2nd Grade Study Group

05/28/15
Covering Unit 7, Week 1, Day 2
What weve covered so far:
Unit 1 digraphs and closed syllables
Unit 2 bonus letters, welded/glued sounds, r-controlled vowel
poster
Unit 3 closed syllable exceptions and vowel team poster (ai, ay,
ey, ee, ea, oi, oy)
Unit 4 suffixes (s, es, ed, ing) and vowel teams (oa, oe, ow, ou,
oo, ue, ew)
Unit 5 multisyllabic words, vowel teams au and aw, consonant
suffixes (ness, less, ment, ful)
Unit 6 vowel-consonant-e syllable, ive exception to v-e syllable
We are currently learning Unit 7 open syllables. The syllable has only
one vowel which is the last letter in the syllable. The vowel sound is
long. To show a long vowel, we mark the vowel with a macron line. The
syllable can be combined with other syllables to make multisyllabic
words.
o In a nutshell,
we will be going over open syllable types, y as a vowel, combining
open syllables with closed and v-e syllables, and y, ty, ly suffixes today
o Introduction:
students will learn that an open syllable has only one vowel (last
letter), the vowel sound is long (indicated with a macron line), and the
syllable can be combined with other syllable types to make a
multisyllabic word (humid, remote. Students will also learn that y can
also work as a vowel saying /i/ or /e/. Y can also be a suffix (ly, ty):
chilly, ninety, safely.
o Getting ready:
prep: salmon y card and ivory y card to standard card display
large sound cards: a acorn, e me, I hi, o no, u pupil,
u flu, y cry/y baby
suffix frames ly and ty
word of the day cards
white syllable frames
add new unit trick words: eight, large, change, city, every,
family, night, carry, something
vowel sounds poster
make copies of Prefix Puzzle
student prep: add salmon magnetic letter y to board,
copy of unit story for each student

*Watch Unit Videos on PLC: Word of the Day and Word Talk

Model Unit 7, Week 1, Day 2:

o Drill Sounds/Warm-Up Be sure to review all vowel sounds,
paying close attention to long vowel sounds. Make sure a
student reviews 4-5 consonants and 4-5 suffixes.
o Word of the Day Show video from PLC
Demonstrate: Build the word shy. Ask How can you tell if
someone is shy? Ask How many vowels in the word? What is the
vowel? What sound does the y make at the end of a one-syllable
word? Have a student mark the word by scooping it, marking it as
open, and writing /i/ above the y. Make two more words (pry, hi). Have
students tap and read one-syllable words. Add to student notebooks.
Organize into partners for teachers to practice with materials.
o Trick word practice: choose two words (eight, change). Ask
students to use the words in a sentence. Have students sky
write the words twice, then table write the words. Go through
trick word flashcards.
o Introduce New Concepts: Dictate long vowel sounds. Say What
says /a/? (a, a-e) What says /i/? (I, i-e, y)
Dictate got. Ask a student to come to the board to build
the word. Have class tap the sounds and then say the letter names.
Ask What is the o saying?
Say the word go, and have students echo and tap. Ask
How can we change the word got to spell go?
Explain that when we have a long vowel sound at the end
of a syllable, it is often open. These syllable end in a vowel. Dictate
several words: (squid, stalled, by, skate) some open, closed, v-e.
Have students repeat the word, tap the sounds, and build the words
with their magnetic letter tiles. Then have students spell it orally.
Dictate the word try. Ask Does anyone remember what vowel we
often use for the long I sound at the end of a one-syllable word?
Discuss student progress, test trackers. How are our students doing?
What can we do to improve their progress, or enrich it?

How Ive helped my grade level:

Helped access and navigate Wilson Academy website (PLC)
Provided example lesson plans
Answered activity questions for clarity
Checked room set-up
Worked on test trackers
Discussed lesson timing (when will we teach it?)
Collaborated in drafting spelling lists
Proposed the use of the Fundations homework packet to help
struggling students at home
Checked classroom materials (what are we missing? what can we use
to substitute for materials we dont have access to?)
Showed example sketches for storytime