ELA G2:S3:C14:L66

Words Rule

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Daily Learning Targets

Opening A: I can identify the vowel sounds in a word to help me determine how many syllables are in the word and use that information to decode it. (RF.2.3)

I can decode words with C-le syllable patterns.
I can use knowledge of vowel sounds to help me decode words with different spelling patterns.

Work Time A: I can read and spell words with a C-le ending syllable. (RF.2.3, L.2.2)

I can use knowledge of vowel sounds to help me decode words with different spelling patterns.
I can decode words with C-le syllable patterns.
I can identify spelling patterns based on vowel sounds.

Ongoing Assessment

Observe students during Opening A.

Determine whether they can count the number of syllables by identifying the vowel sounds in the word.
Also determine whether they can divide the word and identify the syllable types in order to decode it.

Observe students during Work Time A. Determine whether they can identify which spelling pattern to use when writing words with a C-le ending syllable.
Exit ticket (see Differentiated Small Groups: Work with Teacher).

Agenda

Agenda
1. Opening (3-5 minutes) A. Syllable Sleuth: Two-Syllable Words with a C-le Ending Syllable Pattern: "ca-ble," "ma-ple," "bu-gle," "cy-cle," "puz-zle," "rid-dle," "bee-tle," "sin-gle," "foo-ple," "hi-zle" 2. Work Time (10 minutes) A. Words Rule: Two-Syllable Words Spelled with C-le Ending Syllable Pattern: "fable," "sable," "title," "whittle," "tinkle," "trickle," "noodle," "cripple," "article," "example," "uncle," "topple," "battle" 3. Closing and Assessment (2 minutes) A. Reflecting on Learning 4. Differentiated Small Group Instruction and Rotations (40-45 minutes)

1. Opening (3-5 minutes)

A. Syllable Sleuth: Two-Syllable Words with a C-le Ending Syllable Pattern: "ca-ble," "ma-ple," "bu-gle," "cy-cle," "puz-zle," "rid-dle," "bee-tle," "sin-gle," "foo-ple," "hi-zle"

2. Work Time (10 minutes)

A. Words Rule: Two-Syllable Words Spelled with C-le Ending Syllable Pattern: "fable," "sable," "title," "whittle," "tinkle," "trickle," "noodle," "cripple," "article," "example," "uncle," "topple," "battle"

3. Closing and Assessment (2 minutes)

A. Reflecting on Learning

4. Differentiated Small Group Instruction and Rotations (40-45 minutes)

In Advance

Prepare Words Rule Word Cards for Work Time A.
Copy Syllable Sleuth Word List (one per pair).
Enlarge T-chart (optional).
Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)

multisyllabic, similar, syllable (L)

Materials

Syllable Sleuth Word List in a transparent sleeve (one per student or pair)
White board markers (one per student)
White board erasers (or tissues, socks, etc.; one per student)
Words Rule Word Cards (one set for teacher to display; one set per pair)
White boards (one per student)
Cycle 14 Assessment (optional)

