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English lesson plan · 2nd grade (Year 3 in England) · 60 minutes

Split two-syllable words (rab|bit, ro|bot)

Phonics & Sight Words

CCSS RF.2.3.CCCSS RF.1.3.EEngland: Y2 Reading (decoding two-syllable words)

Objective and success criteria

Students will: Split two-syllable words (rab|bit, ro|bot).

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Counting syllables; Short vowel or long vowel? (cap or cape)

Leads to: the next skill in this area.

Materials: Sound cards and picture cards, Magnetic letters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (Counting syllables; Short vowel or long vowel? (cap or cape)). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Clap the word "elephant". How many syllables (beats) does it have? (1 / 2 / 3 / 4) → 3Prompt: Say the word slowly and clap each beat.
  2. Which word has a LONG vowel sound (the vowel says its name)? (tap / bit / cap / bite) → bitePrompt: Look for a vowel, then a consonant, then an e at the end.
  3. Which word has exactly 4 syllables? (kangaroo / star / television / tiger) → televisionPrompt: Clap each word.

Hook · 6 min

  • Hide picture cards in a bag and ask children to say the first sound of each one they pull out.
  • Share the objective: Split two-syllable words (rab|bit, ro|bot). Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Where does "helmet" split into two syllables (beats)?
  • Step 1: Clap it: hel – met
  • Step 2: So the answer is: hel|met
  • Answer: hel|met
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Where does "napkin" split into two syllables (beats)? (napk|in / nap|kin / napki|n / na|pkin) → nap|kinPrompt: Clap the word. Each clap is a syllable, and each syllable has a vowel sound.
  2. "hazel" splits as ha|zel. Is the first syllable "ha" open or closed? (open: it ends with a vowel, so the vowel is long / closed: it ends with a consonant, so the vowel is short) → open: it ends with a vowel, so the vowel is longPrompt: Look at the last letter of "ha".

You do: independent practice · 17 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. "camel" splits as cam|el. Is the first syllable "cam" open or closed? (open: it ends with a vowel, so the vowel is long / closed: it ends with a consonant, so the vowel is short) → closed: it ends with a consonant, so the vowel is shortPrompt: Look at the last letter of "cam".
  2. Where does "fever" split into two syllables (beats)? (feve|r / fe|ver / fev|er / f|ever) → fe|verPrompt: Clap the word. Each clap is a syllable, and each syllable has a vowel sound.

Watch out for

  • Adding an extra "uh" to sounds ("buh" instead of a clean b).
  • Reading the letters one by one but not blending them into a word.

Support and stretch

Support

  • Review first: Counting syllables.
  • Use concrete materials: sound cards and picture cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

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Split two-syllable words (rab|bit, ro|bot)

Name

Date

Score/ 8

  1. Question 1

    "open" splits as o|pen. Is the first syllable "o" open or closed?

    • A. open: it ends with a vowel, so the vowel is long
    • B. closed: it ends with a consonant, so the vowel is short

  2. Question 2

    Where does "seven" split into two syllables (beats)?

    • A. sev|en
    • B. seve|n
    • C. s|even
    • D. se|ven

  3. Question 3

    "wagon" splits as wag|on. Is the first syllable "wag" open or closed?

    • A. open: it ends with a vowel, so the vowel is long
    • B. closed: it ends with a consonant, so the vowel is short

  4. Question 4

    Where does "music" split into two syllables (beats)?

    • A. mu|sic
    • B. m|usic
    • C. musi|c
    • D. mus|ic

  5. Question 5

    "cabin" splits as cab|in. Is the first syllable "cab" open or closed?

    • A. open: it ends with a vowel, so the vowel is long
    • B. closed: it ends with a consonant, so the vowel is short

  6. Question 6

    Where does "sunset" split into two syllables (beats)?

    • A. sunse|t
    • B. sun|set
    • C. suns|et
    • D. su|nset

  7. Question 7

    "robot" splits as ro|bot. Is the first syllable "ro" open or closed?

    • A. open: it ends with a vowel, so the vowel is long
    • B. closed: it ends with a consonant, so the vowel is short

  8. Question 8

    Where does "muffin" split into two syllables (beats)?

    • A. muf|fin
    • B. mu|ffin
    • C. muffi|n
    • D. muff|in

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Answer key: Split two-syllable words (rab|bit, ro|bot)

  1. 1. A. open: it ends with a vowel, so the vowel is long

  2. 2. A. sev|en

  3. 3. B. closed: it ends with a consonant, so the vowel is short

  4. 4. A. mu|sic

  5. 5. B. closed: it ends with a consonant, so the vowel is short

  6. 6. B. sun|set

  7. 7. A. open: it ends with a vowel, so the vowel is long

  8. 8. A. muf|fin