To learn more about this lesson, read the Lesson 14 Overview found under the Additional Materials tab.
Daily Learning Targets
- Opening A: I can find regularly spelled high-frequency words in a list of words.
- I can explain that single vowel letters in one-syllable words usually have short vowel sounds.
- I can explain that vowel team spellings usually have long vowel sounds.
- I can read second-grade words that “don’t play fair” (irregularly spelled words).
- Work Time A: I can read a text fluently (smoothly, with expression and meaning, rereading, and self-correcting when necessary).
- I can read with appropriate phrasing while paying attention to punctuation.
- I can read with expression and meaning.
- I can reread when something doesn’t make sense or sound right.
In Advance
- Prepare:
- Snap or Trap Word List (write the following words on index cards: “can,” “was,” “some,” “we,” “but,” “put,” “have,” “them,” “that,” “from,” “are”).
- Snap or Trap T-chart.
- Interactive Word Wall.
- Enlarge the selected excerpt from the Decodable Reader: “Do Fish Eat Cheese?”
- Write the following Rules of Fluency index cards: “smoothly,” “with expression,” “with meaning,” “just the right speed.”
- Predetermine partnerships for Opening A and Work Time A.
- Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).
Vocabulary
- Lesson-specific: elements, excerpt, expression, fluency, frequently, grapple, phrase
Materials
- Snap or Trap Word List (one of each)
- Snap or Trap T-chart (one for teacher use)
- Interactive Word Wall (one to display)
- Enlarged selected excerpt (pages 4–5) from the Decodable Reader: “Do Fish Eat Cheese?” (one for display)
- Rules of Fluency index cards
- Individual copies of Excerpt from the Decodable Reader: “Do Fish Eat Cheese?” (pages 4–5) (one per student)
Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.