Lesson plan

Lesson 8 - Chaining

  • From EL Education Language Arts
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  • Standards
  • Tags
teaches Common Core State Standards L.1.2 http://corestandards.org/ELA-Literacy/L/1/2
teaches Common Core State Standards L.1.2.d http://corestandards.org/ELA-Literacy/L/1/2/d
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 RF.1.2 http://corestandards.org/ELA-Literacy/RF/1/2
teaches Common Core State Standards RF.1.2.b http://corestandards.org/ELA-Literacy/RF/1/2/b
teaches Common Core State Standards RF.1.2.d http://corestandards.org/ELA-Literacy/RF/1/2/d
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards RF.1.3.b http://corestandards.org/ELA-Literacy/RF/1/3/b
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 segment and blend CVC words with the phonemes (sounds): /p/, /a/, /n/, /m/, /v/, /th. 
    • I can say a three-phoneme word and segment (break apart) into individual phonemes (sounds) in order.
    • I can blend three phonemes to form a spoken word.
  • Opening B:
    • I can write the graphemes (letters) that match the phonemes (sounds): “p,” “a,” “n,” “m,” “v,” “th.” 
    • I can write the letter or letters for most of the consonant sounds I hear.
    • I can write the letter or letters for most of the short vowel sounds I hear.
    • I can look at each consonant and say its sound.
  • Work Time:
    • I can read and spell VC and CVC words with the phonemes (sounds): /p/, /a/, /n/, /m/, /v/, /th/, /s/, /z/. 
    • I can decode regularly spelled one-syllable words by mapping graphemes and phonemes.
    • I can read words with an “-s” ending.
    • I can identify the sound that corresponds to “th.”
    • I can use what I know about common spelling patterns to correctly spell words with those common patterns.

In Advance

  • Prepare:
    • Letter Formation Chart with visuals 
    • Short “a” Anchor Chart 
    • "th" Diagraph Anchor Chart 
    • Snapshot Assessment (optional)
  • Gather Materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).

Vocabulary

  • Lesson-specific: blend, decode, proficient

Materials

  • Short “a” Anchor Chart (begun in Lesson 6; added to in Opening A)
  • Letter Formation Chart 
  • “th” Digraph Anchor Chart (new; co-created with students during Opening B)
  • Whiteboards (or sheet protectors with white cardboard inside; one per student or for partners)
  • Whiteboard markers (one per student)
  • Whiteboard erasers (or tissues, socks, etc.; one per student)
  • Movable Letters (magnetic letters, Letter Cards in a pocket chart, or other letters that can be displayed and moved; one each for teacher modeling: letters in an, van, pans, man, path; from Lesson 6)
  • Snapshot Assessment (optional; one per student)
  • Materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher)

 

 

 

 

 

 

 

 

 

 

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