Sample Word Study Lesson Week 2
Note: As you become more familiar with the routines, word study will be smoother and go quicker. Time spent
learning the routines is worth it!
Week 2-Lesson 1
Open and closed syllables
Directions:
1. Make two header cards for your blue board: “Open syllable” and “Closed syllable”
2. Use Dr. Tyner’s direction sheet to teach open and closed syllables.
(Basically you are taking yesterday’s lesson and adding to it.. yesterday they learned the two ways to divide
the vcv pattern and today they learn to identify them as OPEN or CLOSED syllables. (The v/cv pattern is open
and the vc/v is closed.)
3. Open/Closed Syllables: Note: These are for words that have more than one syllable. (more than one word part)
Open Syllables: If a word has the V-C-V pattern, first divide it after the first vowel and use the long sound for the vowel.
(Pi/lot) The first syllable is called an open syllable because the vowel is open (not closed up by the following consonant).
(Use a few word cards as examples- place each under the correct heading after discussing it.)
Closed Syllable: If you divide a word after the first vowel (ha/bit) and it doesn’t make sense with the long vowel sound for a,
then divide after the consonant (hab/it). When the vowel is closed up on the other side by the consonant (hab/ it), the first
syllable is called a closed syllable. (Use a few word cards as examples- place each under the correct heading after discussing
it.)
4. Give each student a Clearboard Communicator or dry erase board and marker.
5. Call out one of the word cards one at a time and have students write the word and divide it into syllables. They
then need to decide if the first syllable is an open or closed syllable. They can write OPEN or CLOSED above the
syllable.
6. Teacher observes student answers and talks them through it if anyone is confused. Then place the card in the
correct column on the blue board. It helps to have students justify their answer orally. (You can tell if they
understand or they just guessed, and you can clarify misunderstandings.)
7. Continue until time is up (7-8 minutes for word study).
These words are divided correctly:
Open Syllable Examples:
a/gent
co/zy
ea/ger (ea makes one sound long e)
se/quel
spi/cy
Closed Syllable Examples
dec/ade
ed/it
mod/el
hab/it
wiz/ard
lim/it
Week 2-Lesson 2
Repeat Lesson 1 but use the second ½ of the word cards. Be sure to review anything that was difficult from yesterday.
Continue until time is up (7-8 minutes for word study).
These words are divided correctly:
Open Syllable Examples:
fla/vor
gli/der
i/tem
tu/lip
mi/grate
pro/file
va/cant
Closed Syllable Examples
cam/el
leg/end
par/ent
prom/ise sliv/er
Week 2-Lesson 3
Prefixes in-, im-, il-, irDirections:
1. Discuss prefixes in-, im-, il-, ir-. All of these prefixes come from Latin prefixes that mean “not”. Focus on the
meaning of the prefix and how that affects the meaning of the word. Also point out that if you take the prefix
away, the base word can still stand alone.
2. Focus on two or three word cards for each prefix.
3. Talk about the meaning of the words, then ask students to use words orally in a sentence. After hearing the
sentence, the teacher places the cards on the blue board, sorted by prefix.
4. Make note of those words that are unfamiliar and review during the week.
5. Continue until time is up (7-8 minutes for word study).
Week 2-Lesson 4
Prefixes in-, im-, il-, irDirections:
Repeat lesson 3 but use the second 1/3 of the cards. Be sure to review any words that are difficult from the previous
lesson. Continue until time is up (7-8 minutes for word study).
Week 2-Lesson 5
Prefixes in-, im-, il-, irDirections:
Repeat lesson 3 but use the last 1/3 of the cards. Be sure to review any words that are difficult from the previous lesson.
Continue until time is up (7-8 minutes for word study).