
- Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
- Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
- If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.
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A vowel is a sound where air coming from the lungs is not blocked by the mouth or throat. All normal English words contain at least one vowel. Vowels have two sounds: A short sound and a long sound.
A, E, I, O, U and Y are the English vowels, although 'Y' can also behave as a consonant when it is at the beginning of a word.
Long vowel includes those vowel sounds whose pronunciation are the same as its letter name. A, E, I, O and U are the long vowel sounds. When a short word or syllable ends with a vowel-consonant-e combination (a-k-e), the vowel is usually long and the "e" at the end of the word is silent. However, this rule does not apply in all cases.
1. Bake: When 'A' is followed by 'E' and a single sound is heard i.e. A.
2. Ride: Here 'I' is followed by 'E' and a single sound is heard i.e. I.
There is a rule for pronunciation of long vowels. 'When two vowels go walking the first one does the talking.'
1. Long A: A as in mail.
Here, the sound of A is heard.
2. Long E: E as in tea.
Here, the sound of E is heard.
3. Long I: I as in kite.
Here, the sound of I is heard.
4. Long O: O as in road.
Here, the sound of O is heard.
5. Long U: U as in glue.
Here, the sound of U is heard.
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The most basic method of graphing polar equations is by plotting points and doing a quick sketch. Graphing polar equations is a skill that requires the ability to plot points and sometimes recognize a special case of polar curves, such as cardioids, and roses and conic sections. However, we need to understand the polar coordinate system and how to plot points for graphing polar equations.
Let's graph a polar equation. I have a pretty easy polar equation here. r equals theta over pi for theta greater than or equal to 0. Now the best approach when you're trying to graph something new is to plot some points. And so let's start with theta equals 0. If theta equals 0 r=0 so that's going to be a point. And let's try multiples of pi over 4. So when theta equals pi over 4, I get pi over 4 divided by pi which is a quarter. Pi over 2. Pi over 2 divided by pi is a half.
Let's try 3 pi over 4. 3 pi over 4 divided by pi is three quarters. And you can kind of see the pattern. The number I'm going to get here is basically this number without the pi, right? Divide out the pi. So pi will give me 1 and so on. Let me plot some of these points, and see what kind of a curve I'm getting.
So I have 0 0, right? r is 0, theta could be anything as long as r is 0, that gives me the origin. And then pi over 4, one quarter. Now I've made this so that each of these each of these circles represent a quarter unit. So pi over 4 one quarter is right here. And then pi over 2 this direction one half is right here. 3 pi over 4 gives me three quarters here. Negative pi gives me 4 quarters or 1 and following in this pattern if we wanted to keep going, 5 pi over 4 would give me 5 quarters. 1, 2, 3, 4, 5. 3 pi over 2 is 6 pi over 4. So I go 1, 2, 3, 4, 5, 6 and then 7 pi over 4 would give me 7 quarters. 1, 2, 3, 4, 5, 6, 7. And finally, let's just finish at 2 pi. 2 pi is the same as 8 pi over 4. So I go out to 2, right? 8 quarters.
Alright, let's see if if we can draw this. It looks kind of like a spiral. And just about done. There and the graph will continue forever, right? So it's just spirals around and around. this is the equation, the graph of the equation r equals theta over pi, for theta greater than or equal to 0.
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Power Functions can be defined as functions which are written in form of y = xn. So according to definition of power function we can say that Polynomial Functions consist of power functions. For example: Volume of any surface rises as (4/2) th power of surface area. Now we will see how to solve power functions. Before solving power functions we need to understand rules of exponents or powers.
· x (u + v) = (xu) (xv)
· x u v = (xu)v
· x -u = 1 / xu
· x (1/u) is the u-th root of x.
· x0 = 1 for any x ≠ 0. And we know that the power of 0 is undefined.
· (xy) u = (xu) (xv)
Now we will see how to solve power functions. We need to follow some steps.
Step 1: First we take a function which contains power values. Suppose we have a function i.e. f (p) = p6. Find value of f (2) and find 'p' such that f (p) = 80.
Step 2: If we put value of 'p' as 2 in given function we get:
= f (p) = p6, now put p = 2,
= f (2) = 26, on further solving we get,
= f (2) = 2* 2* 2* 2* 2* 2 = 64.
For second question: f (p) = 80.
Step 3: Function can also be written as:
=> p6 = 80.
Step 4: If we write this function in such a way that it does not affect original value. So it can be written as:
= (p6)1/6 = + 80 (1/6).
So this is equals to + 2.075. In this way we solve power functions.
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|Make Your Own
|You can use numbers to draw your own math cats! Here's how:
Print out a grid and a chart with ordered pairs of numbers, such as (4,2).
In each ordered pair, the first number tells you how far left or right to mark your point. The second number tells you how far up or down to mark your point.
Plot each point on the grid. Draw a line from each point to the next to make a math cat.
| Math Cat #1 uses one quadrant.
0 is at the bottom left corner.
To plot each point, first move to the right, then up.
Math Cat #2 uses 4 quadrants. |
0 is in the center.
To plot each point, first move right or left, then up or down.
A negative number (such as -2) is less than 0.
If the first number is negative, move to the left of 0. If the second number is negative, move below 0.
You'll also need this 4 quadrant grid.
|© copyright 2001 - by Wendy Petti of Math Cats. All Rights Reserved.|
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Hi, how can I divide 2pi into four equal parts?
I am trying to follow the logic of an example in my book. The example is Using Key Points to Sketch a Sine Curve.
Sketch the graph of y = 2 sib x on interval [-pi, 4pi].
it goes on to say: Note that y = 2 sub x = 2(sin x) indicates that the y-values for the key points will have twice the magnitude of the graph of y = sin x. Divide the preiod 2pi into four equal parts to get a set of key points. The points are: (0,0) , (pi/2,2) , (pi,0) , (3pi/-2) , and (2pi,0)
How did the book come up with this set of points. Do I have to use a graphing calulator to find these points? Can I do this without a calculator?
Thanks for any help with this one.
Let us forget about the
y = 2 sib x
y = 2 sub x
They just add to the confusion.
(What are those, anyway? )
y = 2 sin x
for the key points?
Well, that sure means the y-values for the key points are twice those corresponding y-values on the y = sin x.
Umm, wait a minute,.....you mean
y sub 2 = 2 sin x?
y_2 = 2 sin x?
Because y = sin x?
And so, y_2 = 2*y = 2 sin x.
And then you are asking how the book got the points
(0,0), (pi/2,2), (pi,0), (3pi/2, -2) and (2pi,0)
for y sub 2?
In graphing y = sin x, usually the points at x = 0, pi/2, pi, 3pi/2 and 2pi are plotted on the x,y axes.
(Like the 2pi was divided into 4 equal parts.
2pi/4 = pi/2.
So, 1st part is from 0 to pi/2
2nd part is from pi/2 to pi
3rd part is from pi to 3pi/2
4th part is from 3pi/2 to 2pi.)
when x=0, y = sin(0) = 0. ...............so point (0,0)
when x=pi/2, y = sin(pi/2) = 1. .......so point (pi/2,1)
when x=pi, y = sin(pi) = 0. ..............so point (pi,0)
when x=3pi/2, y = sin(3pi/2) = -1. ....so point (3pi/2,-1)
when x=2pi, y = sin(2pi) = 0. ...........so point (2pi,0)
Now, since y sub 2 = 2*y, then,
at x=0, y sub 2 = 2*0 = 0 .............so point (0,0)
at x=pi/2, y sub 2 = 2*1 = 2 ..........so point (pi/2,2)
at x=pi, y sub 2 = 2*0 = 0 .............so point (pi,0)
at x=3pi/2, y sub 2 = 2*-1 = -2 ......so point (3pi/2,-2)
at x=2pi, y sub 2 = 2*0 = 0 ............so point (2pi,0)
That is how.
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By: Lauren Beno
Just as students need to learn how to recognize each vowel sound, they also need to learn the concepts of vowel and consonant digraphs to become fluent readers. Children who are beginner readers need to understand that two letters joined together can represent one sound. This is known as a digraph. The digraph that we will be focusing on in this lesson contain the letters “s” and “h” which together make a /sh/ sound. This lesson will help students identify the /sh/ sound in words. The students will learn to recognize the /sh/ sound in spoken words through the use of meaningful representations such as the mouth moves, hand gestures, and tongue twisters. With these exercises, I hope that the students will be confident and expressive when reading and decoding words containing this sound.
1. Pencils and Primary Paper
3. Lower case letters for each student (a, b, c, e, f, h, i, l, l, o, p, r, s, t, u, w) in a zip-lock bag
4. Letter box squares for each student
5. Book (One Fish, Two Fish, Red Fish Blue, Blue Fish by Dr. Seuss) enough copies for each pair of students.
6. Marker board with markers
7. Tongue Twister copies for students.
8. Sh worksheet with pictures; however, it must include pictures that include
the sh digraph and others that do not. Ex: ship, bag, fan, shell, sheep,
fish, shoes, and cap for the matching game.
1. Students need to understand that every letter has its own mouth move and makes a particular sound. Explain to students that, “Today we are going to talk about a special phoneme. We already know the sounds s and h make when they are by themselves, but today we are going to find out the sound that they make when they are together. Whenever s and h are together, they make the special sound /sh/, like in shark and fish. The /sh/ sound can be tricky but with some practice you will be able to spot all kinds of words that make the /sh/ sound.”
2. Have you ever heard a mother say /sh/ because a baby was sleeping? That’s the mouth move we make when we say these words. Now I want you to put your finger to your lip and say sh. What do you feel? You feel air. We say /sh/ when we want someone to be quiet because they are too loud.
3. Let’s begin by saying a tongue twister: “Shelly shops for fish food, shells, and ships.” (This will be displayed on chart paper in the front of the class). Who can tell me what sound they heard the most? They will say /sh/. “Great! Now class I want everyone to say the tongue twister with me three times. Now let’s say it again, but this time I want you to drag out the /sh/ in the words while making the hand gesture. Shhhhelly shhhhops for fishhhhhh food, shhhhhells, and shhhhhips. Awesome!
4. Now we are going to use individual letters and Elkonin boxes to spell words with the /sh/ digraph. When we spell words using our letterboxes we need to remember that only one sound can go into each box. “Who can tell me how many boxes I need for the word she?” Two that is right! “Who can tell me the two sounds?” They will say /sh/ and /E/.
5. Lets say that you want to spell the word “shop”. Well it has three sounds which were /sh/, /o/, and /p/ (Model this for students on the marker board). In the first box we will put the /sh/ sound which would be the letters s and h. In the second box we will put the /o/ sound which would be the letter “o”. In the third box we will put the /p/ sound which would be the letter “p”. Great job class! Now I am going to say several words with the /sh/ digraph in them and I want you to try to spell them using your letters and letterboxes.
6. The students will spell words using individual letters and letterboxes. “Everyone take your bag of letters and your letter boxes and lay them flat on your desk. I want you to turn over your letters so that you can read each letter.” The following are a list of words that the teacher will call out to the students:
3 phonemes: shell, fish, cash, shop, wish, bash
4 phonemes: brush, flush, trash
5 phonemes: splash
Letters needed: a, b, c, e, f, h, i, l, l, o, p, r, s, t, u, w
I am thinking of animal that
lives in the sea.
2. I am thinking of something a genie can grant.
3. I am thinking of something you can find at the beach in the sand.
4. I am thinking of something you wear on your feet.
8. Pass out copies of the book One Fish, Two Fish, Red Fish, Blue Fish to each pair of students as well as a piece of primary paper and a pencil. "Do yall like fish? well this book i s all about fish of every differerent color, shape, age, size, and talent. It's a fun book to read and it has our "sh" sound in mahy words. For our next activity, I am going to divide you into pairs. Take turns reading a page from the book to each other. After you finish reading the book, write down all the words that have sh and make the /sh/ sound when you come across these words.”
9. Each student will be a given a worksheet with various pictures on it that has the “sh” digraph and makes the /sh/ sound. . Some pictures will not have the digraph “sh” and won’t have the /sh/ sound. There will be a row of pictures and a row of words , the students will then have to match the words witht he pictures , this will allow me to see if they have an understanding of the "sh" diagraph.
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If there are two numbers we can compare them. One number is either
greater than, less than or equal to the other number.
If the first number has a higher count than the second number, it is
greater than the second number. The symbol ">" is used to mean greater than.
In this example, we could say either "15 is greater than 9" or "15 > 9".
The greater than symbol can be remembered because the larger open end is near the
larger number and the smaller pointed end is near the smaller number.
If one number is larger than another, then the second number is smaller
than the first. In this example, 9 is less than 15. We would have
to count up from 9 to reach 15. We could either write "9 is less
than 15" or "9 < 15". Once again the smaller end goes toward the
smaller number and the larger end toward the larger number.
If both numbers are the same size we say they are equal to each other.
We would not need to count up or down from one number to arrive at the
second number. We could write "15 is equal to 15" or use the equal
symbol "=" and write " 15 = 15".
The absolute value of a number is the positive value with the same magnitude.
The absolute value is indicated by vertical bars on either side of the number(e.g. |-17| = 17)
absolut value of either 17 or -17 is 17.
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What to do
GIVE each child a sheet of 1/4 inch graph paper. Have students DRAW an X in one square. A stamp may be used in place of an X. This X represents the number one (1). PRACTICE counting with one, i.e. "one desk", one student". WRITE a large one (1) on the left side of a chalkboard.
Have each child MAKE a strip of ten X's, CUT it out, and PASTE it on butcher paper. This row represents the number ten (10). PRACTICE counting with ten, i.e. "ten fingers", "ten pieces of chalk". WRITE a zero (0) next to the one (1) on the board to make a ten (10).
Have each group PASTE ten strips of ten X's together to make a block of100 on a sheet of butcher paper. This represents the number one hundred (100). PRACTICE counting with one hundred. WRITE a zero (0) next to the ten (10) on the board to make one hundred (100).
Have the students PRACTICE by
looking for one, ten, and a hundred in the world around them.
EXAMPLE: About how many toes are in the classroom? Ten toes on
ten children makes a hundred toes. If desired, this activity
could be extended to a thousand, or even to a million.
What's Happening? Find out more about powers of ten and pH.
a jelly bean counting contest. Fill a large jar with jelly beans
and give a prize to the best guesser. How could you guess how
many jelly beans there are in a jar? Share your ideas in the
Estimating Large Numbers: What does a million look like?
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As students begin to read, it is critical that they understand that each written letter is represented vocally with a speech sound. As they gain a better understanding of corresponding graphemes and phonemes students will be on their way to becoming more fluent readers. In this lesson, students will learn that 'o' says /o/. Meaningful and memorable illustrations will help these students remember the short 'o' correspondence. They will practice the correspondence with a letterbox lesson and a decodable book. This lesson will help students learn to recognize, identify, read, and spell words with short o sound, o=/o/ correspondence.
Picture of the letter o on chart paper
Tongue twister on chart paper : Oliver had an operation in October
Letter boxes for each student and teacher
Letters for each student and teacher: a,b,d,d,f,g,h,l,m,o,p,q,r,s,t
Word cards with: MOB, POT, ODD, FROG, SAT, RASH, DROP, PROM, and PLOT
Book Doc in the Fog (Cushman, 1990)
Worksheet with pictures for assessment
1) Say: "Today we are going to learn about a sound the letter 'o' makes. First you want to describe the mouth movements that are made when you say /o/. ���when we say /o/, our mouths are open in an ���o��� shape and our tongue is flat on the bottom of our mouth. Let���s say /o/ again and see if we are doing it correctly. When I say /o/ it sounds like what the doctor tells me to do so he or she can check my throat. Let us try it; I will say it first and then we will say it together." Teacher says /o//o//o//o/. "Now everyone." Teacher and students say /o//o//o//o/.
2) Now you want to use the tongue tickler to give the children extra practice. You say the tongue tickler first exaggerating the /o/ sound and pointing to the words on the chart paper as you read. Now have the students say it with you. Tekk the students to stretch out the/o/���s like the doctor would have us do. O-o-o-o-oliver had an o-o-o-o-operation in O-o-o-o-october.
3) Say: "Now let us see if we can hear the /o/ sound in some other words. Each time I am going to give you a choice of two words and you can tell me in which one you hear the /o/ sound by saying the word while stretching out the /o/ like the doctor would have you do. For example, if I said log and lag, you would say loooog. Do you hear the /o/ sound in mop or map? Black or block? Odd or add?"
4) Say: "Now we are going to do a letterbox lesson. (Teacher is modeling with his or her Elkonin boxes and letter tiles on document camera.) I am going to show you how to do one word and then you can do the rest. The first word needs three squares. The word is block. /b//b//b//b/ is what 'b' says, so we will put a 'b' in the first box. /l//l//l//l/ is what 'l' says, so we will put that in the second box. /k//k//k//k/ is the last thing I hear but that sound is made by a 'c' and a 'k' together, so we will put them in the same box: the last one."
5) Now it is time for the students to try. Say: "The next words need three boxes. The first is dot. Do not forget that each sound gets its own box." Teacher continues with other three three-phoneme words: mob, pot, and odd. "The next words need four boxes." Teacher continues with four-phoneme words: frog, plot, and prom. After successful completion, teacher and students put away letter tiles and boxes.
6) Say: "Now we are going to practice reading the words we just spelled one-at-a-time." One-at-a-time teacher writes a word on the board and allows students to read it. The words are: mob, pot, odd, sat, frog, plot, and prom. If students have trouble with a word, begin with the sound they know, /o/, and then blend the body and coda.
7) At this point you will have the students get with a partner to read the /o/ book, Doc in the Fog. Pass out one book per student. You should then give a book talk to get students interested in reading the story. Doc is a wizard who changes changes things! One day, while he was doing magic, a dark fog came around him. Read the book to see what happens to Doc in the fog! Teacher allows students to read the story and then reads the story out loud for the whole class to hear.
8) Now asses the children using the work sheet listed above. Listen for the children to make the correct sound and write the letter o correctly.
Singing O-O-O-O (Ah!) at the Opera!
Return to Journeys index.
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What Do You Know?
Kindergarten Research and Inquiry Resources
• Children will use the computer to do research and inquiry on rhyming.
• Children will learn more about words that contain the same consonant.
• Children will play a game on the computer by remembering and matching pictures of different items that rhyme.
• Have children look at the pictures on the Web site and think about the items that they rhymed together. Review the words that they matched. On the bottom of their worksheet, have them draw pictures of the rhyming items as if they were combined, i.e. a rock in a sock, a pig wearing a wig, a rat wearing a hat, or ten pens.
• Have the class play rhyming "Duck, Duck, Goose." Have them sit in a circle on the floor. Choose a child to act as the "tapper." Tell the "tapper" to think of one word, as well as a word that rhymes with it. Have the "tapper" walk around the circle and say the first word while tapping the head of each child. Tell the child to say the rhyming word when they tap another child at some point. When this happens, the child whose head is tapped will have to chase the "tapper" around the circle, as in "Duck, Duck, Goose."
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Simple Equations Introduction to basic algebraic equations of the form Ax=B
⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using these subtitles.
- Let's say we have the equation seven times x is equal to fourteen.
- Now before even trying to solve this equation,
- what I want to do is think a little bit about what this actually means.
- Seven x equals fourteen,
- this is the exact same thing as saying seven times x, let me write it this way, seven times x, x in orange again. Seven times x is equal to fourteen.
- Now you might be able to do this in your head.
- You could literally go through the 7 times table.
- You say well 7 times 1 is equal to 7, so that won't work.
- 7 times 2 is equal to 14, so 2 works here.
- So you would immediately be able to solve it.
- You would immediately, just by trying different numbers
- out, say hey, that's going to be a 2.
- But what we're going to do in this video is to think about
- how to solve this systematically.
- Because what we're going to find is as these equations get
- more and more complicated, you're not going to be able to
- just think about it and do it in your head.
- So it's really important that one, you understand how to
- manipulate these equations, but even more important to
- understand what they actually represent.
- This literally just says 7 times x is equal to 14.
- In algebra we don't write the times there.
- When you write two numbers next to each other or a number next
- to a variable like this, it just means that you
- are multiplying.
- It's just a shorthand, a shorthand notation.
- And in general we don't use the multiplication sign because
- it's confusing, because x is the most common variable
- used in algebra.
- And if I were to write 7 times x is equal to 14, if I write my
- times sign or my x a little bit strange, it might look
- like xx or times times.
- So in general when you're dealing with equations,
- especially when one of the variables is an x, you
- wouldn't use the traditional multiplication sign.
- You might use something like this -- you might use dot to
- represent multiplication.
- So you might have 7 times x is equal to 14.
- But this is still a little unusual.
- If you have something multiplying by a variable
- you'll just write 7x.
- That literally means 7 times x.
- Now, to understand how you can manipulate this equation to
- solve it, let's visualize this.
- So 7 times x, what is that?
- That's the same thing -- so I'm just going to re-write this
- equation, but I'm going to re-write it in visual form.
- So 7 times x.
- So that literally means x added to itself 7 times.
- That's the definition of multiplication.
- So it's literally x plus x plus x plus x plus x -- let's see,
- that's 5 x's -- plus x plus x.
- So that right there is literally 7 x's.
- This is 7x right there.
- Let me re-write it down.
- This right here is 7x.
- Now this equation tells us that 7x is equal to 14.
- So just saying that this is equal to 14.
- Let me draw 14 objects here.
- So let's say I have 1, 2, 3, 4, 5, 6, 7, 8,
- 9, 10, 11, 12, 13, 14.
- So literally we're saying 7x is equal to 14 things.
- These are equivalent statements.
- Now the reason why I drew it out this way is so that
- you really understand what we're going to do when we
- divide both sides by 7.
- So let me erase this right here.
- So the standard step whenever -- I didn't want to do that,
- let me do this, let me draw that last circle.
- So in general, whenever you simplify an equation down to a
- -- a coefficient is just the number multiplying
- the variable.
- So some number multiplying the variable or we could call that
- the coefficient times a variable equal to
- something else.
- What you want to do is just divide both sides by 7 in
- this case, or divide both sides by the coefficient.
- So if you divide both sides by 7, what do you get?
- 7 times something divided by 7 is just going to be
- that original something.
- 7's cancel out and 14 divided by 7 is 2.
- So your solution is going to be x is equal to 2.
- But just to make it very tangible in your head, what's
- going on here is when we're dividing both sides of the
- equation by 7, we're literally dividing both sides by 7.
- This is an equation.
- It's saying that this is equal to that.
- Anything I do to the left hand side I have to do to the right.
- If they start off being equal, I can't just do an operation
- to one side and have it still be equal.
- They were the same thing.
- So if I divide the left hand side by 7, so let me divide
- it into seven groups.
- So there are seven x's here, so that's one, two, three,
- four, five, six, seven.
- So it's one, two, three, four, five, six, seven groups.
- Now if I divide that into seven groups, I'll also want
- to divide the right hand side into seven groups.
- One, two, three, four, five, six, seven.
- So if this whole thing is equal to this whole thing, then each
- of these little chunks that we broke into, these seven chunks,
- are going to be equivalent.
- So this chunk you could say is equal to that chunk.
- This chunk is equal to this chunk -- they're
- all equivalent chunks.
- There are seven chunks here, seven chunks here.
- So each x must be equal to two of these objects.
- So we get x is equal to, in this case -- in this case
- we had the objects drawn out where there's two of
- them. x is equal to 2.
- Now, let's just do a couple more examples here just so it
- really gets in your mind that we're dealing with an equation,
- and any operation that you do on one side of the equation
- you should do to the other.
- So let me scroll down a little bit.
- So let's say I have I say I have 3x is equal to 15.
- Now once again, you might be able to do is in your head.
- You're saying this is saying 3 times some
- number is equal to 15.
- You could go through your 3 times tables and figure it out.
- But if you just wanted to do this systematically, and it
- is good to understand it systematically, say OK, this
- thing on the left is equal to this thing on the right.
- What do I have to do to this thing on the left
- to have just an x there?
- Well to have just an x there, I want to divide it by 3.
- And my whole motivation for doing that is that 3 times
- something divided by 3, the 3's will cancel out and I'm just
- going to be left with an x.
- Now, 3x was equal to 15.
- If I'm dividing the left side by 3, in order for the equality
- to still hold, I also have to divide the right side by 3.
- Now what does that give us?
- Well the left hand side, we're just going to be left with
- an x, so it's just going to be an x.
- And then the right hand side, what is 15 divided by 3?
- Well it is just 5.
- Now you could also done this equation in a slightly
- different way, although they are really equivalent.
- If I start with 3x is equal to 15, you might say hey, Sal,
- instead of dividing by 3, I could also get rid of this 3, I
- could just be left with an x if I multiply both sides of
- this equation by 1/3.
- So if I multiply both sides of this equation by 1/3
- that should also work.
- You say look, 1/3 of 3 is 1.
- When you just multiply this part right here, 1/3 times
- 3, that is just 1, 1x.
- 1x is equal to 15 times 1/3 third is equal to 5.
- And 1 times x is the same thing as just x, so this is the same
- thing as x is equal to 5.
- And these are actually equivalent ways of doing it.
- If you divide both sides by 3, that is equivalent to
- multiplying both sides of the equation by 1/3.
- Now let's do one more and I'm going to make it a little
- bit more complicated.
- And I'm going to change the variable a little bit.
- So let's say I have 2y plus 4y is equal to 18.
- Now all of a sudden it's a little harder to
- do it in your head.
- We're saying 2 times something plus 4 times that same
- something is going to be equal to 18.
- So it's harder to think about what number that is.
- You could try them.
- Say if y was 1, it'd be 2 times 1 plus 4 times 1,
- well that doesn't work.
- But let's think about how to do it systematically.
- You could keep guessing and you might eventually get
- the answer, but how do you do this systematically.
- Let's visualize it.
- So if I have two y's, what does that mean?
- It literally means I have two y's added to each other.
- So it's literally y plus y.
- And then to that I'm adding four y's.
- To that I'm adding four y's, which are literally four
- y's added to each other.
- So it's y plus y plus y plus y.
- And that has got to be equal to 18.
- So that is equal to 18.
- Now, how many y's do I have here on the left hand side?
- How many y's do I have?
- I have one, two, three, four, five, six y's.
- So you could simplify this as 6y is equal to 18.
- And if you think about it it makes complete sense.
- So this thing right here, the 2y plus the 4y is 6y.
- So 2y plus 4y is 6y, which makes sense.
- If I have 2 apples plus 4 apples, I'm going
- to have 6 apples.
- If I have 2 y's plus 4 y's I'm going to have 6 y's.
- Now that's going to be equal to 18.
- And now, hopefully, we understand how to do this.
- If I have 6 times something is equal to 18, if I divide both
- sides of this equation by 6, I'll solve for the something.
- So divide the left hand side by 6, and divide the
- right hand side by 6.
- And we are left with y is equal to 3.
- And you could try it out.
- That's what's cool about an equation.
- You can always check to see if you got the right answer.
- Let's see if that works.
- 2 times 3 plus 4 times 3 is equal to what?
- 2 times 3, this right here is 6.
- And then 4 times 3 is 12.
- 6 plus 12 is, indeed, equal to 18.
Be specific, and indicate a time in the video:
At 5:31, how is the moon large enough to block the sun? Isn't the sun way larger?
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| 4.8125 | 5 | 4.021949 | 4.611483 |
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There's far too much fruit for the grocer to count on her own! Can your child count how much fruit is in each bin? To complete this worksheet your child will need to count the fruit in each box, and then he will need to write the number in the blank. How many strawberries are there? This printable will give your child practice counting to 25.
| 4.09375 | 5 | 4.73685 | 4.6102 |
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Beginning Reading Design
"Uhhh, do U know?"
Rationale: This lesson will help students identify the short vowel correspondence u=/u/. Students will learn to recognize /u/ in spoken words by learning a meaningful representation (scratching their heads, like they’re confused). By using a letter box lesson, students will learn how to spell and read words containing this correspondence. Students will practice decoding /u/ words by reading a decodable book which focuses on u=/u/.
