Welcome to Reading Level B

Welcome to Reading Level B
Interactive
Classroom
Mini‐lessons
•
Exploring
d
as
in
sad
Play
a
listening
game
with
your
students.
Ask
them
to
listen
as
you
say
pairs
of
words
and
to
identify
the
word
in
each
pair
that
ends
with
d:
apple
and
sad,
food
and
butter,
bed
and
kitten,
silly
and
good,
find
and
touch.
•
Exploring
t
as
in
not
Ask
your
students
to
listen
carefully
as
you
say
words
from
the
story
ending
in
a
consonant
(up,
now,
not,
Sam,
that,
set,
bread,
eat).
Each
time
they
hear
a
word
that
ends
in
t,
they
should
repeat
the
word
and
make
the
shape
of
a
t
by
crossing
their
index
fingers.
•
Exploring
‐all
as
in
ball
Ask
your
students
to
name
words
that
rhyme
with
ball.
•
Exploring
sh
as
in
she
Pretend
to
ask
your
students
to
be
quiet
by
softly
saying
sh‐h‐h.
Ask
your
students
to
find
a
word
in
the
story
that
starts
with
the
“quiet
/sh/
sound”
(she).
•
Exploring
long
i
as
in
like
Pronounce
like
and
ask
your
students
what
sounds
they
hear
(/l/,
/i/,
and
/k/).
Explain
that
i
says
its
own
name
when
followed
by
a
consonant
and
silent
e.
Show
the
students
other
examples,
such
as
bite
and
nice.
•
Exploring
oo
as
in
good
Write
the
words
good
and
book.
Help
your
students
say
each
word
and
then
say
other
oo
words
that
rhyme
with
good
and
book
as
you
write
them.
Ask,
What
two
letters
are
in
all
these
words?
What
sound
do
these
two
letters
make
when
they
are
together?
•
Exploring
oo
as
in
tooth
Play
a
game
with
your
students.
Say
a
word
with
oo,
such
as
tooth,
and
ask
your
students
to
say
another
word
that
has
the
same
sound.
•
Exploring
long
i
as
in
cry
Write
these
words
in
large
letters:
cry,
shy,
fly,
my,
dry.
Invite
your
students
to
read
each
word
and
use
it
in
a
sentence.
Point
out
that
the
long
/i/
sound
in
a
word
is
sometimes
spelled
y.
•
Exploring
c
as
in
city
Let
your
students
hear
the
different
sounds
of
c
in
city
and
cat.
As
your
students
read
the
story
a
second
time,
have
them
show
you
words
in
the
story
that
start
with
c
that
sound
like
/k/
(camel,
cold)
and
words
that
start
with
c
that
sound
like
/s/
(city,
cities).
•
Exploring
th
as
in
the
Open
a
newspaper
or
magazine
and
invite
your
students
to
find
the
word
the.
Ask
them
what
letters
start
that
word.
Then
help
them
to
think
of
other
words
that
start
with
the
same
/th/
sound
(that,
they,
this,
there,
then,
these).
•
Exploring
ay
as
in
play
Write
the
word
play
on
the
board.
Ask
what
sound
the
ay
makes
(long
/a/).
Then
say
words,
mixing
those
ending
in
ay
with
others.
Ask
your
students
to
identify
the
words
with
the
long
/a/
sound.
•
Exploring
qu
as
in
quite
Say
the
word
quite
and
ask
your
students
what
sound
they
hear
at
the
beginning
of
the
word.
Explain
that
the
qu
is
pronounced
/kw/.
Take
turns
saying
words
beginning
with
the
/kw/
sound
(quiet,
queen,
question,
quick,
quack,
quake,
quit,
quick).