Lesson plan

Lesson 21 - Chaining

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

  • Opening A: I can segment and blend CVC and CCVC words with the phonemes (sounds): /t/ /n/, /u/, /s/, /sh/. 
    • 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 “sh.”
  • Opening B: I can write the graphemes (letters) that match the phonemes (sounds): “p,” “n,” “u,” “s,” “sh,” “t”.
    • 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 sound that corresponds to “sh.”
  • Work Time: I can read and spell VC, CVC , and CCVC words with the phonemes (sounds): /i/, /qu/, /s/, /t/, /f/, /k/ (as “c”), /r/.
    • 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 “u” anchor chart with keyword illustration 
    • “qu” anchor chart with keyword illustration
    • “sh” Digraph anchor chart with keyword illustration
    • Snapshot Assessment (optional)
  • Gather Materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).

Vocabulary:

  • Lesson-specific: blend, decode, digraph, noun, plural, proficient

Materials:

  • Letter Formation chart (from Cycle 2, Lesson 6)
  • 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)
  • “The Story of Lonely Q” (one for teacher read-aloud)
  • Movable letters (magnetic letters, Letter Cards in a pocket chart, or other letters that can be displayed and moved; one each for teacher modeling: “sh,” “a,” “p,” “n,” “I,” “s,” “z,” “t,” “u,” “qu,” “r,” “f,” “c”; from Lesson 6)
  • “sh” Digraph, “qu,” and Short “u” anchor charts
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

 

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