Skills Unit 2 Teacher Guide - EngageNY

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Discussion Questions on “How the Hedgehog Tricked the Hare” 1. Literal Who are the characters in this story? (The characters in the story are the hare and two hedgehogs.) 2. Literal What is the story’s setting? (The story setting is near the hedgehog’s house.) 3. Inferential What is the plot of the story? (The hedgehog made a plan to trick the hare. The hedgehog’s wife pretended to be the hedgehog at the finish line. The hare thought he lost the race.) 4. Literal Why did the hedgehog tell his wife to use a stern voice? (So the hare would think she was the male hedgehog.) 5. Literal What happened in the end? (The hare thought he lost the race to the hedgehog.) 6. Evaluative At the end, the hare says the hedgehog is faster. Is he really? (No, the hedgehog is not faster.) 7. Evaluative Ask students to give a describing word (adjective) for the hare. Then ask for a describing word for the hedgehog. Use the students’ supplied adjectives to compare and contrast the characters of the story. (Answers may vary.) 8. Evaluative Who is the trickster, who carries out the trickster trick, and how? (The hedgehog is the trickster, and he tricks the hare. He creates a plan that makes the hare think the hedgehog is faster than the hare.) Supplemental Materials • Decodable words: 1. after 2. better 3. her 4. letter 5. never 6. number 7. they 8. their 9. under 10. river 11. verb 12. enter • Sentences and phrases: 1. Better late than never. 2. good, better, best 3. Yikes, a monster! 4. Dinner is served. 5. soft as butter 6. I lost my temper. 7. the big dipper 8. his and hers 9. after you 10. It’s never too late. 98 <strong>Unit</strong> 2 | Lesson 10 © 2013 Core Knowledge Foundation
• Wiggle Cards: 1. batter up 2. wave ten fingers 3. count to five on your fingers 4. shiver 5. pucker your lips Code Knowledge • Before today’s lesson: If students read 1,000 words in a trade book, on average 580–759 of those words would be completely decodable. • After today’s lesson: If students read 1,000 words in a trade book, on average 612–782 of those words would be completely decodable. • Students have now reviewed at least one way to write 41 of the 44 sounds in English. • The spelling ‘er’ is fairly regular in its pronunciation; however, it can also be pronounced /e/ + /r/ as in very and /ee/ + /r/ as in Erie. • They is one of the 30 most common words in most samples of written English; in a typical passage of 1,000 words, they occurs 3–8 times. • Their is one of the 200 most common words in most samples of written English; in a typical passage of 1,000 words, their occurs 1–3 times. <strong>Unit</strong> 2 | Lesson 10 99 © 2013 Core Knowledge Foundation
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Grade 2 Core Knowledge Language Art
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Creative Commons Licensing This wor
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Alignment Chart for Unit 2 The foll
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Alignment Chart for Unit 2 Lesson 1
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Lesson Alignment Chart for Unit 2 1
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Week Two Day 6 (Lesson 6) Day 7 (Le
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and by introduced as Tricky Words.
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Assessment Opportunities As in Unit
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Word Walls If you have not already
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silent ‘e’. Or you may have use
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We classify the initial sounds in e
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Lesson 1 Basic Code Review Tricky W
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Warm-Up 10 minutes Introduce Spelli
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• Point to each spelling in bake
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• Ask students to turn to Workshe
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Purpose for Reading • Remind stud
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Bedtime Tales Story Chart Story Tit
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Lesson 2 Basic Code Review Tricky W
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Warm-Up 5 minutes Contraction Revie
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Individual Code Chart 1. ‘o_e’
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• Read with students the two-syll
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If some pairs finish early during s
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Lesson 3 Basic Code Review Spelling
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• Show students the Spelling Card
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Practice 10 minutes See Letter-Soun
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Main Idea and Key Details: The main
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Text From Student Reader • The te
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Lesson 4 Tricky Words Grammar Readi
Page 60 and 61: Tricky Word: who • Tricky: The le
Page 62 and 63: Introducing the story • Today’s
Page 64 and 65: • Sentences and phrases: 1. ride
Page 66 and 67: At a Glance Exercise Materials Minu
Page 68 and 69: Individual Code Chart 1. ‘oo’ >
Page 70 and 71: Previewing Spellings • Briefly re
Page 72 and 73: • Wiggle Cards: 1. shoot hoops 2.
