Page 99 - EL Grade 2 Skills Block - Module 1: Part 1

Grade 2: Module 1: Cycle 1: Lesson 4
5. Teacher invites students to turn to an elbow partner and tell each other what the poem is about.
6. Teacher invites one or two student volunteers to share with the group (example: “A Moment in Time” is about when the author was hiking in the woods).
7. Teacher says: “That’s right. 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.”
8. Teacher says: “We’re reading this poem pretty pro ciently. We can read the words accu- rately, and we know what it’s about. Another part of reading pro ciently is to make the way we read it match the feeling or meaning of the words.”
9. Teacher reads the rst stanza aloud: “A pale insect rests in the shade while a frog hops along singing a song. His music makes me smile wide.”
10. Teacher asks:
“What kind of feeling do these words communicate to us? Happy? Scared? Sad?” (happy, calm)
“What makes you think that?” (the words “rests,” “singing a song,” “smile wide”)
11. Teacher says: “That’s right—the feeling in this part of the poem is calm and happy, so let’s read it that way.”
12. Teacher and students read the rst stanza aloud together, making it sound calm and happy.
13. Repeat steps 9–12 with the second stanza and then again with the third.
14. Teacher says: “Now we’re reading this accurately, and we’re also reading it in a way that matches the meaning or feeling of the poem. We’re doing some pro cient reading.”
B. Fluency: “The Storm”
■ (Suggested transition song, sung to the tune of “The Mu n Man”):
Teacher sings: “Now can you do that on your own, on your own, on your own? Now
can you do that on your own, using what you’ve learned?”
Students sing: “Yes, we’ll do that on our own, on our own, on our own. Yes, we’ll do that on our own, using what we’ve learned.”
■ Begin the Fluency instructional practice:
1. Teacher says: “It’s your turn to use what you’ve learned to read on your own. You’ll work with a partner to read a poem: ‘The Storm.’ This poem has words with the closed, open, and magic ‘e’ syllables so you can practice decoding words. You can either read it together or take turns.”
2. Teacher asks:
“With a title like ‘The Storm,’ I wonder what kind of feeling we should read it with? (stormy, scary)
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