2 Teacher s Guide Grade 2 Unit 1 Week Benchmark Literacy TM Ask Questions/Identify and Supporting Unit 1/Week 2 at a Glance Day ONE TWO Mini-Lessons Activate Prior Knowledge: Concept Web Introduce the Book Front-Load Academic Vocabulary Read Pages 2 3: Ask Questions/Identify and Supporting Read Pages 4 9: Identify and Supporting Focus on Nonfiction Text Features: Maps THREE Read Pages 10 13: Identify and Supporting Focus on Text Structure and Organization: Sequence of Events FOUR Read Pages 14 17, 18 19: Identify and Supporting Summarize and Synthesize Information: Explore Concepts Using a Problem and Solution Chart FIVE Shared Writing: Use s and to Write a Personal Narrative B e n c h m a r k E d u c a t i o n C o m p a n y
Day One Read-Aloud (10 m i n u t e s) Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy Ask Questions. Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview. Mini-Lessons (20 m i n u t e s) Activate Prior Knowledge: Concept Web Display a blank Endangered Animal Concept Web (BLM 1) like the one shown here. Nonfiction Big Book Lesson Objectives Students will: Build academic vocabulary and concepts related to endangered whooping cranes. Ask questions about a text. Identify main ideas and supporting details using a graphic organizer. Identify and discuss nonfiction text features (table of contents, glossary). Build oral language and vocabulary through whole-group and partner discussion. Related Resources Endangered Animal Concept Web (BLM 1) Vocabulary Notebook (BLM 2) Identify and Supporting (BLM 3) Write the (BLM 4) Say: An endangered animal is an animal that is in danger of disappearing. Why are some animals endangered? How can you help endangered animals? Model sentence frames. Support ELLs by modeling how you use the following sentence frames: Some animals are endangered because. I can help endangered animals. I can. Open discussion. Record students responses on the Endangered Animal Concept Web. Ask why it is important to help save endangered animals. Make cultural connections. Invite students who have read about, lived in, or visited different countries or places to tell about endangered animals they have seen or learned about. Tell students that this week they will be reading a book about an endangered animal called the whooping crane and while they read the book they will return to the Concept Web to add more information. protect forests How to Help elephant whale Animals Endangered tiger cutting down trees Sample Endangered Animal Concept Web Annotations (BLM 1) Dangers pollution 2 2011 Benchmark Education Company, LLC
Day One Introduce the Book Display the book Bringing Back the Whooping Crane on an easel. Show students the book cover. Read aloud the title and the authors names. Invite students to identify and discuss what they see in the cover photograph. Ask: What do you predict this book will be about? Is this book fiction or nonfiction? How do you know? Allow responses. If necessary, point out that this is a nonfiction book. Explain that the photograph of a real whooping crane provides one clue that readers can use to predict the genre and topic of the book. Turn to the Table of Contents. Read the entries with students. Ask: Why do you think this book has a Table of Contents? Allow responses. Guide students to understand that the Table of Contents helps readers know how the information in a book is organized and what they can find out by reading the book. Ask: What would I read about in Cranes in Danger? Where would I read about how to save whooping cranes? Front-Load Academic Vocabulary Open to the Glossary on page 20. Point to each word, read the definition, and use the word in a sentence. If you have students whose first language is Spanish, ask: Does habitat sound like a word you know in Spanish? (Allow responses.) The English word habitat sounds like the Spanish word el hábitat. Habitat and el hábitat mean the same thing. Repeat for other cognates in the book: migrate/migrar; species/las especies. Ask students to predict what each word means and use each word in a sentence. Make Content Comprehensible for ELLs Beginning and Intermediate Use realia and images from the book to discuss whooping cranes. Point to the images on the cover and Table of Contents and say: This bird is a whooping crane. A whooping crane is. (white, big, tall) It has. (wings, a long neck, black legs) It can. (fly, stand) Have students repeat the sentences with you. All Levels If you have students whose first language is Spanish, use the English/Spanish cognates provided in the Front-Load Academic Vocabulary section on this page. Pair ELLs with fluent English speakers during partner discussions and activities. Model the use of academic sentence frames to support ELLs vocabulary and language development. (See suggested sentence frames provided.) Support Special Needs Learners Throughout the week, use the following strategies to help students who have learning disabilities access the content and focus on skills and strategies. Spend additional time previewing each chapter to build background and vocabulary. Read aloud the text more than once for students who would benefit from auditory input. Use the graphic organizer activities to build students schema related to the book s content. Validate and support students efforts to participate in instructional conversations and activities. 2011 Benchmark Education Company, LLC 3
