Instructional Lesson Template

Lesson #: 2 Date: 3/7/24 Word knowledge Target: Short vowel sounds/closed syllables

Wide Reading/Listening Comprehension Master Plan

Subject & Topic: Social Studies: People in the Civil War Article 1: Assessed Oral Reading Grade 2
SOL: VS.7 The student will demonstrate an understanding of the and Listening Comprehension Grade 4
issues that divided our nation and led to the Civil War by describing Article 2: Defining battles of the Civil War
Virginia’s role in the war, including identifying major battles that took from newsela
place in Virginia (@ Lexile 570)
Essential Question: What was Virginia’s role in the civil war? Article 3: Richmond, embattled capital, 1861-
1865 from newsela
(@ Lexile 580)

Lesson Part Activity* Words/Notes Justification

Reader/Writer Lives Tell us about something you enjoyed writing Hezron shared that he likes
3m to write, but he writes only
at school. Learning about
something he wrote that he
He confused “writing” enjoyed helps us to better
for “riding” even after understand Hezron. More
an example was meaningful relationships as
given to him about the foundation for learning
writing an are built through getting to
email. After it was know one another. It also
explained to him that gives us an opportunity
the word was through our share to give
“writing” as in what examples of authentic
you do with a pen or writing that happens
pencil. He said he outside of school such as
enjoyed writing with a writing in a journal, a kind
pen. When asked note to a family member, or
what he likes to write a birthday message to a
with a pen he friend. “The content
responded by saying students read, write, and
he likes to write talk about, and the activity
anime. Therefore, we settings in which students
discussed writing to work should whenever
entertain and the possible be grounded in
importance of authentic tasks and
pictures/illustrations goals. These tasks and
in writing. goals should map to the
purposes for which we, as
a society, use literacy: to
communicate, to learn, and
to enjoy.” (Madda et al.,
2019, p.40)
Review 3m Review of VCCV words Word Recognition Grid Hezron will practice VCCV
from lesson 1 using VCCV words from words that he was exposed
Further review is lesson 1: until, subject, to in lesson 1. The
needed in closed napkin, object, dentist, repeated exposure of the
syllable words/short chicken, sunset, goblin, words helps to create sight
vowel sounds based absent, contest, rocket, words in memory for
on the rest of the picnic, tablet automaticity (Honig et al.,
lesson. He was able 2018)
to read all of the “You are going to practice
review words except reading the words you
he read “tablet” as learned last week. All of
“table”. He corrected these words have closed
this error when syllables. What is a
reading the word closed syllable? (student
again. responds/corrective
feedback as needed).
Watch as I blend each
syllable and then read the
whole word.”

Goal/Purpose 1m Target: Closed/Closed “Last week you learned Hezron showed difficulty
Syllables with an that one way to read with closed multisyllabic
He did not remember emphasis on the short bigger words is to break words on the PAST exam
how to describe a vowel sounds the words into smaller (ex: sil-ver and gen-tle). In
closed syllable. parts using syllables. You lesson 1, he showed a
learned about one of the good understanding of
syllable types - closed syllables and was using but
syllables. What type of confusing short vowel
vowel sound do closed sounds correctly
syllables make? (student (particularly i, e, o, and
responds/corrective u). This is consistent with
feedback as needed). the phonics assessment of
Let’s review the common reading pseudowords
short vowel sounds that where he did things such
are heard in closed as confusing the long and
syllables.” short i sound and confused
the short o and u sound.
He also did not know the
short i sound in isolation on
the phonics
assessment. This
knowledge is fundamental
for reading closed
syllables. A closed syllable
contains a short vowel
sound (Lane & Contesse,
2022).

Hear-It 3m Letter-sound Manipulate medial short Hezron needs to

relationships of short vowel sounds in one consistently use short
vowels syllable words to create vowel sounds correctly to
Difficult with the new words (use fingers to help him read closed
following in the I do identify phonemes as syllable words correctly.
section: needed). The vowel manipulation
Phoneme manipulation of work with CVC words helps
medial short vowel sound him work with various
Bad to bed (self I do: vowel sounds in words he
corrected as he Say mat now say the /a/ is more confident in
originally said bet). as /e/: met reading (15/15 on the
Six to sox Say sit now say the /i/ as phonics assessment). This
/e/: set is a stepping stone to
Say cut now say the /u/ as applying this knowledge in
/o/: cot multisyllabic
words. Manipulating
We do: phonemes is an advanced
Say hit now say /i/ as /a/: phonemic awareness skill
hat (Kilpatrick, 2015).
Say let now say /o/ as /o/:
lot
Say bat now say /a/ as /u/:
but

You do:
Say bad now say /a/ as
/e/: bed
Say six now say /i/ as /o/:
sox
Say cop now say /o/ as
/u/: cup

*Provide corrective
feedback and praise.

