Interactive Writing | EL Education Curriculum

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ELA G2:S2:C10:L48

Interactive Writing

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Daily Learning Targets

  • Opening A: I can read and spell words that follow the 1-1-1 doubling rule and magic "e" rule for vowel suffixes "-ed." (RF.2.3, L.2.2)
    • I can decode words with common suffixes.
    • I can identify spelling patterns for adding affixes to words.
  • Work Time A: I can write a sentence using words that follow the 1-1-1 doubling rule or magic "e" rule for vowel suffixes "-ed" and contractions containing "would." (L.2.2)
    • I can identify common spelling patterns for adding affixes to words.
    • I can form contractions correctly.

Ongoing Assessment

  • Observe students during Work Time A.
    • Determine whether they can write the given sentence following basic concepts of print such as directionality and spacing.
    • Also determine whether they can identify and apply the 1-1-1 doubling rule and magic "e" rule using "-ed."
  • Exit ticket (see Differentiated Small Groups: Work with Teacher).

Agenda

Agenda

1. Opening (3-5 minutes)

A. Words Rule Review: The 1-1-1 Doubling Rule and Magic "e" Rule: "stop/stopped," "quiz/quizzed," "fit/fitted," "hug/hugged," "care/cared," "change/changed," "surprise/surprised"

2. Work Time (10 minutes)

A. Interactive Writing: Writing a Silly Sentence with Words That End in "-ed" and Words That Follow the 1-1-1 Doubling Rule or Magic "e" Rule, and Contractions with "could"

3. Closing and Assessment (2 minutes)

A. Reflecting on Learning

4. Differentiated Small Group Instruction and Rotations (40-45 minutes)

In Advance

  • Prepare:
    • Possible silly sentence example (students may also generate their own; optional): "She'd have to put a red clown nose on every time she changed clothes."
    • T-chart on chart paper with the headings Doubling and Magic "e"
  • Copy and cut apart Doubling Rule Word Cards and Magic "e" Word Cards for display in Opening A (in supporting materials).
  • Copy and cut apart Words Rule Word Cards (one set per pair).
  • Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).

Vocabulary

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

  • interact, interactive, proficient, pattern, contraction, apostrophe (L)

Materials

  • Doubling Rule Word Cards (one set to display; one per pair)
  • Magic "e" Word Cards (one set to display; one per pair)
  • Words Rule Word Cards (one set to display; one set per pair)
  • White boards or sheet protectors with white cardboard inside if not working at a desk/table (one per student or pair)
  • White board markers (one per student)
  • White board erasers (or tissues, socks, etc.; one per student)
  • T-chart (see Teaching Notes, "In Advance" above)

Opening

OpeningMeeting Students' Needs

A. Words Rule Review: The 1-1-1 Doubling Rule and Magic "e" Rule: "stop/stopped," "quiz/quizzed," "fit/fitted," "hug/hugged," "care/cared," "change/changed," "surprise/surprised"

  • (Suggested transition song, sung to the tune of "The Muffin Man"):

Teacher: "Can you take a closer look, a closer look, a closer look? Can you take a closer look at these words today?"

Students: "Yes, we'll take a closer look, a closer look, a closer look. Yes, we'll take a closer look to group the words today."

  • Begin the Words Rule instructional practice:

1. Teacher displays Words Rule Word Cards on the board and reads words aloud in random order: "stop/stopped," "quiz/quizzed," "fit/fitted," "hug/hugged."

2. Teacher says: "Talk to an elbow partner about the rule we have learned about these words." (When the word has one syllable, one consonant at the end, and one short vowel, we need to double the ending consonant when adding a suffix that starts with a vowel. "-ed" is a suffix that starts with a vowel.)

3. Teacher says: "Right! We call that the 1-1-1 doubling rule."

4. Teacher displays Magic "e" Rule Word Cards on board and reads them aloud in random order: "care/cared," "change/changed," "surprise/surprised."

