Lesson plan

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

  • From EL Education Language Arts
  • Created by
  • Standards
  • 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
Print / PDF
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

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.