Setting Purpose: From Engagement Text to Decodables | EL Education Curriculum

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ELA G1:S3:C16:L82

Setting Purpose: From Engagement Text to Decodables

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Daily Learning Targets

  • Opening A: I can retell the events from the story "James and Sam Take a Hike."
  • Opening B (optional): Using evidence from the text, I can answer questions about the story "James and Sam Take a Hike."
  • Work Time A: I can read high-frequency words and words that "don't play fair." (RF.1.3)
    • I can read first-grade words that "don't play fair" in isolation.
    • I can decode regularly spelled one-syllable words by mapping graphemes to phonemes.
  • Work Time B: I can read the decodable text: "James and Sam Take a Hike." (RF.1.3)
    • I can decode regularly spelled one-syllable words by mapping graphemes to phonemes.
    • I can use what I know about the types of syllables to decode (read) a two-syllable word.
    • I can read first-grade words that "don't play fair" (irregularly spelled words) in text.
    • I can decode a word with a vowel in the middle and a silent "e" at the end.
    • I can read and understand grade-level texts.

Ongoing Assessment

  • Observe students during Work Time.
    • Determine whether they can independently find a given word.
    • Also determine whether they can decode CVCe words and identify familiar sounds in or automatically read high-frequency words.

Agenda

Agenda

1. Opening (3-5 minutes)

A. Engagement Text Read-aloud: "James and Sam Take a Hike"

B. Comprehension Conversation (optional)

2. Work Time (10 minutes)

A. High-Frequency Words: "next," "says," "still," "want," "ways"

B. Decodable Reader: Partner Search and Read

3. Closing and Assessment (2 minutes)

A. Reflecting on Learning

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

In Advance

  • Prepare:
    • Comprehension Conversation questions (if different from suggested questions)
    • High-Frequency Word Cards
    • Interactive Word Wall (one to display)
    • Snapshot Assessment (optional; one per student)
  • Predetermine partnerships for retelling during Opening A and Partner Search in Work Time B.

Vocabulary

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

  • blend, decode, high-frequency, plural, proficient, skills (L)
  • camping, cave, hike, stream (T)

Materials

  • Enlarged Decodable Reader: "James and Sam Take a Hike" (one to display)
  • Engagement Text: "James and Sam Take a Hike" (one for teacher read-aloud)
  • Movable letters (magnetic letters, Letter Cards in a pocket chart, or other letters that can be displayed and moved; one each for teacher modeling: letters to build the words: "was," "you," "they"; from Lesson 62)
  • High-Frequency Word Cards (teacher-created; one for each word)
  • Interactive Word Wall (one to display)
  • Decodable Reader: "James and Sam Take a Hike" (one per student)
  • Highlighters (one per student and one for teacher)
  • Highlighter tape (optional; for the teacher to use to highlight the Decodable Reader)
  • Snapshot Assessment (optional; one per student)

Opening

OpeningMeeting Students' Needs

A. Engagement Text Read-aloud: "James and Sam Take a Hike"

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

"Gather round together, together, together. It's time to hear a story, a story, a story. It's time to hear a story and say what you've learned."

  • Display Enlarged Decodable Reader: "James and Sam Take a Hike."
  • Begin a read-aloud of the Engagement Text: "James and Sam Take a Hike":

1. Teacher says: "Listen carefully as I read today's story, 'James and Sam Take a Hike.' You will hear words in the story that we learned in our last lesson. After I am finished reading, you will retell the story to a partner and answer some questions about it."

2. Teacher reads the story aloud once or twice without interruption, pointing to the accompanying illustrations for each section.

3. Students turn to a partner and retell the story in their own words.

  • Consider providing a copy of the Decodable Reader to students who need help retelling the story. The illustrations show the sequence of the story; the student can simply retell the details based on what they see in the illustrations.

B. Comprehension Conversation (optional)

  • Ask the following suggested comprehension questions:
    • Recall:

"Why did Dad say that they should bring James on the camping trip?" (because he had fun last time)

"What did James and Sam want to see?" (bones and a cave)

    • Vocabulary and Language:

"It says Sam and James 'pile' out of the car. What does that mean?" (get out of the car together quickly)

"Dad, Sam, and James 'wind' through the trees. What does that word mean?" (walk around the trees in a path)

    • Digging Deeper: Extension Questions:

"What would you like to see if you were hiking with Sam and James?" (Answers will vary.)

  • For ELLs and other students who need help: Consider providing picture cards of nouns in "James and Sam Take a Hike" to support comprehension.

Work Time

Work TimeMeeting Students' Needs

A. High-Frequency Words: "next," says," still," "want"

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

"Now it's time to learn high-frequency words together, it's time to learn about words readers and writers use a lot."

  • Begin the High-Frequency Words instructional practice:

1. Teacher builds the word with movable letters: "next."

2. Teacher invites students to decode together, sliding each letter down and making the sound while students "pull" the letters down from the air.

3. Teacher uses the word in a sentence.

4. Student volunteer(s) use the word in a sentence.

5. Teacher says: "This is a high-frequency word. That means we see it a lot in reading and use it a lot in writing. If we know a lot of these words, it will make reading and writing much easier."

6. Student volunteers share a sentence using the word: "next."

7. Teacher places the High-Frequency Word Card on the Interactive Word Wall.

8. Repeat steps 1-7 with the word: "still."

9. Teacher builds the word "want" with moveable letters.

10. Teacher invites students to decode together, sliding each letter down and making the sound while students "pull" the letters down from the air.

11. Teacher says: "We would expect this word to be pronounced /w/ /a/ /n/ /t/ because it has an 'a' in the middle closed by consonants. But the 'a' doesn't say /a/; it says /o/. This word doesn't play fair."

