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Lesson plan

Lesson 4 - Setting Purpose: Communicating Our Own Message (Writing)

  • From EL Education Language Arts
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  • Standards
  • Tags
teaches Common Core State Standards L.K.2.c http://corestandards.org/ELA-Literacy/L/K/2/c
teaches Common Core State Standards L.K.2.d http://corestandards.org/ELA-Literacy/L/K/2/d
teaches Common Core State Standards L.K.2 http://corestandards.org/ELA-Literacy/L/K/2
teaches Common Core State Standards RF.1.4.a http://corestandards.org/ELA-Literacy/RF/1/4/a
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Lesson 4 - Setting Purpose: Communicating Our Own Message (Writing)

About this lesson

To learn more about this lesson, read the Lesson 4 Overview found under the Additional Materials tab.

Daily Learning Targets

  • Opening A:
    • I can read with expression/rhythm and rhyme (choral reading for fluency). 
  • Opening B:
    • I can share my ideas with others.
    • Using evidence from the letter, I can add my understanding of the author and her purpose.
  • Work Time A:
    • I can work with the teacher to write a message. 
    • I can write a letter or letters for most consonant and short vowel sounds I hear.
    • I can use what I know about letters and their sounds to spell simple words.

In advance

  • Prepare:
    • Poem: “Open a Book, Unlock a Door,” displayed on chart paper or projected onto a white board (optional).
    • Independent Writing Work from Lesson 2 in this  Cycle (“Where I would like a book to take me.”)
    • Large chart paper for Work Time B (shared writing)
    • Materials for Independent Work Rotations: Sorting Words and Word Card Templates; paper, pencils, crayons, or other coloring materials; blank paper; and books for Independent Reading.
  • Pre-determine the focus of the written message that will be produced during Work Time B.
    • Suggestions for the content:
      • A favorite class book and why
      • What students are learning about in first grade

Vocabulary

  • Lesson-specific: segment
  • Text-specific: blotting, damp, simmers

Materials

  • Poem: “Open a Book, Unlock a Door,” displayed on chart paper or projected onto a white board (optional)
  • Independent Writing Work from Lesson 2 in this cycle (“Where I would like a book to take me”)
  • Mystery letter #4
  • Large chart paper
  • Whiteboards (optional; one per student)
  • Whiteboard markers (optional; one per student)
  • Whiteboard erasers (or tissues, socks, etc.) (optional; one per student)
  • Letter Formation Chart
  • Articulatory Gestures Chart (from Lesson 1)
  • Sorting Words and Word Card Templates for independent work time 

 

 

 

 

 

 

 

 

 

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