Materials: Letter boxes for each student, document camera, letters for each student (b, c, f, G, j, k, l, m, n, p, r, s, s, t, u), flashcards with (slush, fun, cut, sub, Gus, truck, jump, luck, slump). Bud the Sub, assessment worksheet (URL below).
1. Say: Our written language is like a code. In order to be the best readers we can be, we have to learn how to read the code. We have to learn how each letter sounds. Today we’re going to learn about short u. When I say /u/, I think of a person who is confused and doesn’t know the answer. Have you ever been asked a question that you didn’t know and said /u/. Well every time we hear that sound I want you to think of the letter u, and I want you to scratch your head like you are confused and don’t know the answer.
2. Before we start trying to spell /u/ words, we need to listen for it in some words. When I listen for /u/ in words, I think of that confused person, saying "Uhhh" (scratch your head). When I say /u/, I feel my jaw drop and my mouth open. For example, when I say cup, I hear /u/ like the confused person says, and I feel my mouth open up and my jaw drop down. Now I am going to see if /u/ is in cute. I didn’t hear /u/ in cute. My jaw didn’t drop and my mouth made more of a kissy face than opening up. Now let’s all try. I want you to scratch your head like the confused person if you hear /u/ in a word. If you don’t hear /u/, then don’t scratch your head. Do you hear /u/ in cut? Paste? Walk? Run? Jump? Skip?
3. I’m going to show you how to spell the words for our letter boxes. We are going to use the word slush. "The snow had melted with the rain and now there was an icy slush on the roads." To spell slush in letterboxes, we need to recognize the different sounds we hear in the word. Lay out four boxes for your letterbox on the document camera to model, because this word will have four sounds, we have to stretch it out to hear those sounds. Sssllluuush. I heard the /u/ right before that last sound /sh/, so let’s put that U in the third letterbox. Then let’s look at the beginning of the word. First I heard that /s/, and we know that sound is made by s. Then I heard the /l/ sound. That sound is made by the letter l. So now we have /s//l//u/ and all we have left is that one sound /sh/. Now remember, even though it is only one sound, doesn’t mean it is only one letter. What makes that /sh/ sound? It is the letters sh. If I were to encounter this word in my reading and I didn’t know how to say it, I would first look at the /u/ because we know it makes that "Uhh" confused sound. Then I would go to the beginning of the word and stretch out the sounds of each of those letters. In slush, I would go ssslll, there’s that "uhhh". Then finally I would move on to the last sound, that sshh. Slluuusssh, slush! That’s it! "There was slush on the road that made it dangerous to drive."
4. Now you are going to try and spell some words in the letterboxes. We are going to start with 3 boxes, and your word is fun. "It is fun to play games with my friends." Do you hear that confused /u/ somewhere in run? Good, that’s right, it’s in the middle! So now we stretch out the word. What do you think goes in the first box? Right! You heard /f/ and knew that f went in the first box. Ok, so now you just have the last box. N, good job! (Make sure to take a quick mental record, making sure you check that each student is following along and assessing who is understanding the task). Ok, the next word is cut. "I cut my finger on the sharp knife". (Follow the same procedure as above for this word as well as sub, Gus, truck, jump, luck, and slump.)
5. Good work everyone! I like the way you all were able to identify that /u/ sound in your reading words! Now we are going to read a story called Bud the Sub. This book is about a submarine, can anyone tell me what a submarine is? That’s right, its like a ship that is made to go underwater. Well this sub’s name is Bud. And bud has a job to help other ships that are in trouble. Bud learns of one ship that has been hit! Let’s see what Bud can do to help. Do you think he’ll be able to save the ship? You are going to get with a partner and buddy read to find out what Bud does. (Students buddy read as the teacher goes around to check the student’s reading. After everyone finishes, the teachers reads Bud the Sub to the class and stops before she turns each page to ask questions, talk about the plot and review u=/u/ words.)
6. For assessment, the students will be given a handout. Say: Each student is going to work independently on this worksheet. I want to see what you learned today! On the sgeet there are some pictures with words written in. I want you to color the pictures that have that short u, /u/ sound. You should not color the pictures that don’t have that /u/ sound in the words. Are there any questions before you begin? No? Okay then you can start. I will collect the worksheets when you are done. (collect and analyze each student’s work to determine their knowledge of u=/u/.
Bud the Sub. Carson. Educational Insights, 1990. p. 1-9.
Collier, Daniel. "Uhh I Don’t Know"
Short U, Set 04.
Return To Awakenings Index
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Don't Grab the Ants, /a/!
A Beginning Reading Lesson
Rationale: Students will become familiar with the short vowel correspondence a=/a/. Children must be able to map out work spellings to successfully read This lesson engages children in hands on instruction with a letterbox lesson, a decodable text, and various activities to provide practice with the short correspondence =/a/. Upon completion of this lesson students will be able to read and spell words containing short a.
Materials: pencils, graphic image of a crying baby, cover up critters for each student, whiteboard or smart board, magnetic letters if using whiteboard, paper letter tiles for each student with letters: a, b, c, d, f, g, h, k, l, m, p, r, s, t, chart paper with the words: rag, mat, flag, had, pack, bass, mask, clap, fact, grab, strap written on it, assessment worksheet http://www.funfonix.com/book1/ffonix_book1_3.gif , copy of Ants In A Can for each student.
1. Teacher says: "Before we can become good readers we need to learn the alphabetic code that tells us how to pronounce the words. Today, we are going to learn how to spell and read words that have a short a in them."
2. Teacher says: "We have already learned the sound a short a makes. Can anybody tell me what "short a" sounds like? Remember to raise you hand before answering. That's right, a=/a/! Lets pull out our crying baby picture that helps us remember a=/a/". [Show graphic image].
3. Teacher says: "To get us warmed up lets practice listening for the /a/ sound in some words. That smells bad! When I said the word bad I noticed that I opened my mouth wide like a crying baby. B-aaa-d, bad. Yes, there is a short a in bad. No I want you to try some. If you hear the /a/ sound I want you to open your mouth wide like you are a crying baby. Don't make any sound just move your mouth. Is it is boy, at, pet, map, trap, fab, vest?" [Observe the class while they are opening their mouth to monitor who hears this phoneme].
4. Teacher says: "Now, what if I want to spell the word rag. She wiped up the spill with a rag. A rag in this sentence is used as a towel to clean up a mess. Hmm, first I think I will stretch the word out to listen to the sounds I hear. Rrrr-aaaa-gggg, rag. Now I am going to count the sounds I hear, /r/ /a/ /g/, 3 sounds. I am going to pull out three letterboxes to spell this word. [Either draw letterboxes on the whiteboard, or pull them up on the smart board]. I know I heard my mouth open wide like a baby, so I know the /a/ sound is in there. I heard the /a/ right before the /g/, so I am going to write a short a in the 2nd box. It is easiest to start when you hear the vowel sound. Rag starts with /r/, so I am going to put an r in the first box. Now there is one box left, so I am going to say my word again, rag. The letter I have missing is g, the /g/ sound, so I am going to place my g in the 3rd box.
5. Teacher says: "Lets try another word. I need three volunteers to help me spell the word mat. The mat was on the floor. Remember to count the sounds, /m/ /a/ /t/. How many letterboxes do we need? [Wait for response]. 3, good! Who can come to the board and write the letter that goes in the first box? Who can come write the letter that goes in the second box? The third? Great job!"
6. Teacher says: Now, I want you to spell some words in your letterboxes. I am going to call out a word, and I want you to spell it. I will walk around the room to check spellings. Lets try a 4-phoneme word, flag. For each sound you hear put the letter in the box. Listen hard for the beginning sound. Flag, There was a flag waving outside. Flag. Who wants to come put their spelling in the boxes on the whiteboard? Good job!" Repeat this process for each new word. Remind students to stretch the words out, and listen for the baby crying a=/a/ sound. [3-phoneme: had, pack, bass], [4-phoneme: mask, clap, fact, grab], [5-phoneme: strap]
7. Teacher says: "Now I am going to show you how I would read this word. [Pull out chart paper with words listed on them]. First I see the a in the middle so it must say /a/ like our crying baby. I'm going to use my cover up critter to read the rest of the word. [Cover up and blend before the vowel, and then with the vowel]. /r/ /a/ = /ra/. Now I am going to blend /ra/ with the "g" on the end. /ra/ /g/, /rag/. Oh, that's easy! Rag, like, I need a rag to clean up this mess. Now I want everybody to look at our chart paper, and let's read the words together. [rag, mat, flag, had, pack, bass, mask, clap, fact, grab, strap] Great job everyone!
8. Pull out the flashcards. Mix the words up, and ask children to raise their hand to read the word. Ask them to only read one word, so that everybody can have a turn. Have students read the flashcards until every child has had at least one turn.
9. Teacher says: Now, we are going to read the book Ants in a Can. This book is about a little girl named Jan who tries to touch an ant. Her dad tells her to put the ant in the can, so she tries to get the ant by giving it a snack. The ants hurry to the snack, and Jan hits them! What do you think will happen to Jan? Will the ants hurt her? We will have to read to find out! I want everybody to read to the person sitting beside you. You can move around the room so you can hear each other if you want to. I want you to read a page, and then let your partner read a page. If you get stuck on a word use your cover up critter, or look at our phoneme picture of the crying baby! I will be walking around the room if you need help!"
10. Teacher says: Great job reading! What snack did the ants have? [Wait for response]. What did the ants do to Jan? [Wait for response]. What did Jan's Dad give her at the end of the story? [Wait for response].
11. Give each student the assessment worksheet. http://www.funfonix.com/book1/ffonix_book1_3.gif Say: In this worksheet you will need to look at the pictures and read the words in the word bank. Pick the word that matches the picture and print it in the spaces under the pictures. You can use your cover up critter to read the words if you need help. [Pick up the worksheets for individual assessment.]
Storey, Jamie, Cry Baby /a/ "Aaaaa": http://www.auburn.edu/academic/education/reading_genie/awakenings/storeyjbr.htm
Murray, G. (2006) Ants in a Can. Reading Genie:
Assessment worksheet: http://www.funfonix.com/book1/ffonix_book1_3.gif
Return to Epiphanies Index
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Children learn language by listening to their parents and others talk. They learn new words and what they mean. They learn about the world around them.
- Talk with your child and listen while your child talks to you.
- Respond to what your child says and extend the conversation.
“Yes, we did see a truck like that last week. It’s called a bulldozer.”
- Stretch your child’s vocabulary. Repeat what your child says and use new words. “You want a banana? Yum, bananas are so delicious!”
- Talk about what you and your child are seeing and doing wherever you are – at home, on walks in your neighborhood, at the supermarket, in the car. “I see something brown – the trunk of that tree. What do you see that is green?”
- If English isn’t your first language, speak to your child in the language you know best.
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Introduction to Function Inverses Introduction to Function Inverses
Introduction to Function Inverses
⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using these subtitles.
- Let's think about what functions really do, and then
- we'll think about the idea of an inverse of a function.
- So let's start with a pretty straightforward function.
- Let's say f of x is equal to 2x plus 4.
- And so if I take f of 2, f of 2 is going to be equal to 2 times
- 2 plus 4, which is 4 plus 4, which is 8.
- I could take f of 3, which is 2 times 3 plus 4,
- which is equal to 10.
- 6 plus 4.
- So let's think about it in a little bit more
- of an abstract sense.
- So there's a set of things that I can input into this function.
- You might already be familiar with that notion.
- It's the domain.
- The set of all of the things that I can input into that
- function, that is the domain.
- And in that domain, 2 is sitting there, you have 3 over
- there, pretty much you could input any real number
- into this function.
- So this is going to be all real, but we're making it a
- nice contained set here just to help you visualize it.
- Now, when you apply the function, let's think about
- it means to take f of 2.
- We're inputting a number, 2, and then the function is
- outputting the number 8.
- It is mapping us from 2 to 8.
- So let's make another set here of all of the possible values
- that my function can take on.
- And we can call that the range.
- There are more formal ways to talk about this, and there's a
- much more rigorous discussion of this later on, especially in
- the linear algebra playlist, but this is all the different
- values I can take on.
- So if I take the number 2 from our domain, I input it into the
- function, we're getting mapped to the number 8.
- So let's let me draw that out.
- So we're going from 2 to the number 8 right there.
- And it's being done by the function.
- The function is doing that mapping.
- That function is mapping us from 2 to 8.
- This right here, that is equal to f of 2.
- Same idea.
- You start with 3, 3 is being mapped by the function to 10.
- It's creating an association.
- The function is mapping us from 3 to 10.
- Now, this raises an interesting question.
- Is there a way to get back from 8 to the 2, or is there a
- way to go back from the 10 to the 3?
- Or is there some other function?
- Is there some other function, we can call that the inverse
- of f, that'll take us back?
- Is there some other function that'll take
- us from 10 back to 3?
- We'll call that the inverse of f, and we'll use that as
- notation, and it'll take us back from 10 to 3.
- Is there a way to do that?
- Will that same inverse of f, will it take us back from--
- if we apply 8 to it-- will that take us back to 2?
- Now, all this seems very abstract and difficult.
- What you'll find is it's actually very easy to solve for
- this inverse of f, and I think once we solve for it, it'll
- make it clear what I'm talking about.
- That the function takes you from 2 to 8, the inverse will
- take us back from 8 to 2.
- So to think about that, let's just define-- let's just
- say y is equal to f of x.
- So y is equal to f of x, is equal to 2x plus 4.
- So I can write just y is equal to 2x plus 4, and this once
- again, this is our function.
- You give me an x, it'll give me a y.
- But we want to go the other way around.
- We want to give you a y and get an x.
- So all we have to do is solve for x in terms of y.
- So let's do that.
- If we subtract 4 from both sides of this equation-- let me
- switch colors-- if we subtract 4 from both sides of this
- equation, we get y minus 4 is equal to 2x, and then if we
- divide both sides of this equation by 2, we get y over 2
- minus 2-- 4 divided by 2 is 2-- is equal to x.
- Or if we just want to write it that way, we can just swap the
- sides, we get x is equal to 1/2y-- same thing as
- y over 2-- minus 2.
- So what we have here is a function of y that
- gives us an x, which is exactly what we wanted.
- We want a function of these values that map back to an x.
- So we can call this-- we could say that this is equal to--
- I'll do it in the same color-- this is equal to f inverse
- as a function of y.
- Or let me just write it a little bit cleaner.
- We could say f inverse as a function of y-- so we can have
- 10 or 8-- so now the range is now the domain for f inverse.
- f inverse as a function of y is equal to 1/2y minus 2.
- So all we did is we started with our original function, y
- is equal to 2x plus 4, we solved for-- over here, we've
- solved for y in terms of x-- then we just do a little bit of
- algebra, solve for x in terms of y, and we say that that is
- our inverse as a function of y.
- Which is right over here.
- And then, if we, you know, you can say this is-- you could
- replace the y with an a, a b, an x, whatever you want to do,
- so then we can just rename the y as x.
- So if you put an x into this function, you would get f
- inverse of x is equal to 1/2x minus 2.
- So all you do, you solve for x, and then you swap the y and the
- x, if you want to do it that way.
- That's the easiest way to think about it.
- And one thing I want to point out is what happens when you
- graph the function and the inverse.
- So let me just do a little quick and dirty
- graph right here.
- And then I'll do a bunch of examples of actually solving
- for inverses, but I really just wanted to give
- you the general idea.
- Function takes you from the domain to the range, the
- inverse will take you from that point back to the original
- value, if it exists.
- So if I were to graph these-- just let me draw a little
- coordinate axis right here, draw a little bit of a
- coordinate axis right there.
- This first function, 2x plus 4, its y intercept is going to be
- 1, 2, 3, 4, just like that, and then its slope will
- look like this.
- It has a slope of 2, so it will look something like-- its graph
- will look-- let me make it a little bit neater than that--
- it'll look something like that.
- That's what that function looks like.
- What does this function look like?
- What does the inverse function look like, as a function of x?
- Remember we solved for x, and then we swapped the x
- and the y, essentially.
- We could say now that y is equal to f inverse of x.
- So we have a y-intercept of negative 2, 1, 2, and
- now the slope is 1/2.
- The slope looks like this.
- Let me see if I can draw it.
- The slope looks-- or the line looks something like that.
- And what's the relationship here?
- I mean, you know, these look kind of related, it looks
- like they're reflected about something.
- It'll be a little bit more clear what they're reflected
- about if we draw the line y is equal to x.
- So the line y equals x looks like that.
- I'll do it as a dotted line.
- And you could see, you have the function and its inverse,
- they're reflected about the line y is equal to x.
- And hopefully, that makes sense here.
- Because over here, on this line, let's take
- an easy example.
- Our function, when you take 0-- so f of 0 is equal to 4.
- Our function is mapping 0 to 4.
- The inverse function, if you take f inverse of 4, f
- inverse of 4 is equal to 0.
- Or the inverse function is mapping us from 4 to 0.
- Which is exactly what we expected.
- The function takes us from the x to the y world, and then we
- swap it, we were swapping the x and the y.
- We would take the inverse.
- And that's why it's reflected around y equals x.
- So this example that I just showed you right here, function
- takes you from 0 to 4-- maybe I should do that in the function
- color-- so the function takes you from 0 to 4, that's the
- function f of 0 is 4, you see that right there, so it goes
- from 0 to 4, and then the inverse takes us
- back from 4 to 0.
- So f inverse takes us back from 4 to 0.
- You saw that right there.
- When you evaluate 4 here, 1/2 times 4 minus 2 is 0.
- The next couple of videos we'll do a bunch of examples so you
- really understand how to solve these and are able to do
- the exercises on our application for this.
Be specific, and indicate a time in the video:
At 5:31, how is the moon large enough to block the sun? Isn't the sun way larger?
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When naming a variable, it is okay to use most letters, but some are reserved, like 'e', which represents the value 2.7831...
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| 4.71875 | 5 | 4.100981 | 4.606577 |
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reading lesson design
Rationale: The goal of this lesson is to introduce the correspondence a_e=/A/. After learning how to read and spell words that use short vowel sounds, students begin to learn that vowels can make two sounds. Usually, when we see a_e in a word the a will make its long vowel sound. Students will also be able to examine the differences between the /a/ and the /A/ sounds in words through letterboxes and pseudowords.
Materials:Board for whole class to see, Large pictures of a bat and fishing rod with bate, Letter boxes for each student, Letters for each student, Chart paper with words: at, ate, tape, fat, cake, date, safe, shake, spade, crate, band, grade, and scrape printed on it, Jane and Babe by Phonics Readers, Long Vowels :a copy for each pair of students, Assessment sheet for each student with 5 pictures printed on each (a cake, tape, a lake, a game, and a cane), One set of note cards with pseudowords written on them (pape, shabe, trame, cate, and zake)
Procedures:1. Begin by reviewing what students have already learned about the sound that a can make in a word. Show an enlarged picture of a mat. “Who can raise their hand and tell me what this is a picture of?” “That’s right a mat.” Ask a student to write the word bat under the picture. “In this word what sound does the a remind us to say?” “That’s right again, /a/.” “How many of you have ever gone fishing?” Ask students who have what they use to catch the fish. Allow answers until one says bate. Shows a picture of a fishing rod with bate on the hook. Now how are we going to spell this word?
2. Tell students to take out their letters and letterboxes. Give students time to experiment with the spelling. Bringing the attention back to the board, tell students how I would spell the word by writing the letters that represent the sounds I hear. “I hear /m/(write m). I hear /A/ (write letter a). I hear /t/ (write letter t). So let’s read what I have written so far. This can not be right because it looks just like the way I spelled mat. To make words that sound a little different and look different when we write we use our silent e at the end of a word to remind us that this time a is not going to say /a/ it will say /A/.” Write bate on the board.
3. “So let’s use our letterboxes to try out this new way of reading and spelling words with our /A/ sound.” Draw three letter boxes on board. Instruct students to use their letterboxes and letters. Spell take together. “I want to spell the word take.(say word slowly) The first thing I notice is that I hear the a saying its name, /A/. So I am going to put an a in the middle box but if I leave it alone it won’t say its name. It will say /a/. So I know to add my silent e at the end to remind me that this a is going to say its name /A/. Now in the word take I hear the /t/ first(place a), then /A/ (point to a_e), and last /k/ (place k).” Then I read word sounding out each phoneme and pointing to the grapheme as I read.
4. “Now I want you all to practice spelling some
your boxes. I will tell you when to add a box. Some words you may
and some will be using our new /A/ sound.” Call out words for students
spell. Give sufficient time then show on the board how the word is
Words: 2—[at, ate], 3—[tape, fat, cake,
date, safe, shake], 4—[spade, crate, band, grade], and
5—[scrape]. Now let’s read some words. Read as the class the word
was just spelled written on chart paper.
5. Assign partners, preferably pairing less advanced readers with middle or more advanced readers. Students will read Jane and Babe. “Jane works with animals. Babe is a lion who lives in a cage. He is one of Jane’s animal friends. She goes to wake him but Babe continues to sleep. I wonder how Jane will get Babe to wake up and what they will do if he does. To find out lets read Jane and Babe. I want you and your partner to read the book to each other, so Rick should read to Joey once then Joey will read it again to Rick.
6. As students finish, have them pick up an assessment sheet. This sheet will have 5 pictures: a cake, tape, a lake, a game, and a cane. Students will write the names of the pictures. Also for assessment, when called students will individually come to the teacher and read note cards with psuedowords on them. Words: pape, shabe, trame, cate, and zake
Locklier, Amy. Mike
Likes Kites http://www.auburn.edu/rdggenie/begin/millerbel.html.
Readers. Jane and Babe.
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We will commonly see lines expressed standard form, especially when we look at and write systems of linear equations. The standard form of a line puts the x and y terms on the left hand side of the equation, and makes the coefficient of the x-term positive. While standard form is commonly, we sometimes rewrite a line in slope-intercept form in order to graph it.
So standard form of a line is probably the least practical form of a line but it is something that we see from time to time so it is good to understand how it is used. So what standard form is, is an equation of the line ax+by=c. And what has to happen for this form [IB] is ab and c have to be integers, so they have to be whole numbers. b and c can be positive or negative but we also know that a has to be greater than 0. Actually a could also be 0 in case it's a special line. So we know that this first term has to be positive and every other number has to be a integer.
Okay, so one example of how this could work is, we have y=-1 half x+7, 6. And we're asked put this in to standard form. Okay, so what we have to do is we first have to make our coefficients whole numbers. Okay, so we need to get rid of all of our fractions. And the way we do that is by multiplying by our least common denominator. So in this case our least common denominator is 6. Multiply everything by 6. That 6 goes to the y, 6 goes to the negative -1 half and to the 7, 6 we're left with +7.
Next thing we need to do is make sure our coefficient on x is actually positive. So right now it's positive which means we have to bring it over to the other side. So we add it over, 6y+3x=7, just a little bit of rearranging cause our x term is supposed to be first, 3x+6y=7. These are the exact same line. This one you know is in slope intercept. This one is in standard.
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To help your child develop a better sense of numbers, start with small estimations. Ask your child: How much is $500? How long would it take you to earn it?
To start, have her pretend she makes $5 an hour. How many hours would she have to work to earn $500 or $5,000? (For the answers, she would divide the total earnings by her hourly wage.)
Also have her figure how many days it would take her to earn each amount of money, working a certain number of hours a day. (Suppose she works eight hours a day; she would divide the total number of hours worked by eight.)
Keep using larger numbers, up to a million dollars. How long would it take to make $1,000,000 if she earns $5 an hour working eight hours a day, five days a week, 50 weeks a year?
Also figure different wages. How long would it take if she earned $15 an hour? How long would it take earning $70,000 a year?
Copyright © Parent Institute
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Rationale: It is very important for children to learn vowel digraphs. This design will help children recognize the ai = /A/ correspondence. Children will learn to identify the vowel digraph by finding ai =/A/ in spoken words, using the digraph in words they write, and in books read.
Materials: Index cards with "ai = /A/" written on them; primary paper and pencils; word box worksheet (with pictures and words for: maid, rain, aid, pain, and laid); the book The Long Long Tail (by Educational Insight); and picture worksheet (containing pictures of maid, braid, rain, brain, and sail).
Procedure: All-caps are to be spoken by teacher, other print is instructive.
1.) SOMETIMES VOWELS (A, E, I, O, U) COME IN PAIRS. TODAY, WE ARE WORKING
WITH THE 'ai' TEAM. SOMETIMES WHEN 'ai' ARE TOGETHER IN A WORD, THEY SOUND
LIKE /A/. Write maid, rain, aid, and tail on the chalkboard. NOTICE THAT
THE WORDS I HAVE WRITTEN ON THE BOARD HAS THE SAME TWO VOWELS IN THE MIDDLE.
LISTEN CAREFULLLY AS I READ THEM AND SEE IF YOU CAN HEAR HOW THEY SOUND
ALIKE. Extend the /A/ sound as each word is spoken while pointing to the
ai in the word. NOW, SAY THEM WITH ME. VERY GOOD.
2.) HOW ABOUT A TONGUE TWISTER The maid with the braid laid in the rain! Give out cards with 'ai = /A/' on them. I WANT YOU TO HOLD YOUR CARD UP WHEN YOU HEAR THE /A/ SOUND WHILE WE SAY THE TONGUE TWISTER ONE MORE TIME. Children respond.
3.) DO YOU GEAR THE /A/ SOUND IN MAID OR HAD? RAN OR RAIN? SAIL OR SAY? PLAN OR PAIN? Children respond.
4.) Write m_ _ d on the chalkboard. THIS WORD IS /mA/ /d/ (maid). WHAT LETTERS ARE MISSING? Children respond. Repeat with braid, rain, train, and laid.
5.) Give each child a piece of primary paper. NOW I WANT YOU TO PRACTICE WRITING 'ai' TOGETHER ACROSS ONE LINE OF YOUR PAPER. Write "ai ai ai" on the board.
6.) Pass out the word box worksheet. HERE IS A WORKSHEET. THERE IS A BOX WITH WORDS USING ai = /A/ AND YOU ARE TO PUT THE CORRECT WORD IN THE BLANKS IN OR NEAR THE PICTURE.
7.) NOW I WANT YOU TO TAKE TURNS READING A PAGE IN THE BOOK THE LONG LONG TAIL. Teacher should read what is left after each child has had a turn. I WANT YOU TO HOLD UP YOUR CARDS WHEN YOU HEAR A WORD THAT HAS THE /A/ SOUND IN IT. The children will hold up their cards for correct (ai = /A/) as well as incorrect words in one column and correct ones in another.
8.) For assessment purposes: pass out the picture worksheet. Have students read the names of the pictured objects out loud. Then instruct them to circle the proper pictures with ai = /A/ in their name.
9.) For follow-up, the book could be re-read at a later date and the children could identify the 'ai' words instead of just the sounds.
Reference: Teaching Decoding in Holistic Classroom, written by Lloyd Eldredge (1995), published by Prentice Hall, pages 153-154.
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|You are HERE >> Language Arts > Grammar > Grade 9|
by Elaine Ernst Schneider
The verb is the fourth of the eight parts of speech. Just for the record, here are all eight:
noun, pronoun, adjective, verb, adverb, preposition, conjunction, and interjection.
Verbs can be used in different ways.
They can be action or linking. They can be in active or passive voice …
where do we begin?
First, let's start with a basic definition:
verb is a word that expresses action, makes a statement, or links relationships.
Action verbs do just that. They demonstrate action.
Examples: Jim hit the ball.
Susie cooked spaghetti.
Joey drove the tractor.
Linking verbs make statements OR they express links and relationships.
Examples, statements: She is a good girl.
He is a football player.
Examples, links/relationships: She is my mother.
That boy is my neighbor.
Linking verbs are on a special list. Here is that list:
Am, is, are, was, were, be, being, been, has been, have been, had been, will be, shall be, may be, would have been, should have been, can be, should be, would be (any combination that ENDS with be or been.) seem, become, taste, feel, smell, sound, look, appear, grow, remain, stay
HINT: In a verb phrase, it is the word that ENDS the phrase that determines usage. For example, in the phrase, "is cooking," even though "is" would be classified as a linking verb used by itself, the last word in the phrase is "cooking." Therefore, the verb phrase is action and "is" was used simply as a helping verb - NOT a linking verb.
