Hello year ones, my name's Simone and you're joining me for lesson 42 of phonics, and today's
lesson is a little bit different to the other lessons we've been doing. So today our learning
intention, we're going to be looking at syllables more closely and we're going to be learning
about two different types of syllables; open syllables and closed syllables. Before we
start that, let's revisit our homework from yesterday, so I did my homework, it's up here
on the board, you can see there's the boo-boo or the error I made yesterday which I fixed
and here are our words. Let's quickly read through them together /b/ /r/ /i/ dge/ bridge
/j/ /u/ /dge/ judge
/f/ /u/ /dge/ fudge
/w/ /i/ /tch/ witch
So remember the longest spelling, short vowel.
/h/ /u/ /tch/ hutch like a rabbit hutch.
/s/ /m/ /u/ /dge/ and /g/ /r/ oh sorry smudge and /g/ /r/ /u/ /dge/ grudge. Have you ever
held a grudge against someone? Uh they stole my eraser and I didn't get it back. No grudges
are boring we don't hold grudges, do we? Let's read that last row quickly together: hutch
nudge smudge grudge and then I asked you to read the sentence by yourself and we didn't
read it together. How did you go? The witch got cross because she saw a smudge on her
spell book. The witch got cross because she saw a smudge on her spell book.
I have to admit, I wasn't very prepared with my homework so this is something I whipped
up fairly quickly. I hope you put a little bit more care into your picture, but look
there's our grumpy witch. You know the best way to make someone look cross, is these cross
eyebrows. That makes her look really annoyed doesn't it. And look at her poor spell book
with a big blue smudge on it. Time to stand up, give your listening ears a bit of a rub
and let's do some phonological awareness. So do you remember right back when we started
we were listening for long syllables and short syllables? That's going to help us a lot with
our learning today. So when you hear a long vowel, I want you to stretch up like a long
vowel and when you hear a little short vowel I want you to squat down like a little short
vowel. You ready?
fan /f/ /a/ /n/
Good, are you all squatting down? Our next word is spy
/s/ /p/ /y/
Oh, that's a tricky one, isn't it? /s/ /p/ /y/
/ie/ is at the end, it's a long sound isn't it? Good job! Our next word, rat.
/r/ /a/ /t/
Good job! Are you already squatting down. Next word, rate, rate.
/r/ /ai/ /t/
Good job, nice and tall. Next word is, met.
/m/ /e/ /t/
Next word is, meat. /m/ /ea/ /t/ meat. Good job, our next word is, weak. /w/ /ea/
/k/ are you standing up nice and straight? Our next word is, itch. Say it with me, itch.
Yeah did you squat down before I did? Good work, our next word is, rip.
/r/ /i/ /p/
Good job, you squatting? Our next word is, ripe. /r/ /ie/ /p/. Yes! Our next word, got.
got. got, you squatting down? And our last word, goat /g/ /oa/ /t/
Up nice and straight. We're only going to have a look at one card today. Syllable, because
that's what we're focusing on this lesson, so a syllable is a beat in a word and a syllable
always has a vowel sound. So let's look at the word syllable. Close your mouth and say
it.
syl-la-ble. Can you hear there are three syllables in syllable? Okay, good job! That's what we're
going to be focusing on today. So back to our learning intention. Today we're learning
about open and closed syllables. So let's have a look and see what an open and a closed
syllable is. A closed syllable is when the vowel is closed in by at least
one consonant and that makes the vowel short. Don't worry too much yet, hang on. An open
syllable, is when the vowel is open because there's no consonant to close it you're thinking
what are you talking about Simone that sounds really confusing let me tell you, it actually
isn't and I think you're going to like this. I have something I prepared earlier with some
cute little doors so let's have a look at this table here, if I can get it on, I did
good job. So these are all words that we've learned in the past and we called these high
frequency irregular words because we didn't know the rule we're learning today. Once
we know this rule they're not tricky anymore they're decodable. So let's just read the
words together first: me, we, she, he. This is a long sound each time. Let's have a quick
revisit of our vowels. So this first vowel /a/ apple. What's the name of this letter
this letter? This letter isn't the name of this letter is [a]. Now what's exciting about
vowels is vowels are the only letters that can say their name in a word so I could have
um ca-ble is spelt with an [a], so this card makes two sounds [a] says /a/ and /ā/
[e] says /e/ and /ē/
[i] says /i/ and /ī/, [o] you see the pattern [o] says /o/ and /ō/ and [u] says /u/ and
/ū/. Let's do them together you ready [a] /a/ /ā/
[e] /e/ /ē/
[i] /i/ /ī/
[o] /o/ /ō/
[u] /u/ /ū/
and we can do it even faster and just say /a/ /ā/, /e/ /ē/, /i/ /ī/, /o/ /ō/, /u/
/ū/
That will make life easier so back to the idea of an open and closed syllables all of
these words the vowel [e] says its name, it's the long vowel.
/w/ /e/ we, she, he, because there are no letters here, there's nothing closing it off,
so the syllable can just keep going, but check this out. What happens if we close the syllable
with our cute little door, do you like it? Now we've got the letter [t]. So let's have
a look /m/ /e/ /t/ met.
Now when we close it what happens to the vowel? The vowel goes from long to short from, me to
met
We, say it with me, we to wet, wet. Good job! She, she, to shell. So, one consonant can
close it, sometimes two consonants close it, shell. He becomes /h/ /e/ /n/ hen!
