To learn more about this lesson, read the Lesson 19 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 sounds that correspond to “ch” and “sh.”
- Opening B (optional):
- I can review taught graphemes and phonemes.
- I can segment and blend phonemes (sounds) into a spoken word.
- I can look at each consonant and say its sound.
- I can identify the short sound for each vowel.
- I can identify the sounds that correspond to “ch” and “sh.”
- 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 CVC, CVCC, 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 ““ch” and “sh.”
- 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:c
- Question and Switch Cards (each letter or digraph [“t,” “a,” “p,” “n,” “f,” “s,” “m,” “k,” “d,” “l,” “g,” “sh,” “i,” “ch,” “y,” “z”] 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)
- Pre-determine one sentence to be used for the Interactive Writing Instructional Practice that best meets students’ needs.
- Suggested sentence:
- “Pat digs in the sand with the kids.”
- Or you may choose to write about content from the Integrated Literacy Block.
- Suggested sentence:
Vocabulary
- Lesson-specific: interact, interactive, possession, proficient
Materials
- Question and Switch Cards (one per student)
- Whiteboards or sheet protectors with white cardboard inside (optional; one per student or pair)
- Whiteboard markers (optional; one per student or pair)
- Whiteboard erasers (or tissues, socks, etc.; optional; one per student or pair)
- Snapshot Assessment (optional; one per student)
Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.