Grade 2 · Lesson 13 — Two-syllable words

Dictation & encoding · blocked · 30 min · 19 slides · Launch → I do → We do → Read → You do → Closure

Anchor to leave them with: Clap the chunks, write the chunks.

Objective Write what you hear: two-syllable words.

Smallest piece A long word is written one syllable at a time.

Spot test “How many chunks did I clap?”

Why that test works A two-syllable word is too long to hold whole, so children guess the back half. Clapping breaks it into pieces small enough to keep in mind, which is the same move as tapping sounds, one level up.

Why — in your own words Large tasks are done by dividing them. This is true of a word and of a life.

Practice mode blocked

If it breaks Remedial 27 — two-syllable words split with a line

Vocabulary — pre-pointed T3 SYLLABLE = one chunk of a word

Materials Mini-whiteboard + pen per student · Printed student sheet (one each) · Deck — 19 slides · Teaching page — printed at the top of the sheet (file no. 52) · Remedial 27 — two-syllable words split with a line

The lesson, slide by slide

Slide — what is on it	What you SAY	What happens, and why
Slide 1 LAUNCH Writing — Day 13	(nothing yet — this is up as they come in and settle)	Have Writing — Day 13 up before they enter. Say nothing about it. Same slide every lesson, number only changes. It marks the transition into writing before you speak, which saves you having to. Students: See it on the way in. Know writing is next.
Slide 2 LAUNCH Two-syllable words	“You have been writing letters and words. Today I say them and you write what you hear.”	CONTEXT — say where this lesson sits: what it follows, and what it is part of. One sentence. The children should know what kind of work is starting. Context, not a hook. A child who knows what KIND of lesson this is spends no attention working it out. Students: Listen. Orient.
Slide 3 LAUNCH Today ›› Launch I Do We Do Read You Do Closure	“Here is what we will do today.”	Point to Launch once. Do not explain the others. · Retrieval on MWB · 3-5 min Mini-whiteboards: Retrieval on MWB Students: Look.
Slide 4 LAUNCH Today I say the words and you write what you hear.	“Today I say the words and you write what you hear.”	PURPOSE — say it slowly, in these words. The teacher objective in the header is for you; this is the version the class hears. Never read a teacher objective to children. The version in the brief header is written for you and is too long and too abstract to say to a class; this one is what they hear. Students: Listen.
No slide LAUNCH WHY — SAY IT ten seconds, off screen, in your own words	“Large tasks are done by dividing them. This is true of a word and of a life.”	Why this matters. Say it, do not read it. Ten seconds, then move on. Your words, not these. This is the one beat of the lesson that should sound like you mean it rather than like it is written down. Students: Listen.
Slide 5 LAUNCH Words we will use T3 SYLLABLE = one chunk of a word	“Two words we need before we start.”	Read each, point to it, move on. Do not drill them here. Pre-pointed vocabulary. Naming them now stops the lesson stalling later on a word that was never the point. Students: Listen.
Slide 6 LAUNCH What we will do A long word is written one syllable at a time.	“A long word is written one syllable at a time.”	Click once per line. Do not elaborate. Students: Listen.
Slide 7 I DO Today Launch ›› I Do We Do Read You Do Closure	“Now we i do.”	Point to I Do once. Do not explain the others. · 3-4 min Mini-whiteboards: NOT here — they watch, they do not write. Writing during I DO is how the model gets missed. Students: Look.
No slide I DO (board — build the VIP, then leave it up)	(you are narrating each stage as you build it)	Build on the BOARD, not the slide. Teacher says each item once at speaking pace, then again slowly. Clap the syllables, write one chunk at a time. The first is modeled on the board, sound by sound, nothing erased. Then leave it up for the whole lesson. One click per step. The footsteps are never erased — the same strip is printed at the top of their sheet, so come back to it if anyone stalls. Students: Watch it being built. It stays there to look at.
Slide 8 I DO The test “How many chunks did I clap?”	“Here is the question we ask ourselves: “How many chunks did I clap?””	Say it, then apply it aloud to the example already on the board. WHY IT WORKS — you will be asked: A two-syllable word is too long to hold whole, so children guess the back half. Clapping breaks it into pieces small enough to keep in mind, which is the same move as tapping sounds, one level up. Students: Listen, then say the test back.
