Page 75 - EL Grade 2 Skills Block - Module 1: Part 1

Grade 2: Module 1: Cycle 1: Lesson 2
Meeting Students’ Needs
■ Emphasize that every syllable has one vowel sound as opposed to one vowel letter. This supports the word analysis in Work Time A when udents see that two vowels in a CVCe word work to produce one vowel sound.
■ When posing que ions, consider r inviting udents to turn to an elbow partner to share their ideas, then inviting one or two udents to share with the group. This promotes active participation from all udents.
■ Steps 1–6 provide a review of the relationship between syllables and vowel sounds. If udents are secure in this knowledge, consider skipping those eps and arting with the game in ep 7.
■ Depending on the group’s comfort level in di inguishing between long and short vowel sounds, consider reminding udents that the long sound for a vowel is the sound we hear when we say its name.
■ If udents need help identifying the vowel sounds in each word during ep 16, con- sider inviting them to segment each sound in the words to isolate the vowel sound with the thumb- or arm-tapping technique used in the Kindergarten and Grade 1 curriculum. In the thumb-tapping technique, udents say the word slowly; each time their mouth changes position, they tap a nger (index nger r ) to the thumb. The arm-tapping technique involves extending one arm and tapping each sound in turn with the other hand beginning at the shoulder and moving down the arm.
■ The words “splendid” and “insect” might be unfamiliar to some udents. Consider using them in a sentence or inviting a udent volunteer to use them in a sentence to support under anding of this vocabulary.
■ The word “along” is included as an option for extension in this Opening activity. The r syllable (“a’”) makes a schwa sound (/u/) as opposed to the long ā. Consider drawing udents’ attention to this, reminding them of how the “a” sounds as a word in a sen- tence (e.g., “I see a dog.”) or pronouncing similar words such as “about” or “around”.
Work Time
A. Understanding How Print Communicates Sounds: Magic “e” Spelling Pattern in “A Moment in Time”
■ (Suggested transition song, sung to the tune of “The More We Get Together”):
“Now it’s time to read the poem, the poem, the poem. Now it’s time to read the poem
called ‘A Moment in Time.’ ”
■ Introduce the Understanding How Print Communicates Sounds activity:
1. Teacher says: “The author of this poem was out for a hike on this splendid path in the woods. She wrote this poem because she wanted to capture a moment in time. She wanted to describe what was happening in one particular moment during her hike. She wants us, her readers, to understand what was going on in that moment on her hike. Let’s take a look.”
2. Teacher displays the enlarged poem: “A Moment in Time” or projects it electronically and invites students to look at it silently for a moment.
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