Page 130 - EL Grade 2 Skills Block - Module 1: Part 1

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.
— Icanidentifyvowelsoundsinthespellingofmultisyllabic(morethanonesyllable)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 “ai” and “ay.” (RF.1.3, RF.2.3, L.2.2)
— I can decode a word with a vowel team (two vowels that make a long vowel sound) in the middle.
— I can decode (regularly spelled) two-syllable words with long vowels.
— I can identify spelling patterns based on syllable type.
Ongoing Assessment
■ 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 /ā/ words spelled with “ay”
and “ai.”
— Also determine whether they can apply spelling patterns in writing words on white- boards.
■ Exit ticket (see Di erentiated Small Groups: Work with Teacher) Agenda
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1. 2.
3. 4.
Opening (3–5 minutes)
A.Introducing Syllable Sleuth: Two-Syllable Words: “mu-sic,” “he-ro,” “dis-play,” “tak-ing,” “re-mem-ber,” “pa-per,” “up-stake,” “mig-pot.”
Work Time (10 minutes)
A. Introducing Words Rule: /ā/ Words Spelled with “ai” and “ay”: “may,” “stay,” “play,” “wait,” “paid,” “chain”
Closing and Assessment (2 minutes)
A. Re ecting on Learning
Di erentiated and Small Group Instruction (40–45 minutes)
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Cycle 2: Lesson 6