Language Arts Curriculum

MODULE LESSONS Grade 2: Module 3: Cycle 13 Lesson 63 Reading Foundations Skills Block

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Spelling Pattern Cards

zle gle kle

| Language Arts Curriculum 2 Reading Foundations Skills Block Grade 2: Module 3: Cycle 13: Lesson 63

Word Parts Cards

write come use

make love change

-ing -er -ed

| Language Arts Curriculum 3 Reading Foundations Skills Block Grade 2: Module 3: Cycle 13: Lesson 63

Word Parts T-chart

Suffix Base Word

| Language Arts Curriculum 4 Reading Foundations Skills Block Grade 2: Module 3: Cycle 13: Lesson 63

Reader’s Toolbox Routine: Lesson Planning and Recording Template

Teaching Notes  The most effective way to read words is by using letter-sound information (the visual cuing system). Other cueing systems (including meaning and syntax) are confirmatory tools. The purpose of this routine is to show readers how to use these tools in tandem when solving an unknown word in a text.  Always encourage the students to first use all of the visual cues (letter sound information) they can to solve a word and only then to use the other tools in their toolbox. Setting (circle one): small group whole group other (describe)

“ Tool” to be introduced and/or reviewed in this lesson (circle one):

Look at the picture(s)

Use background knowledge

Look at the sentence (syntax; what would sound right in the sentence)

analogy (does it look like a word you know?)

Other:

Long Term Target: I can use different tools from my Reader’s Toolbox to read words I don’t know in a text. Daily target:  I can use ______(e.g. “picture tool”) from my Reader’s Toolbox to read words I don’t know in a text. Text for this lesson: Other Materials Needed:

| Language Arts Curriculum 5 Reading Foundations Skills Block Grade 2: Module 3: Cycle 13: Lesson 63

Component Planning Notes Record Observations Introduce Purpose (target) “If using my knowledge of letter-sound patterns (my main tool) isn’t working I can STOP and try another tool. Today we’ll be learning about using ______as a tool.” Modeling for Students  Teacher models trying to use the letter-sound information (main tool) on a word first, then introduces the new tool and how to use it. Guided Practice  Teacher invites students to try out this new tool on the text with a partner.  Reminds students to try main tool (letter- sound information) when they get stuck on a word, then try new tool.  Teacher models with a student.  Teacher distributes texts to partners and explains management of activity as needed.

| Language Arts Curriculum 6