To learn more about this lesson, read the Lesson 20 Overview found under the Additional Materials tab.
Daily Learning Targets
- Opening A: I can review what I have learned about long vowel spelling patterns for /ā/, /ī/ and /ē/.
- I can decode a word with a vowel team (two vowels that make a long vowel sound) in the middle.
- Work Time A: I can use the long vowel spelling patterns “ai,” “ay,” “ea,” “ee,” “igh,” “ie,” and “-y” to spell one-syllable words and read two-syllable words.
- I can identify the five or six types of syllables in written words.
- I can look at written multisyllabic words and identify the syllable pattern.
- I can decode (regularly spelled) two-syllable words with long vowels.
- I can use spelling patterns I know to spell words correctly.
In Advance
- Prepare:
- Enlarged Long Vowel Anchor Chart (either enlarge the page or write it on chart paper).
- Enlarged copy of the Question Boxes.
- Copies of Question Boxes (one per student or pair of students).
- Copies of Question Boxes Partner Letter (optional).
- Pre-determine partners for Work Time A and a method for deciding who will go first.
- Gather materials for differentiated small group instruction (see Differentiated Small Groups).
Vocabulary
- Lesson-specific: identify, workout, exercise, segment, syllable
Materials
- Enlarged Long Vowel Anchor Chart
- Enlarged Question Boxes
- Question Boxes (one per student or pair of students)
- Clipboards if not working at a desk or table (one per student or pair)
- Writing utensils (one per student or pair)
- Question Boxes Partner Letter (optional)
Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.