Skills Unit 2 Teacher Guide - EngageNY

Note to Teacher
It will be most efficient to group students who have similar needs. This way
students may work on similar activities in small groups, while you rotate from
group to group. For example, you may have one group needing more practice
with spelling alternatives, another needing practice with tricky spellings,
and yet another group needing to review Tricky Words. Of course, if many
students would benefit from a review of the same skill or concept, do the
activity as a whole class review.
Select activities best suited for whatever difficulties were identified on the
assessments. Students may do any combination of the activities provided, in
any order.
For students who need extra practice with reading:
• Use chaining games requiring students to translate symbols into sounds.
• Have students play a Wiggle Cards game.
• Have students read the words and phrases provided in the “Supplemental
Materials” sections of the lessons.
• Have students read/reread stories, especially if fluency was a problem on
the WCPM Assessment.
For students who need extra practice with spelling and writing:
• Use chaining games requiring students to translate from sound to print.
• Use dictation exercises, beginning with the most scaffolded ones and
moving on to more complex ones. Focus mostly on one-syllable words
and add longer and more complicated words gradually.
For students who need extra practice with vowel digraphs, try chaining
games and other games listed. Select words and chains containing digraphs.
For students who need more work with separated digraphs, do Pop-Out
Chaining.
For students who need extra practice with Tricky Words, try Tricky Word
Practice or Dictation with Words (using Tricky Words).
Continue to encourage students to use the Individual Code Chart when
writing. Spelling accuracy will improve over time as students have more
writing experience and repeated exposure to the spelling alternatives.
142 Unit 2 | Pausing Point
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