To learn more about this lesson, read the Lesson 6 Overview found under the Additional Materials tab.
Daily Learning Targets
- Opening A: I can identify the vowel spellings in a word to help me determine how many syllables are in the word and use that information to decode it.
- I can decode a word with a vowel team (two vowels that make a long vowel sound) in the middle.
- I can identify vowel sounds in the spelling of multisyllabic (more than one syllable) word and identify how many syllables are in the word.
- I can decode (regularly spelled) two-syllable words with long vowels.
- Work Time A: I can read, identify the syllable type, and spell words with the spelling pattern: “ai” and “ay.”
- I can decode a word with a vowel team (two vowels that make a long vowel sound) in the middle.
- I can decode (regularly spelled) two-syllable words with long vowels.
- I can identify spelling patterns based on syllable type.
In Advance
- Copy the Syllable Sleuth Word List (one per pair).
- Copy and cut apart Words Rule Word Cards for Work Time A (one set for teacher display; one set per pair).
- Gather materials for differentiated small group instruction (see Differentiated Small Groups).
Vocabulary
- Lesson-specific: syllable, similar, patterns
Materials
- Syllable Sleuth Word List in a transparent sleeve (one per pair)
- White board markers (one per student)
- White board erasers (or tissues, socks, etc.; one per student)
- Clipboards (optional; one per student if not sitting at a desk)
- Words Rule Word Cards (one set for teacher display; one set per pair)
- White boards (one per student if not working at a desk)
- Cycle 2 Assessment (Optional)
Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.