HINT: Linking verbs can be in any tense and can have endings such as "ing" or "ed" and they are STILL linking verbs.
HINT: Some of the verbs on the linking verb list can be used as action verbs OR linking verbs. Be sure to reason out their usage.
The tree grew to be quite tall. (action verb - The tree physically grew.)
The man grew weary. (linking
verb - expresses a statement, even a relationship between
She is looking at the picture. (action verb - She is physically doing the action of looking.)
She is looking paler by the
minute. (linking verb - links "she" with "paler.")
Assignment(s) including Answer key:
List the verbs in the following sentences. Mark A for action and L for linking.
1. The mayor suggested that the boy clean Wilmington Statue for his community service project.
2.Two friends water-skied on Lake Erie.
3.The twins, who are from the large
city of Houston, are vacationing in Canada.
4.The teacher asked the student for his report on the country of France.
5.The address on the envelope was Mexico.
6.The witness's story is about a man in a building.
7.The factory blew into a thousand pieces.
8.Mary was so excited that she ran all the way home.
For the Answer Key, Click
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Here are two games that teach children about the sense of sound. Click the link for more sound activities.
Sound Game: What Is It?
Several objects that make sound were placed behind a display board. A group of children sat on the other side of the display board while one child went behind the display board. That child chose one of the objects, made a noise with it, and the other children guessed what it was that made the noise.
Sound Game: Who Has It?
In this game, children had to guess who held the object that made a noise. All of the children in the group hid their hands behind their back and closed their eyes. The teacher hid a squeaky toy in the hands of one child. When they opened their eyes, the child squeaked the toy and the group had to guess who had it.
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Open wide and say Ahhhh!
By Holly Johnson
In order for students to become successful readers they must learn the important vowel correspondences. This lesson will help children identify /o/, the phoneme represented by o. Students will learn to recognize /o/ in spoken words by learning a meaningful representation (sound you make when a doctor looks down your throat), practice finding /o/ in words, read short o word in letter boxes and further their reading with a decodable book that focuses on the /o/ correspondence.
Elkonin Boxes for each student
Elkonin boxes for the teacher
A set of letters for each child and teacher (m, o, p, l, g, h, a, t, i, n, b, e, d, s, f, r, t)
Chart paper with the tongue twister on it --. Oliver the octopus hopped to Oz.
In the Big Top Educational Insights Phonics Reader
Worksheet containing pictures of words with and without the o = /o/ phoneme (mop, log, hat, tin, bed, stop, trot, frog, frost)
Primary writing paper and pencil for each student
1. Say: Our written language is a secret code. Today we are going to learn about the letter o (Write the letter on the board). We are going to learn one of the sounds this letter makes. I hear this sound a lot when I go to the doctor. My doctor will tell me, "Open up and say Aaah". Has your doctor ever said this to you? Well, this is the same sound the letter o makes. It says /o/. Let's all say that sound together, /o/...We will learn the special sound that it makes, what it looks like, how to write it, how to hear it whenever we talk, and how to recognize it whenever we read.
2. "We spell /o/ with letter o. Let's see if we can hear this sound in our tongue twister. Remember to listen for that "ahhhhh" sound made with the o". Show tongue twister "Olly the otter swam to the top" and read it. "Now let's all try reading it together. Olly the otter swam to the top. Great job! Now let's see what words in our tongue twister have the /o/ sound in them." Read slowly with the students dragging out each word and discussing whether or not that word contains the /o/ sound. O-lly the o-tter swam to the t-o-p. Very nice! I can see that each of you is holding out that /o/ sound perfectly.
3. "Now that we know how the letter o sounds, let's try writing the letter o. Let me show you how to write the letter o." (Write on board for all students to see). "Start just below the fence. First write a little c, then close it up! Now let's write one together on our paper. Remember to start just below the fence. First little c, then close it up! Great!"
4. "Next we are going to use out letter boxes to spell words with the /o/ sound, but we will also review some words with other vowels so we can hear and see the difference in these vowels and the short o vowel. Remember the sound we make for /o/? It's the sound that you might say at the doctor. Remember, we use the letter o to represent this sound." (Pass out the boxes and the letters needed.) What if I want to spell the word hop? "Bunnies like to hop" To spell hop in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /h//o//p/. I need 3 boxes. The first sound I hear is /h/, the word starts with /h/, so in my first box I'm going to put a h. Next I heard that /o/ right after the /h/ so I'm going to put an o in the middle or 2nd box. Let's say the word again slowly stretching out the sounds. Hhhhhhhoooooooppppp .I think I heard /p/ at the end right after the /o/ so I'll put a p right after the o to end my word. Now, I want you to try some. As I call out a word, I want you to put the letters in your boxes. I will come around and help you if you need some help. (Tell the students how many sounds there are in each word before you say the word. This way they will know how many boxes to have ready).
5. Now, I am going to write some of the words we just spelled on the board. I want you to read them aloud to me as a class. If you hear the doctor sound in the word, I want you to raise your hand. Let me show you how and then we will all do this together. (Write the word log on the board). This word says, log. See how our o is in the middle. This says /o/. It starts with /l/ and ends with /g/. Put it all together and this says log. (raise your hand). Now you try. (Write the words from the letterboxes on the board). Great Job!
6. Next I will have the students to whisper read the book In the Big Top while I walk around and monitor their progress. "This book is about a family who wants to go to the circus. They bring a lot of things to the circus with them, but they only have one little car to get them there! Todd gets in the car first. Then Roz hops in. Then Rob hops in. Then the dog hops in! Will any more people fit into the car? Will they ever get to the circus? After their first reading, we will talk about some things they noticed in the story (that deals with the plot). I will then have them read the book one more time to look for certain aspects to the story, as well as give them lots of practice in decoding the words in the book and to look for words that have the /o/ sound or letter o in it.
7. Next I will pass out a blank sheet of paper and allow the students to draw with crayons and object they can think of with the letter sound /o/ in it
8. For assessment I will pass out a page with boxes of words. Some words will have the /o/ sound and some will not. I will instruct student to color in the boxes with the /o/ sound. I will also have each student come and read two pages of In the Big Top to me at my desk. This will be a good assessment to see whether or not they can distinguish the /o/ sound in a word
Murray, Bruce. Teaching Letter Recognition. http://www.auburn.edu/rdggenie/letters.html
Whitney Adams, Hop Scotch. http://www.auburn.edu/rdggenie/discov/adamsbr.html
Cushman, Sheila. (1990). Decodable book: In the Big Top. Educational Insights. Carson City, CA
Kerns, Megan. "Open wide and say aaah." http://www.auburn.edu/%7Emurraba/invent/kernsbr.html
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The Doctor Sound
Materials: Primary paper, pencils, chart paper with the tongue twister, ãOllie the Octopus ate Olives in Octoberä, ãThe Ox bookä (Sing, Spell, Read, and Write; Raceway Step 12).
Procedures: 1.) Introduce the lesson, by explaining
how the /o/ sound can be easily remembered. I will tell the students
that the letter sounds are all in the mouth movement and formation.
I will tell the students an easy way of remembering the short /o/ sound.
2.) Ask students: Have you ever been to the doctor and he or she told you to open your mouth and say /o/? Thatâs how the short /o/ sounds. Every time you hear /o/ in a word or sentence I want you to think of the doctor sound. Now letâs make the doctor sound, o-o-o-o-o-o-o-o·Yes, thatâs right you did it!!!!
3.) ãI have a tongue twister that I want you to read with me. Most of the words in this tongue twister make the doctor sound; now letâs see if we can say it. ÎOllie the Octopus ate Olives in October.â That was good!!! Now letâs read it again and every time you get to a /o/ sound in a word letâs say it louder, like weâre making the doctor sound. Are you all ready? Letâs begin. ÎO·.llie the O·.ctopus ate O·..lives in O··ctober.â You did great!!!ä
4.) ãLetâs take out our paper and pencil. Weâre going to learn to write the letter that makes the doctor sound. Okay letâs begin. First weâre going to start at the fence and make a lower case Îcâ. Next weâre going to close our little Îcâ up, so it looks like a circle or a ball. Now I want you to make a line of oâs on your paper. Great Job.ä
5.) We will read ãThe Ox bookä and after reading the story, and after reading the story we will find all of the words in the story that had the doctor sound in it.
Assessment: I will give each student two word choices and he or she will tell me which words they hear the doctor sound in.
1. box or bag
6. shop or shoot
2. man or mop 7. brick or rock
3. clock or watch 8. job or work
4. pop or hit 9. cat or dog
5. key or lock 10. cop or cup
and my own ideas.
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Find the Sound
Listening to words said clearly in isolation sharpens a child's ability to attend selectively to sounds. The activity below will help your child understand that sounds have position in words. Help your child learn to listen attentively to everyday sounds, too (the wind, a telephone ringing, footsteps in the hall). Ability to listen helps your child in getting ready to follow oral directions and develop the phoneme awareness skills needed in learning to read.
Take three paper cups and label one with the word "beginning," one with the word "middle" and the third with the word "end." Line them up on a table in order from left-to-right in front of your child. Fill a small bowl with a favorite snack, such as jelly beans. Using words taken from the story "Rose Red and Snow White," ask your child to tell you where a sound is in the word and to place the snack in the appropriate cup. Remember to say the words slowly. Then reward him with the treats at the end!
Ask, "Where is the /d/ sound in the word dwarf? (Your child should put the snack into the cup labeled "beginning.")
"Where is the /d/ sound in the word friend? (This time your child should drop the snack into the cup labeled "end.")
"Where is the /b/ sound in bear?"
"Where is the /p/ sound in top?"
"Where is the /g/ sound in dangling?" (Middle and end.)
"Where is the /k/ sound in pocket?"
"Where is the /s/ sound in sisters?" (All three cups!)
"Where is the /b/ sound in beard?"
"Where is the /k/ sound in rock?"
"Where is the /d/ sound in reward?"
"Where is the /sh/ sound in dashing?"
"Where is the /t/ sound in fright?"
"Where is the /k/ sound in king?"
-- Susan Rapp, Village Reading Center
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The Crying Baby
Rationale: In order for children to be able to read and write, they must be able to distinguish the individual sounds in words. These individuals' sounds are calls phonemes. Phonemes are the basic vocal gestures form which the spoken of language are contracted. Children must be given several opportunities to work with these sounds and be able to distinguish separate phonemes in words. This lesson word on the phonemes /a/ (short a).
Materials: Primary paper and pencils, drawing paper, crayons, blackboard with the tongue twister "The cat in the hat got a mat for his rat" on it. Chalk, a poster with a picture of a baby on it; index cards with cat, bug, hat, sit, book, and mat written on them. You will also need tape to tape the index cards to the baby; a marker to draw smiley faces on primary paper, worksheet with pictures of a cat, a mat, a house, a dog, a book, and a bag (enough for the class), and enough copies of Pat's Jam.
1. The teacher will introduce the lesson by explaining, "writing is a secret code". This code can only be broken if we learn the mouth movement for each letter. Today, we are going to learn the short /a/ sound. Once we learn the short /a/ sound, we will be able to sound out many words in our reading.
2. Have anyone ever heard a baby crying? The short /a/ sound sounds just like a baby crying. It sounds like this: aaaaaaa. Let us say it all together (class responds aaaaaa). Did you notice the movement of your mouth? Let us try it again, this time notice the movement of your mouth. Ok, class let us make the baby sound again (class responds aaaaaa).
3. Have a tongue twister on the board: The cat in the hat got a mat for his cat. The teacher models the tongue twister first. Now everyone lets do it together. (Class responds) Now this time we all will say it together but say the sentence slowly. Ready (class responds: Theee caaat inn thee haaat gott aaa maaat forr hiss raaat. Good jog class.
4. (Have the students take out their primary paper and pencils) Now, that we know what short /a/ sounds like, let's write it. The teacher models the letter a on the board first. Then say: Class first start at the fence, then curve downward to the sidewalk (like a "C"). Next, draw a straight line up to the fence, and then go back down that line to the sidewalk.
I want to see everybody's a. After, I put a smiley face on it.
I want to make a row just like it. When you see the letter /a/ in
any of the words in our readings that is a sign for you to say the sound
that a baby makes. It is the /a/ sound.
5. Call on students to answer and tell how they knew: Do you hear the /a/ sound in mat or rug? Apple or pear? Cat or dog? Bat or fly? Ok, now I am going to must some words in the baby's mouth. Remember this baby can only say the aaaaa sound. If you hear a word that has the aaaa sound raise your hand. If you do not hear the aaa sound, do not raise your hand. Tape these words up to the baby's month and ask this word is cat, does it have the aaaaa sound. Repeat steps for gas bug, hat, sit, book, and mat.
6. Read Pat's Jam and talk about the story. Read it again and have the students raise their hand when they hear the /a/ sound. List the words on the board. Then have the students draw a picture of a baby and have them write a message about it using invented spelling. Display their work.
7. For assessment- distribute a picture page and help the students name each picture. Ask students to circle the picture that has the /a/ sound.
Elderidge, J. Lloyd. (1995). Developing Phonemes Awareness. Teaching
Decoding in Holistic Classroom. New Jersey. Prentice-Hall.
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Craft activities (ages 6-10)
Children like making things, so craft activities are a great way for you and your child to have fun practising English. To give your child an extra reason for the craft activity, there are games you can play with the things you make. Keep everything in a box so you can play the games again.
You will use a lot of the same language for each of these activities, for example:
What colour is this?
Where is the red pen? Where are the scissors?
Draw / Write here.
How do you spell...?
Colour it in.
Let your child hear you use this language and sometimes let them be teacher, so they have to tell you what to do.
Cut out pictures of food from magazines. Use the pictures to make a food face. When you are making the faces, ask your child, e.g. What's this? Is this a nose? Your child can talk or write about the finished face, e.g. The mouth is a banana. The left eye is a grape.
Make simple hand puppets. Print these craft activity templates (PDF, 403KB) onto card and give instructions to your child in English – use the phrases above.
If your child makes two different colour bird puppets, they can use them when they say the Little birds rhyme from the Action games section
This is a sheet of helpful language (PDF, 200KB) from the video. Use it to help you do the activities with your child.
Make dice. Print these craft activities (PDF, 168KB) onto card. Help your child to cut out and write on the dice template, then stick it together.
On your dice, you can write:
- colours and have a game where you race to touch something of the colour shown on the dice;
- any pictures (animals, food, etc.) and name what is shown on the dice as quickly as possible;
- words from the Chant in the Action games section and perform the instructions (Jump; Clap; Arms up; Sit down, etc.).
Also included in Video 6
Make a clock to practise telling the time. Use:
- a circle of card or a paper plate;
- card for the clock hands;
- a split pin to hold the clock hands in place.
Help your child to mark out where the numbers go. You can ask your child to write the number word under each number to give them practice with these spellings. Use the split pin to hold the hands in place. You can see a finished clock on the video.
When the clock is finished, say some times for your child to put on the clock (check which times they have learned in their English course book), e.g. Five o'clock; half past six; quarter past nine; quarter to twelve. When your child can easily set the clock, set some times yourself and ask your child: What's the time?
You can make greetings cards. For special occasions, you can make cards in English. Talk to your child about what they are drawing: What's this? What colour is this?
Here are some phrases to put in the cards:
Happy Birthday! Ten today!
Merry Christmas! Happy New Year!
Happy Mother's Day! (in the UK, 4th Sunday in Lent; in the US, 2nd Sunday in May)
Happy Father's Day! (in the UK, 3rd Sunday in June)
Happy Anniversary! (for wedding anniversaries)
Get well soon!
Make a board game. You or your child can draw out a grid on some paper. Make the squares big so you can write in them. Mark the 'Start' and the 'Finish'. Write instructions in some of the squares, e.g.
Miss a turn.
Go back one place.
Go forward two places.
You can also have some cards with pictures of familiar words, e.g. animals, food or colours. You can print these pictures (PDF, 3MB). Put the cards face down next to the board. If a player lands on a square that says Take a card they say in English what is on the card or miss a go.
To play, you need a dice (maybe one you made) and counters. This language is useful: Your turn. My turn. You've won. I've won.
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Activity: “Fishing For Letters”
1. Students will be able to identify individual letters of the alphabet
2. Students will be able to replicate letter shape formation
3. Student will be able to identify individual letters that he has written
1. Fishing pole- a piece of string, attached to a ruler with a magnet at the end
2. Laminate paper fishes- the fishes will have one capital letter printed on one side
3. Clip board
4. Lined paper
1. Gather a group of four student
2. Explain to the students that they are each going to be provided with a clip board, a piece of paper and one fishing pole in which they are to share
3. Explain to the students that they are going to be using the fishing pole to catch fish.
4. Show students the fish.
5. Point out to students that each fish was a different letter.
6. Explain to the students that once they have used their fishing pole to catch a fish, they must show, identify and say the letter on the fish. They must pass the fishing pole to the next student, clip their fish to their clip board and write down the letter they caught on their line paper.
7. Model for the students how this can be done
8. Explain to the students, once they have worked together to catch all of the fish, they can read their list of letters to a partner from the group
9. Give partners
10. Guide students while they play the game
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Rationale: As a beginning reader, children must learn the letter combinations (digraphs) that stand for specific mouth moves. They must learn that when certain letters are together in a word, they stand for a specific mouth move. In this lesson, I will help children recognize the consonant digraph /ch/ in written and spoken language. Students should be able to identify digraphs (like /ch/) in words they read and spell.
Materials: Elkonin letterboxes
Letter manipulative ch (taped together), i, p, ee (taped together), s, e, o, r, a, m
Book: Chip Gets a Dog (published by Steck Vaughn Company)
Tongue twister on chart
Primary paper and pencil
Cards with "ch" on one side and "?" on other
1. I will introduce this lesson by saying “Sometimes two letters get together and make a special sound. Now, we will talk about the mouth moves that C and H make when they get together. Together, they say /ch/. Say it slowly, and tell me what moves your mouth makes. When I say /ch/, my lips pucker and my tongue presses against my teeth. Air also moves between my tongue and teeth. An example of this /ch/ sound is the sound the train makes. “ch…ch…choo-choo!”
2. "Let’s try a tongue twister (on chart). “Chip’s cheetah loves chicken, cheese, and chocolate chip cookies.” We will all say it together once, and then we will all say it again, but we will stretch out the /ch/ sound. “Ccccchhhhip’s cccchhhheetah.” Nice job boys and girls."
3. (Use Elkonin boxes). “Remember from last week how we used the letterboxes for the /sh/ sound. Well this week we will use them for the /ch/ sound. Now that we know what sound the /ch/ makes, we can spell some words with the /ch/ sound in them. Everyone will get one set of letterboxes, and everyone will get ten letters. Turn them over on the lowercase side. The C and H are taped together to remind us that they make the /ch/ sound. The CH will go on one letterbox because they make one sound. When we spell a word, we will have the same number of boxes as sounds.” Everyone will now spell chip, cheese, chop, chat, rich and champ at their table. I will go around to make sure they understand what to do.
4. “Now, everyone take out your primary paper and pencil. Remember that when you see the C and H next to each other they make the /ch/ sound. Copy the tongue twister down off the chart. When you are done, please come show me so I can check it, and then I will pass out the train sheets.” I will let each child color the train and name it. They will name it something with the /ch/ sound (like the cheese, chocolate or chip train). We will hang these up outside on the wall together so that they will make one long choo-choo train.
5. Now, we will play a game. I will call on some of you to answer these questions. You must tell me why you chose this answer. “Do you hear /ch/ in champ or camp? Chip or cookie? Rich or poor? Now, I will pass out special cards with “ch” one on side and “?” on the other. Show me the /ch/ side if you hear the /ch/ sound in words and the “?” if you don’t.” One by one, I will say, chip, camp, cheetah, lick, cheese, chocolate, train, and tooth.
6. Now, I will read the book Chip Gets a Dog, and talk about it. I will read it again and let the children hold up their “ch” cards when they hear words with the /ch/ sound in the book.
7. For assessment, I will pass out a worksheet with pictures. They will circle the words that have the /ch/ sound. The pictures will be of a ship, chocolate chip, fish, kite, chair, church, child, cherry, cook, cheerleader and book.
*Murray, B.A. and Lesniak, T. (1999). "The Letterbox Lesson: A hands-on approach to teaching decoding." The Reading Teacher, 43, 282-295.
*Davis, Dara. Shhh…She is sleeping. http://www.auburn.edu/rdggenie/insights/ddavisbr.html
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me for answers!
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Materials: A large cut out of Bob (teacher made), one frog cut out for each child (from resource book), several logs with words written on them (from resource book), copies of Doc in the Fog (Educational Insights), word wall including words with the o=/o/ correspondence, chart with "Bob and the frogs hop on logs, dance in clogs, and raise hogs," primary paper, pencils, assessment worksheet.
1. Introduce the lesson by explaining to children that we need to find out which letters stand for which sounds to understand our writing code. "Today we are going to learn what sound we sometimes hear when we see the letter o. We want to be able to spot this letter and sound in many words."
2. "Have you ever been to the doctor to get your throat checked? When the doctor looks in your throat, you have to say, 'AHHHH'. This is the sound you hear from /o/. Let me show you how to spot /o/ in a word. We do this by stretching the word out to see if we hear 'AHHHH'. I will do the word fox, fo-o-o-ox. Did you hear the 'AHHHH' in the middle of the word? Good. Now let's try to do it together." Give children words such as mop, log, sock, box, etc.
3. "Next we are going to try a tongue twister." Read the chart. "Bob and the frogs hop on logs, dance in clogs, and raise hogs. Okay, now everyone read it together." Children read chart. "This time, when we hear the /o/ sound, let's stretch it out. Bo-o-o-ob and the fro-o-o-ogs ho-o-o-op o-o-o-on lo-o-o-ogs, dance in clo-o-o-ogs, and raise ho-o-o-ogs. Good job. Now let's break away the /o/ sound like this B /o/ b and the fr /o/ gs h /o/ p /o/ n l /o/ gs. Try it with me. Well done."
4. Now we are going to play a game. Each one of you has a frog and I have Bob. There are many logs taped to the back wall. Each log has a word written on it. One at a time, you are going to take your frog and put it on a log that has a word with o=/o/ written on it. When you place your frog on the log, you will read your word to the class. I will show you how by placing Bob on a log." Teacher models game.
5. "You all did a good job of stretching out the words to find the words with o=/o/. Now let's repeat our tongue twister again. Each time you hear o=/o/, raise your hand." Read the tongue twister slowly.
6. Have children read through words on word wall to determine which words have o=/o/ correspondence.
7. Have children read Doc in the Fog and add any new words to word wall.
8. To assess the children, the teacher should hand out a worksheet with 5 to 8 sentences. Each sentence should contain many words with o=/o/ correspondence. The students should circle the words in each sentence that contain this correspondence.
Eldredge, J. Lloyd. Teaching Decoding in Holistic Classrooms. Ohio: Prentice-Hall,
Inc., 1995. (149)
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For more information e-mail Kiri McFarland
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Shake Out the SH!
For children to develop their reading ability they must be able to recognize and pronounce digraphs. One digraph that will help children develop this ability is the sh=/sh/.
Shoe Man By, Steck Vaugn and Kunka, Alice, chart with pictures of /sh/ words and non /sh/ words, and a worksheet
1. Introduce the lesson by asking the children what sound would you
make when telling someone to be quiet. After they have told me the
sound /sh/ I will then ask then what do you think the two letters are that
make that sound.
2. The /sh/ sound is made of two letters the s and the h. Let's practice the /sh/ sound all together. Now I would like you to tell me what words you hear the /sh/ sound in: Fish or Kiss; List or Dish; ect.
3. Now let's try a tongue twister with the sound /sh/:"Shy Shelly shouted loudly shaking Sharon." Now let's all say it together; again. Now let's try stretching out the /sh/ sound at the beginning of each word. "Shshy Shshelly shshouted loudly Shshsaking Shsharon." Great job!
4. Now I want you to look at these pictures on the board and tell me which ones have the sound /sh/ in them? Now I want you to tell me if you hear the /sh/ sound in the front of the word or the end of the word.
5. Now I am going to give you a book that is called Shoe Man and I want you to get wih a friend. You and your friend need to look throught the book to
find /sh/ words. Ask the children to then read you some of the words they have found in the text. Then have them read the text with a buddy while you walk around and help them with difficult words.
6. Ask children to stand up behind their desk and tell them that whenever they hear a word with the sound /sh/ to shake their bodies. Have a list of words with the sound /sh/ and other sounds so the children will alternate shaking their bodies.
7. Next give the children a worksheet and have them put the /sh/ in the correct blank so that it will make a word.
Kunka, Alice. Shoe Man. Steck-Vaughn, Austin, 1991 (Phonics
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Using what we know about the Pythagorean theorem, we are able to derive the distance formula which is used to find the straight distance between two points in a coordinate plane. The distance formula is a standard formula that allows us to plug a set of coordinates into the formula and easily calculate the distance between the two.
If you have two points, let's call them A and B, somewhere in a coordinate plane, and we call A X1 and Y1. That's the ordered pair A and we say B has ordered pair X2 and Y2. We can calculate the direct straight line distance between them. using what we know about the Pythagorean theorem.
You might say Mr. Mccall how are we going to use a Pythagorean on a line that's diagonal like that, you don't even have a triangle. Well, what I'm going to do, I'm going to draw in one leg of that triangle that's going to be parallel to my X axis. And we're going to draw in another leg of that triangle which is parallel to the Y axis.
I know the X axis and Y axis are perpendicular to each other which means that this must be a right triangle. If we want to find out the distance between A and B, first we need to say, well, what are the lengths of my legs. The reason why that's important is because we're going to use A squared plus B squared equals C squared.
So A is going to be one of my legs. And let's call it the leg that's parallel to the X axis. Well, this point right here is going to be the point not X 1, but it's going to be X2 and Y1. Because notice the only thing that's changed from A to this corner is my value of X. If these two lines are parallel, then Y1 will stay the same. So if I want to find the distance between these two, all I need to do is subtract my Xs.
So this distance is X2 minus X1. That difference will tell me how far away those points are. So I'm going to say that A is X2 minus X1. If I find B, B is going to be the other leg of this triangle. So just like I said that this horizontal distance was the difference of our axis, the vertical distance will be the vertical distance of our Yes. So this will be Y2 minus Y1. So B is going to equal Y2 minus Y1. And the hypotenuse C we could say is D, our distance. Or I guess if you want to, you could say that this is line segment AB. Either way, you're trying to find your hypotenuse here.
So let's substitute in what we know. Well, we said -- if I use a different marker -- we said we were going to use the Pythagorean theorem, and A is X2 minus X1. I'm going to say we're going to have X2 minus X1 squared. So all I'm doing is substituting in here. B we said was Y2 minus Y1, starting to add Y2 minus Y1 squared. And C we said is our distance, AB. And that's going to be squared. So if you want to know the square of the distance, in your coordinate plane, you're going to subtract your Xs square them. Subtract your Y square them and add them up.
Well, that's not quite useful. So we're going to take the square root of both sides, because the square of a distance doesn't help me that much. So I'm going to say that the square root of X2 minus X1 squared plus Y2 minus Y1 squared is equal to this distance AB. And, voila, we have our distance formula.
So the distance between any two points in space is going to be the difference of your Xs squared plus the difference of your Ys squared. Now, some of you might be thinking, Mr. McCall, I know that the square root of something squared is whatever that base term is. Now, you cannot say that either of these squares are going to come out.
The reason is we have this expression by this plus sign. So if this whole thing was being squared, then, yes, something could come out of this square root. But since we have this plus sign it's going to stay the way this is.
So the keys to using this formula are subtracting your Xs, subtracting your Ys, squaring those and then taking the square root. We got this formula by using the Pythagorean theorem.
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Game: Match the Super3! (grades K – 2)
Gather: 2 pieces of construction paper, blunt scissors, glue.
