SYRACUSE CIT Y SCHOOL DISTRICT CKLA G2 U2 L1 … · RACE Anchor Chart on finding evidence in text....

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

1

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)

SYRACUSE CITY SCHOOL DISTRICT

Grade 2 CKLA Skills Strands Unit 2 Lesson 1

CKLA Special Education and Consultant Teacher Resource Guide


2

Read and understand decodable text that incorporates letter-sound

correspondences taught, with purpose and understanding (RF.2.4a)

Priority

Vocabulary

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.

Scaffolds

and Supports

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


3

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.

https://www.youtube.com/watch?v=uCvtMzUL0lw


4

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”.


5

Priority

Teaching

Points

(Lesson

Objectives)

Use an apostrophe to form contractions and frequently occurring possessives (L.2.2c)


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)







6


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

Lass – another word for a girl

Spilt – past tense of spill, to dump over

Slop – leftover food scraps for pigs


Scaffolds

and Supports

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



movement.

Reading Time – As the level of Reading progresses, the students would benefit from 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

https://www.youtube.com/watch?v=ar58NnHb1rk


7

section.



Checks for

Understanding


evidence.


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”.


8

Priority

Teaching

Points

(Lesson

Objectives)

Use and expand complete simple and compound sentences orally and in own

writing (L.2.1f)


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)









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)








9

Priority

Vocabulary

Piglet – a small, young pig

Plump – rounded, fat

Fumed – slightly annoyed, or angry


Scaffolds

and Supports

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.



Checks for

Understanding


evidence.


Supplemental

Texts

RACE Anchor Chart on finding evidence in text

Writing Tasks

Vocabulary Journal from words from “The Milk”.


10

Priority

Teaching

Points

(Lesson

Objectives)



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)







readings (RF.2.4b)



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)








11

Priority

Vocabulary

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

Scaffolds

and Supports

Warm – Up – Contraction Review Game.

http://www.carlscorner.us.com/Contractions/Contraction%20Action%20Match.pdf




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 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.



Checks for

Understanding


evidence.


http://www.carlscorner.us.com/Contractions/Contraction%20Action%20Match.pdf

https://www.youtube.com/watch?v=Bea_2ANKJ5o


12

Supplemental

Texts

Quotation Marks Anchor Chart * Contractions Anchor Chart

RACE Anchor Chart

Adapted

Assessments

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”.


13

Priority

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; and consonant -LE syllables(RF.2.3c)

Read the following Tricky Words: no, go, so (RF.2.3f)







readings (RF.2.4b)






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)





14

Priority

Vocabulary

Hitch – to lift up slightly

Provide visual for this vocabulary word. Have students “hitch” up their pants.

Scaffolds

and Supports

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



movement.

Reading Time - As the level of Reading progresses, the students would benefit from 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.



Checks for

Understanding


evidence.


Supplemental

Texts

RACE Anchor chart on finding evidence in text

Writing Tasks

Vocabulary Journal from words from “The Jumping Frog.”


15

Priority

Teaching

Points

(Lesson

Objectives)

Read and write words with the following inflectional endings and suffixes: –ed, –

ing (RF.2.3d)


writing (L.2.1d)



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)



distinguish and correctly read long and short vowels in one-syllable words (RF.2.3a)

Priority

Vocabulary

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





https://www.youtube.com/watch?v=UjVv0nXPP0c


16


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.



Checks for

Understanding


Supplemental

Texts

Retell Anchor Chart

Optional

Assessment

CKLA Graphic Organizer Worksheet 6.2. See next page.


17


18

Priority

Teaching

Points

(Lesson

Objectives)





Plan, draft, and edit a narrative retelling of a fiction text, including a title, setting,




Scaffolds

and Supports

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.



Checks for

Understanding






19

Supplemental

Texts

Retell Anchor Chart

Optional

Assessment

CKLA Graphic Organizer Worksheet 6.2 (above, pg 17.)


20

Priority

Teaching

Points

(Lesson

Objectives)






Plan, draft, and edit a narrative retelling of a fiction text, including a title, setting,




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)


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




https://www.youtube.com/watch?v=jh11mx9tF9o


21

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.



Checks for

Understanding

Graphic Organizer – CKLA Graphic Organizer 6.2 for stories

Supplemental

Texts

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.

https://www.youtube.com/watch?v=4TjcT7Gto3U

Date post:	10-Mar-2018
Category:	Documents
Upload:	ledien
View:	214 times
Download:	0 times

SYRACUSE CIT Y SCHOOL DISTRICT CKLA G2 U2 L1 … · RACE Anchor Chart on finding evidence in text....

Documents