To learn more about this lesson, read the Lesson 19 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 explain that in CVCe words, the vowel letter usually has a long vowel sound.
- 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 at an appropriate rate based on the text type.
- 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: “boy,” “only,” “open,” “once,” “tree,” “went,” “with,” “by,” “ever,” “that,” “what,” “some,” “can,” “will”).
- Snap or Trap T-chart.
- Interactive Word Wall.
- Enlarge the selected excerpt from the Decodable Reader: “Stuck Up High”.
- 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).
Vocabulary
- Lesson-specific: 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 Excerpt from the Decodable Reader: “Stuck up High” (page 7) (one for display)
- Individual copies of Excerpt from the Decodable Reader: “Stuck up High” (page 7) (one per student)
- Rules of Fluency index cards
Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.