Page 163 - EL Grade 2 Skills Block - Module 1: Part 1

Grade 2: Module 1: Cycle 2: Lesson 7
Decodable Student Reader Routine
• Studentswhisperreadthetextindependentlywhileteacherli ens in, noting who might need more support. If teacher notices that the majority of the group needs more support reading some words or pages with automaticity and uency, he or she might choose to:
- Echoreadthetextagain(teacherreadsapagethen udents echo)
- Choralreadasagroupsothatteachercansupportandguideas needed
- Revisitaspeci cwordorgroupofwordsinthetextandremind udents of the spelling pattern, pronunciation of the high-fre- quency word, etc.
• Studentsrespondtobasiccomprehensionque ions(see“Example Comprehension Que ions” for more details).
• Studentsrespondtoque ionsaboutindividualwordsinthetext. These que ions should connect r to the spelling pattern and high-frequency words from the current cycle, but can also include que ions about other taught spelling patterns and high-frequency words. Example que ions ( ctional):
- In the word “peach” on page 2, what letter or letters are making the long “e” sound?
- Doestheletter“a”makethesamesoundin“Sam”asitdoesin “James”? Why or why not?
- Howmanywordsonpage4includeashortvowelsound?Along vowel sound?
- Whichwordonthispagehasasu x?Howdoesthesu x change the meaning of the base word?
• Studentsbuddyreadthetext(one udentreadsaloudwhilethe other follows along, then they switch), possibly using this time to provide uency feedback if udents are familiar with this routine.
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