12. Teacher uses word in a sentence.

13. Student volunteer(s) use the word in a sentence.

14. Teacher repeats steps 9-13 with the word "says," pointing out how the "ay" sounds like a short "e"(/e/).

15. Repeat with the word "ways." Use the known word "play" to support students in decoding the word "ways."

16. Teacher places the High-Frequency Word Cards on the Interactive Word Wall.

B. Decodable Reader: Partner Search and Read

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

"Now you will read a story, a story, a story. Now you will read a story with words that you know."

  • Begin the Decodable Reader: Partner Search and Read instructional practice:

1. Teacher displays the Enlarged Decodable Reader: "James and Sam Take a Hike."

2. Teacher says: "This book is based on the Engagement Text: 'James and Sam Take a Hike.' But this book is filled with words that YOU can read! There are decodable words, and there are some words that don't play fair, like 'next' and 'says.'"

3. Teacher draws attention to words on the Interactive Word Wall.

4. Teacher distributes the Decodable Reader: "James and Sam Take a Hike" and highlighters to each student.

5. Teacher says: "Before you read the book with your partner, we are going to be detectives. We are going to look for some of the high-frequency words. Remember, some of these words 'don't play fair,' which means they are not easily decodable."

6. Teacher models with Enlarged Decodable Reader and thinks aloud as she notices one of the high-frequency words. Teacher highlights it with a highlighter or highlighter tape. Model again as needed.

7. Partners search for high-frequency words in the Decodable Reader: "James and Sam Take a Hike" together and highlight in their own book.

8. Teacher circulates to help partners find words, focusing especially on those that "don't play fair."

9. Teacher says: "Now you are ready to read the Decodable Reader with your partner. Some of the words in the story will be familiar because you have learned them in previous lessons. And some of the words you will see for the first time, but don't worry: Each word you see for the first time includes only phonemes (sounds) that you have learned. So, you just need to say the sound that goes with each of the letters you see in the word, then blend them together to read the word."

10. Teacher models with one new word from the book: "hike."

11. Students read "James and Sam Take a Hike" with a partner. Partners may take turns (by page or whole text), read in unison, or both.

  • If students in the Pre-Alphabetic or Early Partial Alphabetic phases need help identifying letters/digraphs, provide Letter Cards as support. The students can hold the letter next to each page and find the letter shape that matches.
  • If students in the Pre-Alphabetic or Partial Alphabetic phase need additional help finding high-frequency words, consider allowing a student in the Full or Consolidated Alphabetic phase to help them. Or consider asking them to find the beginning letter of the word instead of the whole word.
  • Consider adding words with the magic "e" to the Partner Search and Read.
  • As an extension for students in the Late Full Alphabetic or Consolidated Alphabetic phases, consider providing a whiteboard. Direct students to write a word that begins with the letter being searched or a sentence with the high-frequency word being searched.
  • If students need help with words that "don't play fair," direct them to the Interactive Word Wall. Or have them read the rest of the sentence and think about which high-frequency word would make sense in the blank.

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 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 looked for the magic 'e' at the end of words.")

  • For students who need additional support organizing their ideas: Provide sentence frames. Examples:
    • "When I saw a magic 'e,' I _____."
    • "When I saw a word that doesn't play fair, I _____."
    • "When my partner _____, I _____."

Differentiated Small Groups: Work with Teacher

Suggested Plan: Teacher works with students in the Pre-Alphabetic, Partial Alphabetic, and Full Alphabetic groups. Students in the Consolidated Alphabetic group do not work with the teacher today.

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).

All Groups
Either today or another day this week after the Decodable Student Reader has been introduced, follow the Decodable Student Reader routine with each group. Differentiate the routine as needed based on students' microphase. Refer to the Independent and Small Group Work guidance document (see K-2 Skills Resource Manual) for full routine and Decodable Student Reader Planning and Recording Template.

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.
  • Consider using the Decodable Reader from the whole group lesson as a resource during this time. Example:
    • Teacher identifies a grapheme or phoneme (based on the needs of the group). Students look for the grapheme. Student volunteer identifies the grapheme, makes the sound, and possibly practices proper formation (skywriting or whiteboard).

Partial Alphabetic:

  • Students in the early to middle Partial Alphabetic (PA) phase may need to spend more time with CVCe patterns than the whole group lessons provide. Those working within the middle to late PA phase may be comfortable using the CVCe patterns introduced in this cycle. If so, small group work may include extended practice of Work Time.
  • Suggestions for working with students at the early to middle PA phase:
    • Use the Decodable Reader from the current cycle and Cycle 15 to solidify CVCe patterns with "a," "i," and "o" by having students locate those words.
    • Spend time on lessons and/or patterns from a previous cycle that may need more practice. Consider using the Assessment Conversion chart to determine an appropriate cycle.
    • Prepare short decodable sentences with CVCe words. Example: Sam and James want to bake a cake. The hike went up the pike to the snake hole.
    • Cut up the decodable sentences and have students reconstruct them.
  • Related Activity Bank suggestions:
    • An Activity Bank activity from the High-Frequency Word category (HF) or the Vowels category (V)

Full Alphabetic:

  • Students in the Full Alphabetic phase have successfully mapped graphemes to phonemes, including consonant digraphs, initial and final consonant clusters in single-syllable short-vowel words, closed and open two-syllable words, and CVCe patterns.
  • Suggestions for working with students at the early to middle PA phase:
    • Check in with Accountable Independent Reading.
    • Follow up with Word Lists and exit tickets. Analyze words that were more challenging and discuss why.
    • Consider working with an appropriate common text, making connections to the syllable patterns introduced, and holding text-based comprehension conversations.

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