Spell-It 10m Direct instruction of “A closed syllable is a one It is time for Hezron to
closed syllable words syllable word or word part review closed syllables
After direct with short vowel with a short vowel with direct instruction of the
instruction, Hezron sounds followed by followed by at least one articulation of short vowel
mostly struggled with guided practice consonant: let, got, run, sounds. Instruction of
the short vowel identifying short had, big” words includes hearing it,
sounds: a and i in vowels/closed syllables “Let’s review short vowel saying it with a sentence,
isolation. and spelling one and sounds: segmenting it into
two syllable words. -Short a spells /a/, but phonemes to spell it using
When Hezron was when it comes before m the correct graphemes that
told to use his or n the sound changes map with the phonemes,
learning and break like in am and an. correcting it using teacher
apart the longer word Short i spells /i/ guidance, and applying it.
into syllable parts to -Short o spells /o/ (Honig et al., 2018)
help him spell, he -Short u spells /u/
began to do that with -Short e spells /e/
(ticket, contact, Say tap. How many
pretzel). sounds do you hear? (use
fingers as needed) What
The following words are those sounds? Spell
were spelled as: the word on your
Muffin - mofen whiteboard. (show the
Ticket - tiket correct spelling and
Pretzel - presel identify the short vowel
sound)”
Run
Men
Mat
 Hit
Fog

“Now let’s try with two

syllable words. Break
pocket into syllables poc-
ket. What sounds do you
hear in poc? How do we
know it is a closed
syllable? Spell poc. What
sounds do you hear in
ket? How do we know it is
a closed syllable? Spell
ket. Blend it together to
spell pocket (show the
correct spelling and
identify the short vowel
sound)
Magnet
Muffin
Ticket
Contact
Pretzel

Decode-It 3m Read two-syllable I do/We do/You do It is time for Hezron to

words with closed basket magnet review closed syllables and
He said all the words syllables - mark where submit muffin short vowel sounds while
correctly. He even the syllable division is insect ticket decoding words using
decoded velvet as based on identifying if contest content blending of syllable
vel-vet and blended it the first syllable has a tennis velvet parts. Guided instruction
together. short vowel sound and using I do, we do, and you
identifying the sound of do will be applied to
that vowel. instruction. When the
responsibility of learning
moves from the teacher to
the student this is
scaffolding instruction
(Honig et al., 2018).

Write-It 10m Write a dictated 1) Say: I used a napkin Hezron had difficulty with
Sentence when I ate a muffin from including a capital letter at
Hezron had a hard the basket. the beginning of his
time repeating the 2) Ask the student to sentence and punctuation
initial sentence. repeat it. 3) Ask the at the end. When he writes
Jessica then broke student to write it. 4) the sentence, we will
the sentence up into Show the sentence written observe if he makes
chunks and Hezron correctly so the student improvements with that
still had a difficult can self-correct any and correct as needed.
time repeating it errors.
back. The solution 5) Discuss as needed.
was Jessica said “I
used a napkin”
Hezron wrote “when I
eat a muffin” Hezron
wrote “out of the
basket” and Hezron
finished.

He wrote: “I use a
napken When I eat a
muffin out or the
basket”

Read-It** 8m Read decodable text Before reading, search
and segment the closed
Due to time, echo syllables. Once closed
reading was used to syllables have been
read the first three identified, ask why they
paragraphs. Hezron are closed syllables and
read with good the sound of the short
fluency. vowels
He read the last represented. Point out
paragraph aloud with rocket and contest as
continued good examples since he found
fluency. those in lesson 1. Then
When identifying read. After reading, how
closed syllable do you think the children
words, he located the felt about the rocket
one syllable words contest? What are the
that were closed: get, clues from the passage
big. that helped you to decide
that?
Hezron was not able to
read this passage in
Lesson 1 due to time, but
he was able to identify a
couple of closed
multisyllabic words.
According to Honig et al.
(2018) explicit and
systematic instruction of
phonics should include
decodable text. If there is
time: point out/instruct on
the punctuation marks of ?,
!, and . in the passage and
practice reading with
prosody.

