I chose this powerpoint because it relates to the topic we are studying. I encourage you to look at the power points on this website and find a presentation that you are studying.
This is the second lesson of two about syllables. I encourage you to look at my other lesson, Syllables and Flowers - Open and Close. Students typically need multiple opportunities to see modeling and be guided through lessons with this kind of grammar. I continue to reinforce this skill of using syllables to break up words at the end of a line in their daily writing.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)
Common starting point
Give the purpose of the lesson
Although there are lots of rules for breaking words into syllables, I'm really focusing on the Standard of looking at long vowels in 2 syllable words (RF.2.3c). This encourages students at this grade level to decode and encode words for reading and writing 2 syllable words.
Introduce strategy - teacher models
Practice strategy - guided practice
Several students noticed that double consonants are usually a division for a syllable. I let them come by this discovery on their own and share it with the class. Letting kids 'learn by discovery' can be powerful. They better understand the rules and will continue to be experiential learners.
Explain the task
As we look at open and closed syllables and how words are put together, we are ultimately determining the meaning of words and phrases relevant to a 2nd grade topic (RI.2.4). As students learn how to decode words, they are learning how to draw on their own abilities to learn and read, a shift in the Common Core Standards.
Finish the project
This activity of putting all the pieces together of the plant really helped my kids. They were motivated to complete their words and I connected their science learning to my reading lesson with the labeling. In my opinion, there does not need to be a 'project' for every lesson, but 2nd graders like to cut, glue and create attractive work.
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
Students with learning challenges may need a partner to sit next to for help 'breaking' the words into syllables. Even though I read the words, I know they still struggled to participate in the guided practice and it was harder for them to break the words. I did challenge them a bit to divide up the double consonant words because that was more concrete.
Students with more ability should be able to divide the words and can lead more of the discussion, especially the idea of 'open' and 'closed' syllables, as well as labeling and identifying the plant parts. Many times, these are the kids that raise their hands first. Sometimes, I'll ask them ideas and then call on another student to rephrase what the first student said. This helps them all 'pay attention', knowing that they may be asked to rephrase and helps me to see if the kids can understand each other's comments.