Open and Closed Syllable Patterns. An open pattern is a syllable that ends with a vowel. The vowel in an open syllable is usually long.

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1 Anchor Chart (BLM 1) Word Cards (BLM 4) Classroom Activity (BLM 7) Spelling Dictation (BLM 10) Directions: Read each of the sentences and then draw a circle around all of the words that have a VCCV pattern. Draw a line under all of the words that have a VCV pattern. Some sentences have two words with the patterns. Category Cards (BLM 2) Word Cards (BLM 5) Take-Home Activity (BLM 8) Spelling Peer Check (BLM 11) Parent Directions: Have your child read each of the sentences and then draw a circle around all of the words that have a VCCV pattern and underline all the words with a VCV pattern. Tell your child that some sentences have two examples of the patterns. Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your spelling words. Word Cards (BLM 3) Take-Home Activity (BLM 6) Reading Passage (BLM 9) Parent Directions: Have your child read each word in the word bank and then write it under either the heading or the heading. WordStudy Vocabulary 1Start Syllable Juncture in VCV and VCCV Patterns Day 1 Day 2 Day 3 Day 4 Day 5 Lesson Objectives Understand that syllables that end with a short vowel and consonant are closed syllable words and have a VCCV pattern Understand that VCCV words divide between the two consonants Understand that syllables that end with a long vowel are open syllable words and have a VCV pattern Understand that VCV words divide between the long vowel and consonant Spell VCCV and VCV pattern words Anchor Poster Understand the rules for VCCV and VCV syllable patterns Sort words into VCCV closed pattern and VCV open pattern words Recognize and say syllables in VCCV and VCV words Anchor Poster BLM 2: Category Cards BLM 3: Word Cards BLM 6: Take-Home Activity Teacher Category Cards Teacher Word Cards letter, tiger, spider, yellow Recognize words with VCCV and VCV syllable patterns Sort words according to their syllable pattern Identify VCV and VCCV words within sentences BLM 2: Category Cards BLMs 4 5: Word Cards BLM 7: Classroom Activity BLM 8: Take-Home Activity Recognize VCCV and VCV words in a reading passage Write VCCV and VCV words and show how to divide each word into syllables Correctly spell the spelling words Correctly write the dictated sentence BLM 9: Reading Passage BLM 10: Spelling Dictation BLM 11: Spelling Peer Check Correctly spell the VCCV and VCV words Quick-Check Assessment Open and Closed Syllable Patterns An open pattern is a syllable that ends with a vowel. The vowel in an open syllable is usually long. V C V t i / g e r p a / p e r m o / m e n t A closed pattern is a syllable that ends with a consonant. The vowel in a closed syllable is usually short. V C C V l e s / s o n h a p / p e n p u p / p y Anchor Chart (BLM 1) Category Cards (BLM 2) Word Cards (BLM 3) Word Cards (BLM 4) Word Cards (BLM 5) Take-Home Activity (BLM 6) Classroom Activity (BLM 7) Take-Home Activity (BLM 8) Review Words New Words Sentence basic blizzard bonus climate even happen kitten lesson Find the Words I was happy to see my best friend at the puppet show. Did you read the news in the paper? I told my mom that I d be there in just a moment. 4. Our climate is very cold at this time of the year. 5. I wish that it was sunny so that I could go on a nature walk. 6. We saw a lot of mammals at the zoo last week. 7. My mom said I could get a puppy this summer. Spelling Dictation nature penny pepper pretty rabbit silent writer yellow Spelling Peer Check Second Try (if needed) Spelling Dictation (BLM 10) Spelling Peer Check (BLM 11) better bottom copper fellow follow frozen funny hero First Try Find the Words The score of the game is even, but it is not over yet. Jason says that a rabbit makes a great pet. We didn t know who the writer of that letter was. 4. We had tuna fish for supper last night. 5. Did you watch the program on television about spiders? 6. The ice cream was frozen so hard we couldn t get it out of the box. 7. If it s a sunny day, I will go to the park with my friends moment pattern pillow puppet robot spider tennis unit Correct Spelling crazy happy later letter mammal open over paper Word Bank even happen silent penny lesson nature mammal frozen funny robot tennis writer sudden crazy super pepper Robot Club By Ali Badran, School Reporter puppy sudden summer sunny super supper tiger tiny This fall, the Robot Club will meet on Fridays at 3 o clock in Ms. McCoy s room. The Robot Club is you got it a club for students who like building robots. Ms. McCoy said the students in the club build robots out of toy blocks, mini-computers, and a few wires. Even if you