We are moving our free videos to YouTube and retiring student functionality on 7/15. Learn more

Lesson plan

Lesson 9 - Setting Purpose: From Engagement Text to Decodables

  • From EL Education Language Arts
  • Created by
  • Standards
  • Tags
teaches Common Core State Standards RF.1.4.a http://corestandards.org/ELA-Literacy/RF/1/4/a
teaches Common Core State Standards RF.1.3.f http://corestandards.org/ELA-Literacy/RF/1/3/f
teaches Common Core State Standards RF.1.3.g http://corestandards.org/ELA-Literacy/RF/1/3/g
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards RF.1.4 http://corestandards.org/ELA-Literacy/RF/1/4
teaches Common Core State Standards RF.1.3.b http://corestandards.org/ELA-Literacy/RF/1/3/b
Print / PDF
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

Lesson 9 - Setting Purpose: From Engagement Text to Decodables

About this lesson

To learn more about this lesson, read the Lesson 9 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A:
    • I can retell the events from the Story: “Pat’s Mess.”
  • Opening B (optional):
    • Using evidence from the text, I can answer questions about the Story “Pat’s Mess.”
  • Work Time A:
    • I can read high-frequency words and words that “don’t play fair.” 
    • I can read first-grade words that “don’t play fair” in isolation.
    • I can decode regularly-spelled one-syllable words by mapping graphemes to phonemes.
  • Work Time B:
    • I can read the decodable text: “Pat’s Mess.”
    • I can decode regularly-spelled one-syllable words by mapping graphemes to phonemes.
    • I can read words with an “-s” ending.
    • I can read first-grade words that “don’t play fair” in text.
    • I can read and understand grade level texts.

In Advance

  • Prepare: 
    • High-Frequency Word Cards. 
    • Interactive Word Wall (one for display).
    • Snapshot Assessment (optional; one per student).
    Prepare Comprehension Conversation questions (if different from those suggested in Opening B).
  • Predetermine partnerships for retelling during Opening A and Work Time B.

Vocabulary

  • Lesson-specific: blend, decode, high-frequency, noun, plural, proficient, skills
  • Text-specific: cooking tools, disaster, tornado

Materials

  • Enlarged Pat's Mess: Cycle 2 Decodable Student Reader (one to display)
  • Engagement Text: “Pat’s Mess” (one for teacher read-aloud)
  • Movable Letters: Letter Cards (magnetic letters, Letter Cards in a pocket chart, or other letters that can be displayed and moved; one each for teacher modeling: letters in “a,” “an,” “can,” “has,” “is,” “the,” “this”)
  • High-Frequency Word Cards (new; teacher-created)
  • Interactive Word Wall (new; teacher-created)
  • Pat's Mess: Cycle 2 Decodable Student Reader (one per student)
  • Highlighters (one per student and one for teacher)
  • Highlighter tape (optional; for the teacher to use to highlight the Decodable Reader)
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

 

 

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