Chaining | EL Education Curriculum

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ELA G1:S2:C11:L56

Chaining

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Daily Learning Targets

  • Opening A: I can segment and blend CCVC and CVCC words with the phonemes (sounds) /f/, /au/, /k/ (as "c"), /r/, /l/, /d/, /t/, /s/, /p/, /n/. (RF.1.2)
    • I can say a three-phoneme word and segment (break apart) into individual phonemes (sounds) in order.
    • I can blend three phonemes to form a spoken word.
  • Opening B: I can write the graphemes (letters) that match the phonemes (sounds) /t/, /au/, /a/, /s/, /p/, /t/, /r/, /i/, /n/, /g/, /b/, /ch/, /d/, /c/, /l /. (RF.K.3, L.1.2a)
    • I can write the letter or letters for most of the consonant sounds I hear.
    • I can write the letter or letters for most of the short vowel sounds I hear.
    • I can look at each consonant and say its sound.
  • Work Time: I can read and spell CCVC and CVCC words with the phonemes (sounds) /t/, /au/, /a/, /s/, /p/, /t/, /r/, /i/, /n/, /g/, /b/, /ch/, /d/, /c/, /l /. (RF.1.3, L.1.2)
    • I can decode regularly spelled one-syllable words by mapping graphemes and phonemes.
    • I can use what I know about common spelling patterns to correctly spell words with those common patterns.

Ongoing Assessment

  • Observe students during work with whiteboards.
    • Determine whether they can blend CVC, CCVC, and CVCC words using the patterns for the cycle.
    • Determine whether they can spell CVC, CCVC, and CVCC words from memory.

Agenda

Agenda

1. Opening (3-5 minutes)

A. Phonemic Blending and Segmentation: /k/ (as "c"), /r/, /l/, /au/, /d/, /t/, /s/, /p/, /n/, /f/

B. Writing the Letter to Match the Sound: "c," "l," "o," "u," "d," "s," "p," "t," "f," "n"

2. Work Time (10-15 minutes)

A. Chaining: Decoding /t/, /au/, /a/, /s/, /p/, /r/, /i/, /g/, /b/, /n/, /ch/, /d/, /k/ (as "c"), /l/

B. Chaining: Encoding "t," "o," "u," "s," "p," "t," "r," "i," "n," "g," "b," "a," "ch," "d," "c," "l" ("cloud," "cling," "string," "bring," "branch," "couch," "pouch," "pound," "sound," "found")

3. Closing and Assessment (3-5 minutes)

A. Reflecting on Learning

4. Differentiated Small Group Instruction and Rotations (40 minutes)

In Advance

  • Prepare:
    • Letter Formation chart with visuals (for teacher reference)
    • "ou" (/au/) Vowel Diphthong anchor chart (Cloud Words!) (see supporting Materials)
    • Snapshot Assessment (optional)
  • Gather Materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher section).

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)

  • blend, decode, proficient (L)

Materials

  • Letter Formation chart with visuals (for teacher reference)
  • "ou" (/au/) Vowel Diphthong anchor chart (Cloud Words!)
  • Whiteboards (or sheet protectors with white cardboard inside; one per student or for partners)
  • Whiteboard markers (one per student)
  • Whiteboard erasers (or tissues, socks, etc.; one per student)
  • Movable letters (magnetic letters, Letter Cards in a pocket chart, or other letters that can be displayed and moved; one each for teacher modeling: "t," "a," "s," "p," "r," "i," "n," "g," "b," "n," "c," "h," "d," "l"; from Lesson 26)
  • Articulatory Gestures chart
  • Snapshot Assessment (optional; one per student)

Opening

OpeningMeeting Students' Needs

A. Phonemic Blending and Segmentation: /k/ (as “c”), /r/, /l/, /au/, /d/, /t/, /s/, /p/, /n/, /f/

  • (Suggested transition song, sung to the tune of “The More We Get Together”):

“Sit down and come together, together, together. Sit down and come together, together, right now. It’s time to make some sounds and blend them together. Let’s listen to each sound now, and blend them to make a word.”