5. Teacher says: "These words end in magic 'e.' When words end in a magic 'e,' we need to drop the magic 'e' to add the '-ed' ending."

6. Teacher says: "Now you will partner up and practice more words to decide which ones follow the 1-1-1 doubling rule and which ones follow the magic 'e' rule. When your partner reads the word, you will think about the 1-1-1 doubling rule and magic 'e' rule to spell it correctly. After you write the word, read it to your partner and check it with the Word Card. Then you will switch roles in taking turns reading the words and writing the words."

7. Teacher distributes Word Cards and white boards, white board markers, and white board erasers to students as they partner together.

8. Students divide Word Cards equally with partner and take turns reading words:

      • Student A reads word.
      • Student B identifies if each word follows the 1-1-1 doubling rule or magic "e" rule and writes the word on his or her white board.
      • Student B reads the word and checks spelling with the Word Card.
      • Students switch roles.
  • Consider providing support as students make connections between spelling patterns and syllable types with sentence frames. Example:
    • "I notice when '-ed' is added to a CVCe word, I need to drop the 'e.' I can't have two 'e's' in a row."

Work Time

Work TimeMeeting Students' Needs

A. Interactive Writing: Writing a Silly Sentence with Words That End in "-ed" and Words That Follow the 1-1-1 Doubling Rule or Magic "e" Rule, and Contractions with "could"

  • (Suggested transition song, sung to the tune of "The Muffin Man"):

Teacher: "Do you know the words we'll write, the words we'll write, the words we'll write? Do you know the words we'll write on our boards today?"

Students: "Yes, we know the words we'll write, the words we'll write, the words we'll write. Yes, we know the words we'll write on our boards today!"

  • Begin the Interactive Writing instructional practice:

1. Teacher says: "Today we will use the words we know to make a silly sentence. We will use the words that follow the 1-1-1 doubling rule or follow the magic 'e' rule. Let's think of words we can use!"

2. Teacher asks:

"Who can think of a word that follows the 1-1-1 doubling rule with '-ed'?"

3. Teacher records word on T-chart.

4. Teacher says: "Yes, (suggested word) follows the 1-1-1 doubling rule."

5. Teacher asks:

"How do you know it follows this rule?" (It has one syllable, one consonant at the end, and one short vowel.)

6. Teacher asks:

"Who can think of a word that follows the magic 'e' rule with '-ed'?" Teacher records word on T-chart.

7. Teacher records word on T-chart.

8. Teacher says: "Yes, (suggested word) follows the silent 'e' rule."

9. Teacher asks:

"How do you know it follows this rule?" (The base word ends in magic "e" and the suffix "-ed" begins with a vowel, so you drop the "e.")

10. Teacher says: "Now it's time to use your white boards to record the words with me."

11. Teacher says: "After we make our list, we will be writing a silly sentence together. The sentence has to have as many '-ed' words that follow the 1-1-1 doubling rule or the magic 'e' rule as we can add. If we want our sentence to be really silly, we want to have lots of words to choose from. So, we are going to work together to think of as many words as we can. You can now think of as many of these words as you can and write them on your white board."

12. Students write words individually or with partners for 1-2 minutes.

13. Volunteers share out words from their list. If a student identifies a word that does not follow the 1-1-1 doubling rule or magic "e" rule, teacher guides student to correct the mistake.

14. Students correct on their white boards.

15. Teacher adds students' words to the Word List.

16. Repeat steps 13-15 with several more words if necessary (enough from which to choose to create a silly sentence). Students follow along by circling words on their own white board that were shared by others.

17. Teacher says: "Wow! Look at all the words we've listed that follow the 1-1-1 doubling rule or magic 'e' rule! Now we are ready to write a silly sentence! We need a few high-frequency words to make our sentence, too. I will use the word wall to find some more words for our sentence. We should also try to use a word that has a contraction with 'would.'"

