Lesson plan

Lesson 11 - Introducing Spelling to Complement Reading

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

Lesson 11 - Introducing Spelling to Complement Reading

To learn more about this lesson, read the Lesson 11 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A:
    • I can read high-frequency words: “the,” “is,” “a,” “an,” “can,” “has.”
    • I can decode regularly spelled one-syllable words by mapping graphemes and phonemes.
    • I can read first-grade words that “don’t play fair” in isolation.
  • Work Time A:
    • I can segment, blend, and spell CVC, VC, and CCVC words like “an,” “hat,” and “that.”
    • I can identify the sound that corresponds to “th.”
    • I can blend two or three phonemes to form a spoken word.
    • I can identify and say the first, middle, and final phoneme (sound) in a one-syllable word.
    • I can say a two-phoneme or three-phoneme word and segment (break apart) into individual phonemes (sounds) in order.
    • I can write the letter or letters for most of the consonant and short vowel sounds I hear.
    • I can use what I know about common spelling patterns to correctly spell words with those common patterns.

In Advance 

  • Prepare:
    • High-Frequency Word Cards.
    • Teacher Sound Board Template: Three Phoneme (one to display).
    • Student Sound Board Template: Four Phonemes (one per student; horizontal row of three boxes on one side and four on the other; can be printed and laminated or put in a sheet protector sleeve; students can then write on them with whiteboard markers; see template).
  • Predetermine a method for identifying students to “catch” high-frequency words in the Opening.
    • Consider including at least one card per student so all students can “catch” one.
    • Alternatively, consider including a few cards for selected students to “catch.”

Vocabulary

  • Lesson-specific: decode, segment

Materials

  • High-Frequency Word Cards (one of each; for teacher to place on Interactive Word Wall)
  • Teacher Sound Board Template: Three Phonemes (one to display)
  • Student Sound Board Template: Four Phonemes (one per student; horizontal row of three boxes on one side and four on the other; can be printed and laminated or put in a sheet protector sleeve; students can then write on them with whiteboard markers)
  • Whiteboard markers (one per student)
  • Whiteboard erasers (or tissues, socks, etc.; one per student)
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.