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Whole Class Phonics - Second Grade

Learning Module

Abstract

This learning module is designed for second grade students to be taught full class. The students look at a new phonics skill each week to master the skill. In the end, they will create authentic projects to demonstrate their skills.

Keywords

Phonics, Second Grade, Decoding

Overview

The focus and purpose of this learning module are for students to engage in authentic phonics activities to observe, practice, and apply skills to improve their reading and writing. Students will learn a new skill at the start of each week and practice each day in different ways to support their thinking. This learning module translates to the idea and principles of EPOL 582 because these lessons are just one way to teach phonics that includes students decoding words in the context to help them learn to read. As discussed in EPOL 582, this is one way to teach phonics among many others. This module was inspired and adapted from Phonics to Reading by Wiley Blevins. I recently attended a phonics masterclass by the author and was inspired by his ideas and thoughts. The theory behind this program is that there are seven characteristics of phonics instruction to produce strong results.

  1. Reading skills
  2. Scope and sequence
  3. Blending
  4. Dictation
  5. Word Awareness
  6. High-frequency words
  7. Reading Connected Text (Blevins, 2020)

This learning module incorporates all of those characteristics in the lessons so that students are able to master the phonics skill for the week. Another aspect to note is that the lessons build on each other each day to help the students master the phonics skill. In the end, they will create an authentic project that will allow them to practice the skills they have learned and add an artifact that can be used in the classroom by their peers in the future. Throughout the whole unit, students interact with each other and provide peer feedback and comment to enhance their work and let them think deeper about the topics being covered.

As stated earlier, I created this Phonics unit with influence from Phonics to reading. I have adapted the lessons to best fit my student's needs and changed components to make them relatable and engaging. I created 6 days of interactive lessons which progressively introduce a new concept while students apply and share knowledge with one another. At the end of each day, the students will reflect and respond to each other to make sure they're relating what they learned to themselves. The students stop throughout the year and review the phonics skills they have learned and practice their skills by creating a second-grade project that will be used at a later time in the classroom

 

Posting_20and_20Commenting_20Response_20Rubric.pdf

 

Intended Outcomes

For the Student

Hello second graders! You are about to explore some phonics rules that will help make reading and writing easier. At the start of every week, we will observe, notice, and practice second-grade phonics rules using the book provided. We will then have time to practice the skill in our very own reading and writing. At the end of this unit, you will be creating a phonics project about you that will reflect your life at the moment. Your classmates will peer-review your work before you submit your final books. I am excited to go on this phonics journey with you! Let's get ready to learn!

For the Teacher

I created this phonics unit with influence from Phonics to Reading by Wiley Blevins. I have adapted the lessons to best fit my student's needs and changed components to make it relatable and engaging. I created 6 days of interactive lessons which progressively introduce a new concept while students apply and share knowledge with one another. Students will do one lesson a week on the first day and then apply the skill for the remainder of the week. At the end of each day, the students will reflect and respond to each other to make sure they're relating what they learned to themselves. The students stop throughout the year and review what phonics rules they have learned and practice their skills by creating a final project

 

Learning Standards

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.

CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

CCSS.ELA-LITERACY.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.2.4.A

Read grade-level text with purpose and understanding.

Supplies Needed:

Pre-Survey Kahoot
Whole-Class Phonics google slides
Short Vowel anchor chart
Short vowel Youtube Video
Seesaw
RESPONSE RUBRIC
Vowel family Book
Notecards
The Big Log
Printer
Coloring utensils
paper
Phonics project Rubric

Update 1

For the Student

Update 1: Day 1

 

  • We are going to start off by showing what you know with a fun Kahoot! This is information that we have not taught yet, but it is for me to see what I need to spend time teaching.
  • Today we are going to introduce the phonics skill that we will be practicing all week. Look at the anchor chart, these are all short vowels. Who wants to share what sound a short vowel makes? I will point to a letter and you tell me the sounds.
(Figure 1, Short vowel anchor chart)
  • Before we practice reading some words with short vowel sounds, let's watch this video to help us hear the sounds of each of the vowels.
Media embedded April 23, 2021

 

                                                          (Figure 2, Short vowel Video)

 

  • On page 9 in your phonics notebooks, there is a list of words that include short vowel sounds. Let's chorally read them together. That means we will all read at the same time starting from left to right.

