Lesson plan

Lesson 23 - Spelling to Complement Reading

  • 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.c http://corestandards.org/ELA-Literacy/RF/1/2/c
teaches Common Core State Standards RF.1.3 http://corestandards.org/ELA-Literacy/RF/1/3
teaches Common Core State Standards RF.1.3.a http://corestandards.org/ELA-Literacy/RF/1/3/a
teaches Common Core State Standards RF.1.3.b http://corestandards.org/ELA-Literacy/RF/1/3/b
teaches Common Core State Standards RF.1.3.d http://corestandards.org/ELA-Literacy/RF/1/3/d
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Daily Learning Targets

  • Opening A:
    • I can read high-frequency words: "did," "on," "she," "her," "has," "are." 
    • 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.
  • Work Time A:
    • I can segment, blend, and spell CVC, CCVC, and CVCC words.
    • I can identify the sound that corresponds to “sh.”
    • I can blend two or three phonemes to form a spoken word.
    • I can identify and say the first, middle, and final phoneme (sound) in a one-syllable word.
    • I can say a two-phoneme or three-phoneme word and segment (break apart) into individual phonemes (sounds) in order.
    • I can write the letter or letters for most of the consonant and short vowel sounds I hear.
    • I can use what I know about common spelling patterns to correctly spell words with those common patterns.

In advance

  • Prepare:
    • High-Frequency Word Cards 
    • Teacher Sound Board Template 2 (one to display)
    • Student Sound Board Template (one per student; horizontal row of three boxes on one side and four on the other; can be printed and laminated or put in a sheet protector sleeve; students can then write on them with whiteboard markers)
  • Pre-determine a method for identifying students to “catch” high-frequency words in the Opening.
    • Consider including at least one card per student so all students can “catch” one.
    • Alternatively, consider including a few cards for selected students to “catch.”

Vocabulary

  • Lesson-specific: decode, segment

Materials

  • High-Frequency Word Cards (teacher-created; one for each word)
  • Teacher Sound Board Template 2 (from Cycle 2, Lesson 11; one to display)
  • Student Sound Board Template (from Cycle 2, Lesson 11; one per student; horizontal row of three boxes on one side and four on the other; can be printed and laminated or put in a sheet protector sleeve; students can then write on them with whiteboard markers)
  • Whiteboard markers (one per student)
  • Whiteboard erasers (or tissues, socks, etc.; one per student)
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

 

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