Lesson plan

Lesson 13 - Introducing Interactive Writing

  • From EL Education Language Arts
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  • Standards
  • Tags
teaches Common Core State Standards L.K.2 http://corestandards.org/ELA-Literacy/L/K/2
teaches Common Core State Standards RF.1.1 http://corestandards.org/ELA-Literacy/RF/1/1
teaches Common Core State Standards RF.1.2 http://corestandards.org/ELA-Literacy/RF/1/2
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards RF.K.3 http://corestandards.org/ELA-Literacy/RF/K/3
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Daily Learning Targets 

  • Opening A (optional):
    • I can review taught phonemes, high-frequency words, and decodable words.
    • I can decode regularly spelled one-syllable words by mapping graphemes and phonemes.
    • I can read first-grade words that “don’t play fair” in isolation.
    • I can look at each consonant and say its sound.
    • I can identify the short sound for each vowel.
    • I can identify the sound that corresponds to “th.”
  • Opening B (optional):
    • I can review taught graphemes and phonemes.
    • I can segment and blend phonemes (sounds) into a spoken word like: “path.”
    • I can look at each consonant and say its sound.
    • I can identify the short sound for each vowel.
    • I can identify the sound that corresponds to “th.”
    • I can say a two-phoneme or three-phoneme word and segment (break apart) into individual phonemes (sounds) in order.
    • I can blend two or three phonemes to form a spoken word.
  • Work Time:
    • I can collaborate with my teacher to write a sentence with VC, CVC, CCVC, and high-frequency words. 
    • I can look at each consonant and say its sound.
    • I can identify the short sound for each vowel.
    • I can identify the sound that corresponds to “th.”
    • I can identify features of a sentence, including the first word, capital letters, and ending punctuation.
    • I can say a two-phoneme or three-phoneme word and segment (break apart) into individual phonemes (sounds) in order.
    • I can use what I know about common spelling patterns to correctly spell words with those common patterns.

In Advance

  • Prepare:
    • Question and Switch Cards (each letter [“t,” “a,” “p,” “n,” “h,” “c,” “s,” “m,” “r,” “v,” “g,” “th”] should be on its own card; also prepare a handful of regularly spelled one-syllable words using the same letters taught to this point and high-frequency words).
    • Snapshot Assessment (optional; one per student).
  • Predetermine one sentence to be used for the Interactive Writing Instructional Practice that best meets students’ needs.
    • Suggested sentences:
      • “This is Pat’s hat.”
      • “Pat’s cat has a hat.”

Vocabulary

  • Lesson-specific: interact, interactive, possession, proficient

Materials

  • Question and Switch Cards (one per student)
  • Interactive Word Wall (begun in Lesson 9)
  • Whiteboards (or sheet protectors with white cardboard inside; optional; one per student or pair)
  • Whiteboard markers (optional; one per student or pair)
  • Whiteboard erasers (optional; or tissues, socks, etc.; one per student or pair)
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

 

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