SYRACUSE CITY SCHOOL DISTRICT CKLA G2 U1 L 1... · Vocabulary Vowel Consonant SYRACUSE CITY SCHOOL DISTRICT Grade ... as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet),

CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 1

Priority

Teaching

Points

(Lesson

Objectives)

Use knowledge of the letter-sound correspondences that have been taught to

distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/;

‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ (RF.2.3a)

Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski);

‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate);

‘u’ as /ue/ (unit) or /u/ (but); ‘ph’ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/

(animal); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ + /l/ (awful); ‘el’ > /ə/ + /l/ (travel), ‘le’ > /ə/ +

/l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone) ; ‘ch’ > /k/ (school); ‘a’ > /o/

(water) (RF.2.3e)

Spell and write one-syllable words using the letter-sound correspondences taught in

Grade 2, using the Individual Code Chart as needed (L.2.2d)

Read and understand decodable text that incorporates letter-sound

correspondences taught, with purpose and understanding (RF.2.4a)

Read decodable text that incorporates the letter-sound correspondences taught

with sufficient accuracy and fluency to support comprehension (RF.2.4)

Use phonics skills in conjunction with context to confirm or self-correct word

recognition and understanding, rereading as necessary (RF.2.4c)

Priority

Vocabulary

Vowel

Consonant

SYRACUSE CITY SCHOOL DISTRICT

Grade 2 CKLA Skills Strands Unit 1 Lesson 1

CKLA Special Education and Consultant Teacher Resource Guide


Scaffolds

and Supports

Warm-Up – Students are only given the pages they need to access in flip books for

the lesson. (Vowel Code Flip book p. 1 & 2. Individual Code Chart page 1 & 7.

Consonant Code Flipbook p. 1-4. )

Chaining – Students participate with chaining folders while teacher is chaining the

letters.

Writing - Word can be repeated more than once. If students are only able to identify

initial sounds have them do this.

Reading Time - Text is read to the students. Students will need their own copy of text

so they can flag/highlight evidence.

Comprehension – Teacher reads questions, questions can be open ended instead of

multiple choice.

Checks for

Understanding

During Comprehension, when students find the evidence in the text, they

flag/highlight the evidence.

Graphic Organizer – Who, What, When, Where

Supplemental

Texts

Individual code charts poster size available in class

Adapted

Assessments

See Adapted Assessments Packet for Unit 1 Lessons link on table.

Writing Tasks

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rehension/Retell_glove_PRIMARY_color-big.jpg

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Priority

Teaching

Points

(Lesson

Objectives)

Consult the Individual Code Chart and simple dictionaries to check spelling (L.2.2e)

Decode two-syllable words with any combination of the following syllable types:

closed, open, vowel diagraph team, magic -e, r-controlled, consonant -le (RF.2.3c)

Read and write words with the following letter-sound correspondences: ‘a’ as /a/

(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski);

‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ɘ/ (debate);

‘u’ as /ue/ (unit) or /u/ (but); ‘ph’ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’

(bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ɘ/ + /l/

(animal); ‘il’ > /ɘ/ + /l/ (pencil); ‘ul’ > /ɘ/ + /l/ (awful); ‘el’ > /ɘ/ + /l/ (travel), ‘le’ > /ɘ/ +

/l/ (apple); ’tion‘ > /sh/ + /ɘ/ + /n/; ’ph‘ > /f/ (phone); ’ch‘ > /k/ (school); ’a‘ > /o/

(water) (RF.2.3e)

Read the following Tricky Words: I, you, your, street, my, by, have, all, who, no, go, so,

are, were, some, they, their (RF.2.3f)

Describe the following story elements: characters, setting, and plot, including how the

beginning introduces the story and the ending concludes the action (RL.2.5)

Use information gained from the illustrations and words in a text read independently

to demonstrate understanding of its characters, setting, or plot (RL.2.7)

Recount fables and folktales read independently, identifying specific features of the





genre represented in the story, as well as the central message, lesson, or

moral (RL.2.2)

Ask and answer questions (e.g., who, what, where, when, why, how), orally or in

writing, requiring literal recall and understanding of the details and/or facts of a

fiction text read independently (RL.2.1)

Describe how characters in a fiction text that has been read independently respond

to major events and challenges (RL.2.3)

Read and understand decodable text of appropriate complexity for Grades 2-3 that

incorporates the specific code knowledge taught (RL.2.10)

Priority

Vocabulary

Badlands - barren land that is deeply eroded - Found in Reading Time – The Campsite

Scaffolds

and Supports

Warm-Up – Students are only given the pages they need to access in flip books for

the lesson. (Vowel Code Flip book p. 1-5. Individual Code Chart page 2 & 7.

Consonant Code Flipbook p. 5-6. )


letters.

Writing - Words can be repeated more than once.

Reading Time - Text is read to the students. Students may benefit from their own copy

of the text.


multiple choice.