Opening

Opening	Meeting Students' Needs
A. Syllable Sleuth: Two-Syllable Words with a C-le Ending Syllable Pattern: “ca-ble,” “ma-ple,” “bu-gle,” “cy-cle,” “puz-zle,” “rid-dle,” “bee-tle,” “sin-gle,” “foo-ple,” “hi-zle” (Suggested transition song, sung to the tune of “I’ve Been Workin’ on the Railroad”): “We’ve been workin’ on some long words, sound by sound by sound. We’ve been workin’ on some long words, so we can read more words aloud. We take a word like ‘maybe’ and break it into parts. ‘May’ plus ‘be’ makes ‘maybe,’ and now it’s time to start!” Begin the Syllable Sleuth instructional practice: 1. Teacher says: “It’s time to be syllable sleuths. We are going to find some clues to help us figure out how to break longer words into parts so we can read them. Let’s start with a new word.” 2. Teacher writes the word on the board: “ca-ble.” 3. Teacher models the Syllable Sleuth practice aloud: Look for the vowel and put a dot below it. Look for the C-le and divide word. Divide the word just before the “-ble.” 4. Teacher draws a swoop under the first syllable and asks: “What vowel sound do we hear in this first syllable?” (/ ā/) “How do we know this vowel sound is /ā/ and not /a/?” (because it is an open syllable; “-ble” is the second syllable) “So how do we pronounce this first syllable?” (cā) 5. Teacher draws a swoop under the second syllable and asks: “What is this second syllable?” (“ble”) “What do you notice about this syllable?” (C-le ending) “What sound does the second syllable make?” (/bəl/) 6. Teacher says: “That’s right.” 7. Teacher asks: “So how would we read this word?” (cable) 8. Teacher says: “Right! Remember, a sleuth is a detective. When you’re a syllable sleuth, your job is to search for the clues that let you know you have found a syllable. As a syllable sleuth, you will look for vowel sounds to see how to divide the words into syllables to read them.” 9. Teacher distributes the Syllable Sleuth Word List, white board markers, and white board erasers. 10. Students complete the Syllable Sleuth Word List.	Consider dividing syllables by starting at the end and counting back three letters and then dividing the word. Students can remember this with the rhyme "-le count back three." Consider annotating the letters in a vowel team by placing a dot under each and drawing a straight line between the dots. This can serve as a visual, reinforcing the fact that while there are two vowels, they make just one sound. Step 10 can be done in a variety of ways, including: Students apply Syllable Sleuth steps to one word at a time. After each word, the teacher models the division and decoding and students check their work. Students work through the list independently or with partners. After a set period of time, the teacher models the division and decoding of each word while students check their work. See Syllable Division Guide as needed. Below is the syllable division for words used in Opening A: "ca-ble," "ma-ple," "bu-gle," "cy-cle," "puz-zle," "rid-dle," "bee-tle," "sin-gle," "foo-ple," "hi-zle."

Meeting Students' Needs

A. Syllable Sleuth: Two-Syllable Words with a C-le Ending Syllable Pattern: “ca-ble,” “ma-ple,” “bu-gle,” “cy-cle,” “puz-zle,” “rid-dle,” “bee-tle,” “sin-gle,” “foo-ple,” “hi-zle”

(Suggested transition song, sung to the tune of “I’ve Been Workin’ on the Railroad”):

“We’ve been workin’ on some long words, sound by sound by sound. We’ve been workin’ on some long words, so we can read more words aloud. We take a word like ‘maybe’ and break it into parts. ‘May’ plus ‘be’ makes ‘maybe,’ and now it’s time to start!”

Begin the Syllable Sleuth instructional practice:

1. Teacher says: “It’s time to be syllable sleuths. We are going to find some clues to help us figure out how to break longer words into parts so we can read them. Let’s start with a new word.”

2. Teacher writes the word on the board: “ca-ble.”

3. Teacher models the Syllable Sleuth practice aloud:

Look for the vowel and put a dot below it.
Look for the C-le and divide word.
Divide the word just before the “-ble.”

4. Teacher draws a swoop under the first syllable and asks:

“What vowel sound do we hear in this first syllable?”
(/ ā/)

“How do we know this vowel sound is /ā/ and not /a/?” (because it is an open syllable; “-ble” is the second syllable)

“So how do we pronounce this first syllable?” (cā)

5. Teacher draws a swoop under the second syllable and asks:

“What is this second syllable?” (“ble”)

“What do you notice about this syllable?” (C-le ending)

“What sound does the second syllable make?” (/bəl/)

6. Teacher says: “That’s right.”

7. Teacher asks:

“So how would we read this word?” (cable)

8. Teacher says: “Right! Remember, a sleuth is a detective. When you’re a syllable sleuth, your job is to search for the clues that let you know you have found a syllable. As a syllable sleuth, you will look for vowel sounds to see how to divide the words into syllables to read them.”

