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Lesson plan

Lesson 119 - Interactive Editing

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 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.1.2 http://corestandards.org/ELA-Literacy/RF/1/2
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards RF.1.1 http://corestandards.org/ELA-Literacy/RF/1/1
teaches Common Core State Standards RF.1.3.c http://corestandards.org/ELA-Literacy/RF/1/3/c
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 119 - Interactive Editing

To learn more about this lesson, read the Lesson 119 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A:
    • I can sort words with the /ō/ and /ā/ vowel sounds.
    • I can identify long and short vowel sounds in a single-syllable word that I hear.
    • I can decode a word with a vowel team (two vowels that make a long vowel sound) in the middle.
  • Work Time A:
    • I can collaborate with my teacher to edit a sentence with vowel team words, words with “y” ending, and high-frequency words.
    • I can look at each letter and say its sound.
    • I can point to where a sentence begins and ends.
    • I can find the capital letters in a sentence.
    • I can say a two-phoneme 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:
    • T-chart (ee-oo) OR T-chart (y as long /ē/ Y as long /ī/) 
    • Sort It Out Word Cards with the following words:
      • “oo” vs. “ee”:
        • tool,” “goof,” “doom,” “goon,” “zoo,” “proof,” “seed,” “deep,” “cheek,” “bee,” “street,” “screen” OR
      • “y” long /ī/ vs. y long “ē”:
        • “my,” “by,” “fry,” “try,” “sky,” “fly,” “puppy,” “study,” “ugly,” “belly,” “mommy,” “windy”
    • Snapshot Assessment (optional; one per student)
  • Pre-determine sentences to be used for the Interactive Editing Instructional Practice.
    • Examples:
      • Suggested correct sentences:
        • “‘I see the cartoon will be on shortly,’ said the little girl.”
        • “Sweep under the rug with the broom to get ready for the party.”
  • Suggested Work Time Sentence Edit:
    • “‘I se the carton wil be om shortli,’ said the liddle girl.”
    • “Swep unden the rup with the brom to get readi for the parta.”

Vocabulary

  • Lesson- specific: interact, interactive, proficient

Materials

  • T-chart (ee-oo) and/or T-chart (y as long /ē/ Y as long /ī/) 
  • Sort It Out Word Cards
  • Work Time Sentence to Edit inside sheet protector on top of cardboard (one per student or pair)
  • 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.