Checks for

Understanding




Supplemental

Texts


Adapted

Assessments


Writing Tasks

http://imavex.vo.llnwd.net/o18/clients/smekenseducation/images/Comprehension/R

etell_glove_PRIMARY_color-big.jpg




Priority

Teaching

Points

(Lesson

Objectives)


distinguish and correctly read long and short vowels in one-syllable words: ’a‘ > /a/;

’e‘ > /e/; ’i‘ > /i/; ’o‘ > /o/; ’u‘ > /u/ (RF.2.3a)

Read and write words with the following letter-sound correspondences: ’a‘ as /a/

(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ’i‘ as /i/ (hit), /ie/ (item), or /ee/ (ski);

’o‘ as /o/ (hop), /oe/ (open), or /u/ (son); ’e‘ as /e/ (pet), /ee/ (me), or /ɘ/ (debate);

’u‘ as /ue/ (unit) or /u/ (but); ’ph‘ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ’ir‘

(bird), ’ur‘ (hurt), or ’er‘ as /er/ (her); ’ar‘ > /ar/ (car) or /or/ (war); ’al‘ > /ɘ/ + /l/

(animal); ’il‘ > /ɘ/ + /l/ (pencil); ’ul‘ > /ɘ/ + /l/ (awful); ’el‘ > /ɘ/ + /l/ (travel), ’le‘ > /ɘ/ +

/l/ (apple); ’tion’ > /sh/ + /ɘ/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘a’ > /o/

(water) (RF.2.3e)





Read decodable text that incorporates the letter-sound correspondences taught

with sufficient accuracy and fluency to support comprehension (RF.2.4)







Priority

Vocabulary

hike - to walk or march a great distance, especially through rural areas, for

pleasure, exercise, military training, or the like - Found in Reading Time – The Hike

If necessary show a short video clip on smartboard/eno board of someone taking a hike.

Scaffolds

and Supports

Warm Up – Students are only given the pages they need to access in flip books for the

lesson. (Consonant Code Flip Book p. 5, 6,9,10, 19, 20. Individual Code Chart p. 2, 3, 5.)


letters.

Writing – Words can be repeated more than once. Students should have access to

individual code chart for reference.

Reading Time – Text is read to the students if not on their level. Students may benefit

from having access to their own text.


multiple choice. Students can refer to graphic organizer to help answer comprehension

questions.

Checks for

Understanding

During Comprehension, when students find the evidence in the text, they flag/highlight

the evidence.


Supplemental

Texts


Anchor chart on finding evidence in text


Adapted

Assessments


Writing Tasks


Priority

Teaching

Points

(Lesson

Objectives)



‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ (RF.2.3a)


(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’

as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ɘ/ (debate); ‘u’

as /ue/ (unit) or /u/ (but); ‘ph’ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’




(water) (RF.2.3e)





Read decodable text that incorporates the letter-sound correspondences taught with

sufficient accuracy and fluency to support comprehension (RF.2.4)







Scaffolds

and Supports

Warm-Up - Students are only given the pages they need to access in flip books for the

lesson. (Consonant Code Flip Book p. 7, 13, 14, 16, 17, and 24. Individual Code Chart

p. 2, 4, 6.)


letters.



Reading Time – Text is read to the students if not on their level.


multiple choice. Students can refer to graphic organizer to help answer questions in

comprehension questions.

Checks for

Understanding




Supplemental

Texts

Individual code charts poster size available in class Anchor chart on finding evidence in text


Adapted

Assessments


Writing Tasks


Priority

Teaching

Points

(Lesson

Objectives)



‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ (RF.2.3a)


(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’

as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ɘ/ (debate); ‘u’

as /ue/ (unit) or /u/ (but); ‘ph’ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’




(water) (RF.2.3e)


Grade 2, using the Individual Code Chart as needed(L.2.2d)











Priority

Vocabulary

The Big Dig story

Cliff - A high, steep, or overhanging face of rock.

Scaffolds

and Supports

Warm Up – Students are only given the pages they need to access in flip books for the

lesson. (Consonant Code Flip Book p. 11,12,15,18,21,22,23,25) Individual Code Chart

p. 3,4,5,6.)


letters.



Reading Time – Text is read to the students if not on their level. Students may benefit

from access to their own text that they can highlight or write on.


multiple choice. Students can refer to graphic organizer to help answer questions in

comprehension questions.

Checks for

Understanding




Supplemental

Texts

Individual code charts poster size available in class Anchor chart on finding evidence in text


Adapted

Assessments


Writing Tasks


Priority

Teaching

Points

(Lesson

Objectives)







Use knowledge of the meaning of individual words to predict the meaning of

compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,

bookmark) (L.2.4d)

Priority

Vocabulary

Compound word – A word composed of two or more stems.

Scaffolds

and Supports

Performance Task Assessment – Students can read assessment “Snacks” aloud to the

teacher.

Assessment is not timed.

Students could use a reading tracker to follow along when reading.

Remind students to look back in text to find answers to assessment questions.