Print: these 2 game sheets
Prepare the game pieces:
1. Cut the game sheets apart on the dotted lines.
2. Cut each piece of construction paper into 4 parts the same size (fold it first, open the page, and cut on the folded lines)
3. Glue each of the game pieces onto the pieces of cut construction paper to make cards. Let them dry.
Play the game:
1. Mix up the cards.
2. Put them face down on a table or the floor. Mix them up again.
3. Turn one over. Turn another over. Does the Super3 match its description? If not, turn them face down again and try again. If you get a match, put the pair—2 cards—to the side. Keep trying until you get three matching pairs.
Do you know which Super3 (Plan, Do, Review) goes with each description? Do you know what Plan, Do, and Review mean? If you did not make matches, who can you ask for help?
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Sheet # 1/The Three Little Pigs
Name: _____________________ Date_____________
Show your work.
1) Once upon a time, there were three little pigs - ages 2, 4, and 6. What was their average age?
2) Each little pig wanted to build a house. Pig #1 wanted to build a house of straw. Straw costs $4 a bundle. He needs 9 bundles. How much will he spend?
3) The 2nd little pig wanted to build a house of sticks. Each bundle of sticks weighs 5 pounds. Pig#2 needs 12 bundles. How much will they weigh?
4) Pig #3 wanted to build a house of bricks. Each side of his 4-sided house needs 100 bricks. How many bricks will he need?
5) How many different ways could the pigs arrange their houses?
6) Pig #1 worked on his house 3 hours a day for 10 days. How long did he work?
7) Pig #2 built his house in 32 hours. He worked for 4 days. How many hours did he work each day?
8) Pig #3 worked for 60 hours. How much longer did he work than Pig # 2?
9) Pig #1 wanted to put in windows. He wanted to put 3 windows on each side of 3 sides of his house. How many windows will he put in?
10) Pig 2 wanted wall to wall carpeting. He needs 40 sq. feet. The carpet was $10 a square foot, but such a deal. He got it for half price! What did it cost him for his carpeting?
11) Pig 3 wanted an extension phone. He needs 9 yards of phone wire. How many feet is this?
12) Pig 3 also got a good deal on his on his phone bill. It cost him $2 the first month, $4 the second month, and $6 the third month. At this rate, what will his bill be in the 5th month?
13) When all the work was done they decided to play. They played leap hog. Pig 1 jumped 5 feet, pig 2 jumped 8 feet, and pig 3 jumped 7 feet. How far did they jump together?
14) After an exciting game of leap hog, Pig 3 had an idea. To help pay for their homes, they could open a lemonade stand. They could sell lemonade for 5 cents a glass. If they sold 20 glasses, how much would they make?
15) If they made $4 and spent $1.50 on lemonade, how much would they have left?
16) After making all that money, they were tired. Pig #1 went to bed at 9:00 p.m. The other 2 went to bed at 11:00 p.m. How much earlier did Pig 1 go to bed?
17) They all woke up 10 hours later. What time did Pig 1 get up?
18) For breakfast they each had 5 eggs - no bacon, of course. How many eggs did they have?
19) To work off their enormous breakfast, they walked for 2 hours. If they walked 5 miles per hour, how far did they walk?
20) While they were walking, a very large wolf saw them. He was starving. "What a swell meal they'd make," he thought. If he could get 13 pork chops from each one, how many pork chops could he make?
21) The pigs were tired and wanted to go home. Even their little piggies (feet) hurt. As a matter of fact, they wore out their little pig shoes. How many shoes did they wear out?
22) Pig # 1 was getting crabby. He felt something was wrong. "We're being followed!" he screamed. "Let's run for home!" The pigs ran and ran. They ran 10 miles in 5 minutes. How many miles did they run each minute?
23) When they got home, Pig #1 heard a knock at his door. "Little Pig, Little Pig let me in!" (Everyone) "Not by the hair of my chinny chin chin!" Now the wolf was angry. He huffed and puffed and blew the house down! Little Pig No. 1 screamed and ran back to No. 2's house, which was 100 ft. away. How many inches was that?
24) Wolf was really angry now - and hungry too! At the stick house he cried, "Little Pig, Little Pig, let me in." (Everyone) "Not by the hair of my chinny chin chin!" "Oh yeah?" said the wolf. "I'll show you!" And he brought out his high powered fan he got on sale at Osco for $17.98. How much change did he get from two $10 bills?
25) It took only 1/2 minute to blow down the stick house. How many seconds is that?
26) Yes, the stick house blew down too. Both pigs went squealing down the road to their brother, who like all big brothers said, "I told you so!" And they sat down to watch TV. Their favorite show, Pigmalion, comes on at 8:00 p.m. It was 7:47 p.m. How long did they have to wait for their program?
27) Anyway, this wolf wasn't stupid. He knew he couldn't blow down the brick house without popping a lung so he thought...."I'll just get in my 1963 Volkswagen and run this house down!" If it's 1999, how old was the car?
28) Well, Mr. Wolf hadn't taken very good care of his old car, and Pig #3 did a pretty good job with those bricks, In a contest between bricks and a Volkswagen Beetle, the house won. The pigs were able to make 3 lovely furs for winter, and quit their jobs to sell scrap metal. If the car weighed 1 ton, how many pounds is that?
29) How much money would they make selling scrap metal at $1.72 a pound? Round the selling price of scrap metal to the nearest dollar.
30) And so they lived happily ever after now with their successful pig-iron business. If they make $2400 a month, how much did each pig make?
3) 60 pounds
4) 400 bricks
5) 6 combinations
6) 30 hours
7) 8 hours
8) 28 hours
11) 27 feet
13) 20 feet
16) 2 hours
19) 10 miles
22) 2 miles/minute
23) 1,200 inches
25) 30 seconds
26) 13 minutes
27) 36 years
28) 2,000 pounds
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pumpkin,large bowl or pan,paper,crayons
Have a large pumpkin put in a large bowl or pan. Cut off the top, and enough area to allow arms and hands to reach in. Have the child reach in and feel all the different textures, let them pull out the seeds and feel the pulp. Discuss the different senses that they are experiencing. Wash hand and go to a table. Give the child a large piece of paper with a pumpkin drawn on one side. Have them draw in the things that they saw, and have them color the pumpkin. On the other side of the paper draw lines across. Have the child describe what they sensed. "It was squishy.","The seeds were hard.","It smelled funny", and so on.... (If the child has trouble describing, you can help by asking questions such as: "How did it smell?",,"What did the inside feel like?", "What were the seeds like?"
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La La Lilly
Rationale: In order for children to be able
and read words they must know how to recognize the letter graphemes and
their corresponding phonemes. Before a child can recognize a phoneme in
language, they must be able to hear the phoneme in oral language. This
will teach students to recognize the grapheme and phoneme of the letter
Materials: primary paper, pencils, chant
paper with "Little
Lilly Loves singing La, La, Lullabies," pictures of objects that have L's
in their names, 12 Leaping Lizards book by Jan Ramero Stevens,
cards with L and non-L words on them, white board, dry
worksheets with pictures with l and non-l names
- Introduction: Boys and girls,
today we are going to talk about a new letter. Many of you may already
know what letter this is. Show the letter l on the white board. Does
anyone know what letter this is? Yes, this is the letter l. Every
letter in our alphabet has a sound. What sound does l make? Yes, the
letter l says, llllll.
- Do any of you know any words that
have the /l/ sound in them? (love, look, like, Lauren, etc.) Let's
say those words together. Okay, now let's just say "lllll." What is
your tongue doing when you say "lllll"? (The tongue touches the
back of the teeth at the tip.)
- I want you to listen to these words
that I am going to read to you and I want you to tell me where you hear
the /l/. (words: log or stick? Lizard or snake? Love or hug?)
- Who has ever heard of a tongue
twister? Let's look at a tongue twister to help us hear the /l/.
(Show chant paper to class.) I am going to read it once then I want
you to read it with me. (read) Now, I want us to listen for the
/l/ in the tongue twister. When you hear /l/ I want you to act like you
are leading a choir that is singing.
- Let's practice writing the letter L
on your own paper. (have students use primary paper for this part
of the lesson) First we will practice writing an upper case L.
Start at the rooftop and draw a line straight down to the sidewalk.
Then turn on the sidewalk and make a short straight line along the
sidewalk. Now we are going to work on the lower case l. This is very
easy. All you have to do is start at the rooftop and draw a line
straight down to the sidewalk. It is like the upper case L but without
the line on the sidewalk. Let's practice 10 times writing a lower and
upper case L.
- Now, let's look at some flash
cards. I want you to tell me if the word that I show you has the letter
L in it.
- Now we are going to read a book. I
want you to listen hard to the story and put a peace sign in the air
every time that you hear the /l/. (read book) Can anyone tell
me any words that they heard with the /l/?
- We are going to play a fun game! I
want you to go to your desks and get out a pencil. You are going to
have a worksheet. On this sheet I want you to look at all of the
pictures and tell me if the name of the picture has the /l/ sound in
it. I will tell you what the pictures are so that you will know what I
- The Reading Genie Website
- Lindsey Loves Lollipops by Laura Meadors
to the Encounters Index
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Understanding relations (defined as a set of inputs and corresponding outputs) is an important step to learning what makes a function. A function is a specific relation, and determining whether a relation is a function is a skill necessary for knowing what we can graph. Determining whether a relation is a function involves making sure that for every input there is only one output.
One of the things you guys learn in your math classes is that there's ton of vocabulary to keep straight in your head. So we're going to look at a few vocabulary words before we start looking at numbers.
First is the domain. The domain is the set of all X. Sometimes called input values. The range is the set of all Y or output values. That will make more sense as we start looking at like actual numbers. In order for a relation to be called a function, each X value must have exactly one Y value. Function is a really important word in math class, and we're going to practice that more and more.
So let's start looking at some actual numbers where this will make more sense. Before we do that, keep in mind each X has to have exactly one Y value. You can't have two Y values and you can't have no Y values. So that's something to keep in mind. It has to have exactly one Y value. So let's look at a couple of examples.
A lot of times you guys see math information organized in a table. Here I have my X numbers, 8, 9, 10 and 13. That's kind of weird. Don't be freaked out. Sometimes math numbers are consecutive, like 8, 9, 10. Sometimes there's a wildcard thrown in there like 13. Don't worry, it's okay. Still going to work.
That's my domain, 8, 9, 10, 13. My range is my Y numbers. Negative 1, negative 3, 5. Let me show you another way you might see this written. And that's using ordered pairs. And you guys have seen ordered pairs before when you first learn how to graph. It's like a point, right? So I could write 8 comma negative 1 and that would represent X equals 8, Y is negative 1. I'm going to go through and write all of these in the point notation.
And then one thing that's kind of weird is we use these little curly brackets. This is called set notation. And you'll get into this more in your future.
And then the last way you might see this is through what's called a map or a mapping. And I'm going to draw these little bubbles. 1 is going to represent my Xs or my domain. The other is going to represent my Ys or my range.
So I have the X numbers 8, 9, 10 and 13. I have the Y numbers negative 1, negative 3 and 5. Notice that I didn't write negative 1 twice. Even though negative 1 shows up twice in the table and shows up twice in the ordered pairs, it only shows up once in the mapping.
And the thing I like about this is it's kind of easy to see what number goes with which when you draw arrows. Like 8 arrow to negative 1. 9 goes to negative 3. 10's also going to go to negative 1 so I'm going to have that double arrow coming into negative 1 and then 13 is matched with 5. Okay.
So those are all different ways to represent the same relationship. Now I want to think about is whether or not this is a function. Keep in mind in order to be a function each X value must have exactly one Y value. So go through and look. Does each X have a Y? Yes. You want to make sure that no X number shows up twice.
In our case this is a function, because each X number has exactly one Y number, but watch this. If I were to stick in 8 again with something that's not negative 1, like 8 and, I don't know, 15 or something, this would not be a function. Because now 8 has two different Y values. Let me get rid of that because nonfunctions kind of freak me out. Okay.
Important thing to keep me in mind is that each X number has to have exactly one Y number. And that will be called set of X is the domain and we call the set of Yes the range.
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Rationale: This lesson is intended to help students recognize
/sh/. Students need to become aware that digraphs are groups of two
successive letters whose phonemic value is a single sound. This lesson
will also help students when reading and writing words with /sh/. The
lesson is aimed at helping students better understand the digraph /sh/. I
will teach this correspondence by using a letterbox lesson.
Rainbow Fish by Marcus Phister. There should be enough
boxes,letters,and books for each child,chalk and chalkboard.
1. Have the students place their hand in front of their mouth while making
the /sh/ sound. Do you feel air on your hand? The /sh/ sound is made by
putting your teeth together and blowing out of your mouth.
2. Say: I am going to read a sentence that has the
/sh/ in it more
than one time. Each time you hear a word with the /sh/ sound,clap so I
know that you heard it. Try to count how many times you clapped so we
can figure out how many times I said /sh/.
"Sharon sold sea shells and fish by the sea shore."
3. Then ask the students what letters they think makes the
They reply. Write the words the class told you on the board. Discuss
words such as wish,fish,and ship. Model the sound and give the
following explanation. The/sh/ sound is made when you put the letters s
and h together. The /sh/ sound is found in many words,lets spell some of
4. Start the letterbox lesson,be sure every child has the
and letter boxes. Say: first spell she,Great,now let's spell fish, Good, now
let's spell shell,O.K. let's try the word ship. Great you can spell the word
ship. Excellent ,now spell cash. Open up four letter boxes and try to spell
the word trash.
5. Now write each of the words on the board and have the
6. Say: Everyone has just spelled six words that have
/sh/ sound in
them. All the words that we just spelled are in this book that two are
about to read. Say: The Rainbow Fish by Marcus Phister (book talk),is
about a fish who learns to share with other fish. While we are reading
listen for the /sh/ sounds.
7. Assessment: Ask the students if they remember any
book that made the /sh/ sound. Write them on the board. When the list is
complete,point to each word and ask the students, one at a time to read
them back to you.
Science and Creativity in Reading Instruction ,CTRD 370 Spring 1999
Eldredge,J.Lloyd (1995) Teaching Decoding in the Holistic
Englewood Cliffs, New Jersey,Prentice Hall,p.67.
Phister,Marcus, The Rainbow Fish
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1st Grade Oral Language Resources
Children will:• Learn about the concept of birds.
• Access prior knowledge and build background about what birds look like.
• Explore and apply concepts of what birds look like to how birds are different from other animals.
Children will:• Demonstrate an understanding of the concept of what birds are.
• Orally use words that name and describe features that birds have.
• Extend oral vocabulary by speaking about how different kinds of birds look the same and how they look different.
• Use key concept words [bird, feathers, beak, wings, group, behavior].
Explain• Use the slideshow to review the key concept words.
• Explain that children are going to learn about:
• What a bird is.
• What a group is.
• How birds look the same and different.
• Some behaviors that birds have.
Model• After the host introduces the slide show, point to the birds on screen. Ask children: What do you see in this picture? (a bird sitting on a tree). How do you know this animal is a bird? (it has wings, a beak, feathers, etc.)
• Ask children: How do birds look different from other animals? (They have wings, feathers, and two legs. Some birds can fly.)
• Proceed to the next slide. Say: These two different kinds of birds may look different, but they both belong to the same group of animals. How are the places that these birds live different? (A pond is full of water and in nature. A farm is taken care of by people)
Guided Practice• Guide children through the next two slides, showing them the different kinds of birds and their behaviors. Always have children describe how the birds are similar and how they are different.
Apply• Play the games that follow. Have them discuss with their partner the different topics that appear during the Talk About It feature.
• After the first game, ask children to discuss how they have seen birds behave in nature. After the second game, have children try to name the bird in each picture and help them learn more about the birds they are interested in.
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Bugs, Bugs, Bugs!
1st Grade Oral Language Resources
Children will:• Learn about the concept of bugs.
• Access prior knowledge and build background about different features that bugs have.
• Explore and apply concepts of different features that bugs have to how bugs look the same and different.
Children will:• Demonstrate an understanding of the concept of what bugs are.
• Orally use words that name and describe different bugs.
• Extend oral vocabulary by speaking about how different kinds of bugs look the same and different.
• Use key concept words [bugs, wings, legs, eyes, blend, feature].
Explain• Use the slideshow to review the key concept words.
• Explain that children are going to learn about:
• What a bug is.
• What features are.
• Features that are the same for all bugs.
• How some bugs can blend into their surroundings.
Model• After the host introduces the slideshow, point to the children on screen. Ask children: What kind of bugs do you see in this picture? (ants). What do you think they are doing? (answers will vary.).
• Ask children: How do bugs look different from other animals? (small, many legs, antennae, etc.)
• Proceed to the next slide. Say: This bug is called a grasshopper. It eats grasses and leaves. Can you think of what another kind of bug eats? (answers will vary).
Guided Practice• Guide children through the next two slides, showing them the different kinds of bugs and their features. Always have children describe how the bug's features help it to survive.
Apply• Play the games that follow. Have them discuss with their partner the different topics that appear during the Talk About It feature.
• After the first game, ask children to discuss whether they have seen these animals in real life. After the second game, have children discuss what they would do if they had the ability to blend and help them learn more about the bugs they are interested in.
Close• Ask children: What is your favorite kind of bug? Why?
• Say: Many bugs are insects. Insects have certain features that are the same, like six legs and three body sections. Bugs have many ways to protect themselves and find food. Some bugs can blend into their surroundings. That means that other animals can't see them! If you could be a bug, what kind of bug would you like to be?
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This lesson will help students identify the short o sound, /o/, from the grapheme o. Students will learn to recognize /o/ in spoken words by learning a meaningful representation (wiping off sweaty foreheads), practicing finding /o/ in words, and applying phoneme awareness in a letterbox lesson and through reading.
Tongue Twister on Chart Paper "Oliver the gave Oscar an octopus in October ;" Doc in the Fog- easy reader decodable book; Letterboxes for every student; Letters for every student- b, c, d, g, h, l, m, o, p, r, s, and t; Dry Erase Board; Dry Erase Marker Word List of /o/ words: 3-log, hot, rod, den, shot, big, pot, 4- stop, clog, block; Phoneme Graphic (a person wiping off their sweaty forehead),Assessment sheet for each student ( list of pseudo words students read to teacher one on one)
1. Our language is a secret code. We are going to learn how to break this code and read the words that are written. We are going to learn today about the sound /o/ just like in the words hop and rock.
2. Can everyone say the word hop? Teacher drags out the word so students are able to hear /o/. The teacher writes the word on the board and again the students say the word again emphasizing the /o/.
3. It is summer time and it is hot outside. So we are going to need to cool off with a cold glass of water. Let's pretend that we are wiping off our sweaty foreheads after drinking our water, /o/, /o/, /o/. (Pantomime wiping off forehead with back of hand.) When we say /o/, our mouth opens and our jaw drops. From now on every time we hear /o/, we will wipe off our foreheads after drinking our water.
4. "Now, let's try a tongue twister with the /o/ sound. (Hold up chart.) 'Oliver gave Oscar an octopus in October.' Let's say that together three times while we wipe off our foreheads. We are going to say it again, but this time I want you to stretch the /o/ at the beginning of the words. 'Oooooliver gave Oooooscar an ooooctopus in Oooooctober.' Now, do you think we can make the /o/ sound and pause before saying the rest of the word? ' /o/ liver gave /o/ scar an /o/ ctopus in /o/ ctober.' Great Job Everyone!!!"
5. Now we are going to play detective and see if we can find the /o/ sound in words. Let me show you how it’s done, "Do I hear /o/ in the word map or mop?" Let me see if I hear the sound I make when I cool off after my cold water. /m/ /a/ /p/ Hmm, no, I don't cool off with the word map. Let me try mop. /m/ /o/ /p/. Look, I found the sound we make when we are cooling off! I hear /o/ in the word mop. Now we'll try some as a class. Do you hear /o/ in hat or hop? job or jug? dog or dig? pop or pat ? cot or cat?
6. The teacher will now hand out letterboxes to each student along with the letters needed for the activity. "When I say a word you try to spell it using your boxes. Remember each sound you hear goes in one box. I will show you how to do one. For example, the word snob. I hear the sounds /s/ /n/ /o/ and /b/. So in my first box I would place a s for the /s/ sound. The next sound I hear is /n/ so I would place the n in the second box. The third sound I hear is the /o/ sound so I would place the o in the third box. And finally I hear the /b/ sound so I would place a b in the last box. I will let you know how many boxes are needed for each word." "Now it is your turn to try." Word List: 3-log lid, hot, pig, rod, ring, log, shot, mop, pot, 4- stop, clog, block .
7. Now I am going to write the words on the board and we are going to read them. The words: pot, rod, shot, dob, log, hot, lob, mop, pot, clog, stop, and block). There are two pseudo words in this list to see if the students can still read the word.
8. In small groups, have students read Doc in the Fog. Teacher can monitor students noting miscues for each student.
9. As an assessment, one on one each student will read a list of words with the /o/, some of the words in the list will be pseudo words.
[wob, vob, lob, nob, fot, , coz, zob, wop, nop, zock, grop]
Terry, Meg. "It's hot! Ahhh, lets cool off with o!"
http://www.auburn.edu/academic/education/reading_genie/projects/terrybr.htmlYow, Caroline. "Open your mouth wide…/o-o-o/"
Phonics Readers Short Vowels: Doc in the Fog.(1990). Carson, Ca (USA), St. Albans, Herts. (UK):Educational Insights.
Return to Caravans Index.
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Here is the next script of Python you will enter, which introduces you to the if-statement. Type this in, make it run exactly right, and then we'll try see if your practice has paid off.
people = 20 cats = 30 dogs = 15 if people < cats: print "Too many cats! The world is doomed!" if people > cats: print "Not many cats! The world is saved!" if people < dogs: print "The world is drooled on!" if people > dogs: print "The world is dry!" dogs += 5 if people >= dogs: print "People are greater than or equal to dogs." if people <= dogs: print "People are less than or equal to dogs." if people == dogs: print "People are dogs."
In this extra credit, try to guess what you think the if-statement is and what it does. Try to answer these questions in your own words before moving onto the next exercise:
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Rationale: Letter recognition is one of the two best predictors of beginning reading success. It is very important for children to learn to recognize letters in print and to associate them with their corresponding sounds. In this lesson, children will be introduced to the phoneme e=/e/. Through written and oral practice, they will be able to say /e/, recognize the letter e and write upper and lower case e.
Materials: Primary paper, pencils, chart with the sentence, “Ellen and Eddie entered with eight eggs on an elephant,” set of cards with upper and lower case e on one side, a handout with pictures on it (net, pen, sled, tent, egg, dress, nest, leg, bell ), the book Pen Pals (Educational Insights).
1. Explain: Words that we say and write are made up of twenty-six different letters. Each letter makes its own sound. It is important to learn to recognize each letter and remember the sound it makes. Today we are going to learn about the letter e. I am going to help you remember the sound it makes by teaching you about how your mouth moves when you say the sound.
2. Review: Remind students of how they can pay attention to the way their mouth is moving when they are speaking.
3. Explain: How many of you have ever had trouble hearing someone speak, so you say, “Eh….Can you repeat that?”? This is the sound that the letter e makes. Write the letter on the board. Now, we are going to say “Eh…Can you repeat that?” all together. Remember to put your hand behind your ear when you say it. This time think about how your mouth moves to make the e sound. Every time you say it, your mouth should be open your tongue should behind your bottom teeth. Every time you feel your mouth do this, you are saying the letter e’s sound.
4. Model: Now let’s try a tongue twister. Listen closely to this sentence, then I want you to repeat it. “Ellen and Eddie entered with eight eggs on an elephant.” (Use chart with sentence for students to see). I want to hear you say it two more times. Good! Now, listen as I find the /e/’s in the sentence. I will stretch out the “ehh” sounds that I hear. “E-e-ellen and E-e-eddie e-e-entered with e-e-eight e-e-eggs on an e-e-elephant.” Now you try! Stretch out those ehh’s and put your hand behind your ear every time you say the /e/ sound! Good job!
5. Simple practice: Have students take out primary paper and pencils. We are going to learn how to spell /e/. Upper case E is very easy! (Model as you explain) Start at the roof, and stretch it to the ground. Then give it three arms at the top, middle and bottom! Now, let me see you try it! Great! Keep practicing until you have ten E’s. (Observe and provide help when needed). Ok, now let’s try lower case e. It is not a lot like upper case E, you can handle it. Start just below the fence, curve around and touch the fence, then curl around to the ground. Let me see you try ten e’s. (Observe and provide help when needed).
6. Simple practice: Give students cards with upper and lower case e written on one side. Now we are going to play a game where I will give you a word, and if you hear a /e/in the word, hold up those cards. If not, keep your cards in your lap…men, lap, net, lend, dent, cow, fled, pot, test, set, rug, tell, add, red.
7. Whole texts: Read Pen Pals. Read it a second time and give students directions. This story has some words that have our /e/ sound in them. This time, when you hear a word that has /e/ in it, hold up your cards, and then I will ask you which word you found /e/ in. We will make a list of words with /e/ in them to put up on our word wall.
Assessment: Give students the picture page. Discuss what each picture
page is. Tell students to circle the words that have /e/ in them. Also,
them practice making the letter e on primary paper.
Marilyn Jager. Beginning To Read, Thinking and
Learning about Print.
Pen Pals. Educational Insights. Carson, CA. 1990.
Lloyd. Teach Decoding: Why and How.
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ATE Not AT
order to become skilled readers, students must develop skills that will
them decode words successfully. Part of
learning to decode is being able to distinguish between long and short
vowels. With vowels, students must
each vowel makes more than one sound.
This lesson will review the correspondence a = /a/ and introduce
/A/ using direct instruction, decodable books, and pseudo-words.
1. First, review a = /a/, then introduce a_e = /A/. Say: "Today, we are going to talk about the letter a. We have learned that a says /a/ in words, but the letter a can say another sound. When we see the letter a, then a consonant, then the letter e, the letter a says its name /A/. Let's look at the word made. (Write made on the dry erase board.) We can see that the letter a is followed by a consonant (d), and then has the letter e on the end. Do we hear the letter e said at the end of the word? /m/ /A/ /d/… mad! No, we don't hear the e so it's silent. That e just lets you know to say /A/ instead of /a/. Let's take another look at the word made. If we take off the e, what word do we have? (Erase the e). Mad, good job! Let's try another word. (Write can on the board). What word is this? /c/ /a/ /n/… can. Now if I add an e to the end, that changes how we say the word. (Add the e on the board). Now it says /c/ /A/ /n/… cane! Now you will try." (Repeat sequence with the words hat/hate and glad/glade.
2. Teacher explains: "We will practice finding when A says its name. I have a tongue twister for us to say to find that /A/ sound. I will say it first, then we will repeat it together. "Dave the snake waved to Kate." Let's say it together, "Dave the snake waved to Kate." Great job! Now, we are going to stretch that /A/ sound out nice and long! I will say it, then we will say it together. "Daaaave the snaaaake waaaaved to Kaaaate." Together: "Daaaave the snaaaake waaaaved to Kaaaate." Awesome!"
3. The next step is to practice a_e = /A/ using the Elkonin letterboxes. The students will have already used this method to learn various other correspondences prior to this lesson. The lesson consists of review words with short vowel sounds, and uses the new correspondence. The words are broken down by the number of phonemes, from 2 to 5 phoneme words. The teacher will use a set of an Elkonin box and letters to model a word for the students. Teacher explains: "We are going to use our letterboxes to help us spell some words. Today, we have learned that the a_e = /A/. That e is silent, so it will not go in a box. The e will sit directly on the outside of the box so we know to say /A/ instead of /a/. Let me show you how I would spell the word scrape. The first sound that I hear is the /s/, so I am going to put the letter s in my first box. Now this word has a lot of sounds at the beginning, so I am going to stretch it out really slow to hear them all. Ssss-cccc-rrrr-AAAA-pppp. I have my s in the box and the next sound I heard was /c/. I'm going to put my c in the next box. S-c-rrrr-AAAA-pppp. There's the r, so I'll put that down next. Scr-AAAA-ppp. I hear my long A! What does that mean? I will place the letter a in the fourth box and because it says it's name, I have to put that e on the end. I'm still missing a sound, so I'll say the word one last time. ScraA-pppp. P, that's what I'm missing. (Teacher hands out letterbox bags). Students, please get out your letterboxes and letters. I am going to give you some words to spell.
