To learn more about this lesson, read the Lesson 21 Overview found under the Additional Materials tab.
Daily Learning Targets
- Opening A: I can identify the vowel spellings in a word to help me determine how many syllables are in the word and use that information to decode it.
- I can decode a word with a vowel team (two vowels that make a long vowel sound) in the middle.
- I can identify vowel sounds in the spelling of a multisyllabic (more than one syllable) word and identify how many syllables are in the word.
- I can decode (regularly spelled) two-syllable words with long vowels.
- Work Time A: I can read, identify the syllable type, and spell words with the spelling pattern “oa” and “ow.”
- I can identify the sounds made by vowel teams “oa” and “ow.”
- I can apply generalizations for decoding words with common vowel teams “oa” and “ow.”
- I can identify spelling patterns based on syllable type.
In Advance
- Copy the Syllable Sleuth Word List (one per pair).
- Write the following Words Rule Words for display on index cards: “show,” “boat,” “grow,” “snow,” “road,” “know,” “follow,” “coach,” “own,” “soak,” “low,” “coast.”
- Copy and cut apart Words Rule Word Cards for Work Time A (one set for teacher display; one set per pair).
- Pre-determine partners for Work Time A.
- Gather materials for differentiated small group instruction (see Differentiated Small Groups).
Vocabulary
- Lesson-specific: encode, patterns, segment, similar, syllable
Materials
- Syllable Sleuth Word List in a transparent sleeve (one per pair)
- White board markers (one per student)
- White board erasers (or tissues, socks, etc.; one per student)
- Clipboards (optional; one per student if not sitting at a desk)
- Words Rule Word Cards (index cards with the following words:”) (one set for teacher display; one set per pair)
- White boards (one per student)
Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.