9. Teacher distributes the Syllable Sleuth Word List, white board markers, and white board erasers.

10. Students complete the Syllable Sleuth Word List.

Consider dividing syllables by starting at the end and counting back three letters and then dividing the word. Students can remember this with the rhyme "-le count back three."
Consider annotating the letters in a vowel team by placing a dot under each and drawing a straight line between the dots. This can serve as a visual, reinforcing the fact that while there are two vowels, they make just one sound.
Step 10 can be done in a variety of ways, including:

Students apply Syllable Sleuth steps to one word at a time. After each word, the teacher models the division and decoding and students check their work.
Students work through the list independently or with partners. After a set period of time, the teacher models the division and decoding of each word while students check their work.

See Syllable Division Guide as needed. Below is the syllable division for words used in Opening A: "ca-ble," "ma-ple," "bu-gle," "cy-cle," "puz-zle," "rid-dle," "bee-tle," "sin-gle," "foo-ple," "hi-zle."

Work Time

Work Time	Meeting Students' Needs
A. Words Rule: Two-Syllable Words Spelled with a C-le Ending Syllable Pattern: “fable,” “sable,” “whittle,” “title,” “tinkle,” “trickle,” “noodle,” “cripple,” “article,” “example,” “uncle,” “topple,” “battle” (Suggested transition song, sung to the tune of “The Muffin Man”): Teacher: “Can you take a closer look, a closer look, a closer look? Can you take a closer look at these words today?” Students: “Yes, we’ll take a closer look, a closer look, a closer look. Yes, we’ll take a closer look to group the words today.” Begin the Words Rule instructional practice: 1. Teacher displays Words Rule Word Cards on board and reads aloud (words with C-le endings in random order: “title,” “fable,” “sable,” “whittle,” “tinkle,” “trickle,” “noodle,” “cripple,” “article,” “example,” “uncle,” “topple,” “battle”). 2. Teacher says: “Now read these words to yourself and think about how you could group these words together in ways they are similar.” 3. Students read words silently and notice similar patterns, and decide how they would group words together. 4. Teacher says: “Now I would like you to share with your elbow partner what you noticed and how you could group words that are similar.” 5. Students share what they noticed and how they can group similar words (in pairs). 6. Teacher asks: “Who would like to share what they noticed about these words?” (They all end in the C-le syllable type.) 7. Teacher says: “Yes, all of these words end in the C-le syllable type. It ends with one consonant followed by the letters ‘-le.’” 8. Teacher asks: “What consonants make up the C in the syllable consonant-le?” (“-tle,” “-ble,” “-kle,” “-dle,” “-ple,” “-cle”) 9. Teacher says: “Hmm… that makes me wonder about the syllables that come before the C-le ending syllable.” 10. Teacher asks: “What do you notice about the other syllables in the words?” (open, vowel team) 11. Teacher says: “Yes! Words don’t begin with the consonant-le syllable type, but you are familiar with all of the syllable types now and can read them. The words can be grouped in three different ways: open syllable, closed syllable, and vowel teams that each end in a consonant-le syllable type.” 12. Teacher says: “I will read a word and you will think about what we have learned as you write the word on your board. Remember, listen for all the syllables, remembering that each word ends in a C-le syllable. This will help you spell the word correctly.” 13. Teacher reads word as students think and write it on their white board: “title.” 14. Teacher writes word on the board as students check and correct their work. 15. Teacher asks: “What is the first syllable?” (open /tī/) “How is it spelled?” (ti) “What is the second syllable?” (/təl/) “How is it spelled?” (“tle”) 16. Repeat steps 11–13 with remaining words: “saddle,” “trouble,” “wobble.” 17. Teacher says: “We will learn more words with the C-le ending syllable. Knowing these spellings will help us continue to be better readers and writers.”	Remind students that the C-le syllable type is often called the “final stable syllable” because it always ends words. Consider reminding students that “le” consistently sounds like /əl/. The spelling rules for combining open and closed syllables with the C-le syllable ending are: Open syllable + C-le ending: there is no double consonant (“cable,” “title”) Closed syllable + C-Le ending: double the consonant (“little,” “topple”) Students may not know to split “ck” in “trickle” to read it “tric-kle.” Remind students that C-le endings are divided by counting back three to include the consonant. Consider giving a sentence containing each word to help support vocabulary development for students. As students may be unfamiliar with the word “multisyllabic,” consider unpacking the word to support understanding.

