9.24.24_ELA 2.2B.i_Hernandez_SOR

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Science of Reading

Teacher Facing
September 24, 2024

Skills 2
Lesson 2

MRS Icons

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3

Timer Options (Silent)

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Timer Options (Soft Music)

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Timer Options (Fun Music)

Icons

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Click to open link

Materials needed

Students discuss using sentence stem or frame

Comprehension Check

Student Activity

Cross-linguistic
Connections (CLC)

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.

When it looks like cabᐧin, say the syllables.

Vowel Sound Representation in Amplify

Long Vowels

/ae/
/ee/
/ie/
/oe/
/ue/

Short Vowels

/a/
/e/
/i/
/o/
/u/

Materials

Student

Teacher

●

Student Activity

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1 White Board

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1 White Board Marker

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Individual Code Chart

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Skills 2 Reader

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Response Card

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1 Green Marker

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Magic ‘e’ card

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Slide Deck

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Vowel Code Flip Chart

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Spelling Cards

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Amplify Skills 2 TG

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

NES Daily Block (75 mins.)

10 mins

Daily Routine

40 mins

2.2A.iv - 10 mins

2.2B.i & 2.2C.i- 30 mins

10 mins

DOL

15 mins

Practice

1010

Do Now

Each word has a Magic ‘e’
pattern.
● Draw a horseshoe-shaped

loop around the Magic ‘e’
pattern in each word.

● gave
● smile
● like
● drive
● cake

Student Facing
September 24, 2024

Science of Reading

Skills 2
Lesson 2

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LO:

SWBAT manipulate phonemes within base words.

SWBAT decode and spell words with long vowel VCe
syllables.

Skills 2

DOL: SW correctly manipulate phonemes within base words

and decode and spell words with long vowel VCe
syllables in at least 3 of 4 questions.

ELA 2.2A.iv Demonstrate phonological awareness by manipulating phonemes within base words.

ELA 2.2B.i

Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs, and blends.

Ⓡ ELA 2.2C.i

Demonstrate and apply spelling knowledge by spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables;
vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.

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my

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by

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have

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stone

stone

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note

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hope

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rode

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froze

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broke

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bone

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power bar

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cube

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mute

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cute

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mule

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fuse

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fume

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power bar

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Choose the word.

A. tuba
B. dude
C. duty
D. tube

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cute

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hope

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note

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mope

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cube

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globe

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use

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tube

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Choose the word.

A. load
B. lobe
C. low
D. bowl

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Spell the word.

plume

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Magic ‘e’ Words

/oe/

/ue/

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Student Activity

1. Read the word.
2. Write ‘e’ at the end

of each word.

3. Say: “Alakazam!”
4. Read the new

word.

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Closing

dud

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DOL: SW correctly
manipulate phonemes
within base words and
decode and spell
words with long vowel
VCe syllables in at
least 3 of 4 questions.

Demonstration of Learning

●Slide 8, 16, 24-25, 32-34: Spelling Cards. Retrieved from “Amplify Texas ” (2024). Used
with permission. (CC BY 4.0)

●Slide 25, 33: Vowel Code Flip Chart. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

●Slide 34: Individual Code Chart. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

●Slide 46: Skills 2 Reader. Retrieved from “Amplify Texas ” (2024). Used with permission.
(CC BY 4.0)

●Slide 47: Skills 2 Activity Book. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

●Slides 6, 8, 10, 17-23, 26-31, 35-48: Images created by HISD Curriculum Design using
Canva.

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Copyright Attributions