- Opening A: I can segment and blend CVC words with the phonemes (sounds) /k/ (as "c"), /a/, /n/, /o/, /z/, /f/, /l/, /t/, /s/, /i/, /e/, /p/. (RF.1.2)
- I can say a three-phoneme word and segment it (break it apart) into individual phonemes (sounds) (in order).
- I can blend three phonemes (sounds) to form a spoken word.
- Opening B: I can write the following graphemes (letters) that match the phonemes (sounds): "c," "a," "n," "o," "t," "p," "a," "l," "f," "s," "e," "z," "i." (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 A: I can identify the vowel sounds in a word to help me determine how many syllables are in the word. (RF.1.2a, RF.1.3d)
- I can identify the short vowel sounds for each of the five vowel letters.
- I can listen to a single-syllable word and identify the short vowel it contains.
- I can identify vowel sounds in the spelling of a multisyllabic (more than one syllable) word.
- I can identify the number of syllables in a word based on the number of vowel sounds.
Daily Learning Targets
Ongoing Assessment
- Observe students during work with whiteboards.
- Determine whether they can blend CVC short vowel words using the patterns for the week.
- Determine whether they can spell CVC and VC words from memory.
Agenda
| Agenda |
|---|
|
1. Opening (3-5 minutes) A. Phonemic Blending and Segmentation: /k/ (as "c"), /a/, /n/, /o/, /z/, /f/, /l/, /t/, /s/, /i/, /e/, /p/ B. Writing the Letter to Match the Sound: "c," "a," "n," "o," "t," "p," "a," "l," "f," "s," "e," "z," "i" 2. Work Time (10 minutes) A. Decoding: Syllable Sleuth: Closed Two-Syllable Words: "cannot," "granddad," "backpack," "zipper," "muffin," "flattop" 3. Closing and Assessment (3-5 minutes) A. Reflecting on Learning 4. Differentiated Small Group Instruction and Rotations (40 minutes) |
In Advance
- Prepare:
- Syllable Sleuth Word List (one per student or one per pair)
- Closed Two-Syllable Words anchor chart (see supporting materials)
- Snapshot Assessment (optional; one per student)
- Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
- syllable, decode, proficient, sleuth (L)
Materials
- Letter Formation chart (from Module 1; for teacher reference)
- Syllable Sleuth Word List ("cannot," "rabbit," "granddad," "backpack," "muffin," "flattop") in sheet protectors (one per student or one per pair)
- Whiteboards (one per student or pair)
- Whiteboard markers (one per student)
- Whiteboard erasers (or tissues, socks, etc.; one per student)
- Articulatory Gestures Chart (from Lesson 61)
- Snapshot Assessment (optional; one per student)
Opening
| Opening | Meeting Students' Needs |
|---|---|
|
A. Phonemic Blending and Segmentation: /k/ (as "c"), /a/, /n/, /o/, /z/, /f/, /l/, /t/, /s/, /i/, /e/, /p/
"Sit down and come together, together, together. Sit down and come together, together, right now. It's time to make three sounds and blend them together. Let's listen to each sound now, and blend them to make a word."
1. Teacher says: "Today 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--"can" (/k//a//n/)--using the thumb-tapping technique. 3. Teacher says: "When I blend the sounds together, they make the word 'can.'" Teacher models blending the phoneme to make a word. 4. Students repeat the thumb-tapping technique, pronouncing each phoneme: /k//a//n/. 5. Students blend the word "can." 6. Teacher asks: "What is the vowel sound you hear?" (/a/) Teacher says: "Right! The vowel sound you heard is /a/." "What sound do you hear before /a/?" (/k/) Teacher says: "Yes, and what kind of sound is /k/?" (consonant) "And what sound do you hear after /a/?" (/n/) Teacher says: "Right, and what kind of sound is /n/?" (consonant) 7. Teacher says: "So we hear a consonant sound before and after the vowel sound /a/ in this word. I'm noticing that the vowel sound /a/ is closed in on each side by a consonant. Let's see if we notice that same pattern in some other words." 8. Repeat steps 1-6 with several of the remaining words: "not," "zip," "top," "flat," and "less." |
|
|
B. Writing the Letter to Match the Sound: "c," "a," "n," "o," "t," "p," "a," "l," "f," "s," "e," "z," "i"
"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!"
