SYRACUSE CITY SCHOOL DISTRICT

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 2 Lesson 1 CKLA Special Education and Consultant Teacher Resource Guide Priority Teaching Points (Lesson Objectives) Read and write words with the following inflectional endings and suffixes: ed, ing (RF.2.3d) Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing (L.2.1d) 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) Consult the Individual Code Chart to check spelling (L.2.2e) Read the following Tricky Words: I, you, your, street (RF.2.3f) 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 the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action (RL.2.5) Read and understand decodable text of appropriate complexity for Grades 2 3 that incorporates the specific code knowledge taught (RL.2.10) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 1

Priority Vocabulary Scaffolds and Supports Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Drapes another word for curtains Slump/ -ed to fall down slightly (have students slump their own bodies and act out this word) Sulk- ing to be in a bad mood because things didn t go their way (have students act out sulking) Glint ing a small flash of light Pictures for these vocabulary words would support learning. Warm Up Spelling words this week students can only work on the root word if they are not ready for the ed ending. If students still are not ready for this level, they can continue to work on their individualized ARG levels. Today s Spelling Review short vowel sounds. Students need to be fluent with identifying these before they can move on to other vowel sounds. Students need Vowel Code Flip Book (p. 1-5, 7,9) Individual Code Chart (p.8) Students who are not solid, can work on identifying the differences in the short and long vowel sounds. They do not need to see the words in print yet. AA Grade 2 CKLA U2 L1 adapted assessments sorting long and short a pictures. Chaining Students are introduced to Magic E. A video supporting this may be CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 2

helpful to students. Also Adapted Assessment CKLA U2 Lesson 1 Magic e https://www.youtube.com/watch?v=ucvtmzul0lw 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. For Kinesthetic Learners, students may enjoy spelling their Tricky words incorporated with a movement. Reading Time As the level of Reading progresses, the students would benefit from the teacher reading the text to them and then working as a group to fill out a graphic organizer about the text. If there are phrases or sentences within the story, the teacher could highlight these parts of the passage to have the students read. Adapted Assessment CKLA U2 Lesson 1 Mike s Bedtime. Teacher should also lead discussion about the comprehension questions in this section. 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 RACE Anchor Chart on finding evidence in text. CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 3

Adapted Assessments See Adapted Assessments Packet for Unit 2 Lessons - link on table. U2 Lesson 1 Sorting long a and short a pictures. U2 Lesson 1 Magic E U2 Lesson 1 Mike s Bedtime. Writing Tasks Vocabulary Journal from words from Mike s Bedtime. CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 4

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 2 Lesson 2 CKLA Special Education and Consultant Teacher Resource Guide Priority Teaching Points (Lesson Objectives) Use an apostrophe to form contractions and frequently occurring possessives (L.2.2c) Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing (L.2.1d) Use adjectives appropriately orally and in own writing (L.2.1e) Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: o_e > /oe/; u_e > /ue/ (RF.2.3a) 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 syllable; magic e syllables; vowel digraph syllables; r-controlled syllable; open syllables; and consonant -LE syllables (RF.2.3c) Read the following Tricky Words: my, by, have (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 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 CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 5

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) Priority Vocabulary Scaffolds and Supports Lass another word for a girl Spilt past tense of spill, to dump over Slop leftover food scraps for pigs Pictures for these vocabulary words would support learning. Warm Up Teach Contractions, make it a game. Ideas: match game, song for learning contractions https://www.youtube.com/watch?v=ar58nnhb1rk Today s Spellings Give students their own individualized sheets of the Vowel Code Flip Book (p. 4-5, 10-11), Individual Code Chart (p.10) Chaining Working in magic e with o and u. Adapted Assessment CKLA Grade 2 U2 L2 long U and short u, Adapted Assessment CKLA Grade 2 U2 L2 long O and short o. Students are listening for the sound difference in the short and long vowels. Practice Students can identify syllables in a word. Have students listen and break apart the syllables they hear on a word. Tricky Word - Students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. For Kinesthetic Learners, students may enjoy spelling their Tricky words incorporated with a movement. Reading Time As the level of Reading progresses, the students would benefit from the teacher reading the text to them and then working as a group to fill out a graphic organizer about the text. If there are phrases or sentences within the story, the teacher could highlight these parts of the passage to have the students read. The Milk Teacher should also lead discussion about the comprehension questions in this CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 6