The following words will be used for the LBL. They include review vowels as well as the new correspondence. It is helpful to say a sentence after each word so students understand the context.
2 phoneme words: ate
3 phoneme words: puck, made, cab, date
4 phoneme words: plane, frog, drake, spat
5 phoneme words: scrape
Next, write the words the students spelled on the board. Call on one student at a time to read the selected words. Depending on the class size, students can read one, two, or all of the words.
4. Pass out individual copies of James and the Good Day. Say: "Now students, we are going to read a great book called James and the Good Day. You will get into pairs and read out loud to one another. If you have a problem, raise your hand and I will help you. This story is about a little boy named James that wakes up on a Saturday and decides to play. He really wants to play with his tug, so he makes a lake in his bathtub. James gets tired of waiting so he leaves the room to play with his other toys. But soon, the lake overflows onto the floor! What is James going to do? Will he get in trouble with his Mom? Let's read to find out!"
5. After reading, students will take out a sheet of primary paper and a pencil. Teacher instructs: "Friends, it's time to write a message! I want you to write me a message about your favorite thing to do on a Saturday. If you don't know how to spell a word, use your invented spelling to do the best you can."
6. Pass out a worksheet to each student with the words HAT, GAP, CAN, AT, SAM, and MAT printed on it. Students should read the words altogether. Teacher will then instruct students to rewrite the word with an e on the end. The students will then read the new words. This activity reinforces a_e = /A/.
assessment, the teacher will call
students up to the desk individually.
Each student will be given a set of index cards with
printed on them. Students will then read
the words to check for understanding of a
= /a/ and a_e = /A/. Example
words could be: KAD, PLAME, MAG, HADE,
CHAM, and PAKE.
James and the Good Day. (Phonics Readers-Long Vowels. Educational Insights. 1990).
Mosley, Merdith. (2006). I Ate Grape Cake. http://www.auburn.edu/academic/education/reading_genie/invent/mosleybr.html
Click Here to Return to the
Click Here to Return to the Voyages Index
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Unit 14 Section 2 : Plotting Points on Straight Lines
In this section we will be plotting points that lie on a straight line.
We will then look for relationships between the x and y coordinates of the points on the line.
Below is a graph showing the points ( 1 , 3 ) , ( 2 , 4 ) , ( 3 , 5 ) , ( 4 , 6 ) , ( 5 , 7 )
We can then draw a straight line through all of the points:
Note how the line goes all the way across the graph, not just between the points.
Equation of a line
We can find an equation which describes the relationship between the x and y coordinates on the graph.
Looking at the pairs of coordinates, we can see that the y-value is always two more than the x-value.
The equation to represent this is:
Note that this works for every point on the line, even with negative numbers and decimals.
|y = x + 2
||(the y-coordinate can always be found by adding 2 to the x-coordinate)
Examples of other points on this line are: ( 0 , 2 ) , ( 1 , 1 ) , ( 4 , 2 ) and ( 2.5 , 4.5 )
Work out the answer to the question then click on the button |
to see whether you are correct.
The points ( 1 , 3 ) , ( 0 , 0 ) , ( 1 , 3 ) and ( 2 , 6 ) have been plotted.
A straight line has been drawn through the four points.
How are the x and y coordinates of the points on the line related?
What is the equation of the line?
Work out the answers to the questions below and fill in the boxes. Click on the
button to find out whether you have answered correctly. If you are right
then will appear and you should move on to the next
question. If appears then your answer is wrong. Click
on to clear your original answer and have another go.
If you can't work out the right answer then click on
NOTE: In these questions you need to plot points and draw lines on graphs.
To plot a point, just click on the graph with your left mouse button. To draw a line, hold down
the left mouse button at one point on the line and drag the pointer to another point on the line.
When you let go of the button the line will appear and it will automatically cross the whole graph.
If you make a mistake, press the delete key and the graph will be cleared.
You have now completed Unit 14 Section 2
Return to the Y8 Tutorials Menu
Since these pages are under
development, we find any feedback extremely valuable. Click
here to fill out a very short form which allows you make comments about
the page, or simply confirm that everything works correctly.
Produced by A.J.Reynolds May 2008
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Noise, Noise, Everywhere!
In science class, you have been learning about sound. You have learned that volume is how loud or soft a sound is. In this activity, you can learn more about sound and volume by studying the sounds you hear in your own home and neighborhood.
|Soft Sounds||Loud Sounds|
Ask an adult to help you create a two-column chart like the one shown. Listen for sounds around your house, such as water running, the doorbell ringing, or someone talking. List the sound in the column it belongs in, as either a soft sound or a loud sound. Find as many different sounds as you can. Now go outside and listen for sounds in your neighborhood. Add these new sounds to your list.
Can a sound be both soft and loud? How? What sounds could you list from school? What sounds do you hear both inside and outside?
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Take students outside on a day when the wind is blowing. Have them sit down in a circle in the grass to experience the wind using their five senses. Ask the following questions:
How does the wind feel?
How does the wind look?
How does the wind taste?
How does the wind smell?
How does the wind sound?
Return to the classroom. Give each student a sheet of paper and ask them to draw one thing about the wind that they experienced through their senses.
Several days before our visit, put some wind socks outside the classroom window and set out some magazines and books on sailing and the force of air. Allow students to observe the wind socks and discuss their observations. Emphasize that wind cannot be seen; only its effects are visible.
Ask students to share all of the "wind words" they can think of - words that would tell about the wind. List several idioms that use wind in the phrase (for example, "run like the wind", "knocked the wind out of my sails", "the wind beneath my wings"). Ask students to draw a picture to show what one of those mean to them.
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This activity investigates how you might make squares and pentominoes from Polydron.
If you had 36 cubes, what different cuboids could you make?
How can you put five cereal packets together to make different
shapes if you must put them face-to-face?
Let's all go down to the favourite cafe that sells ice cream
which you choose from different tubs.
Suppose that there's Apricot, Banana and Citrus.
There is just one rule about what you can choose, and here it
YOU CANNOT CHOOSE A SELECTION OF ICE CREAM FLAVOURS THAT
INCLUDES TOTALLY WHAT SOMEONE HAS ALREADY CHOSEN!
This means that if someone has chosen Banana and Citrus I cannot
then go and choose all three but I could choose to have Apricot on
So perhaps something like this happens:-
Tim, the second child chooses Banana and Citrus [this obeys the
rule because Sarah's choice was not Banana on its own nor was it
Citrus on its own].
Raj, the third child, chooses Citrus.
Zoe, the fourth child, chooses Banana.
Matt, has to be the last child because he can only choose
Apricot and then there are no other choices left.
In this example, with these children making these choices, only
five children can have ice cream [using our rule].
But suppose more children wanted ice cream and so they got
together to work out how this could be done.
They might come up with an idea like this:-
[I'm using the short-hand this time of A B C where A is Apricot,
B is Banana and C is Citrus.]
1st. choice > A B C
2nd. choice > A B
3rd. choice > A C
4th. choice > B C
5th. choice > A
6th. choice > B
7th. choice > C
So seven children altogether. I think that the children can have
different sized scoops so that even if they only have one flavour
they have as much ice cream as someone choosing three flavours!
If these children weren't very good at working things out they
could come up with the worst way; that would be like this:-
1st. choice > A
2nd. choice > B
3rd. choice > C
AND THAT'S ALL!
Well that's what it's like when there are three flavours. At the
most, seven children can go in that order and get those choices of
ice cream. At worst, only three children can go and get ice
Mind you I think that there are other ways of getting seven.
Have a go and find all the different ways of having seven
children getting ice cream. Remember that when someone goes up and
makes their choice they have to obey that rule:
So seven is the most, three is the least for three flavours.
What about four flavours now that Damson is available?
What about five ...?
Are you able to go on and on?
Do you know how many different ways of getting the most children
to have ice cream for four flavours? For five flavours?
So you can work all these different things out.
Here's the next bit of the challenge - can you find out how many
there are for seven flavours, without working out the answers to
six flavours first?
And FINALLY ...
I wonder what would happen if ...?
Please send in any results that you get along the way. I have to
go - my mouth is watering for some ice cream!
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Rationale: This lesson teaches children about the long vowel correspondence ee = /E/. In this lesson children will learn to recognize, spell, and read words containing the spelling ee. They will learn a meaningful representation, they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence ee=/E/.
Materials: Primary paper and pencil; letter boxes, letter tiles b, c, d, e, e, g, h, n, p, r, s, t, t, Sheep in a Jeep for all students; word cards with BEE, TREE, DEEP, PEER, TEETH, GREEN, BREED, CREEP, and SCREEN, construction paper and crayons, glue, scissors, assessment worksheet identifying pictures with /E/.
1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words. Today we are going to learn about the long E sound. When I say /E/ I think of a girl shrieking when she sees a mouse. Now let's look at the spelling of /E/ that we'll learn today. One way to spell /E/ is ee.
2. Say: Before we learn about the spelling of /E/, we need to listen for it in some words. When I listen for /E/ in words, I hear e say its name /E/ and the corners of mouth come up like I'm smiling. I'll show you first: bleed. I heard e say its name and I felt the corners of my mouth come up. There is a long E in bleed. Now I'm going to see if it's in pen. Hmm, I didn't hear e say its name and my mouth didn't smile. Now you try. If you hear /E/ shriek like you just saw a mouse. If you don't hear /E/ say, "That's not it." Do you hear the /E/ sound in: SLEEP, BED, KEEP, PET, SLEEP, CHEESE, WEB?
3. What if I want to spell the word beep? "The microwave made a beep." To spell beep in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /b/ /ee/ /p/. I need 3 boxes. I heard that /E/ just before the /p/ so I'm going to put the ee in the 2nd box. The word starts with /b/, I need an b in the 1st box. The ending sound is /p/ so I'm going to put a p in the last box.
Now I'll show you how I would read a tough word. [Display poster with speech on the top and model reading the word.] I'm going to start with the ee; that part says /E/. Now I'm going to put the beginning letters with it: s-p-ee. Now I'll put that chunk together with the last sound, /ch/. Oh, speech, like "The President gave a speech."
4. Say: Now I'm going to have you spell some words in letterboxes. Word list: 2 – [bee], 3--[tree, deep, peer, teeth, hen], 4--[green, breed, creep], and 5--[screen].
5. Say: Now I am going to let you read the words you've spelled. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
6. Say: You've done a great job and reading words with our new spelling for /E/: ee. Now we are going to read a book called Sheep in a Jeep. In this story five sheep get into a jeep and get into some trouble. Let's read to see what kind of trouble these sheep get into. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Sheep in a Jeep aloud together, and stops between page turns to discuss the plot.]
7. Do beginning constants worksheet. Say: On this worksheet we want to color the objects that have the /E/ sound.
8. Say: Before we finish up with our lesson about one way to spell /E/ = ee, let's see if we can find ee words in the story we just read. Everyone will make a sheep out of construction paper and then write the long E words that were in Sheep in a Jeep on the sheep.
Dr. Murray, Bruce. The Reading Genie, Mouth Moves and Gestures for Phonemes. http://www.auburn.edu/academic/education/reading_genie/mouthmoves.html
Beginning Constants Worksheet.
Shaw, Nancy E. Sheep in a Jeep. HMH Books, 1997.
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The Black Keys
So far, all of the examples in this book use only the white keys to create music. You only used the black keys as a reference point to find the letter names (A through G) of the white keys. However, the black keys play an important role in music, and they are just as important as the white keys.
Rather than having a different letter name for all of the black keys, they borrow their letter name from one of their white key neighbors. For example, the black note just above middle C is called C-sharp, borrowing the letter from the neighboring white key. Another way to think of it: if you raise the note C one-half step, you get the black key C-sharp. If you raise the note D one-half step, you get the black key D-sharp, and so on. The shorthand way to write a sharp is with the # symbol, so D-sharp is written D#.
Something interesting happens when you raise the note E one-half step: you land on the white key F. That is because there is no black key in between E and F on the piano keyboard. Nevertheless, the note E# is the same as the note F, even though it is a white key.
Instead of raising a white key one-half step to get a sharp, you can lower a white key one-half step to get a flat. The symbol because you lowered the D one-half step. Anytime you lower a note one-half step it becomes flat.
It's both! Every black key has two names: one sharp and one flat. It all depends on how you think of it. If you raise the F one-half step to F#, you get the same note as if you lowered the G one-half step to G .
FIGURE 7-6: Sharps and flats
) signs placed in the musical notation in front of notes are called accidentals.
In musical notation, once you add a sharp sign # or a flat sign . The natural sign tells the pianist to play the natural or white key. In fact, if you just refer to the letter name of any note, A, B, C, etc., you really mean A #, B #, C #.
FIGURE 7-7: Naturals
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In the previous lesson, you learned how to graph points on the coordinate plane. We can connect two points with a straight line.
To graph the equation of a line, we plot at least two points whose coordinates satisfy the equation, and then connect the points with a line. We call these equations "linear" because the graph of these equations is a straight line.
There are two important things that can help you graph an equation, slope and y-intercept.
We're familiar with the word "slope" as it relates to mountains. Skiers and snowboarders refer to "hitting the slopes." On the coordinate plane, the steepness, or slant, of a line is called the slope. Slope is the ratio of the change in the y-value over the change in the x-value. Carpenters and builders call this ratio the "rise over the run." Using any two points on a line, you can calculate its slope using this formula.
Let's use these
two points to calculate the slope m of this line.
A = (1,1) and B = (2,3)
Subtract the y value of point A from the y-value of point B to find the change in the y value, which is 2. Then subtract the x value of point A from the x value of point B to find the change in x, which is 1. The slope is 2 divided by 1, or 2.
When a line has positive slope, like this one, it rises from left to right.
WATCH OUT! Always use the same order in the numerator and denominator!
It doesn't really matter whether you subtract the values of point A from the values of point B, or the values of point B from the values of point A. Try it - you'll get the same answer both ways. But you must use the same order for both the numerator and denominator!
You can't subtract the y value of point A from the y value of point B, and the x value of point B from the x value of point A - your answer will be wrong.
Let's look at another line. This line has a negative slope, it falls from left to right. We can take any two points on this line and find the slope. Let's take C (0, -1) and D (2, -5).
Using these two points, we can calculate the slope of this line. We subtract the y value of point C from the y value of point D, and the x value of point C from the x value of point D, and divide the first value by the second value. The slope is -2.
There's another important value associated with graphing a line on the coordinate plane. It's called the "y intercept" and it's the y value of the point where the line intersects the y- axis. For this line, the y-intercept is "negative 1." You can find the y-intercept by looking at the graph and seeing which point crosses the y axis. This point will always have an x coordinate of zero. This is another way to find the y-intercept, if you know the equation, the y-intercept is the solution to the equation when x = 0.
Knowing how to find the slope and the y-intercept helps us to graph a line when we know its equation, and also helps us to find the equation of a line when we have its graph. The equation of a line can always be written in this form, where m is the slope and b is the y-intercept:
y = mx + b
Let's find the equation for this line. Pick any two points, in this diagram, A = (1, 1) and B = (2, 3).
We found that the slope m for this line is 2. By looking at the graph, we can see that it intersects the y-axis at the point (0, 1), so 1 is the value of b, the y-intercept. Substituting these values into the equation formula, we get:
y = 2x 1
The line shows the solution to the equation: that is, it shows all the values that satisfy the equation. If we substitute the x and y values of a point on the line into the equation, you will get a true statement. We'll try it with the point (2, 3).
Let's substitute x = 2 and y = 3 into the equation. We get "3 = 3", a true statement, so this point satisfies the equation of the line.
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MULTIPLYING AND DIVIDING
Thanks to our system of positional numeration, it is a simple matter to multiply or divide by a power of 10. It never calls for the written methods we use with other numbers (Lesson 9). And it certainly does not call for a calculator. For the remainder of this course, multiplying and dividing by powers of 10 will be a basic skill.
In this Lesson, we will answer the following:
|1.||How do we multiply a whole number by a power of 10?|
|36 × 10|
|Add on as many 0's as appear in the power.|
|Examples.||36 × 10||=||360||Add on one 0.|
|36 × 100||=||3600||Add on two 0's.|
|36 × 1000||=||36,000||Add on three 0's.|
Doing that is an example of skill in arithmetic, which is to be able to do a problem as quickly and as easily as possible. Traditional multiplication would eventually give the right answer (we hope). But it is not skillful, and it does not take advantage of positional numeration. The student should let go of that written method immediately.
|2.||How do we multiply a decimal by a power of 10?|
|7.32 × 10|
Move the decimal point right as many places
as there are 0's in the power. If there are not enough digits, add on 0's.
|7.32 × 10||= 73.2||Move the decimal point one place right.|
|7.32 × 100||= 732||Move the point two digits right: 732. However, since all the digits fall to the left of the decimal point, the answer is a whole number, 732, which we write without a decimal point.|
|7.32 × 1000||= 7,320||
Move the point three digits right. To do this, we must add
on a 0.
Again, the answer is a whole number.
Problem. If 5 pounds of sugar cost $2.79, how much will 50 pounds cost?
Answer. Since 50 pounds are ten times 5 pounds, they will cost ten times more. Move the decimal point one place right: $27.90. Since money has two decimal digits, we added on a 0. (Lesson 3, Question 8)
|3.||How do we divide a decimal by a power of 10?|
|63.4 ÷ 10|
|"63.4 divided by 10."|
|Move the decimal point left as many places as there are 0's in the power. If there are not enough digits, add on 0's.|
|Examples.||63.4 ÷ 10||=||6.34||Move the point one place left.|
|63.4 ÷ 100||=||.634||Move the point two digits left.|
|63.4 ÷ 1000||=||.0634||Move the point three digits left. To
do this, add on a 0.
These example illustrate that, whenever we multiply or divide by a power of 10, the digits do not change We simply move the decimal point or add on 0's.
Finally, we must see how to divide a whole number by a power of 10. Now in Lesson 2 we saw that when a whole number ends in 0's, we simply take off 0's. (Lesson 2, Question 10)
265,000 ÷ 100 = 2,650
But when a whole number does not end in 0's -- as 265 -- then there are no 0's to chop off We will see that we must place a decimal point to separate digits on the right.
|4.||How do we divide a whole number by a power of 10?|
|265 ÷ 10|
Starting from the right of the whole number, separate as many decimal digits as there are 0's
in the power. If there are not enough digits,
add on 0's.
|Examples.||265 ÷ 10||= 26.5||Starting from the right of 265,
separate one decimal digit.
|265 ÷ 100||= 2.65||Separate two decimal digits.|
|265 ÷ 1000||= .265||Separate three decimal digits.|
When we divide a whole number by a power of 10, the answer will have as many decimal digits are there are 0's.
8 ÷ 100 = .08
Two 0's. Two decimal digits.
As we move up the list -- as we push the digits one place right -- the number has been divided by 10, because each place to the right is worth 10 times less. (As we move from 26.58 to 2.658, we go from 2 tens to 2 ones.) It appears, though, as if the decimal point has shifted one place left, or, with the whole number 26580, that a 0 has been taken off.
As we move down the list -- as we push the digits to the left through the decimal point -- each number has been multiplied by 10.
And so we can easily multiply or divide by a power of 10 because of our system of positional numeration. Each place belongs to the next power of 10.
At this point, please "turn" the page and do some Problems.
Continue on to the Section 2: The meaning of percent
Please make a donation to keep TheMathPage online.
Even $1 will help.
Copyright © 2012 Lawrence Spector
Questions or comments?
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Ay? I Can't Hear You!
Beginning Reading Lesson
Rationale: This lesson teaches students about the long vowel A correspondence ay=/A/. A key ingredient to fluency is to learn how to read and spell words. Children need to understand and recognize the spellings that the map how to pronounce a word. In this lesson, students will learn how to recognize, spell and read words that contain ay. They will learn a meaningful representation (an old man hard of hearing saying ayyy?), they will spell and read words containing this spelling in a Letterbox lesson, and finally read a decodable book that focuses on the correspondence ay=/A/.
Materials: Image of an old may leaning in to hear better saying ay?, coverup critter, pencil, Letters and Letterboxes for each individual student or a board to draw boxes on, letter tiles for each student, chart with the tongue twister: Today, Kay and May go away to bail hay, chalk or markers for board, the decodable book Ray and the Blue Jay, assessment page
1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with /a/ like 'cat', but today we are going to learn about the long A like in 'bay.' When I think of /A/, I think of an old man who is hard of hearing and he leans in close with his hand to his ear and says ,"ayyyy??" (show image). Now let's look at the spelling of the /A/ we'll learn today. The two letters that work together to form /A/ are 'a' and 'y'. We combine them together to make one sound that says it's name. Let's learn about that new sound.
2. Say: Before we learn about the spelling of /A/, we need to listen for it in some words. When I listen for /A/ in words, I hear a say its name /A/ and feel my mouth open up and stretch wide almost into a smile. I'll show you first: play. I heard a say its name and I felt my mouth open wide from side to side. There is a long A in play! Now I'm going to see if it's in park. Hmm, I didn't hear a say its name and my lips didn't make widen. Now you try. If you hear /A/ say, "ayyy" and put your hand next to your hear. If you can't hear it say 'nope!' Ready? "Is it in stray, tag, mad, may, hurray, coat, lay.
3. Let's try a tongue tickler that has lots of /A/'s in it. Everyone look at the chart please. "Today Kay and May go away to bail hay." Now let's say it together. What words did we hear that had the ay=/A/ sound? Very Good! Today, Kay, May, away, hay"
4. I think you're getting the hang of this! What if I want to spell the word bay? "The seagull flew over the bay." To spell tray in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /t//r//ay/. I need 3 boxes. I heard that /A/ just after the /tr/ so I'm going to put an a and a y in the 3rd box. The word starts with /t/, that's easy; I need a t. Now I have one box left and it gets a little tricky so I'm going to say it slowly /t//r//ay/. I think I heard growling /r/ after the t. I'll add that in my second box.
5. Now I'll show you how I would read a tough word. [Display poster with tray on the top and model reading the word.] I'm going to start with the 'ay'; that part says /A/. Now I'm going to put the beginning letters with it: tr, /t//r/. Now I'll put that chunk together with the last sound, /tr//ay/. Oh, tray!
6. Say: Now I'm going to have you spell some words in letterboxes. You'll start out easy with two boxes for bay. A bay is a large body of water. "The seagull flew over the bay" What should go in the first box? [Respond to children's answers]. What goes in the second box? I'll check your spelling while I walk around the room. [Observe progress.] You'll need three letterboxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /A/ and don't forget that you need two letters to make the /A/ sound. Here's the word: fray. "My jeans are so old they are beginning to fray"; fray. [Allow children to spell remaining words: way, pay, clay, gray, and today.]
7. Say: Now I am going to let you read the words you've spelled. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
8. Say: You've done a great job and reading words with our new spelling for /A/: ay. Now we are going to read a book called Just for Today. This is a story is about a very busy bear family! They decide to take a day off and just be together as a family. Read to see how they spend their day relaxing. Let's pair up and take turns reading Just for Today. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Just for Today aloud together, and stops between page turns to discuss the plot.]
9. For assessment, I will allow the children to practice writing/spelling the new correspondence ay=/A/.
Say, "Now boys and girls, I am going to see how much you remember about the /A/ sound. I am going to say two words at a time. I want you to write down the word that you hear the /A/ sound in. If you don't spell it correctly, it's ok. Do the best you can. Do you hear the /A/ sound in play or pet? " The teacher would continue to do this using words from the letterbox lesson or the book
Adapted from: http://www.auburn.edu/academic/education/reading_genie/discov/barnesbr.html
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What can "The Three Little Pigs" teach us about decision making?
One pig wanted to hurry and build his house so he could go out and play. One pig spent a little more time building his house, but he still skimped on quality so he could go and play. When the wolf came, down went the houses!
The cost of doing quick work hardly matched the benefit of being able to play!
In this lesson, students will Identify the costs and benefits of decisions.
A cost is what you give up when you decide to do something.
A benefit is something that satisfies your wants.
When making a decision, students should consider the costs and the benefits of that decision.
Use this link to hear a story about "The Three Little Pigs."
Would you build a house that you knew a wolf could blow down? Why did the first little pig build his house of straw? So, when he built his house out of straw he had the BENEFIT of being able to play all those other days! He made a decision and the BENEFIT of being able to play those extra days was what he gained! But what did the first little pig lose? Yes, he lost his house.
He made a decision and the COST of that decision was that the wolf could blow his house down. The second little pig made a decision, too.
He decided to build his house out of wood. What was the BENEFIT of that decision? What did he gain? Yes, he gained a nice wooden house and a few days to play. When the second little pig made the decision to build his house out of wood, there was also a COST. What was the COST? What did he give up?
The third little pig built his house out of bricks. He made the decision to build his house out of bricks and he had a COST and a BENEFIT, too. When he built his house out of bricks, what was his COST? What did he have to give up that the other pigs got to do? When he built his house out of bricks, what was his BENEFIT?
The first little pig built his house out of straw. His benefit was that he got to go out and play. His cost was that he lost his house. Do you think he would make a better decision now if he thought about his cost and benefit?
The second little pig built his house out of wood. His benefit was that he got a nice house and he got to go out and play a few extra days. His cost was that he lost his house. Do you think he would make a better decision now if he thought about his cost and benefit?
We all like to go and play. This story teaches us that we need to make good decisions. We need to think about our costs and benefits. Good decision making requires that the students are able to think about the negatives and positives of the decision. This ability to analyze is a skill and it has to be introduced and practiced just like other skills!
Here are some "Three Little Pigs" coloring sheets.
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Volume 4, Number 24, March 20, 2000
Suffixes are endings that are added to root words. If the ending begins with a consonant, the spelling of the root word is usually not altered. For example:
nice + ly = nicely The final e was not dropped before ly was added.
Add the correct suffix to the italicized word in each sentence. The first one is done for you.
1. The old picture was bad faded. (ment, ly) badly
2. The governor made a state to the press. (ful, ment)
3. Their loss caused much sad. (ness, less)
4. Mr. Keyes is a force speaker. (ful, ty)
5. The fox sly hid his motives. (ful, ly)
6. He richly deserves that punish. (ness, ment)
7. Meg was false accused of stealing. (ly, ty)
8. Their agreement is a hope sign. (ful, less)
9. A care act can cause much pain. (ful, less)
10. She questions his fit to be a leader. (ful, ness)
rhlschool.comRHL School - Free Worksheets and MoreCopyright 2000 RHL
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Key Fact 3: There are a number of basic food skills which enable us to cook a variety of dishes.
a) To understand that there is a range of basic cooking skills.
Explain to the children that we need certain skills to be able to make snacks and meals. Ask them to recall some of the skills they used last session when making their playtime snacks.
- Cutting (with scissors).
You could make a list of these or display the appropriate Actions Cards 205.
Ask the children to think of other food skills which might be needed for cooking. What have they seen others do when cooking?
Show some or all of the following videos:
- Cous Cous Salad;
- Fruit Salad;
As you show each video, ask the children to identify 2-3 key skills needed for each recipe and keep a list, which can be seen by the whole class, of these skills under the heading of each recipe. You could use the Skills SMARTBoard activity 201 to help record this.
The children should decide on 2 of the recipe videos they have seen and, using the, Cooking skills Worksheet 206, illustrate 2-3 key skills needed in those recipes.
b) To be able to use basic cooking skills to make a dish.
In advance of the lesson, decide on 1 or 2 non heat cooking activities that will require children to use a knife, e.g. sandwiches, fruit salad, dip.
Organise the classroom, equipment and ingredients to allow a cooking session to take place. Plan how you will work with the children, e.g. half a class at a time. See Cooking Guide 205.
Explain to the children what they will be making. Talk through the hygiene rules for cooking. Use the Hygiene and safety checklist Guide 204 for reference and display the Let’s get ready to cook Poster 201 for the children to see.
