Skills Unit 2 Teacher Guide - EngageNY

• After all the words have been called out, tell students you will now show them
the correct spelling for each word so they can correct their own work.
• Say and write each word on the board, instructing students to correct their
work by crossing out any incorrect spelling; copying and writing the correct
spelling next to it.
• Continue through all the words and then move on to the sentence.
Note to Teacher
At a later time today, you may find it helpful to use the template provided
at the end of this lesson to analyze students’ errors. This will help you to
understand any patterns beginning to develop or that are persistent among
individual students.
Tricky Words
5 minutes
Tricky Word Cards
See Tricky Words in the
Pausing Point for students
needing additional help
with Tricky Words.
Additional practice may be
found in the Unit 2 section
of the Assessment and
Remediation Guide.
• For each word, begin by discussing which part of the word is read just as one
would expect and which part is tricky.
Tricky Word: they
• Expected: the letters ‘th’ are pronounced /th/. Tricky: the letters ‘ey’ are
pronounced /ae/.
Tricky Word: their
• Expected: the letters ‘th’ are pronounced /th/ and the letter ‘r’ is
pronounced /r/. Tricky: the letters ‘e’ ‘i’ are pronounced /e/.
• After introducing the new Tricky Words, place the new words on your
classroom Tricky Word wall.
Today’s Spelling
20 minutes
Basic Code Spelling Review
• Before beginning, display the Vowel Code Flip Book within view of all
students; also have the Spelling Card listed in the At a Glance readily
available.
• Today’s letter-sound correspondence can be found on the following page of
the Vowel Code Flip Book.
Worksheets 10.2,
10.3
Vowel Code Flip Book
1. ‘er’ > /er/ (her) Vowel Code Flip Book on page 18
• Write the spelling ‘er’.
Unit 2 | Lesson 10 95
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