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Lesson plan

Lesson 34 - 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.1.2.d http://corestandards.org/ELA-Literacy/RF/1/2/d
teaches Common Core State Standards RF.1.3.g http://corestandards.org/ELA-Literacy/RF/1/3/g
teaches Common Core State Standards L.K.2.c http://corestandards.org/ELA-Literacy/L/K/2/c
teaches Common Core State Standards RF.1.1.a http://corestandards.org/ELA-Literacy/RF/1/1/a
teaches Common Core State Standards RF.1.2.b http://corestandards.org/ELA-Literacy/RF/1/2/b
teaches Common Core State Standards L.1.2.d http://corestandards.org/ELA-Literacy/L/1/2/d
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards L.K.2 http://corestandards.org/ELA-Literacy/L/K/2
teaches Common Core State Standards RF.1.1 http://corestandards.org/ELA-Literacy/RF/1/1
teaches Common Core State Standards RF.K.3 http://corestandards.org/ELA-Literacy/RF/K/3
teaches Common Core State Standards RF.K.3.a http://corestandards.org/ELA-Literacy/RF/K/3/a
teaches Common Core State Standards L.1.2 http://corestandards.org/ELA-Literacy/L/1/2
teaches Common Core State Standards RF.1.3.b http://corestandards.org/ELA-Literacy/RF/1/3/b

Lesson 34 - Interactive Writing

To learn more about this lesson, read the Lesson 34 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 sound that corresponds to “sh.”
  • Opening B (optional):
    • I can review taught graphemes and phonemes.
    • I can look at each consonant and say its sound.
    • I can identify the short sound for each vowel.
    • I can identify the sound that corresponds to “sh.”
    • I can say a two-phoneme or three-phoneme word and segment it (break it apart) into individual phonemes (sounds) in order.
    • I can blend two or three phonemes (sounds) to form a spoken word.
  • Work Time A:
    • I can collaborate with my teacher to write a sentence with VC, CVC, CCVC, and high-frequency words. 
    • I can look at each letter and say its sound.
    • I can identify the sound that corresponds to “sh.”
    • I can point to where a sentence begins and ends.
    • I can find the capital letters in a sentence.
    • I can say a two- or three-phoneme word and segment it (break it apart) into individual phonemes (sounds) in order.
    • 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 (“e,” “p,” “n,” “h,” “i,” “s,” “m,” “r,” “d,” “b,” “g,” “sh”; each letter should be on its own card, and a handful of regularly spelled one-syllable words using the same letters taught to this point) 
    • Snapshot Assessment (optional; one per student)
  • Pre-determine one sentence to be used for the Interactive Writing Instructional Practice.
    • Suggested sentences:
      • “Sam begs his dad for a pet,” or
      • “The pet dashes from the shed.”

Vocabulary

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

Materials

  • Question and Switch Cards (one per student)
  • Interactive Word Wall (begun in Module 1)
  • Whiteboards or sheet protectors with white cardboard inside (one per student or pair)
  • Whiteboard markers (one per student or pair)
  • Whiteboard erasers (or tissues, socks, etc.; one per student or pair)
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

 

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