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Lesson plan

Lesson 7 - Introducing Setting Purpose: From Engagement Text to Decodables

  • From EL Education Language Arts
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  • Tags
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.f http://corestandards.org/ELA-Literacy/RF/2/3/f
teaches Common Core State Standards RF.2.3.d http://corestandards.org/ELA-Literacy/RF/2/3/d
teaches Common Core State Standards RF.2.3 http://corestandards.org/ELA-Literacy/RF/2/3
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Lesson 7 - Introducing Setting Purpose: From Engagement Text to Decodables

About this lesson

To learn more about this lesson, read the Lesson 7 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A: I can retell the events from the current edition of Sunnyside Gazette: “New Subway Train Stop Opens.”
  • Opening B (optional): Using evidence from the text, I can answer questions about the current edition of the Sunnyside Gazette: “New Subway Train Stop Opens.”
  • Work Time A: I can read high-frequency words and words that “don’t play fair”: “live,” “walk,” “two,” “new,” and “ready.”
    • I can read second grade words that “don’t play fair” (irregularly spelled words).
  • Work Time B: I can read the decodable text: "Sam Rides the Subway Train."
    • I can decode (regularly spelled) two-syllable words with long vowels.
    • I can decode words with common prefixes (part of the word at the beginning) and suffixes (part of the word at the end).
    • I can read second-grade words that “don’t play fair” (irregularly spelled words).

In Advance 

  • Prepare:
    • Snap or Trap T-chart.
    • Snap or Trap Word Cards (write the following words on index cards: “live,” “walk,” “two,” “new,” “ready,” “can,” “on,” “this,” “be,” “with”).
    • Interactive Word Wall (one to display).
    • Comprehension Conversation questions (if different from suggested questions).
  • Predetermine partnerships for retelling during Opening A and Work Time B.
  • Gather materials for differentiated small group instruction (see Differentiated Small Groups).

 Digital Materials Preparation:

  • Prepare to display the lesson or assign it to students before class.
  • For digital assignments, ensure that students have access to a digital device. 

Vocabulary 

  • Lesson-specific: comprehension, grapple, responsibility, retelling
  • Text-specific: elected, mayor, platform, repairs, residents

Materials

  • Enlarged Engagement Text: “New Subway Train Stop Opens”
  • Snap or Trap Word Cards
  • Snap or Trap T-chart (on white board or chart paper; Snap on one side and Trap on the other)
  • Expanded Cycle 2 Decodable Student Reader: Sam Rides the Subway Train (one to display)
  • Interactive Word Wall (one to display)
  • Cycle 2 Decodable Reader: Sam Rides the Subway Train (one per student)
  • Highlighters (one per student and one for teacher)
  • Highlighter tape (optional; for the teacher to use to highlight the Decodable Reader)
  • Tape, magnet, or other material to fasten Snap or Trap Word Cards to the Snap or Trap T-chart
  • Enlarged Decodable Reader: “Same Rides the Subway Train” High-Frequency Word Cards (one of each; for teacher to place on the Interactive Word Wall)

 

 

 

 

 

 

 

 

 

 

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