Day One Gcaptivity endangered habitat lossary kept within bounds; birds in captivity are not free to fly where they want in danger of disappearing an area where plants, birds, or animals are able to live Display or print the Vocabulary Notebook page (BLM 2). Ask students to review the Glossary words. Encourage partners to share what they know about each word. Then have pairs share with the class. Write students ideas on the Vocabulary Notebook page, or have students write or draw independently. migrate species ultralight wingspan to travel from one part of the world to another and back again every year a group of animals, different from all other groups a type of small aircraft that does not weigh a lot the distance from the tip of one wing to the tip of the other Say: You will learn more about these words as we read the book. Read Pages 2 3 Content Comprehension: Ask Questions/Identify & Supporting 20 Glossary, page 20 BLM 2 Name Date Vocabulary Notebook My word to think about is. Read aloud pages 2 3 to students. Display or print an Identify and Supporting graphic organizer (BLM 3). Explain. Say: A nonfiction book provides information. How can you make sure that you understand the information? As you read, you can think about the important ideas. The most important ideas are called the main ideas. Sometimes main ideas are stated right in the text. You can usually tell what the main ideas are by thinking about details, or facts, that you read. The details tell about, or support, the main ideas. Activate metacognitive strategies. Say: Good readers ask themselves questions to help them understand main ideas and details. Asking questions helps them focus on what information is most important. Let s read page 2 again. I ll ask myself questions that help me identify the main idea and supporting details. 2010 Benchmark Education Company, LLC Vocabulary Notebook (BLM 2) Model. Say: The title of this chapter is Now You See Them. When I read the title, I ask myself, What are the authors referring to? The first sentence reads, Have you ever seen a whooping crane? I ask myself that question, and my answer is the same as the next sentence: Probably not! When I read on, I learn some facts, or details. I learn that there are only a few hundred whooping cranes left, and 60 years ago, there were only about 20. Why are the authors giving me these details? They must want me to understand why I have not seen a whooping crane. I think that this is the main idea: You probably have not seen a whooping crane. The details support that main idea. I will use a graphic organizer to show the main idea and supporting details. Write the main idea and details on the graphic organizer. Save your graphic organizer to add to later. 4 2011 Benchmark Education Company, LLC
Day One Pages 2 3 You probably have not seen a whooping crane. only a few hundred now 60 years ago, only 20 Sample Identify and Supporting Annotations (BLM 3) Say: On this page, you read about why you probably have not seen a whooping crane. Why haven t many people seen one? Record students responses on the Endangered Animal Concept Web (BLM 1). Connect and transfer. Say: When you read a nonfiction book on your own or during small-group reading, remember to ask yourself questions to help you focus on the important ideas. Small-Group Reading Instruction (60 m i n u t e s) Based on students instructional reading levels, select titles that provide opportunities for students to practice identifying main ideas and details. See the list provided on the Small-Group Reading Instructional Planner. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Comprehension Quick-Check Observe whether students are able to articulate the main idea and details on the page. If they have difficulty, use the following additional explicit instruction. Say: The main idea is the big idea that the author wants you to know. On this page, the big idea is that you probably have not seen a whooping crane. The supporting details tell why. Find the details. Reread the page with students. Ask them to point to and read specific details on the page. Return to your graphic organizer. Say: We wrote the main idea and details on our graphic organizer. Let s read them together. Home/School Connection Have students take home BLM 4 and work with family members to think of three details that support the main idea that trees are important. Tell students to write the supporting details on their graphic organizer. Individual Student Conferences (10 m i n u t e s) Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences. BLM 4 Name Date Write the Directions: Write three details that support the main idea below. A tree is important. Phonics Workshop (20 m i n u t e s) Detail 1 Detail 2 Detail 3 Use the Day 1 instruction provided in SpiralUp Phonics Skill Bag 2. 2010 Benchmark Education Company, LLC Write the (BLM 4) 2011 Benchmark Education Company, LLC 5