Wide Article 2: Defining Before Reading: Hezron shared that he likes

Reading/Listening battles of the Civil War 1.Complete the social studies, especially
Comprehension** Supported reading of vocabulary knowledge learning about the Civil
17m an instructional level chart about the words: War. The VA SOL
text about the important Civil War, Confederate, standards for 4th grade
Hezron did a happy battles of the Civil War and Union. Based on the align with his interest, so
dance to start. When including the Battle of students’ prior knowledge the focus is on battles of
we were reading Bull Run in Virginia. follow the prompts below the Civil War in Virginia.
about the civil war, he Before: Introduce a “These are the battles of
raised his hand in the map of Civil War the Civil War we will be
air! battles indicating the reading about On the listening
location of the battles today. They are defining comprehension for the 4th
Before Reading: that will be discussed in battles or important grade QRI, Hezron scored
Hezron said the civil the text. Introduce the battles of the Civil War. A a 25%. On the oral reading
war was to “fight for vocabulary words with Civil War is a battle of the 3rd and 4th grade
freedom.” He knew a knowledge chart. between different groups QRI, he scored a
union was “the side. I Set a purpose to think of people that live in the 38%. Therefore a passage
am not sure but I about the order or same country. The Civil was chosen at a lexile level
think the north states” sequence of events - War that we are reading of 570. The text will be
He said confederate Each battle happened about today took place in scaffolded for him by
is “the south states.” at a different time (look the United States” Say the conducting a read aloud
at the headings of the name of the battle, have and having him reread a
text) and each battle the student repeat it after section of the text with
We have noticed
included a different me, and point out the appropriate coaching and
Hezron can be hard
sequence of events. battle on the map to feedback, especially with
on himself if he
During: Tutor will read identify its location. multisyllabic words.
doesn’t know the
answer right away. the passage aloud, 2. Vocabulary - Google
stopping at key Slides: secede, defeat,
 vocabulary to highlight defend, and surrender. The vocabulary word
When asked what ed the vocabulary word to “As we read today, these instruction includes four
means, Hezron said discuss it in context. words will be used. Let’s verbs in the past
in the past after Tutee will reread the go over the meaning of tense. Hezron showed
teacher hint. He alsosection about the Battle these words.” Using the difficulty with the ending
said ed was a verb. of Bull Run. Coaching Google slides, have the (ed) on his oral reading
and feedback will be student say the name of passage and WRI.
During Reading: given especially with the word and meaning
The stretch was a reading multisyllabic after the tutor. Discuss the The sequencing task after
good idea. After words with a closed verbs as being in the past reading will first be
stretching, Hezron syllable. tense (-ed) in the text. The completed with no look
seemed much more After: Review the word defeated and defeat backs. During the QRI,
engaged. This is vocabulary chart and has two meanings in the Hezron was better able to
good to remember for discuss the vocabulary text. answer comprehension
future lessons! words. Sequence questions with look backs,
(show the Civil War During Reading: so this will be provided to
Hezron remembered timeline) the events -Vocabulary in the text him if needed. The
union and about the Battle of Bull with context clue of structure of the text is
confederacy. Hezron Run. definition in the text: based on a sequence of
had to go back to “The Union was made up events, so this graphic
look for who of the northern states.” organizer task aligns with
seceded, but got the *The author gives us the the text structure (Honig et
answer correct. definition in the sentence. al., 2018).
“The confederacy was
What does it mean if made up of southern
the confederate states.”
defeated the union? *Confederacy/confederate
“The union is defined in the sentence.
surrendered.” After -Stop at vocabulary that
teacher assistance, was discussed prior to
he said the reading the text to discuss
confederate won. it in context.
“The Confederate states
Said “oh no” to the seceded, or left, the
number of soldiers United States in 1861.
that died. Hezron “The now-stronger
seems to really enjoy Confederate Army quickly
learning about the defeated the Union
Civil war. forces.” and “The Union
Army left in defeat”
“However, the city was
Needed to use the
heavily defended.”
bathroom toward the
“General Pemberton
end. We noticed he
surrendered on July 4.”
said “I’m sorry” and “I
don’t mean to be
rude.” When he came
back he was excited Review the vocabulary
and said “let's go!” chart and discuss these
words:
If someone does not
After reading: He
agree with a certain group
had trouble with the
would a choice be for
question “what does
them to secede?
the winner do to the
other team.” He said
 “score” then he said In a soccer game, what
“surrender.” does the winner do to the
What is something other team?
you defend? Hezron Why would a child defend
said “myself.” the block tower they built
from their younger
When he read: sibling?
• Left off s on If a parent tells their child
forces to clean their room, but
• Conderac for the child argues not to do
confederacy it, what would it look like if
• Hezron does the child surrenders?
not pause at Complete the sequence
commas (show the timeline of the
• Gut for civil war to define
ground- then sequence) of events
said grod. about the Battle of Bull
Seemed to Run on the Google Slides.
have trouble Correct color order on the
with ou Google Slides is purple,
sound. blue, green, red, yellow,
• Felt for left and pink. Complete first
• Returned for without the text and then
retreated allow the student to look
back if needed.
The activity: He did
well with the
sequencing only
messing up one of
the defeated ones.

Closure 2m “Today we learned about closed syllables and short The closure of the lesson
vowel sounds. We can use our knowledge about will use clear and direct
Hezron confused closed syllables and short vowel sounds to help us language (Mesmer, 2019).
closed syllables and read longer words. What is a closed syllable? What
short vowels. is the short vowel sound of a, e, i, o, and u? What’s
one word you were able to read knowing this
information?”

We also read about important battles of the Civil

War. “What was the important battle of the Civil War
that was fought in Virginia?
Remember to partner debrief at the end of each lesson!

Adapted from LETRS General Phonics Lesson Template (Moats & Tolman, 2019), Tennessee Center for the Study and
Treatment of Dyslexia Lesson Frameworks (Middle Tennessee State University), Letter Lessons & First Words by Heidi
Anne Mesmer (2019), & UFLI Foundations (University of Florida Literacy Institute)