Skills Unit 2 Teacher Guide - EngageNY

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Week Two Day 6 (Lesson 6) Day 7 (Lesson 7) Day 8 (Lesson 8) Day 9 (Lesson 9) Day 10 (Lesson 10) Introduce Spelling Words and Review Family Letter (15 min.) Vowel Code Flip Book Review (5 min.) Vowel Code Flip Book Review (5 min.) Quotation Marks (5 min.) Student Spelling Assessment (15 min.) Tricky Word Cards (10 min.) Fictional Narratives (35 min.) Review of Basic Code Spellings and Spelling Alternatives (20 min.) Writing a Draft as a Class (35 min.) Review of Basic Code Spellings and Spelling Alternatives (15 min.) Board Chaining (5 min.) Editing a Draft as a Class (35 min.) Quotation Marks (15 min.) Whole Group (Close Reading): “The Hare and the Hedgehog” (20 min.) Small Group: Remediation and Practice (20 min.) 60 min. 60 min. 60 min. 60 min. 60 min. Tricky Word Cards (5 min.) Basic Code Spelling Review (20 min.) Partner Reading: “How the Hedgehog Tricked the Hare” (20 min.) Week Three Day 11 (Lesson 11) Day 12 (Lesson 12) Day 13 (Lesson 13) Day 14 (Lesson 14) Day 15 (Lesson 15) Introduce Spelling Words (15 min.) Basic Code Review (20 min.) Writing a Narrative Book Report: Making a Draft (40 min.) Whole Group (Close Reading): “The Pancake, Part I” (20 min.) Editing a Narrative Book Report (20 min.) Partner Reading: “The Pancake, Part II” (30 min.) Sounds and Spellings Review (10 min.) Antonyms Review (10 min.) Quotation Marks (15 min.) Antonyms (10 min.) Editing and Writing a Final Copy (40 min.) Take-Home Material (10 min.) 60 min. 60 min. 60 min. 60 min. 60 min. Student Spelling Assessment (15 min.) Whole Group: “The Panther” (20 min.) Remediation and Practice (25 min.) Week Four Day 16 (Lesson 16) Student Performance Task Assessment: Dictation Identification (10 min.) Student Performance Task Assessment: Comprehension (20 min.) Student Performance Task Assessment: Words Correct Per Minute (30 min.) 60 min. 2 Unit 2 | Introduction © 2013 Core Knowledge Foundation
Vowel Spellings and Sounds In this unit students will review 16 additional letter-sound correspondences: • ‘a_e’ > /ae/ (cake) • ‘ee’ > /ee/ (bee) • ‘i_e’ > /ie/ (bite) • ‘o_e’ > /oe/ (home) • ‘u_e’ > /ue/ (cute) • ‘e_e’ > /ee/ (Pete) • ‘ea’ > /ee/ (beach) • ‘oo’ > /oo/ (soon) • ‘oo’ > /oo/ (look) • ‘ou’ > /ou/ (shout) • ‘ow’ > /ou/ (now) • ‘oi’ > /oi/ (oil) • ‘oy’ > /oi/ (toy) • ‘er’ > /er/ (her) • ‘or’ > /or/ (for) • ‘ar’ > /ar/ (car) The spellings are listed in the order in which they are reviewed and/or introduced. For students who were in CKLA last year, these will be a review. For each spelling you review, you will add a Spelling Card to one of the Code Flip Books. Students will also encounter two-syllable words with these spellings. It is important for students to understand how to chunk multi-syllable words into smaller segments that can be decoded. Please refer to Appendix B for more detailed information. Additional background information for teachers on these letter-sound correspondences is included later in this Introduction. The Scope and Sequence presents an overview of the depth of material covered in Grade 2 and is located in Appendix A. Tricky Words During this unit, students will review the Tricky Words I, you, your, street, my, by, have, all, who, no, so, go, are, were, they, their, and some. When introducing these words, point out which parts of each word are regular and can be blended and which parts are not regular and simply must be remembered. Some of the words presented as Tricky Words are actually part of spelling patterns that will be reviewed later in this grade and are also covered in the second half of the curriculum for Grade 1. For example, my and by are examples of /ie/ spelled ‘y’, a spelling that will be reviewed in Unit 4. Students who had this program in Grade 1 and completed Unit 7 should already know that ‘y’ is a spelling for /ie/. They may be puzzled to see my Unit 2 | Introduction 3 © 2013 Core Knowledge Foundation
Page 1: Grade 2 Core Knowledge Language Art
Page 4 and 5: Creative Commons Licensing This wor
Page 7 and 8: Alignment Chart for Unit 2 The foll
Page 9 and 10: Alignment Chart for Unit 2 Lesson 1
Page 11: Lesson Alignment Chart for Unit 2 1
Page 16 and 17: and by introduced as Tricky Words.