Day Two Read-Aloud (10 m i n u t e s) Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy Ask Questions. Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview. Mini-Lessons (20 m i n u t e s) Read Pages 4 9 Content Comprehension: Identify & Supporting Nonfiction Big Book Lesson Objectives Students will: Build academic vocabulary and concepts related to endangered whooping cranes. Ask questions about a text. Identify main ideas and supporting details using a graphic organizer. Identify and discuss nonfiction text features (maps). Build oral language and vocabulary through whole-group and partner discussion. Say: Yesterday we read about why you probably have not seen a whooping crane. Why haven t you? What else did you learn about whooping cranes? Allow responses. Say: Today we ll read more about whooping cranes. As we read, we ll look for the main idea and supporting details. Remember to ask yourself questions as we read. Asking questions will help you clarify information and identify the main idea and supporting details. Read aloud pages 4 9. Invite students to turn and talk with partners to discuss the main idea of the pages and details that support the main idea. Students can use the following academic sentence frames: I think the main idea is. The supporting details are. Bring students together to share their ideas. As a group, record the main idea and details in the boxes on the graphic organizer. Related Resources Endangered Animal Concept Web (BLM 1) Identify and Supporting (BLM 3) Pages 4 9 The cranes disappeared for three main reasons. loss of habitat overhunting egg collecting Sample Identify and Supporting Annotations (BLM 3) Say: In this chapter, you read about why the whooping cranes were in danger. Let s add what you learned to our Concept Web. 6 2011 Benchmark Education Company, LLC
Day Two Focus on Nonfiction Text Features: Maps Draw students attention to the map on page 8. Ask: What is a map? (Allow responses.) That s right! Maps are drawings that show the whole world or different parts of the world. Mapmakers use symbols to help readers understand maps. This map shows where whooping cranes go when they migrate south. Ask: Why do you think the authors included this map in their book? How does it help you as a reader? Allow responses. Students should understand that the map helps them visualize where in the world the whooping cranes go when they migrate south. Explain that sometimes a map includes information that text alone does not provide. Ask: When you look at this map, how can you tell where the whooping cranes fly? Allow responses. If necessary, explain that the red line shows the migration route. Point to the compass rose and discuss the directions. Ask: Where do the birds begin? In what direction do they fly? Where do they end? What do you think the birds will do in the spring? Connect and transfer. Say: Pay attention to maps when you find them in books you are reading. Ask yourself, What information are the maps giving me? How can the maps help me understand the main ideas and details I am reading about? Make Content Comprehensible for ELLs Beginning and Intermediate Say sentences or sentence frames for the photos on pages 6 9: This is a habitat. This is water. This is grass. This is a marsh. Have students point and repeat. Advanced Have students tell about the photos on pages 6 7. Write the sentences on selfstick notes to make captions. All Levels If you have students whose first language is Spanish, share these English/Spanish cognates: habitat/el hábitat; disaster/ el desastre; disappear/desaparecer; migrate/migrar. Pair ELLs with fluent English speakers during partner discussions and activities. Model the use of academic sentence frames to support ELLs discussion of main ideas and supporting details. (See suggested sentence frames provided.) Comprehension Quick-Check Take note of which students can or cannot contribute to the discussion of the main idea and supporting details for pages 4 9. Use the following activity to provide additional instruction. Write this main idea on a sentence strip: Many animals live outside. Then ask students to give supporting details: A lives outside. Write their details on separate sentence strips. Work together to use the sentence strips to create a main idea and details graphic organizer. 2011 Benchmark Education Company, LLC 7
