Download Skill: 2 Syllable Words consonant -le

Explicit Instruction for Phonics Intervention
Skill: 2 Syllable Words consonant
Instructional Day: One
Section
-le
Instructional Routine
Time
Review Activity:
Warm-up
Activities
Students will review hard and soft g. Students will give a thumbs up for
hard g and thumbs down for soft g.
Word List:
2 min.
goose, gazelle, gull, gas
giraffe, gerbil, giant, gem
Word List: table, apple, puddle, startle, giggle, cattle, Mable, giggle
Syllable Type
How many syllables are in these words? (2)
The 2nd syllable only has three letters. What are they? (consonant +le)
Do you hear the “e” (No. It is silent.)
3 min.
Syllable Division Rule:
Syllable Division
Rule(s)
The teacher will explain to students that when they have a word
which ends with a consonant -le, they will divide the word before the consonant. The teacher will
model with “puddle” and “stable.” Students will use dry-erase markers to divide the words.
Word Reading List:
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Work
Text Application
giggle,puddle, stable, people, bubble, tickle, label, nickel, fail, pail, sail,
pencil
I Do:
The teacher will model an open word sort by taking the card for puddle and thinking aloud
to determine if it has a consonant le or not. Then the word card will be placed in the correct
column. Modeling will also be for the word card fail.
We Do: The students will work together with the card for giggle .
You Do: Students will take turns completing the rest of the open sort.
Word Building Words: Phoneme-Grapheme Mapping
Word List: bubble, people, stable, cattle, muddle
I Do: Explain that you will call out a word for them to map one sound at a time.
If they hear /le/,
they will use highlighting tape to highlight /le/.
We Do:
You Do:
Dictation
2 min.
pud – dle
sta - ble
5 min.
5 min.
Call out table one sound at a time for students to map. Together, highlight /le/.
Students will work independently as the teacher calls out each word.
The cattle would giggle.
People watched the cattle in the stable.
1.
2.
Have students identify the words in story one that contain the targeted skill.
Read the identified words.
3.
Read Story One.
3 min.
10
min.
Explicit Instruction for Phonics Intervention
Skill: 2 Syllable Words consonant-le
Instructional Day: Two
Section
Instructional Routine
Review Activity:
Warm-up
Activities
Time
Speed drill with word cards
Word List:
before, right, gave, sleep, five, call, very, should, would, after, does or other grade
level appropriate Dolch list words
2 min.
Word List: cattle, muddled, giggle, babble, tickled, puddle, startle, Mable, apple
Syllable Type
How many syllables are in these words? (2)
The 2nd syllable only has three letters. What are they? (consonant +le)
Do you hear the “e” (No. It is silent.)
3 min.
Syllable Division Rule:
Syllable Division
Rule(s)
Word Reading
Blending Routines
(sound-by-sound or
continuous)
The teacher will explain to students that when they have a word
which ends with a consonant -le, they will divide the word before the consonant. The teacher will
model with “puddle” and “stable.” Students will use dry-erase markers to divide the words.
2 min.
pud – dle
sta - ble
Word Reading List: cattle, puddle, giggle, babble, tickled, stable, bubble, people, muddled
I Do: In a flip book, show the first word table and think aloud to determine if it has /le/.
We Do: Students will look at the next word in the flip book and highlight /le/. They will read the
word cattle.
5 min.
You Do:
Students will take turns reading the remaining words. Words will then be read orally
with automaticity.
Word Building Words: table, bubble, giggle, people, stable
I Do: The teacher will think aloud about a word that has the /le/pattern – table. The teacher will
Word Work
spell table with magnetic letters.
We Do:
Students will think about and use magnetic letters to spell bubble. Students will
determine where the /le/ sound is in bubble.
You Do:
Dictation
Text Application
5 min.
Continue with remaining words. Students will spell words with magnetic letters.
The poodle has a collar.
I like to eat apples and pickles.
1.
Read story one with identified target words.
2.
Read clean copy of story one.
3 min.
10
min.
Explicit Instruction for Phonics Intervention
Skill: 2 Syllable Words consonant-le
Instructional Day: Three
Section
Warm-up
Activities
Instructional Routine
Time
Review Activity: Speed drill with word cards.
