- Opening A: I can write the letters for each sound I hear in CVC words. (L.K.2)
- 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.
- Work Time A: I can spell VC and CVC words from Cycle 23. (L.K.2) I can read VC, CVC, and high-frequency words. (RF.K.3)
- I can map graphemes (letters) and phonemes (sounds) for vowels in words I see or read.
- I can map graphemes (letters) and phonemes (sounds) for consonants in words I see or read.
- I can identify the long sound for each common vowel grapheme.
- I can recognize and read many high-frequency words by sight.
- 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 use what I know about letters and their sounds to spell simple words.
Daily Learning Targets
Ongoing Assessment
- Cycle 23 Assessment
Agenda
Agenda |
---|
1. Opening (10 minutes) A. Spelling to Complement Reading 2. Work Time (45 minutes) A. Extended Differentiated Small Group Instruction: Cycle 23 Assessment 3. Closing and Assessment (2 minutes) A. Reflecting on Learning 4. Differentiated Small Groups: Work with Teacher (40 minutes) |
In Advance
- Prepare the Cycle 23 Assessment.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
- decode, encode, segment (L)
Materials
- Sound board (drawn on the board, or enlarged and laminated for teacher use)
- Sound boards (laminated or in a clear plastic sleeve; one per student)
- Whiteboard markers (one per student)
- Whiteboard erasers (or tissues, socks, etc.; one per student)
- Cycle 23 Assessment (one per student)
Materials from Previous Lessons
New Materials
Opening
Opening | Meeting Students' Needs |
---|---|
A. Spelling to Complement Reading
"Now it's time to listen, to listen, to listen. Now it's time to listen for each sound in some words. We hear sounds to spell words, and then we can read words. It's time to say some words now and segment each sound."
1. Teacher pronounces the first word for students: "cane." 2. Students repeat: "cane." 3. Teacher models stretching out the word while counting each phoneme (sound), using the thumb-tapping technique (spread index, middle, and ring fingers, touching each with the thumb for each phoneme, beginning with the index finger; run the thumb under all three fingers to blend together). 4. Students stretch out the word, counting each phoneme using the thumb-tapping technique. 5. Using the sound board, teacher says the word again and pronounces each phoneme separately while writing a letter in the appropriate box for each phoneme. 6. Teacher indicates the "e" at the end of the boxes and invites students to articulate the role of the "e" in the word "cane (makes the "a" say its name, instead of saying /a/)." 7. Teacher runs his or her finger under each box and blends the sounds to pronounce the word. 8. Teacher distributes sound boards, whiteboard markers, and whiteboard erasers. 9. Teacher says the second word, using the thumb-tapping technique and pronouncing each phoneme separately: "lane." 10. Students say the word and pronounce each phoneme separately using the thumb-tapping technique. 11. Students print a letter in each box of the sound board for each phoneme in the word. 12. Teacher invites students to run their fingers under the boxes to blend the sounds and pronounce the word. 13. Teacher invites the students to identify the vowel and its sound in the word. 14. Teacher invites students to turn to their elbow partners and articulate the role of the "e" in the word. 15. Students erase the word. 16. Repeat steps 9-15 with the remaining words. |
|
Work Time
Work Time |
---|
A. Extended Differentiated Small Group Instruction: Cycle 23 Assessment
"It's time to spell and decode to show what we're learning. It's time to spell and decode to show what we've learned."
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Reflecting on Learning
"What did we do today to spell words?" (We listened for each sound and then wrote the letter that matched the sound.) "How will that help us with writing?" (Responses will vary.) |
"How might figuring out how to spell a word help us learn to read words?" |
Differentiated Small Groups: Work with Teacher
Suggested Plan: Teacher meets with each group to administer the cycle assessment. If time allows, teacher scores the assessment and meets with individuals to discuss the results, facilitating a goal-setting conversation. If time is a concern, teacher may only meet with one or two groups per cycle for goal setting.
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:
- Assessment:
- Use the Pre-Alphabetic phase blank Assessment Planning template (see supporting materials) to create an assessment focused on the letters and sounds appropriate for individuals or the group.
Partial Alphabetic:
- Assessment:
- Administer Cycle 23 Assessment.
Full and Consolidated Alphabetic:
- Assessment:
- Administer Cycle 23 Assessment.
Copyright © 2013-2024 by EL Education, New York, NY.