ELA GK:S3:C13:L69

Interactive Sentence Building

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Daily Learning Targets

Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)

When given a word, I can create a new rhyming word by changing the first sound in the word.

Work Time A: I can point to each word in a poem as I read it. I can create a new rhyming word by changing the first sound. (RF.K.1, RF.K.2)

I can point to each word in a line of memorized text.
I can point to words in a shared poem.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can print many lowercase letters.
I can write the letter or letters for most of the consonants I hear.
I can write the letter or letters for most of the short vowel sounds I hear.

Ongoing Assessment

Observe students during the Opening and Work Time. Determine whether they can hear and match the rimes.
Observe students during Work Time A. Determine whether they can follow along with the poem using one-to-one correspondence.
Record students' progress on the Snapshot Assessment.

Agenda

Agenda
1. Opening (5 minutes) A. Make a Match 2. Work Time (10-15 minutes) A. Interactive Sentence Building 3. Closing and Assessment (2 minutes) A. Reflecting on Learning 4. Differentiated Small Group Instruction and Rotations (40-45 minutes)

In Advance

Copy and cut apart Rhyming Picture Cards.
Write lines of interactive poem: "Where Are We Going?" with some words missing, on sentence strips for display (see Teaching Notes for explanation).
Prepare the 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)

tad (T)
interactive (L)

Materials

Rhyming Picture Cards (see supporting materials)
Interactive poem: "Where Are We Going?" (each line written on a sentence strip, with one word missing from some lines; see supporting materials)
Snapshot Assessment (optional; one per student)

Opening

Opening	Meeting Students' Needs
A. Make a Match (Suggested transition song, sung to the tune of "Frere Jacques"): "Now it's match time, now it's match time. Hear the words, hear the words. Match the endings together, match the endings together. Make a pair, make a pair." Begin the Make a Match instructional practice: 1. Students stand in a circle to "fish" for matches. 2. Teacher says: "Today we are going to challenge ourselves to use what we know about rhyming sounds to match rhyming words together." 3. Teacher places Rhyming Picture Cards facedown in the middle of the circle. 4. Teacher says: "When I say 'it's time to fish,' each person is going to use his or her imaginary fishing pole to pick up a Rhyming Picture Card from the imaginary pond." 5. Teacher models using the imaginary fishing pole to pick up a Rhyming Picture Card. 6. Teacher says: "Once you have your Rhyming Picture Card, you will try to make a match. You will find the person who has a Rhyming Picture Card that rhymes with your Rhyming Picture Card. Once you've found that person, you have made a match! It's time to fish!" 7. Students "fish" for cards, find partners, and decide together whether their cards rhyme with each other. 8. Partners sit down when they find a match and share their rhyming words with the class, if time allows. 9. Teacher says: "We have just matched pictures that rhyme. Next, we will find missing rhyming words together." 10. Snapshot Assessment (optional; one per student)	If students need help finding a match, provide sentence starters for them to use. Example: "I have the picture 'bed.' Do you have a picture that rhymes with 'bed,' that ends with '-ed'?" Circulate while students search for a match, guiding them to find their partner if they have trouble. Consider modeling with a volunteer how to "prove" that two words rhyme (or don't rhyme) by segmenting the onset (first sound) from the rime (ending chunk) in each word to compare. Invite students to do this with their partners to make sure they have successfully made a match.

Meeting Students' Needs

A. Make a Match

(Suggested transition song, sung to the tune of "Frere Jacques"):

"Now it's match time, now it's match time. Hear the words, hear the words. Match the endings together, match the endings together. Make a pair, make a pair."

Begin the Make a Match instructional practice:

1. Students stand in a circle to "fish" for matches.

2. Teacher says: "Today we are going to challenge ourselves to use what we know about rhyming sounds to match rhyming words together."

3. Teacher places Rhyming Picture Cards facedown in the middle of the circle.

4. Teacher says: "When I say 'it's time to fish,' each person is going to use his or her imaginary fishing pole to pick up a Rhyming Picture Card from the imaginary pond."

5. Teacher models using the imaginary fishing pole to pick up a Rhyming Picture Card.

6. Teacher says: "Once you have your Rhyming Picture Card, you will try to make a match. You will find the person who has a Rhyming Picture Card that rhymes with your Rhyming Picture Card. Once you've found that person, you have made a match! It's time to fish!"

7. Students "fish" for cards, find partners, and decide together whether their cards rhyme with each other.

8. Partners sit down when they find a match and share their rhyming words with the class, if time allows.

9. Teacher says: "We have just matched pictures that rhyme. Next, we will find missing rhyming words together."

10. Snapshot Assessment (optional; one per student)

If students need help finding a match, provide sentence starters for them to use. Example:

"I have the picture 'bed.' Do you have a picture that rhymes with 'bed,' that ends with '-ed'?"

