EPIC Teacher's Guide - Book - Page 359
NOTE
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Notice any pupils who struggle with fine motor skills.
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Weaker pupils should be encouraged to circle the target letter with a colored crayon
– if it is in the beginning circle it in green, in the middle in yellow, or at the end in red.
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Say: Open your ABC Notebooks to page 209.
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Repeat the procedure to complete the page.
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Read the words together with the pupils before they trace and write on their own.
Sound out each letter before putting the words together: Max, box, six, mix, next to.
Say: Point to the letter X at the end of the words “Max, box, six, mix.” Point to
the letter X in the middle of the word “next (to).”
Wrapping Up
Reflection
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Remind the pupils of the different topics and words that were covered by showing
them the flashcards: hot, cold, sun, sky, clouds, rain, wind, umbrella, up, under, box,
six, mix, next to.
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Ask the pupils:
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Who remembers? (Elicit the words.)
Ask: What letters did we learn today? (Elicit: the letters U and X)
What sound do the letters U and X make? (Elicit: /u/ and /x/)
Which words begin with the sound /u/? (Elicit or have pupils come to the board
to point to: umbrella, up, under)
Say together with the pupils: The letter is U and the sound is /u/.
Which words have the sound /x/? (Elicit or have pupils come to the board to
point to: box, six, mix, next to)
Say together with the pupils: The letter is X and the sound is /x/.
Point to 'hot' and ask: What sounds do you hear in the word 'hot'? (Elicit: /h/ /o/ /t/)
Ask: What letters make these sounds? (Write the word on the board as you
elicit: H, O, T)
Read the word together with the pupils: hot
Repeat for 'cold, sun, up, box, six, mix.'
Song
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Sing “The English Lesson is Over” (song #1.5)
359
UNIT 5 / PART 1