SYRACUSE CITY SCHOOL DISTRICT
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1 SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 3 Lesson 9 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Vocabulary Scaffolds and Supports 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 nonfiction/informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Know and use various text features such as captions to locate key facts of information in a text efficiently (RI.2.5) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8) Training to practice Taper to gradually reduce the amount of training, usually before competition Lane the way a pool is divided lengthwise Visuals for these words would support understanding. Warm- Up One syllable words with short and long a sounds. Help students identify that these words are one syllable. Also, have them differentiate between the long sound and the short sound. Spellings Students should learn new spellings from ARG levels. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 1
2 Reading Time - Remind students that Kids Excel is presented like a magazine. Show them a magazine they may be familiar with ex: Time for Kids. Explain that these stories are Realistic Fiction. Teacher can read this text to students, while they follow along on their personal copy that they can highlight/write notes. Teacher can highlight certain parts of the story that the students are able to read and prompt them to do so when they reach that section of, Val s Training Students will be asked comprehension questions about the text throughout the reading. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Students may need words from previous Units to be successful with decoding. Checks for Understanding Graphic Organizer for the story. CKLA Graphic Organizer for Stories see page 3 Supplemental Texts Retell Anchor Chart - see link on table for Anchor Chart packet Writing Tasks Students can continue the Vocabulary Journal for Unit 3 - see Lesson 1 for link. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 2
3 CKLA Graphic Organizer for Stories CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 3
4 SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 3 Lesson 10 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) 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 nonfiction/informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Identify and use text features such as captions to locate key facts or information in a nonfiction/informational text (RI.2.5) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8) Know and use various text features such as captions to locate key facts or information in a text efficiently (RI.2.5) Vocabulary Start the beginning of a swim race. Starting blocks the place where swimmers stand and dive off at the beginning of a race. Take your marks to get into starting position at the beginning of a race. Stroke the specified method of moving arms and legs in the water while swimming CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 4
5 Scaffolds and Supports Checks for Understanding Spellings Students should learn new spellings from ARG levels. Reading Time Remind students that Kids Excel is presented like a magazine. Show them a magazine they may be familiar with ex: Time for Kids. Explain that these stories are Realistic Fiction. Teacher can read this text to students, while they follow along on their personal copy that they can highlight/write notes. Teacher can highlight certain parts of the story that the students are able to read and prompt them to do so when they reach that section of, Kim s Training. Students will be asked comprehension questions about the text throughout the reading. Supplemental materials - Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Students may need words from previous Units to be successful with decoding. Use chaining if possible. Graphic Organizer for the story. CKLA Graphic Organizer for Stories see page 3 Supplemental Texts Retell Anchor Chart - see link on table for Anchor Chart packet Writing Tasks Students can continue the Vocabulary Journal for Unit 3 - see Lesson 1 for link. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 5
6 SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 3 Lesson 11 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read and write words with the following inflectional endings and suffixes: Unit 3: ed, ing, s, es (RF.2.3d) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding (RF.2.4a) 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 nonfiction/informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8) Use sentence-level context as a clue to the meaning of a word or phrase (L.2.4a) Vocabulary Shot off to take off quickly Stands where people sit to watch competitions Deck an uncovered area right next to the pool where people stand Trailing when one person is behind another person in a competition Closing in to shorten a distance Sloshing to splash a liquid back and forth Coasting to appear to move effortlessly CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 6