 

  • Wow! We read lots of words, I am going to show you a few more words that are going to be our high-frequency words for the week. That means we will see these words each day and use them in different ways.

                                                    To, have, they, never, are

  • Take out a whiteboard and write all of the high-frequency words twice and then write each word in a sentence.

 

  • Create a post: As you read books this week, jot down words with short vowels and post them in the comments on Seesaw!

 

  • Comment on three other updates: Pick one word from the list of short vowel words that a classmate wrote down. Tell me what short vowel letter it included and then write it in a sentence.

 

For the teacher

 

Purpose- The purpose of this first update is to introduce sound spelling and high-frequency words.

 

Students will:

Know the sound spellings for short vowels

Decode short vowel words

Read irregularly spelled words

 

Resources-

Pre-Survey Kahoot

Whole-Class Phonics google slides

Short Vowel anchor chart

Short vowel Youtube Video

Seesaw

RESPONSE RUBRIC

 

Standards:

 

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

 

CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.


 

CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

 

CCSS.ELA-LITERACY.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

 

Extra activity for early finishers.

Have students work with a partner and play a game called short vowel switch. Each student will need whiteboards and a marker. One student will start and write a word with a short vowel sound on their board and show their partner. The partner needs to read the word and then change the word by switching the short vowel to something else.

 

Ex.) If a child writes pan, the partner could make the word pin or pen.

 

Update 2

For the Student

Word sounds have patterns that we need to recognize so we can read more fluently. Let's look at the anchor chart below. You will see that there is an example word for each of the letters. If you find a rhyming word that follows the pattern of the short vowel, raise your hand.

(Figure 3, Short vowel patterns and examples)
  • Here is a video to help us practice a little more
Media embedded April 23, 2021

                                                (Figure 4, Short vowel song Video)

  • Let's go to page 11 in our books and read each spelling word and underline the short vowels that you see.
  • Now let's read this passage as a class. Circle all the words with a short e and Draw a box around the words with short i with markers on the board.
(Figure 5, Self created from google slide)
  • Create an update: On Seesaw, make a list of the things Ben does to stay healthy. Can you add anything to the list that you do to stay healthy?

 

  • Comment on three other updates: Find all the words with short vowels in your classmate's list.

 

For the Teacher

Purpose- The purpose of this second update is to practice sound-spelling/blending, build fluency, and read connected texts.

 

Students will:

Read irregularly spelled words

Decode short vowel words

Read grade-level text with understanding

Use context to confirm word meaning

 

Resources-

 

Whole-Class Phonics google slides

Short Vowel anchor chart

Short vowel Youtube Video

Seesaw

RESPONSE RUBRIC

 

Standards:

 

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

 

CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.

 

CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

 

CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

 

CCSS.ELA-LITERACY.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

 

CCSS.ELA-LITERACY.RF.2.4.A

Read grade-level text with purpose and understanding.

 

Intervention for those who need it:

Pull small groups who are struggling on short vowels. You can repeat the blending and connected text reading to focus on the application of skills.

 

 

Update 3

For the Student

Let's start the day by reading the story The Vowel Family. This book will help us see patterns, understand short vowels, and entertain us. Here is the cover:

(Figure 6, The Vowel Family Photo Cover)
  • What did you notice about the book? Who wants to share any takeaways with the class.

 

  • Now we are going to write these words on a notecard and then sort the words by vowels                                                                                                                                                  Buzz dig duck egg head log pass pick sack sock

 

  • Now that we sorted the words, I want you to make up 15 more words and write them on notecards. Have friends sort your words in the correct short vowel categories

 

  • Create an update: What did you learn about the words from doing the sort?

 

  • Comment on three other updates: How does that word awareness help you with your spelling?

