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CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 1
Priority
Teaching
Points
(Lesson
Objectives)
Use knowledge of the letter-sound correspondences that have been taught to
distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/;
‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ (RF.2.3a)
Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘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) or /u/ (but); ‘ph’ > /f/ (phone), /ie/ (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); ‘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); ‘a’ > /o/
(water) (RF.2.3e)
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)
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 sufficient accuracy and fluency to support comprehension (RF.2.4)
Use phonics skills in conjunction with context to confirm or self-correct word
recognition and understanding, rereading as necessary (RF.2.4c)
Priority
Vocabulary
Vowel
Consonant
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 1
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 2
Scaffolds
and Supports
Warm-Up – Students are only given the pages they need to access in flip books for
the lesson. (Vowel Code Flip book p. 1 & 2. Individual Code Chart page 1 & 7.
Consonant Code Flipbook p. 1-4. )
Chaining – Students participate with chaining folders while teacher is chaining the
letters.
Writing - Word can be repeated more than once. If students are only able to identify
initial sounds have them do this.
Reading Time - Text is read to the students. Students will need their own copy of text
so they can flag/highlight evidence.
Comprehension – Teacher reads questions, questions can be open ended instead of
multiple choice.
Checks for
Understanding
During Comprehension, when students find the evidence in the text, they
flag/highlight the evidence.
Graphic Organizer – Who, What, When, Where
Supplemental
Texts
Individual code charts poster size available in class
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
http://imavex.vo.llnwd.net/o18/clients/smekenseducation/images/Comp
rehension/Retell_glove_PRIMARY_color-big.jpg
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 3
Priority
Teaching
Points
(Lesson
Objectives)
Consult the Individual Code Chart and simple dictionaries to check spelling (L.2.2e)
Decode two-syllable words with any combination of the following syllable types:
closed, open, vowel diagraph team, magic -e, r-controlled, consonant -le (RF.2.3c)
Read and write words with the following letter-sound correspondences: ‘a’ as /a/
(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ‘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 /ɘ/ (debate);
‘u’ as /ue/ (unit) or /u/ (but); ‘ph’ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’
(bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ɘ/ + /l/
(animal); ‘il’ > /ɘ/ + /l/ (pencil); ‘ul’ > /ɘ/ + /l/ (awful); ‘el’ > /ɘ/ + /l/ (travel), ‘le’ > /ɘ/ +
/l/ (apple); ’tion‘ > /sh/ + /ɘ/ + /n/; ’ph‘ > /f/ (phone); ’ch‘ > /k/ (school); ’a‘ > /o/
(water) (RF.2.3e)
Read the following Tricky Words: I, you, your, street, my, by, have, all, who, no, go, so,
are, were, some, they, their (RF.2.3f)
Describe the following story elements: characters, setting, and plot, including how the
beginning introduces the story and the ending concludes the action (RL.2.5)
Use information gained from the illustrations and words in a text read independently
to demonstrate understanding of its characters, setting, or plot (RL.2.7)
Recount fables and folktales read independently, identifying specific features of the
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 2
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 4
genre represented in the story, as well as the central message, lesson, or
moral (RL.2.2)
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
fiction text read independently (RL.2.1)
Describe how characters in a fiction text that has been read independently respond
to major events and challenges (RL.2.3)
Read and understand decodable text of appropriate complexity for Grades 2-3 that
incorporates the specific code knowledge taught (RL.2.10)
Priority
Vocabulary
Badlands - barren land that is deeply eroded - Found in Reading Time – The Campsite
Scaffolds
and Supports
Warm-Up – Students are only given the pages they need to access in flip books for
the lesson. (Vowel Code Flip book p. 1-5. Individual Code Chart page 2 & 7.
Consonant Code Flipbook p. 5-6. )
Chaining – Students participate with chaining folders while teacher is chaining the
letters.
Writing - Words can be repeated more than once.
Reading Time - Text is read to the students. Students may benefit from their own copy
of the text.
Comprehension – Teacher reads questions, questions can be open ended instead of
multiple choice.
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 5
Checks for
Understanding
During Comprehension, when students find the evidence in the text, they
flag/highlight the evidence.
