SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 11 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) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) 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) CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 1
Read and understand decodable text of appropriate complexity for Grades 2-3 that incorporates the specific code knowledge taught (RL.2.10) Vocabulary bandit a robber or outlaw drift a continuous slow movement from one place to another. sprung to rise, leap, or move suddenly and swiftly munch - to chew food audibly or with a steady working of the jaws. den - a quiet comfortable room in a house or apartment Scaffolds and Supports Spelling - students will attempt to spell the words on level, if these are too difficult, they will have spelling words based on their ARG levels. Tricky Words students have their own personal tricky word bags, students write words as they are learning them. Today s Spellings students may be ready to be introduced to current level, if these are too difficult, they will have new spelling rules based on their ARG levels. (Don t forget that there are also 1 st grade level ARG s also) This may be something to spend more time on during small group instruction. Reading Time The Cat Bandit, The Hot Dog. Teacher reads this to the students in small group (this story may need to be frontloaded). Discussion Questions - students have access to their own copies so they can highlight and write notes on the text. Supplemental Materials/Decodable Words and Phrases - students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, 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 11-22 Special Education Resource Guides 2
Supplemental Texts Anchor chart on finding evidence in text Adapted Assessments Students could fill out a graphic organizer Who, What, Where, When Writing Tasks CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 3
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 12 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) 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 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) Read and understand decodable text of appropriate complexity for Grades 2-3 that incorporates the specific code knowledge taught (RL.2.10) Vocabulary nugget bite sized (when describing food), We might also use the word nugget to describe a lump of gold or a nugget of wisdom, which is a small piece of good advice. drifted a continuous slow movement from one place to another. sprung to rise, leap, or move suddenly and swiftly CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 4
Scaffolds and Supports Warm Up students given multiple opportunities to use an exclamation point and question mark at the end of sentences appropriately. Also, students have access to dry erase boards to write if they think the sentence should end in! or? Tricky Words - students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. Today s Spellings - students may be ready to be introduced to current level, if these are too difficult, they will have new spelling rules based on their ARG levels. (Don t forget that there are also 1 st grade level ARG s also) This may be something to spend more time on during small group instruction. Reading Time - The Cat Bandit, The Chicken Nugget. Teacher reads this to the students in small group (this story may need to be frontloaded). Discussion Questions - students have access to their own copies so they can highlight and write notes on the text. Comprehension students can work in pairs to order what has happened in the text. Students should refer back to the text to make sure they are sequencing correctly. Graphic Organizer should help with this task. Supplemental Materials/Decodable Words and Phrases - students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Supplemental Texts Anchor chart on finding evidence in text CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 5
Writing Tasks CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 6
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 13 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Decode two-syllable words with any combination of the following syllable types: closed syllables; magic -e syllables; vowel digraph syllables; r-controlled syllables; open syllables; consonant -LE syllables (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 and write words with the following inflectional endings and suffixes: -ing, - ed (RF.2.3d) Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 7
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) Vocabulary Review Vocabulary from The Hot Dog and The Chicken Nugget. nugget bite sized (when describing food), We might also use the word nugget to describe a lump of gold or a nugget of wisdom, which is a small piece of good advice. drifted a continuous slow movement from one place to another. sprung to rise, leap, or move suddenly and swiftly. If time allows, have students create their own vocabulary reference journal. Write the words, draw it, explain it. Scaffolds and Supports Warm Up - Consonant Code Flip Book Pages (2, 4, 5, 6, 9, 19) Remember, to have individualized sheets for the students so they can access the pages easily. Today s Spelling Students can identify and blend the first syllable in the two syllable words. Remind students to tap out sounds with unfamiliar words. Practice 13.1 Students can work on decoding words in the first column. If students need further support, they can identify beginning sounds in words. Reading Time - Students can be given isolated sentences from either The Hot Dog or The Chicken Nugget. Have them read these sentences in pairs. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 8
Checks for Understanding Supplemental Texts During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Anchor chart on finding evidence in text Adapted Assessments If the students are unable to read the assessment 13.2, teacher can read to them and students can orally respond to the questions. Writing Tasks Create Vocabulary Journal from words from The Hot Dog and The Chicken Nugget. Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 9
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 14 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) Read and write words in which c > /k/ as in cat or /s/ as in city; g > /g/ as in got or /j/ as in gem Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b) 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) Vocabulary tongs - a tool used for lifting or holding objects that is made of two long pieces connected at one end or in the middle. (provide pictures of a pair of tongs). spring to leap or bounce up quickly (have students act out springing from their seats) Scaffolds Warm Up Tricky Word Game, frontload students and do a quick review of the words CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 10
