Lesson plan

Lesson 5 - Cycle Review

teaches Common Core State Standards RF.2.4.b http://corestandards.org/ELA-Literacy/RF/2/4/b
teaches Common Core State Standards RF.2.4 http://corestandards.org/ELA-Literacy/RF/2/4
teaches Common Core State Standards RF.2.3.c http://corestandards.org/ELA-Literacy/RF/2/3/c
teaches Common Core State Standards RF.2.3.a http://corestandards.org/ELA-Literacy/RF/2/3/a
teaches Common Core State Standards RF.2.3 http://corestandards.org/ELA-Literacy/RF/2/3
teaches Common Core State Standards RF.1.3.d http://corestandards.org/ELA-Literacy/RF/1/3/d
teaches Common Core State Standards L.2.2.d http://corestandards.org/ELA-Literacy/L/2/2/d
teaches Common Core State Standards L.2.2 http://corestandards.org/ELA-Literacy/L/2/2

Lesson 5 - Cycle Review

To learn more about this lesson, read the Lesson 5 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A: I can reflect on (think about) myself as a reader and writer.
  • Opening B: I can read a familiar text fluently. 
    • I can read accurately (with few or not decoding mistakes).
    • I can read with expression and meaning.
  • Work Time A: I can practice what I’ve learned. 
    • I can identify vowel sounds in the spelling of a multisyllabic (more than one syllable) word and identify how many syllables are in the word.
    • I can explain that single vowel letters in one-syllable words usually have short vowel sounds.
    • I can explain that in CVCe (consonant, vowel, consonant, silent “e”), one-syllable words ending in final “-e,” the V (vowel) letter usually has a long vowel sound.
    • I can decode a two-syllable word that contains the CVCe vowel pattern.
    • I can identify spelling patterns based on syllable type.

In Advance 

  • Predetermine a system for randomly choosing leaders for the Step on Up activity in Opening A (example: jar with students’ names on individual sticks or pieces of paper).
  • Cut apart the Review Cards.
  • Gather lyrics to any songs or words to other poems that students may be familiar with (for fluency notebooks in Independent Work Rotations; optional).
  • Gather materials for independent work time (see Differentiated Small Groups).


  • Lesson-specific: syllable, vowel
  • Text-specific: droplet


  • Enlarged Poem: “The Storm” (from Lesson 4; included in the supporting materials in this lesson as well)
  • Review Cards (one set)
  • White boards or blank paper in transparent sleeve and clipboards or other hard surface (one per student)
  • White board markers (one per student)
  • White board erasers (or tissues, socks, etc.; one per student)











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