Graphic Organizer – Who, What, When, Where
Supplemental
Texts
Individual code charts poster size available in class
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
http://imavex.vo.llnwd.net/o18/clients/smekenseducation/images/Comprehension/R
etell_glove_PRIMARY_color-big.jpg
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 6
Priority
Teaching
Points
(Lesson
Objectives)
Use knowledge of the letter-sound correspondences that have been taught to
distinguish and correctly read long and short vowels in one-syllable words: ’a‘ > /a/;
’e‘ > /e/; ’i‘ > /i/; ’o‘ > /o/; ’u‘ > /u/ (RF.2.3a)
Read and write words with the following letter-sound correspondences: ’a‘ as /a/
(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ’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 /ɘ/ (debate);
’u‘ as /ue/ (unit) or /u/ (but); ’ph‘ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ’ir‘
(bird), ’ur‘ (hurt), or ’er‘ as /er/ (her); ’ar‘ > /ar/ (car) or /or/ (war); ’al‘ > /ɘ/ + /l/
(animal); ’il‘ > /ɘ/ + /l/ (pencil); ’ul‘ > /ɘ/ + /l/ (awful); ’el‘ > /ɘ/ + /l/ (travel), ’le‘ > /ɘ/ +
/l/ (apple); ’tion’ > /sh/ + /ɘ/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘a’ > /o/
(water) (RF.2.3e)
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)
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 sufficient accuracy and fluency to support comprehension (RF.2.4)
Use phonics skills in conjunction with context to confirm or self-correct word
recognition and understanding, rereading as necessary (RF.2.4c)
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 3
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 7
Priority
Vocabulary
hike - to walk or march a great distance, especially through rural areas, for
pleasure, exercise, military training, or the like - Found in Reading Time – The Hike
If necessary show a short video clip on smartboard/eno board of someone taking a hike.
Scaffolds
and Supports
Warm Up – Students are only given the pages they need to access in flip books for the
lesson. (Consonant Code Flip Book p. 5, 6,9,10, 19, 20. Individual Code Chart p. 2, 3, 5.)
Chaining – Students participate with chaining folders while teacher is chaining the
letters.
Writing – Words can be repeated more than once. Students should have access to
individual code chart for reference.
Reading Time – Text is read to the students if not on their level. Students may benefit
from having access to their own text.
Comprehension – Teacher reads questions, questions can be open ended instead of
multiple choice. Students can refer to graphic organizer to help answer comprehension
questions.
Checks for
Understanding
During Comprehension, when students find the evidence in the text, they flag/highlight
the evidence.
Graphic Organizer – Who, What, When, Where
Supplemental
Texts
Individual code charts poster size available in class
Anchor chart on finding evidence in text
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 8
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 9
Priority
Teaching
Points
(Lesson
Objectives)
Use knowledge of the letter-sound correspondences that have been taught to
distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/;
‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ (RF.2.3a)
Read and write words with the following letter-sound correspondences: ‘a’ as /a/
(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ‘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 /ɘ/ (debate); ‘u’
as /ue/ (unit) or /u/ (but); ‘ph’ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’
(bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ɘ/ + /l/
(animal); ‘il’ > /ɘ/ + /l/ (pencil); ‘ul’ > /ɘ/ + /l/ (awful); ‘el’ > /ɘ/ + /l/ (travel), ‘le’ > /ɘ/ +
/l/ (apple); ’tion‘ > /sh/ + /ɘ/ + /n/; ’ph‘ > /f/ (phone); ’ch‘ > /k/ (school); ’a‘ > /o/
(water) (RF.2.3e)
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)
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
sufficient accuracy and fluency to support comprehension (RF.2.4)
Use phonics skills in conjunction with context to confirm or self-correct word
recognition and understanding, rereading as necessary (RF.2.4c)
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 4
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 10
Scaffolds
and Supports
Warm-Up - Students are only given the pages they need to access in flip books for the
lesson. (Consonant Code Flip Book p. 7, 13, 14, 16, 17, and 24. Individual Code Chart
p. 2, 4, 6.)
Chaining – Students participate with chaining folders while teacher is chaining the
letters.
Writing – Words can be repeated more than once. Students should have access to
individual code chart for reference.
Reading Time – Text is read to the students if not on their level.
Comprehension – Teacher reads questions, questions can be open ended instead of
multiple choice. Students can refer to graphic organizer to help answer questions in
comprehension questions.
