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.