Skills Unit 2 Teacher Guide - EngageNY

• Point to each spelling in made as you say its sound: “/m/” (point to the letter
/m/ with your index finger); “/ae/” (simultaneously point to the letter ‘a’ with
your index finger and the letter ‘e’ with your middle finger); “/d/” (point to the
letter ‘d’ with your index finger).
• Say the next word. Have students complete the rest of the worksheet following
this procedure. Use the words: fad, cap, dim, hop, tap.
Vowel-Consonant-’e’: Dictation Identification
• Have students turn to Worksheet PP9.
• Tell students you are going to say a number of words. For each word you say,
there are three words printed on the worksheet: the word you will say plus two
other words.
• Say each word and then use it in a sample sentence.
• Tell students to circle each word that you say.
• Have students copy the circled words on the lines.
• When reviewing the worksheet, have students use the words orally in a sentence.
1. fade
2. slope
3. cape
4. joke
5. dine
6. can
7. fad
8. late
9. made
10. mute
11. bike
12. hop
Vowel-Consonant-’e’: Pop-Out Chaining
• Make sure that you have enough copies of the magic ‘e’ card for all students.
(See Teacher Resources Section.)
• Write not on the board.
• Ask students to read not.
• Tell everyone you will add the letter ‘e’ to the word and when you say
“Alakazam!” everyone should read the word.
• Write the letter ‘e’ at the end of not and say “Alakazam!” All students should
respond by saying the word note.
• Give all students a magic ‘e’. Tell students when you say “Alakazam!” they
should hold up their magic ‘e’ card and say the word. Write the word bit on the
board. Have students read the word. Then add the letter ‘e’. Say “Alakazam!”
All students should hold up their card as you add the ‘e’ to rip and read the new
word. Proceed in this way through the list of words. Collect the magic ‘e’ cards.
Unit 2 | Pausing Point 147
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