Checks for
Understanding
During Comprehension, when students find the evidence in the text, they
flag/highlight the evidence.
Graphic Organizer – Who, What, When, Where
Supplemental
Texts
Individual code charts poster size available in class Anchor chart on finding evidence in text
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 11
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 12
Priority
Teaching
Points
(Lesson
Objectives)
Use knowledge of the letter-sound correspondences that have been taught to
distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/;
‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ (RF.2.3a)
Read and write words with the following letter-sound correspondences: ‘a’ as /a/
(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ‘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 /ɘ/ (debate); ‘u’
as /ue/ (unit) or /u/ (but); ‘ph’ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’
(bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ɘ/ + /l/
(animal); ‘il’ > /ɘ/ + /l/ (pencil); ‘ul’ > /ɘ/ + /l/ (awful); ‘el’ > /ɘ/ + /l/ (travel), ‘le’ > /ɘ/ +
/l/ (apple); ’tion‘ > /sh/ + /ɘ/ + /n/; ’ph‘ > /f/ (phone); ’ch‘ > /k/ (school); ’a‘ > /o/
(water) (RF.2.3e)
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)
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
sufficient accuracy and fluency to support comprehension (RF.2.4)
Use phonics skills in conjunction with context to confirm or self-correct word
recognition and understanding, rereading as necessary (RF.2.4c)
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 5
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 13
Priority
Vocabulary
The Big Dig story
Cliff - A high, steep, or overhanging face of rock.
Scaffolds
and Supports
Warm Up – Students are only given the pages they need to access in flip books for the
lesson. (Consonant Code Flip Book p. 11,12,15,18,21,22,23,25) Individual Code Chart
p. 3,4,5,6.)
Chaining – Students participate with chaining folders while teacher is chaining the
letters.
Writing – Words can be repeated more than once. Students should have access to
individual code chart for reference.
Reading Time – Text is read to the students if not on their level. Students may benefit
from access to their own text that they can highlight or write on.
Comprehension – Teacher reads questions, questions can be open ended instead of
multiple choice. Students can refer to graphic organizer to help answer questions in
comprehension questions.
Checks for
Understanding
During Comprehension, when students find the evidence in the text, they
flag/highlight the evidence.
Graphic Organizer – Who, What, When, Where
Supplemental
Texts
Individual code charts poster size available in class Anchor chart on finding evidence in text
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 14
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 15
Priority
Teaching
Points
(Lesson
Objectives)
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)
Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark) (L.2.4d)
Priority
Vocabulary
Compound word – A word composed of two or more stems.
Scaffolds
and Supports
Performance Task Assessment – Students can read assessment “Snacks” aloud to the
teacher.
Assessment is not timed.
Students could use a reading tracker to follow along when reading.
Remind students to look back in text to find answers to assessment questions.
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 6
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 16
Checks for
Understanding
During Performance Task Assessment, when students find the evidence in the text,
they flag/highlight the evidence.
Graphic Organizer – Who, What, When, Where
Supplemental
Texts
N/A
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
Worksheets 6.3 & 6.4
Students complete compound words on worksheet. To assist students, It may be
helpful to have students refer to the picture page on the next worksheet.
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 17
Priority
Teaching
Points
(Lesson
Objectives)
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)
Priority
Vocabulary
N/A
Scaffolds
and Supports
Performance Task Assessment – Students can read assessment “Prince Vincent” aloud
to the teacher.
Assessment is not timed.
Students could use a reading tracker to follow along when reading.
Remind students to look back in text to find answers to assessment questions.
Checks for
Understanding
During Performance Task Assessment, when students find the evidence in the text,
they flag/highlight the evidence.
Graphic Organizer – Who, What, When, Where
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 7
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 18
Supplemental
Texts
If students are unable to read this level of text, they can reread “Snacks” from the day
before. Rereading the text will improve fluency.
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
Worksheets 7.3
Students can dictate 3 - 5 sentences about the picture on the worksheet.
Provide sentence starters for students to complete about the picture.