What do you think? So, it's not tricky, it looks tricky when you read it in words. But
look: me, met, we, wet, shell sorry, she shell, he, hen. I've got another one, hang on I got
a bit excited about making these doors, I hope you like them.
Let's read these words together /b/ /e/ be, /g/ /o/ go, /n/ /o/ no, /s/ /o/ so.
Close it.
/b/ /e/ /t/ bet.
/g/ /o/ /t/ got.
no becomes /n/ /o/ /d/ nod. Yes, we get it, it's good.
/s/ /o/ /b/ sob. I hope this doesn't make you sob. I hope when you read this it makes
you nod, it's like yeah I get it. Open, closed. Okay, let's read some words. So all of these
words here are our open syllables.
Now we know [a] [e] [i] [o] and [u] are our vowels, but we also know don't we that sometimes
[y] pretends to be a vowel. Don't worry too much about that word, we'll look at why a
bit more later but for now let's just go through and read these words. We're ready, we'll
go across: me, no, I we, go, hi. Let's do that together: me, no, I we, go, hi.
she, so, my, he, be. Again together: she, so, my, he, be.
Now, what I love about this is we could add, what colour, let's add magenta, we could add
a letter to each of these and make them closed.
/m/ /e/ /n/ or mend and now it's a short sound. /w/ /e/, oh sorry we're going across aren't
we /n/ /o/ /t/not or nod, I, if we write it like this /i/ /t/ it becomes closed doesn't
it?
/w/ /e/ /d/ if you wed someone you marry them. /g/ /o/ /t/, /h/ /i/ /t/.
So you can see how we're closing them with the consonant. shed.
What's this word? /s/ /o/ /ck/ sock. From so, to sock. My, we'll just leave that one.
/h/ /e/ hmmm hen, and /b/ /e/ /d/ bed.
We just made open syllables into closed syllables. It's time for you to go and grab something
to write with and something to write on and we're going to do some dictation and I'm going
to make a pause pose today um and you'll see why in a minute so you go and get your stuff,
you ready, and pause.
Okay, why did I bend down? Look what my friend ruby made for us. I love this! I get a little
bit obsessive, so when we started doing open and closed syllables I was like hmm if I were
in the classroom, I would put a heap of words down a door frame and I'd show you the door
and I'd open the door and I'd close the door but we can't do that here. But look! I think
she made me the cutest little castle. So here we've got, if we open the door: me me me,
it's all about me!
Or we have closed syllables falling off all over the place.
/m/ /e/ /t/, /m/ /e/ /n/, /m/ /e/ /ss/, met men mess. They're short. Open they're long,
me me me. Closed, they're short, met men mess. How cool! Let's get ready for some writing.
I'm wondering, I don't think I need to put anything up to remind you, you can look at
our castle if you need reminding. So our first word is: me. Just write the word me.
Does yours look like? that tick or fix. Now, I want you to add a consonant to the end to
change me into met. So say, me, me, met, met. /m/ /e/ /t/, met.
Good job. Our next word is she. Say she, she, write, she /sh/ /e/. Now listen to this new
word, shed, shed, /sh/ /e/ /d/.
We need to add a [d] to close the syllable and make the word shed,
shed, good job! Our next word is go, go. /g/ /ō/
And our next word listen is got. Say it with me, got /g/ /o/ /t/. Let's close the syllable
with a /t/. got.
Tick or fix. Our next word is he, he say it with me, he /h/ /ē/, let's go /h/ /ē/. Our
next word is hem, hem. I've got a hem on the bottom of my dress /h/ /e/ /m/.
What do we need to add to he to make it a closed syllable? Consonant [m] /m/ let's go.
/h/ /e/ /m/ hem. And our last word is so, so. Easy. /s/ /o/.
Now I want you to change that word into sock, sock /s/ /o/ /ck/. /ck/ at the end of a word,
short vowel,
sock. Excellent work. So let's just quickly have a look: me, met, she, shed, go, got,
he, hem, so, sock. And you know what? After this lesson, if you wanted to, if you've got
post-it notes or paper and scissors at your house, you could make some open and closed
syllables on the door at your house. How fun would that be? And you can teach the whole
family all about open and closed syllables. Well done! That was a bit of a different lesson
to normal. So today we learned about open and closed syllables. So an open syllable
is when the vowel is open.
There's no consonant at the end to close it in so, the vowel is long me, me, me.
A closed syllable is when the vowel is closed in
by at least one consonant. It might be two and then the vowel is short met, men, mess.
You've got it, you've got it. Okay, let's look at our homework. Okay, we've got a list
of words here and we've got two columns. So on your page, you could just do a line down
the middle and you could put a [c] on one side for /c/ /c/ /c/ closed and an [o] on
the other side for /ō/ /ō/ /ō/ open. Then, read the word /sh/ /e/ /ll/ is that open or
closed? We can see we've got the consonant at the end, so it's closed /sh/ /e/ /ll/ good
job. /h/ /ē/ is there a consonant at the end? No, so it's open /h/ /ē/ and the [e]
says its name. I'd like you to do that for all the rest of the words and that's all your
homework really, but, if you're looking for something to do later this afternoon, maybe
if you've got an old cereal box or a tissue box or something in your house you could make
a little castle with a little open and closed syllable door on it. Do you think you could
do that? I hope you do and I hope you havea lot of fun and I can't wait to see you again.
See you later alligator!