Talk through the recipe and demonstrate what the children will have to do.
Be clear and precise when demonstrating how to use the knife in a safe and appropriate way. See Skills Guide 203. Demonstrate:
- Bridge Hold;
- Claw Grip;
- Fork Secure.
Use the Bridge Hold and Claw Grip Videos to reinforce good practice.
Ensure children understand that when they finish cutting they must put the knife down. They should not hold it while they do other things or move around the room. This rule also applies to other sharp or pointed equipment.
Allow the children to carry out their cooking activity.
Gather the children to look at what they have made. Question them:
- Did you enjoy making this?
- Would you make it again?
- Would you do anything differently?
- What equipment did you use?
- How did you use it safely?
- What can you do now that you had not done before?
Allow the children to taste what they have made. Remember to instruct the children on how to do this hygienically. See Tasting checklist Guide 200.
Ask different children to come to the front of the class and mime a food skill, e.g. grating cheese, washing grapes. See if other children can guess what they are doing. For each skill guessed, ask if anyone can name another food this skill could be used with.
Get the children to talk about the rules for tasting, being hygienic while cooking and using a knife safely.
Use other non heat recipes which allow children to explore different food skills. To help create time for more food work, link it into other curriculum subjects.
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Do you know the names of the objects you find in the house? What do we sit on? What do we cook our food in? Here are ten household objects, but they are spelt with one letter missing.
e.g. "We don't find hair in the house, but we could find a chair."
Read through the sentences and add a letter to the words in quoation marks (" ") word to make the name of a household object. Write the whole word:
- 1. Use the "ink" in the bathroom to wash your hands.
- 2. The "indows" are dirty and need cleaning.
- 3. Please could you turn on the "lmp", I can’t see to read my book.
- 4. The "adio" is too loud!
- 5. We have a beautiful new "carpe", please take your shoes off at the door.
- 6. Do you have many "potos" of your friends in your bedroom?
- 7. Put the yoghurt and cheese in the "ridge".
- 8. I need a cup of tea, do you have a "ketle"?
- 9. Where is the "ion"? My clothes are dry now.
- 10. Close the "doo"! It's freezing!
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There are different types of transformations and their graphs, one of which is a math reflection across the y-axis. If we get the same function from a math reflection, it is a symmetrical function, specifically even. A math reflection flips a graph over the y-axis, and is of the form y = f(-x). Other important transformations include vertical shifts, horizontal shifts and horizontal compression.
Let's talk about reflections. Now recall how to reflect the graph y=f of x across the x axis. All you have to do is put a minus sign in front of the f of x right? Y=-f of x flips the graph across the x axis. But how do you reflect it across the y axis? Well instead of flipping the y values, you want to flip the x values. So you replace the x with minus x and that will reflect the graph across the y axis.
So let's consider an example y=2 to the negative x. This is a reflection of what parent function? Well it's y equals to the x right? This will be a reflection of y equals to the x. Now to see this, let's graph the two of them together. So I want to graph y equals 2 to the x and y equals y equals 2 to the -x together. We call the y equals 2 to the x is one of our parent functions and has this shape sort of an upward sweeping curve passes through the point 0 1, and it's got a horizontal asymptote on the x axis y=0.
Let's plot a few points. We've got u and 2 to the u. I'm going to change variables to make it easier to transform and I'm going to pick easy values of u like -1 0 and 1 to evaluate 2 to the u. 2 to the negative 1 is a half, 2 to the 0 is 1, 2 to the 1 is 2. So those are nice and easy and then to make the transformation, I'm going to make the change of variables -x=u. So if I let u equal -x and x=-u and all I have to do is change the sign of these values. So -1 becomes 1, 0 stays the same and 1 becomes -1. But if -x=u then really I just have the 2 to the u values here so these values just get copied over. And so I'm just going to plot these two functions. First 2 to the x. -1 one half, 0 1 and 1 2 and I've got my recognizable 2 to the x graph that looks like this.
Now what about y equals 2 to the -x? Let me choose another colour. I have 1 comma one half, I have 0 1, so passes through this point and -1 2. So it's going to look like this. So as predicted, it's a reflection it's a reflection of our parent graph y equals 2 to the x. This is y equals 2 to the negative x.
Just remember, any time you take a function and you replace its x with a -x, you reflect the graph around the y axis. And that's it.
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TenMarks teaches you how to find and evaluate roots.
Read the full transcript »
Learn to Evaluate Roots In this lesson, let's learn how we find roots. Roots are the following, if we take a number and multiply it by itself, we get the product, 7x7 is 49. So a number which when multiplied by itself gives a product. Seven is called a square root of 49. So if a number is multiplied by itself to get the product, the number is the square root of the product. So that’s the thing that we need to remember when we’re trying to find roots. So let's try and do a few problems. We need to find in Part A the square root of 49. Now this is the symbol for square root or root. If there is no number around it; that means it's the square root. So if we are trying to find the square root for 49, we need to find a number which when multiplied by itself will give us 49. Well, what’s that number, 7x7 gives me 49. So the square root of 49 is seven. All we need to do is find the number which when multiplied by itself will give you the product. The second thing we need to remember is a square root of 49 equals seven, then 7x7=49. So, square root of 49 equals seven, 7x7=49. They are reversible operations. So, let's do Part B. Part B is we need to find the cube root of -125. The number three before the root sign signifies that instead of the number being multiplied twice, it needs to be multiplied thrice. So which number when multiplied by itself three times will give us -125? Do we know what it is? It's actually -5, -5x-5 is +25, x -5 is -125. So -5 multiplied by itself three times gives us -125. So the cube root of -125=-5. That’s the answer we’re looking for. Let's do the third one right here, which is we need the square root of 1/4, which means what fraction when multiplied by itself gives us 1/4? Well, I just gave it to you. 1/2x1/2 gives us 1/4. Why? 1x1 is 1, 2x2 is 4. So 1/2 x 1/2 is 1/4 which means square root of 1/4=1/2. It's the same exact principle. What number multiplied by itself will give us the value within the root? Well, the number is 1/2. Let's try a slightly difficult problem which says evaluate the expression when A=9 and B=7. We need to take the square root of A+B. Well what is A+B? Let's substitute it. Instead of A, let's put it nine. Instead of B, let's put it seven. What do I get? The square root of 9+7 is 16. In order the square root of 16, we need to find two numbers or a number when multiplied by itself equals 16. Well, that’s four, right? 4x4 gives me 16. So the square root of 16 is 4. We simply find the number that when multiplied by itself gives you the number in underneath the root side.
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This activity will help students become familiar with maps as representations of real scenes and with map keys. Each student will create a map and a map key, understand that a map shows the view from above, and use a map key to interpret symbols and to locate places and objects on a map.
You can use an Assessment Rubric to assess students' mastery of the objectives.
What You Need
- chart paper
- crayons or markers
What to Do
- List the things you want in a playground.
- Make a symbol for each thing.
- Draw a map of the playground.
- Place the symbols on the map and in the map key.
- Give your map a title.
See If Your Map Works!
- Ask a friend to read your map and to describe the playground.
- Tell a story about how you would use the playground.
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Examples: Graphing and interpreting quadratics 36-38, shifting quadratic graphs and finding x-intercepts (roots)
Examples: Graphing and interpreting quadratics
⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using these subtitles.
- We're on problem 36.
- It says which of the following sentences is true about the
- graphs of y is equal to 3 times x minus 5 squared plus 1
- and y equals 3 times x plus 5 squared plus 1?
- So let's do something very similar to what we did in the
- past. If you think about it, both of these equations, y is
- going to be 1 or greater.
- Let's just analyze this a little bit.
- This term right here, since we're squaring, is always
- going to be positive.
- Even if what's inside the parentheses becomes negative,
- if we have x is minus 10, inside the parenthesis becomes
- negative, but when you square it, it
- always becomes positive.
- You're going to multiply 3 times a positive number, so
- you're going to get a positive number.
- So the lowest value that this could be is 0.
- The lowest value that y could be is actually 1.
- The same thing here, this number can become very
- negative, but when you square it, it's
- going to become positive.
- So this expression with the squared here is going to be
- positive, and you multiply it by 3, and
- it's going to be positive.
- So the lowest value here is always going to be zero when
- you include this whole term.
- So similarly, the lowest value y can be is 1.
- I just want to think about it a little bit just give you a
- little bit of an intuition.
- Let's think of this in the context of what we learned
- last time with the shifting.
- So let me draw it in a color that you can see.
- So if that is the y-axis, and I'll just draw mainly the
- positive area, so if I were to just draw y is equal to x
- squared plus 1, it would look like this where this is 1.
- That's y is equal to 1.
- The graph would look something along this.
- y is equal to x squared plus 1.
- That's a horrible drawing.
- Normally, I wouldn't redo it, but that was just atrocious.
- y is equal to x squared plus 1 looks something like that.
- It's symmetric.
- You get the idea.
- You've seen these parabolas before.
- This is y is equal to x squared plus 1.
- Now, if we were to do x minus 5 squared plus 1,
- what happens to it?
- Well, let me think about it.
- What is 3x squared plus 1?
- Well, then it just increases a little bit faster.
- So if I were say y equals 3x squared plus 1, it might look
- something like this.
- It'll just increase a little bit faster, three times as
- fast actually.
- So that would be 3x squared plus 1.
- The rate of increase in both directions just goes faster
- because you have this constant term 3 out there multiplying
- the numbers.
- OK, now what happens when you shift it?
- So let's do x minus 5.
- So where x equals 0 was the minimum point before, now if
- we substitute a 5 here, that'll be our minimum point.
- Because then that whole term becomes zero.
- So this vertex will now be shifted to the right.
- Let me do it in another color.
- So if this is the point 5, now this would be the graph.
- If you just took this graph and you shifted it over to the
- right by 5-- I won't draw the whole thing-- that graph right
- there would be 3 times x minus 5 squared plus 1.
- Remember, the y shift is always intuitive.
- If you add 1, you're shifting it up.
- If you subtract 1, you're shifting it down.
- The x shift isn't.
- We subtracted 5, x minus 5.
- We replaced x with x minus 5, but we shifted to the right.
- The intuition is there, because now plus 5 makes this
- expression zero.
- So that's 3x minus 5 squared.
- In the same logic, 3 times x plus 5 squared is going to be
- to here, plus 1.
- That's going to be shifted to-- let me pick a good
- color-- to the left.
- This is going to look something like this.
- It's going to be this blue graph shifted to the left.
- This is minus 5.
- So this is the graph right here of 3 times x plus 5
- squared plus 1
- Now, hopefully, you have an intuition.
- So let's read their statements and see which one makes sense.
- Which of the following is true?
- Their vertices are maximums. No, that's not
- true of any of these.
- Because the vertices is that point right there.
- It's actually the minimum point.
- A maximum point would look something like that.
- We know that, because you just go positive.
- This term can only be positive.
- If this was a negative 3, then it would flip it over.
- So it's not choice A.
- The graphs have the same shape with different vertices.
- Yeah, both of these graphs have the shape of 3x squared,
- but 1 vertices is 10 to the left of the other one.
- So I think B is our choice.
- Let's read the other ones.
- The graphs have different shapes
- with different vertices.
- No, they have the same shape.
- They definitely have the same shape.
- They both have this 3x squared shape.
- One graph has a vertex that is a maximum, while the other
- has-- no, that's not right.
- They both are upward facing, so they both
- have minimum points.
- So it's choice B.
- Next problem, problem 37.
- Let me see what it says.
- What are the x-intercepts?
- Let me copy and paste that.
- OK, I'll paste it there.
- What are the x-intercepts of the graph of that?
- Well, the x-intercepts, whatever this graph looks
- like, I don't know exactly what it looks like.
- This graph is going to look something like this.
- I actually have no idea what it looks like
- until I solve it.
- It's going to look something like this.
- When they say x-intercepts, they're like, where does it
- intersect the x-axis?
- So that's like there and there.
- I don't know if those are the actual points, right?
- To do that, we set the function equal to zero,
- because this is the point y is equal to 0.
- You're essentially saying when does this function equal zero
- because that's the x-axis when y is equal to 0.
- So you set y is equal to 0, and you get 0 is equal to 12x
- squared minus 5x minus 2.
- Whenever I have a coefficient larger than 1 in front of the
- x squared term, I find that very hard to just eyeball and
- factor, so I use the quadratic equation.
- So negative B, this is the B.
- B is minus 5.
- So negative negative 5 is plus 5.
- Negative B plus or minus the square root of B squared,
- negative 5 squared is 25, minus 4 times A, which is 12,
- times C, which is minus 2.
- So let's just make that times plus 2 and put
- the plus out there.
- A minus times a minus is a plus.
- All of that over 2A, all of that over 24, 2 times A.
- So that is equal to 5 plus or minus the square root-- let's
- see, it was 25 plus 4 times 12 times 2.
- Because that was a minus 2, but we had a minus there
- before, so 8 times 12, so 96, all of that over 24.
- What's 25 plus 96?
- It's 121, which is 11 squared.
- So this becomes 5 plus or minus 11 over 24.
- Remember, these are the x-values where that original
- function will equal zero.
- It's always important to remember
- what we're even doing.
- So let's see, if x is equal to 5 plus 11 over 24, that is
- equal to 16/24, which is equal to 2/3.
- That's one potential intercept.
- So maybe that's right here.
- That's x is equal to 2/3 and y is equal to 0.
- The other value is x is equal to 5 minus 11 over 24.
- That's minus 6/24, which is equal to minus 1/4, which
- could be this point.
- I actually drew the graph not that far off of
- what it could be.
- So this would be x is equal to minus 1/4.
- Those are the x-intercepts of that graph.
- So 2/3 and minus 1/4 is choice C on the test.
- We have time for at least one more.
- Oh boy, they drew us all these this graphs.
- Let me shrink it.
- I want to be able to fit all the graphs.
- So let me copy and paste their graphs.
- So this is one where the clipboard is definitely going
- to come in useful.
- OK that's good enough.
- I've never done something this graphical.
- So the graph they say is y is equal to minus 2 times x minus
- 1 squared plus 1.
- So that's what we have to find the graph of.
- So immediately when you look at it, you say, OK, this is
- like the same thing as y is equal to minus 2x squared plus
- 1, but they shifted the x.
- They shifted the x to the right by 1.
- I know it says a minus 1, but think about it.
- When x is equal to positive 1, this is equal to 0.
- So it's going to be shifted to the right by 1, plus 1.
- We know that.
- We know that it's going to be shifted up by 1, so up plus 1.
- Then we have to think is it going to be
- opening upwards or downwards?
- Think of it this way: If this was y is equal to 2x squared
- plus 1, then this term would always be positive.
- It'll just become more and more positive as you get
- further and further away from zero, so it would open up.
- But if you put a negative number there, if you say y is
- equal to minus 2x squared plus 1, then you're
- going to open downward.
- You're just going to get more and more negative as you get
- away from your vertex.
- So we're shifted to the right by 1, we're shifted up by 1,
- and we're going to be opening downwards.
- So if we look at our choices, only these
- two are opening downwards.
- Both of them are shifted up by 1.
- Their vertex is at y is equal to 1.
- But this is shifted 1 to the right and this is
- shifted 1 to the left.
- Remember, we said it was x minus 1 squared.
- So the vertex happens when this whole
- expression is equal to zero.
- This whole expression is equal to zero when x is equal to
- positive 1.
- So that's right here.
- So it's actually choice C.
- When your shifting graphs, that can be one of the hardest
- things to ingrain.
- But I just really encourage you to explore graphs,
- practice with graphs with your graphing calculator and really
- try to plot points and try to get a really good grasp of why
- when you go from minus 2x squared plus 1 to minus 2
- times x minus 1 squared, why when you replace an x with an
- minus 1, why this shifts the graph to the right by 1.
- Anyway, I'll see you in the next video.
Be specific, and indicate a time in the video:
At 5:31, how is the moon large enough to block the sun? Isn't the sun way larger?
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about the site
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Answer each of these questions on a sheet of paper.
ACTIVITY (This activity needs to be done with an adult.)
- What is rain? How does rain happen?
- What is snow? How does snow happen?
- What is hail? How does it happen?
You are going to do an activity were the adult will hold a pot of ice over
a pot with boiling water. What do you think will happen to the bowl of ice,
to the steam, and to the bottom of the bowl?
Get a pot of water in which you can boil water and a pot in which you can
put ice. Get a pie tin or other container to place between the boiling water
and the pot of ice once something starts to happen to the outside of the
pot with the ice.
The adult is going to hold the bowl of ice water over the boiling water.
This may work best if the bowl has a handle or you use a clear Pyrex or
other type container.
Once the water is boiling, hold the bowl of ice over the steam. Place the
pie tin so that the water which drips from the bottom of the bowl will collect
in the tin. Write down what you observe and share what you observe happening.
Here are some questions to help focus the observation. On a sheet of paper
answer these questions with a partner.
Explain that the small misty drops which have condensed onto the side of
the bowl of ice represent a cloud. The winds in a cloud blow the small drops
around so that they collide with one another. During these collisions, some
drops will combine with others making bigger and bigger drops. When the
drops become so large that the upward movement of air cannot keep them in
the sky, the drops fall as precipitation. If the temperature is cold enough
the drops will freeze as crystals, making snow. If the drops get together
first and then freeze the precipitation will be hail. If the conditions
are not cold enough, the precipitation will be rain.
- What do you see happening on the bottom of the bowl?
- What do you see happening in the pie tin?
- How does the water get on the bowl?
- Are the water drops on the side of the bowl the same size? Why?
- Which drops are falling from the bowl? Why?
- Which drops look like rain?
- Which drops look like a cloud?
- How are the big drops formed?"
Click on a link to continue:
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Ollie the Octopus loves Oxygen
Rationale: Children must understand that every letter has a sound associated with it. Children will learn to blend the sounds together and then recognize them in written words. In this lesson students will be learning about the letter o and its sound of /o/. They will practice this letter in a lesson box lesson then by reading a decodable book.
Each student will need six boxes for the letter box lesson
A large picture of the letter O
A large printed paper with "Ollie the Octopus loves oxygen" written on it and a picture of an octopus
A copy of the book In the Big Top for each of the students
Cards with phoneme awareness words printed: top/tip, fog/fig, lock/land, frog/free
Copies of the work sheet from http://www.kidzone.ws/kindergarten/vowels/o-begins-mm.htm for each student
1. Introduce the letter O by making the sound and having the students guess what letter it is. Then ask "What does my mouth look like when I am saying the letter O?" Have the students describe what it looks like.
2. Have all of the students say /o/ and feel the shape of their mouth as they say the sound. Ask, "What words have this letter in it?" Have the students feel their mouths as they say the words "olive".
3. Show the students the picture of the octopus with the tongue tickler written on it. Read it aloud at a regular pace first, then slowly. The third time exaggerate the /o/ sound on each word. "O-o-o-ollie the O-o-o-ocotpus love O-o-o-oxygen." Have all of the students say it with you. "Great job!"
4. Say, "Now we are going to work on recognizing the letter /o/ on words. I am going to say two words and I want you to tell me which word you hear the letter o in. Do you hear /o/ in "top" or "tip", "fog" or "fig", "land" or "lock", "frog" or "free"? Great job!
5. Say, "Since everyone did such a great job at recognizing which words have the /o/ sound we are going to practice spelling some words that have the letter /o/ in them. Everyone get your squares out and place them flat on your desk. Line up all the letter neatly so you can see them. Be sure to only put one sound in each box." Model the word strong on the board. The students should work individually on spelling the words. [words: 3-rock, 4-frog, smog, block, stop, flop 5-strong] Say, "Raise your hand once you think you have the word spelled out so I can check it." Write all the words on the board and have the students say them after they have spelled them all out.
6.Say, "We will now read the book In the Big Top. A group of people wearing funny clothes all get into a car. We will have to read the book to find out where they are going." Have the students read in pairs. Each student should read one page then let the other read the next page. Encourage the students to help each other with words.
Assessment: Have all the students complete the work sheet by saying the words with o and writing the letter.
King, Michaela. Oscar the Ostrich loves Olive.
Return to Realizations
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One way to graph radical functions is to create a table of values and then plot the points. Before starting the table, first determine the domain of the function. Remember, the radical must be greater than or equal to zero. Once this lower limit for input (domain) values is established, create the table of values. When graphing radicals we plot the points in the coordinate plane.
Whenever you're asked to graph anything in Math class, the most basic way to create a graph is using an xy table. That's what we're going to look at today in graphing rational functions. Excuse me radical functions, we're not doing rationals. Radicals. It's a big difference.
Okay, so first thing you want I want to remind you guys is of domain and range. The domain is the set of all possible input values. That's really important when it comes to square roots because you guys know the square root of a negative number is not a real value, is not a real solution. So in order to find the domain, the radicand must be greater than or equal to zero. Let me show you what I'm talking about. If I want to take the square root of something, this thing whatever it is, I'm drawing a little cloud. That cloud or the radicand has to be greater than or equal to zero. That's how you find the domain of a radical function.
Like in this problem for example, we're going to look at the parent function. In order to find the domain or my x values that I'm going to put in my table, I'm going to start by setting my radicand greater than or equal to zero. Radicand is whatever's under the square root. All I have was x so all I need is x is greater than or equal to zero. That tells me when I'm setting up my table that I want to use x numbers that are zero or bigger. I don't want to use any negative values because that would be non-real solutions in this function.
So let's go through and plug in these x numbers one at a time and find their corresponding y numbers. If I stick in the square root of zero, if I just put in zero there, square root of zero is zero. Square root of one is one, square root of two, I'm going to approximate the decimal with 1.41, you can check that on your calculator. Square root of three when I stick that in there, I get 1.7 something, 1.73 I think, and then I'm going to stick in 4. Square root of 4 you guys know, is 2.
Okay. So now I have a good number of points. I'm going to get these guys on the graph and you'll see the shape that all radical functions have. Here we go. I first start with 0 0, then I had 1 1, 2 1.4, that's like almost one and a half. I have to approximate a little bit. 3 is 1.7 and then 4 was 2.
Okay. So you can kind of see what this is looking like. It's not a straight line. What this is, is like half of a parabola on it's side. This curve continues forever and ever. It goes out in this direction out forever and ever, but notice how it stops right there at the end. That's because my domain was only x numbers that were bigger than or equal to zero. My graph doesn't continue in that directions. Please don't put an arrow on that side because it doesn't continue. It just stops right there at zero and then it heads out in this direction.
So all of the graphs that you're going to be doing by making a table or any time you graph a radical function, it's going to have this half parabola shape. It's going to be having like a dead end on one on one side and then an arrow on the other side that continues out forever and ever.
When you're making your table, be sure to be clever about what x values you choose. Use the domain to tell you what x numbers are possible. That is take the radicand, set it greater than or equal to zero and then solve for x in order to find what x number should go to your table.
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Friend or Foe?
4th Grade Oral Language Resources
Students will:• Learn about friends and foes.
• Access prior knowledge and build background about the significance of friends and foes.
• Explore and apply the concept of friends and foes.
Students will:• Demonstrate an understanding of friends and foes.
• Orally use words that describe friends and foes.
• Extend oral vocabulary by speaking about the importance of friends and foes.
• Use key concept words [foe, friend, need, survive, support].
Explain• Use the slideshow to review the key concept words.
• Explain that students are going to learn about friends and foes:
• What are friends and foes.
• How some things can be both a friend and a foe.
• Why are there friends and foes.
Model• After the host introduces the slideshow, point to the photo on screen. Ask students: What do you see in this photo? (kids sliding down a slide). How do you know these kids are getting along? (they are smiling, playing together).
• Ask students: What makes a good friend? (someone who listens, helps, shares, works together, is honest).
• Say: A friend is a person you like who likes you. Some people have many friends while some have a few friends. Sometimes people have best friends which are the closest of all their friends. How is a best friend different from a friend? (have more in common, closer, like each other more, spend a lot of time together, etc).
Guided Practice• Guide students through the next three slides, showing them foes and friends. Always have the students explain whether the items are friends, foes, or both.
Apply• Play the games that follow. Have them discuss with their partner the different topics that appear during the Talk About It feature.
• After the first game, ask students to talk about how people can stop being foes to the environment. After the second game, have them discuss if they are the foe of any animals.
Close• Ask students: How can you be a friend to the environment? Explain.
• Summarize for students that friends and foes need each other to survive. Sometimes they can be both a friend and a foe. Sometimes friends may not always agree, but that does not mean that they are foes. Encourage them to think about the problems that friends may have and how they can be fixed.
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Look at the following sentences:
- I am a girl.
- He is a lazy boy.
- She is a teacher.
- It is a ball.
- This is her purse.
- That is his bat.
- Molly is in the kitchen
- We are sisters.
- You are late.
- These boys are hungry.
- Those girls are tall.
- There are many birds on the tree.
- There were ten students in the class.
- They are very rich.
- Mary and Anne are friends.
The words is, am, are, was, were, help us to say something about the noun or pronoun. These words are also called Verbs. They say or tell what a person, animal or thing is. Was/were show past activity i.e. what happened in the past. We use was as the past form of am and is. We use were as the past form of are.
ten years old.
- We use is with he, she, it, this, that and singular nouns like Mary, Jack, boy, girl, etc. We write is for one.
- Am is always used with I.
- We use are with we, you, they, these, those and plural nouns like boys, students, children, animals etc. We write are for many.
- Are/were is also used with you when it is singular. Example:
Teacher: Mary, you are a good girl.
Teacher: Mary, why were you absent yesterday?
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The Sock Hop!
Rationale: Being able to decode is one step to learning to read easily and quickly. The connection between graphemes and phonemes must be made in order to do this. Short vowels are some of the important phonemes that must be learned. This lesson will focus on o=/o/. The children will practice /o/ in spoken and written words as well as make the connection between the grapheme and phoneme.
Materials: Primary paper, pencil, Doc in the Fog (Educational Insights), chart with ãTodâs sock hop blocked Bobâs jogä, picture page (drawn by teacher) with: frog, pot, blond, stop, flock, and clock.
1. Writing is a secret code in which we have to learn what letters stand for. We have to learn what mouth moves we make when we say words. Today we are going to work on the mouth move /o/. At first this may seem hidden but once you get to know it you will recognize it in many words.
2. Ask Students: Have you ever had to open your mouth wide for the doctor and say /o/? Well, the /o/ mouth move is the one we are looking for in words. Letâs try it. Pretend you are at the doctor. Open wide /o/, wider /o/.
3. Letâs try a tongue twister on a chart: ãTodâs sock hop blocked Bobâs jogä. Now, letâs say it together. This time letâs stretch out the /o/ sound. ãTooodâs sooock hoop blooocked Booobâs jooogä.
4. Now letâs take out our primary paper and pencil. We can write the letter o for the sound /o/. Take your pencil and start a little under the fence, curve down to the sidewalk, curve over and back up to the fence.(this will be modeled) Now I want you to make five more just like it. O is the signal for you to say /o/.
5.Call on students to tell what they knew and how they answered: Do you hear /o/ in fog or code? Frog or tumble?
Float or clock? Flock or lip? Letâs practice the /o/ sound. Say /o/ if you hear the /o/ sound and no if you do not for these words. Todâs sock hop blocked Bobâs jog.
6. Read: Doc in the Fog and discuss the story. Read the book a second and this time having the students raise their hand when they hear the /o/ sound. Then write the words they hear on the board. The students will draw picture of the words and write about it using invented spelling.
7. For assessment: Give the students a picture page and have them name the pictures. Then they will circle the pictures whose names have /o/.
References: Eldredge, J. Lloyd. Developing Phonemic
Awareness. Teaching Decoding in Holistic Classrooms.
New Jersey: Prentice-Hall, 1995: p.17-19.
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THE FOLLOWING ACTIVITIES
CAN BE DONE IN CENTERS OR IN STATIONS THAT THE CLASS ROTATES
Listen To Sounds
- Students close their eyes and
get very quiet. They listen to all the sounds they can hear in
- They then record these sounds.
(Sometimes you can find a recording of sounds for the students
to listen too.)
Sound is Vibration
- Students hold a ruler tightly
on their desk and pluck the other end of the ruler lightly and
listen to the sound it makes.
