CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide

Priority  Use knowledge of the letter-sound correspondences that have been taught to distinguish and Teaching correctly read long and short vowels in one-syllable words (RF.2.3a) Points  Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > (Lesson /ae/; ‘ea’, ‘ey’, ‘ee’ > /ee/; ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’ > /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; Objectives) ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r- controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/ (RF.2.3b)  Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, and consonant –le syllables (RF.2.3c)  Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ (her) as /er/; ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal) or /aw/ (wall); ‘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); ‘al’ > /aw/ (wall) (RF.2.3e)  Use both regular and irregular past, present, and future tense verbs orally and in own writing (L.2.1d) Use adjectives appropriately orally and in own writing (L.2.1e)  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)

Priority  Adjective – words that describe Vocabulary  Noun – people, places, things  Verb – action words, what you do

Scaffolds  Today’s Spelling – Students participate in a word sort with their ARG level spellings. and Supports  Practice – Students practice chaining with new spelling sounds and dictating words after chained and tapped out (if necessary).  Grammar – Review Nouns, Adjectives, and Verbs. https://www.youtube.com/watch? v=AiK3NSENjA8

CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 1 Provide students with word cards with pictures, and they will need to identify if they are a noun, adjective or verb. VocabularyBuilderWordCollectingOrganiser.pdf  Supplemental Materials - Students can work on decoding these words and phrases with partners.

Checks for  VocabularyBuilderWordCollectingOrganiser.pdf – link Understandin g

 Adjectives, Nouns, Verbs Anchor Chart – see Anchor Chart Packet Supplemental Texts

Priority  Use knowledge of the letter-sound correspondences that have been taught to distinguish and Teaching correctly read long and short vowels in one-syllable words (RF.2.3a) Points  Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > (Lesson /ae/; ‘ea’, ‘ey’, ‘ee’ > /ee/; ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’ > /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; Objectives) ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r- controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/ (RF.2.3b)  Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, and consonant –le syllables (RF.2.3c)  Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ (her) as /er/; ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal) or /aw/

2 (wall); ‘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); ‘al’ > /aw/ (wall) (RF.2.3e)

Priority  Non-fiction - writing that is based on facts, real events, and real people, such as biography or Vocabulary history.

Scaffolds  Reading Time – Introduce Non-Fiction. Introduce various types of Non-fiction materials: and Supports magazines, websites, newspapers, atlas, and biographies. Have students complete the Nonfiction Text Feature Scavenger Hunt (below) together in a small group.  Practice – Students work on sound comparisons. The teacher will read the words that are on the worksheet 2.2, and the students will discuss as a group if they have the same sounds.  Today’s Spelling – Students participate in a word sort with their ARG level spellings.

Checks for  NonfictionTextFeaturesScavengerHunt.pdf Understandin g

Supplemental  Non-Fiction Anchor Chart - See link on table for Anchor Chart packet. Texts

Optional  NonfictionTextFeaturesScavengerHunt.pdf – see above Assessments

CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 3 Priority  Interpret information from diagrams, charts, timelines, graphs, or other organizers associated Teaching with a nonfiction/informational text read independently, and explain how these graphics clarify Points the meaning of the text (RI.2.7) (Lesson  Use knowledge of the letter-sound correspondences that have been taught to distinguish and Objectives) correctly read long and short vowels in one-syllable words (RF.2.3a)  Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/; ‘ea’, ‘ey’, ‘ee’ > /ee/; ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’ > /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r- controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/ (RF.2.3b)  Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ (her) as /er/; ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal) or /aw/ (wall); ‘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); ‘al’ > /aw/ (wall) (RF.2.3e)

Priority  Non-fiction - writing that is based on facts, real events, and real people, such as biography or Vocabulary history.

Scaffolds  Reading Time – Continue to introduce Non-Fiction. Introduce various types of Non-fiction and Supports materials: magazines, websites, newspapers, atlas, and biographies. Have students complete the Nonfiction Scavenger Hunt together in a small group.  Practice – Students work on sound comparisons. The teacher will read the words that are on the worksheet 2.2, and the students will discuss as a group if they have the same sounds.

4  Today’s Spelling – Students participate in a word sort with their ARG level spellings.

Checks for  NonfictionTextFeaturesScavengerHunt.pdf – see link in U6 lesson 2 Understandin g

Supplemental  Non-Fiction Anchor Chart - See link on table for Anchor Chart packet. Texts

Optional  NonfictionTextFeaturesScavengerHunt.pdf – see link in U6 Lesson 2 Assessments

Writing Tasks  Begin writing in Unit 6 Journal.

Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 5 Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points read-aloud (RI.2.1) (Lesson  Describe the connection between a series of historical events in a nonfiction/informational Objectives) read-aloud (RI.2.3)  Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions (RI.2.4)  Interpret information from diagrams, charts timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud (RI.2.7)  Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud (RI.2.8)  Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2–4 (RI.2.10)

Priority  N/A Vocabulary

Scaffolds  Reading Time – Prior to reading “America in 1812, Part I.” have the students prepared to and Supports listen for specifics. EX: What’s the name of the document that became the framework for the American government? (the Constitution) Who is the Father of the Constitution? (James Madison) This is in the Domain. Students will need visuals to support focus and understanding of the materials.  Practice – Students work on sound comparisons. The teacher will read the words that are on the worksheet 2.2, and the students will discuss as a group if they have the same sounds.  Today’s Spelling – Students participate in a word sort with their ARG level spellings.

Checks for  Think-Pair-Share - Pair the children in a group lead by an adult to discuss what they heard Understandin throughout the reading. g

Supplemental  Non-Fiction Anchor Chart - See link on table for Anchor Chart packet.

6 Texts

Writing Tasks  Have students add pictures and label the importance to their Unit 6 Journal of the Constitution, Louisiana Territory, James Madison, Thomas Jefferson.

Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points text read independently (RI.2.1) (Lesson  Determine the meaning of unknown words and phrases in nonfiction/informational text read Objectives) independently (RI.2.4)  Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text (RI.2.5)

CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 7  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)  Read the following Tricky Words: Great Britain, Europe, native, Americans, war (RF.2.3f)  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)  Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)  Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification (SL.2.6)  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases (L.2.4e)

Priority  British—people who are from Great Britain (12) Vocabulary  U.S. Congress—the people elected to make laws for the United States (12)  declare war—to officially say that one country will start a war with another country (declaring war) (12)  trader—someone who exchanges something to get something in return (traders, traded, trading, trade) (16)  army—a group of soldiers trained to fight on land (18)  navy—a group of soldiers trained to fight battles at sea on board ships (18)  impressment—the state of being forced to serve in the British Navy (impressed) (18)

Scaffolds  Practice – Students work on sound comparisons. The teacher will read the words that are on and Supports the worksheet 2.2 and the students will discuss as a group if they have the same sounds.  Today’s Spelling – Students participate in a word sort with their ARG level spellings.

8  Reading Time – Introduce the chapter, “Trouble With the British”. Preview tricky words, vocabulary, and start vocabulary journals. As a group, have the students answer the questions from worksheet 5.2.

Checks for  NonfictionGraphicOrganizers- link Understandin g

Writing Tasks  Work on Vocabulary Journal for Unit 6.

Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points text read independently (RI.2.1) (Lesson  Interpret information from diagrams, charts, timelines, graphs, or other organizers associated Objectives) with a nonfiction/informational text read independently, and explain how these graphics clarify the meaning of the text (RI.2.7)  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)  Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words (RF.2.3a)  Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/, ‘ea’, ‘ey’, ‘ee’ > /ee/; ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’ > /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r- controlled vowel sounds: ‘er’ > /er/, ‘or’ > /or/, ‘ar’ > /ar/ (RF.2.3b)

CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 9  Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, and consonant –le syllables (RF.2.3c)  Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ (her) as /er/; ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal) or /aw/ (wall); ‘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); ‘al’ > /aw/ (wall) (RF.2.3e)  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)  Read decodable text that incorporates the letter-sound correspondences taught, with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b)  Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c) Priority  N/A Vocabulary Scaffolds  Practice – Students work on sound comparisons. The teacher will read the words that are on and Supports the worksheet 2.2 and the students will discuss as a group if they have the same sounds.  Today’s Spelling – Students participate in a word sort with their ARG level spellings.  Reading Time – Teacher will read, “Trouble With the British.” After reading, model for the group how to find the answers from the text in worksheet 6.2.

Checks for  Worksheet 6.2 Understandin g Supplemental  R.A.C.E. Anchor Chart – see Anchor Chart Packet on table. Texts

10 Optional  Unit 6 Lesson 6 - Trouble With the British Assessments

Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points read-aloud (RI.2.1) (Lesson  Describe the connection between a series of historical events in a nonfiction/informational Objectives) read-aloud (RI.2.3)  Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions (RI.2.4)  Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with nonfiction/informational read-aloud, and explain how these graphics clarify the meaning of the read-aloud (RI.2.7)  Describe how reasons or facts support specific points the author makes in a nonfiction/informational read-aloud (RI.2.8)  Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 2–4 (RI.2.10)  Use adverbs appropriately orally and in own writing (L.2.1e)

Priority  N/A Vocabulary Scaffolds  Reading Time – Review the previous reading. Today, in small group read, “America in 1812, and Supports Part II.” Prior to reading, have the children listen for specific details or events that occur in the reading. EX: In 1812, what jobs did Americans have? Or what did the Americans suspect the

CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 11 British were doing for the Native Americans? Work with the group to answer questions about the reading and record information in their graphic organizers.  Grammar – Introduce Adverbs https://www.youtube.com/watch?v=kKw1j7sZni0  Students can work in a group to complete worksheet 7.1 together. The first 2-3 should be modeled for the group.

Checks for  Worksheet 7.1 Understandin  NonfictionGraphicOrganizers.pdf – see link in U6 Lesson 5 g

Supplemental  AdverbAnchorChart- link Texts

Optional  SimpleAdverbsCutPasteFREE – link Assessments

12 Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points text read independently (RI.2.1) (Lesson  Determine the meaning of unknown words and phrases in nonfiction/informational text read Objectives) independently (RI.2.4)  Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text (RI.2.5)  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)  Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, and consonant –le syllables (RF.2.3c)  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)  Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)  Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification (SL.2.6)  Use adverbs appropriately orally and in own writing (L.2.1e)  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases (L.2.4e)

Priority  merchant—a person who sells things (merchants) CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 13 Vocabulary  oppose—to be against something (opposed)

Scaffolds  Reading Time – Read to the group, “War Hawks” Have the students listen for specific ideas and Supports such as, “How did War Hawks tell Congress they should go to war?” Stop throughout the reading and have students fill out graphic organizer.  Practice – Adverb Review - Students will be asked to identify the adverbs in sentences. If they are unable to read the sentences, they will have a peer read for them and listen for the adverbs.  Today’s Spelling – Students participate in a word sort with their ARG level spellings.

Checks for  NonfictionGraphicOrganizers.pdf – see U6 Lesson 5 for link. Understandin g

Supplemental  Non-Fiction Anchor Chart – see Anchor Chart Packet on table. Texts

Optional  AdjectivesandAdverbsSortFree - link Assessments

Writing Tasks  Work on Vocabulary Journal for Unit 6. Provide students with pictures of important events or people that correlate with the vocabulary in each Reading.

Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points text read independently (RI.2.1)  ◦Interpret information from diagrams, charts, timelines, graphs, or other organizers associated

14 (Lesson with nonfiction/informational text read independently, and explain how these graphics clarify Objectives) the meaning of the text (RI.2.7)  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)  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)  Read decodable text that incorporates the letter-sound correspondences taught, with increased accuracy, appropriate rate, and expression on successive readings (RF.2.4b)  Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)  Use adverbs appropriately orally and in own writing (L.2.1e)

Priority  Congress - the group of people who are responsible for making the laws of a country in some Vocabulary kinds of government

Scaffolds  Reading Time – Re–read the chapter, “War Hawks” in a small group. Students will be given and Supports worksheet 9.1 while rereading. Students will be told that they are looking to see if the sentences on the worksheet are true or false. Students may need to listen to the chapter more than once.  Practice – Adverb review, the sentences will be read to the students and then they will need to identify the verb and adverb within the sentence.  Grammar – Students will work together to identify the verb and adverbs on worksheet 9.2. The first few should be modeled for the students. The students can either complete the even or the odd questions on 9.2.

Checks for  FreeFishingforWordsnounverbadjectiveandadverbpractice – link Understandin

CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 15 g

Supplemental  Adverbs Anchor Chart - see Anchor Chart Packet on table. Texts

Optional  FreeFishingforWordsnounverbadjectiveandadverbpractice.pdf – see above Assessments

Priority  Read independently and demonstrate understanding of nonfiction/informational text in the Teaching Grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the Points range (RI.2.10) (Lesson  Produce complete sentences when appropriate to task and situation in order to provide Objectives) requested detail or clarification (SL.2.6)

Scaffolds  Today’s Spelling – Students participate in instruction with their ARG level spellings. and Supports  Practice – Students practice spellings and words from ARG. They can use chaining folders.  Grammar – Review parts of speech that have been introduced throughout the year. Review and practice.

16 Checks for  PartsofSpeechSort - link Understandin g

Supplemental  PartsofSpeechPosters - link Texts

Optional  PartsofSpeechSort.pdf – see above for link Assessments

Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points text read independently (RI.2.1) (Lesson Objectives)  Determine the meaning of unknown words and phrases in nonfiction/informational text read independently (RI.2.4)  Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text (RI.2.5)  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)  Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ (her) as /er/; ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /a/ + /l/

CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 17 (animal) or /aw/ (wall); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ + /l/ (awful); ‘el’ > /ə/ + /l/ (travel); ‘le’ > /a/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘al’ > /aw/ (wall) (RF.2.3e)  Read the following Tricky Words: imagine, soldier, Washington (RF.2.3f)  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)  Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)  Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification (SL.2.6)  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases (L.2.4e)

Priority  monarchy—a government ruled by a king or queen (monarchies) (32) Vocabulary  fort—a large building constructed to survive enemy attacks (forts)

Scaffolds  Reading Time – Review the previous Chapter. In a small group, teacher will read, “The War and Supports Starts” to the group. Stop throughout the reading and ask the comprehension questions in manual. As a group, work on answering worksheet 11.1. Students may need to hear the chapter more than one time to successfully label the sentences true or false.  Today’s Spelling – Students participate in instruction with their ARG level spellings.  Practice – Students practice spellings and words from ARG. They can use chaining folders.

Checks for  NonfictionGraphicOrganizers.pdf – see U6 Lesson 5 for live link. Understandin g

Supplemental  Non-Fiction Anchor Chart – see Anchor Chart Packet on table.

18 Texts

Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points text read independently (RI.2.1) (Lesson Objectives)  Identify the main idea of a multi-paragraph nonfiction/informational text read independently, as well as the focus of specific paragraphs within the text (RI.2.2)  Describe the connection between a series of historical events in nonfiction/informational text read independently (RI.2.3)  Determine the meaning of unknown words and phrases in nonfiction/informational text read independently (RI.2.4)  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)  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)  Use adjectives and adverbs appropriately orally and in own writing (L.2.1e)

Priority  monarchy—a kind of government in which a king or queen rules and selects who will rule Vocabulary after his/her death, usually the oldest son or daughter  served—held a position in office. Note for students the multiple meanings of this word. The word served can also mean to give food or drink to someone at a meal, to provide a service, or

CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 19 to give respect and service to.  step down—to quit a job or responsibility. Note for students the multiple meanings of this word. The word step down can also mean to reduce the amount of something or to come down off something higher up.  naval—related to the navy

Scaffolds  Reading Time – Read, “The War Starts” to the group. Throughout the reading ask text and Supports dependent questions. Students can also fill out their graphic organizers. This should be modeled for them.  Grammar – Identifying incomplete sentences. Have students work on sort – Incomplete vs. complete sentences. This can be a small group activity. https://www.youtube.com/watch?v=7WIp0t-6te4  Practice – Oral Review of Adjectives and Adverbs. Students would benefit from a quick reteaching of both adjectives and adverbs. Refer them to the anchor charts in the room.

Checks for  NonfictionGraphicOrganizers.pdf - see link in U6 Lesson 5 Understandin  CompleteVSIncompletesentencesort.pdf - link g

Supplemental  Non-Fiction Anchor Chart – see Anchor Chart Packet on table. Texts  PartsofSpeechPosters.pdf – see link in Unit 6 Lesson 10

20 Priority  Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, Teaching requiring literal recall and understanding of the details and/or facts of a nonfiction/informational Points text read independently (RI.2.1) (Lesson  Describe the connection between a series of historical events in a nonfiction/informational text Objectives) read independently (RI.2.3)  Determine the meaning of unknown words and phrases in nonfiction/informational text read independently (RI.2.4)  Identify and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a nonfiction/informational text (RI.2.5)  Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /a/ (about), or /o/ (water); ‘i’ as /i/ (hit), /ie/ (/tem), or /ee/ (ski); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ (her) as /er/; ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal) or /aw/ (wall); ‘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); ‘al’ > /aw/ (wall) (RF.2.3e)  Read the following Tricky Words: iron (RF.2.3f)  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)  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases (L.2.4e) Priority  document—an official or important paper (40) Vocabulary  branch—one of three major parts of the government (40)  Supreme Court—the highest court of law in the United States (40)  string—a series (42)  mast—the tall pole on a ship to which the sails are attached (masts) (42) CKLA Grade 2 Skills Strands Unit 6 Lessons 1-13 Special Education Resource Guide 21  plank—a long, thick board (planks)

Scaffolds  Reading Time – Read, “A Famous Ship” to the small group. Throughout the reading, point and Supports out the pictures and headlines underneath to support further understanding. Throughout reading, stop and ask text dependent questions such as, “What nickname did the USS Constitution get because of its thick sides?”  Students can work on graphic organizers as the teacher stops and discusses information from the text.  Spelling - Students can work on their own level spelling words based on the ARG’s that they are working on. If this is not possible, students can be expected to work on beginning and ending sounds of these words, the first syllable of these words, or practice tricky words at this time.  Practice – Students should be working on writing and/or manipulating the spellings that students are working on.

Checks for  NonfictionGraphicOrganizers.pdf - see link in U6 Lesson 5 Understandin g

Supplemental  Non-Fiction Anchor Chart – see Anchor Chart Packet on table. Texts

Writing Tasks  Work on vocabulary journal for Unit 6. Provide pictures to help students.