SYRACUSE CITY SCHOOL DISTRICT

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 1 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) 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 > /a/; e > /e/; i > /i/; o > /o/; u > /u/ (RF.2.3a) Read and write words with the following letter-sound correspondences: a as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); o as /o/ (hop), /oe/ (open), or /u/ (son); e as /e/ (pet), /ee/ (me), or /ə/ (debate); u as /ue/ (unit) or /u/ (but); ph > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ir (bird), ur (hurt), or er as /er/ (her); ar > /ar/ (car) or /or/ (war); al > /ə/ + /l/ (animal); il > /ə/ + /l/ (pencil); ul > /ə/ + /l/ (awful); el > /ə/ + /l/ (travel), le > /ə/ + /l/ (apple); tion > /sh/ + /ə/ + /n/; ph > /f/ (phone) ; ch > /k/ (school); a > /o/ (water) (RF.2.3e) Vocabulary Spell and write one-syllable words using the letter-sound correspondences taught in Grade 2, using the Individual Code Chart as needed (L.2.2d) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Vowel Consonant CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 1

Scaffolds and Supports Warm-Up Students are only given the pages they need to access in flip books for the lesson. (Vowel Code Flip book p. 1 & 2. Individual Code Chart page 1 & 7. Consonant Code Flipbook p. 1-4. ) Chaining Students participate with chaining folders while teacher is chaining the letters. Writing - Word can be repeated more than once. If students are only able to identify initial sounds have them do this. Reading Time - Text is read to the students. Students will need their own copy of text so they can flag/highlight evidence. Comprehension Teacher reads questions, questions can be open ended instead of multiple choice. Checks for Understanding During Comprehension, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Who, What, When, Where Supplemental Texts Individual code charts poster size available in class Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks http://imavex.vo.llnwd.net/o18/clients/smekenseducation/images/comp rehension/retell_glove_primary_color-big.jpg CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 2

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 2 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Consult the Individual Code Chart and simple dictionaries to check spelling (L.2.2e) Decode two-syllable words with any combination of the following syllable types: closed, open, vowel diagraph team, magic -e, r-controlled, consonant -le (RF.2.3c) Read and write words with the following letter-sound correspondences: a as /a/ (hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); o as /o/ (hop), /oe/ (open), or /u/ (son); e as /e/ (pet), /ee/ (me), or /ɘ/ (debate); u as /ue/ (unit) or /u/ (but); ph > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ir (bird), ur (hurt), or er as /er/ (her); ar > /ar/ (car) or /or/ (war); al > /ɘ/ + /l/ (animal); il > /ɘ/ + /l/ (pencil); ul > /ɘ/ + /l/ (awful); el > /ɘ/ + /l/ (travel), le > /ɘ/ + /l/ (apple); tion > /sh/ + /ɘ/ + /n/; ph > /f/ (phone); ch > /k/ (school); a > /o/ (water) (RF.2.3e) Read the following Tricky Words: I, you, your, street, my, by, have, all, who, no, go, so, are, were, some, they, their (RF.2.3f) Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action (RL.2.5) Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7) Recount fables and folktales read independently, identifying specific features of the CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 3

genre represented in the story, as well as the central message, lesson, or moral (RL.2.2) Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1) Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3) Read and understand decodable text of appropriate complexity for Grades 2-3 that incorporates the specific code knowledge taught (RL.2.10) Vocabulary Badlands - barren land that is deeply eroded - Found in Reading Time The Campsite Scaffolds and Supports Warm-Up Students are only given the pages they need to access in flip books for the lesson. (Vowel Code Flip book p. 1-5. Individual Code Chart page 2 & 7. Consonant Code Flipbook p. 5-6. ) Chaining Students participate with chaining folders while teacher is chaining the letters. Writing - Words can be repeated more than once. Reading Time - Text is read to the students. Students may benefit from their own copy of the text. Comprehension Teacher reads questions, questions can be open ended instead of multiple choice. CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 4

Checks for Understanding During Comprehension, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Who, What, When, Where Supplemental Texts Individual code charts poster size available in class Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks http://imavex.vo.llnwd.net/o18/clients/smekenseducation/images/comprehension/r etell_glove_primary_color-big.jpg CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 5

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 3 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) 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 > /a/; e > /e/; i > /i/; o > /o/; u > /u/ (RF.2.3a) Read and write words with the following letter-sound correspondences: a as /a/ (hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); o as /o/ (hop), /oe/ (open), or /u/ (son); e as /e/ (pet), /ee/ (me), or /ɘ/ (debate); u as /ue/ (unit) or /u/ (but); ph > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ir (bird), ur (hurt), or er as /er/ (her); ar > /ar/ (car) or /or/ (war); al > /ɘ/ + /l/ (animal); il > /ɘ/ + /l/ (pencil); ul > /ɘ/ + /l/ (awful); el > /ɘ/ + /l/ (travel), le > /ɘ/ + /l/ (apple); tion > /sh/ + /ɘ/ + /n/; ph > /f/ (phone); ch > /k/ (school); a > /o/ (water) (RF.2.3e) Spell and write one-syllable words using the letter-sound correspondences taught in Grade 2, using the Individual Code Chart as needed (L.2.2d) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 6