have never built a robot before, you can join us, she said. Just about anyone can build a basic robot. I spoke with Julie Gomez, who is the club s president. She told me that last year she was part of a team of three third-graders and three fourth-graders who built a robot and won third place. The rules said that the robot had to have an arm and a hand, Julie said. The hand needed to pick up a rubber ball from the bottom of a coffee can. The same robot had to travel through a door and down a ramp, too. We worked hard before the contest, Julie said. Our robot kept making sudden right turns and hitting the door. That was a good lesson for us. We made a few changes, and then our robot was able to go all the way to the end of the ramp. We plan to build an even better robot this year because we want to win first place. She added that students in the club do not have to join the team. The first meeting will be held next Friday. Ms. McCoy s room is Room 329 on the third floor. Reading Passage (BLM 9) Additional Word Study Notebooks Pocket Chart Stopwatches (Day 3) Unit 10 B e n c h m a r k E d u c a t i o n C o m p a n y

2 Day One Supporting ELs To help ELs hear and recognize the syllables in words, say one of the spelling words and ask students to repeat it after you, clapping the syllables as they say the word. Write the word on the chalkboard and use colored chalk to underline the consonant(s) and another color of chalk to circle the vowel(s) in each word. Then draw a line to divide each word into syllables. Blending Practice Provide extra practice for students needing help in blending syllables together to read words. Remind them of the different syllable patterns as they divide the words from the word cards into syllables (closed, open, VCe, vowel team, r-influenced). Review Adding Inflectional Endings to Words Ending in -y Focus Words: obey, delay, study, copy Write each base word one at a time on the chalkboard. Ask students to say the three forms of each word with inflectional endings, for example, obeys, obeyed, obeying. Then have different students write a form of each word with their inflectional endings on the chalkboard. Introduce Syllable Juncture in VCV and VCCV Patterns Model Tell students they will be working with words with more than one syllable and learning how the syllable patterns can help them differentiate between long and short vowel sounds when they are reading and writing the words. Write VCV with the word super under it and VCCV with supper under it on the chalkboard. As you talk about where to divide each word, divide the words on the chalkboard using a slash mark. Say: These two words look similar but they have different syllable patterns and different vowel sounds. When I divide the first word, I divide it after the first vowel, u. When I divide the second word, I divide it between the two consonants. The syllable patterns are different. The first word has one open syllable because it ends with a vowel and one r-influenced syllable. The second word has one short syllable because the vowel is closed by the consonant and one r-influenced syllable. I know that an open syllable usually has a long vowel sound and a closed syllable usually has a short vowel sound. Read each of the words aloud. Guide Write the words dinner and diner on the chalkboard. Underline the i, n, n, e in dinner and write VCCV above the letters. Underline the i, n, e in diner and write VCV above the letters.. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Printed in Guangzhou, China. XXXX-XXXX-XXXX ISBN: Ask students where you should divide each word. Remind them that we usually divide words between consonants when there is more than one consonant, and we divide after the vowel when there is one vowel followed by a consonant and another vowel. As students tell you, draw slash marks to divide the words. Have students read the words and identify the different vowel sounds. Show students the anchor poster and tell them to use if as a reference if they forget the syllable patterns. 2