  • Begin the Phonemic Blending and Segmentation instructional practice:

1. Teacher says: “We will make words using sounds that we know. Listen carefully while I do the first one.”

2. Teacher says the phonemes (sounds) in the first word—“out” (/au//t/)—using the thumb-tapping technique.

3. Teacher says: “When I blend the sounds together, they make the word ‘out.’” Teacher models blending the phoneme to make a word.

4. Students repeat the thumb-tapping technique, pronouncing each phoneme: /au//t/.

5. Students blend the word: “out.”

6. Repeat steps 2–5 with remaining words: “cloud,” “sprout,” and “found.”

  • For students who have difficulty with the dexterity needed for the thumb task, encourage them to tap the thumb on the opposite hand.
  • Consider facing the board while modeling and looking over a shoulder at students so writing is modeled from left to right.
  • Consider facing the students when modeling how to skywrite and instructing them to mirror you.

B. Writing the Letter to Match the Sound: "c," "l," "o," "u," "d," "s," "p," "t," "f," "n"

  • (Suggested transition song, sung to the tune of "The More We Get Together"):

"Now it's time to match these sounds to their letters and write them. Now it's time to match these sounds to their letters, let's go!"

  • Begin the Writing the Letter to Match the Sound instructional practice:

1. Teacher says: "You will write the letters that match each sound you hear. These letters will help us write words!"

2. Teacher says the word: "out."

3. Teacher pronounces the phonemes (sounds): /au//t/.

4. Students repeat: /au//t/.

5. Teacher repeats the phonemes, writing the grapheme (letter) for each phoneme as he or she says it and inviting students to repeat by skywriting (see Letter Formation chart for suggested formation of each letter).

6. Repeat steps 2-5 for the remaining words: "cloud," "sprout," "found."

7. Teacher asks:

"What sound do you hear in all of these words?" (/au/)

8. Teacher says: "Right; /au/ is in every word. The /au/ sound is made with letters 'ou.'"

9. Teacher shows students the "ou" Vowel Diphthong anchor chart (Cloud Words!). Teacher writes "cloud" on the anchor chart, underlining the "ou" to indicate where we hear the /au/ sound in the word.

10. Teacher says: "'Out,' 'sprout,' and 'found' are words that have the /au/ sound. We will continue to collect words that begin with this sound and add them to the chart throughout the year."

  • Consider contrasting "ow" words with "ou" words. Explain to students that "ow" and "ou" words have the same sound. Contrast the "ow" Diphthong anchor chart (Cow Words!) with the "ou" (/au/) Vowel Diphthong anchor chart (Cloud Words!).

Work Time

Work TimeMeeting Students' Needs

A. Chaining: Decoding /t/, /au/, /a/, /s/, /p/, /t/, /r/, /i/, /n/, /g/, /b/, /ch/, /d/, /k/ (as "c"), /l/

  • (Suggested transition song, sung to the tune of "The More We Get Together"):

"Now it's time to decode words using the letter sound connections; now it's time to decode words; be careful, watch for a change."

  • Distribute whiteboards, whiteboard markers, and whiteboard erasers.
  • Begin the Chaining instructional practice:

1. Teacher shows the word with movable letters: "cloud."

2. Teacher points to each letter from left to right, making each sound and blending to pronounce the word: "cloud."

3. Students write the word on their whiteboards: "cloud." Emphasize proper letter formation (see Letter Formation chart for suggested formation of each letter).

4. Students point to each letter from left to right, making each sound and blending to pronounce the word: "cloud."

5. Teacher removes the "oud" and replaces it with a "ing." Teacher asks:

"How has the word changed?" (The last letters are "ing" instead of "oud.")

"How has the word stayed the same?" ("cl-" is the same.)

