11.14.24 _ ELA 2.2A.ii _ Hernandez _E

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Science of Reading

Teacher Facing
November 14, 2024

Skills 3
Lesson 13

MRS Icons

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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

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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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Response Card

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Slide Deck

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Amplify Unit 3 TG

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Suggested: Create an anchor chart
with the spelling patterns for /ie/ with
examples of two syllable words.

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NES Daily Block (75 mins.)

5 mins

Daily Routine

45 mins

2.2A.ii - 5 mins

2.2B.iii & 2.2C.i - 40 mins

10 mins

DOL

15 mins

Student Activity

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

Student Facing
November 14, 2024

Science of Reading

Skills 3
Lesson 13

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LO:

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

SWBAT decode and spell words with long vowel sounds.

Skills 3

DOL: SW correctly distinguish between long and short vowel

sounds in one-syllable words and decode and spell
words with long vowel sounds 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.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams,

including digraphs and diphthongs; r-controlled syllables; and final stable syllables.

Ⓡ 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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silent

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pilot

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spider

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untie

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replies

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applies

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decide

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invite

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combine

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Choose the word.

A. irate
B. ivory
C. item
D. iron

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Choose the word.

A. inside
B. provide
C. decide
D. outside

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Student Activity

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‘i’

‘i_e’

descr___

‘ie’

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‘i’

‘i_e’

__tem

‘ie’

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‘i’

‘i_e’

butterfl__s

‘ie’

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Spell the word.

pilot

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Spell the word.

tries

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Spell the word.

inside

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Spell the word.

Friday

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Student Activity

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Closing

Write a two syllable word for each spelling pattern.

‘i’
‘ie’
‘i_e’

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

Demonstration of Learning

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

●Slide 25: Skills 3 Reader. Retrieved from “Amplify Texas ” (2024). Used with permission.
(CC BY 4.0)

●Slides 6, 8, 12-29, 34: Images created by HISD Curriculum Design using Canva.

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Copyright Attributions