3 Apply Write the words penny and silent on the chalkboard. Have students turn to their neighbor and say each word then explain the syllable pattern in each word. Spelling with VCV and VCCV Pattern Words Unit Spelling Words: blizzard, summer, pattern, mammal, paper, moment, basic, program Write the words blizzard, summer, pattern, and mammal on the chalkboard. Ask students to tell what is the same about the words. Once students identify the double consonants in each word, ask them where to divide the words into syllables. Then add slash marks to the words on the chalkboard to divide them. Assessment Tip Observe students to make sure that they are hearing each syllable in the words. Note if they are able to recognize the VCCV and the VCV syllable patterns. Home/School Connection Students can take home a list of the spelling words and practice reading, writing, and spelling the words with a family member. Say: All of these words have a closed syllable as the first syllable. This means that the vowel sound is short in each word. Blizzard, summer, and pattern have an r-influenced vowel sound in the second syllable. Mammal has a closed syllable for the second syllable, but the vowel sound is not short; it s the schwa sound, / /. Most closed syllables will have a short vowel sound, but you should always check if the word sounds right with a short sound and, if it doesn t, then try a schwa sound. Read each of the words, emphasizing the vowel sounds and have students repeat the words. Write paper, moment, basic, and program on the chalkboard. Point out that you would first try to divide the words after the first vowel and before the second consonant. Place slash marks in the words to show the syllables. Say: All of these words have an open syllable as the first syllable. The vowel is usually long in open syllables. Ask students which three words have a closed second syllable and what the vowel sound is in these words. Ask students what the syllable pattern of the remaining word is. (r-influenced) Read each of the words, emphasizing the vowel sounds, and have students repeat the words. Have students write each spelling word in their word study notebooks. Tell them to write VCV or VCCV above each corresponding letter in the words. 3

4 Day Two Closed Sort letter yellow supper letter happy puppy summer mammal sudden sunny tiger spider super over tiger crazy later open paper tiny Review Syllable Juncture in VCV and VCCV Patterns Display the anchor poster and review the VCV and VCCV syllable patterns. Write the words pepper, basic, kitten, and open on the chalkboard. Ask students which syllable pattern applies to the first syllable of each word. Have students brainstorm some words containing each syllable pattern in the first syllable. Closed Sort Teacher Word Cards: letter, tiger, spider, yellow Teacher Category Cards Place the two category cards next to each other in a pocket chart. Hold up the word card for letter. Providing Support If students need additional practice hearing and recognizing the syllable patterns in words, have them write several words on word cards or self-stick notes. Tell them to say each word and clap the syllables they hear. Then have them cut the word apart between the syllables. Think aloud: I m going to sort some words into VCCV and VCV categories. The first syllable in letter has a short vowel and consonant t. I know this is a closed pattern so I ll sort letter under the VCCV category. The first syllable in the word tiger ends with a long vowel i. I know this is an open pattern so I ll sort tiger under the VCV Category. Ask students to help you sort yellow and spider and explain their reason for sorting each word. Home/School Connection Have students take home BLM 6 to complete with a family member. Students can also take home the word cards and share their sorts with a family member. Supporting ELs Because some ELs may not have someone at home who speaks English well enough to work with them on BLM 6, make sure that they understand what they are supposed to do on the BLM. Have students work with a partner to sort their word cards into VCCV, closed pattern words or VCV, open pattern words. Give each pair of students the word cards from BLM 3 and the category cards from BLM Tell students to say each word and to listen carefully to the first syllable in each word. Remind them to listen for the vowel sound to see if it is a short vowel followed by a consonant or if the first syllable ends with a long vowel sound. Spelling. Have students write VCV and VCCV next to each other in their word study notebooks. Then have them write the unit spelling words under the appropriate spelling pattern. 4

5 Day Three Give pairs of students the category cards from BLM 2 and the word cards from BLMs 4 5. Tell students to take turns saying each word, clapping the syllables, and then deciding which vowel-pattern category to sort each word into. After students have sorted the words, they could work with their partner to time each other and see how fast they can sort the words. Applying Meaning. Give students BLM 7 and ask them to complete the classroom activity, sorting the words according to their syllable patterns. Oddballs Tell students that some words do not follow the rule for dividing words into syllables. Write the word habit on the chalkboard. Say: When I see a VCV pattern, I usually divide the word after the vowel and before the consonant. Divide