Day Two Oral Language Extension During independent workstation time, pair students to discuss details that support this main idea: Whooping cranes are big birds. Suggest they use photos and the facts on page 3 for ideas. Tell students to be prepared to report on their conversation during individual conference time. Home/School Connection Have students draw a simple main idea and supporting details graphic organizer on notebook paper. There should be one box for the main idea and three boxes for supporting details. Have them write the following sentence in the main idea box: Many animals are endangered. Ask students to work alone or with a family member at home to write three complete sentences that support the main idea. Small-Group Reading Instruction (60 m i n u t e s) Based on students instructional reading levels, select titles that provide opportunities for students to practice identifying main ideas and details. See the list provided on the Unit at a Glance chart. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 m i n u t e s) Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences. Phonics Workshop (20 m i n u t e s) Use the Day 2 instruction provided in SpiralUp Phonics Skill Bag 2. 8 2011 Benchmark Education Company, LLC
Day Three Read-Aloud (10 m i n u t e s) Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy Ask Questions. Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview. Mini-Lessons (20 m i n u t e s) Read Pages 10 13 Content Comprehension: Identify & Supporting Say: Yesterday we read about why whooping cranes were in danger. What are three reasons that you learned about? Allow responses. Say: Today we re going to read more about whooping cranes. As we read, we ll look for a main idea and supporting details. Remember to ask yourself questions to help you understand what you read. Read aloud pages 10 13. Invite students to turn and talk with a partner to discuss the main idea of the pages and details that support the main idea. Students can use the following academic sentence frames: I think the main idea is. The supporting details are. Bring students together to share their ideas. As a group, record the main ideas and details in the boxes on the graphic organizer. Pages 10 13 People are trying to save whooping cranes. declared them endangered species made it illegal to hunt them or take eggs started International Whooping Crane Recovery Team to bring back flocks Nonfiction Big Book Lesson Objectives Students will: Ask questions about the text. Identify main ideas and supporting details using a graphic organizer. Learn about nonfiction text structures (sequence of events). Build oral language and vocabulary through whole-group and partner discussion. Related Resources Endangered Animal Concept Web (BLM 1) Vocabulary Notebook (BLM 2) Identify and Supporting (BLM 3) Sample Identify and Supporting Annotations (BLM 3) Say: On these pages, you read about ways to save whooping cranes. Let s add what you learned to our Concept Web. 2011 Benchmark Education Company, LLC 9
Day Three Make Content Comprehensible for ELLs Beginning Point to and name things in the photos on page 13: eggs, chick, pens (showing captivity), in the wild. Have students repeat. Intermediate and Advanced Have students tell what happens first, next, then, and last in the photos on page 13. Say: First, the hatch. Next, the eats. Then, chicks outside. Last, a chick. All Levels If you have students whose first language is Spanish, share these English/Spanish cognates: species/las especies; illegal/ ilegales; form/formar. Pair ELLs with fluent English speakers during partner discussions and activities. Support discussion of the main idea and supporting details by using the academic sentence frames provided. Comprehension Quick-Check As students turn and talk with a partner, monitor their conversations to identify which students can or cannot identify main ideas and details independently. Based on your observations, identify students who need additional explicit reinforcement of the strategy during small-group reading instruction. Home/School Connection Have students take home the Vocabulary Notebook page (BLM 2) and focus on one of these words: captivity, endangered, species, or flock. Encourage students to share with a family member how the word relates to whooping cranes. Focus on Text Structure and Organization: Sequence of Events Explain to students that authors organize nonfiction texts in different ways depending on the type of information they are communicating. For example, sometimes an author wants to describe something. Other times, an author wants to tell about a problem and how it is solved. Say: The authors of this book want us to understand how the number of whooping cranes has changed over time. To do this, they need to write about events in the correct order. They use a sequence-of-events text structure. Begin a time line with facts from page 4. Have students find other facts from pages 5 13 to add to the time line. Point out signal language, such as the use of dates (By 1940, in 1970, by the early 1980s). Then discuss the sequence-ofevents structure in the photo diagram on page 13. Connect and transfer. Say: Remember, many nonfiction books have a sequence-of-events text structure. Look for this as you read. Pay attention to the signal language the author gives. This will help you figure out the sequence of events. Small-Group Reading Instruction (60 m i n u t e s) Based on students instructional reading levels, select titles that provide opportunities for students to practice identifying main ideas and details. See the list provided on the Unit at a Glance chart. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 m i n u t e s) Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences. Phonics Workshop (20 m i n u t e s) Use the Day 3 instruction provided in SpiralUp Phonics Skill Bag 2. 10 2011 Benchmark Education Company, LLC
