Skills Unit 2 Teacher Guide - EngageNY

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• Work with students to first write the beginning, then the middle, and finally the end of the story, asking students to help you transform the notes on the planning sheet into complete sentences. Be sure to use temporal words to describe the sequence of events (first, next, then, last, etc.). • Assist them in formulating sentences that convey dialogue, e.g., Jane said, “Who will buy my milk?” and point out the appropriate use of punctuation, especially noting the quotation marks. • As you transcribe the oral sentences, continue to model and emphasize written sentences beginning with a capital letter and ending with a punctuation mark. • Although we encourage you to keep the story short, try to write more than one paragraph. Explain that when writers write more than a few sentences, they divide their writing into sections called paragraphs. Explain that each paragraph is indented. 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. Model this in the draft. • Tell students the ending sentence of the story should wrap up the story and let the reader know the story is finished. This is a good place to remind students this particular story is a fable. A good way to end this retelling of the story is to include a moral: “Take one step at a time.” • Write the ending sentence on the chart paper. You may also wish to add “The End” at the end of the paragraph. “The End” should not replace the actual ending sentence. • Read the draft to the class or read it aloud together. • Remind students drafting is the second step in the writing process. In their draft they wrote a starting sentence that introduced characters and setting, the next sentences outlined the plot, and an ending sentence wrapped up the story. The draft is written in paragraph format. • Tell students in the next lesson they will edit their story. Supplemental Materials • Decodable words: 1. brown 2. down 3. how 4. now 5. town 6. power 7. flowers 8. allowed 9. crowd 10. cow 11. tower 12. powder 13. crown 14. owl 15. shower 16. vowel 17. towel 74 <strong>Unit</strong> 2 | Lesson 7 © 2013 Core Knowledge Foundation
• Decodable homophones: 1. flour—flower • Phrases and sentences: 1. A crowd is gathering downtown. 2. The cows graze here. 3. Don’t plow the flowers! 4. There are towels hanging next to the shower. 5. A brown owl is in the tree. 6. clown around 7. until the cows come home 8. here and now 9. How now, brown cow? 10. Take a bow. 11. flower power 12. chow down 13. down in the dumps • Wiggle Cards: 1. frown 2. scowl 3. bow down 4. growl 5. howl Code Knowledge • Before today’s lesson: If students read 1,000 words in a trade book, on average 568–740 of those words would be completely decodable. • After today’s lesson: If students read 1,000 words in a trade book, on average 577–756 of those words would be completely decodable. • Students have now reviewed at least one way to write 40 of the 44 sounds in English. • The spelling ‘ow’ can be pronounced /oe/ as in snow or /ou/ as in now. • The spelling ‘ou’ is usually pronounced /ou/ as in out; however, it can also be pronounced /u/ as in cousin, /oo/ as in soup, or /oe/ as in shoulder. <strong>Unit</strong> 2 | Lesson 7 75 © 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
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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 84 and 85: Today’s Spellings 20 minutes Revi
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,
Page 134 and 135: 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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