Lesson plan

# Lesson 7 - Chaining

teaches Common Core State Standards RF.K.3.a http://corestandards.org/ELA-Literacy/RF/K/3/a
teaches Common Core State Standards RF.K.3 http://corestandards.org/ELA-Literacy/RF/K/3
teaches Common Core State Standards RF.1.3.b http://corestandards.org/ELA-Literacy/RF/1/3/b
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards RF.1.2.d http://corestandards.org/ELA-Literacy/RF/1/2/d
teaches Common Core State Standards RF.1.2.b http://corestandards.org/ELA-Literacy/RF/1/2/b
teaches Common Core State Standards RF.1.2 http://corestandards.org/ELA-Literacy/RF/1/2
teaches Common Core State Standards L.K.2.c http://corestandards.org/ELA-Literacy/L/K/2/c
teaches Common Core State Standards L.K.2 http://corestandards.org/ELA-Literacy/L/K/2
teaches Common Core State Standards L.1.2.d http://corestandards.org/ELA-Literacy/L/1/2/d
teaches Common Core State Standards L.1.2 http://corestandards.org/ELA-Literacy/L/1/2

# Lesson 7 - Chaining

Daily Learning Targets

• Opening A:
• I can segment and blend CVC words with the phonemes (sounds): /p/, /a/, /k/ (as “c”), /r/, /g/, /n/, and /s/
• I can say a three-phoneme word and segment (break apart) into individual phonemes (sounds) in order.
• I can blend three phonemes to form a spoken word.
• Opening B:
• I can write the graphemes (letters) that match the phonemes (sounds): “p,” “c,” “a,” “r,” “n,” “g,” “s.”
• I can write the letter or letters for most of the consonant sounds I hear.
• I can write the letter or letters for most of the short vowel sounds I hear.
• I can look at each consonant and say its sound.
• Work Time:
• I can read and spell VC and CVC words with the phonemes (sounds): /p/, /a/, /s/, /g/, /n/, /r/.
• I can decode regularly spelled one-syllable words by mapping graphemes and phonemes.
• I can read words with an “-s” ending.
• I can use what I know about common spelling patterns to correctly spell words with those common patterns.

• Prepare:
• Letter Formation Chart with visuals
• Snapshot Assessment (optional)
• Gather Materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).

Vocabulary

• Lesson-specific: blend, decode, proficient

Materials

• Letter Formation Chart (from Lesson 6; for teacher reference)
• Whiteboards (or sheet protectors with white cardboard inside; one per student or for partners)
• Whiteboard markers (one per student)
• Whiteboard erasers (or tissues, socks, etc.; one per student)
• Movable Letters (magnetic letters, Letter Cards in a pocket chart, or other letters that can be displayed and moved; one each for teacher modeling: letters in nap, rap, gap, gaps, naps; from Lesson 6)
• Snapshot Assessment (optional; one per student)
• Materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher)