Word Work Unit 2 Grade Level: Second Timeframe: 5 weeks

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1 Unit 2 Grade Level: Second Timeframe: 5 weeks Unit Overview: This unit of will focus on distinguishing long and short vowel sounds. Students will also practice reading various vowel teams within The use of the Phonemic Awareness found in the Houghton Mifflin Teacher Edition will reinforce the consistent daily routines for instruction, as well as provide additional phonemic awareness experience. Use of will help students explore words as they examine and interact with words in a variety of sorting activities. Throughout the unit the teacher should model the activity (I do), students should try the activity as a class (we do), and students are then released to complete an activity independently (you do). Some teacher made materials and lessons will be needed to supplement the use of the Houghton Mifflin resources when teaching irregular plural nouns and compound Essential Questions How can knowing short vowel sounds help me decode unknown words? How can reading grade level texts help me grow as a reader? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): RF.2.3 a Read regularly spelled one syllable words correctly by distinguishing long and short vowel. RF.2.3b Associate symbols digraphs; vowel diphthongs; and -r controlled vowels. Supporting Standards: RF2.3 c Decode regularly spelled two syllable RF.2.3 Sight read grade level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression. RF.2.4 a Read grade level text with purpose and understanding. RF.2.4 b Apply decoding skills and use punctuation as cues to read grade level text with appropriate rate and expression. RF.2.4 c Use phonics skills in conjunction with context to confirm or self- correct word recognition and understanding, re reading as necessary. 21 st Century Skills Standard and Progress Indicators: Independently complete tasks. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. Dolch Word List Week 1: slowly, store, story, first, her, of Week 2: all, food, front, hair, never. stories Week 3: are, is, baby, please, sound, talk Week 4: across, behind, house, how, move Week 5: Review Weeks 1-4 1

2 Application in Centers: : It is intended that the same sorts will be continued in the second unit and that students will be able to apply the various sorts during independent practice at centers. Specific information about Word Sort Variations is found on pages of the Literacy and Language Guide. Word Sort Variations: Blind Writing Sort, Speed Sort, Guess My Category, Word Hunt, Pattern Sort, Open Sort If words has been taught and used during direct instruction and shared practice in previous units, it can then be used as an independent center activity. Activities for Dolch Word List (High Frequency ): Various routines and activities were provided in units one and two for introducing and practicing words from the Dolch Word list. It is intended that the same activities will be continued in the third unit. Activities for Information about Tim Rasinski s activity is included in the link below and includes a blank template. This activity can be introduced and used throughout the unit in addition to or in place of some of the word sorts. ( Additional Literacy and Language Guide - Word Study information can be found on pages Journeys Reading Toolkit Provides foundational skill lesson in Phonemic Awareness and Phonics and Decoding. There are three skill stages of lessons. The teacher uses a flip chart to deliver the instruction to small groups. The lessons have three parts: I Do, We Do, You Do, and a quick evaluation of the skill knowledge. Journeys Interactive Whiteboard Lessons 2014 There is a whiteboard lesson for each weekly lesson in a unit. There are 2 lessons for each week: Vocabulary Strategies and Phonics. Observation Checklist: There is an Observation Checklist for each weekly lesson. They are found in the Grab-and-Go Resources in the Assessment Booklet. Pre-assessment Qualitative Spelling Inventory DLO - SWBAT Instructional Practice Instructional Plan Reflection Student Strategies Formative Assessment Activities and Resources Reflection 2

3 Week 1 digraphs. regularly spelled Phonemic Awareness (Unit 3) Day 1: TE Day 2: TE Day 3: TE Day 4: TE Day 5: TE Day 1: slowly, story Day 2: store Day 3: first, her Day 4: of Suggested Word List: Lesson 13 It is suggested that teachers follow the same type of activities as suggested in the Literacy and Language Guide 80-81: Word Study Lesson 13. Pages provided suggested activities to deliver instruction. Day 1: model Word Sort Day 2: Speed Sort Day 3: Blind Writing Sort Day 4: Open Sort Day 5: assess using a NOTE: can be substituted on one or more of the days for the word sort activity. 3

4 Week 2 diphthongs. regularly spelled Phonemic Awareness (Unit 3) Day 1: TE Day 2: TE Day 3: TE Day 4: TE Day 5: TE Day 1: all, food Day 2: front, hair Day 3: never Day 4: stories Suggested Word List: Lesson 14 It is suggested that teachers follow the same type of activities as suggested in the Literacy and Language Guide: Word Study Lesson 14. Pages provide suggested activities to deliver instruction. Day 2: Guess My Category Day 3: Open Sort Day 4: Speed Sort Day 5: Assess using a Interim Benchmark Assessment: Dolch Word List NOTE: can be substituted on one or more of the days for the word sort activity. 4

5 Week 3 diphthongs. regularly spelled Lesson 19 Unit 4 Observation Checklist (found in Grab and Go! Assessment Booklet) Phonemic Awareness (Unit 1) Day 1: TE Day 2: TE Day 3: TE Day 4: TE Day 5: TE Day 1: are, is Day 2: baby Day 3: sound, please Day 4: talk Suggested Word List: Lesson Literacy and Language Guide: Word Study Lesson 19, pages provides suggested activities to deliver instruction. Day 2: Repeat the Sort Day 3: Blind Writing Sort Day 4: Open Sort Day 5: Assess using another Blind Writing Sort or 5

6 Week 4 diphthongs. regularly spelled Lesson 21 Unit 5 Observation Checklist (found in Grab and Go! Assessment Booklet) Phonemic Awareness (Unit 5) Day 1: TE Day 2: TE Day 3: TE Day 4: TE Day 5: TE Day 1: across, behind Day 2: house Day 3: how Day 4: move. Suggested Word List: Lesson 21 Literacy and Language Guide: Word Study Lesson 21, pages provides suggested activities to deliver instruction. Day 2: Repeat the Sort Day 3: Word Hunt Day 4: Speed Sort Day 5: Assess using a Interim Benchmark Assessment: Dolch Word List 6

7 Week 5 digraphs. regularly spelled Lesson 30 Unit 6 Observation Checklist (found in Grab and Go! Assessment Booklet). Phonemic Awareness (Unit 6) Day 1: TE Day 2: TE Day 3: TE Day 4: TE Day 5: TE Dolch Word List: review all Unit 2 words Suggested Word List: Lesson 30 Literacy and Language Guide: Word Study Lesson 30, pages provides suggested activities to deliver instruction. Day 2: Guess My Category Day 3: Word Hunt Day 4: Blind Word Sort Day 5: Assess using a NOTE: Teacher made lessons and materials are needed to teach irregular plural words during this week. (ex. feet, children) Summative Assessment Dolch Word Checklist Observation Checklist Summative Performance Assessment Benchmark Assessment. 7