Skills Unit 2 Teacher Guide - EngageNY

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Purpose for Reading • Remind students of the meanings of these terms: setting, characters, and plot. Setting is where the story takes place, characters are the important people or animals in the story, and plot is the problem and the events in the story. (You won’t introduce the term moral today. You will introduce it with tomorrow’s story.) This would be a good time to introduce the story chart you have created for the unit. • For this story, ask students to read carefully so they can name all the characters. Whole Group Reading • Have students read “Mike’s Bedtime” together as a class. There are many options for reading together as a class, select a method that best fits students. • Remember to use the Anecdotal Reading Record to make notes as you listen to each student read. Wrap-Up • When the story has been read, please query students about setting, characters, and plot using the following discussion questions. Remind students to answer questions using complete sentences. Use student answers to fill in the classroom story chart. Discussion Questions on “Mike’s Bedtime” 1. Literal Who are the two main characters in this story? (Mike and Dad are the two main characters in the story.) 2. Literal What is the setting? (The setting of the story is Mike’s house.) 3. Literal What are the problem and events (plot) in this story? (Mike doesn’t want to go to bed. Dad offers to tell a story to Mike.) • Guide students in completing the first several items on Worksheet 1.4, modeling how to locate the Reader page on which the correct answer can be found. Ask students to complete the remainder of the worksheet independently. Take-Home Material Spelling Words; Mixed Practice: ‘a_e’, ‘i_e’ • Have students give Worksheets 1.1 and 1.2 to a family member. 22 Unit 2 | Lesson 1 © 2013 Core Knowledge Foundation
Supplemental Materials • Decodable words: 1. ate 2. came 3. face 4. five 5. gave 6. life 7. like 8. line 9. made 10. make 11. mile 12. name 13. page 14. place 15. same 16. ride • Sentences and phrases: 1. I like it. 2. you and me 3. He drives me nuts. 4. Rice is nice. 5. twice as nice 6. Wake up! 7. big mistake 8. grab a bite 9. Drop him a line. 10. Rise and shine! 11. Pipe down! 12. Shake a leg! 13. lost in space • Wiggle Cards: 1. slide like a snake 2. hike up a hill 3. smile twice 4. run in place Unit 2 | Lesson 1 23 © 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 14 and 15: Week Two Day 6 (Lesson 6) Day 7 (Le
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 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
Page 64 and 65: • Sentences and phrases: 1. ride
Page 66 and 67: At a Glance Exercise Materials Minu
Page 68 and 69: Individual Code Chart 1. ‘oo’ >
Page 70 and 71: 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
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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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