and Supports prior to lesson. If students still are unable to identify the words, have them identify the letters in the words when it is their turn. Tricky Words - Students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. Tricky Spellings Students can be introduced to this concept as a phonetic approach. Students can listen for the /g/ and /j/ sounds. Practice Students can continue practicing these sounds phonetically. It may be helpful to have pictures cues of words that begin with these sounds and the students can sort them. *Alternative Assessment page made for this 14.1. Reading Time - Students can be given isolated sentences from The Hot Dog, The Chicken Nugget or The Snack Mix. Have them read these sentences in pairs. Have the story read to the students so they can create a graphic organizer and answer comprehension questions from the text. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Supplemental Texts Anchor chart on finding evidence in text CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 11
Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks Continue the Vocabulary Journal from words from The Hot Dog, The Chicken Nugget and The Snack Mix. Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 12
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 15 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) Read and write words in which c > /k/ as in cat or /s/ as in city; g > /g/ as in got or /j/ as in gem Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) 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) Vocabulary N/A CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 13
Scaffolds and Supports Spelling - Students can work on their own level spelling words based on the ARG s that they are working on. If this is not possible, students can be expected to work on beginning and ending sounds of these words, the first syllable of these words, or practice tricky words at this time. Tricky Spellings Students can be introduced to this concept as a phonetic approach. Students can listen for the /c/ and /s/ sounds. Practice Students can continue practicing these sounds phonetically. It may be helpful to have pictures cues of words that begin with these sounds and the students can sort them. *Alternative Assessment page made for this 15.2. Reading Time - Students can be given isolated sentences from The Hot Dog, The Chicken Nugget or The Snack Mix. Have them read these sentences in pairs. Teach scooping sentences in phrases to support fluency and prosody. Have the story read to the students so they can create a graphic organizer and answer comprehension questions from the text. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Supplemental Texts Anchor chart on finding evidence in text CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 14
Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks Continue the Vocabulary Journal from words from The Hot Dog, The Chicken Nugget and The Snack Mix. Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 15
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 16 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read and write words with the following inflectional endings and suffixes: -ing, -ed (RF.2.3d) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) 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) Vocabulary tug a sudden pull whiff a slight smell Students would benefit from visuals of these vocabulary words. Scaffolds and Supports Spelling - Students can work on their own level spelling words based on the ARG s that they are working on. If this is not possible, students can be expected to work on beginning and ending sounds of these words, the first syllable of these words, or practice tricky words at this time. Today s Spelling Consonant Flip Book (p.16, 18, 21,25) Practice Students need to identify pictures and then circle the beginning sounds in the pictures. If students are able they can circle each letter to create the words to CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 16
match the vocabulary word. Reading Time - Students can be given isolated sentences from The Hot Dog, The Chicken Nugget, The Snack Mix or The Ham. Have them read these sentences in pairs. Teach scooping sentences in phrases to support fluency and prosody. Have the story read to the students so they can create a graphic organizer and answer comprehension questions from the text. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Supplemental Texts Anchor chart on finding evidence in text Writing Tasks Continue the Vocabulary Journal from words from The Hot Dog, The Chicken Nugget, The Snack Mix and The Ham. Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 17
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 17 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read and write words in which c > /k/ as in cat or /s/ as in city; g > /g/ as in got or /j/ as in gem Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) 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) Vocabulary Lenses - a piece of glass or other transparent substance with curved sides for concentrating. Scaffolds and Supports Warm Up Unscramble sentences. Students can look for the beginning word in the sentence. They should know this because it is capitalized. Today s Spelling - Students can work on their own level spelling words based on the ARG s that they are working on. If this is not possible, students can be expected to work on beginning and ending sounds of these words, the first syllable of these words, or practice tricky words at this time. Practice Worksheet 17.1 Students can have the words read to them and asked to CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 18
identify if the words have the /j/ or /v/ sounds. Tricky Words - Students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. Reading Time - Students can be given isolated sentences from The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham or The Fish. Have them read these sentences in pairs. Teach scooping sentences in phrases to support fluency and prosody. Have the story read to the students so they can create a graphic organizer and answer comprehension questions from the text. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Supplemental Texts Anchor chart on finding evidence in text Writing Tasks Continue the Vocabulary Journal from words from The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham and The Fish. Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 19
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 18 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) Read and write words in which c > /k/ > cat or /s/ > city; g > /g/ > got or /j/ > gem 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) Vocabulary hung past tense of fasten or attach to something lap take in food or drink using the mouth or tongue Scaffolds and Supports Warm Up Students can identify beginning words of the sentence by the Capitalization. Also, the students can focus on expression with punctuation. Tricky Words - students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. Spelling - Students can work on their own level spelling words based on the ARG s that they are working on. If this is not possible, students can be expected to work on beginning and ending sounds of these words, the first syllable of these words, or practice tricky words at this time. Practice Worksheet 18.1 Students can have the words read to them and asked to identify if the words have the /s/ or /ch/ sounds. They may need a physical motion to CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 20
