10.29.24_ELA2.2B.i_Hernandez_E

1

Science of Reading

Teacher Facing
October 29, 2024

Skills 3
Lesson 2

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 3 TG

8

9

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.ii - 10 mins

2.2B.i & 2.2C.i - 30

mins

15

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 29, 2024

Science of Reading

Skills 3
Lesson 2

12

LO:

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

SWBAT decode and spell words with vowel teams.

Skills 3

DOL: SW correctly distinguish between long and short vowel

sounds in one-syllable words and decode and spell
words with vowel teams 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.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.

13

Let’s segment!

14

Let’s segment!

15

Let’s segment!

16

Let’s segment!

17

Let’s segment!

18

/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

/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

bat

/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

bat

same

/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

bat

same

lake

/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

bat

same

lake

pad

/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

pad

bat

same

lake

bad

/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

bad

pad

bat

same

lake

dad

/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

dad

bad

pad

bat

same

lake

wait

/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

dad

bad

pad

bat

same

lake

wait

day

/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

dad

bad

pad

bat

same

lake

day

wait

say

/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

dad

bad

pad

bat

same

lake

say

day

wait

cab

/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

cab

dad

bad

pad

bat

same

lake

say

day

wait

31

Vowel Teams ai and ay Anchor Chart (2017). Retrieved from © HMH Into Reading. Used with permission.

Two vowels

working

together to
create /ae/.

32

33

34

aim

35

pain

36

sail

37

38
aid

39
mail

40
paid

41

power bar

42

43

Circle the word in the sentence.

The cars wait for the train to blow its whistle.

44

Spell the word.

pain

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Vowel Teams ai and ay Anchor Chart (2017). Retrieved from © HMH Into Reading. Used with permission.

Two vowels

working

together to
create /ae/.

46

47

48

may

49

pay

50

tray

51

52
say

53
way

54
play

55

power bar

56

57

58

Circle the word in the sentence.

Can Shay stay over at our house tonight?

59

Spell the word.

bay

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Student Activity

Long A - /ae/

‘ai’

‘ay’

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rain
stay

Closing

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DOL: SW correctly
distinguish between
long and short vowel
sounds in one-syllable
words and decode and
spell words with vowel
team in at least 3 of 4
questions.

Demonstration of Learning

●Slide 8, 41-42, 55-57: Skills 3 Digital Components. Retrieved from “Amplify Texas ”
(2024). Used with permission. (CC BY 4.0)

●Slide 60: Skills 3 Reader. Retrieved from “Amplify Texas ” (2024). Used with permission.
(CC BY 4.0)

●Slides 6, 8, 32-33, 37, 46-47, 51: Images created by HISD Curriculum Design using
Canva.

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