Reading Foundations Skills Block / Grade 2: Module 2: Cycle10: Lesson 46

Syllable Sleuth Word List

summer

silly

written

address

sudden

popping

hippo

motten

/d/, /t/, and /id/ Word Cards

wanted / needed
helped / fixed
called / loved

Pronunciation of “ed” Anchor Chart

“ed” endings
/id/ / /t/ / /d/
T wanted
D needed / P helped
K looked
F sniffed
GH laughed
SH washed
CH watched
SS kissed
C danced
X fixed / L called
N cleaned
R offered
G damaged
V loved
S used
Z amazed
B rubbed
M claimed

Sentence Builders “ed”
Ending Words

Choose words from the Word List to build sentences with “-ed” ending words.

  1. The snake ______at the predator.
  2. It ______like cats and dogs outside?
  3. The girl landed on a pillow when she ______when she saw something shocking.
  4. That little ______
    made a very ______just now.
  5. He ______the flowers with his nose and ______the scent.
  6. The teacher ______her class to line up before recess.

Word List for Sentence Builders

hunted

grabbed

darted

robbed

wished

stopped

laughed

kissed

erupted

cheered

jumped

buzzed

vanished

shouted

chewed

cleaned

Cycle 10 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.

Cheered packed ended grinned started

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.

asked liked helped called shouted

/ | Language Arts Curriculum / 1