Rachel Crozier

Closed Syllable Words with a Suffix S

2/29/16
Content Standards
CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.D
Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Lesson Context: This lesson is a Wilsons Language Basics: Fundations Level 1 lesson, in Week
2 of Unit 9. It reinforces previous learning of R-Controlled Vowels, Vowel Teams, Closed
Syllables, and Suffix S. In Week 1 of Unit 9, Students have discussed and practiced using closed
syllables; they have marked them and spelled them independently. This week expects students to
expand their knowledge of closed syllable words by comparing them to open syllable words. It
expects students to mark closed syllable words with a suffix. This lesson sets the foundation for
these ultimate learning goals by explicit teaching of marking the closed syllable as a base word
before marking the suffix S, by demonstrating and discussing the difference between closed and
open syllables, and by independent dry erase dictation of suffix S closed syllable words.
Learners Background: Students understand that a closed syllable word is one in which the
single vowel is closed in by one or more consonants, and that the vowel makes a short vowel
sound. They have practiced spelling and marking these words with dry erase boards and tile
boards. They have practiced identifying and marking a base word before the suffix S.
Student Learning Objective
1. Students will understand the difference between a closed and open syllable word.
2. They will identify and mark a closed syllable word as a base word prior to its suffix S.
Assessment; Using dry erase boards, students will independently write closed syllable words
and remove the consonants to make it an open syllable word. Students will listen to a closed
syllable word with a suffix S, tap and blend the sounds, and spell/mark the base word before
adding the S. Teacher will observe each students work and progress by asking questions,
scaffolding and re-stating certain words when necessary, and asking students to explain their
writing.
Materials
Dry Erase Boards and Markers
Standard Sound Cards
Magnet Letter Cards

Key Concepts/Vocabulary
Closed Syllables: A word with one vowel, which is closed in by one or more consonants. Makes
a short vowel sound.
Open Syllables: A word with a vowel which is NOT closed in by a consonant; it is open. It
makes a long vowel sound; it says its own name.
Suffix S: The letter S that follows a base word, making it either plural or an action word.
Initiation

Following the typical Fundations structure, drill sound cards, and review the RControlled Vowel poster, and the Vowel Team poster. These will not be focal points of
todays lesson, but they will be used in greater depth throughout the week.
Explain to students that today, theyll get to show you how much they know about two
big ideas: using the suffix S, and closed syllable words.

Development

Write the word CLAP with magnet letter cards: ask student if it is a closed syllable, and
then ask for an explanation (need response of it has one vowel and is closed in by one or
more consonants). Ask what sort of sound it makes. Ask students to help you mark it (this
is review).
-Add the suffix S to it, and show that when there is a suffix S to a base word, you
mark the closed syllable part first.
-Practice this marking procedure on the word twigs as a group, also expecting
students to mark consonant blends and digraphs.
Write the word GOT with magnet letter cards. Ask why this is a closed syllable, and
which consonant is closing in the O. Slide the T toward the O to demonstrate how it
closes in the O.
-ask if the T is taken away, will it still be a closed syllable?
-Discuss GO as an open syllable with a long vowel sound; the vowel says its
own name.
-Practice the transition from closed syllable to open syllable words/sounds with
some of the following words:
Not no
Hit hi
Wet we
Bet be
Independent Practice: On dry erase boards, students will practice and demonstrate
mastery of these two concepts, and mastery of review sounds.
-Sounds: /I/ /A/ /U/ /ink/ /ung/
-Suffix S ID and Marking: Dents Steps
Flags Frogs
-Closed/Open Syllable: BetBe, Wet We.

Closure

Students return to the rug. With magnet letter cards, spell HIT. Ask students how to
make this word an open syllable word. Ask them how to make it a closed syllable word.
Then, add the S letter card. Ask students what was added, and how to mark this word
properly. Expect clear explanation for each statement.

Differentiation

Alex: understands phonics concepts quickly, and becomes bored with material. Offer
him additional questions, such as does this suffix S make the base word a plural, or an
action word? and can you think of any other ways to mark this word? and can you
teach your way to someone at your table?

Which students do you anticipate may struggle with the content/learning objectives of this
lesson?
Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Lena

Diabetic, dyslexic.

If writing on dry erase board contains correct

letter/sound correspondence but in incorrect order,
repeat word specifically for her, and ask her to
tap/blend sounds in order. She needs extra
scaffolding and explicit teaching

Loring

ADHD. Needs space to

follow directions on his
own, but often requires
follow-up for
accountability by the
teacher.

For group instruction and independent work, he

benefits from questioning, being asked to explain
work, and sharing his work with a partner. In group
instruction, needs to be close to white board and
teachers body and voice.

Which students will need opportunities for enrichment/higher level of challenge?

Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Alex

Rapid comprehension of
phonics concepts, which
leads to boredom with
material and misbehavior

Offer him additional questions, such as does this

suffix S make the base word a plural, or an action
word? and can you think of any other ways to mark
this word? and can you teach your way to
someone at your table?

Lauren

Applies reading

Encourage Lauren to explain the work on her wipe-

comprehension and
experience to phonics;
teaches other students at
her table

off board, and to teach the class her method. Expect

her to expand thinking by offering additional
questions and situations, such as another function of
the suffix S and independent reading.