Syllable Sounds Focus

Objective

By the end of this 15-minute lesson, 2nd-grade students will be able to:

• Identify and differentiate closed and open syllables in multisyllabic words.
• Accurately decode words ending in -ed and -ing by applying mapping and blending skills.
• Read connected text fluently with appropriate pace and expression.

This lesson aligns with the following Common Core State Standards (CCSS):

• RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words.
• RF.2.4: Read with sufficient accuracy and fluency to support comprehension.

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Materials

• Flashcards with words ending in -ed and -ing (both closed and open syllables)
• Whiteboard and markers
• Short leveled passage including target suffixes for fluency practice
• DIBELS middle-of-year (MOY) practice sheets (front/back)
• Visual anchor chart illustrating closed vs. open syllables

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Grouping & Timing

• Monday/Wednesday: Group 1 (9:00-9:10), Group 2 (9:10-9:20)
• Tuesday/Thursday: Group 3 (9:00-9:10), Group 4 (9:10-9:20)
• Friday: Groups 1–5 (9:00-9:10, 9:10-9:20)

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Lesson Plan

1. Warm-Up & Review (3 minutes)

• Activity: Quick Flashcard Sort
  Show flashcards with words that contain -ed and -ing suffixes. Students will say if the syllable before the suffix is open or closed.

• Rationale: Activates prior knowledge and warms up phonics skills related to mapping and blending.

2. Teaching Input (4 minutes)

• Mini-Lesson:

  • Review closed syllable rule: a syllable ending in a consonant usually has a short vowel sound.
  • Review open syllable rule: a syllable ending in a vowel usually has a long vowel sound.
  • Model decoding multisyllabic words with -ed and -ing: map each syllable, then blend the syllables smoothly.
    Use the anchor chart to visually compare examples like hopped (closed) vs. hoping (open).

• Common Core Focus: This supports applying grade 2 phonics skills per RF.2.3a-d.

3. Guided Practice (5 minutes)

• Activity: Mapping and Blending with Partners
  Students pair up and receive word cards containing -ed and -ing suffix words, separated by syllables (e.g., hop-ped, hop-ing).
  Partners will:
  • Map the syllables aloud.
  • Blend syllables together to read the whole word.
• Walk around to support blending strategies and provide immediate corrective feedback.

4. Fluency Practice (2 minutes)

• Activity: Timed Reading—DIBELS MOY Practice
  Students will read a short passage or word list from DIBELS MOY sheets focusing on accurate and fluent decoding of -ed and -ing words.
  Emphasize smoothness and expression while reading.

5. Closing & Assessment Check (1 minute)

• Ask one or two students to read aloud a word or sentence from the activity showing evidence of mastery with closed/open syllables and suffix decoding.
• Quickly check understanding by asking: "Was that syllable closed or open? How did you know?"

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Differentiation & Extension Ideas

• For struggling readers: Provide additional models and highlight phoneme-grapheme correspondences using manipulatives (e.g., letter tiles) during partner work.
• For advanced readers: Challenge students to create their own words with -ed/-ing endings including multisyllabic words and explain syllable types.

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Notes for Teachers

• The lesson intentionally uses short, frequent bursts of phonics coupled with fluency practice to maintain engagement for second graders.
• Mapping and blending with focused suffixes build automaticity necessary for reading fluency and comprehension, supporting RF.2.4 rigor.
• Integrate frequent verbal checks to monitor comprehension and mastery in real-time.
• This lesson is designed for small group settings for better individualized support in alignment with the UFLI approach.

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End of Plan