To learn more about this lesson, read the Lesson 16 Overview found under the Additional Materials tab.
Daily Learning Targets
- Opening A:
- I can segment and blend CVC and CCVC words with the phonemes (sounds): /i/, /sh/, /z/, /f/, /k/, /d/, /ch/, /n/, /p/.
- 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.
- I can identify the sound that corresponds to “ch” and “sh.”
- Opening B:
- I can write the graphemes (letters) that match the phonemes (sounds): “i,” “f,” “sh,” “z,” “p,” “d,” “g,” “n,” “k,” “l,” “r.”
- 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.
- I can identify the sounds that correspond to “ch” and “sh.”
- Work Time:
- I can read and spell VC and CVC words with the phonemes (sounds): /s/, /i/, /t/, /ch/, /sh/, /n/, /y/, /g/, /f/, /l/, /p/, /r/, /k/.
- I can decode regularly spelled one-syllable words by mapping graphemes and phonemes.
- 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 “i” Anchor Chart, using the letter “i” keyword
- Snapshot Assessment (optional)
- Gather Materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).
Vocabulary
- Lesson-specific: blend, decode, proficient
Materials
- Letter Formation Chart (from Lesson 6; for teacher reference)
- Short “i” Anchor Chart (new; co-created with students during Opening B)
- Whiteboards or sheet protectors with white cardboard inside (one per student or pair)
- Whiteboard markers (one per student)
- Whiteboard erasers (or tissues, socks, etc.; one per student)
- 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 “kit,” “sit,” “sin,” “sing,” “ring,” “rip,” “yip,” “lip,” “flip,” “ship,” “shin,” “chin”; 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.