Page 196 - EL Grade 2 Skills Block - Module 1: Part 2

Reading Foundations Skills Block
Daily and Supporting Learning Targets
■ Opening A: I can identify the vowel spellings in a word to help me determine how many syllables are in the word and use that information to decode it. (RF.1.3, RF.2.3)
— I can decode a word with a vowel team (two vowels that make a long vowel sound) in the middle.
— I can identify vowel sounds in the spelling of a multisyllabic (more than one syllable) word and identify how many syllables are in the word.
— I can decode (regularly spelled) two-syllable words with long vowels.
■ Work Time A: I can read, identify the syllable type, and spell words with the spelling pat- terns “oa” and “ow.” (RF.1.3, RF.2.3, L.2.2)
— I can identify the sounds made by vowel teams “oa” and “ow.”
— I can apply generalizations for decoding words with common vowel teams “oa” and “ow.”
— I can identify spelling patterns based on syllable type.
Ongoing Assessment
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Observe students during Opening A.
— Determine whether they can identify the number of syllables by identifying the vowel sounds in the word.
— Also determine whether they can divide the word and identify the syllable types in order to decode it.
Observe students during Work Time A.
— Determine whether they can identify syllable types of /ō/ words spelled with “ow” and “oa.”
— Also determine whether they can apply spelling patterns in writing words on whiteboards. Exit ticket (see Di erentiated Small Groups: Work with Teacher)
Agenda
1. Opening (3–5 minutes)
A. Syllable Sleuth: Two-Syllable Words: “en-code,” “si-lent,” “o-pen,” “wish-bone,” “seat-
belt,” “meet-ing,” “pie-nut”
2. Work Time (10 minutes)
A. Words Rule: /ō/ Words Spelled with “oa” and “ow”: “show,” “grow,” “snow,” “own,” “know,” “follow,” “boat,” “road,” “coach,” “soak,” “coast”
3. Closing and Assessment (3–5 minutes) A. Re ecting on Learning
4. Di erentiated and Small Group Instruction (40–45 minutes)
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1/27/19 10:48 AM
Cycle 5: Lesson 21