Word List: play, next, friend, goes, first, green, blue, fall, small
2 min.
Word List: cattle, muddled, giggle, babble, tickled, puddle, startle, Mable, apple
Syllable Type
How many syllables are in these words? (2)
The 2nd syllable only has three letters. What are they? (consonant +le)
Do you hear the “e” (No. It is silent.)
3 min.
. Syllable Division Rule:
Syllable Division
Rule(s)
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Work
The teacher will explain to students that when they have a word
which ends with a consonant -le, they will divide the word before the consonant. The teacher will
model with “puddle” and “stable.” Students will use dry-erase markers to divide the words.
2 min.
pud – dle
sta - ble
Word Reading List: Students will generate list.
I Do: The teacher will think aloud to determine a word ending in /le/ and record that word on
bulletin board paper. table
We Do: Students will think of a word that rhymes with table.
You Do: Students will brainstorm to determine words ending in /le/.
Word Building Words: Flash Card Syllables
Word List: babble, tickle, startle, apple, giggle
I Do: The teacher will model writing a single syllable word on a card – hat.
The teacher will take a
second card, fold it in half and write bea on one half and gle on the second half so students can see
bea / gle.
5 min.
5 min.
We Do: Together students will create a syllable card for cattle.
You Do: Students will create syllable cards for the remaining words.
marble, cattle, giggle, Gable, puddle, stable, people, bubbles, babble
Dictation
3 min.
1.
2.
Text Application
Identify target words in story 2.
Read story 2.
10
min.
Explicit Instruction for Phonics Intervention
Skill: 2Syllable Words consonant-le
Instructional Day: Four
Section
Instructional Routine
Review Activity:
Warm-up
Activities
Word List:
Time
Students will clap 2 syllable words
beagle, apple, noodle, doodle, google, pickle, poodle
2 min.
Word List: cattle, muddled, giggle, babble, tickled, puddle, startle, Mable, apple
Syllable Type
How many syllables are in these words? (2)
The 2nd syllable only has three letters. What are they? (consonant +le)
Do you hear the “e” (No. It is silent.)
3 min.
. Syllable Division Rule:
Syllable Division
Rule(s)
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Work
The teacher will explain to students that when they have a word
which ends with a consonant -le, they will divide the word before the consonant. The teacher will
model with “puddle” and “stable.” Students will write words on paper and then cut apart words
into two syllables.
2 min.
pud – dle
sta - ble
Word Reading List: Open Sort with –le words
Word List: cattle, puddle, giggle, babble, tickled, gate,fun, watched, stable, bubble, people, with,
poor, wanted, day, played
I Do:
Place cards on the table face down. Turn over a card and think aloud as to which column it
will be placed under
5 min.
We Do:
Each student will turn over a card. The group will say each word together, and the
student will choose the column for the word.
You Do: Students will take turns sorting the remaining cards.
Word Building Words: Word Chaining using Letter Cards
I Do: Think aloud for students as you spell one letter at a time the word chain table-Mable.
We Do: Together students will use letter cards to create gable. Ask students what letter has to
change to create Mable. Change t to M.
5 min.
You Do: Dictate the chain below as students write the chain on paper.
Word Chain: gable – fable – sable – Mable - table
Dictation
I giggle while the poodle plays in the puddle.
We walk the circle and step in the puddle.
1.
Text Application
3 min.
Read story two.
10
min.
Explicit Instruction for Phonics Intervention
Skill: 2Syllable Words consonant-le
Instructional Day: Five
Section
Instructional Routine
Time
Students will fold a piece of paper in half vertically. The first section will be
for one syllable words, and the second section will be for 2 syllable words. The teacher will show
each word on a card and say each word. Students will write one syllable words in the first section
and 2 syllable words in the second section.
2 min.
Review Activity:
Warm-up
Activities
Word List:
single syllable words -- cat, fun, wish
2 syllable words – problem, predict, flower
Word List: cattle, muddled, giggle, babble, tickled, jingle, jiggle, wiggle
Syllable Type
How many syllables are in these words? (2)
The 2nd syllable only has three letters. What are they? (consonant +le)
Do you hear the “e” (No. It is silent.)