Slide 9 WE DO Today Launch I Do ›› We Do Read You Do Closure	“Now we we do.”	Point to We Do once. Do not explain the others. · PRIMARY MWB use · 5-6 min Mini-whiteboards: PRIMARY MWB use Students: Look.
Slide 10 WE DO Together	“Now with me.”	Class writes one item together, then checks it against the board letter by letter before the next is given. Take answers from boards, not from hands — that is how you see all thirty. Students: Answer on boards.
Slide 11 WE DO Interactive Modeling 1 of 7 — Describe what you will model	“We are going to learn clapping syllables. We do it this way because it lets everyone be seen, not just the child with a hand up. Watch for three things.”	IM 1 — Give the why and relate it to how we work here. Exactly three criteria. Interactive Modeling, step 1 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Listen.
Slide 12 WE DO Interactive Modeling 2 of 7 — Model it — silent and slow	“Watch carefully. After, I will ask you what you noticed.”	IM 2 — Do the whole thing twice, SAYING NOTHING while you do it. Interactive Modeling, step 2 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Watch in silence.
No slide WE DO (no slide — teacher and class)	“What did you notice?”	IM 3 — Take answers. If a child says “you didn't…”, ask “what DID I do?” Interactive Modeling, step 3 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Say what they saw.
No slide WE DO (no slide — teacher and class)	“Now watch her do it. Same three things.”	IM 4 — Pick a child you are confident will do it well; this model sets the standard the class copies. Interactive Modeling, step 4 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: One child models; the rest watch.
No slide WE DO (no slide — teacher and class)	“What did you notice that time?”	IM 5 — Same question again. Let the class name the criteria, not you. Interactive Modeling, step 5 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Name what they saw.
No slide WE DO (no slide — teacher and class)	“Now everyone. Same three things.”	IM 6 — All children do it at once while you watch. Interactive Modeling, step 6 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Practice it.
No slide WE DO (no slide — teacher and class)	“That is how we do it from now on.”	IM 7 — Reinforce what was right. From here it is an expectation, not a lesson. Interactive Modeling, step 7 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Do it this way from now on.
Slide 13 READ Today Launch I Do We Do ›› Read You Do Closure	“Now we read.”	Point to Read once. Do not explain the others. Mini-whiteboards: NOT here — they watch, they do not write. Writing during I DO is how the model gets missed. Students: Look.
Slide 14 READ The teaching page — printed at the top of today's sheet	“Look at the top of your sheet. Read it with me.”	Read it with them — FASE or teacher read-aloud, never round robin. Stop at the worked example and let them look at it. NO BOOK. This grade works from printed sheets, and the teaching page is the top of the sheet already in front of them. The page number is for YOUR filing — it is how these pages accumulate into a Grade 2 volume later — and it is not said aloud. Students: Follow along. Read when asked.
Slide 15 YOU DO Today Launch I Do We Do Read ›› You Do Closure	“Now we you do.”	Point to You Do once. Do not explain the others. · Written on the sheet · 4-5 min Mini-whiteboards: Written on the sheet Students: Look.
Slide 16 YOU DO Write each item the teacher says: rabbit, garden, winter, basket. Check every one against the board.	“Write each item the teacher says: rabbit, garden, winter, basket. Check every one against the board.”	Set them off. Walk the rows. Correct the grip and the setup, not the content, in the first minute. Students: Work in the notebook.
Slide 17 CLOSURE Today Launch I Do We Do Read You Do ›› Closure	“Now we closure.”	Point to Closure once. Do not explain the others. · Display answers on MWB · 2-3 min Mini-whiteboards: Display answers on MWB Students: Look.
Slide 18 CLOSURE Point to the one you had to fix.	“Point to the one you had to fix.”	Exit Direction. Take it from every child before anyone stands. It belongs to today's content — it is how you know who has it. Students: Answer, then pack away.
Slide 19 CLOSURE Clap the chunks, write the chunks.	“Clap the chunks, write the chunks.”	Say it once. Leave it on screen as they pack away. The anchor — the one line you want them to still have tomorrow. Students: Hear it. Repeat it if asked.

As-Suffah Academy · Writing · run sheet