6. Students erase the "oud" and write "ing" in its place to form the new word: "cling."

7. Students point to each letter from left to right, making each sound and blending to pronounce the word: "cling."

8. Repeat steps 5-7 with remaining words: "string," "bring," "branch," "couch," "pouch," "pound," "sound," "found."

9. After teacher adds the last word to the list and students decode it, teacher records the words and guides them to read the entire list of words (as a group and/or individual volunteers).

  • Consider extending this activity to include more words once students are familiar with more letter combinations. Examples:
    • "ground," "mouth," "south," "about"

B. Chaining: Encoding "t," "o," "u," "s," "p," "t," "r," "i," "n," "g," "b," "a," "ch," "d," "c," "l" ("cloud," "cling," "string," "bring," "branch," "couch," "pouch," "pound," "sound," "found")

  • (Suggested transition song, sung to the tune of "The More We Get Together"):

"Now it's time to spell the words, using letter sound connections. Now it's time to spell the words; be careful, listen for the sounds."

  • Continue the Chaining instructional practice, now focusing on the encoding portion:

1. Teacher says the first word: "cloud"

2. Students say: "cloud."

3. Teacher writes the letters that correspond to each sound on the board, emphasizing proper letter formation (see Letter Formation chart for suggested formation of each letter): c-l-o-u-d.

4. Teacher covers the word: "cloud."

5. Students write the word on their whiteboards from memory: "cloud."

6. Teacher uncovers the word.

7. Students check their spelling.

8. Students erase their whiteboards.

9. Repeat steps 1-8 with remaining words: "cling," "string," "bring," "branch," "couch," "pouch," "pound," "sound," "found."

Closing & Assessments

ClosingMeeting Students' Needs

A. Reflecting on Learning

  • Emphasize that successful learners keep track of and reflect on their own learning. Point out that they are doing this each time they consider how what they did today helps them to become more proficient readers.
  • Invite students to reflect and share with a partner (or whole group). Ask:

"What did you do today that is helping you become a more proficient reader?" (Responses will vary. Example: "I matched sounds to letters to blend sounds together to make a word.")

  • For students who need additional support organizing their ideas: Provide sentence frames. Examples:
    • "When I made the sounds for the word _____, I _____."
    • "When I wrote the letter _____, I _____."
    • "When I blended the sounds _____, I _____."

Differentiated Small Groups: Work with Teacher

Suggested Plan: Teacher works with the Pre-Alphabetic and Partial Alphabetic groups. Teacher may meet briefly with the Full and Consolidated groups to provide a weekly Word List and exit ticket or possibly set up a management system allowing these students to find the list and exit ticket and begin work independently.

Note: Groups not working with the teacher at a given time should be engaged in purposeful independent rotation work. Refer to the Independent and Small Group Work Guidance document for more details (see K-2 Skills Resource Manual).

Pre-Alphabetic:

  • Aim small group instruction at building students' knowledge and skills of letter identification and phonological awareness.
  • Use the Assessment Conversion chart to determine appropriate Kindergarten lessons and Activity Bank ideas to use in daily small group instruction.

Partial Alphabetic:

  • Use the assessment from Cycle 10, Lesson 55 to determine whether students in this group have mastered decoding and encoding one-syllable short-vowel words.
  • If students have not mastered short vowels, work on chaining and spelling from memory with short-vowel CVC words. Consider using previously introduced consonants as well as the blends from Cycle 10 if students can manage. Review any consonant sounds and letter formation that may not be automatic.
  • If students have not mastered short vowels, work on chaining and spelling from memory with short-vowel CVC words.
  • Related Activity Bank suggestions:
    • An Activity Bank activity from the Phonological Manipulation (PM) category

Full and Consolidated Alphabetic:

  • Establish weekly Word Lists and exit tickets for independent work time.
  • Additional Supporting Materials:
    • Word List Guidance (for teacher reference)
    • Word List (one for each student or per pair)
    • Word Card Template (example; can be revised based on needs of group; one per student or per pair)
    • Sorting Words Template (one per student or per pair)

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