Page 238 - EL Grade 2 Skills Block - Module 1: Part 2

Reading Foundations Skills Block
Meeting Students’ Needs
■ Observe udents as they write. Encourage them to x the spelling of their sen- tences as they review what the teacher has written.
■ Consider providing udents with pre-assigned partners to work with.
■ If time is a consideration, shorten the lesson by calling on udents to brain orm
words in ead of having them write on their own individual whiteboards.
■ Depending on udents’ needs, allow them to air-write words in ead of writing on their whiteboards.
■ Consider providing udents who need support a sentence frame to help them gen- erate a silly sentence.
■ Consider coming up with a ructure for celebrating the silly sentences. As the class- room generates more silly sentences, consider making them into a silly poem.
■ To promote regular analysis of morphemes, invite udents to identify the base word and su x in any words with a su x (examples: “roads”) and articulate the e ect the su x has on the base word.
■ The concept of homophones (two words with the same pronunciation but di erent sound) may present itself in the course of this lesson (example: “rode” and “road”). When it does, acknowledge it and consider collecting examples on an anchor chart to be displayed in the room and added to over time.
Closing and Assessment
A. Re ecting on Learning
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Emphasize that successful learners take responsibility for their own learning. Invite stu- dents to re ect on ways they took responsibility for their learning during whole group instruction or how they plan to take responsibility during di erentiated small group instruc- tion. Example:
— “I used the ending chunk ‘own’ and made new words like ‘grown,’ ‘thrown,’ and ‘shown.’”
Invite a volunteer to share. Afterward, invite any students who did something similar to indicate that in an interactive way (example: give a thumbs-up).
Meeting Students’ Needs
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For udents who need additional support organizing their ideas: Provide sentence frames. Examples:
— “When I spelled _____, I _____.”
— “When I thought of the silly sentence _____, I _____.”
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Cycle 5: Lesson 23