Vocabulary hike - to walk or march a great distance, especially through rural areas, for pleasure, exercise, military training, or the like - Found in Reading Time The Hike If necessary show a short video clip on smartboard/eno board of someone taking a hike. Scaffolds and Supports Warm Up Students are only given the pages they need to access in flip books for the lesson. (Consonant Code Flip Book p. 5, 6,9,10, 19, 20. Individual Code Chart p. 2, 3, 5.) Chaining Students participate with chaining folders while teacher is chaining the letters. Writing Words can be repeated more than once. Students should have access to individual code chart for reference. Reading Time Text is read to the students if not on their level. Students may benefit from having access to their own text. Comprehension Teacher reads questions, questions can be open ended instead of multiple choice. Students can refer to graphic organizer to help answer comprehension questions. Checks for Understanding During Comprehension, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Who, What, When, Where Supplemental Texts Individual code charts poster size available in class Anchor chart on finding evidence in text CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 7

Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 8

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 4 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) 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 > /a/; e > /e/; i > /i/; o > /o/; u > /u/ (RF.2.3a) Read and write words with the following letter-sound correspondences: a as /a/ (hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); o as /o/ (hop), /oe/ (open), or /u/ (son); e as /e/ (pet), /ee/ (me), or /ɘ/ (debate); u as /ue/ (unit) or /u/ (but); ph > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ir (bird), ur (hurt), or er as /er/ (her); ar > /ar/ (car) or /or/ (war); al > /ɘ/ + /l/ (animal); il > /ɘ/ + /l/ (pencil); ul > /ɘ/ + /l/ (awful); el > /ɘ/ + /l/ (travel), le > /ɘ/ + /l/ (apple); tion > /sh/ + /ɘ/ + /n/; ph > /f/ (phone); ch > /k/ (school); a > /o/ (water) (RF.2.3e) Spell and write one-syllable words using the letter-sound correspondences taught in Grade 2, using the Individual Code Chart as needed (L.2.2d) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 9

Scaffolds and Supports Warm-Up - Students are only given the pages they need to access in flip books for the lesson. (Consonant Code Flip Book p. 7, 13, 14, 16, 17, and 24. Individual Code Chart p. 2, 4, 6.) Chaining Students participate with chaining folders while teacher is chaining the letters. Writing Words can be repeated more than once. Students should have access to individual code chart for reference. Reading Time Text is read to the students if not on their level. Comprehension Teacher reads questions, questions can be open ended instead of multiple choice. Students can refer to graphic organizer to help answer questions in comprehension questions. Checks for Understanding During Comprehension, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Who, What, When, Where Supplemental Texts Individual code charts poster size available in class Anchor chart on finding evidence in text CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 10

Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 11

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 5 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) 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 > /a/; e > /e/; i > /i/; o > /o/; u > /u/ (RF.2.3a) Read and write words with the following letter-sound correspondences: a as /a/ (hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); o as /o/ (hop), /oe/ (open), or /u/ (son); e as /e/ (pet), /ee/ (me), or /ɘ/ (debate); u as /ue/ (unit) or /u/ (but); ph > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ir (bird), ur (hurt), or er as /er/ (her); ar > /ar/ (car) or /or/ (war); al > /ɘ/ + /l/ (animal); il > /ɘ/ + /l/ (pencil); ul > /ɘ/ + /l/ (awful); el > /ɘ/ + /l/ (travel), le > /ɘ/ + /l/ (apple); tion > /sh/ + /ɘ/ + /n/; ph > /f/ (phone); ch > /k/ (school); a > /o/ (water) (RF.2.3e) Spell and write one-syllable words using the letter-sound correspondences taught in Grade 2, using the Individual Code Chart as needed(l.2.2d) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 12

Vocabulary The Big Dig story Cliff - A high, steep, or overhanging face of rock. Scaffolds and Supports Warm Up Students are only given the pages they need to access in flip books for the lesson. (Consonant Code Flip Book p. 11,12,15,18,21,22,23,25) Individual Code Chart p. 3,4,5,6.) Chaining Students participate with chaining folders while teacher is chaining the letters. Writing Words can be repeated more than once. Students should have access to individual code chart for reference. Reading Time Text is read to the students if not on their level. Students may benefit from access to their own text that they can highlight or write on. Comprehension Teacher reads questions, questions can be open ended instead of multiple choice. Students can refer to graphic organizer to help answer questions in comprehension questions. Checks for Understanding During Comprehension, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Who, What, When, Where Supplemental Texts Individual code charts poster size available in class Anchor chart on finding evidence in text CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 13

Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 14

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 6 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark) (L.2.4d) Vocabulary Compound word A word composed of two or more stems. Scaffolds and Supports Performance Task Assessment Students can read assessment Snacks aloud to the teacher. Assessment is not timed. Students could use a reading tracker to follow along when reading. Remind students to look back in text to find answers to assessment questions. CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 15

Checks for Understanding Supplemental Texts During Performance Task Assessment, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Who, What, When, Where N/A Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks Worksheets 6.3 & 6.4 Students complete compound words on worksheet. To assist students, It may be helpful to have students refer to the picture page on the next worksheet. CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 16

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 7 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification (SL. 2.6) Vocabulary N/A Scaffolds and Supports Performance Task Assessment Students can read assessment Prince Vincent aloud to the teacher. Assessment is not timed. Students could use a reading tracker to follow along when reading. Remind students to look back in text to find answers to assessment questions. Checks for Understanding During Performance Task Assessment, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Who, What, When, Where CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 17

Supplemental Texts If students are unable to read this level of text, they can reread Snacks from the day before. Rereading the text will improve fluency. Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks Worksheets 7.3 Students can dictate 3-5 sentences about the picture on the worksheet. Provide sentence starters for students to complete about the picture. CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 18

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 8 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Read and understand decodable text of appropriate complexity for Grades 2-3 that incorporates the specific code knowledge taught (RL.2.10) Read independently and demonstrate understanding of nonfiction/informational text in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range (RI.2.10) 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 > /a/; e > /e/; i > /i/; o > /o/; u > /u/ (RF.2.3a) Read and write words with the following letter-sound correspondences: a as /a/ (hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); i as /i/ (hit), /ie/ (item), or /ee/ (ski); o as /o/ (hop), /oe/ (open), or /u/ (son); e as /e/ (pet), /ee/ (me), or /ɘ/ (debate); u as /ue/ (unit) or /u/ (but); ph > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ir CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 19

(bird), ur (hurt), or er as /er/ (her); ar > /ar/ (car) or /or/ (war); al > /ɘ/ + /l/ (animal); il > /ɘ/ + /l/ (pencil); ul > /ɘ/ + /l/ (awful); el > /ɘ/ + /l/ (travel), le > /ɘ/ + /l/ (apple); tion > /sh/ + /ɘ/ + /n/; ph > /f/ (phone); ch > /k/ (school); a > /o/ (water) (RF.2.3e) Vocabulary Scaffolds and Supports Checks for Understanding N/A Performance Task Assessment Students can read assessment The Beach aloud to the teacher. Performance Task Word Reading Test Record Sheet Assessment is not timed. Students could use a reading tracker to follow along when reading. Remind students to look back in text to find answers to assessment questions. During Performance Task Assessment, when students find the evidence in the text they flag/highlight the evidence. Graphic Organizer Who, What, When, Where Supplemental Texts Adapted Assessments Writing Tasks If students are unable to read this level of text, they can reread Snacks or Prince Vincent from the previous lesson. Rereading the text will improve fluency. See Adapted Assessments Packet for Unit 1 Lessons link on table. Worksheet 8.3 If necessary teacher can read directions to students. Worksheet 8.4 & 8.5 - Students complete compound words on worksheet. To assist students, it may be helpful to have students refer to the picture page on the next worksheet. CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 20

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 9 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark) (L.2.4d Vocabulary N/A Scaffolds and Supports Performance Task Assessment Students can read assessment Sink or Float aloud to the teacher. Performance Task Word Reading Test Record Sheet Assessment is not timed. Students could use a reading tracker to follow along when reading. Remind students to look back in text to find answers to assessment questions. CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 21

Checks for Understanding During Performance Task Assessment, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Who, What, When, Where Supplemental Texts If students are unable to read this level of text, they can reread Snacks, Prince Vincent or The Beach from the previous assessment. Rereading the text will improve fluency. Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks Worksheet 9.3 If necessary, teacher can read directions to students. Worksheet 9.4 - Students complete compound words on worksheet. Students will need directions read and a model for this task. CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 22

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 10 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Spell and write one-syllable words using the letter-sound correspondences taught in Grade 2, using the Individual Code Chart as needed (L.2.2d) Use and expand complete simple and compound sentences orally and in own writing (L.2.1f) Scaffolds and Supports Checks for Understanding Performance Task Word Reading Test Record Sheet Assessment is not timed. Students could use a reading tracker to follow along when reading. 10.1 Best Pals - students can be given choices of what they can write under best pals section. Students would benefit from brainstorming a thinking map ahead of this task of what they can do with their best pal. 10.2 students can have the phrases read to them. If they need more supports, students can be given pictures clues to paste into the boxes on this page. (jump the rope, toot the horn, shake my hand) Students can review tricky words and cvc words, if they are higher level, add consonant clusters and consonant digraph words. Supplemental Texts If students are unable to read this level of text, they can reread Snacks, Prince Vincent, The Beach or Sink or Float from the previous assessments. Rereading the text will improve fluency. CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 23