- Students put a craft stick in
their teeth and ;pluck gently and feel and hear
the sound. (Throw away the craft stick.)
- Strike a tuning fork and observe
and listen to it.
- Put it in water after you strike
- Put a ping pong ball on a string
and touch the tuning fork to it.
- Touch the desk with the tuning
fork after you stick it.
- Make a mini-ukulele. Wrap a rubber
band around a ruler. Push a pencil under the rubber band. Pluck
the rubber band. Move the pencil and try again. How does the
- Discuss all of the answers the
students came up with in their activities.
- Have them write reflections about
their feelings and findings in their Lab notebooks or journals.
- You could have them create a book
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Understanding how we hear starts with understanding how the ear works. There are three parts to the ear, outer ear, middle ear and inner ear.
The outer ear consists of the pinna (the part of the ear we can see on the side of the head) and the ear canal. The eardrum is located at the end of the ear canal. The main job of the outer ear is to collect sound waves and send them down the ear canal to the eardrum.
The middle ear includes the eardrum and three small bones. They are located in an air filled space surrounded by the bones of the skull. Their job is to amplify the sound waves and send them to the inner ear.
The inner ear is located in a snail shaped bone deep inside the head. This boney section is filled with a fluid. The hearing nerves called haircells are in this part of the ear. Sound travels through the inner ear by setting up waves in the fluid. These waves “wash” over the haircells, stimulating them. The stimulated nerve fibers change sound into electrical impulses that travel to the brain. It is the brain that assigns meaning to the sounds and words. We hear in the brain. It recognizes familiar voices and birds, understands words and enjoys music.
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Plans or Planes?
By: Alea Kent
Rationale: In order for children to become successful readers, they must learn to decode. The skills children need to decode include recognizing and understanding grapheme to phoneme correspondences. The goal of this lesson is to teach children the grapheme A or a and its corresponding phoneme a_e= /A/. They will do this by participating in several activities including listening to the phoneme a_e=/A/, saying the phoneme in a tongue twister, reading and spelling words with a_e=/A/ in a letter box lesson, and reading a decodable book, Jane and Babe.
-long strip of poster with tongue twister: Amy waves "AAAA!" to her friends while she bakes cakes all day to trade.
-bag for each student with Elkonin letter boxes and letters (a, t, e, c, g, s, k, p, l, r, m, b)
- copy of book, Jane and Babe, for each student
-worksheet for each student (attached)
- pieces of paper with letterbox lesson words written on them: at, ate, ace, age, ask, plate, grape, camp, blame, stare
1. Review a=/a/. "Can anyone tell me what sound short a makes? That's right, it makes the /a/ sound. Let's see if you can identify some words with the a=/a/ sound. Do you hear /a/ in cat or dog? Ask or tell? Rag or cloth? That or then? Slam or shut?
2. Great job! Now we are going learn another sound that the letter a can make. When the letter a is in a word followed by a consonant and e at the end, it says /A/. Can everyone say /A/ with me? It is almost like when people wave to each other and say 'AAAAA!' Can everyone wave to each other and say 'AAAA!'"
3. "Now we are going to do a tongue twister." Place strip with tongue twister on board so the children can read along as they say it. "Amy waves "AAAA!" to her friends while she bakes cakes all day to trade." First, the teacher should say it once to the students. Once this is done, ask the students to say it aloud with you at normal speed. Once they say it at normal speed, make the /A/ sounds longer in each word.
4. Begin letterbox lesson. "Now we are going to practice reading and writing a few words with the letter a." Pass out bags with Elkonin letterboxes and letters. Model how to spell and read a word. "Now I am going to show you how to spell a word using our boxes. I am going to spell scrap. It has five sounds, so I will need five boxes; /s/ /c/ /r/ /a/ /p/, scrap. I put the first sound, /s/, in the first box. The next sound I hear is /c/, so I will put it in the next box. The next sound I hear is /r/, so it will go in the third box. The fourth sound I hear is /a/, so it goes in the fourth box. The last sound I hear is /p/, so it goes in the last box. Now I am going to spell scrape, it still just has five sounds so I will still need five boxes; /s/ /c/ /r/ /A/ /p/. I just put my e on the outside of the boxes because I know it takes an e to make the letter a say /A/. Now I am going to read two words." Write plan on the board. "This word says plan, /p/ /l/ /a/ /n/, plan. Now if I add an e to the end of the word, it changes how I say it. Now I say it /p/ /l/ /A/ /n/, plane. Now it is your turn to try."
5. The children will review some /a/ words as well as practice with the new phoneme /A/. "Now you may take out your letterboxes and letters. I will call out a word for you to spell. Then I will use the word in a sentence so you will understand the meaning of the word." Listed below is the list of words to ask the children to spell. As you are calling out the words, walk around the room observing the children and helping students who need it.
2: at, ate, ace, age
4: plate, grape, camp, blame, stare
6. Once they are finished spelling the words, it is now time to read them. Have each letterbox word written on a piece of paper to hold up. Ask the children to read each word they have just spelled out loud as a group.
7. "Since you all have done so well learning that 'a' can sometimes say /A/, we are now going to read a book called Jane and Babe. In this book, Jane has a friend who is unlike most of her other friends. He is a lion named Babe. Babe lives in a cage, but because Babe is tame, Jane will often go into his cage to play with him. One day, Jane cannot wake Babe up. You'll have to read to find out if she finally wakes him up. I hope he isn't angry!" Place students in pairs for them to read to each other. Instruct them to help each other if they need it. If they still need help, they can raise their hand and you will assist them.
8. Once the children have finished reading, they may go back to their seats and begin the assessment worksheet. (see attached) "Now we are going to do one final activity for this lesson. I am going to pass out a worksheet that I want you to do your best on. On the worksheet are several pictures. Under each picture, I want you to write the word that describes what the picture is. Other times, there will be a word, and I want you to draw a picture of the word." Do the first picture on the worksheet as an example for them.
Cushman, Sheila, & Rona Kornblum. Jane and Babe. 1990. Educational Insights.
Kent, H.A. "Who Ate My Cake?" worksheet.
Murray, B.A. The Letterbox Lesson. http://www.auburn.edu/academic/education/reading_genie/letbox.html
Pearman, Jeannie. Race to Say /A/! http://www.auburn.edu/academic/education/reading_genie/solutions/pearmanbr.html
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Shake that Shhhh!
Rationale: For children to be about to read and spell words, first they must be able to recognize letters. Once the student achieves letter recognition, they move on to phoneme blends and diagraphs. This lesson will help child with the diagraph /sh/ in reading, writing and spelling words.
1. Poster paper
2. "Shelly should shake the ship" written on the
3. Marker for the poster paper
5. Letters for the letter boxes
6. One Fish, Two Fish, Red Fish, Blue Fish by: Dr. Seuss Random House Books for Young Readers; 1988
9. An assessment sheet for each student
1.The lesson will help us understand how we can make one sound by joining two letters together. "When a baby is crying or you want someone to be quiet, what do we say? We tell them 'shhhhh' don't we? Yes, so when we make that sound, what are your teeth doing? Right. They're together. Also, you blow air out of your mouth. Did you know that when you say 'shh' you are saying two letters to make one sound."
2."Now we're going to say a tongue twister. Follow along as I read this saying. Shelly should shake the ship. Let's say it again, but this time we're going to stretch out the /sh/ sound in each word. Ok, this last time, we're going to separate the /sh/ sound from the rest of this word. So instead of Shelly we will say Sh-elly. Okay, let's go. Sh-elly sh-ould sh-ake the sh-ip."
3.Now we are going to use individual letters and boxes to spell words with the sh digraph. When we spell words using our letterboxes we need to remember that, only one sound can go into each box. "So, how many boxes I need for the word she?" Two that is right! "Can you tell me the two sounds? Exactly, /sh/ and /E/"
4."Can you tell me how many sounds are in shed? Shed has three sounds which are /sh/, /e/, and /d/. (Model this for students on the marker board) "In the first box we will put the /sh/ sound which would be the letters s and h. In the second box we will put the /e/ sound which would be the letter e. In the third box we will put the /d/ sound which would be the letter d. Now I am going to say several words with the sh digraph in them and I want you to try to spell them using your letters and letterboxes."
5.Have your students spell the following words: (2) she, (3 boxes) fish, dish, shell, (4 boxes) splash. As student is spelling the words, make sure that each letter is being placed in the correct letter box. After students have practiced spelling out the words, have them read the following words from a list: wish, she, share, crash, bush, mash.
6. Now have your class read One Fish, Two Fish, Red Fish, Blue Fish by: Dr. Seuss. "As we are reading this book, I want you to look for the words that have the /sh/ sound." After every has finished reading through the book one time, we will go back as a group and find some words that have sh in them.
7.Now we're going to play at game. If you know the answer to the riddle, raise your hand. Each answer has the sh digraph and makes the /sh/ sound.
I am thinking of animal that lives in the sea.
B. I am thinking of something a genie can grant.
C. I am thinking of something you can find at the beach in the sand.
D. I am thinking of something you wear on your feet.
Assessment: Pass out worksheet. Now I am going to give you a set of worksheets that are going to make a /sh/ book. You are going to write a different word that starts with sh on each page. When you are finished I want you to color your worksheets and then we will hang them up around the room.
http://www.auburn.edu/academic/education/reading_genie/insp/creecybr.html, by Rebecca Creecy
http://www.auburn.edu/academic/education/reading_genie/insp/woeflbr.html by Mandy Woelfl
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Play with letters, words, and sounds! Having fun with language helps your child learn to
crack the code of reading.
- Say silly tongue twisters.
Sing songs, read rhyming books, and say silly tongue twisters. These help kids become sensitive to the sounds in words.
- Play with puppets.
Play language games with puppets. Have the puppet say something like, "My name is Mark. I like words that
rhyme with my name. I am going to say some words and I want you to tell me if they rhyme with Mark. Ready? Does park rhyme
with Mark? (Stress the words park and Mark). Does ball rhyme with Mark? Does shark rhyme with Mark?" Wait for
your child to
answer each question, yes or no. When your child answers yes to the word shark, the puppet could then pretend to be a very
energetic shark who, of course, wants to tickle your child.
- Play sound games.
Give your child practice blending individual sounds into words. For example, ask, "Can you guess what this word is?
m - o - p." Say the sound each letter makes rather than the name of the letter. Hold each sound longer than you normally would.
This will help your child recognize the different letter sounds.
- Use the sounds and letters in your child's name.
Draw your child's attention to the letters in his or her name. Point out the link between letters and sounds. Say things
like, "John, the word jump begins with the same sound as your name does. John, jump. And they both begin
with the same letter, J."
- Trace and say letters.
One way to help your child learn letter sounds is to have him or her use a finger to trace a letter while saying the letter's
sound at the same time. You can do this on paper or in a sandbox or on a plate filled with sugar. Involving touch, sight, and speech in this way has a powerful effect on learning. Another option is for you
to draw the outlines of a letter using dots and then have your child connect the dots while also saying the letter
sound out loud.
- Watch my lips.
This may feel odd at first, but encourage your child to watch your lips and mouth while you make certain sounds. Have your child
think about how his or her own lips and tongue move. You can say something like, "Can you feel how your mouth moves
the same way at the beginning of the words mouse, mom, and man? Watch my mouth while I say them. Now you say the
words and feel your lips make the mmm sound." Remember to make just one m sound that you hold for longer
than you normally would.
- Read it and experience it.
Help your child make the connection between what he or she reads in books and what happens in life. If you're reading a book
about animals, for example, relate it to last month's trip to the zoo.
- Let your child choose.
Give your child the chance to pick his or her own books, even if the reading seems too easy. Easier books build confidence and
letting children choose their own books nurtures independence and their own interests.
In order to read, young children have to learn that written words are made up of letters that also represent the sounds we speak.
Reading experts call this skill "phonological awareness." It's a lot for
a five-year-old to figure out.
There are many things parents can do to help kids in this early stage of reading. Try some of the tips
listed above to help your child recognize that there are different sounds in the words we speak, that letters on a page represent
these different sounds, and that putting the sounds together makes words. This is a vital step on a child's road to reading.
But don't make it too serious. Mix it up, be playful,
have fun with language. Remember, not only do we want kids to be able to read, we want them to want to read.
Would you like to read more tips? Click here to go to the next set of parent tips. The tips are only loosely grouped according
to age level. Read them all, try them out, and see what works for your child.
Feel free to also take a look at a one-page handout
that contains shortened versions of the above tips for parents of kindergartners. (You'll need the free Acrobat Reader available at
www.adobe.com to view and print the PDF file). You are welcome to print out, photocopy, and pass out this handout if you wish.
Or click here to send a friend an
e-mail version of any of the parent tips.
Reading and literacy are important issues for public television. More information about reading is available at the new
PBS Parents website. Or check the
main Reading Rockets website at www.readingrockets.org.
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Rationale: To begin to learn how to read and spell words, students need alphabetic lessons that teach them to understand that letters stand for phonemes and spellings show phonemes in spoken words. Before they can achieve that, they have to be able to distinguish phonemes in spoken words. Short vowels are usually what a beginning reader should begin with because they are the hardest to grasp. This lesson will help children identify /a/ or short a. They will be able to recognize /a/ in spoken words by learning a significant representation and a letter symbol, as well as finding /a/ in words.
-chart with "Matt sat by fat apples that ran from Pat"
-drawing paper and crayons
-A Cat Nap (Educational Insight)
-picture page with at, hat, sack, fat, class, fast, mask (Modern Press Phonics, Level A)
1. Introduce the lesson by explaining that our written language is a secret code. The hard part to understand is what letters stand for and how the mouth moves we make as we say words. "Today we are going to work on spotting the mouth move /a/. at first /a/ will be difficult to understand, but with practice and as you get to know it, you will be able to spot /a/ in all kinds of words."
2. Ask students, "Have you ever seen "Home Alone" where Kevin was left alone and scared?" "When someone screams can you hear /a/?" "That’s the mouth move we're looking for in words. Let's pretend we're scared and make the sound /a/. (Put your hands to your face and look scared, and make the sound /a/) We scream when we are scared. Pretend you are scared: /a/."
3. "Let's try a tongue twister (on chart). Matt sat by fat apples that ran from Pat. Everybody say it three times together. Now say it again, and this time stretch the /a/ sound. Maaaat saaaat by faaaat aaaaples thaaat raaan from Paaat. Try it again, and this time break up the words. M/a/tt s/a/t by f/a/t a/pples th/a/t r/a/n from P/a/t."
4. (Have students take out primary paper and pencil.) "We can use letter /a/ to spell /a/. Let's write it. Start below the fence and draw a half circle down the sidewalk, pick up your pencil and draw a line closing the circle from the fence down to the sidewalk. I want to see everybody's /a/. After I put a smile on it, I want you to make nine more just like it. When you see the letter a all by itself in a word, that’s the signal to say /a/."
5. Say: "Let me show you how to find /a/ in the word fast. I'm going to stretch fast out in super slow motion and listen for the scared sound. F-f-f-f-a-a-s-t. (Repeat a few times) There it is! I do hear the scared sound /a/ in fast."
6. Say: "Call on students to answer and tell how they knew: Do you hear /a/ in fast or slow? Sat or sit? Ran or walk? Man or boy? (Pass out a card to each student) Say: Let's see if you can spot the mouth move /a/ in some words. Make a scared face if you hear /a/. It, bat, sit, sack, fat, up, master, tall, lab."
7. Say: "Tab is a very fat cat. Tab naps a lot. Sam plays baseball and finds something in his bag." Read A Cat Nap and talk about the story. Read it again, and have students raise their hands when they hear the words with the sound /a/. List their words on the board. Then have each student draw a submarine and write a message about it using invented spelling. Then display their work.
Assessment: Distribute the picture page and help students name each picture. Ask each student to circle the pictures whose names have /a/.
Murray, Bruce. How to Teach Letterbox Lessons (Reading Genie website)
Educational Insights 1990.
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Rationale: Children have to learn the short u in order to read and spell words. The student will learn to recognize /u/ in spoken words by learning a meaningful representation and a letter symbol, and then practice finding /u/ in words.
Materials: Primary paper; pencil; chart with The nutty bugs on the flying bus drove after the sun; Bud the Sub (book); a picture page with the pictures of a bug, bag, rag, rug, pet, pit, tug, tag; every student also needs a card with an angry child on one side and a happy child on the other side.
1. Introduce the lesson by telling the students that writing and reading is tricky. The hardest part is learning to see and hear the mouth moves. Today we are going to make the mouth move for the short u. These mouth moves will be hard to spot at first, but the more you practice, the easier it will get.
2. Have you ever not gotten what you wanted and said /u/? This is the mouth move we're looking for today. Let's stretch out the /u/ and see if we can say it like how you do when you don't get what you want. I'll try bus, b-u-u-u-u-us. I said /u/ right in the middle.
3. Let's try a tongue twister (on the chart). The nutty bugs on the flying bus drove after the sun. Everyone say this together. Now say it again and this time stretch out the /u/ in the middle of words. The nu-u-u-u-utty bu-u-u-ugs on the flying bu-u-u-u-u-us drove after the su-u-u-u-u-u-un. Try it again, but this time break the /u/ out of the words. The n /u/ tty b /u/ gs on the flying b /u/ s drove after the s /u/ n. Very Good!
4. Have students take out their primary paper and pencil. We can now use the letter u to spell /u/. Let's write it! Start at the fence line, draw down to the sidewalk, curve right, and up to the fence line again. I want to see everyone's u's. After I put a stamp on it, I want you to make one whole row of u's just like it. Every time you see a u in a word you will know to make the /u/ mouth move.
5. Call on the students and tell how they know: Do you hear /u/ in nut or not? Kite or cut? Damp or dump? Bug or bag? Cup or cap? Let's see if you can hear the mouth move /u/ in these words. Remember to show your angry child if you do hear the /u/ and show the happy child if you do not hear the /u/. Give these words one by one to the students to see if they can hear the /u/ in them: the, nutty, bugs, on, the, flying, bus, drove, after, the, sun.
6. Read Bud the Sub and talk about the story. Read it again. This time have the students clap their hands when they hear a word with a /u/ in it. List their words on the board. Now they can write a story about Bud using some of these words.
7. For assessment, distribute the picture page and help students name each word. Ask the students to circle the words that have a /u/ in it.
J. Lloyd Eldredge (1995). Teaching Decoding in Holistic Classrooms. Englewood Cliffs, NJ: Merrill. Pp. 15-20.
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Unit Vector Notation (part 2) More on unit vector notation. Showing that adding the x and y components of two vectors is equivalent to adding the vectors visually using the head-to-tail method
Unit Vector Notation (part 2)
⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using these subtitles.
- Welcome back.
- In the last video, I at the end of the video, like I
- always do in the attempt to confuse you, I told you that
- if I had two vectors-- And let me just make up some new ones,
- so I can draw them visually in a second or two.
- Let's call the first vector a.
- Let me do a different color.
- This toothpaste color is getting monotonous.
- Let me do something that looks relaxing.
- Let's call a first vector a and, I don't know, let's make
- it interesting, let me say it's minus 3 times the unit
- vector i plus 2 times the unit vector j.
- And then I have vector b.
- And that is equal to, 2i, so two times the unit vector i.
- Plus, 4 times the unit vector j.
- In the last video I said, well, the whole reason why
- this unit vector notation is even -- Well, one of the
- reasons, we'll see that there many reasons why it's useful.
- One of the really cool things about it is, before when we
- added vectors, we would put them head to tails, and then
- draw it visually, and then we had this new vector.
- And we really had no way of expressing it
- without drawing it.
- But when we write things as multiples of the unit vectors.
- We don't have to draw it.
- And it's actually very easy to add vectors.
- And how do we do it?
- We just add the x components, and we add the y components.
- So we said that these two vectors, a plus b, these
- little weird arrows on top, that's just saying that those
- are vectors.
- That's equals.
- So it's minus 3, plus 2i, and I'm going to arbitrarily
- switch colors, because it's getting monotonous.
- Plus 2 plus 4j.
- We just added the x components, or the
- multiples of i.
- And we added the y components, or just the multiples of j.
- Because i was the unit vector in the x direction, and j was
- the unit vector in the y direction.
- And we get, what's minus 3 plus 2?
- That's minus 1.
- We get minus 1i.
- That could just be minus i.
- But I'll write the 1 because we're just getting warmed up
- with unit vectors.
- So minus 1i plus 6j.
- And when I did that, you might say, well, Sal, I can't just
- take your word for it.
- Because you seem not someone who
- should be believed blindly.
- So I think that's a valid opinion to have. So I will
- show you that this works, by adding the vectors visually.
- So let's draw it.
- And I think this will give you a little better sense of unit
- vectors generally.
- Let me draw the axes.
- So that's my y-axis.
- Let me draw my x-axis.
- I have to make sure have enough space to draw the unit
- vectors that we've drawn, or to draw the
- vectors that we've drawn.
- Just to show that the axes go on forever, I have to draw
- that arrow.
- All right, so let's say this is 1, 2, 3.
- This is 1, 2, 3, 4.
- And I draw 1, 2, 3, 4, 5, 6.
- I think we should be able to now add them.
- I didn't have to waste all this space down here.
- So let's just first draw the vectors, minus 3i plus 2j.
- So minus 3i, just this right here, is going to be a vector
- that looks something like this.
- So it's just minus 3 times the x vector, so
- it'll go to the left.
- Because i is 1 in the positive direction.
- If we put a negative there, it flips it over.
- Let me use a different color.
- So this is minus 3i, and then plus 2j.
- So plus 2j looks like this.
- If we were to add those two vectors visually, we can put
- them head to tails.
- And the way we can do that, we can either shift this vector
- up like this, and draw it up here.
- Or we could shift this vector, and put its tail
- its vector's head.
- But either way, let's shift this one up.
- So if we shifted up like that.
- Remember, we're just doing the head to tails, visual addition
- method of vectors.
- So I just put this tail to this head.
- And what do we get?
- So vector a will look like this, and I'm going to do it
- in the same color as vector a because I have a feeling that
- this diagram might get complicated.
- Well, I wanted to use the line tool.
- OK, so this is vector a.
- That's what vector a looks like.
- And so we worked backwards.
- I gave you the x component and the y component.
- And then I added them together by doing the head to tails
- method, and so this is what vector a would look like.
- And, instead of drawing it, a very easy representation is
- exactly what we did up here, a unit vector notation.
- And what's vector b look like?
- So it's 2i-- I'm going to do a completely different color.
- It's 2i, so it's this vector.
- 2 times unit vector i.
- That's this.
- Plus 4j, 1, 2, 3, 4.
- So it looks like this.
- And let's take this one and shift it over to the left, so
- we can put its tail to the vector's head, so it would
- look like this.
- So vector b will look -- I'll do it in red.
- And I'll use a line tool.
- Vector b looks like this.
- I just put its components head to tails, and that's how
- I got vector b.
- And if I were to add them visually.
- I would do it the same way that I added its components.
- I would put the tail of one vector to the head of the
- other, and see if you get the resulting vector.
- So you could do it either way.
- Let's shift this a vector.
- Let's shift it in this direction.
- Remember, vectors, we're just giving the
- magnitude of direction.
- We're not necessarily giving a starting point.
- So you can shift them.
- You just can't change their orientation or their
- And that's actually how you add them, you shift them, and
- put them head to tails.
- That's when you add them visually.
- Let's put that a vector up here.
- So if we have the a vector, it looks something like this.
- And I want it to work out right.
- So the a vector looks something like that.
- And remember, all I did was I took the same vector, and I
- just shifted it.
- So that it can start at the head.
- So its tail can start at the head of the b vector.
- I just shifted the a vector, so this is still the a vector.
- By moving the vector around, you
- haven't changed the vector.
- I would only change the vector, if I scaled it, if I
- made it bigger or smaller, if I changed its orientation.
- And so visually, this is b, this is a, so if I add a to b,
- the resulting vector, going head to tails-- i'll do it in
- this green color --would look like this.
- It would look like that.
- So here we took all this trouble, and I had to draw
- these straight lines to visually
- add these two vectors.
- This green vector is a plus b.
- Let's see if this green vector is the same
- thing that we got here.
- Let's see if it's the same thing as this.
- So we got negative 1 times i, so negative 1 is here.
- And then we have 6j.
- Let me do it in another color.
- 6j would look like this.
- 6j looks like that.
- You put them heads to tails.
- And it would be something like this.
- And that is the green vector.
- And actually, just so you know, I know it didn't line up
- perfectly, and that's because I'm not drawing neatly, but
- these two points should actually be here if I were to
- have drawn this better.
- But I know this is very confusing, I
- had all these colors.
- But the whole point of it is, I wanted to show that you
- could visually draws vectors, and then shift them around,
- and then put them heads to tails.
- And then get the resulting vector.
- That's one way to add vectors, there's still no way to
- analytically represent it.
- Or you could just write any vector as its x and y
- components, and then the sum of the vectors is just going
- to be the sum of the x's and the sum of the y's.
- And that's a much cleaner, and a much easier, and much less
- prone to error, way of adding or subtracting two vectors.
- So hopefully that was convincing.
- That a plus b really is this vector.
- If it wasn't, I'm sorry.
- And I hope I didn't confuse you more.
- But now that we have this out of the way, and hopefully
- you're convinced that unit vector notation is useful.
- We can move on and maybe try to do some of our old
- projectile motion problems using this notation.
- And maybe it'll let us to do a little bit of
- extra stuff with it.
- See you soon.
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At 5:31, how is the moon large enough to block the sun? Isn't the sun way larger?
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Beginning Reading Design
Rationale: The goal of this lesson is for students to understand how to recognize the o=/o/ correspondence and apply their knowledge to reading words. This lesson will help students form a relationship with the phoneme correspondence through learning a gesture for the o=/o/ correspondence, finding o=/o/ vocal gesture in many words, practicing with guidance writing the letter o, and reading a short o sound decodable text. The teacher will provide explicit instruction and modeling for how to find the short o sound, how to read it in a word, and how to print it.
Model, Review, Explain:
A.) “When we read and write it is like we are being detectives who break and use a secret code. Today, we are going to be learning about how to break this code and read words. We are going to investigate the vowel sound /o/ that we see and hear in the word Octopus, /o/. Can you say /o/..? ”
B.) “The first sound in the word Octopus is /o/.” (Repeat the word Octopus by emphasizing the initial /o/ sound and write the word Octopus on the board.)
C.) “When we make the /o/ sound our mouths act surprised because we have to open our mouths really wide. Our mouths even make the shape of an o. Let’s pretend we are trick-or-treating and we just get surprised by someone dressed up like a blob. Let’s all make the /o/ sound. Now, when I am reading and listening I can test words to see if they have the /o/ sound. All I have to do is stretch the word out like this, BLLLOOOB. Do you hear it? Yep, there it is /o/ blooooooob.
D.) “Now we are going to see how the letter O makes the /o/ sound in words.”
A.) “Every time we find the letter O saying /o/, we are going to act like we are surprised. Let’s try it. Do you hear /o/ in hot or cold (model stretching out sounds--hoooot), top or bottom, frog or toad, dock or boat?
A.) I am going to read a tongue twister to you and I want you to make the surprised /o/ face when you hear it. (Read slowly and stretch out the /o/ sound).
“Now let’s all read it together and make out surprised face when we come to the /o/ sound” (point to words as class says the tongue twister aloud).
Guided Printing Practice:
“Now that we
know how /o/ sounds, let’s practice writing it.” (Pass out
and a pencil to each studen0t.
B.) “This is the letter O. It makes the /o / sound like in the word drop. This is how you write the letter O. Start at the roof, the top line. Then draw a circle around to the bottom line and then back up and around to the top. The letter O is just like a circle. Let’s practice making capital and lower case o’s.”(Model on board) The teacher goes around checking and making sure the students understand the printing practice, if not she gives students more direct instruction.
A.) Have students take out their letterboxes and letters. We are going to use what we just learned about the letter o to spell words.
