Page 200 - EL Grade 2 Skills Block - Module 1: Part 1

Reading Foundations Skills Block
15. Teacher says: “Great! We made two matches with words that had the same syllable pat- terns. Now you will get to practice this exercise. After you receive your Word Card, you will read the word and segment the syllables to identify the syllable patterns you need to match. For example, if my word has open/closed syllables, I need to nd someone who also has an open/closed word. When I nd a match, my partner and I will read and check our words together. Let’s get our workout started!”
16. Distribute one Word Workout: Identify and Match Word Card to each student.
Meeting Students’ Needs
■ For udents who may quickly nd matches, consider inviting them to create descriptive oral sentences that contain both words.
Closing and Assessment
A. Re ecting on Learning
■ Emphasize that successful learners take responsibility for their own learning. Invite students to re ect on ways they took responsibility for their learning during whole group instruction or how they plan to take responsibility during di erentiated small group instruction.
■ Invite a volunteer to share. Afterward, invite any students who did something similar to indicate that in an interactive way (example: give a thumbs-up).
Meeting Students’ Needs
■ For udents who need additional support organizing their ideas: Provide sentence frames. Examples:
— “During the Word Workout, I _____.”
— “When I work by myself during small group in ruction, I will _____.”
Di erentiated Small Groups: Work with Teacher
Suggested Plan: Teacher works with students in the Partial Alphabetic and Full Alphabetic groups. If possible, teacher should also meet with the Consolidated Alphabetic group at least once per week.
Note: Groups not working with the teacher at a given time should be engaged in purposeful inde- pendent rotation work. Refer to the Independent and Small Group Work Guidance document for more details (see K–2 Skills Resource Manual).
Partial Alphabetic:
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Students complete exit ticket:
— Students sort Syllable Word Cards into open or closed syllable types. — Students write a list of words sorted as an exit ticket.
— Follow up with exit tickets. Analyze words that were more challenging and discuss why.
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Cycle 2: Lesson 10