Page 8, part 1 of 2, Double-same – B6 1.01.1
Column 1: In this lesson, students will be introduced to a strategy to read Super Challenge words. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. This lesson has two parts: Students will review the reading code as a strategy to identify the long and short vowel sound in words. The vowel sounds can be further emphasized when students are prompted to identify whether the vowel in a syllable has a long or short vowel sound. Students will identify a pattern in Column 1 as words that have two consonants in the middle that are double-same.
Column 1: In this lesson, students will be introduced to a strategy to read Super Challenge words. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound.
This lesson has two parts:
Students will review the reading code as a strategy to identify the long and short vowel sound in words. The vowel sounds can be further emphasized when students are prompted to identify whether the vowel in a syllable has a long or short vowel sound.
Students will identify a pattern in Column 1 as words that have two consonants in the middle that are double-same.