 

 

For the Teacher

Purpose- The purpose of this second update is to review sound-spelling/blending, manipulate a word sort, and word build

 

Students will:

Read and write irregularly spelled words

Sort words by common spelling patterns

Spell words with short vowel spelling patterns

 

Resources-

 

Whole-Class Phonics google slides

Vowel family Book

Notecards

Seesaw

RESPONSE RUBRIC

 

Standards:

 

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

 

CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.

 

CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

 

Intervention for students who need it:

Pull a small group and model segmenting words by sounds. For example, write down a word and ask the students how many sounds they hear. Sack has three sounds s/a/k. Guide them to connect the sounds to spelling patterns. Have the students pick words and practice segmenting as a group.

 

 

Update 4

For the Student

  • We have been practicing short vowels all week, now that we have a good understanding of the topic, let's review by doing a fun workout song!

    Media embedded April 23, 2021

                                              (Figure 7, Short Vowel workout video)

  • I have a wonderful story for you today called The Big Log. Let's all turn to page 15 in your phonics book. We will read it a few times today in different ways in order to practice different skills. We will first start by reading independently.

 

  • Now we are going to read the poem together! How fun will this be! Rember, the goal is to stay at a fluent pace together.

 

  • Are there any words that are hard to read? Good readers go back to the sentence and correct the words that we made a mistake with and correct it.

 

  • Now we are going to take some of the words from the passage and practiced making inflected endings.
(Figure 8, Inflected ending anchor chart)
  • I am going to pull some of the words from The Big Log and we are going to practice inflected endings with them.

 

                                                                 Lip = Lips

                                           Pack______                   Mop______

 

                                            Fill_______                    Hug______

 

                                            Peck______                     Nap______

​

  • Create a post: I would like you to create a sentence using short vowel words and inflected endings.

 

  • Comment on three other updates: Make a list of the short vowel words and inflected endings that you find.

 

For the Teacher

Purpose- The purpose of this update is to review sound-spelling, read connected texts, and complete a word study.

 

Students will:

Read grade-level text with understanding

Use context to confirm word meaning

Decode short vowel words

Read words with the inflected ending - s

 

Resources-

 

Whole-Class Phonics google slides

Short vowel Youtube Video

The Big Log

Seesaw

RESPONSE RUBRIC

 

Standards:

 

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

 

CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

 

CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

 

CCSS.ELA-LITERACY.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

 

CCSS.ELA-LITERACY.RF.2.4.A

Read grade-level text with purpose and understanding.

 

Optional homework:


Take home the story “The Big Log” and read it with someone at home. As you are reading, stop at the end of each paragraph and point out all of the words that have short vowels in them.

Update 5

For the Student

  • This will be our last day of formal learning about short vowels. Poetry is a great way to help us remember skills in school. Let's read this poem together a few times to make sure this information sticks! Make sure to move your body the way tells us to!
(Figure 9 , Short vowel poem)
  • Let's go back to the story The Big Log. Today we are going to read it one more time and then write about what you learned about logs. When we are done, we will share with partners.

 

  • To come full circle, we are going to go back to the words that we read on the first day. Go to page 9 in your phonics notebook. Let's read them again as a class.

 

  • Create a post: Do you think it was easier to read the words at the start of the week or the end? Why?

 

  • Comment on three other updates: Do you agree or disagree? Can you add any more information?

 

For the Teacher

Purpose- The purpose of this update is to assess sound spelling, do a writing extension and a cumulative reflection

 

Students will:

Read irregularly spelled words

Develop fluency

Write a response to a reading

 

Resources-

 

Whole-Class Phonics google slides

Short Vowel poem

Writing paper

The big log

Seesaw

RESPONSE RUBRIC

 

Standards:

 

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

 

CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.

 

CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

 

CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

 

CCSS.ELA-LITERACY.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

 

CCSS.ELA-LITERACY.RF.2.4.A

Read grade-level text with purpose and understanding.

 

Extra activity for early finishers.

