Page 246 - EL Grade 2 Skills Block - Module 1: Part 2

Reading Foundations Skills Block
6. Teacher says: “Some words on this list are snap words, and some are trap words. Today, we are going to identify the high-frequency words on this list that are snap words.”
7. Teacher asks:
“What does it mean to be a trap word?” (Trap words are irregularly spelled. They don’t make their regular sounds. They don’t play fair. They don’t follow the rules.)
8. Teacher says: “Yes! Your job is to nd the words that are high-frequency but not trap words. We will call them snap words because we can gure them out so easily, we know them in a snap!”
9. Teacher reads all words listed.
10. Teacher reads “each.”
11. Teacher says: “I notice the vowel team ‘ea.’ I know that when vowels are in a team like that, we sometimes hear the name of the rst vowel. We’ll try it out to see if it makes the long ‘e’ sound. I also know that when ‘c’ and ‘h’ are together, they make the /ch/ sound. I know all the letter sound patterns in this word, and it sounds just like it’s supposed to sound. It’s a snap! The word ‘each’ goes in the Snap column.”
12. Teacher puts the “each” card in the Snap column of the Snap or Trap T-chart.
13. Teacher asks:
“Can anyone see any other ‘snap’ words? Even if you’re not sure, grapple with it until you come up with a possible answer.” (Example: “use” is a snap word.)
14. Teacher asks:
“Great! Why do you think it’s a snap word?” (Example: because the magic “e” makes the “u” say its name)
15. Teacher says: “Yes! ‘use’ is a snap word because it follows an easily decodable pattern and the magic ‘e’ makes the ‘u’ say its name. It belongs in the Snap column.”
16. Teacher adds the second snap word to the T-chart.
17. Teacher repeats steps 10–16 with the remaining snap words (“these,” “same,” “just,” “show”).
18. Students and teacher read snap words. When nished, words are placed on the Interactive Word Wall.
Meeting Students’ Needs
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Encourage udents to grapple with their knowledge of letter sounds to decide if a high-frequency word is a snap or trap word.
Encourage udents to read each high-frequency word as a whole word and analyze the word after reading it.
Consider color-coding snap and trap words to visually remind udents of the di er- ence between them.
To deepen analysis in ep 12, consider asking udents to identify the number of syllables in each word and the vowel sound(s) they hear. Because these are regularly spelled words, they provide opportunity for udents to consider the relationship between the spelling pattern and the vowel sound. Example:
— If the word is “here,” udents explain that the long “e” sound is shown via the magic “e.” This not only supports the goal of automaticity with spelling patterns but also reinforces the under anding that these words are “regularly spelled.”
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1/27/19 10:48 AM
Cycle 5: Lesson 24