Checks for Understanding section. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End Supplemental Texts RACE Anchor chart on finding evidence in text Adapted Assessments See Adapted Assessments Packet for Unit 2 Lessons - link on table. U2 Lesson 2 long U and short u U2 Lesson 2 long O and short o Writing Tasks Vocabulary Journal from words from The Milk. CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 7

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 2 Lesson 3 CKLA Special Education and Consultant Teacher Resource Guide Priority Teaching Points (Lesson Objectives) Use and expand complete simple and compound sentences orally and in own writing (L.2.1f) 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_e > /ae/; ee > /ee/; i_e > /ie/; o_e > /oe/; u_e > /ue/(rf.2.3a) 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) Consult the Individual Code Chart to check spelling (L.2.2e) 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 decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) 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) CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 8

Priority Vocabulary Scaffolds and Supports Piglet a small, young pig Plump rounded, fat Fumed slightly annoyed, or angry Pictures for these vocabulary words would support learning. Warm Up Students help unscramble the sentence. Focus on Capitalization of first word and punctuation in the sentence. Today s Spellings Vowel Code Flip Book (p.8) Individual Code Chart (p.8). Students should participate in thumbs up/thumbs down activity listening for long e sound. While listening, students can be shown the written word so that they make a connection between the spelling of the long e sound and hearing it. Or if students are not ready for this focus on ARG levels. Reading Time Students work with the teacher to reread, The Milk. Today, they can dive deeper into the text and break down some of the meanings of the idioms in the text, (Getting Set p.8, Take one step at a time p.12) Identifying that the story is made up due to the words Once Upon A Time. 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 RACE Anchor Chart on finding evidence in text Writing Tasks Vocabulary Journal from words from The Milk. CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 9

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 2 Lesson 4 CKLA Special Education and Consultant Teacher Resource Guide Priority 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: I, you, your, street, my, by, have, all, who, no, go, so, are, were, some, they, their (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) Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud (RL.2.6) 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) CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 10

Priority Vocabulary Scaffolds and Supports Tale a narrative of real or imaginary events Stream a small, narrow river Compete to try to get or win something that someone else is trying to get Problem something that is difficult to deal with Warm Up Contraction Review Game. http://www.carlscorner.us.com/contractions/contraction%20action%20match.pdf 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. For Kinesthetic Learners, students may enjoy spelling their Tricky words incorporated with a movement. Grammar - https://www.youtube.com/watch?v=bea_2ankj5o Quotation Marks Practice Adapted Assessment CKLA G2 U2 L4, Quotation Marks. Students place quotation marks in the correct spot in the sentence. Reading Time - As the level of Reading progresses, the students would benefit from the teacher reading the text to them and then working as a group to fill out a graphic organizer about the text. If there are phrases or sentences within the story, the teacher could highlight these parts of the passage to have the students read, specifically looking for quotation marks. Adapted Assessment CKLA U2 Lesson 4 The Jumping Frog. Teacher should also lead discussion about the comprehension questions in this section. 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 CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 11

Supplemental Texts Quotation Marks Anchor Chart * Contractions Anchor Chart Adapted Assessments RACE Anchor Chart See Adapted Assessments Packet for Unit 2 Lessons - link on table. U2 Lesson 4 - Quotation Marks. U2 Lesson 4 - The Jumping Frog Writing Tasks Vocabulary Journal from words from The Jumping Frog. CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 12

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 2 Lesson 5 CKLA Special Education and Consultant Teacher Resource Guide Priority 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_e > /ae/; ee > /ee/; i_e > /ie/; o_e > /oe/; u_e > /ue/(rf.2.3a) 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; and consonant -LE syllables(rf.2.3c) Read the following Tricky Words: no, go, so (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) Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) 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) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud (RL.2.6) CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 13

Priority Vocabulary Hitch to lift up slightly Provide visual for this vocabulary word. Have students hitch up their pants. Scaffolds and Supports Checks for Understanding Supplemental Texts Spelling Students should have spelling words from their ARG levels. Today s Spelling Students should have a separate lesson, possibly working on the skills previously taught. Decide this based on data. (long vs short vowel, contractions, short vowel sounds) Practice - Students can identify syllables in a word. Have students listen and break apart the syllables they hear on a word. Tricky Word - Students have their own personal tricky word bags, students write words as they are learning them. Access to dry erase board may be helpful. For Kinesthetic Learners, students may enjoy spelling their Tricky words incorporated with a movement. Reading Time - As the level of Reading progresses, the students would benefit from the teacher reading the text to them and then working as a group to fill out a graphic organizer about the text. If there are phrases or sentences within the story, the teacher could highlight these parts of the passage to have the students read, specifically looking for quotation marks. Teacher should also lead discussion about the comprehension questions in this section. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. During Questions, when students find the evidence in the text, they flag/highlight the evidence. Graphic Organizer Beginning, Middle, End RACE Anchor chart on finding evidence in text Writing Tasks Vocabulary Journal from words from The Jumping Frog. CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 14

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 2 Lesson 6 CKLA Special Education and Consultant Teacher Resource Guide Priority Teaching Points (Lesson Objectives) Priority Vocabulary Read and write words with the following inflectional endings and suffixes: ed, ing (RF.2.3d) Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing (L.2.1d) 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: are, were, some (RF.2.3f) Plan, draft, and edit a narrative retelling of a fiction text, including the title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure (W.2.3) Consult the Individual Code Chart to check spelling (L.2.2e) Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words (RF.2.3a) N/A Scaffolds and Supports Spelling Students are introduced to the concept of ing. ing is added at the end of a word. https://www.youtube.com/watch?v=ujvv0nxpp0c Tricky Words - Students have their own personal tricky word bags, students write words CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 15

as they are learning them. Access to dry erase board may be helpful. For Kinesthetic Learners students may enjoy spelling their Tricky words incorporated with a movement. Writing This process will be modeled for the students as a think aloud. Students can work with the teacher to support ideas and thinking. Use CKLA Graphic Organizer Worksheet 6.2. See next page. Students can choose which story from Unit 2 they would like to retell to complete the graphic organizer. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding Graphic Organizer Beginning, Middle, End Supplemental Texts Retell Anchor Chart Optional Assessment CKLA Graphic Organizer Worksheet 6.2. See next page. CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 16

CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 17

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 2 Lesson 7 CKLA Special Education and Consultant Teacher Resource Guide Priority 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_e > /ae/; ee > /ee/; i_e > /ie/; o_e > /oe/; u_e > /ue/(rf.2.3a) Consult the Individual Code Chart to check spelling (L.2.2e) Plan, draft, and edit a narrative retelling of a fiction text, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure (W.2.3) Scaffolds and Supports Checks for Understanding Warm Up Vowel Code Flip Book Review, focus on specific skills students still need support, i.e. long vowel sounds with magic e. Today s Spellings Students work on ARG level words during this time. Students may be ready to work on long vowel sounds with magic e at this point. Writing Continue working on writing from lesson 6. Students need more modeling of the writing process. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Graphic Organizer Beginning, Middle, End CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 18

Supplemental Texts Retell Anchor Chart Optional Assessment CKLA Graphic Organizer Worksheet 6.2 (above, pg 17.) CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 19

SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 2 Lesson 8 CKLA Special Education and Consultant Teacher Resource Guide Priority 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_e > /ae/; ee > /ee/; i_e > /ie/; o_e > /oe/; u_e > /ue/(rf.2.3a) 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) Plan, draft, and edit a narrative retelling of a fiction text, including a title, setting, characters, and well-elaborated events of the story in proper sequence, including details to describe actions, thoughts, and feelings, using temporal words to signal event order, and providing a sense of closure (W.2.3) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing (W.2.5) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers (W.2.6) Consult the Individual Code Chart to check spelling (L.2.2e) Capitalize holidays, product names, and geographic names (L.2.2a) Scaffolds and Supports Warm UP Vowel Code Flip Book review. Sing songs reviewing taught vowel sounds. https://www.youtube.com/watch?v=jh11mx9tf9o CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 20

https://www.youtube.com/watch?v=4tjct7gto3u Spelling Focus on leveled vowel sound spellings. Chaining Have students work with magic e to create long vowel sounds. Students should have access to their own chaining boards during this time. Writing Work together as a group writing a draft of the story they chose to retell from the previous lesson. Students will need to refer to their graphic organizers and use the 8.2 template from CKLA to support the writing process. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Checks for Understanding Supplemental Texts Graphic Organizer CKLA Graphic Organizer 6.2 for stories Retell Anchor Chart Optional Assessment If students wish to create their own draft of the retell but are unable to write the words, they can draw the beginning, middle, and end. Then they can dictate what they have done. Writing Tasks Group work, creating a draft of the retell. Students can use, Adapted Assessment Grade 2 CKLA U2 L8 Drawing Story Retell located in AA packet link on table. CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides 21