Skills Unit 2 Teacher Guide - EngageNY

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• Write the following words on the board and have students read them. 1. oil 2. boil 3. oink 4. coin 5. foil 6. soil 7. topsoil 8. spoiled • Show students the Spelling Card for ‘oi’ > /oi/ (oil). Have students read the sample word. Discuss the power bar. Point out the power bar does not stretch all the way across the card; this means there is another spelling for this sound that students will study later. Add the Spelling Card to page 15 of the Vowel Code Flip Book. • Ask students to turn to page 9 in the Individual Code Chart and outline the ‘oi’ > /oi/ card in green. Individual Code Chart 1. ‘oi’ > /oi/ (oil) Individual Code Chart on page 9 2. ‘oy’ > /oi/ (toy) Individual Code Chart on page 9 • Repeat these steps for ‘oy’ > /oi/ (toy) using the following words: 1. toy 2. boy 3. joy 4. soy 5. Roy 6. cowboy 7. enjoy 8. soybean 9. employed Chaining 5 minutes Board Chaining • Write the word oil on the board. • Read the word aloud. • Say to the class, “If this is oil, how would I write boil?” (You may wish to select a student to come to the board and change the spelling.) • Repeat this process with the remaining words. • Remember even though vowel digraphs include multiple letters, they represent one phoneme so they count as only one change when chaining. 1. oil > boil > coil > coin > join > joint > point 2. it > out > pout > bout > boot > root > room > groom > grim > grime 78 Unit 2 | Lesson 8 © 2013 Core Knowledge Foundation
Writing Worksheet 8.1 Editing a Draft as a Class Note to Teacher Review 35 minutes In today’s lesson you will demonstrate editing a draft. This will allow you to model some basic editing conventions like crossing out draft text, inserting words with a carat, etc. • Remind students in the previous lessons, they first planned and then drafted a retelling of “The Milk.” They planned the elements of the story on a worksheet and then wrote the draft in paragraph form on a separate sheet of paper. • Pointing to the writing process chart, tell students today they will work on the third step in writing—editing. Explain that editing is what we do when we take a draft and try to make it better. Even professional writers do not write perfect stories on the first try. They edit and rework their writing to make it better. • Tell students you have a draft for them to edit as a class. Let students know this is not the draft you worked on as a class but rather one that appeared like magic overnight in the classroom. Show students the picture of Mr. Mowse (mouse) at the end of this lesson. Encourage students to read Mr. Mowse’s name. Ask students if they know how to write mouse. Explain that both ‘ou’ and ‘ow’ can be used to spell /ou/. Mr. Mowse apparently spells his name with an ‘ow’. The draft is from Mr. Mowse. Mr. Mowse likes to “listen in” to class writing lessons and try to write the same things the second graders are learning to write. But Mr. Mowse is very shy. He waits until everyone goes home to leave what he has written for students to find the next day. Mr. Mowse likes to write but he needs some help with editing. Mr. Mowse will appear from time to time in other lessons. Editing Mr. Mowse’s Draft • Display the draft from Mr. Mowse. • Point and read the display copy of the editing checklist (Worksheet 8.1). Point out the Tricky Words: questions, title, character, middle, final. • Explain this is an editing checklist that has some questions addressed to the author. The questions are suggestions the author might want to consider to make his or her writing better. • Read the first question of the checklist. • Ask the class if the draft has a title. If so, make a check mark next to the question on your editing checklist. Unit 2 | Lesson 8 79 © 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
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Bedtime Tales Story Chart Story Tit
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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 86 and 87: • Work with students to first wri
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
Page 136 and 137: Warm-Up Practice Worksheet 14.1 Sou
Page 138 and 139: 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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