the word after the a: ha/bit. This gives me an open syllable and the vowel should have the long sound. But when I say the word hay/bit, it doesn t sound right. This tells me the word is an oddball. I divide the word after the letter b. Divide the word after the b: hab/it. Now I have a closed syllable. When I read the word hab/it, it sounds right. Provide other examples of oddballs where the word is divided after the consonant, not before, giving a closed syllable instead of an open syllable: com/ic, rap/id, viv/id, lem/on. Tell students they need to try dividing the word to make an open syllable first. If reading the word with a long vowel sound doesn t sound right, they should try the short sound. blizzard happen kitten lesson penny pepper pretty rabbit yellow better bottom copper fellow follow funny pattern pillow puppet tennis basic bonus climate even nature silent writer frozen hero moment robot spider unit Assessment Tip Monitor students to make sure they are correctly sorting the words into the vowelpattern categories. Are students saying each word and clapping the syllables? Are they recognizing the different vowel patterns? Providing Support ELs and struggling readers may have difficulty completing BLM 7 on their own. Have them work with a partner to read and complete it. Home/School Connection Give students BLM 8 to complete with a family member. Explain that they are to do the same thing they did on BLM 7 in class. Supporting ELs Make sure that ELs understand what to do on BLM 8 since there may not be anyone at home who speaks English well enough to help them complete it. 5

6 Day Four Providing Support Some ELs and struggling readers may have difficulty reading the passage. Have these students read with an on-level reader. Alternatively, you could read the passage to them while they follow along or echo-read with you. Ask students to look and listen for examples of VCCV and VCV pattern words. Robot Club By Ali Badran, School Reporter This fall, the Robot Club will meet on Fridays at 3 o clock in Ms. McCoy s room. The Robot Club is you got it a club for students who like building robots. Ms. McCoy said the students in the club build robots out of toy blocks, mini-computers, and a few wires. Even if you have never built a robot before, you can join us, she said. Just about anyone can build a basic robot. I spoke with Julie Gomez, who is the club s president. She told me that last year she was part of a team of three third-graders and three fourth-graders who built a robot and won third place. The rules said that the robot had to have an arm and a hand, Julie said. The hand needed to pick up a rubber ball from the bottom of a coffee can. The same robot had to travel through a door and down a ramp, too. We worked hard before the contest, Julie said. Our robot kept making sudden right turns and hitting the door. That was a good lesson for us. We made a few changes, and then our robot was able to go all the way to the end of the ramp. We plan to build an even better robot this year because we want to win first place. She added that students in the club do not have to join the team. The first meeting will be held next Friday. Ms. McCoy s room is Room 329 on the third floor. Answer Key Reading Passage (BLM 9) Home/School Connection Have students take the reading passage on BLM 9 home to read to a family member and point out the words with VCCV and VCV syllable patterns. Supporting ELs Make sure ELs know the meanings of the spelling words. Before student pairs use BLM 11, have the partners tell each other oral sentences using the spelling words. Word Hunt Tell students they will be going on a word hunt to find words that have the VCCV and the VCV vowel patterns. Tell them to read the passage from BLM 9 on their own and then search for the vowel patterns. Tell students to circle only the VCCV words that have a double consonant in the middle. For example, they should not circle the word contest because it doesn t have a double consonant in the middle. Challenge students to find the words nev/er and trav/el, which have a VCV pattern, but are closed syllables, and to underline those words. When students have finished their word hunts have them write the VCCV and VCV words they found in their word study notebooks. Then ask them to use slash marks to divide each word into its syllables. Spelling Dictation Give students Spelling Dictation (BLM 10). Dictate the following words from last week s spelling words to students, one at a time, and have students write them on their BLMs: displaying, enjoying, studies. Dictate the following words from this week s unit, one at a time, having students write them on the BLMs: blizzard, summer, program. Dictate the following