Page 98 - EL Grade 2 Skills Block - Module 1: Part 1

Reading Foundations Skills Block
3. If needed, teacher models how to read two syllables and put them together to make a new word. Example:
— Teacher moves the “drop” and “let” cards together.
— Teacher points to the “drop” card and pronounces it.
— Teacher points to the “let” card and pronounces it.
— Teacher blends the two syllables together to say: “droplet.”
4. Teacher invites a student volunteer to build a word using two cards.
5. Repeat with additional volunteers until all words are built.
Meeting Students’ Needs
■ Emphasize that every syllable has one vowel sound as opposed to one vowel letter. Example: The 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.
■ The words “droplet,” “ ampede,” and “chipmunk” may be unfamiliar to some u- dents. Consider using them in a sentence or inviting a udent volunteer to use them in a sentence to support under anding of this vocabulary.
■ If udents need help making words, consider saying a word aloud r and inviting the udents to identify the two cards that, when put together, result in that word.
Work Time
A. Fluency: “A Moment in Time”
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(Suggested transition song, sung to the tune of “The Mu n Man”):
Teacher sings: “Can you read a poem now, a poem now, a poem now? Can you read a poem now and tell us what it’s about?”
Students sing: “Yes, we’ll read a poem now, a poem now, a poem now. Yes, we’ll read a poem now and tell you what it’s about!”
Introduce the Fluency instructional practice:
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Teacher displays the enlarged poem: “A Moment in Time.”
Teacher says: “This is the poem we read and xed the other day. Now that we’ve xed the spelling, it is a lot easier for us to read. When we read it, we know the right sounds to make because the words are written with the right syllable patterns (spelling patterns).”
Teacher says: “One part of being a pro cient reader is being able to decode (read) words accurately. We know the closed, open, and magic ‘e’ syllable types really well, so we can read this accurately. Another part of being a pro cient reader is thinking about the meaning of what is being read. Let’s read this poem together, and then I want you to turn to an elbow partner and tell him or her what it’s about.”
Teacher and students read the poem aloud together.
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Cycle 1: Lesson 4