18. Teacher says: "A silly sentence makes us laugh because we use words that don't usually go together or give us a funny picture in our head."

19. Teacher says silly sentence. Example (use student-generated words): "She'd have to put a red clown nose on every time she changed clothes."

20. Teacher asks:

"How many words are in the sentence?" (13)

21. Teacher says: "Yes! We will write a 13-word sentence together." Teacher repeats the sentence, tapping out each word on the chart paper or white board.

22. Teacher and students share pen to take turns interactively writing the sentence (see Interactive Writing lessons in Grade 1, Modules 1-2 for more details).

23. Teacher stops to review punctuation rules as needed.

24. When sentence is finished, teacher says: "Let's read our silly sentence we came up with from the words we know."

25. Students and teacher read sentence together.

  • Observe students as they write. Encourage them to fix the spelling of their sentences as they review what the teacher has written.
  • Consider providing students with pre-determined partners to work with.
  • If time is a consideration, shorten the lesson by calling on students to brainstorm words instead of having them write on their own individual white boards.
  • Depending on students' needs, allow them to air-write words instead of write on their white boards.
  • Consider providing students who need support with a sentence frame to help them generate a silly sentence.
  • Consider coming up with a structure for celebrating the silly sentences. As the classroom generates more silly sentences, consider making them into a silly poem.

Closing & Assessments

ClosingMeeting Students' Needs

A. Reflecting on Learning

  • Emphasize that successful learners take responsibility for their own learning. Invite students to reflect on ways they took responsibility for their learning during whole group instruction or how they plan to take responsibility during differentiated small group instruction. Example:
    • "My goal is to identify the syllable type in words that are challenging for me. That will help me figure out what the vowel sound is. I am going to work toward that goal in small group time."
  • For students who need additional support organizing their ideas: Provide sentence frames. Examples:
    • When I spelled _____, I _____."
    • When I thought of the silly sentence _____, I _____."

Differentiated Small Groups: Work with Teacher

Suggested Plan: Teacher works with students in the Partial Alphabetic and Full Alphabetic groups. If possible, teacher should also meet with the Consolidated Alphabetic group at least once per week.

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

The Reader's Toolbox routine should be used with every group today or another day this week. Teacher may also choose to use a flex day to teach the routine in whole group. See Lesson 28 or Independent and Small Group Work document for full routine and see Supporting Materials for Reader's Toolbox Planning and Recording Template.

Partial Alphabetic:

  • Students complete exit ticket:
    • Students work with teacher to interactively create a new silly (or normal) sentence, possibly using CVC, CCVC, and CVCC words instead of words that follow the 1-1-1 doubling rule or magic "e" rule.
  • Use the Assessment Conversion chart to determine appropriate Grade 1 lessons and Activity Bank ideas to use in daily small group instruction.

Full Alphabetic:

  • Students complete exit ticket:
    • Students work with teacher or with partners to interactively create new silly (or normal) sentences, using words that follow the 1-1-1 doubling rule or magic "e" rule. Teacher provides immediate feedback and support.
    • Consider using a Writing Checklist (modified for the needs of this group). Encourage students to peer or self-edit their sentences based on the Checklist criteria (see supporting materials for Lesson 47).

Consolidated Alphabetic:

  • Students complete exit ticket:
    • Students write their own silly (or normal) sentences using words that follow the 1-1-1 doubling rule or silent "e" rule. Students use the Writing Checklist to peer or self-edit their writing (see supporting materials for Lesson 47).
    • Consider keeping these sentences to be used for fluency practice with the Full and Partial Alphabetic students during differentiated small groups for the Fluency lesson (Lesson 49).
  • Use leveled readers for fluency practice. Refer to the Independent and Small Group Work guidance document (see K-2 Skills Resource Manual).
  • Additional Supporting Materials:
    • If silly sentences are being used for fluency practice in Lesson 49, have students write the sentences on chart paper or sentence strips.

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