Reading Foundations Skills Block / Grade 2: Module 1: Cycle3: Lesson 11

Syllable Sleuth Word List

season

between

concrete

empty

lady

hungry

deabud

praffy

Words Rule Word Cards

cheek / queen / seed
seem / sweet / freeze
three / beast / beak
sneak / seal / leap
cheap / treat / happy
angry / candy / story
body / baby / copy

Sentence Builders
with “ee,” “ea,” and “y”

Choose words from the Words Rule Word Cards and Syllable Sleuth Word List to build sentences with “ee,” “ea,” and “y” words (refer to the K–2 Word List in the K–2 Skills Block Manual for additional words).

  1. We ______to find a ______book to ______that will make my ______sister laugh.
  1. Do you think ______pie with ice ______is too ______?
  1. That ______has her dog on a ______short ______because she wants to ______him how to walk down the ______.
  1. We should ______up this mess so my dad does not ______out and get ______.
  1. Is that bucket full of ______, or did you ______it?
  1. I ______so ______when I get a new pair of ______.

Cycle 3 Assessment (Optional)

Name: ______Date: ______

This is an optional assessment. Consider administering all or part of it to any or all students at any point during the cycle to monitor their ability to decode and spell words with the patterns being taught. Included (Part 2) is a blank template that can be used to monitor students’ ability to decode two-syllable words using a combination of known syllable types as practiced in the Syllable Sleuth Instructional Practice. Part 2 could also be used to assess High-frequency words.

Reading Behavior Annotations
Symbol / Meaning
 / Automatic, correct reading of a word.
SC / Student self-corrected (without prompting).
W / Student waited some time before reading the word (quiet word decoding).
/ / Make a slash in between the sounds the student segmented.
For example: c/a/p c/ap cap/tain
? / Student says the word with a questioning voice or asked if they were right.
R / Student repeated the same word, whether right or wrong.
rib
rid / Write incorrect response above the word, if the student substituted a letter, omitted a sound or read the wrong word.
For example: “rib” instead of “rid,” “cup” instead of “cap,” or “dog” instead of “bag.”
X / Student does not attempt the word or says, “I don’t know.” Record incorrect response on the line.
cap
˘ / Student reads the word smoothly but slowly without segmenting the individual phonemes.

Part 1: Decoding words with patterns from the cycle

Directions: Student reads each word. Teacher annotates reading behaviors.

cheek stream steep grumpy easy

Part 2: Template for Decoding Two-Syllable (i.e. Syllable Sleuth) and/or High-frequency Words

Directions: Teacher writes 3-5 two-syllable words using known syllable types (e.g. “invite”) and/or high frequency words from the cycle in the box below. Student reads each word and teacher annotates reading behaviors.

Part 3: Spelling words with patterns from the cycle

Directions: Teacher dictates the following words, using each in a sentence. Student(s) write the words on a sheet of lined paper. Teacher writes any incorrect spellings above the word here and uses errors to inform instruction.

eat feed green teach candy

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