Skills Unit 2 Teacher Guide - EngageNY

Lesson 7
Basic Code Review
Spelling Alternatives
Writing: Drafting
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
Use knowledge of the letter-sound
correspondences that have been taught to
distinguish and correctly read long and short
vowels in one-syllable words: ‘a_e’ > /ae/;
‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/
(RF.2.3a)
Consult the Individual Code Chart to check
spelling (L.2.2e)
Plan, draft, and edit a narrative retelling
of a fiction text, including a title, setting,
characters, and well-elaborated events of the
story in proper sequence, including details
to describe actions, thoughts, and feelings,
using temporal words to signal event order,
and providing a sense of closure (W.2.3)
At a Glance Exercise Materials Minutes
Warm-Up Vowel Code Flip Book Review Vowel Code Flip Book 5
Today’s Spellings
Review of Basic Code
Spellings and Spelling
Alternatives
Vowel Code Flip Book; Spelling
Cards for ‘ow’ > /ou/ (now) and
‘ou’ > /ou/ (shout); Individual
Code Chart; green markers
Writing Writing a Draft as a Class Worksheet 6.2 35
Advance Preparation
You will need the completed planning template Worksheet 6.2 from Lesson 6
for the rewriting of “The Milk.” You will also need some way to display what
you are writing today either on chart paper, an overhead projector, or other
device.
Note to Teacher
Today you will review the ‘ou’ sound spelling for /ou/ learned in Grade 1 CKLA.
You will also introduce a spelling alternative for the /ou/ sound: ‘ow’ as in now.
The chart shows you which of these spellings is most common for this sound.
Students should already know the basic code spelling ‘ou’ as in shout. They
should also have learned to read two Tricky Words containing ‘ow’ > /ou/,
down and how. Students learned to recognize these as Tricky Words. Some
students may also have learned to read other ‘ow’ words by analogy. However,
we have not assumed they would be able to do so. At this point, they can
be shown that down and how are part of a larger family of ‘ow’ > /ou/ words.
So you can change these words on your word wall from tricky (yellow) to
decodable (green).
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70 Unit 2 | Lesson 7
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