Day Four Read-Aloud (10 m i n u t e s) Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy Ask Questions. Use the sample read-aloud lessons and suggested titles in the Benchmark Literacy Overview. Mini-Lessons (20 m i n u t e s) Read Pages 14 17, 18 19 Content Comprehension: Identify & Supporting Invite students to use the Identify and Supporting graphic organizer to retell the main ideas and details that they have read about so far. Read pages 14 17 and pages 18 19 to students. Have students turn and talk to a partner to discuss the main idea of pages 14 17 and the details that support the main idea. Remind them to focus on the author s sequence-of-events text structure to help them find details that support the main idea. Invite pairs of students to share their ideas. As a group, compare different students ideas and develop a consensus on the best main idea for pages 14 17. Record the group s ideas on the graphic organizer. Pages 14 17 You need to teach cranes to migrate. play sounds of ultralight and mother when chicks hatch have young birds follow ultralight Nonfiction Big Book Lesson Objectives Students will: Identify main ideas and supporting details using a graphic organizer. Use academic sentence frames to summarize and synthesize content information. Related Resources Endangered Animal Concept Web (BLM 1) Identify and Supporting (BLM 3) Problem and Solution Chart (BLM 5) Sample Identify and Supporting Annotations (BLM 3) Say: On these pages, you read about teaching whooping cranes to migrate. What information can we add to our Concept Web? 2011 Benchmark Education Company, LLC 11
Day Four Make Content Comprehensible for ELLs Beginning and Intermediate Have students point to the ultralight on page 15 and repeat: This is an ultralight. Have students point to the ultralight on page 17 and repeat: This ultralight can fly. The flock follows it. All Levels If you have students whose first language is Spanish, share these English/Spanish cognates: migrate/migrar; sounds/los sonidos; incredible/increíble; protect/ proteger. Pair ELLs with fluent English speakers during partner discussions and activities. Provide academic sentence frames to help ELLs summarize and synthesize information from the big book. (See suggested sentence frames provided.) Comprehension Quick-Check During the Summarize and Synthesize activity, note which students are and are not able to identify and discuss the problems and solutions. Say: To identify problems and solutions, you need to focus on the main ideas and details that you read about whooping cranes. What problems do whooping cranes have? How have people helped to solve those problems? How does our Problem and Solution Chart help you identify main ideas and details? During independent student conferences, review the Problem and Solution Chart with students and review how it helps them understand main ideas and supporting details. Summarize and Synthesize Information: Explore Concepts Using a Problem and Solution Chart Display a Problem and Solution Chart (BLM 5) for Bringing Back the Whooping Crane. Lead a discussion to refine and synthesize students understanding of why whooping cranes were in danger and what was done to save them. Have students read each problem and discuss its solution. Write the solution on the chart. When the chart is complete, invite students to share their understanding of the problems and solutions. You can scaffold their responses by providing the following academic sentence frames: One problem that endangered whooping cranes was. One solution to that problem was to. Connect and transfer. Say: We focused on identifying main ideas about why whooping cranes became endangered and how to save them. We used details to help us figure out the main ideas. You can do this whenever you read nonfiction. Asking questions can help you identify main ideas and supporting details. Problem Hunters shot whooping cranes, and people took their eggs. Problem In the 1980s, there was only one flock of whooping cranes left. Problem Chicks did not know how to migrate. Solution Whooping cranes became an endangered species. People could not hunt them or take their eggs. Solution The International Whooping Crane Recovery Team started to hatch eggs to make more flocks. Solution People used ultralight aircraft to teach the chicks to migrate. Sample Problem and Solution Chart Annotations (BLM 5) 12 2011 Benchmark Education Company, LLC