Circulate while students search for a match, guiding them to find their partner if they have trouble.
Consider modeling with a volunteer how to "prove" that two words rhyme (or don't rhyme) by segmenting the onset (first sound) from the rime (ending chunk) in each word to compare. Invite students to do this with their partners to make sure they have successfully made a match.

Work Time

Work Time	Meeting Students' Needs
A. Interactive Sentence Building (Suggested transition song, sung to the tune of "I'm a Little Teapot"): "Now let's all be writers, word by word. Finish the sentences we just heard. When we choose a word, it will rhyme. It sounds just right, let's do it all the time!" Begin the Interactive Sentence Building instructional practice: 1. Teacher displays interactive poem: "Where Are We Going?" with some words missing (see Teaching Notes and supporting materials for guidance). 2. Teacher says: "It looks like some of the words for our poem are missing! Let's see if we can figure out the words that are missing!" 3. Teacher reads the first line of the poem: "My dad said, 'Let's go! I'll grab the map!'" 4. Teacher reads the second line of the poem with the final word omitted: "I grabbed my coat and put on my _____." 5. Teacher asks: "Hm. What word would rhyme with 'map' and make sense in this sentence?" ("cap") 6. Teacher says: "Right! They both end with '-ap.' 'map' and 'cap' rhyme." 7. Teacher asks: "Now who can write the missing word, 'cap,' into our poem?" 8. Teacher guides student volunteer in writing the word "cap" while the other students skywrite each letter: "What is the first sound we hear in 'cap'?" (/k/) "Right! And what letter says /k/ at the beginning of words?" ("c") "Right! So how do we make a 'c'?" (Start at the belly line, curve around to left to touch the feet line, and back up halfway to the belly line.) "What is the next sound we hear in 'cap'?" (/a/) "Right! And what letter says /a/?" ("a") "Right! The vowel letter 'a' says /a/. So how do we make an 'a'?" (Start at the belly line and pull straight down to the feet line, go straight back up, and pull around to the left and back around to meet at the feet line.) "What is the last sound we hear in 'cap'?" (/p/) "Right! And what letter says /p/?" ("p") "Right! So how do we make a 'p'?" (Start at the belly line and pull straight down to the tail line, back up to the belly line and around to the right and back around to meet at the feet line.) 9. Teacher rereads the two sentences, modeling one-to-one correspondence as students follow along. 10. Repeat steps 3-9 with the remaining lines of the poem, as time allows. 11. Teacher rereads the entire poem, modeling one-to-one correspondence, while students follow along.	Consider stretching each rhyming word so that students can hear the ending sounds (rime). Consider segmenting the missing word for students to hear each individual sound. Example: /c/-/a/-/p/ Consider providing additional guidance as needed for students who need additional support in letter formation. Refer to Letter Formation Guidance document (see K-2 Skills Resource Manual) if needed. Students might predict that the letter "k" represents the /k/ sound in the word "cap." Acknowledge this, explaining that we have learned of two letters that make the /k/ sound: "c" and "k" and that in the word "cap," the /k/ sound is made by the letter "c." Consider explaining that the beginning sound /k/ is usually spelled with "c," except when followed by "e," "i," or "y." Consider inviting students to segment and isolate the sounds (in step 8) using the familiar thumb-tapping technique.

Meeting Students' Needs

A. Interactive Sentence Building

(Suggested transition song, sung to the tune of "I'm a Little Teapot"):

"Now let's all be writers, word by word. Finish the sentences we just heard. When we choose a word, it will rhyme. It sounds just right, let's do it all the time!"

Begin the Interactive Sentence Building instructional practice:

1. Teacher displays interactive poem: "Where Are We Going?" with some words missing (see Teaching Notes and supporting materials for guidance).

2. Teacher says: "It looks like some of the words for our poem are missing! Let's see if we can figure out the words that are missing!"

3. Teacher reads the first line of the poem: "My dad said, 'Let's go! I'll grab the map!'"

4. Teacher reads the second line of the poem with the final word omitted: "I grabbed my coat and put on my _____."

5. Teacher asks:

"Hm. What word would rhyme with 'map' and make sense in this sentence?" ("cap")

6. Teacher says: "Right! They both end with '-ap.' 'map' and 'cap' rhyme."

7. Teacher asks:

"Now who can write the missing word, 'cap,' into our poem?"

8. Teacher guides student volunteer in writing the word "cap" while the other students skywrite each letter:

"What is the first sound we hear in 'cap'?" (/k/)

"Right! And what letter says /k/ at the beginning of words?" ("c")

"Right! So how do we make a 'c'?" (Start at the belly line, curve around to left to touch the feet line, and back up halfway to the belly line.)

"What is the next sound we hear in 'cap'?" (/a/)

"Right! And what letter says /a/?" ("a")

"Right! The vowel letter 'a' says /a/. So how do we make an 'a'?" (Start at the belly line and pull straight down to the feet line, go straight back up, and pull around to the left and back around to meet at the feet line.)