Meeting Students' Needs

A. Words Rule: Two-Syllable Words Spelled with a C-le Ending Syllable Pattern: “fable,” “sable,” “whittle,” “title,” “tinkle,” “trickle,” “noodle,” “cripple,” “article,” “example,” “uncle,” “topple,” “battle”

(Suggested transition song, sung to the tune of “The Muffin Man”):

Teacher: “Can you take a closer look, a closer look, a closer look? Can you take a closer look at these words today?”

Students: “Yes, we’ll take a closer look, a closer look, a closer look. Yes, we’ll take a closer look to group the words today.”

Begin the Words Rule instructional practice:

1. Teacher displays Words Rule Word Cards on board and reads aloud (words with C-le endings in random order: “title,” “fable,” “sable,” “whittle,” “tinkle,” “trickle,” “noodle,” “cripple,” “article,” “example,” “uncle,” “topple,” “battle”).

2. Teacher says: “Now read these words to yourself and think about how you could group these words together in ways they are similar.”

3. Students read words silently and notice similar patterns, and decide how they would group words together.

4. Teacher says: “Now I would like you to share with your elbow partner what you noticed and how you could group words that are similar.”

5. Students share what they noticed and how they can group similar words (in pairs).

6. Teacher asks:

“Who would like to share what they noticed about these words?” (They all end in the C-le syllable type.)

7. Teacher says: “Yes, all of these words end in the C-le syllable type. It ends with one consonant followed by the letters ‘-le.’”

8. Teacher asks:

“What consonants make up the C in the syllable consonant-le?” (“-tle,” “-ble,” “-kle,” “-dle,” “-ple,” “-cle”)

9. Teacher says: “Hmm… that makes me wonder about the syllables that come before the C-le ending syllable.”

10. Teacher asks:

“What do you notice about the other syllables in the words?” (open, vowel team)

11. Teacher says: “Yes! Words don’t begin with the consonant-le syllable type, but you are familiar with all of the syllable types now and can read them. The words can be grouped in three different ways: open syllable, closed syllable, and vowel teams that each end in a consonant-le syllable type.”

12. Teacher says: “I will read a word and you will think about what we have learned as you write the word on your board. Remember, listen for all the syllables, remembering that each word ends in a C-le syllable. This will help you spell the word correctly.”

13. Teacher reads word as students think and write it on their white board: “title.”

14. Teacher writes word on the board as students check and correct their work.

15. Teacher asks:

“What is the first syllable?” (open /tī/)

“How is it spelled?” (ti)

“What is the second syllable?” (/təl/)

“How is it spelled?” (“tle”)

16. Repeat steps 11–13 with remaining words: “saddle,” “trouble,” “wobble.”

17. Teacher says: “We will learn more words with the C-le ending syllable. Knowing these spellings will help us continue to be better readers and writers.”

Remind students that the C-le syllable type is often called the “final stable syllable” because it always ends words.
Consider reminding students that “le” consistently sounds like
/əl/.
The spelling rules for combining open and closed syllables with the C-le syllable ending are:

Open syllable + C-le ending: there is no double consonant (“cable,” “title”)
Closed syllable + C-Le ending: double the consonant (“little,” “topple”)

Students may not know to split “ck” in “trickle” to read it “tric-kle.” Remind students that C-le endings are divided by counting back three to include the consonant.
Consider giving a sentence containing each word to help support vocabulary development for students.
As students may be unfamiliar with the word “multisyllabic,” consider unpacking the word to support understanding.

