Page 174 - EL Grade 2 Skills Block - Module 1: Part 1

Reading Foundations Skills Block
Meeting Students’ Needs
■ Consider providing support as udents make connections between spelling pat- terns and syllable types with sentence frames. Example:
— “I notice the word ‘play’ is a vowel team syllable word.”
Work Time
A. Introducing Interactive Writing: Writing a Silly Sentence with “ai” and “ay” Words
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(Suggested transition song, sung to the tune of “The Mu n Man”):
Teacher: “Do you know the words we’ll write, the words we’ll write, the words we’ll write? Do you know the words we’ll write on our boards today?”
Students: “Yes, we know the words we’ll write, the words we’ll write, the words we’ll write. Yes, we know the words we’ll write on our boards today!”
Introduce the Interactive Writing instructional practice:
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Teacher says: “Today we will use the words we know to make a silly sentence. We will use the words with the ‘ai’ and ‘ay’ patterns. Let’s think of words we can use!”
Teacher asks:
“Who can think of a word with an ‘ai’ or ‘ay’ pattern?” (mail)
Teacher records the word on the T-chart (refer to Teacher Notes) in the “ai” column and repeats the word: “mail.”
Teacher says: “Yes, ‘mail’ ts the pattern!”
Teacher asks:
“What do you notice about the word?”
“Why did I put it in the ‘ai’ column?” (has an “ai” in the middle)
Teacher says: “Great job! Now it’s time to use your whiteboards to record the words with me.”
Students draw the same T-chart on their own whiteboards.
Teacher says: “After we make our list, we will write a silly sentence together. The sentence has to have at least one ‘ai’ and one ‘ay’ word in it. If we want our sentence to be really silly, we want to have lots of words to choose from. So, we are going to work together to think of as many ‘ai’ and ‘ay’ words as we can. You will think of as many ‘ai’ and ‘ay’ words as you can and write them on your whiteboard in the correct column.”
Students write words individually or in pairs for 1–2 minutes.
Volunteers share out words from their list, specifying which column the word should go under in the T-chart. If a student identi es the incorrect column (incorrectly spells the word), teacher guides student to correct the mistake. Example:
— If a student spelled “chain” as “chayn,” teacher says: “Great word! Remember the rule: ‘ay’ is at the end of a word, and ‘ai’ is in the middle. So how would you spell this word?” (chain)
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1/27/19 11:06 AM
Cycle 2: Lesson 8