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 "top." 3. Teacher pronounces the phonemes (sounds): /t/ /o/ /p/. 4. Students repeat: /t/ /o/ /p/. 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." Refer to the Letter Formation chart for suggested formation of each letter. 6. Teacher asks: "What do you notice about the vowel sound in this word?" (It has a consonant on either side.) 7. Teacher says: "Right! We can see that the vowel sound /o/ is closed on both sides by a consonant. Let's see if we notice that in other words." 8. Repeat steps 2-6 for the remaining words: "can," "less," "zip," and "flat." |
|
Work Time
| Work Time | Meeting Students' Needs |
|---|---|
|
A. Decoding: Syllable Sleuth: Closed Two-Syllable Words: "cannot," "granddad," "backpack," "zipper," "muffin," "flattop"
"We've been workin' on long words, sound by sound by sound. We've been workin' on long words, so we can read more words aloud. We take a word like 'exit' and break it into parts. 'Ex' plus 'it' makes 'exit,' and now it's time to start!"
1. Teacher says: "Last week, we learned how to be syllable sleuths. Today we are going to be syllable sleuths again. Remember, a sleuth is like a detective. We are going to be like detectives to learn about syllables. Listen to our first word!" 2. Teacher says word aloud: "cannot." 3. Students echo word back to teacher: "cannot." 4. Teacher asks: "How many vowel sounds do you hear in 'cannot'?" (two) 5. Teacher says: "Right! There are two vowel sounds in the word 'cannot.'" 6. Teacher writes "cannot" on the board and reads it aloud. 7. Students repeat "cannot" as teacher slides underneath the word. 8. Teacher asks: "How many vowels do you see?" (two) 9. Teacher circles vowels "a" and "o." 10. Teacher says "cannot" again and asks: "What kind of sound do these vowels make?" (short) 11. Teacher asks: "What do you notice about the vowels in this word?" (They are both between two consonants.) "Right! I'm going to underline the consonants around the vowels." 12. Teacher underlines consonants ("n," "n," "c," "t") and repeats the word "cannot." 13. Teacher divides "cannot" by making a vertical line between the first "n" and the second "n." 14. Teacher asks: "How many parts do you see in our word?" (two) 15. Teacher says: "That's right! These parts are called syllables. This word has two syllables: 'can' and 'not.'" 16. Teacher asks: What do you notice about these two syllables? What do they both have?" (a vowel sound) 17. Teacher says: "That's right! Each syllable has one vowel sound in it. And when we circle the vowels, we can begin to divide this word into syllables. We underline the consonants on each side of the vowel and then divide the word between those consonants. Now we can see the two syllables in this word." 18. Teacher asks: "What do you notice about both parts of this word?" (Each part is a word by itself.) 19. Teacher says: "Right! When two words makes one word, we call it a compound word. Today, we will read some compound words and some words that are not compound words." 20. Teacher says: "You are going to act as sleuths to find the syllables in words today. Remember, a sleuth is a detective. Your job is to search for the clues that let you know you have found a syllable. As a syllable sleuth this week, you will look for vowel sounds to see how many syllables are in new words. Then you can underline the consonants to find where to divide the word, and then you have found the syllables!" 21. Teacher distributes materials (Syllable Sleuth Word List, whiteboards, whiteboard markers, and whiteboard erasers). 22. Teacher guides students in their word analysis. 23. Students continue with steps above to divide each word into syllables: "rabbit," "granddad," "backpack," "muffin," "flattop." |
|
Closing & Assessments
| Closing | Meeting Students' Needs |
|---|---|
|
A. Reflecting on Learning
"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.") |
|
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 these materials 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 (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:
- For students in the mid to late Partial Alphabetic (PA) phase, consider continuing the Work Time instruction with two-syllable short-vowel words that do not contain consonant blends (examples: "sunset," "basket"). This allows for each syllable (example: "sun" and "set") to be more easily decoded.
- For students in the early PA phase, use the Assessment Conversion chart to determine if there is a previous cycle(s) that needs revisiting. If so, use lessons from that cycle to develop mastery before moving on to two-syllable (VCCV) words.
- Related Activity Bank suggestions:
- An Activity Bank activity from the Syllable Pattern category (SP)
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 per student or per pair)
- Word Card Template (one per student or per pair)
- Sorting Words Template (one per student or per pair)
Copyright © 2013-2024 by EL Education, New York, NY.