7 Scaffolds and Supports Having visuals of these vocabulary words would help secure understanding. Warm-Up Spelling for kn, wr, wh, and qu. Tricky word all Spellings Long I and short i. Listen for the different sounds. Practice Adapted Assessment CKLA Grade 2 U3 L11 Long I and short I, have students try and label the pictures they sort. Reading Time - Remind students that Kids Excel is presented like a magazine. Show them a magazine they may be familiar with ex: Time for Kids. Explain that these stories are Realistic Fiction. Teacher can read this text to students, while they follow along on their personal copy that they can highlight/write notes. Teacher can highlight certain parts of the story that the students are able to read and prompt them to do so when they reach that section of, The Big Race Students will be asked comprehension questions about the text throughout the reading. Students answer workbook sheet 11.4 from student workbook. Sequencing events. If Adapted Assessment is needed, AA Grade 2 CKLA U3 L11 - The Big Race sequencing 11.4 (this is a shortened version of 11.4 workbook page). Checks for Understanding AA CKLA Grade 2 U3 L11 Long I and short I 11.2 Graphic Organizer for the story. CKLA Graphic Organizer for Stories see page 3 Supplemental Texts Retell Anchor Chart - see link on table for Anchor Chart packet Adapted Assessments See Adapted Assessments Packet for Unit 3 Lessons - link on table. U3 Lesson 11 Long I and short I Writing Tasks Students can continue the Vocabulary Journal for Unit 3 - see Lesson 1 for link. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 7
8 SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 3 Lesson 12 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Vocabulary Capitalize holidays, product names, and geographic names (L.2.2a) Proper Noun - a word or group of words (such as Noah Webster, Kentucky, or U.S. Congress ) that is the name of a particular person, place, or thing and that usually begins with a capital letter. Scaffolds and Supports Checks for Understanding Warm-Up Have students work together to sort the words on the spelling tree. Students may need another student to read the word for them if they do not know the particular sound spelling yet. Spellings Long I and short i. Listen for the different sounds. Grammar Review what a noun is. Students need to identify nouns in sentences. Adapted Assessment Grade 2 CKLA U3 L12 - Proper and Common Nouns Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Students may need words from previous Units to be successful with decoding. Adapted Assessment Grade 2 CKLA U3 L12 - Proper and Common Nouns CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 8
9 Supplemental Texts Proper Nouns Anchor Chart - see link on table for Anchor Chart packet Adapted Assessments See Adapted Assessments Packet for Unit 3 Lessons - link on table. U3 Lesson 12 - Proper and Common Nouns Writing Tasks Students can continue the Vocabulary Journal for Unit 3 - see Lesson 1 for link. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 9
10 SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 3 Lesson 13 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Vocabulary Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a) 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 nonfiction/informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8) N/A Scaffolds and Supports Warm Up Students need to decipher between the long and short vowel sounds of words presented to them. If they are unable to read the word because they have not learned that sound spelling yet, a peer can read the word to them. Spellings Students should learn new spellings from ARG levels. Students can identify between the long i, o, and a sounds. Adapted Assessment CKLA Grade 2 U3 Lesson 13 Long Vowels VS Short Vowels Reading Time - Remind students that Kids Excel is presented like a magazine. Show CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 10
11 Checks for Understanding Supplemental Texts them a magazine they may be familiar with ex: Time for Kids. Explain that these stories are Realistic Fiction. Teacher can read this text to students, while they follow along on their personal copy that they can highlight/write notes. Teacher can highlight certain parts of the story that the students are able to read and prompt them to do so when they reach that section of, The Big Race Students will be asked comprehension questions about the text throughout the reading. Students can work on a retell of the story with the teacher. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Students may need words from previous Units to be successful with decoding. Adapted Assessment CKLA Grade 2 U3 L13 Long Vowels VS Short Vowels Retell Anchor Chart - see link on table for Anchor Chart packet Adapted Assessments See Adapted Assessments Packet for Unit 3 Lessons - link on table. U3 Lesson 13 Long Vowels VS Short Vowels Writing Tasks Students can continue the Vocabulary Journal for Unit 3. If there is additional time, the students can pair up and teach each other the vocabulary words that are in their journals. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 11
