Lesson plan

Lesson 24 - Interactive Writing

teaches Common Core State Standards RF.K.3.b http://corestandards.org/ELA-Literacy/RF/K/3/b
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.g http://corestandards.org/ELA-Literacy/RF/1/3/g
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.a http://corestandards.org/ELA-Literacy/RF/1/2/a
teaches Common Core State Standards RF.1.2 http://corestandards.org/ELA-Literacy/RF/1/2
teaches Common Core State Standards RF.1.1.a http://corestandards.org/ELA-Literacy/RF/1/1/a
teaches Common Core State Standards RF.1.1 http://corestandards.org/ELA-Literacy/RF/1/1
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 24 - Interactive Writing

To learn more about this lesson, read the Lesson 24 Overview found under the Additional Materials tab.

Daily Learning Targets

  • Opening A (optional):
    • I can review taught phonemes, high-frequency words, and decodable words. 
    • 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.
    • I can look at each consonant and say its sound.
    • I can identify the short sound for each vowel.
    • I can identify the sounds that correspond to “ch” and “sh.”
  • Opening B (optional):
    • I can review taught graphemes and phonemes.
    • I can segment and blend phonemes (sounds) into a spoken word.
    • I can look at each consonant and say its sound.
    • I can identify the short sound for each vowel.
    • I can identify the sounds that correspond to “ch” and “sh.”
    • I can say a two-phoneme or three-phoneme word and segment (break apart) into individual phonemes (sounds) in order.
    • I can blend two or three phonemes to form a spoken word.
    • I can blend three phonemes (sounds) to form a CVC, VC, and CVCC spoken word.
  • Work Time:
    • I can collaborate with my teacher to write a sentence with CVC, CVCC, and high-frequency words.
    • I can look at each letter and say its sound.
    • I can identify the sounds that correspond to “ch” and “sh.”
    • I can identify features of a sentence, including the first word, capital letters, and ending punctuation.
    • I can segment CVC (consonant, vowel, consonant) words into their phonemes (sounds).
    • I can use what I know about common spelling patterns to correctly spell words with those common patterns.

In advance

  • Prepare:
    • Question and Switch Cards (each rime [“ip,” “ash,” “ish,” “an”] and each onset [“p,” “n,” “s,” “z,” “t,” “sh”] should be on its own card; prepare two sets of these cards if not using magnetic letters for modeling; also, collect a handful of regularly spelled one-syllable words using the letters taught to this point)
    • Snapshot Assessment (optional; one per student)
  • Pre-determine one sentence to be used for the Interactive Writing Instructional Practice that best meets students’ needs.
    • Suggested sentence:
      • “Pat has lunch on the rug.”
    • Or you may choose to write about content from the Integrated Literacy Block.

Vocabulary

  • Lesson-specific: interact, interactive, possession, proficient

Materials

  • Movable Letters: Letter Cards (magnetic letters, Letter Cards in a pocket chart, or other letters that can be displayed and moved; one each for teacher modeling: “a,” “i,” “p,” “n,” “s,” “z,” “t,” “u,” “sh”; from Lesson 6)
  • Question and Switch Cards (one per student)
  • Make a Word Cards (one per student)
  • Whiteboards or sheet protectors with white cardboard inside (optional; one per student or pair)
  • Whiteboard markers (optional; one per student or pair)
  • Whiteboard erasers (or tissues, socks, etc.; optional; one per student or pair)
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

 

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