Skills Unit 2 Teacher Guide - EngageNY
Skills Unit 2 Teacher Guide - EngageNY
Skills Unit 2 Teacher Guide - EngageNY
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Write ‘or’ on the board and explain to students that by itself, the letter ‘r’ is<br />
a spelling for a consonant sound, but the sound /r/ can mingle with certain<br />
vowel sounds, creating unique vowel sounds like /or/.<br />
Turn to Vowel Code Flip Book page 19 and put the Spelling Card on the<br />
appropriate space. Discuss the power bar. Point out the power bar is large<br />
but does not stretch all the way across the card; this means there are some<br />
other spellings for this sound students will study later in the year.<br />
Distribute the blue markers.<br />
The sound-spelling correspondences can be found on the following pages of<br />
the Individual Code Chart.<br />
Individual Code Chart<br />
1. ‘or’ > /or/ (for) Individual Code Chart on page 10<br />
2. ‘ar’ > /ar/ (car) Individual Code Chart on page 10<br />
Have students turn to Individual Code Chart page 10. <strong>Guide</strong> students in<br />
outlining the appropriate card on the chart as well as the letter spelling.<br />
Write ‘ar’ on the board and explain to students that by itself, the letter ‘r’ is<br />
a spelling for a consonant sound, but the sound /r/ can mingle with certain<br />
vowel sounds, creating another unique vowel sound; this vowel sound is /ar/.<br />
Turn to Vowel Code Flip Book page 17 and put the Spelling Card on the<br />
appropriate space. Point out that the ‘ar’ > /ar/ (car) Spelling Card has a very<br />
long power bar; ‘ar’ is, in fact, the only major spelling for /ar/. This sound is one<br />
of only two vowel sounds almost always spelled with the basic code spellings.<br />
(The other is /a/.)<br />
Additional activities for<br />
students having difficulty<br />
discerning between ‘or,’<br />
‘ar,’ and ‘er’ can be found<br />
in the Pausing Point, as<br />
well as the <strong>Unit</strong> 2 section<br />
of the Assessment and<br />
Remediation <strong>Guide</strong>.<br />
• <strong>Guide</strong> students in outlining the appropriate card on the Individual Code<br />
Chart page 10 as well as the letter spelling.<br />
Refer to the following words on the board that you wrote in advance.<br />
Underline ‘or’ and ‘ar’ in each word, which will help students to see the<br />
spelling occurs in different places in different words. Have students read the<br />
words aloud.<br />
Words with ‘or’<br />
1. fort<br />
2. sort<br />
3. sport<br />
4. born<br />
5. corn<br />
6. thorn<br />
7. order<br />
8. boring<br />
9. porch<br />
10. torch<br />
11. pork<br />
12. fork<br />
<strong>Unit</strong> 2 | Lesson 11 105<br />
© 2013 Core Knowledge Foundation
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