Skills Unit 2 Teacher Guide - EngageNY

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Advance Preparation Write the following chart on the board or chart paper: ‘ar’ ‘a_e’ ‘ou’ ‘ow’ Two Syllables yard scared out | run gown pan | cake barn hare shout | ed plow | ing sev | en smart pan | cake farm | ers farm | ers start | ed start | ed shout | ed plow | ing out | run Writing 40 minutes Writing a Narrative Book Report: Making a Draft Reviewing the Plan • Remind students they have been writing narratives in Unit 2. Today they will begin writing a specific type of narrative called a book report. Their book report will be on “The Hare and the Hedgehog” (including “How the Hedgehog Tricked the Hare”). Worksheets 11.3, 12.1 • Explain a book report is not just a narrative that retells the story. For a book report, students should share their opinion and/or their impressions (thoughts) about the story. For example, they may write about what they liked, what they disliked, and/or connections they made (to their own lives, other stories). • Have students take out Worksheet 11.3 they completed as homework. Remind students the first step in writing is to plan. They planned for their book report by writing notes about the characters, setting, and plot of the story “The Hare and the Hedgehog” on Worksheet 11.3. • Review the worksheet as a class. Record answers on the board or on chart paper so it is visible for all students to see (in case anyone left their worksheet at home). 110 Unit 2 | Lesson 12 © 2013 Core Knowledge Foundation
Making a Draft • Remind students of the three steps in the writing process—plan, draft, edit. Tell students because they have already planned, today they will take the next step in the writing process and write a draft. • Tell students they will draft their book report in paragraph format. • Ask students to open to Worksheet 12.1. • Review and record (on the board or chart paper) the writing steps for their first draft. • Tell students the first thing they need to write on the draft is the title. Have them point to the line where they will write the title for their book reports on Worksheet 12.1. Tell students a good title for a book report can be the title of the story, e.g., “The Hare and the Hedgehog.” • Tell students the first sentences of the book report should introduce the main character(s) and the setting (specifying where and when it took place). They should also share the genre of the story (which is done for them on their draft worksheet). • Tell students they will next write about the plot of the story, including the beginning, middle, and end. Tell students they can look back to Worksheet 11.3 to help them write these sentences about the plot. • Remind students they need to include their opinion or impression of the story. • Tell students the ending sentence of their book report should summarize what the report was about and let the reader know the narrative is finished. • Remind students that when writing: • A sentence starts with a capital letter and ends with a punctuation mark. • The first sentence of a paragraph is indented, i.e., it starts a bit further to the right than the other sentences in the paragraph. • Writing needs to have linking words to describe the sequence of events (first, next, then, last, etc.). Encourage students to use these words when writing about the plot. • Encourage students to look back in their Readers and to use the Individual Code Chart when writing. • Divide students into groups so they can begin writing their book reports. Unit 2 | Lesson 12 111 © 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
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Tricky Word: who • Tricky: The le
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Introducing the story • Today’s
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• Sentences and phrases: 1. ride
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At a Glance Exercise Materials Minu
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Individual Code Chart 1. ‘oo’ >
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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 110 and 111: Discussion Questions on “How the
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 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,
Page 160 and 161: 1. not > note 2. bit > bite 3. man
Page 162 and 163: oo/: Reading Minimal Pairs • Tell
Page 164 and 165: ar/ versus /or/: 1. jar 3. farm 5.
Page 166 and 167: Tricky Words Tricky Word Clues •
Page 168 and 169: Suffix -ed: Complete the Sentence
Page 170 and 171: 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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