"What is the last sound we hear in 'cap'?" (/p/)

"Right! And what letter says /p/?" ("p")

"Right! So how do we make a 'p'?" (Start at the belly line and pull straight down to the tail line, back up to the belly line and around to the right and back around to meet at the feet line.)

9. Teacher rereads the two sentences, modeling one-to-one correspondence as students follow along.

10. Repeat steps 3-9 with the remaining lines of the poem, as time allows.

11. Teacher rereads the entire poem, modeling one-to-one correspondence, while students follow along.

Consider stretching each rhyming word so that students can hear the ending sounds (rime).
Consider segmenting the missing word for students to hear each individual sound. Example:

/c/-/a/-/p/

Consider providing additional guidance as needed for students who need additional support in letter formation. Refer to Letter Formation Guidance document (see K-2 Skills Resource Manual) if needed.
Students might predict that the letter "k" represents the /k/ sound in the word "cap." Acknowledge this, explaining that we have learned of two letters that make the /k/ sound: "c" and "k" and that in the word "cap," the /k/ sound is made by the letter "c." Consider explaining that the beginning sound /k/ is usually spelled with "c," except when followed by "e," "i," or "y."
Consider inviting students to segment and isolate the sounds (in step 8) using the familiar thumb-tapping technique.

Closing & Assessments

Closing	Meeting Students' Needs
A. Reflecting on Learning Emphasize that successful learners think about what they've learned and why it's important. Consider using a metaphor, such as a baseball player learning to keep his or her eye on the ball to know exactly when to hit it. Ask: "When we match rhyming words, what part of the word are we listening to?" (the ending) "How might that help us with reading or writing?" (Responses will vary.)	For students who need additional support organizing their ideas: Provide sentence frames. Example: "When I listened to the sounds in _____, I _____."

Closing

Meeting Students' Needs

A. Reflecting on Learning

Emphasize that successful learners think about what they've learned and why it's important. Consider using a metaphor, such as a baseball player learning to keep his or her eye on the ball to know exactly when to hit it.
Ask:

"When we match rhyming words, what part of the word are we listening to?" (the ending)

"How might that help us with reading or writing?" (Responses will vary.)

For students who need additional support organizing their ideas: Provide sentence frames. Example:

"When I listened to the sounds in _____, I _____."

Differentiated Small Groups: Work with Teacher

Suggested Plan: Teacher works with the Pre-Alphabetic and Partial Alphabetic groups. At this point in the year, the teacher may be ready to meet with three rather than just two groups per day. If so, the teacher should work with students in the Full and Consolidated Alphabetic phases at least once per week. The teacher may choose to guide students through the suggested independent activity or refer to the possible practice activities.

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) for more details.

Pre-Alphabetic:

Practice activity: Teacher guides students in sorting rhyming pictures. Pictures include: "car," "hat," "spoon," "house," "socks," "wig," "tree," "goat," "yarn," "rake," "mouse," "pig," "bee," "frog," "bat," "dog," "whale," "barn," "fox," "moon," "boat," "cake," "star," "snail."

Teacher or students cut apart Rhyming Picture Cards.
Teacher guides students in matching rhyming pictures.
Students paste pictures on Rhyme Matching sheet.

Consider also reading the Letter Stories: "a" or "t," found in the Learning Letters Book. After reading the stories, practice skywriting the letters.
Additional Supporting Materials:

Rhyming Picture Cards (one set per student; used also in Opening A)
Rhyme Matching sheet (one per student)
Scissors and glue sticks (one of each per student)

Partial Alphabetic:

Practice activity: Students sort rhyming pictures.

Students cut apart Rhyming Picture Cards.
Students sort and paste pictures on Rhyme Matching sheet.

Consider also reading the Letter Stories: "a" or "t," found in the Learning Letters Book. After reading the stories, practice skywriting the letters.
Additional Supporting Materials:

Rhyming Picture Cards (one set per student; used also in Opening A)
Rhyme Matching sheet (one per student)
Scissors and glue sticks (one of each per student)

Full and Consolidated Alphabetic:

Independent Practice activity: Students sort pictures by rime pattern.

Students cut apart Rime Pattern Pictures.
Students sort and paste pictures on Rime Pattern Sort sheet.

Conference with students about Accountable Independent Reading.
Choose a lesson from the K-2 Differentiation Packets to extend the students' learning. (Refer to the students' assessment data and the Assessment Conversion chart to determine an appropriate lesson or group of lessons.)
Additional Supporting Materials:

Rime Pattern Pictures (one per student)
Rime Pattern Sort sheet (one per student)
Scissors and glue sticks (one of each per student)

EL Education Curriculum

ELA GK:S3:C13:L69

Interactive Sentence Building

In this Lesson

You are here:

Like what you see?

Help us improve!

Daily Learning Targets

Ongoing Assessment

Agenda

In Advance

Vocabulary

Materials

Opening

Work Time

Closing & Assessments

Differentiated Small Groups: Work with Teacher

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