KerryFarnumRAL320

Spring2016
WordStudyMiniLessonPlanUnobserved
Title:WordStudyDecoding
Topic:DeterminingSyllableTypes,Grade2
EssentialQuestion:Whatarethesixtypesofsyllables,andhowcanweusethemto
determinehowvowelssoundinasyllable?
Standards:
CCSS.ELALITERACY.RF.2.3A
Distinguishlongandshortvowelswhenreadingregularlyspelledonesyllablewords.
CCSS.ELALITERACY.RF.2.3B
Knowspellingsoundcorrespondencesforadditionalcommonvowelteams.
CCSS.ELALITERACY.RF.2.3C
Decoderegularlyspelledtwosyllablewordswithlongvowels.
LearningObjectives&Assessments
Objectives
Learnerswillbeabletodistinguish
betweensixsyllabletypes:closed,open,
vowelconsonante,rcontrolled,vowel
teams,andconsonantle.
Learnerswillbeabletobreakupawordby
syllablesafterseeingit.

Assessments
Learnerswillcompletewordsortstoplace
syllablesandwordsintocategoriesby
syllabletype.
Learnerswillpartnercheckoneanotherby
tellingtheirpartnershowmanysyllables
areinawordandwherethewordwouldbe
brokenup,thenwewillcheckasaclass.

Materials:
Fortheclass:
Cutupwords/syllablesandsyllableheadingsforwordsorts(22copies)
Fortheteacher:
Listofwords/syllables
Prelessonassignmentsand/orpriorknowledge:
Studentswillbefamiliarwithwhatsyllablesareandhowtobreakwordsintosyllables
orally,anddeterminehowmaysyllablesareinawordfromhearingit.
LessonBeginning:

Theteacherwillbeginimmediatelyfollowingmorningmeetingduringthestudents
literacyblock.Studentswillalreadybeseatedatthecarpet.Theteacherwillintroducethe
lessonbyaskingstudentstodefinesyllableandreviewhowtodeterminethenumberof
syllablesawordhasbylisteningtoit,andeitherclappingthewordoutorholdingtheir
chinsandfeelingforeachtimethattheirmouthsopen.(4minutes)
InstructionalPlan:
Timetable&Transitions:
0:04:000:010:00
Oncetheteacherisconfidentthatstudentscanhearsyllables,shewillworkon
howtoseesyllableswithinwords.Studentswillbreakupwordsontheboard(5)
withtheteacherintopartstheyknow(somethingtheyarefamiliarwithdoing).
Byfindingvowelcombinations,consonantdigraphs,andaffixes,thismethod
willgenerallybreakaworkintoitssyllables.Teacherswillalsotellstudentsthat
everysyllablewillcontainatleastonevowel.
o Establish
o Adventure
o College
o Barbeque
o Anchor
0:10:000:20:00
Theteacherwillthenintroducestudentstothreeofthesixvoweltypes:closed,
open,andvowelconsonante.Shewilltellstudentsthatthetypesofsyllables
helpyoudecidewhatsoundavowelwillmake.
o Closedvowels:vowelisfollowedbyaconsonant,makingashortvowel
sound
o Openvowels:donothavealetterfollowing,makingalongvowelsound
o Vowelconsonante:vowelisfollowedbyaconsonantandane,makinga
longvowelsound
Theteacherwilldoafewexampleswiththeclassbypresentingaword,
modelingbreakingitintosyllables,lookingafterthevowel,determiningsyllable
type,anddeterminingthesoundthevowelinthatsyllablemakes.
o Do
o Can
o Cane
o Decode
o Wallet
Transition:Teacherwilldismissstudentstotheirdeskstocompletewordsortsby
tablenumber.
0:20:000:30:00
Studentswillcompletewordsorts,identifyingwordsandsyllablesintosyllable
types.Studentswillsorttheirwords.Studentsshouldraisetheirhandsonceall

wordsaresortedtohavetheirsortscheckedbytheteacher.Studentsshould
completesortsatleastthreetimes.
Dependingonstudentprogress,oneoftwoactivitieswillfollow:
o Ifstudentsneedmorepracticeidentifyingsyllabletypes,theywillmixup
theirwordsandsortthewordsintotheirappropriatesyllabletypestwice
more.
o Ifstudentsaresuccessfulinsorting,theywillthenworkwithapartnerto
sortthewordsagainbylisteningtothewordwithhiseyesclosed.One
studentwillsaytheword,andtheotherstudentwilltellthemtosortitinto
closed,open,orvowelconsonante.Partnerswillswitchoncefinished.
Studentswillreturntothecarpetforreflection/discussionfollowingwordsorting
activity.
DayTwo:(20mins)
o Teacherwillreviewthethreesyllabletypesalreadylearned,andintroduce
thenextthree(rcontrolled,vowelteams,andconsonantleinthesame
fashion).
o Studentswillcompletewordsortsagain,thistimeusingallsixsyllable
types.

Differentiation:
Ifstudentsfinishearly,theyshouldmixtheirwordsandsortthesyllablesagain
forreinforcement.
Ifstudentsarestrugglingwiththesorts,theteachershouldeliminatethevowel
consonantecategoryandsortonlywithclosedandopensyllables.
Questions(postactivityclassdiscussion):
Whatdidyounoticeaboutthesyllablesintheclosedlist?Open?Vowel
consonante?
Doyouthinkthesearetheonlysyllabletypes?
Whyisitimportanttoknowwhatthedifferentsyllabletypeslooklike?
ClassroomManagement:
Studentswillcompletewordsortsfromtheirdeskssothattheteacherhaseasy
accesstomonitorbehavior.
Studentswillsitintheirassignedseatsontherugtoavoidconflictandensure
maximumproductivity.
Closure:
Thelessonwillconcludewithaclassdiscussiontoanswerabovequestions.Theteacher
willinformstudentsthattherearethreeadditionalsyllabletypesthatwillbediscussedin
thenextlesson,makingsixtotalsyllabletypes.Theteacherwillrestatetheideathat
syllabletypesallowreaderstodeterminevowelsoundsanddecodewordsmoreeasily.

He/shewillremindstudentsthatthesetypesdonotwork100%ofthetime,butare
helpfulinsoundingoutwordsalotofthetime.Therewillnotbeahomeworkassignment
relatingtothislesson.(5minutes)