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Open Syllables Day 4

Name: Kate Gomez


Grade Level: 2nd Grade
School: West Central Elementary School
Date: Wednesday, September 28, 2016
Time: 10:15-10:35
Reflection from prior lesson:
In the last phonics lesson, I had the students come up to the front and we reviewed opensyllable words. After reviewing, we added multiple syllable words with open syllables in
them. I didnt think the students had a firm understanding after the first example so I added
another until I felt that they understood the concept. We learned to break apart syllables to
decode them separately. For example, after breaking apart polite into two syllables, students
were able to explain that there is a CVCe pattern and an open-syllable pattern. We then
practiced reading fluently. I explained what reading fluently means. Looking back, I should
have given an example while I was explaining. I also introduced pronouns to the students.
We didnt practice them very much, but the students were able to find the pronoun you and
explain what it meant. In the next lesson, I will explain further and have the students find
more pronouns while reading.
Lesson Goals(s)/ Standards:
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3.C
Decode regularly spelled two-syllable words with long vowels.
Lesson Objectives:
At the end of the lesson, students will recognize words with open-syllable syllable patterns
with 85% accuracy.
At the end of the lesson, students will read two-syllable words with closed vowel pattern plus
open-syllable pattern with 90% accuracy.
At the end of the lesson, students will spell words with the open-syllable pattern with 85%
accuracy.
I can recognize words with the open-syllable pattern.
I can spell words with the open-syllable pattern.
I can read two-syllable words with the open-syllable pattern.

Materials Needed:
Whiteboard
Marker
Open.Closed Syllable Chart

Contextual Factors/ Learner Characteristics:


This second grade classroom has 21 students in it. There are 10 girls and 11 boys. The class
has a student who is on an IEP and regularly leaves the classroom and a student who
struggles to stay on task during the lesson. In this classroom, there is a wide range in
academic levels of the students. There is one boy who struggles to independently stay on
task. Lessons are often begun together and completed with student work time. When students
finish working they can move on to math workshop.
A. The Lesson
Setup: have letter cards ready for the students on their desks
1. Introduction (2 minutes)
a. Getting attention/ Relating to past experience: Today we
are going to learn how to sort our open-syllable words by their syllables. We
will break them apart just like we did yesterday and decide what each syllable
is (open or closed). Then I want to find more pronouns in our passages.
b. Creating a need to know: You will be seeing these words as
you are reading other books.
c. Sharing objective, in general terms: Today, we are going to
sort words with open syllables. Then I want to find more pronouns in our
passages.
2. Content Delivery(15 minutes)
a. Call everybody to the front of the room with whiteboards
and markers to sit where they can see the board. I will be sitting by the
computer so I can type the words and have a small white board with me to
model how to separate the syllables.
i. Write the word robot.
ii. How many syllables are in robot? (2)
iii. Where do we separate robot? (ro/bot)
iv. Is the first syllable open or closed? (open)
v. Is the second syllable open or closed?
(closed)
1. How can you tell?
b. Repeat with
i. program, total, siren, iris, gravy, shaky,
shiny
c. Have students write the following sentence:
i. We are not crazy about bagels

d. Write it on the board to have students self correct. (how


can we know how to spell bagels?
i. (ba/gels open/closed)
e. Review pronouns. Say the following sentences to the class
and ask what each pronoun means.
f. Explain: These are pronouns. They take place of the noun.
i. Review: What is a noun?
ii. If I were to say Julian is reading his book.
He really likes the book. What does he mean? (Julian)
iii. I love coming to class to see you.
1. What does the I mean? (Mrs.
Gomez)
2. What does the you mean?
(The Class)
iv. Zach bought a new coat. He loves it.
v. Mrs. Spielmann loves all of her students.
They make her so happy.
vi. Continue until concept is understood.
3. Conclusion: (2 minutes)
a. What is an open syllable? Closed syllable?
b. How can that help us when we are reading new words?
c. What is a pronoun?
B. Assessments Used:
a. Observation: When students are writing on their boards, I will be
watching and correcting as they write. They will all show me their boards when
done writing. As students are working, I will be walking around the classroom to
monitor student work.
C. Differentiated Instruction
a. Below average students -Students will be encouraged to break
apart each word to learn how to spell it. I will explain to them how to break apart
the syllables and decode each part. Students will say each word before writing it.
They will be given the chance to stay behind while others go back to their desk
for further clarification.
b. Average students - Students will be encouraged to break apart each
word to sound the word out. Students will be encouraged to say each word before
writing it. I will offer support while they are writing.
c. Above average students - The students will be encouraged to write
each word independently. They will have the opportunity to add extra words if
they are able to. They can say each word before spelling if needed.

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