To learn more about this lesson, read the Lesson 13 Overview found under the Additional Materials tab.
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.”
- Suggested sentences:
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.