8.12.24_2.2A.iii_Hernandez_SOR

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Science of
Reading

Teacher Facing
August 12, 2024

Skills 1
Lesson 1

MRS Icons

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Timer Options - No Music

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Timer Options - Gentle Music

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Timer Options - Pop Music

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●Slide 9, 16-32: Ancillary Components. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

●Slide 49-50: Digital Components. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

●Slides 7, 9, 15, 43-47, 51-52: Images created by HISD Curriculum Design using Canva.

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Copyright Attributions

Icons

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Click to open link

Materials needed

Students discuss using sentence stem or frame

Comprehension Check

Symbols

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When it looks like ‘a’, say the letter name.

When it looks like /a/, say the letter sound.

When it looks like “cat”, say the word.

Materials

Student

Teacher

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1 Green Marker

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1 Red Marker

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Individual Code Chart

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Response Cards

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White board

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White board marker

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Activity Book Page 1.1 & 1.2

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Student Activity

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Slide Deck

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Vowel Code Flip Book

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Consonant Code Flip Book

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Spelling Cards

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Chart Paper

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Amplify Skills 1 TG

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10

Lesson 1

Chaining
and
Dictation
are
replaced
with a
Decoding
Section

Lesson at a Glance by Amplify from Amplify Texas (CC BY 3.0)

Agenda

5 minutes

Do Now

15 minutes

Warm Up - 2.2Aii

20 minutes

Decoding and Vowel Sound
Identification - 2.2Aii & 2.2Bi

25 minutes

Reading “Kate Visits Doba” 2.6B

10 minutes

DOL

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Student Facing
August 12, 2024

Science of
Reading

Skills 1
Lesson 1

Read and sort the words CVC words by vowel
sound.

DO NOW

1313

____________
____________
____________

____________
____________
____________

cat

rap

hip

pit

did

tag

cat

pit

rap

did

tag

hip

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LO:

SWBAT identify and decode words with short vowel sounds in
one-syllable words.

SWBAT Generate questions before, during, and after reading to

deepen understanding and gain information.

DOL: SW correctly identify and decode words with short vowel sounds and

generate questions before, during, and after reading in at least 3 of 4
questions.

ELA 2.2A.ii Demonstrate phonological awareness by distinguishing between long and short vowel sounds in one-syllable and multisyllable words.
ELA 2.2B.i Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs, and blends.
ELA 2.6B Generate questions about text before, during, and after reading to deepen understanding and gain information.

Skills 1

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What is a short vowel?

A short vowel sound is the
vowel pronunciation that is
the sound of the letter.

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power bar

17

18

power bar

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20

21

power bar

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23

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power bar

25

26

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power bar

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29

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power bar

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32

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a t

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a d

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a d

d

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a d

t

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a p

t

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i

p

t

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i

p

d

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i

p

b

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i

t

b

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i

d

b

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A

B

C

D

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A

B

C

D

45

Choose the word that has the /a/ sound.

A. rain
B. say
C. mane
D. sack

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Choose the word that has the /i/ sound.

A. night
B. pick
C. ride
D. lie

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Read each statement. Select the correct
sound.

/a/

/i/

Neither

pass

tide

dim

day

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“Ask and Answer Questions Anchor Chart” from HMH Into Readingadapted and usedwith permission © Houghton Mifflin Harcourt Publishing Company

Questions for Before and During Reading

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Who?

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What?

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Where?

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When?

Questions for After Reading

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How?

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Why?

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51

What kind of questions do you ask DURING
reading a story?
Select TWO answers.

A. How?
B. What?
C. Why?
D. Was?
E. When?

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Closing

➢ How does listening

for the individual
sounds in a word
help you to read the
word?

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DOL: SW correctly
identify and decode
words with short vowel
sounds and generate
questions before,
during, and after
reading in at least 3 of
4 questions.

Demonstration of Learning