Lesson plan

Lesson 25 - Decoding, Fluency, and Spelling: End of Module 1 Assessment

teaches Common Core State Standards RF.2.4.b http://corestandards.org/ELA-Literacy/RF/2/4/b
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.a http://corestandards.org/ELA-Literacy/RF/2/3/a
teaches Common Core State Standards RF.2.3.f http://corestandards.org/ELA-Literacy/RF/2/3/f
teaches Common Core State Standards L.2.2.d http://corestandards.org/ELA-Literacy/L/2/2/d
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 http://corestandards.org/ELA-Literacy/RF/2/3
teaches Common Core State Standards RF.2.4 http://corestandards.org/ELA-Literacy/RF/2/4
teaches Common Core State Standards L.2.2 http://corestandards.org/ELA-Literacy/L/2/2
teaches Common Core State Standards RF.2.4.c http://corestandards.org/ELA-Literacy/RF/2/4/c

Lesson 25 - Decoding, Fluency, and Spelling: End of Module 1 Assessment

To learn more about this lesson, read the Lesson 25 Overview found under the Additional Materials tab.

Daily Learning Targets 

  • Opening A: I can review the long vowel spelling patterns from Module 1: CVCe, “ai,” “ay,” “ea,” “ee,” “-y” (at the end of a two-syllable word), “igh,” “ie,” “-y” (at the end of a one-syllable word), “oa,” and “ow.”
    • I can explain that vowel team spellings in one-syllable words usually have long vowel sounds.
    • I can explain that in CVCe (consonant, vowel, consonant, silent “e”) one-syllable words ending in final “e,” the V (vowel) letter usually has a long vowel sound.
  • Extended Differentiated Small Group Instruction: I can apply what I’ve learned to read and write words in isolation and in text.
    • I can decode one and two-syllable words with long vowels.
    • I can decode words with common suffixes.
    • I can read second-grade words that “don’t play fair” in isolation.
    • I can read second-grade words that “don’t play fair” in text.
    • Fluency supporting target.
    • I can identify spelling patterns based on syllable type.

In Advance 

  • Enlarge the Suggested Long Vowel Syllable Type Chart OR make Long “a,” Long “e,” Long “i,” and Long “o” Word Cards (write the following words on index cards: long “a” words (“make,” “paid,” “play”), long “e” words (“here,” “teach,” “need,” “happy”), long “i” words (“like,” “night,” “pie,” “shy”), and long “o” words (“note,” “coat,” “snow”).
  • Prepare the End of Module 1 Assessment.

Vocabulary

  • Lesson-specific: decode, feedback, goal, syllable type

Materials 

  • Enlarged Suggested Long Vowel Syllable Type Chart or Long “a,” Long “e,” Long “i,” and Long “o” Word Cards
  • End of Module 1 Assessment: Lesson 25 (one per student)

 

 

 

 

 

 

 

 

 

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