12 SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 3 Lesson 14 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding (RF.2.4a) 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 nonfiction/informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Capitalize holidays, product names, and geographic names (L.2.2a) Identify and use text features such as captions to locate key facts of information in a nonfiction/informational text (RI.2.5) Vocabulary Mitt a glove used to protect the hands of a soccer goalie Goalkeeper the player who guards the soccer goal video of a goalkeeper Scaffolds and Supports Warm-Up Identify Common and Proper Nouns. Students may need peers to read the words in order to identify the nouns correctly. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 12
13 Grammar Students identify common and proper nouns. AA CKLA Grade 2 U3 L14 Common and Proper Nouns. If too many questions on assessment have students only do the odd numbers. Reading Time - Remind students that Kids Excel is presented like a magazine. Show them a magazine they may be familiar with ex: Time for Kids. Explain that these stories are Realistic Fiction. Teacher can read this text to students, while they follow along on their personal copy that they can highlight/write notes. Teacher can highlight certain parts of the story that the students are able to read and prompt them to do so when they reach that section of, The Soccer Twins, Part 1 Students will be asked comprehension questions about the text throughout the reading. Supplemental Materials/Decodable Words and Phrases - Students can work on decoding these words and phrases with partners. Students may need words from previous Units to be successful with decoding. Checks for Understanding Graphic Organizer for the story. CKLA Graphic Organizer for Stories see page 3 AA CKLA Grade 2 U3 L14 Common and Proper Nouns Supplemental Texts Common and Proper Nouns Anchor Chart - see link on table for Anchor Chart packet Adapted Assessments See Adapted Assessments Packet for Unit 3 Lessons - link on table. U3 Lesson 14 Common and Proper Nouns. Writing Tasks Students can continue the Vocabulary Journal for Unit 3 - see Lesson 1 for link. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 13
14 SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 3 Lesson 15 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Read and write words with the following inflectional endings and suffixes: ed, ing, s, es (RF.2.3d) Scaffolds and Supports Spelling Assessment Students will need a midpoint assessment of spelling rules taught at this point in the Unit. You can use worksheet 15.1 from the workbook to have students write the spelling words down. You may choose to focus on Tricky words also. Grammar and Writing - Plurals assessment workbook sheet Students can identify pictures verbally if they are not academically ready to label the pictures. Dictation Decoding - Students will need a midpoint assessment of spelling rules taught at this point in the Unit. Students will need to identify the written words. This will need to be created by identifying individual needs. CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 14
15 SYRACUSE CITY SCHOOL DISTRICT Grade 2 CKLA Skills Strands Unit 3 Lesson 16 CKLA Special Education and Consultant Teacher Resource Guide Teaching Points (Lesson Objectives) Vocabulary Identify the main purpose of a nonfiction/informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding (RF.2.4a) 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 nonfiction/informational text read independently (RI.2.1) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8) Know and use various text features such as captions to locate key facts of information in a nonfiction/informational text (RI.2.5) England name of a country CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 15
16 Scaffolds and Supports Warm-Up Introduce Antonyms and Synonyms. antonyms synonyms Spellings Introduce students to new spelling rules based on ARG levels. Have students identify the differences between long and short U. Practice Adapted Assessment CKLA Grade 2 U3 L16 Sorting Long and Short U Reading Time - Remind students that Kids Excel is presented like a magazine. Show them a magazine they may be familiar with ex: Time for Kids. Explain that these stories are Realistic Fiction. Teacher can read this text to students, while they follow along on their personal copy that they can highlight/write notes. Teacher can highlight certain parts of the story that the students are able to read and prompt them to do so when they reach that section of, The Soccer Twins, Part II Students will be asked comprehension questions about the text throughout the reading. Checks for Understanding Adapted Assessment CKLA Grade 2 U3 L16 Sorting Long and Short U Supplemental Texts Retell Anchor Chart - see link on table for Anchor Chart packet Adapted Assessments See Adapted Assessments Packet for Unit 3 Lessons - link on table. U3 Lesson 16 Sorting Long and Short U Writing Tasks Graphic Organizer for the story. CKLA Graphic Organizer for Stories see page 3 CKLA Grade 2 Skills Strands Unit 3 Lessons 9-16 Special Education Resource Guide 16
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