Skills Unit 2 Teacher Guide - EngageNY

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• Complete the remaining questions and discuss whether the item can be checked off; if not, talk about whether improvements could be made. Model making any changes to the draft the class agrees would be changes for the better. For example, you can ask students if there are places where details could be added, describing the look, sound, feel, or smell of characters, places, or things in the story. If students need prompting, call their attention to one sentence at a time, reading the sentence aloud; ask them to improve the sentence by adding one specific sense-based detail. • Use the following editing conventions when correcting the draft. Explicitly call students’ attention to these conventions, explaining this is how professional writers edit their work. Explain they will use these very same corrections when they edit their own work: • Cross out punctuation mistakes and write the correct punctuation mark above the wrong one. • Cross out capitalization mistakes and write the correct uppercase/lowercase letter above the wrong one. • Write a carat (^) where a word or punctuation mark needs to be inserted. Write the word or punctuation mark above the carat. • Correct spelling mistakes if students notice or question them. You should accept phonemically plausible spellings for spellings students have not yet learned. • You can also ask students if they have any other suggestions to improve the author’s writing. Explain to students they should make suggestions by asking a question. • Model this by using a phrase, such as: “I was wondering if we might make the writing even better if we ...?” Using this phrase, or similar phrasing, will make it clear they are making suggestions for consideration rather than mandatory changes. • If changes are suggested, check with the class to see if everyone agrees. Then make the changes on the chart paper. At this stage, two or three suggestions are enough. Copying the Draft • When you have finished editing the draft, explain that authors often want to share their writing with other people. • Ask students, “Do you think it would be easy or difficult for someone other than the author to read this draft? Why?” • Explain that to share the edited draft, it would have to be copied onto a clean piece of paper, or entered into an electronic copy using a computer or tablet or other word processing device incorporating all of the changes made on the draft. Let the class know the next step would be to recopy or electronically enter new text for the story. 80 <strong>Unit</strong> 2 | Lesson 8 © 2013 Core Knowledge Foundation
• Summarize by saying students have now completed the three steps in the writing process. They planned their story on a planning worksheet by specifying the title, characters, setting, and plot. They drafted their story by writing the information from the plan onto paper and writing complete sentences in a paragraph format. Finally, they edited and improved a draft by using an editing checklist and making changes to a draft. • Tell students later in the unit they will learn how to write a book report. Take-Home Material Supplemental Materials Practice –ing suffix; Take-Home Story “The Frog Race” • Have students tak home Worksheet 8.2 to complete and Worksheet 8.3 to read aloud with a family member. • Decodable words: 1. coin 2. toil 3. boil 4. voice 5. choice 6. soil 7. toilet 8. tinfoil 9. toy 10. boy 11. destroy 12. convoy • Sentences and phrases: 1. get a kick out of it 2. Things got out of hand. 3. His plan was foiled. 4. match point 5. Join the club. 6. boiling mad 7. She has a point. 8. spoiled brat 9. enjoy the meal 10. toys are fun 11. boys can run 12. My mom drinks soy milk. • Wiggle Cards: 1. join hands 2. oink like a pig 3. point at the flag 4. jump for joy 5. ride like a cowboy <strong>Unit</strong> 2 | Lesson 8 81 © 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
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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 90 and 91: • Write the following words on th
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
Page 140 and 141: 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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