For example: r e p t i l e What do good readers do when they do not know how to read parts of a multisyllable word?

In this lesson you will learn that good readers can solve longer tricky words by breaking the word into syllables and using the bossy e strategy.

Let’s Review Short Vowels Long a e i o u capcape petPete bitbite notnote cut cute

A Common Mistake Bonfire Bonfire

Let’s Review Core Lesson r e p t i l e V C e word word pattern Syllable 1 Syllable 2

Let’s Review Core Lesson b o n f i r e V C e word word pattern Syllable 1 Syllable 2

Let’s Review Core Lesson Check the second syllable. 1 2 If it follows the VCe pattern, say the vowels name and make the e silent. 3 Add it to the first syllable.

Let’s Review Core Lesson s u n s h i n e V C e word word pattern Syllable 1 Syllable 2

Let’s Review Core Lesson Check the second syllable. 1 2 If it follows the VCe pattern, say the vowel’s name and make the e silent. 3 Add it to the first syllable.

In this lesson you have learned that good readers can solve longer tricky words by breaking the word into syllables and using the bossy e strategy.

Let’s Review Guided Practice Now you try: m i s t a k e word word pattern V C e Syllable 2 Syllable 1

Let’s Review Extension Activities Follow the steps in your own books. Once you’ve practiced with several larger VCe words, find a family member, teacher, or classmate and show them how you solve these words.

Let’s Review Quick Quiz Solve the tricky word below. jumprope

Lesson Slides Rubric Use this rubric to ensure your lesson plan is great!

Phonics Lesson Rubric Criteria for SuccessThings to avoid Storyline or Arc of the Lesson  There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning  All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole. Hook Slide  The teacher poses a simple concrete question  The question is short  The question is overly general and doesn’t include a specific question  The hook is overly-complicated and potentially confusing Objective Slide  The objective follows the form (you will learn X by doing Y)  Is concise and follows the form provided in the examples  Does not follow the form  Is overly vague in describing either the X or the Y  Is too long  Is written for teachers but not students Let’s Review  Reminds the student of the overall topc (example: what a prefix is)  Reminds the student of important vocabulary  Is as concise as possible  Is either too detailed or not detailed enough in connecting the lesson to other lessons  Makes the lesson overly dependent on the other lessons (student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)  Is too elaborate

Example and Modeling  Provides an example of when the student would encounter this word/topic  Is in “think aloud” format. The teacher is opening up his/her thought process to the student and modeling the struggle; showing how he/she drafts and revises ideas in his/her mind  Engages the learner by asking questions along the way to build suspense  Models the steps articulated below  Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy  Does not ask any questions along the way to pull the learner in  Does not model the steps below Steps  Clearly connects with the objective  Includes 2-3 steps that a reader can take to achieve the objective  Is student focused (the steps accurately imagine what a student who has never done this before will need to do)  Is logical and specific (you can visualize the act of doing the step. There is no magic leap that happens between steps)  The connection with the objective is unclear  Includes 4+ steps (and therefore should be split into two or more lessons)  Involves a magic leap that assumes a student can make a leap between steps that is natural to an adult Example and Modeling 2  Provides another example of when the student would encounter this word/topic  Is in “think aloud” format. The teacher is opening up his/her thought process to the student and modeling the struggle; showing how he/she drafts and revises ideas in his/her mind  Engages the learner by asking questions along the way to build suspense  Models the steps articulated above  Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy  Does not ask any questions along the way to pull the learner in  Does not model the steps above Steps and Objective Review  Reviews the steps and objective in a “see what I did” way  Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind  Creates abrupt feeling between the modeling and the reviewing (subtext: “we’re done modeling, let’s quickly bring this lesson to a close.”)

Guided Practice  Challenges the student to do steps  Is at the same difficulty level modeled in the lesson  Seem unrelated to the hook question  Is at a different difficulty level than that modeled in the lesson Extension Activity Suggestions  Includes a suggestion for a struggling student who needs more opportunities for practice  Includes suggestion for students who get it and are ready to be challenged further with the strategy  Suggestions should clearly build from the approach in the core lesson  Does not include differentiation  Does not thoughtfully connect or flow from the lesson  Does not clearly build from the approach in the core lesson  Does not give a range of independent practice activities Aesthetics  The slides use the correct colors (blue, green, red) in the correct sequence  The slides use the correct fonts  The slides use handwriting and the handwriting appears as written in the right places  The slides only use the headers/titles provided  The slides use the provided visuals or include visuals created by the author or LearnZillion  The slides use animation, highlighting, and circling to scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining  The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)  The slides use other colors or vary the order of the colors  The slides add new headers/titles that aren’t part of the template  The slides use clip art  The slides are cluttered  Animation is distracting and feels more like sizzle than part of the steak

Graphic and Image Templates Copy and Paste items from these slides to make your presentation look great!

You can copy and paste these items into any slide Green text box that appears letter by letter Green text box that fades in Blue text box that appears letter by letter Blue text box that fades in Red text box that appears letter by letter Red text box that fades in

You can copy and paste these items into any slide — make sure you copy both the bubble and the text! Do I feel strongly about it? Do I have a lot to say? Do I feel strongly about it? Do I have a lot to say? Do I have a lot to say?

You can copy and paste these items into any slide. You can resize them as needed! Use black text when you write in me please! Also, keep my text left-justified rather than centered! Use black text when you write in me please! Also, keep my text left-justified rather than centered! Use black text when you write in me please! Also, keep the text left-justified rather than centered! Use black text when you write in me please! Also, keep the text left-justified rather than centered!

All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate them!

[Write first step here…] 1 2 [Write second step here…] 3 [Write third step here…] You can use these when discussing main ideas or steps in a process…

You can resize any of these boxes and use them to highlight text or ideas.

Let’s Review A Common Mistake Let’s Review Guided Practice Let’s Review Quick Assessment Let’s Review Extension Activities Core Lesson