8.15.24_2.2C.i_Hernandez_SOR

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Science of
Reading

Teacher Facing
August 15, 2024

Skills 1
Lesson 4

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, 16-33: Ancillary Components. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

●Slide 48-49: Digital Components. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

●Slides 7, 9, 15, 44-45, 47, 49, 51: 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 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 4.1 & 4.2

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Student Activity

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Slide Deck

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Consonant Code Flip Book

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Spelling Cards

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Amplify Skills 1 TG

Updated
Materials

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add if the materials have

been updated?

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Lesson 4

Chaining is
extended
to 20
minutes.

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

Agenda

5 minutes

Do Now

15 minutes

Warm Up

20 minutes

Chaining - 2.2Aiii & 2.2Ci

25 minutes

Reading “The Bone Man” - 2.7C

10 minutes

DOL

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Student Facing
August 14, 2024

Science of
Reading

Skills 1
Lesson 3

Use the letters to spell THREE closed syllable
words.

DO NOW

1313

a

o

e

d

m

b

p

t

n

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LO:

SWBAT recognize the change in a spoken word when a phoneme is
changed.

SWBAT spell one syllable words with closed syllables.

SWBAT use text evidence to support an appropriate response.

DOL: SW correctly recognize the change in a spoken word when a

phoneme is changed, spell words with closed syllables, and use text
evidence to support an appropriate answer.

ELA TEKS 2.2A.iii Demonstrate phonological awareness by recognizing the change in spoken word when a specified phoneme is added, changed, or
removed.
ⓇELA TEKS 2.2C.i Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs, and blends.
Ⓡ ELA TEKS 2.7C Use text evidence to support an appropriate response.

Skills 1

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Closed Syllable

/o/

/e/

/i/

flop
sloth

west
fresh

gift
stick

/a/
/u/

fact
shack

stun
pluck

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power bar

17

18

19

power bar

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21

22

power bar

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24

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power bar

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27

28

power bar

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30

31

power bar

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33

th

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i n

i n

ch

ng

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s u

s u

ch

sh

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c a

m a

sh

th
th

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e m

e n

sh

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i f

a f

t

sh

t

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i p

h

i p

sh

40

i p

i p

sh
ch

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a t

a t

f

ch

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i n

e n

th
th

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i

t

i

ng
ng

s

l

s

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Choose the correct spelling.

A. kash
B. cach
C. catch
D. cash

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Choose the correct answer.

A. Beginning sound was changed
B. Middle sound was changed
C. Ending sound was changed
D. No sound was changed

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Spell the new word.

rang __

ring

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Created by HISD Curriculum using Canva

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Paragraph 3
When we got to the college, we gave the bone man
the bone.

Paragraph 3
When we got to the college, we gave the bone man
the bone.

Paragraph 4
I have to do some tests, but I’ll bet this is a bone of a
raptor.

Paragraph 9
The bone that you and Gad found is a raptor bone!

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Underline the text evidence.

“The next thing is there is a law that says that
you can’t dig up bones and keep them for
yourself,” Doba said. “We Navajo say the bone
should have stayed in the ground. It belongs to
no one. But now that it is out, Mister Fitch and
his helpers will keep them safe for us.”

Retrieved from “Amplify Texas ” (2024). Used with permission. (CC BY 4.0)

Question: Who will keep the bone safe?

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Closing

➢ When a sound is

changed to form a
new word, what
happens to the
word?

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DOL: SW correctly
recognize the change
in a spoken word when
a phoneme is
changed, spell words
with closed syllables,
and use text evidence
to support an
appropriate answer.

Demonstration of Learning