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Lesson plan

Lesson 77 - Setting Purpose: From Engagement Text to Decodables

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.d http://corestandards.org/ELA-Literacy/RF/1/3/d
teaches Common Core State Standards RF.1.3.a http://corestandards.org/ELA-Literacy/RF/1/3/a
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards RF.1.3.c http://corestandards.org/ELA-Literacy/RF/1/3/c
teaches Common Core State Standards RF.1.4.a http://corestandards.org/ELA-Literacy/RF/1/4/a
teaches Common Core State Standards RF.1.4 http://corestandards.org/ELA-Literacy/RF/1/4
teaches Common Core State Standards RF.1.3.b http://corestandards.org/ELA-Literacy/RF/1/3/b

Lesson 77 - Setting Purpose: From Engagement Text to Decodables

To learn more about this lesson, read the Lesson 77 Overview found under the Additional Materials tab.

Daily Learning Targets

  • Opening A:
    • I can retell the events from the story “James and Sam Make a Flame.”
  • Opening B (optional):
    • Using evidence from the text, I can answer questions about the story “James and Sam Make a Flame.”
  • Work Time A:
    • I can read high-frequency words and words that “don’t play fair.” 
    • I can read first-grade words that “don’t play fair” (irregularly spelled words).
    • I can decode regularly-spelled one-syllable words by mapping graphemes to phonemes.
  • Work Time B:
    • I can read the James and Sam Make a Flame: Cycle 15 Decodable Student Reader 
    • I can decode regularly-spelled one-syllable words by mapping graphemes to phonemes.
    • I can use what I know about the types of syllables to decode (read) a two-syllable word.
    • I can read first-grade words that “don’t play fair” (irregularly spelled words).
    • I can decode a word with a vowel in the middle and a silent “e” at the end.
    • I can read and understand grade-level texts.

In advance

  • Prepare:
    • Comprehension Conversation questions (if different from suggested questions)
    • High-Frequency Word Cards 
    • Interactive Word Wall (one to display)
    • Snapshot Assessment (optional; one per student)
  • Pre-determine partnerships for retelling during Opening A and Work Time B.

Vocabulary

  • Lesson-specific: blend, high-frequency, decode, plural, proficient, skills
  • Text-specific: campfire, flame, peeks, whizzes

Materials

  • Enlarged James and Sam Make a Flame: Cycle 15 Decodable Student Reader (one to display)
  • Engagement Text: “James and Sam Make a Flame” (one for teacher read-aloud)
  • 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: letters to build the words: “like,” “are,” “they,” “make”).
  • High-Frequency Word Cards (teacher-created; one for each word)
  • Interactive Word Wall (one to display)
  • James and Sam Make a Flame: Cycle 15 Decodable Student Reader (one per student)
  • Highlighters (one per student and one for teacher)
  • Highlighter tape (optional; for the teacher to use to highlight the Decodable Reader)
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

 

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