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 19
Priority
Teaching
Points
(Lesson
Objectives)
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)
Read and understand decodable text of appropriate complexity for Grades 2-3 that
incorporates the specific code knowledge taught (RL.2.10)
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: ’a‘ > /a/;
’e‘ > /e/; ’i‘ > /i/; ’o‘ > /o/; ’u‘ > /u/ (RF.2.3a)
Read and write words with the following letter-sound correspondences: ’a‘ as /a/
(hat), /ae/ (paper), /ɘ/ (about), or /aw/ (wall); ’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 /ɘ/ (debate);
’u‘ as /ue/ (unit) or /u/ (but); ’ph‘ > /f/ (phone), /ie/ (try), /i/ (myth), or /ee/ (funny); ’ir‘
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 8
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 20
(bird), ’ur‘ (hurt), or ’er‘ as /er/ (her); ’ar‘ > /ar/ (car) or /or/ (war); ’al‘ > /ɘ/ + /l/
(animal); ’il‘ > /ɘ/ + /l/ (pencil); ’ul‘ > /ɘ/ + /l/ (awful); ’el‘ > /ɘ/ + /l/ (travel), ’le‘ > /ɘ/ +
/l/ (apple); ’tion’ > /sh/ + /ɘ/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘a’ > /o/
(water) (RF.2.3e)
Priority
Vocabulary
N/A
Scaffolds
and Supports
Performance Task Assessment – Students can read assessment “The Beach” aloud to
the teacher.
Performance Task – Word Reading Test Record Sheet
Assessment is not timed.
Students could use a reading tracker to follow along when reading.
Remind students to look back in text to find answers to assessment questions.
Checks for
Understanding
During Performance Task Assessment, when students find the evidence in the text they
flag/highlight the evidence.
Graphic Organizer – Who, What, When, Where
Supplemental
Texts
If students are unable to read this level of text, they can reread “Snacks” or “Prince
Vincent” from the previous lesson. Rereading the text will improve fluency.
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
Worksheet 8.3 – If necessary teacher can read directions to students.
Worksheet 8.4 & 8.5 - Students complete compound words on worksheet. To assist
students, it may be helpful to have students refer to the picture page on the next
worksheet.
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 21
Priority
Teaching
Points
(Lesson
Objectives)
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)
Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark) (L.2.4d
Priority
Vocabulary
N/A
Scaffolds
and Supports
Performance Task Assessment – Students can read assessment “Sink or Float” aloud to
the teacher.
Performance Task – Word Reading Test Record Sheet
Assessment is not timed.
Students could use a reading tracker to follow along when reading.
Remind students to look back in text to find answers to assessment questions.
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 9
CKLA Special Education and Consultant Teacher Resource Guide
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 22
Checks for
Understanding
During Performance Task Assessment, when students find the evidence in the text,
they flag/highlight the evidence.
Graphic Organizer – Who, What, When, Where
Supplemental
Texts
If students are unable to read this level of text, they can reread “Snacks”, “Prince
Vincent” or “The Beach” from the previous assessment. Rereading the text will
improve fluency.
Adapted
Assessments
See Adapted Assessments Packet for Unit 1 Lessons link on table.
Writing Tasks
Worksheet 9.3 – If necessary, teacher can read directions to students.
Worksheet 9.4 - Students complete compound words on worksheet. Students will
need directions read and a model for this task.
CKLA Skills Strands Unit 1 Lessons 1-10 Special Education Resource Guides 23
Priority
Teaching
Points
(Lesson
Objectives)
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)
Use and expand complete simple and compound sentences orally and in own
writing (L.2.1f)
Scaffolds
and Supports
Performance Task – Word Reading Test Record Sheet
Assessment is not timed.
Students could use a reading tracker to follow along when reading.
10.1 Best Pals - students can be given choices of what they can write under best pals
section. Students would benefit from brainstorming a thinking map ahead of this task
of what they can do with their best pal.
10.2 – students can have the phrases read to them. If they need more supports,
students can be given pictures clues to paste into the boxes on this page. (jump the
rope, toot the horn, shake my hand)
Checks for
Understanding
Students can review tricky words and cvc words, if they are higher level, add
consonant clusters and consonant digraph words.
Supplemental
Texts
If students are unable to read this level of text, they can reread “Snacks”, “Prince
Vincent”, “The Beach” or “Sink or Float” from the previous assessments. Rereading the
text will improve fluency.
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 1 Lesson 10
CKLA Special Education and Consultant Teacher Resource Guide