- Opening A: I can read silly CCVC words. (RF.1.3)
- I can decode regularly spelled one-syllable words by mapping graphemes and phonemes.
- Opening B: I can spell CCVC and high-frequency words. (L.1.2)
- I can read first-grade words that "don't play fair" in isolation.
- I can use what I know about common spelling patterns to spell words with that common pattern correctly.
Daily Learning Targets
Ongoing Assessment
- Cycle 10 Assessment
Agenda
Agenda |
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1. Opening (10 minutes) A. Reading Silly Words B. Spelling with Style 2. Work Time (45 minutes) A. Extended Differentiated Small Group Instruction: Assessment and Goal Setting 3. Closing and Assessment (2 minutes) A. Reflecting on Learning 4. Differentiated Small Groups: Work with Teacher (40 mins) |
In Advance
- Gather a list of regularly spelled nonsense ("silly") words, using only phonemes and graphemes that have been taught thus far.
- In Opening B, consider teaching the students some "styles" so they can choose one or more styles to use. Consider adding to the collection of styles as the year progresses.
- Prepare the Cycle 10 Assessment.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
- decode, goal (L)
Materials
- Whiteboards (one per student)
- Whiteboard markers (one per student)
- Whiteboard erasers (one per student)
- Cycle 10 Assessment (one per student; see Assessment Overview and Resources)
Opening
Opening | Meeting Students' Needs |
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A. Reading Silly Words
"Gather round together, together, together. Gather round together to read silly words. They may sound a little strange, strange, strange. They may sound a little strange, 'cause that's how they're arranged."
1. Teacher says: "We are going to practice reading words, but they aren't normal words; they are silly words, words that a Martian from outer space might use!" 2. Teacher writes a regularly spelled nonsense or "silly" word on the board, using only phonemes that have been taught so far. For example: "glid," "blum," "spod," "trug," "grop," or "plud." 3. Teacher says: "Even though this is a silly Martian word and we don't know what it means, we can still read it. We can read it because we know the sounds that each letter makes. Let me show you." 4. Teacher writes "glid" (or other silly word) on the board. 5. Teacher thinks aloud: "Hmm, I don't recognize this word. I notice that it has the same ending as 'slid,' so if I just change the beginning sound to /g/, it would say: /g//l//i//d/--'glid.'" 6. Teacher writes another word on the board and asks students to turn and talk with an elbow partner about how they might decode this silly word. 7. Teacher circulates and listens in on partner conversations. 8. Based on student conversations, teacher chooses a student volunteer to articulate a strategy for decoding. 9. Student volunteer segments the phonemes of the word and blends them to say the word. 10. Student volunteer shares how he or she decoded the word. (Responses will vary. Examples: "I can see a part that looks like a word I already know," or "I can pull out/segment each of the sounds and then blend them together.") 11. Teacher repeats steps 6-10 with four or five more words.
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B. Spelling with Style
"Now let's all spell words, spell words, spell words. Now let's all spell words in ways that we know. It's time to be silly, to be silly, to be silly. It's time to show how silly we can be when we spell."
1. Teacher says: "We just practiced reading words in a fun way. Now we will practice spelling words in a fun way!" 2. Teacher invites the class or an individual student to choose the first "style" the class will use to spell the word(s) aloud. (Consider using the same style for the entire activity or switching for each word.) 3. Once the style is chosen, teacher says aloud a word from this cycle (examples: "slip," "blast," "trust," or "plan"). 4. Students spell the word together aloud "with style." 5. As they spell the word aloud, students write the word on their whiteboards. 6. Repeat steps 3-5 with three or four more words from this cycle. |
Work Time
Work Time |
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A. Extended Differentiated Small Group Instruction: Assessment and Goal Setting
"It's time to spell and decode to show what we're learning. It's time to spell and decode to show what we've learned."
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Closing & Assessments
Closing |
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A. Reflecting on Learning
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Differentiated Small Group Instruction and Rotations
Suggested Plan: During an extended differentiated small group instruction time, the teacher administers the cycle assessment to each group and scores the assessment right away. Based on their results, the teacher guides students to create goals based on assessment results. Refer to Assessment Overview for more information. Suggestions are provided for additional work with the Pre-Alphabetic group if time allows.
Pre-Alphabetic:
- Assessment:
- Use the Pre-Alphabetic phase blank Assessment Planning template (see supporting Materials in Lesson 15) to create an assessment focused on the letters and sounds appropriate for individuals or the group.
Partial Alphabetic:
- Assessment:
- Follow directions for the Partial Alphabetic microphase.
Full Alphabetic:
- Assessment:
- Follow directions for the Full Alphabetic microphase.
Consolidated Alphabetic:
- Assessment:
- Follow directions for the Consolidated Alphabetic microphase.
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