Page 27 - EL Grade 2 Skills Block - Module 1: Part 1

■ Review and Setting Purpose for Assessment: Students review the vowel sounds and spelling patterns learned to prepare for assessment, feedback, and goal setting.
■ Word Workout (Word Stars): Students apply their knowledge of vowel sounds and spell- ing patterns to sort words based on spelling pattern.
■ Word Workout (Same Sounds): Students practice reading and spelling words with di er- ent vowel sounds. Students ll in missing vowel sounds by writing correct vowel spelling patterns in the appropriate place on the card.
■ Word Parts: Students apply their knowledge of word parts to correctly identify and spell basewords, su xes, and pre xes to help them easily decode and understand unknown words.
■ Words Rule (Homophones): Students identify words that sound the same but are spelled di erently (homophones) in a text and use context to determine the meaning of each word.
■ Poem Launch: Students hear/read a poem that includes vowel sounds and spelling patterns introduced in the cycle. Students identify words with similar spelling patterns and vowel sounds both aloud with the teacher and independently.
■ Word Workout (Make It Plural): Students apply their knowledge of singular words that can be made plural by changing spelling to add “s” to make singular words plural.
■ Word Workout (Sneaky Sounds): Students apply their knowledge of the schwa sound to read and spell words correctly.
■ Word Workout (Make a Word): Students apply their knowledge of morphology (structure and meaning of words) to make compound words from smaller words.
In ructional Practices for Lesson “Work Time”
Below are the instructional practices that are used speci cally during the “Work Time” portion of lessons. The practices are listed in the order in which they are introduced in the year.
■ Words Rule: Students discover spelling patterns in words and apply their knowledge of syl- lable types to identify when each pattern is applied. Students are able to successfully decode (read) and encode (spell) words with familiar spelling patterns.
■ Snap or Trap: Students are introduced to the high-frequency words of the cycle. This prac- tice explicitly teaches all high-frequency words students will see in the Decodable Reader. Students decode and analyze each word to determine if the word is a “snap” word because it is decodable (regularly spelled) or “trap” because it is irregularly spelled.
■ Interactive Writing: Students work together to brainstorm a list of words with speci c spelling patterns. Students then construct a silly sentence using words with the same spell- ing pattern and review high-frequency words taught.
■ Fluency Transition Song: Students are introduced to the transition song that helps to de ne uency (reading smoothly, with expression, not too fast or too slow, and re ecting on the meaning of this piece).
■ Fluency: Students interact with an excerpt from the Decodable Reader by applying elements of uency to decode (read) the excerpt aloud. In Modules 1 and 2, the teacher leads analysis of an excerpt and students choose one or two elements of uency to focus on (dependent on excerpt). In Modules 3 and 4, the teacher introduces the Fluency Rubric for students to provide speci c feedback to their classmates on the elements of uency.
EL Education Curriculum
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In ructional Practices
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