help them associate the /s/ sounds (like a snakelike movement) and the /ch/ sound (like a choo choo train movement). Reading Time - Students can be given isolated sentences from either The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham, The Fish or The Milk. Have them read these sentences in pairs. Teach scooping sentences in phrases to support fluency and prosody. Have the story read to the students so they can create a graphic organizer and answer comprehension questions from the text. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Supplemental Texts Anchor chart on finding evidence in text Writing Tasks Continue the Vocabulary Journal from words from The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham, The Fish and The Milk. Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 21
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 19 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) Read and write words with the following inflectional endings and suffixes: -ing, - ed (RF.2.3d) Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing (L.2.1d) Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b) 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) Vocabulary Review Vocabulary from Unit 1 Reader. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 22
Scaffolds and Supports Tricky Words - Students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. Concept Review Consonant Flip Book (p.3, 4) Individual Code Chart (p.1) Students should focus on past/present verbs. Play vs. played, jump vs. jumped etc. Reading Time - Students can be given isolated sentences from either The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham, The Fish or The Milk. Have them read these sentences in pairs. Teach scooping sentences in phrases to support fluency and prosody. Have the story read to the students so they can create a graphic organizer and answer comprehension questions from the text. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End If time, have students write simple sentences from the B, M, E graphic organizer. Supplemental Texts Anchor chart on finding evidence in text CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 23
Adapted Assessments Grade 2 CKLA Unit 1 Lesson 19 See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks Continue the Vocabulary Journal from words from The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham, The Fish and The Milk. Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 24
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 20 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read and write words with the following inflectional endings and suffixes: -ing, -ed (RF.2.3d) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) Read and write words in which c > /k/ as in cat or /s/ as in city; g > /g/ as in got or /j/ as in gem Scaffolds and Supports Spelling Students can have their spelling assessed from words they have been working on with the ARG and/or they can work on Tricky words that we have learned so far. Tricky Words Review - students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. Tricky Spelling Consonant Flip Book p.12 and Individual Code Chart p.3. /s/ and /z/ ending sounds. Practice 20.2 modified worksheet. Students listen for words that have the /s/ or /z/. Teacher can read these words to students or students identify pictures with these ending sounds. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 25
Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End If time, have students write simple sentences from the B,M,E Graphic Organizer. Supplemental Texts Anchor chart on finding evidence in text Adapted Assessments Practice 20.2 modified worksheet See Adapted Assessments Packet for Unit 1 Lessons link on table. Writing Tasks Continue the Vocabulary Journal from words from The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham, The Fish and The Milk Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 26
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 21 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) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) 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) Vocabulary plank - a long, thin, flat piece of timber, used especially in building and flooring slash - a cut made with a wide, sweeping stroke Scaffolds and Supports Spelling Students can have their spelling assessed from words they have been working on with the ARG and/or they can work on Tricky words that we have learned so far. Warm Up - Review Spellings that have been taught. This will most likely be connected to ARG leveled instruction. Tricky Words Review - Students have their own personal tricky word bags, students CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 27
write words as they are learning them. Access to dry erase board may be helpful. Reading Time - Students can be given isolated sentences from either The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham, The Fish, The Milk and/or The Chips. Have them read these sentences in pairs. Teach scooping sentences in phrases to support fluency and prosody. Have the story read to the students so they can create a graphic organizer and answer comprehension questions from the text. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End If time, have students write simple sentences from the B,M,E Graphic organizer. Supplemental Texts Anchor chart on finding evidence in text Adapted Assessments Modified Assessment for Comprehension of today s reading. See Adapted Assessments Packet for Unit 1 Lessons link on table. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 28
Writing Tasks Continue the Vocabulary Journal from words from The Hot Dog, The Chicken Nugget, The Snack Mix, The Ham, The Fish, The Milk and The Chips. Have students keep these journals as a resource. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 29
SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 1 Lesson 22 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read the following Tricky Words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word (RF.2.3f) 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) Spell and write one-syllable words using the letter-sound correspondences taught in Grade 2, using the Individual Code Chart as needed (L.2. Vocabulary N/A Scaffolds and Supports Tricky Words - Students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. Student Performance Task Students can have the story read to them. This performance task can be used as a learning tool. Students should be able to use their graphic organizers to help them organize their ideas and what they have read in the story. Adapted Assessment made for open-ended questioning. Student Performance Task- Students should be assessed using ARG levels. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 30
Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Supplemental Texts Anchor Chart on finding evidence in text Adapted Assessments See Adapted Assessments Packet for Unit 1 Lessons link on table. CKLA Skills Strands Unit 1 Lessons 11-22 Special Education Resource Guides 31