10.28.24_ELA2.2A.ii_Hernandez_E

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Science of Reading

Teacher Facing
October 28, 2024

Skills 3
Lesson 1

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

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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

●

1 White Board

●

1 White Board Marker

●

Skills 3 Reader

●

Slide Deck

●

Amplify Skills 3 TG

●

Spelling Trees

●

Baseball Cards

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9

NES Daily Block (75 mins.)

10 mins

Daily Routine

50 mins

2.2A.ii 20 mins.
2.2B.vii 10 mins.
2.10A 15 mins.

10 mins

DOL

5 mins

Spelling Words

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

1010

Do Now

Read the words.

gravel

start

cleaned

pompom

creep

dock

weeping

wren

while

barking

team

label

choice

chubby

paw

timing

about

flop

crawl

scorcher

combine

something

exercise

plump

radar

Student Facing
October 28, 2024

Science of Reading

Skills 3
Lesson 1

12

LO:

SWBAT distinguish between long and short vowel sounds
in one-syllable words.

SWBAT read high frequency words.

SWBAT discuss the author’s purpose for writing a text.

Skills 3

DOL: SW correctly distinguish between long and short vowel

sounds in one-syllable words, read high frequency
words, and discuss the author’s purpose for writing a text
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 multi-syllable words.

ELA 2.2B.vii Demonstrate and apply phonetic knowledge by identifying and reading high-frequency words from a research-based list.

Ⓡ ELA 2.10A

Discuss the author’s purpose for writing text.

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sand

/a/

‘ay’

‘ai’

‘a’

‘a_e’

‘a’

‘a’

‘a’

‘a’

‘a’

/ae/

‘ay’

‘ai’

‘a’

‘a_e’

/a/

/ae/

chat

sand

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

/a/

/ae/

grass

sand

chat

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

/a/

/ae/

mask

sand

grass

chat

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

/a/

/ae/

back

sand

grass

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

/a/

back

/ae/

name

sand

grass

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

/a/

back

/ae/

cake

sand

grass

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

name

/a/

back

/ae/

grab

sand

grass

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

cake

name

/a/

back

/ae/

paper

sand

grass

grab

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

cake

name

/a/

back

/ae/

acorn

sand

grass

grab

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

paper

cake

name

/a/

back

/ae/

snap

sand

grass

grab

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

paper

acorn

cake

name

/a/

back

/ae/

rain

sand

grass

grab

snap

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

paper

acorn

cake

name

/a/

back

/ae/

claim

sand

grass

grab

snap

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

paper

acorn

rain

cake

name

/a/

back

/ae/

raft

sand

grass

grab

snap

chat

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

paper

acorn

claim

rain

cake

name

/a/

back

/ae/

stay

sand

grass

grab

snap

chat

raft

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

paper

acorn

claim

rain

cake

name

/a/

back

/ae/

may

sand

grass

grab

snap

chat

raft

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

stay

paper

acorn

claim

rain

cake

name

/a/

back

/ae/

sand

grass

grab

snap

chat

raft

mask

‘a’

‘a’

‘a’

‘a’

‘a’

‘ay’

‘ai’

‘a’

‘a_e’

stay

may

paper

acorn

claim

rain

cake

name

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Short

Long

1

2

3

Choose the correct answer for each word.

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(Author’s Purpose) Anchor Chart from HMH – used with permission © Houghton Mifflin Harcourt Publishing Company.

A reader can think about the author’s
purpose of:

● the whole text
● a piece of the text

Commercials, letters, speeches

Informational, reports, narrative
nonfiction

Tales, poetry, drama, fiction

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What is the author’s purpose for writing the
stories included in the magazine?

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Closing

Tell your partner
● 2 /a/ words
● 2 /ae/ words

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DOL: SW correctly
distinguish between
long and short vowel
sounds in one-syllable
words, read high
frequency words, and
discuss the author’s
purpose for writing a
text in at least 3 of 4
questions.

Demonstration of Learning

●Slide 34: Skills 3 Reader. Retrieved from “Amplify Texas ” (2024). Used with permission.
(CC BY 4.0)

●Slides 6, 8: Images created by HISD Curriculum Design using Canva.

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Copyright Attributions