9.27.24_ELA2.2C.i_Hernandez_SOR

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Science of
Reading

Teacher Facing
September 27, 2024

Skills 2
Lesson 5

MRS Icons

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3

Timer Options (Silent)

4

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

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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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1 Green Marker

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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

2.2B.i - 10 mins.
2.2C.i - 15 mins.
2.8C - 15 mins.

10 mins

DOL

15 mins

Spelling Assessment

Do Now

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Student Facing
September 27, 2024

Science of Reading

Skills 2
Lesson 5

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LO:

SWBAT decode and spell words with the diphthong ‘oo’.

SWBAT describe and understand plot elements, including
the main events, the conflict, and the resolution.

Skills 2

DOL: SW correctly decode and spell words with diphthong ‘oo’

and describe and understand plot elements, including the
main events, the conflict, and the resolution.

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.

Ⓡ ELA 2.8C

Describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently.

13
no

14
go

15
so

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Time to decode

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18

19

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Time to spell

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22

23

24

power bar

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Time to decode

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29

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Time to spell

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32

33

34

35

power bar

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37

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Choose the word.

A. zone
B. soup
C. soon
D. zoom

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Spell the word.

took

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Student Activity

1. Read each statement.
2. Write YES if the

statement could
happen.

3. Write NO if the

statement could not
happen.

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Choose the word.

A. coke
B. cook
C. could
D. cuckoo

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“Story Structure Anchor Chart” from HMH Into Readingadapted and usedwith permission © Houghton Mifflin Harcourt Publishing Company

“Story Structure Graphic Organizer” from HMH Into Readingadapted and usedwith permission © Houghton Mifflin Harcourt Publishing Company

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Student Activity

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Closing

Think of the sounds that ‘oo’ can
make.
Turn and tell your partner a word
that represents the /oo/ sound
/oo/ sound.

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DOL: SW correctly
decode and spell
words with diphthong
‘oo’ and describe and
understand plot
elements, including the
main events, the
conflict, and the
resolution.

Demonstration of Learning

●Slide 8, 22-23, 31-33: Spelling Cards. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

●Slide 23, 32: Vowel Code Flip Chart. Retrieved from “Amplify Texas ” (2024). Used with
permission. (CC BY 4.0)

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

●Slide 38: Skills 2 Reader. Retrieved from “Amplify Texas ” (2024). Used with permission.
(CC BY 4.0)

●Slides 6, 8, 16-21, 24-30, 34-37, 39-40: Images created by HISD Curriculum Design
using Canva.

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Copyright Attributions