Closing & Assessments

Closing	Meeting Students' Needs
A. Reflecting on Learning Emphasize that in any organization made up of a group of people working toward a common goal, everyone has their own responsibilities, but they also collaborate (work together) so that everyone can "grow and flourish" or "be the best they can be." Consider using a metaphor such as a sports team, city government, or other group that may be familiar to students. Invite students to share how the classroom community is such an organization. It is made up of a group of people (students and teachers) working toward a common goal (everyone becoming proficient readers and writers). To support students' reflection of their own role in collaboration, consider inviting them to reflect on one or more of the following questions: "What can I do today that will help create a classroom community where all of us can 'grow and flourish' as readers and writers/become proficient readers and writers?" Encourage specificity. "How can I ask for help so I can 'grow and flourish' as a reader/writer or 'become proficient' as a reader/writer?" (Example: "I can ask someone to look over my work and give me feedback.") Depending on students' comfort level, consider inviting them to share their own personal goals (based on feedback from mid- or end-of-module assessments or self-identified goals based on daily work).	For students who need additional support organizing their ideas: Provide sentence frames. Examples: "When I see someone _____, I'll make sure to _____." "If someone asks me to_____, I'll _____." "If I have a question about or need help with _____, I'll _____."

Closing

Meeting Students' Needs

A. Reflecting on Learning

Emphasize that in any organization made up of a group of people working toward a common goal, everyone has their own responsibilities, but they also collaborate (work together) so that everyone can "grow and flourish" or "be the best they can be." Consider using a metaphor such as a sports team, city government, or other group that may be familiar to students. Invite students to share how the classroom community is such an organization. It is made up of a group of people (students and teachers) working toward a common goal (everyone becoming proficient readers and writers).
To support students' reflection of their own role in collaboration, consider inviting them to reflect on one or more of the following questions:

"What can I do today that will help create a classroom community where all of us can 'grow and flourish' as readers and writers/become proficient readers and writers?" Encourage specificity.

"How can I ask for help so I can 'grow and flourish' as a reader/writer or 'become proficient' as a reader/writer?" (Example: "I can ask someone to look over my work and give me feedback.")

Depending on students' comfort level, consider inviting them to share their own personal goals (based on feedback from mid- or end-of-module assessments or self-identified goals based on daily work).

For students who need additional support organizing their ideas: Provide sentence frames. Examples:

"When I see someone _____, I'll make sure to _____."
"If someone asks me to_____, I'll _____."
"If I have a question about or need help with _____, I'll _____."

Differentiated Small Groups: Work with Teacher

Suggested Plan: Teacher works with students in the Partial Alphabetic and Full Alphabetic groups. If possible, teacher should also meet with the Consolidated Alphabetic group at least once per week.

Note: Groups not working with the teacher at a given time should be engaged in purposeful independent rotation work. Refer to the Independent and Small Group Work Guidance document for more details (see K-2 Skills Resource Manual).

Partial Alphabetic:

Students complete exit ticket:

Students build C-le ending words using Letter Tiles (see K-2 Word List for examples).
Students check spellings by identifying vowel sounds and syllables.
Students write list of words created as exit ticket.
Look over the exit tickets with student(s). Analyze words that were more challenging and discuss why.

Use the Assessment Conversion chart to determine appropriate Grade 1 lessons and Activity Bank ideas to use in daily small group instruction.
Check in with Accountable Independent Reading.

Full Alphabetic:

Students complete exit ticket:

Students complete Sentence Builders with C-le Ending Words (found in supporting materials).
Look over the exit tickets with student(s). Analyze words that were more challenging and discuss why.

Write a sentence with C-le ending words.
Check in with Accountable Independent Reading.
Activity Bank activities:

An Activity Bank activity from the Fluency category (F) or from the Vowels category (V)

Additional Supporting Materials:

Sentence Builders with C-le Ending Words

Consolidated Alphabetic:

Students complete exit ticket:

Students complete Sentence Builders with C-le Ending Words (found in supporting materials).
Look over the exit tickets with student(s). Analyze words that were more challenging and discuss why.

Check in with Accountable Independent Reading.
Consider inviting students to write an article for the Sunnyside Gazette, using as many C-le ending words as they can.
Additional Supporting Materials:

Sentence Builders with C-le Ending Words

EL Education Curriculum

ELA G2:S3:C14:L66

Words Rule

In this Lesson

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Daily Learning Targets

Ongoing Assessment

Agenda

In Advance

Vocabulary

Materials

Opening

Work Time

Closing & Assessments

Differentiated Small Groups: Work with Teacher

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