Lesson plan

Lesson 13 - Interactive Writing

  • 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.b http://corestandards.org/ELA-Literacy/RF/2/3/b
teaches Common Core State Standards RF.2.3.a http://corestandards.org/ELA-Literacy/RF/2/3/a
teaches Common Core State Standards L.2.2.d http://corestandards.org/ELA-Literacy/L/2/2/d
teaches Common Core State Standards RF.2.3 http://corestandards.org/ELA-Literacy/RF/2/3
teaches Common Core State Standards L.2.2 http://corestandards.org/ELA-Literacy/L/2/2
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 13 - Interactive Writing

About this lesson

To learn more about this lesson, read the Lesson 13 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A: I can read, identify the syllable type, and spell words with the spelling patterns “ee,” “ea,” and “y.” 
    • I can explain that vowel team spellings in one-syllable words usually have long vowel sounds.
    • I can apply generalizations for decoding words with common vowel teams.
    • I can decode a two-syllable word that contains a vowel team (two vowels that make a long vowel sound).
    • I can decode two-syllable words with vowel pattern “y” as /ē/.
    • I can identify spelling patterns based on syllable type.
  • Work Time A: I can write a sentence using words with the spelling patterns “ee,” “ea,” and “y.”
    • I can identify spelling patterns based on syllable type.

In Advance

  • Prepare possible silly sentence examples (students may also generate their own; optional): “I seem to have a sweet peach candy between my cheek and teeth.” “Sheep and baby deer eat wheat near the beach every spring.”
  • Copy and cut apart Words Rule Word Cards for Work Time A (one set to display; one set per pair).
  • Gather materials for differentiated small group instruction (see Differentiated Small Groups).

Vocabulary

  • Lesson- specific: interact, interactive, proficient, pattern

Materials

  • Words Rule Word Cards (one set to display; one set per pair)
  • White boards or sheet protectors with white cardboard inside (one per student or pair)
  • White board markers (one per student)
  • White board erasers (or tissues, socks, etc.; one per student)

 

 

 

 

 

 

 

 

 

 

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