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Unit 4 Teachers Guide Skills Strand Skills Core Knowledge Language Arts® • • Arts® Language Knowledge Core Grade 2 Core Knowledge Language Arts® • Skills Strand Teacher Guide Teacher Unit 4 Unit S Unit 4 Teacher Guide Skills Strand Grade 2 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Table of Contents Unit 4 Teacher Guide Alignment Chart for Unit 4 . .v Introduction . .1 Lesson 1: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ . .8 Lesson 2: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ . 14 Lesson 3: Spelling Alternative for /i/: ‘y’ . 22 Lesson 4: Tricky Spelling ‘i’; Spelling Alternatives for /ie/: ‘i’ in One-Syllable Words. 29 Lesson 5: Spelling Alternative for /ie/: ‘igh’ . 38 Lesson 6: Spelling Alternative for /ie/: ‘y’; Changing ‘y’ to ‘i’ and Adding –es . 47 Lesson 7: Regular and Irregular Plural Nouns . 56 Lesson 8: Tricky Spelling ‘o’; Spelling Alternative for /oe/: ‘o’ in One-Syllable Words . 61 Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’. 70 Lesson 10: Regular and Irregular Singular and Plural Nouns . 77 Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’. 83 Lesson 12: Proper Nouns; Introduction to a Persuasive Letter . 92 Lesson 13: Proper Nouns; Planning a Persuasive Letter . 98 Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter . 102 Lesson 15: Drafting a Persuasive Letter . 106 Lesson 16: Editing a Persuasive Letter . 115 Lesson 17: Tricky Spelling ‘y’; Spelling Alternatives for /ee/: ‘y’, ‘ey’ . 119 Lesson 18: Changing ‘y’ to ‘i’ and Adding –es. 130 Lesson 19: Review of to be Verbs . 136 Lesson 20: Grammar Review. 141 Lesson 21: Spelling Alternative for /aw/: ‘a’ + ‘I’ . 145 Lesson 22: Assessment . 150 Lessons 23–25: Assessment and Small Group Activities . 155 Pausing Point . 163 Appendix: Using Chunking To Decode Multi-Syllable Words . 177 Teacher Resources . 183 Workbook Answer Key . 188 iv © 2013 Core Knowledge Foundation Alignment Chart for Unit 4 The following chart demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Lesson Alignment Chart for Unit 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Reading Standards for Literature: Grade 2 Key Ideas and Details STD RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions (e.g., who, what, where, when, why, CKLA how), orally or in writing, requiring Goal(s) literal recall and understanding of the details and/or facts of a fiction text read independently Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue STD RL.2.6 aloud. Acknowledge differences in the points of view of characters, CKLA including by speaking in Goal(s) a different voice for each character when reading dialogue aloud Integration of Knowledge and Ideas STD RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Unit 4 © 2013 Core Knowledge Foundation © 2013 Core Use information gained from the illustrations and words in | CKLA a text read independently to Alignment Chart Goal(s) demonstrate understanding of its characters, setting, or plot v vi Lesson © 2013 Core Knowledge Foundation © 2013 Core Unit 4 Alignment Chart for Unit 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Range of Reading and Level of Text Complexity | Alignment Chart By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2–3 text complexity band proficiently, with STD RL.2.10 scaffolding as needed at the high end of the range. Read and understand decodable text of appropriate CKLA complexity for Grades 2–3 that Goal(s) incorporates the specific code knowledge taught Reading Standards for Informational Text: Grade 2 Key Ideas and Details Integration of Knowledge and Ideas STD RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Interpret information from diagrams, charts, timelines, graphs, or other organizers CKLA associated with a nonfiction/ Goal(s) informational text read independently and explain how these graphics clarify the meaning of the text Lesson Alignment Chart for Unit 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Reading Standards for Foundational Skills: Grade 2 Phonics and Word Recognition STD RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. STD RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable CKLA words Goal(s) Unit 1: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ Unit 2: ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/ STD RF.2.3b Know spelling-sound correspondences for additional common vowel teams. Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/; ‘e_e’, ‘ea’, ‘ey’ > /ee/; ‘oa’, ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’ > /ie/; CKLA short vowel sounds: ‘ou’, ‘o_e’ Goal(s) > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > Unit 4 / ou/; r-controlled vowel sounds: © 2013 Core Knowledge Foundation © 2013 Core ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/ | STD RF.2.3c Decode regularly spelled two-syllable words with long vowels. Alignment Chart Decode two-syllable words with any combination of the following syllable types: closed CKLA syllables; magic ‘e’ syllables; Goal(s) vowel digraph syllables; r-controlled syllables; open syllables; and consonant –LE vii syllables viii Lesson © 2013 Core Knowledge Foundation © 2013 Core Unit 4 Alignment Chart for Unit 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Identify words with inconsistent but common spelling-sound correspondences. STD RF.2.3e | Alignment Chart 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); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) CKLA or /u/ (but); ‘y’ as /y/ (yes), /ie/ Goal(s) (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) 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) STD RF.2.3f Recognize and read grade-appropriate irregularly spelled words. Read the following tricky words: CKLA Unit 4: people, walk, grownup, Goal(s) building, statue Fluency STD RF.2.4 Read with sufficient accuracy and fluency to support comprehension. Read decodable text that incorporates the letter-sound CKLA correspondences taught with Goal(s) sufficient accuracy and fluency to support comprehension Lesson Alignment Chart for Unit 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 STD RF.2.4a Read grade-level text with purpose and understanding. Read and understand decodable text that CKLA incorporates letter-sound Goal(s) correspondences taught with purpose and understanding Writing Standards: Grade 2 Text Types and Purposes Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use STD W.2.1 linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Plan, draft, and edit opinion pieces in which they introduce the topic or book they are writing about, state an opinion, CKLA supply reasons that support the Goal(s) opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section Production and Distribution of Writing STD W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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