Day Four Small-Group Reading Instruction (60 m i n u t e s) Based on students instructional reading levels, select titles that provide opportunities for students to practice identifying main ideas and details. See the list provided on the Unit at a Glance chart. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 m i n u t e s) Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences. Phonics Workshop (20 m i n u t e s) Use the Day 4 instruction provided in SpiralUp Phonics Skill Bag 2. Oral Language Extension During independent workstation time, invite pairs of students to share the academic vocabulary words they explored at home. Ask them to use the following sentence frames as they discuss their words: Whooping cranes are an endangered species because. Whooping cranes are hatched in captivity so. A flock of whooping cranes follows the. Home/School Connection You may wish to have students take home a copy of the Endangered Animal Concept Web (BLM 1) and record or draw their own ideas about endangered animals based on their understanding of the big book concepts. Use this activity as an informal assessment of students text comprehension. 2011 Benchmark Education Company, LLC 13
Day Five Read-Aloud (10 m i n u t e s) Revisit the week s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Benchmark Literacy Overview, or implement ideas of your own. Mini-Lessons (20 m i n u t e s) Shared Writing: Use s and Supporting to Write a Personal Narrative Nonfiction Big Book Lesson Objectives Students will: Use main ideas and supporting details to write about a whooping crane. Related Resources Endangered Animal Concept Web (BLM 1) Identify and Supporting (BLM 3) Problem and Solution Chart (BLM 5) Say: Let s look at our Identify and Supporting graphic organizer and our Problem and Solution Chart. We learned many details about why whooping cranes became endangered and how we can help them. We can use this information to write a story. Say: Let s pretend that we are whooping cranes. We want to write a story about something special that happened to us. We could write about the day we hatched from our eggs, or we could write about learning to migrate. What else could we write about? Work with students to decide on what experience to write about. As a group, decide on a title for your writing. Help students construct a strong opening sentence for their story. Ask: What could you write to get people to want to keep reading? Help students use details from the charts to create sentences describing the experience. Prompt students with questions like: What might happen to the whooping cranes? What would they see and hear? How would they feel? Write students sentences on chart paper. Reread the sentences with students, inviting them to think about the order of events in the story. Remind students that writers often use a sequence-ofevents text structure. Model how writers edit and revise their work by checking spelling, punctuation, and grammar. Display your class story on a classroom or corridor wall to share with others. Connect and transfer. Say: We have just used the sequence-of-events text structure to write a story about a whooping crane. Remember to use this text structure whenever you need to tell about events that happen in order. 14 2011 Benchmark Education Company, LLC
Day Five Pages 2 3 You probably have not seen a whooping crane. Pages 4 9 The cranes disappeared for three main reasons. Pages 10 13 People are trying to save whooping cranes. Pages 14 17 You need to teach cranes to migrate. a few hundred now; 60 years ago, only 20 loss of habitat, overhunting, egg collecting declared endangered and illegal to hunt; started recovery team teach young birds to follow ultralight Sample Identify and Supporting Annotations (BLM 3) Small-Group Reading Instruction (60 m i n u t e s) Writing Model Flying Home! Hi! My name is Whoop. I m a whooping crane. I was born in captivity. That means that I did not have a mom. When I hatched, though, I heard a mom. I heard another sound, too. It was an ultralight aircraft. You might wonder why I heard that sound! Well, in winter, I need to migrate south. Most birds follow their moms, but I don t have a mom. So last winter, I followed the ultralight all the way to Florida. Now I m here in the sunny, warm weather. Next spring, I will fly back home. Based on students instructional reading levels, select titles that provide opportunities for students to practice identifying main ideas and details. See the list provided on the Unit at a Glance chart. Use the before-, during-, and after-reading instruction provided in the Teacher s Guide for each text. Individual Student Conferences (10 m i n u t e s) Confer with individual students on their text selections and application of strategies. Use the Reading Conference Note-Taking Form to help guide your conferences. Phonics Workshop (20 m i n u t e s) Use the Day 5 instruction provided in SpiralUp Phonics Skill Bag 2. 2011 Benchmark Education Company, LLC 15