“I will call out a word and you can spell it using the letterboxes. Before each word I call out I will tell you how many boxes to use. Each sound or mouth move in the word will go in a box. For example, the word I am going to spell is bog. I will use three boxes because bog has three sounds. The first sound I hear is /b/. I will place the letter b in the first box (model). It helps me when I say the word again slowly to myself, bog. The second sound I hear is /o/. We just learned the letter o stands for /o/, so I will place the o in the second box (model). The last sound I hear is /g/. I will place the g in the third box (model on board). I spelled the word bog. Now we are going to try some more words with /o/.”
B.) Then give the following words: hot, pop, dog (3), flop, stop, frog (4), and blond (5).
C). Now let’s read some words (write the preceding words form the letterbox lesson on the board and also a few more(rod, smog, cop) to check the students’ decoding strategies
A.) Read the decodable book In the Big Top. Have the students read quietly to themselves and then take turns reading in pairs.
B.) Then the teacher reads the story a third time. As the story is read, have the students make the surprised gesture when they hear a o=/o/ word.
C.) After reading, ask the students to tell you some of the /o/ words they heard in the story and write them on the board.
D.) Then have the students draw a picture of their favorite surprise and then write about it. Encourage them to use some of the words we put up on the board.
The teacher writes the following words on the board: hot, cold, top, bottom, frog, toad, dock, boat. The students are instructed to write the words that have the /o/ sound. Then, they pick one word with the /o/ sound to make a picture with.
Shelia. In the Big Top.
Boyd, Choir Singer Says . . . /o/ http://www.auburn.edu/rdggenie/discov/boydel.html
and Wallach, Tongue Twisters.
http://www.auburn.edu/rdggenie/twisters.html Explorations !
Click here to return to
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Main Curriculum Tie:
Background For Teachers:
This activity will be presented when patterns are discussed in math. The students will observe that patterns exist in the areas of music and dance. Students will be able to follow the repeating patterns of the line dance.
Intended Learning Outcomes:
Introduce the right foot: heel, toe, heel, toe. Then left foot: heel, toe, heel, toe. Add the grapevine: step right foot out, bring left foot behind, step right foot out, bring left foot together with right foot. Repeat to the left: left foot out, right foot behind, step left foot out, bring right foot together with left foot. So this several times.
Add music. Now add all the steps: heel, toe, grapevine.
Now teach the 1-2-3-4 step. Right foot back, bring left foot to right foot (put together) step right foot back, bring left foot to right foot. Repeat the pattern several times. Add all the patterns up to this point.
Do this without music, then with music. If the students are doing well and can handle more, add the l-2-3-4 slap step. This is done by slapping the floor with the right foot, turn 1/4 turn to the right (scoop with the right foot), stomp with the left foot, clap hands. This is tricky, so practice until they have it. Add to other steps with music.
This can be done as a whole class where they all find a space on the floor, or in the lines. The goal is to have all the lines moving together.
Created Date :
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A. Write the number of the correct answer in the brackets.
B. Write "T" for true and "F" for false.
1. Plants may be different in ________.
(d) sense organs
(a) & (b).
(a) , (b) & (c).
(b) , (c) & (d).
All of the above.
2. Which part of a plant is NOT part of the shoot system? () (1)
3. Which one of the following plant has roots which grow above the ground? () (1)
4. The outer covering of a tree trunk and its branches is known as the bark. The bark is mainly for ________. () (1)
5. When 2 or more leaves grow from a single leaf stalk, we called it a ________. () (1)
C. Fill in the blanks with the most suitable word.
1. Plants can grow anywhere, including places without air.
() 2. Some plants grow underwater.
() 3. The leaves of all kinds of plants are green in colour.
() 4. Plants need water, sunlight and minerals to grow.
() 5. The rambutan fruit has only one seed.
1. Plants, like animals, are ____________ ____________.
2. Flowers bloom from ____________.
3. Usually, the most colourful and attactive parts of a plant are the _____________.
4. The stem of a tree is known as the ____________.
5. The 2 main types of root systems are the ____________ root system and ____________ root system.
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11. Introduction to Particles
Particles may seem a little foreign to you at first, but for the most part, they aren't too difficult to grasp.
These particles are placed after a word (or phrase) and show its relationship (grammatical function) to the rest of the sentence.
In other words, the particle itself isn't really translatable, but it tells you a lot about the function of the word it follows.
The best way to learn to use them is to memorize useful examples and try them out for size!
shows the main topic of the conversation. It may be helpful to think of it as "As for..."
あなた は やさしい。
- anata wa yasashii.
- You are nice.
Makes "you" the main topic: "As for YOU, you are nice."
sometimes the difference between wa and ga is hard to tell. Sometimes they can be used interchangeably with only a slight change in meaning. See next entry for more on this.
ねこ が へん。
- neko ga hen.
- The cat is strange.
Makes the "cat" the subject
Comparing は and が (by Paul_b)
The topic particle は can easily be confused with the subject particle が. That is because は overrides が, in other words, in a sentence something can very easily be both the topic and the subject of that sentence. In such cases the が "disappears" and it looks like the は is acting as a subject marker.
Take this simple sentence.
- watashi wa kurei desu.
- I am Clay.
"I" (that is the speaker, Clay) is the topic and now this is known, it won't be repeated unless the topic changes.
What is the subject of the sentence? That's right - "I" watashi is. But because "I" is also the topic only the topic marker は is used. Now we'll let Clay continue and say another sentence ...
- neko ga suki desu.
- (I) like cats.
"cats" is the subject here. "I" is still the topic. He could have said "watashi wa neko ga suki desu." but that is unnecessary because he has already said "watashi wa" establishing the topic in the previous sentence.
本 を よみました。
- hon o yomimashita.
- (I) read a book.
it makes "book" the object. If we were to say "I" it would be watashi wa at the beginning.
日本 に いきましょう！
- nihon ni ikimashou!
- Let's go to Japan!
There is movement going to Japan or shows time (at)
６時 に いきましょう！
- roku ji ni ikimashou!
- Let's go at 6.
日本 で 遊びましょう！
- nihon de asobimashou!
- Let's play (have fun) in Japan!
Notice there is no movement
See the "Particles and Conjunctions" guide for more on this.
Do you have an iPhone/iPod Touch?
You may be interested in this iPhone App for mastering Japanese Particles. It is produced by TJP's good friends over at JapanNewbie.com. It covers the basic particles plus those found on the JLPT N5 and N4 tests. Use the Study Mode and Quiz to test yourself. Click here to jump to the iTunes Japanese 101: Particles page
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There is a simple relationship between current,
voltage and resistance. This relationship is called
Ohmís Law. The formula is the following.
Difference in Voltage =
Current * Resistance
or DV = I * R
Form 1 of Ohm's Law.
To find current and
resistance the following forms can be used. They are
the same as the above formula but in a different
Current = Difference in Voltage / Resistance
or I = DV / R
Resistance = Difference in Voltage / Current
or R = DV / I
These formulas are always
used for situations where there are two points with
a resistor between them. DV is the difference in
voltage between the two points and current is what
flows between the two points. These simple
relationships allow us to calculate many things.
Given any two of the three values (Current,
Resistance, and Difference in Voltage) the third can
be found. The most common calculation is for
current. Voltage is easy to measure and the
resistance can be found from the resistor. Once these values are known,
current can be calculated using Form 2 of Ohmís law,
I = DV / R. For example, consider the problem shown
in Figure 1. One side is at 0 volts (ground) and the
other side is at 5 volts (with a multimeter, black
probe on right side, red probe on left side).
The voltage difference
between Point A and Point B is 5 - 0 = 5 volts (DV=5).
There is a resistor between the two points which has
a value of 500 ohms (R=500). We know that current
flows from a point of high voltage to a point of low
voltage so we can draw an arrow from the higher
voltage to the lower voltage.
Now we can find the current
flowing through the resistor using Form 2 of Ohm's
I = DV / R
DV / R = 5 / 500
5 / 500 = 0.01 Amps
0.01 Amps = 10 milliAmps
10 milliamps can be
abbreviated as 10 mA
This means the current is
10 mA. ( I = 10mA )
Now to check our answer we
can use Form 1 and Form 3 of Ohmís law. We have to
use the value of current in Amps for these formulas.
So if we have I = 0.01 Amps and Resistance = 500
ohms then by using Form 1 of Ohmís law we can find:
Difference in Voltage = DV
DV = I * R
I * R = 0.01 * 500
0.01 * 500 = 5 volts
This is the voltage we
started with so the value we found for the current
must be right.
We can also check the
answer with Form 3 by using I = 0.01 Amps and DV = 5
Resistance = R
R = DV / I
DV / I = 5 / 0.01
5 / 0.01 = 500 ohms.
So R = 500 ohms
Now consider the problem
shown in Figure 3. The voltage on one side is 10
volts and the voltage on the other side is 3 volts.
Therefore the voltage difference between the two
points is 10 - 3 = 7 volts (DV = 7 V). The resistor
is 400 ohms (R = 400).
Then the current flowing
from left to right is
I = DV / R
DV / R = 7 / 400
7 / 400 = 0.0175 Amps
0.0175 Amps = 17.5
17.5 milliAmps = 17.5 mA
This means the current
flowing from the left to the right is 17.5 mA.
Now suppose we have two
points with a voltage difference of 5 volts. Point A
is at 5 volts and Point B is at 0 volts (ground).
(Notice that the voltage difference is the important
part. If Point A is at 7 volts and Point B is at 2
volts then the voltage difference is the same, 7 - 2
= 5 volts.) Now suppose we want a current to flow
between Points A and B and we want the current to be
0.02 Amps ( I = 0.02 Amps = 20 mA).
Now we need to find the
value of the resistor so we use Form 3 of Ohmís Law.
Resistance = Difference in
Voltage / Current or R = DV / I
DV / I = 5 / 0.02 = 250
This means that putting a
resistor with a value of 250 ohms between Points A
and B will make a current flow from Point A to Point
B and the current will be 0.02 Amps (20 mA). Now
using the values of voltage and resistance, check
the value of the current using Form 2 of Ohmís law.
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What does the doctor say?
By: Hannah Tucker
Rationale: For students to be able to read, they must understand phoneme awareness. Children must learn to decode many different correspondences. This lesson will help them understand the /o/ sound by illustrating the concept using memorable tools used in by showing the /o/ sound in spoken and written words.
Boxes for each student
Letter (Elkonin) boxes for the teacher
A set of letters for each child and teacher (i, o, b, d, f, h, j, l, l, m, p, p, r, s, t)
Chart paper with the tongue twister on it – Ollie the octopus hopped to Oz in October.
In the Big Top Educational Insights Phonics Reader
Worksheet containing pictures of words with and without the o = /o/ phoneme, such as an ambulance, igloo, insect, octopus, olive, ostrich, and otter.
Primary writing paper and pencil for each student
-Write the letter “o” on the board. Today, students we are going to learn the sound of /o/. When I go to the doctor I hear this sound. The doctor will ask you to “open your mouth and say Ahhh.” This is the sound that the letter o makes.
- Students know we are going to find our sound in our tongue twister. Ollie the octopus hopped to Oz in October. Know students say the tongue twister with me. Ollie the octopus hopped to Oz in October. Great! Let’s really stretch the Ahh sound when we say the tongue twister. O-llie the o-topus h-o-pped to O-z in O-ctober. Great Job!
- Let’s get the out our letter boxes out, just like we did yesterday with the letter i=/i/. We are going to review some words we used yesterday, but learn some new words with the doctor sound in it. Remember, we use the letter o to represent this sound. (Pass out the boxes and the letters needed.) OK. Please turn all of your letters over to the lower case side. Before we all try some, watch me to make sure we remember how to do this. Remember, each box stands for one sound. Sometimes our sounds use more than one letter, so it is important that we listen for sounds in our words. I am going to try a word with three sounds in it. (Put out three letter boxes). The word I am going to try is pot. /p/ /o/ /t/. I hear three sounds in this word, so in the first box, I am going to put the first sound. /p/. I will put the letter p here. Next, I hear our doctor sound /o/, so I will put my o in the middle. The last sound I hear is a /t/. I will put that letter t here. Pot! Now, I want you to try some. As I call out a word, I want you to put the letters in your boxes. I will come around and help you if you need some help. (Tell the students how many sounds there are in each word before you say the word. This way they will know how many boxes to have ready). (Call out words which consists of three sounds such as: like, rod, mop, hot, lid, bob, fog, and words which consist of four sounds like: spot, slob, frog, flip). After they spell the words the students will read them.
-Now, I am going to write the words we just spelt on the board. I want you to read them to me. If you hear the o sound, raise your hands. I will spell the word clock on the board. This word says CLOCK. The beginning sound is /k/ then /l/ and ends with /k/. The middle sound is /o/. Can you hear the AHHH sound. Put the /k/. /l/, /o/, and /k/ together and you have CLOCK.
-I want you to write me a story about an animal you would see in a pond. Students I want you to try to use words with the /o/ sound.
-I will read to the students In the Big Top. This book is about a family who is in the circus. There are lots of people in this circus and they all have a lot of stuff. They are trying to figure out how to get all of their stuff into a little hot rod. How do they get everything and everyone to fit? You will have to read the rest of the story to find out how.
-I will pass out a worksheet. It will have pictures with the /o/ sound. Not all of these pictures will have the /o/ phoneme. I will ask the students to circle the picture with the AHH sound in it. Then, I will ask them to write what the picture is underneath it (with inventive spelling). I will give each student a running record. The class will participate in a discussion about the book.
1. In the Big Top. Phonics Readers
Short Vowels. Educational Insights.
2. Hall, Mariel D., AHHH says the Doc. http://www.auburn.edu/rdggenie/connect/hallbr.html
3. Murray, B.B. and T. Lesniak. (1999). The Letterbox Lesson: A Hands on approach to teaching decoding. The Reading Teacher, 52, 644-650.
4. Melton, Shealey. This Glue is Sticky. http://www.auburn.edu/rdggenie/connect/meltonbr.html
Click here to return to Innovation.
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Rationale: Before they can begin to read, students must understand that words are made up of different sounds. The smallest unit of sound in a word is called a phoneme. It is important that students understand phonemes because studies have found that the ability to discriminate phonemes is one of the best predictors of first-year reading achievement (Adams). In this lesson, the students will learn the phoneme /m/. By the end of the lesson, they will be able to identify the phoneme /m/ in spoken words. They will also understand the relationship between the /m/ phoneme and the letter m. Finally, they will practice finding /m/ in words.
Materials: A set of flashcards, chart with the phrase "Max the Monster made a mess in my room on Monday" on it, primary paper, pencils, chalkboard, chalk, the book My Monster Mama Loves Me So by Laura Leuck, a class set of cards with the letter m on them, worksheet (attached)
1. First, the teacher should review the phonemes the class has learned so far. These would include the phonemes for all of the vowels and the consonants b-l. She should do this by using the set of picture flashcards. She should hold up one picture at a time. The class will first say the name of what the picture is and then say the first phoneme in the word. For a picture of a bat, the class would say "Bat, /b/."
2. The teacher should begin the new lesson by posting a chart with the phrase "Max the Monster made a mess in my room on Monday" on it. The class will read the phrase together. "What sound do we hear the most in this sentence?" After a student answers /m/, the teacher continues. "Right! What do you usually say when you taste something that is really good? Right! Mmmmm! That is the same sound that is in some of the words that we just read. When we make this sound, our lips should be pressed together and our mouths vibrate. (Model this for class) Letís read the sentence again. This time I want us to stretch out the /m/ sound when it is in a word. Instead of just saying Max, I want us to say Mmmmmax. Letís begin." The class then reads the sentence together.
3. "Now let's get out our pencils and paper. By looking at the sentence we just read, what letter do you think stands for the /m/ sound? Right! It is the letter m. Today we are going to make this letter on our paper. Start at the fence and go down to the sidewalk. Without picking your pencil up off of the paper, go back up to the fence and make one hump on your paper. Then make another hump just like the first one. (While talking, model this on a chalkboard for the class.) These humps are like the humps on a camels back. After you have made the second hump, you have made an m! I want you to practice by making four more of these on your paper. Remember that the letter m spells the /m/ sound."
4. Next the teacher will ask the students to raise their hands and answer the following questions. "Do you hear the /m/ sound in the word cat or mouse? Do you hear /m/ in none or some? In sing or hum?" The class will raise their hands and answer these questions. Then the teacher will hand out a card with the letter m on it to everyone in the class. As the teacher slowly reads the book, My Monster Mama Loves Me So, each student will lift up their m card each time they hear the /m/ sound.
5. Finally, the students will be given the attached worksheet. On the worksheet, the children will circle each word that they believe has /m/ in it. The teacher will call out the name of each picture and give the children enough time to circle it if they believe the word has the /m/ sound in it. The words are (beginning at top, left and ending at bottom, right): camel, man, apple, moon, elephant, and lamp. This will be the assessment for the lesson.
Adams, Marilyn Jager. (1990). Beginning to Read: Thinking and Learning about Print A
Summary. Center for the Study of Reading The Reading Research and Education
Center; University of Illinois at Urbana-Champaign. p.36.
Murray, Dr. Bruce. 2002. The Reading Genie Website. www.auburn.edu/rdggenie
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- slide 1 of 2
Circle Time: Ask the following questions for discussion.
- Have you seen a goat?
- Do you have a goat?
Story: The Three Billy Goats Gruff
Songs: Old MacDonald Had a Farm
Math: Teach small, medium, and large as well as comparing objects by size.
Goat toys or manipulatives would be perfect for comparing the sizes that go with the theme. You could probably find small, medium, and large goats at a toy store or dollar store.
There is also printable picture online of goats and with different sizes you can print up and color and have the students compare their sizes this way as well.
- Make a bridge with Popsicle sticks. Make the goats and troll from the story The Three Billy Goats Gruff out of clay.
- Bring in goat's milk for the children to taste. Ask a local farmer* to bring some in. (Always check with parents before giving your students any unusual foods.)
- Also ask a local farmer* if they would be willing to bring in a goat for the children to see and touch.
*You could ask around for a local farmer that raises goats, or you could send out a newsletter to all your students asking the parents if they or any family members have goats they would be willing to bring in for the class to see or if they could bring in some goat's milk to share.
Arts and Crafts:
- Use printable mask pictures of goats and/or trolls for the kids to color and cut out.
- Use a hole punch to put a hole in each side of the mask.
- Take some yarn or string to tie the mask on the children's face.
- Ram Coloring Page is a goat coloring page.
- Billy Goats Gruff Role-play Masksis a site that has all the masks for all the characters in the story.
Using the story of The Three Billy Goats Gruff, read and setup a play with the children who will take turns being the troll and the goats. Find something to use as the bridge for the goats to cross. A table would work, and you can use a chair to help the "kids" get up on the table. Have the students make the word sounds from the story (trip, trap) for crossing the bridge. The kids could also perform their play for another class or parents can be invited to come and see their child’s play.
A final language assignment could be a writing exercise that is an interactive assessment. On a piece of paper, have a sentence with a blank for the students to fill in; for example, I like the in the story. Talk to the children about the story and what their favorite character was. Have the children fill in the blank in the sentence by printing the name of the character. Then, have the students draw a picture of the character on the same piece of paper.
You can also find a video(cartoon) of The Three Billy Goat Gruff and have the class watch it this with help in establishing background/ prior knowledge and help them in preparing for the play.
Recreate the story with snack food with a kind of edible diorama. Use coconut dyed green for grass and a blue fruit roll-up for water. Pretzels or graham crackers can be used to make a bridge. You can use animal crackers or marshmallows for the goats. A purple grape or a purple fruit snack could be used for the troll.
- slide 2 of 2
- The Three Billy Goats Gruff Handmade Flannel Board Story Props for Preschool
- Teaching Preschoolers Big and Little
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Aye, Aye Captain
order to be effective readers and spellers, students must understand
correspondences appear differently in different words. Students
must also understand the difference
between long and short vowels. They must
understand that these correspondences are spelled and pronounced
differently. This lesson will review the
i=/i/ and introduce i_e=/I/ by
spelling various words using
letterboxes and later reading them. The
students will also use pseudo words that reinforce the i_e=/I/
· White board and marker
Picture of pirate captain (search for any pirate picture
in Google Images)
Sign with “Ike’s Ice cream is Icy” with ice cream picture
· Teacher letterbox and letters
· Letterboxes for each student
· Letters for each student (k,i,t,e,b,p,p,n,f,s,r,d,v,m,l)
· Kite Day at Pine Lake—copies for all students
· Note cards with pseudo words (such words can include: fim, pime, scrime, brine, yipe, tife, pip, libe)
1. Since we have already learned all of our short vowels, we are going to move on to some long vowel. Introduce the lesson by reviewing i=/i/. Does everyone remember what i says when it’s all by itself in a word? ICKY STICKY. Now we already know that when we see i alone in a word, it says /i/. In our lesson today, we are going to find out what sound we make when there is an i, a consonant, and then an e at the end of the word. (Write i_e on the board). When we see i_e in a word, the i says its name, /I/. Let’s look at this picture (show the picture of the pirate captain). Has anyone seen a pirate movie? Did you ever hear the pirates say to the captain, “Aye, Aye captain!”? Well that is what we say when we see the i_e in our reading. Let’s all say it together and put our hands to our heads like we are saluting the captain.
2. Now I have a tongue twister for us to say together. (Make sure the poster is visible) Ike’s ice cream is icy. Class, let’s say it together now… “Ike’s ice cream is icy.” Good job! Now every time we hear the /I/ we’re going to bring our hands up like we are saluting the captain of our ship and draw out the /I/ and say “Aye, Aye.” Aye Aye—ke’s aye, aye—ce cream is aye, aye—cy. Excellent job class!
3. Let’s look at a word on the board. (Write the word mine on the board) Can anyone come up and underline the i_e in this word? (Have one of the students come up to the board and underline the i and e). Good job! Now let me try and read the word. Remember that the i_e is a signal to us that the i is going to say its name First let's look at the i_e . That says /I/. Add the beginning... /m/ /I/ and then add the n ... /m/ /I/ /n/. Mine . What is this word when we say it altogether? Always remember that the e on the end let’s us know to make that i says /I/. It is important to know the difference between the spellings of short i and long i when we are reading and spelling words.
them questions to make sure they understand.
We’re going to listen for the /I/ in some words.
When you hear /I/ I want you to salute the
captain of your ship. (Say the following
slowly) Mike likes to eat fish while in
5. Now we are going to use our letter boxes and first spell some words. The words that we will be using in the lesson will consist of 3, 4, and 5 phoneme words. Each students will be given letter boxes and the letters needed. Use the large set of letter boxes and letters to model for the students. I will model the first word for you. If I told you that we would be using 3 letter boxes, how many phonemes is my word going to have? Three, that’s right! And remember, since the e signals that the i says its name, it is silent. So that means that it goes outside of the third box. Ok, the first word I am going to spell for you is kite. I want to go fly my kite. Kite. /k/, k is going to go in the first box. /I/, i is going to go in the second box and I know that there is going to be an e outside of the third letter box. /k/ /I/ /t/, so t is going to be in my third box.
6. Now I am going to go through some more words and we’re all going to spell them in our letter boxes. Let’s all start off with 3 boxes. Have the students spell: bit, pine, pipe, fine, fin.
7. Good job! Now let’s bring out another box so we have four boxes. How many phonemes are going to be in our words now? Four, great! Have the students spell: spine, smile, slime, drive, bride. And 5 boxes: stripe. Good job boys and girls!
8. Next model to the students how to read the words without the letterboxes. I am going to show you how I would read this word (point to word that you rewrite on the board). I notice that there is the i_e so I know that the i is going to say its name. /k/ /I/ /t/. kite. It’s your turn to read the words now. Have the students read the words that they just previously spelled.
out copies of Kite Day at Pine Lake.
Can you fly a kite? All of the children at
assessment, have each student come to the teacher’s desk and read the
cards with the pseudo words on them.
This will reassure that the students know the difference between
i= /i/ and i_e= /I/.
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Great Snakes! Discussion Guide
- Grades: PreK–K, 1–2
About this book
Have children share their prior knowledge of snakes. Jot down on the chalkboard both the facts and misconceptions children tell you.
Ask students if they learned more about snakes from the book. Did anything surprise them? This might be a good time to point out that this is a nonfiction book—it gives the facts about a subject. Review the list of students' statements before they read the book. Put a star next to any statements that were found in the book. Are there any statements not found in the book? Do students think these statements are true? How can they find out? Have children add any new facts to the list that they have learned from the book.
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Materials: Chart with “Pam wore purple pajamas to the party”; primary paper and pencils for each student; popcorn and popcorn popper; Dr. Seuss’s Hop on Pop; bag containing pajama party items (pillow, blanket, peanut butter, slippers, pretzels, dog, clock, purse, etc.); worksheet for assessment
1. “Writing is like a secret code. The tricky part is learning what sounds the letters stand for. Each letter of the alphabet has sounds that it makes. Today we are going to be searching for the /p/ sound in words. Do you know what sound the letter p stands for? That’s right! The letter p stands for the /p/ sound. Every time we see the letter p, we know that it is going to say /p/.”
2. “Have you ever heard the sound of popping popcorn? Popcorn sounds like this when it is popping: /p/ /p/ /p/ /p/ /p/. (May pop a bag of popcorn and let children hear the sound) Can you make the popcorn popping sound? Good! You have all made the sound of the letter p! Listen to see if you hear the /p/ sound in this word: p-p-p-p-party. Did you hear the /p/ sound? I said /p/ at the very beginning of the word party.”
3. “I have a tongue twister that I would like for us to try. (Show chart) ‘Pam wore purple pajamas to the party.’ Can you all say the tongue twister with me? Let’s say it a couple more times. Good Job! Now, let’s see if we can say it again, but this time let’s stretch out the /p/ sound in the words. ‘PPPPam wore ppppurple ppppajamas to the pppparty.’ Let’s try it one more time in a different way. This time we will break the /p/ sound away from the other sounds like this: /p/ arty. Can you try that? Great! Now let’s say our tongue twister like that: /P/ am wore /p/ urple /p/ ajamas to the /p/ arty.’ That was just ppperfect!”
4. (Have students take out primary paper and pencil) “We can use the letter p to spell /p/. Let’s see if we can all practice writing the letter p. (Model each step as students write) Pick up your pencils and start writing at the top of the fence. Now draw a line straight down from the fence to the mole’s underground hole. Now, draw straight back up until you have almost reached the top of the fence and draw a round belly, kind of like an ‘o’. You will curve up to touch the fence and then down to the ground and around until you meet the straight line. You have now drawn a p! I will come around to see all of your wonderful p’s. After I have checked your p, I would like for you to continue to draw five more p’s.”
5. “Have you ever been to a pajama party? I have packed a bag with some things that I might take to a pajama party. I want to see if you can tell me which things that I brought start with /p/ sound and which things don’t. I am going to pull things out of my bag, one at a time. If it starts with the /p/ sound, I would like for you to make the popcorn popping sound /p/ /p/ /p/ /p/ and if it doesn’t I would like for you to say ‘no way’. Are you ready? (Pull out the pillow and then follow with other items) Good job boys and girls! You knew that pillow, peanut butter, pretzels, and purse all started with /p/.”
6. “I am now going to say two different words. I want you to listen very carefully for the /p/ sound in each of the words. It might be at the beginning, or it might be at the end, so listen very carefully. Raise your hand if you know which word has the /p/ sound, and I will call on someone to answer. Are you ready? Do you hear /p/ in pot or hot? Clap or clam? Pack or sack? Pet or met? Sit or sip? Poor or door?”
7. “We will read the book Hop on Pop. When you hear the /p/ sound I want to open your hands like popcorn popping. Listen very carefully. I want to see lots of popcorn popping when I say a word with /p/.
8. For assessment, students will complete a worksheet. The worksheet will have pictures with a line to write on below them. If the picture starts with p the children will write a p on the line below. If the picture does not start with p the children will make an X over the picture. This will assess that the students can recognize pictures with the /p/ sound and will also assess that they can write the letter p.
Mrs. Jeri Earnest. Kindergarten teacher at Lee-Scott Academy.
Auburn, AL. 2001
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