 

With a partner, lay down a word from each category as a header on the sorting mat. Next, make a pile of the remaining words (but don’t let your partner see them). Without showing him or her what it looks like, say the word and ask them to point to the category where it belongs. If they choose the right spot, put it down. If they don’t, put the word at the bottom of the pile so they’ll have another chance. Go through all the words until everything is sorted. Now randomly pick up the words and ask your partner to spell them orally back to you.

 

 

Update 6

For the Student

  • We have been practicing short vowels all week! For the final project, you are going to work to create a project that we can play or use during reading free time! Here is the list of projects that you can choose from. You will work with partners to create and plan. There will also be a day for your classmates to edit your projects before we present the final product.

 

Project 1: Create a book or a poem using lots of words with short vowels and highlight them. Be sure to include a picture to go with your words.

Project 2: Make a board game that uses short vowel pictures or words throughout. Have students practice saying the words in your game.

Project 3: Make a song or a chant about short vowels and record it into a video. You can use props and pictures.

 

  • Before we start, let's review all of the things that we learned about short vowels this week! We will keep this anchor chart up in the classroom for you to reference while you work on your projects.

 

  •  
  •  
  •  
  •  
  •  

 

  • I want you to use what you learned and your creativity as you work on your project and remember to challenge yourself to do your best. At the end of the week, we are going to share the projects with the class.

 

  • Let's look at the final project rubric as a class so we know what is expected of you. Your classmates will also use the same rubric to help edit your work. What I am really looking for with this project is appearance, content, images, organization, and creativity. Let’s all look at the rubric together and see what we need to do in order to meet the standards for the phonics project.
     
  • Create a post: Reflect on how you did working on your project. What went well and what would you do differently next time.

 

  • Comment on three other updates: Can you relate to their post in any way?

 

For the Teacher

Purpose- The purpose of this update is to reflect back on what we have learned about phonics so far and share it with others.

 

Students Will:

Reflect on how they have grown

Create and share phonics activities with their classmates

Work with others to edit and revise their work

 

Resources-

Whole Class phonics google slides

Printer

Coloring utensils

paper

Seesaw

RESPONSE RUBRIC

Phonics project Rubric

 

Standards

 

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

 

CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.

 

CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

 

CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

 

References:

A*List [A*List! English Learning Videos for Kids]. (2018, December 10th). The Short Vowel Song | Best Phonics [Video]. YouTube. https://www.youtube.com/watch?v=RUSCz41aDug

 

Author: Marietta D. Moskin Illustrator: Rocco Negri. - ppt download. SlidePlayer. (n.d.). https://slideplayer.com/slide/6671298/.

 

Blevins, W. (2020).From Phonics to Reading. Sadlier School.

 

Hartman, J. [Jack Hartman Kids Music Channel]. (2018, February 16th). Vowel Sound Workout | Phonics Song for Kids | Exercise and Movement Song | Jack Hartmann

 

[Video]. YouTube. https://www.youtube.com/watch?v=0Au0bE0WxBc

 

Inflectional Endings Anchor Chart. Teachers Pay Teachers. (n.d.). https://www.teacherspayteachers.com/Product/Inflectional-Endings-Anchor-Chart-3902945.


 

Learning Games For Kids [LearningGamesForKids]. (2011, March 2nd). Short Vowels Song [Video]. YouTube. https://www.youtube.com/watch?v=hnVhx3vk1Jg


 

RF.1.2.A Distinguish Long from Short Vowel Sounds in Spoken Single-Syllable Words. Amplify. (n.d.). https://amplify.com/remotelearning/mclass/kindergarten-skills-map/rf-1-2-a-distinguish-long-from-short-vowel-sounds-in-spoken-single-syllable-words/.

 

Short vowels: "Shake it" short vowel sounds poem. Teachers Pay Teachers. (n.d.). https://www.teacherspayteachers.com/Product/Short-vowels-Shake-it-short-vowel-sounds-poem-214962.


 

Walker, S. M., & Luthardt, K. (2008). Th Vwl fml: tl f lst lttrs. Carolrhoda Books.