Skills Unit 2 Teacher Guide - EngageNY

• If the draft contains dialogue, discuss how it has to be marked with
quotation marks and make corrections if necessary.
• If you have time before you have to move on to copying the draft, you can go
beyond the questions listed on the editing checklist. For example, you may
ask students if there are places where the author of the day could add details
about his/her opinions about the story.
• You can also ask students if they have any other suggestions to improve the
author’s writing. Explain to students they should make suggestions by asking
the author questions.
• Model this by using an example like this: “I am wondering if we might make
the author’s writing even better if we ...?” Using this phrasing will make it
clear the author is being given suggestions for consideration rather than
mandatory changes.
• If changes are suggested, check with the author to see if he or she likes the
idea. Then make the changes on the chart paper. At this stage, two or three
suggestions are probably enough.
• Save this edited draft for use by the author for Lesson 14.
Reading Time
30 minutes
Partner Reading: “The Pancake, Part II”
Introducing the Story
• Review “The Pancake, Part I” with students. Discuss the characters, setting,
and plot.
Chapter 8
• Tell students they will read “The Pancake, Part II” today.
Previewing Spellings
• In “The Pancake, Part II,” students will see the recently reviewed spellings of
‘ar’, ‘er’, and ‘or’. Preview the words that have these spellings on the chart
you prepared in advance with students.
Worksheets 13.2, 13.3, 13.4
• Additionally, students may need some guidance in chunking the words into
syllables. You may want to use your hand to cover the second syllable of a
word as students read the first syllable. Then use your hand to cover the first
syllable a students read the second syllable. After both syllables have been
read, ask students to blend and read. (Please refer to Appendix B to learn
more about chunking syllables to decode words.)
Note: For the word are, students may be tempted to read it as a separated
digraph. Circle ar in are and explain that these sounds blend together (you
may mark are on your Tricky Word wall as a now decodable word). For
the word nearer, pronouncing the ‘r’ followed by ‘er’ may be a challenge.
Please point out to students that farmers actually contains both the ‘ar’ and
the ‘er’ spellings recently reviewed.
120 Unit 2 | Lesson 13
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