3 min.
Syllable Division Rule:
Syllable Division
Rule(s)
The teacher will explain to students that when they have a word
which ends with a consonant -le, they will divide the word before the consonant. The teacher will
model with “puddle” and “stable.” Students will write words on paper and then cut apart words
into two syllables.
2 min.
pud – dle
sta - ble
Word Reading List: Closed Word Sort with /le/ and /el/ words
Word Reading
Blending Routines
(sound-by-sound or
continuous)
uncle, paddle, tingle, humble, settle, muscle, travel, angel, model, motel, level, label
I Do:
Create two columns on the classroom white board, labeling one as le and one as el. Explain
to students that they are going to sort words according to these two end spellings. Think aloud how
the spellings differ.
5 min.
We Do: Together, decide under which column to place model.
You Do:
Word Building Words: Underline the vowel in each syllable
Word List: poodle, marble, fiddle, people, apple, sizzle, purple
I Do: Write marble on the white board. Say the word. Say each syllable. Underline the vowel in
each syllable.
Word Work
We Do:
Students will write poodle on individual wipe-off boards. They will draw a line between
the syllables and underline the vowel in each syllable. Students will read each syllable of the word
aloud.
5 min.
You Do:
Students will work individually with the remaining words by dividing each word into
syllables and underlining the vowel in each syllable. Students will read each syllable of the word
aloud.
Dictation
Text Application
Walk the poodle in a circle.
Mom made noodle soup.
1.
Read story three.
2.
Formative Assessment: Student should read targeted skill words with the goal being 95%
accuracy.
3 min.
10
min.
Explicit Instruction for Phonics Intervention
Target Words For (2Syllable
Story 1
Skill Specific
New words
(10-14)
Mable
cattle
Words consonant-le) Stories
Story 2
Story 3
Skill Specific
New Words
(5-7)
Skill Specific
Words From
Story 1 (5-7)
Skill Specific
New words
(10-14 words)
wiggle
Mable
fable
jiggle
giggle
purple
jingle
stable
Gobble
Maple
puddle
noble
startled
tickled
single
stable
puddle
tickled
candle
giggle
table
muddled
gentle
Gable
idle
babble
bundle
bubbles
Explicit Instruction for Phonics Intervention
Instructional Focus: 2Syllable Words consonant-le
Story Number: 1
Mable the Cow
Mable the Cow watched all the cattle from the stable.
Mable would watch the other cattle play in the puddle.
Mable got tickled as she watched the others play. Mable
would giggle and giggle as they played. Poor Mable was
muddles and wanted to play in the puddle with the other
cattle. But Mable was locked in the stable.
One day Gable set Mable free. Mable ran to the puddle.
Mable loved to play in the puddle. Mable would babble and
make bubbles in the puddle. Mable and Gable played in the
puddle all day. People enjoyed watching Mable play in the
puddle.
Explicit Instruction for Phonics Intervention
Instructional Focus: 2Syllable Words consonant-le
Story Number: 2
Mable’s New Bell
Mable the cow got a new cow bell. Mable would wiggle
and jiggle the bell all day. Mable would laugh and giggle
each time the bell would jingle. One day Mable left the stable
to walk down Maple Lane. The other cattle heard the jingle of
the bell, and the jingle startled the cattle. Mable would
wiggle and jiggle to hear the jingle of her bell. Mable ran
down Maple Lane to jump in the puddle. Soon the other
cattle were tickled as they watched Mable play in the puddle.
Explicit Instruction for Phonics Intervention
Instructional Focus: 2Syllable Words consonant-le
Story Number: 3
Gobble the Noble Candle Maker
Here is a fable about the purple turkey named Gobble.
Gobble was a noble turkey. Gobble one day made a single
candle. Gobble set the candle on the table. Turkeys from all
over the land would come to see the gentle glow of Gobble’s
candle. Even Gobble would stand idle to see the gentle glow
of the candle. Gobble was glad he made a bundle of
candles to sell. Everyone bought candles from Gobble to
take home.