Page 18 and 19: Assessment Opportunities As in Unit
Page 20 and 21: Word Walls If you have not already
Page 22 and 23: silent ‘e’. Or you may have use
Page 24 and 25: We classify the initial sounds in e
Page 26 and 27: Lesson 1 Basic Code Review Tricky W
Page 28 and 29: Warm-Up 10 minutes Introduce Spelli
Page 30 and 31: • Point to each spelling in bake
Page 32 and 33: • Ask students to turn to Workshe
Page 34 and 35: Purpose for Reading • Remind stud
Page 36 and 37: Bedtime Tales Story Chart Story Tit
Page 38 and 39: Lesson 2 Basic Code Review Tricky W
Page 40 and 41: Warm-Up 5 minutes Contraction Revie
Page 42 and 43: Individual Code Chart 1. ‘o_e’
Page 44 and 45: • Read with students the two-syll
Page 46 and 47: If some pairs finish early during s
Page 48 and 49: Lesson 3 Basic Code Review Spelling
Page 50 and 51: • Show students the Spelling Card
Page 52 and 53: Practice 10 minutes See Letter-Soun
Page 54 and 55: Main Idea and Key Details: The main
Page 56 and 57: Text From Student Reader • The te
Page 58 and 59: 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
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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
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• Wiggle Cards: 1. shoot hoops 2.
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Student name 1 2 3 4 5 6 7 8 9 10 y
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Spelling 15 minutes Introduce Spell
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Analysis of Elements of a Fictional
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Title: Characters Setting Jane -has
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Lesson 7 Basic Code Review Spelling
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Today’s Spellings 20 minutes Revi
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• Work with students to first wri
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Lesson 8 Basic Code Review Spelling
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• Write the following words on th
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• Complete the remaining question
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Code Knowledge • Before today’s
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the Milk ther wuz a las namd jane s
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Warm-Up 5 minutes Quotation Marks
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Previewing Spellings • In previou
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Text from Student Reader • The te
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If some student pairs finish early,
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Advance Preparation • Write the f
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• Explain to students that by its
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Discussion Questions on “How the
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Spelling Analysis Directions Unit 2
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Lesson 11 Basic Code Review Grammar
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Write she is on the board. Based on
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Words with ‘ar’ 1. jar 2. car 3
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• Wiggle Cards: 1. start clapping
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Advance Preparation Write the follo
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Small Group Work Small Group 1: Fo
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Main Idea and Key Details: The main
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Take Home Material “The Pancake,
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At a Glance Exercise Materials Minu
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• If the draft contains dialogue,
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Take-Home Material “The Pancake
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Warm-Up Practice Worksheet 14.1 Sou
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Lesson 15 Spelling Test Reading Ob
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Reading Time 20 minutes Whole Group
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Supplemental Materials • Decodabl
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Lesson 16 Student Performance Task
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• Start a stopwatch or jot down a
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Line Feature Source 1. ‘er’ 2.
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WCPM Calculation Worksheet Student:
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Unit 2 Pausing Point This is the en
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Note to Teacher It will be most eff
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Multiple Vowel Sounds and Spellings
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• 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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