Lesson plan

Lesson 22 - Setting Purpose: From Engagement Text to Decodables

  • From EL Education Language Arts
  • Created by
  • Standards
  • Tags:
teaches Common Core State Standards RF.2.3 http://corestandards.org/ELA-Literacy/RF/2/3
teaches Common Core State Standards RF.2.3.c http://corestandards.org/ELA-Literacy/RF/2/3/c
teaches Common Core State Standards RF.2.3.d http://corestandards.org/ELA-Literacy/RF/2/3/d
teaches Common Core State Standards RF.2.3.f http://corestandards.org/ELA-Literacy/RF/2/3/f
Preview assignment >
Print / PDF

You have saved this lesson plan!

Here's where you can access your saved items.

Dismiss
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

To learn more about this lesson, read the Lesson 22 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A: I can retell the events from the current edition of Sunnyside Gazette: “New Principal and New School Year at Sunnyside Elementary.”
  • Opening B (optional): Using evidence from the text, I can answer questions about the current edition of the Sunnyside Gazette: “New Principal and New School Year at Sunnyside Elementary.”
  • Work Time A: I can read I can high-frequency words and words that “don’t play fair”: “school,” “sure,” “none,” “friends.” 
    • I can read second-grade words that “don’t play fair” (irregularly spelled words).
  • Work Time B: I can read the decodable text: “Friends at School.” 
    • I can decode (regularly spelled) two-syllable words with long vowels.
    • I can decode words with common prefixes (part of the word at the beginning) and suffixes (part of the word at the end).   
    • I can read second-grade words that “don’t play fair” (irregularly spelled words).

In Advance

  • Prepare:
    • Snap or Trap T-chart.
    • Snap or Trap Word Cards (write the following words on index cards: “school,” “sure,” “none,” “friends,” “ready,” “anybody,” “will,” “for,” “know”).
    • Interactive Word Wall (one to display).
    • Comprehension Conversation questions (if different from suggested questions).
  • Predetermine partnerships for retelling during Opening A and Work Time B.
  • Gather materials for differentiated small group instruction (see Differentiated Small Groups).

Vocabulary

  • Lesson-specific: comprehension, grapple, responsibility, retelling
  • Text-specific: enthusiastic/enthusiastically, replied

Materials

  • Enlarged Engagement Text: “New Principal and New School Year at Sunnyside Elementary” (one to display)
  • Snap or Trap Word Cards
  • Snap or Trap T-chart (on white board or chart paper; Snap on one side and Trap on the other)
  • Enlarged Cycle 5 Decodable Student Reader: Friends at School (one to display)
  • Interactive Word Wall (one to display)
  • Cycle 5 Decodable Reader: Friends at School (one per student)
  • Highlighters (one per student and one for teacher)
  • Highlighter tape (optional; for the teacher to use to highlight the Decodable Reader)
  • Tape, magnet, or other material to fasten Snap or Trap Word Cards to the Snap or Trap T-chart

 

 

 

 

 

 

 

 

 

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