sentence and have students write it on their papers: For one silent moment, Sergio stared at the paper in his hand. Write the words and sentence on the chalkboard and have students self-correct their papers. Spelling Practice Give pairs of students Spelling Peer Check (BLM 11). While one student reads the spelling words from his or her word study notebook, the other student writes the words in the First Try column. After the second student has spelled the words, the first student places a check mark next to words spelled correctly. For the second try, the first student may prompt the second student by sounding out the words that were spelled incorrectly the first time. If the second spelling attempt is correct, the first student places a check mark in the Second Try column. Then students switch roles. 6

7 Day Five Spelling Assessment Use the following procedure to assess students spelling of the unit spelling words: Say a spelling word and use it in a sentence. Have students write the word on their papers. Continue with the remaining words on the list. When students have finished, collect their papers and analyze their spelling of the words. Use the assessment to plan small-group or individual practice. Unit 10 Quick-Check: Syllable Juncture in VCV and VCCV Patterns Answer Questions Directions: Read each word and circle the pattern that correctly matches the word. Then write the word and draw a line to divide it into syllables. lesson VCCV or VCV les/son frozen VCCV or VCV fro/zen robot VCCV or VCV ro/bot 4. pillow VCCV or VCV pil/low Apply Directions: In the space below, list two words that have VCCV patterns and two words that have VCV patterns. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. Quick-Check Assessment Assess students mastery of VCV and VCCV patterns using the Quick-Check for Unit 10. Word Bank crazy, pretty, pretty crazy later, basic, blizzard later blizzard, bottom bottom basic Think and Write about Syllable Juncture in VCV and VCCV Patterns Directions: In the space below, explain how understanding VCCV and VCV vowel patterns helps you as a reader, speller, and writer. Answer Key Unit 10 Quick-Check Suggestions for Independent Practice Write Words. Have students select at least ten words from their word cards. Tell them to write each word in their word study notebooks and then use slash marks to divide that word into syllables. Ask them to also write down whether the first syllable of the word has a VCCV or a VCV pattern word. Guess My Word. Have students work with a partner. Tell them they can use any of the words from BLMs 3 5. Students should take turns selecting one of the words and then saying the word aloud. The other student will then say if the word has a VCCV or a VCV pattern and why. For example, if the first student says the word rabbit, the other student says that rabbit is a VCCV word because the first syllable is closed. It has a short vowel sound. Word Hunt. Ask students to work with a partner to go on a word hunt. Tell them they can use any books, magazines, newspapers, or printed materials in the classroom to hunt for words that have the VCCV and VCV patterns. Tell them to make a list of the words they find to share with the rest of the class. Buddy Sort. Have students work with a buddy. Tell them to each select ten word cards. They will take turns showing each other their word cards. The first student will show his or her word card as the other student quickly says the word and states whether it s a VCCV or a VCV word. Answer Key BLM 6 happen penny lesson funny tennis mammal sudden pepper even silent nature frozen robot writer crazy super Answer Key BLM 7 Circle: happy, puppet Underline: paper Underline: moment 4. Underline: climate 5. Circle: sunny; Underline nature 6. Circle: mammals 7. Circle: puppy, summer Answer Key BLM 8 Underline: even, over Circle: rabbit Underline: writer; Circle: letter 4. Underline: tuna; Circle: supper 5. Underline: program, spiders 6. Underline: frozen 7. Circle: sunny 7

8 Unit 10 Quick-Check: Syllable Juncture in VCV and VCCV Patterns Answer Questions Directions: Read each word and circle the pattern that correctly matches the word. Then write the word and draw a line to divide it into syllables. lesson VCCV or VCV frozen VCCV or VCV robot VCCV or VCV 4. pillow VCCV or VCV Apply Directions: In the space below, list two words that have VCCV patterns and two words that have VCV patterns. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. Word Bank crazy, pretty, later, basic, blizzard, bottom Think and Write about Syllable Juncture in VCV and VCCV Patterns Directions: In the space below, explain how understanding VCCV and VCV vowel patterns helps you as a reader, speller, and writer.