Lesson plan

Lesson 5 - Setting the Purpose of the Skills Block

  • From EL Education Language Arts
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  • Standards
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teaches Common Core State Standards L.K.2 http://corestandards.org/ELA-Literacy/L/K/2
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 RF.K.2 http://corestandards.org/ELA-Literacy/RF/K/2
teaches Common Core State Standards RF.K.2.a http://corestandards.org/ELA-Literacy/RF/K/2/a
teaches Common Core State Standards RF.K.2.b http://corestandards.org/ELA-Literacy/RF/K/2/b
teaches Common Core State Standards RF.K.2.c http://corestandards.org/ELA-Literacy/RF/K/2/c
teaches Common Core State Standards RF.K.2.d http://corestandards.org/ELA-Literacy/RF/K/2/d
teaches Common Core State Standards RF.K.2.e http://corestandards.org/ELA-Literacy/RF/K/2/e
teaches Common Core State Standards RF.K.3 http://corestandards.org/ELA-Literacy/RF/K/3
teaches Common Core State Standards RF.K.3.a http://corestandards.org/ELA-Literacy/RF/K/3/a
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Daily Learning Targets: 

  • Opening A: I can reflect on (think about) myself as a reader and writer.
  • Opening B: Using evidence from the letter, I can add to my understanding of the author and her purpose.
  • Work Time A: I can practice what I’ve learned.
    • I can listen to a list of words and identify which one does not rhyme.
    • I can listen to a list of three rhyming words and create a new rhyming word with a different sound.
    • I can count the syllables in a spoken word.
    • I can segment (break apart) and pronounce separate syllables in a spoken word.
    • I can blend separate syllables to form a spoken word.
    • I can blend onset and rime in a CVC word.
    • I can segment onset and rime in a CVC word.
    • I can add a specified phoneme (sound; example: /m/) at the beginning of a spoken rime (example: “-at”) that I hear, and then say the word.
    • When given a spoken CVC (consonant, vowel, consonant) word (example: “man”), I can change the final phoneme (sound) to another (example: “n” to “p”), and then say the new word.
    • I can look at a letter in a word and say its sound.
    • I can identify the most common single graphemes (letters) for short vowels.
    • I can identify long and short vowel sounds in (single-syllable) words that I hear.
    • I can name the five vowel letters and explain that these are the long vowel sounds.
    • 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:
    • A system for randomly choosing leaders for the Step on Up activity in Opening A (example: jar with students’ names on individual sticks or pieces of paper)
    • “Open a Book, Unlock a Door” illustrations from Lesson 3 (if collected after that lesson)
    • Materials for Independent Work Rotations (paper, pencils, crayons, or other coloring Materials; blank paper; books for independent reading; and glue sticks (to glue poems and song lyrics into Fluency Notebooks))
  • Cut apart the Review Cards.
  • Gather lyrics to any songs or words to other poems that students may be familiar with (for Fluency Notebooks).
  • Staple together blank pages into a booklet to be used as Fluency Notebooks (approximately 10–15 pages per booklet).

Vocabulary:

  • Lesson-specific: blend, decode, segment, syllable

Materials:

  • Mystery letter #5 (one for teacher use)
  • Review Cards
  • Whiteboards (one per student) or blank paper in transparent sleeve and clipboards or other hard surface
  • Whiteboard markers (one per student)
  • Whiteboard erasers (or tissues, socks, etc.; one per student)
  • Fluency Notebooks (optional; for independent work)

 

 

 

 

 

 

 

 

 

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