Page 74 and 75: Student name 1 2 3 4 5 6 7 8 9 10 y
Page 76 and 77: Spelling 15 minutes Introduce Spell
Page 78 and 79: Analysis of Elements of a Fictional
Page 80 and 81: Title: Characters Setting Jane -has
Page 82 and 83: Lesson 7 Basic Code Review Spelling
Page 84 and 85: Today’s Spellings 20 minutes Revi
Page 86 and 87: • Work with students to first wri
Page 88 and 89: Lesson 8 Basic Code Review Spelling
Page 90 and 91: • Write the following words on th
Page 92 and 93: • Complete the remaining question
Page 94 and 95: Code Knowledge • Before today’s
Page 96 and 97: the Milk ther wuz a las namd jane s
Page 98 and 99: Warm-Up 5 minutes Quotation Marks
Page 100 and 101: Previewing Spellings • In previou
Page 102 and 103: Text from Student Reader • The te
Page 104 and 105: If some student pairs finish early,
Page 106 and 107: Advance Preparation • Write the f
Page 108 and 109: • Explain to students that by its
Page 112 and 113: Spelling Analysis Directions Unit 2
Page 114 and 115: Lesson 11 Basic Code Review Grammar
Page 116 and 117: Write she is on the board. Based on
Page 118 and 119: Words with ‘ar’ 1. jar 2. car 3
Page 120 and 121: • Wiggle Cards: 1. start clapping
Page 122 and 123: Advance Preparation Write the follo
Page 124 and 125: Small Group Work Small Group 1: Fo
Page 126 and 127: Main Idea and Key Details: The main
Page 128 and 129: Take Home Material “The Pancake,
Page 130 and 131: At a Glance Exercise Materials Minu
Page 132 and 133: • If the draft contains dialogue,
Page 134 and 135: Take-Home Material “The Pancake
Page 136 and 137: Warm-Up Practice Worksheet 14.1 Sou
Page 138 and 139: Lesson 15 Spelling Test Reading Ob
Page 140 and 141: Reading Time 20 minutes Whole Group
Page 142 and 143: Supplemental Materials • Decodabl
Page 144 and 145: Lesson 16 Student Performance Task
Page 146 and 147: • Start a stopwatch or jot down a
Page 148 and 149: Line Feature Source 1. ‘er’ 2.
Page 150 and 151: WCPM Calculation Worksheet Student:
Page 152 and 153: Unit 2 Pausing Point This is the en
Page 154 and 155: Note to Teacher It will be most eff
Page 156 and 157: Multiple Vowel Sounds and Spellings
Page 158 and 159: • Say to the class/small group,
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1. not > note 2. bit > bite 3. man
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oo/: Reading Minimal Pairs • Tell
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ar/ versus /or/: 1. jar 3. farm 5.
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Tricky Words Tricky Word Clues •
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Suffix -ed: Complete the Sentence
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Appendix A Grade 2 Scope and Sequen
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• write words, phrases, and sente
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• Read Tricky Words • read deco
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• change story events to provide
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eport, and poetry • gather inform
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the students have been taught to pr
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In Grade 1, students will encounter
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• We divide syllables with a schw
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Assessments There are many opportun
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Anecdotal Reading Record Week of: _
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3 5 Name 1.2 Name 1.3 Directions: A
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20 21 Name 4.2 20 Unit 2 © 2013 Co
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43 47 Name 9.3 Name 10.2 Directions
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65 71 Name 12.2 Name 13.2 The Panca
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92 97 Name PP1 5. Who went to eat t
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104 105 Name PP5 s c kn k t f p g g
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115 116 Name PP10 Directions: Have
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126 132 Name PP17 owl now out shout
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147 148 Name PP24 Print the words i
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158 159 Name PP30 Print yes or no o
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168 racing 1. Can we make the car g
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CREDITS Every effort has been taken
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Skills Unit 2 Teacher Guide - EngageNY

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