10.1.24_ELA2.2C.i_Hernandez_E

1

Science of Reading

Teacher Facing
October 1, 2024

Skills 2
Lesson 7

MRS Icons

2

3

Timer Options (Silent)

4

Timer Options (Soft Music)

5

Timer Options (Fun Music)

Icons

6

Click to open link

Materials needed

Students discuss using sentence stem or frame

Comprehension Check

Student Activity

Cross-linguistic
Connections (CLC)

Symbols

7

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

●

1 White Board

●

1 White Board Marker

●

Individual Code Chart

●

1 Green Marker

●

Response Card

●

Slide Deck

●

Vowel Code Flip Book

●

Spelling Cards

●

Amplify Skills 2 TG

●

Chart Paper

8

9

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

NES Daily Block (75 mins.)

8

mins

Daily Routine

50

mins

2.2B.i & 2.2C.i- 20

mins

2.11B.ii - 30 mins

7

mins

Practice

10

mins

DOL

DO NOW

1010

Read the story as many
times as you can before the
time is up.

Thinking Job
● Underline words you don’t

know.

● Record how many times

you read the story.

Student Facing
October 1, 2024

Science of Reading

Skills 2
Lesson 7

12

LO:

SWBAT decode and spell words with diphthongs ‘ou’ and
‘ow’.

SWBAT develop a draft by developing an idea with
specific and relevant details.

Skills 2

DOL: SW correctly decode and spell words with diphthongs

‘ou’ and ‘ow’ and develop a draft by developing an idea
with specific and relevant details in at least 3 of 4
questions.

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 2.11B.ii Develop drafts into a focused piece of writing by developing an idea with specific and relevant details.

13

14

Diphthongs ou and ow Anchor Chart (2017). Retrieved from © HMH Into Reading. Used with permission.

Two vowels

working

together to
create a new
sound /ou/.

15

16

17

mouth

18

ounce

19

around

20

21
pound

22
outside

23
shout

24

power bar

25

26

Choose the correct word.

A. counted
B. coward
C. contend
D. counter

27

Spell the word.

trout

28

Diphthongs ou and ow Anchor Chart (2017). Retrieved from © HMH Into Reading. Used with permission.

Two vowels

working

together to
create a new
sound /ou/.

29

30

31

frown

32

owl

33

towel

34

35
chow

36
down

37
prowl

38

power bar

39

40

41

Choose the correct word.

A. flounder
B. flower
C. flowed
D. follow

42

Spell the word.

powder

43

44

45

46

Retell Anchor Chart ((2017). Retrieved from © HMH Into Reading. Used with permission.

Transition Words

Transition words signal to the reader
the order of events in the story.

First,
Next,
Then,
Last,

47

48

What words were included in the
draft to tell the reader the events in
order?

Transition words tell the order of events.

49

Student Activity

50

howl
sound

Closing

51

DOL: SW correctly
decode and spell
words with diphthongs
‘ou’ and ‘ow’ and
develop a draft by
developing an idea
with specific and
relevant details in at
least 3 of 4 questions.

Demonstration of Learning

●Slide 13, 21-22, 32-34, 38: Skills 2 Digital Components. Retrieved from “Amplify Texas ”
(2024). Used with permission. (CC BY 4.0)

●Slides 6, 8, 10, 23-24, 35-38, 40, 42-43: Images created by HISD Curriculum Design
using Canva.

52

Copyright Attributions