Skills Unit 2 Teacher Guide - EngageNY

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Introducing the story • Today’s story is the first part of a two-part story. This story is an example of another type of fiction called a trickster tale. A trickster tale is a story about a character who outsmarts larger, stronger characters. • Briefly review the story elements (characters, setting, and plot) that are the focus of this unit’s story chart. Previewing Spellings • Review the following spellings for this story. stream com | pete prob | lem Challenging Vocabulary • Preview the following word for this story. Worksheet 4.2 For more information on syllable division and chunking, please see Appendix B. If some pairs finish early during small group time, they can illustrate one of the words or phrases from the Supplemental Materials section. Write several of these words or phrases on the board or chart paper prior to starting small group time. 1. West—in earlier times, the unsettled American frontier was referred to as the West Purpose for Reading • Tell students to pay special attention whenever they see quotation marks in the story. This will help them understand that the two main characters, Big Jim and Pete, are speaking in a dialogue or conversation. • Encourage students to adopt different voices for reading the dialogue for Big Jim and Pete. Small Group Work Small Group 1: Read the story with students paying particular attention to the quotation marks in the story. Model how to read the dialogue in quotations with a different voice for each character and encourage students to do the same. Also use this as a time to also discuss characters and setting. Complete Worksheet 4.2. Small Group 2: Students will read with their partners and complete Worksheet 4.2. Wrap-Up • Bring both groups back together and use the following questions to begin a discussion and to review what you know about the story so far. Remind students to answer in complete sentences when responding to the questions. You will not be able to fill in the story chart until you finish reading Part II tomorrow. 50 <strong>Unit</strong> 2 | Lesson 4 © 2013 Core Knowledge Foundation
Discussion Questions on “The Jumping Frog” 1. Literal Who are the main characters in this story so far? (The main characters in the story are Big Jim and Pete.) 2. Literal What is the setting of this story? (The setting for this story is the Wild West or the West a long time ago.) 3. Literal What is the plot so far in this story? (Pete accepts Big Jim’s wager to race frogs. Pete does not have a frog so Big Jim goes to get one for him.) 4. Inferential What does it mean to take a bet? (A bet is when you place money on an outcome.) 5. Inferential Why didn’t Mike’s dad finish the story? (Mike’s dad did not finish the story because Mike fell asleep.) Take-Home Material Comprehension “The Jumping Frog” • Students should take home Worksheet 4.3. Remind them of the spelling assessment tomorrow. Supplemental Materials • Decodable e words: 1. side 2. state 3. take 4. time 5. while 6. white 7. write 8. cake 9. live 10. smile 11. scrape 12. stripes 13. pancake 14. nickname 15. reptile 16. sunshine <strong>Unit</strong> 2 | Lesson 4 51 © 2013 Core Knowledge Foundation
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Grade 2 Core Knowledge Language Art
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Creative Commons Licensing This wor
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Alignment Chart for Unit 2 The foll
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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 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 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 84 and 85: Today’s Spellings 20 minutes Revi
Page 86 and 87: • Work with students to first wri
Page 90 and 91: • Write the following words on th
Page 92 and 93: • Complete the remaining question
Page 94 and 95: Code Knowledge • Before today’s
Page 96 and 97: the Milk ther wuz a las namd jane s
Page 98 and 99: Warm-Up 5 minutes Quotation Marks
Page 100 and 101: Previewing Spellings • In previou
Page 102 and 103: Text from Student Reader • The te
Page 104 and 105: If some student pairs finish early,
Page 106 and 107: Advance Preparation • Write the f
Page 108 and 109: • Explain to students that by its
Page 110 and 111: 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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