To learn more about this lesson, read the Lesson 5 Overview found under the Additional Materials tab.
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.
- Example:
- “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).
- A system for randomly choosing leaders for the Step on Up activity in Opening A.
- 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.