Checks for

Understanding

During Performance Task Assessment, when students find the evidence in the text,

they flag/highlight the evidence.


Supplemental

Texts

N/A

Adapted

Assessments


Writing Tasks

Worksheets 6.3 & 6.4

Students complete compound words on worksheet. To assist students, It may be

helpful to have students refer to the picture page on the next worksheet.


Priority

Teaching

Points

(Lesson

Objectives)







Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification (SL. 2.6)

Priority

Vocabulary

N/A

Scaffolds

and Supports

Performance Task Assessment – Students can read assessment “Prince Vincent” aloud

to the teacher.




Checks for

Understanding








Supplemental

Texts

If students are unable to read this level of text, they can reread “Snacks” from the day

before. Rereading the text will improve fluency.

Adapted

Assessments


Writing Tasks

Worksheets 7.3

Students can dictate 3 - 5 sentences about the picture on the worksheet.

Provide sentence starters for students to complete about the picture.


Priority

Teaching

Points

(Lesson

Objectives)







Read and understand decodable text of appropriate complexity for Grades 2-3 that

incorporates the specific code knowledge taught (RL.2.10)

Read independently and demonstrate understanding of nonfiction/informational text

in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the

high end of the range (RI.2.10)


distinguish and correctly read long and short vowels in one-syllable words: ’a‘ > /a/;

’e‘ > /e/; ’i‘ > /i/; ’o‘ > /o/; ’u‘ > /u/ (RF.2.3a)

Read and write words with the following letter-sound correspondences: ’a‘ as /a/

(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ’i‘ as /i/ (hit), /ie/ (item), or /ee/ (ski);

’o‘ as /o/ (hop), /oe/ (open), or /u/ (son); ’e‘ as /e/ (pet), /ee/ (me), or /ɘ/ (debate);

’u‘ as /ue/ (unit) or /u/ (but); ’ph‘ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ’ir‘





(bird), ’ur‘ (hurt), or ’er‘ as /er/ (her); ’ar‘ > /ar/ (car) or /or/ (war); ’al‘ > /ɘ/ + /l/

(animal); ’il‘ > /ɘ/ + /l/ (pencil); ’ul‘ > /ɘ/ + /l/ (awful); ’el‘ > /ɘ/ + /l/ (travel), ’le‘ > /ɘ/ +

/l/ (apple); ’tion’ > /sh/ + /ɘ/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘a’ > /o/

(water) (RF.2.3e)

Priority

Vocabulary

N/A

Scaffolds

and Supports

Performance Task Assessment – Students can read assessment “The Beach” aloud to

the teacher.

Performance Task – Word Reading Test Record Sheet




Checks for

Understanding

During Performance Task Assessment, when students find the evidence in the text they



Supplemental

Texts

If students are unable to read this level of text, they can reread “Snacks” or “Prince

Vincent” from the previous lesson. Rereading the text will improve fluency.

Adapted

Assessments


Writing Tasks

Worksheet 8.3 – If necessary teacher can read directions to students.

Worksheet 8.4 & 8.5 - Students complete compound words on worksheet. To assist

students, it may be helpful to have students refer to the picture page on the next

worksheet.


Priority

Teaching

Points

(Lesson

Objectives)







Use knowledge of the meaning of individual words to predict the meaning of

compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,

bookmark) (L.2.4d

Priority

Vocabulary

N/A

Scaffolds

and Supports

Performance Task Assessment – Students can read assessment “Sink or Float” aloud to

the teacher.









Checks for

Understanding




Supplemental

Texts

If students are unable to read this level of text, they can reread “Snacks”, “Prince

Vincent” or “The Beach” from the previous assessment. Rereading the text will

improve fluency.

Adapted

Assessments


Writing Tasks

Worksheet 9.3 – If necessary, teacher can read directions to students.

Worksheet 9.4 - Students complete compound words on worksheet. Students will

need directions read and a model for this task.


Priority

Teaching

Points

(Lesson

Objectives)



Use and expand complete simple and compound sentences orally and in own

writing (L.2.1f)

Scaffolds

and Supports




10.1 Best Pals - students can be given choices of what they can write under best pals

section. Students would benefit from brainstorming a thinking map ahead of this task

of what they can do with their best pal.

10.2 – students can have the phrases read to them. If they need more supports,

students can be given pictures clues to paste into the boxes on this page. (jump the

rope, toot the horn, shake my hand)

Checks for

Understanding

Students can review tricky words and cvc words, if they are higher level, add

consonant clusters and consonant digraph words.

Supplemental

Texts

If students are unable to read this level of text, they can reread “Snacks”, “Prince

Vincent”, “The Beach” or “Sink or Float” from the previous assessments. Rereading the

text will improve fluency.




Documents

SYRACUSE CITY SCHOOL DISTRICT CKLA G2 U1 L 1... · Vocabulary Vowel Consonant SYRACUSE CITY SCHOOL DISTRICT Grade ... as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet),