Skills Unit 2 Teacher Guide - EngageNY

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Today’s Spellings 20 minutes Review of Basic Code Spellings and Spelling Alternatives • You may wish to tab the following page in the Vowel Code Flip Book before beginning this lesson: Vowel Code Flip Book 1. ‘ou’ > /ou/ (shout) Vowel Code Flip Book on page 14 2. ‘ow’ > /ou/ (now) Vowel Code Flip Book on page 14 • Tell students the sound they will learn is /ou/. • Have students say the sound /ou/. • Ask students if they can think of any words containing the /ou/ sound. As students offer words, write the words on the board, sorting the words into columns according to the spelling used for /ou/ and underlining the letters that stand for the /ou/ sound in each word. For example, if a student says cow, list the word under the heading ‘ow’ and underline the ‘ow’. If a student says mouth, list the word under the heading ‘ou’ and underline the ‘ou’. If a student says powerhouse, list the word twice, once under the heading ‘ow’, with the ‘ow’ underlined, and once under the heading ‘ou’, with the ‘ou’ underlined. • Remind students that in Grade 1 they learned a spelling for this sound, ‘ou’. Use the Vowel Code Flip Book to review the ‘ou’ spelling. See Letter-Sound Correspondences in the Pausing Point for students needing additional help with /ou/. Additional practice may be found in the Unit 2 section of the Assessment and Remediation Guide. • Point out the power bar for the ‘ou’ spelling and explain that there are other spellings for /ou/. • Students will probably come up with examples of both the ‘ou’ and ‘ow’ spelling patterns listed above, but if the spelling ‘ow’ does not end up on the chart spontaneously, introduce it. You can do this by writing a familiar Tricky Word like down or how on the board, asking students to read the word, and then asking them, “Which letters stand for the /ou/ sound in this word?” • To provide additional practice, write the following words on the board one at a time. For more information on syllable division and chunking, please see Appendix B. 1. down | town 2. show | ers 3. flow | ers 4. growl | ing 5. frown | ing 6. howl | ing 72 Unit 2 | Lesson 7 © 2013 Core Knowledge Foundation
• Show students the Spelling Card for ‘ow’ > /ou/ (now). Have students read the sample word. Discuss the power bar. Add the Spelling Card to the Vowel Code Flip Book on page 14. Ask students to outline the card on page 9 of the Individual Code Chart. Individual Code Chart 1. ‘ow’ > /ou/ (now) Individual Code Chart on page 9 Writing 35 minutes Writing a Draft as a Class Reviewing the Plan • Display the planning template (Worksheet 6.2) you completed in the previous lesson. • Remind students during the last lesson they worked together to recall the story “The Milk.” They used this planning template to write down their ideas. Worksheet 6.2 • Pointing to the writing process chart, remind students that planning is the first step in the writing process. • Tell students now that the story has been planned, the next step is to write a draft of it. They will do this as a class—you will scribe the story as students dictate sentences to you. Making a Draft • Display blank chart paper (or however you have determined to display your writing) and explain you will write the draft in paragraph format. • Write the title of the class story on the top of the chart and remind students the title is the first thing they need to write down in a draft. • Tell students the starting sentence of the story should introduce the characters and the setting, specifying where and when it takes place. You may wish to encourage students to use the classic opening phrase: “Once upon a time. . .” • Have students consult the notes on the planning template to come up with a good starting sentence for the story. Talk about several possible sentences orally before selecting one to write. • Write the sentence on the chart paper. Model for students how to indent by placing your pointer (index) finger down and beginning to write the first sentence of the paragraph after your pointer finger. Point out the sentence starts with a capital letter and ends with a punctuation mark. Unit 2 | Lesson 7 73 © 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
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Lesson Alignment Chart for Unit 2 1
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Week Two Day 6 (Lesson 6) Day 7 (Le
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and by introduced as Tricky Words.
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Assessment Opportunities As in Unit
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Word Walls If you have not already
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silent ‘e’. Or you may have use
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We classify the initial sounds in e
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Lesson 1 Basic Code Review Tricky W
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Warm-Up 10 minutes Introduce Spelli
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• Point to each spelling in bake
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• 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 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 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
Page 112 and 113: Spelling Analysis Directions Unit 2
Page 114 and 115: Lesson 11 Basic Code Review Grammar
Page 116 and 117: Write she is on the board. Based on
Page 118 and 119: Words with ‘ar’ 1. jar 2. car 3
Page 120 and 121: • Wiggle Cards: 1. start clapping
Page 122 and 123: Advance Preparation Write the follo
Page 124 and 125: Small Group Work Small Group 1: Fo
Page 126 and 127: Main Idea and Key Details: The main
Page 128 and 129: Take Home Material “The Pancake,
Page 130 and 131: At a Glance Exercise Materials Minu
Page 132 and 133: • 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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