CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
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Priority
Teaching
Points
(Lesson
Objectives)
Read and write words with the following inflectional endings and suffixes: –ed, –ing
(RF.2.3d)
Use both regular and irregular past-, present-, and future-tense verbs orally and in own
writing (L.2.1d)
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)
Consult the Individual Code Chart to check spelling (L.2.2e)
Read the following Tricky Words: I, you, your, street (RF.2.3f)
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 the following story elements: characters, setting, and plot, including how the
beginning introduces the story and the ending concludes the action (RL.2.5)
Read and understand decodable text of appropriate complexity for Grades 2–3 that
incorporates the specific code knowledge taught (RL.2.10)
Read decodable text that incorporates the letter-sound correspondences taught with
sufficient accuracy and fluency to support comprehension (RF.2.4)
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 2 Lesson 1
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Read and understand decodable text that incorporates letter-sound
correspondences taught, with purpose and understanding (RF.2.4a)
Priority
Vocabulary
Drapes – another word for curtains
Slump/ -ed – to fall down slightly (have students slump their own bodies and act out
this word)
Sulk- ing – to be in a bad mood because things didn’t go their way (have students act
out sulking)
Glint – ing – a small flash of light
Pictures for these vocabulary words would support learning.
Scaffolds
and Supports
Warm – Up – Spelling words this week students can only work on the root word if they
are not ready for the –ed ending. If students still are not ready for this level, they can
continue to work on their individualized ARG levels.
Today’s Spelling – Review short vowel sounds. Students need to be fluent with
identifying these before they can move on to other vowel sounds.
Students need Vowel Code Flip Book (p. 1-5, 7,9) Individual Code Chart (p.8)
Students who are not solid, can work on identifying the differences in the short and
long vowel sounds. They do not need to see the words in print yet. AA Grade 2 CKLA
U2 L1 adapted assessments – sorting long and short a pictures.
Chaining – Students are introduced to Magic E. A video supporting this may be
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
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helpful to students. Also Adapted Assessment CKLA U2 Lesson 1 Magic e
https://www.youtube.com/watch?v=uCvtMzUL0lw
Tricky Words - Students have their own personal tricky word bags, students write words
as they are learning them. Access to dry erase board may be helpful. For Kinesthetic
Learners, students may enjoy spelling their Tricky words incorporated with a
movement.
Reading Time – As the level of Reading progresses, the students would benefit from the
teacher reading the text to them and then working as a group to fill out a graphic
organizer about the text. If there are phrases or sentences within the story, the
teacher could highlight these parts of the passage to have the students read.
Adapted Assessment CKLA U2 Lesson 1 – Mike’s Bedtime.
Teacher should also lead discussion about the comprehension questions in this
section.
Supplemental Materials/Decodable Words and Phrases - Students can work on
decoding these words and phrases with partners.
Checks for
Understanding
During Questions, when students find the evidence in the text, they flag/highlight the
evidence.
Graphic Organizer – Beginning, Middle, End
Supplemental
Texts
RACE Anchor Chart on finding evidence in text.
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
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Adapted
Assessments
See Adapted Assessments Packet for Unit 2 Lessons - link on table. U2 Lesson 1 Sorting long a and short a pictures.
U2 Lesson 1 Magic E
U2 Lesson 1 Mike’s Bedtime.
Writing Tasks
Vocabulary Journal from words from “Mike’s Bedtime”.
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
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Priority
Teaching
Points
(Lesson
Objectives)
Use an apostrophe to form contractions and frequently occurring possessives (L.2.2c)
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)
Use knowledge of the letter-sound correspondences that have been taught to
distinguish and correctly read long and short vowels in one-syllable words: ‘o_e’ >
/oe/; ‘u_e’ > /ue/ (RF.2.3a)
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 syllable; magic –e syllables; vowel digraph syllables; r-controlled syllable; open
syllables; and consonant -LE syllables (RF.2.3c)
Read the following Tricky Words: my, by, have (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
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
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 2 Lesson 2
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CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
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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
Lass – another word for a girl
Spilt – past tense of spill, to dump over
Slop – leftover food scraps for pigs
Pictures for these vocabulary words would support learning.
Scaffolds
and Supports
Warm – Up – Teach Contractions, make it a game. Ideas: match game, song for
learning contractions https://www.youtube.com/watch?v=ar58NnHb1rk
Today’s Spellings – Give students their own individualized sheets of the Vowel Code
Flip Book (p. 4-5, 10-11), Individual Code Chart (p.10)
Chaining – Working in magic e with o and u. Adapted Assessment CKLA Grade 2 U2
L2 – long U and short u, Adapted Assessment CKLA Grade 2 U2 L2 – long O and short o.
Students are listening for the sound difference in the short and long vowels.
Practice – Students can identify syllables in a word. Have students listen and break
apart the syllables they hear on a word.
Tricky Word - Students have their own personal tricky word bags, students write words
as they are learning them. Access to dry erase board may be helpful. For Kinesthetic
Learners, students may enjoy spelling their Tricky words incorporated with a
movement.
Reading Time – As the level of Reading progresses, the students would benefit from the
teacher reading the text to them and then working as a group to fill out a graphic
organizer about the text. If there are phrases or sentences within the story, the
teacher could highlight these parts of the passage to have the students read. “The
Milk”
Teacher should also lead discussion about the comprehension questions in this
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
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section.
Supplemental Materials/Decodable Words and Phrases - Students can work on
decoding these words and phrases with partners.
Checks for
Understanding
During Questions, when students find the evidence in the text, they flag/highlight the
evidence.
Graphic Organizer – Beginning, Middle, End
Supplemental
Texts
RACE Anchor chart on finding evidence in text
Adapted
Assessments
See Adapted Assessments Packet for Unit 2 Lessons - link on table. U2 Lesson 2 – long U and short u
U2 Lesson 2 – long O and short o
Writing Tasks
Vocabulary Journal from words from “The Milk”.
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
8
Priority
Teaching
Points
(Lesson
Objectives)
Use and expand complete simple and compound sentences orally and in own
writing (L.2.1f)
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_e’ >
/ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/(RF.2.3a)
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)
Consult the Individual Code Chart to check spelling (L.2.2e)
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)
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)
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 2 Lesson 3
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CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
9
Priority
Vocabulary
Piglet – a small, young pig
Plump – rounded, fat
Fumed – slightly annoyed, or angry
Pictures for these vocabulary words would support learning.
Scaffolds
and Supports
Warm – Up – Students help unscramble the sentence. Focus on Capitalization of first
word and punctuation in the sentence.
Today’s Spellings – Vowel Code Flip Book (p.8) Individual Code Chart (p.8). Students
should participate in thumbs up/thumbs down activity listening for long e sound. While
listening, students can be shown the written word so that they make a connection
between the spelling of the long e sound and hearing it. Or if students are not ready
for this focus on ARG levels.
Reading Time – Students work with the teacher to reread, “The Milk”. Today, they can
dive deeper into the text and break down some of the meanings of the idioms in the
text, (Getting Set p.8, Take one step at a time p.12) Identifying that the story is made
up due to the words Once Upon A Time.
Supplemental Materials/Decodable Words and Phrases - Students can work on
decoding these words and phrases with partners.
Checks for
Understanding
During Questions, when students find the evidence in the text, they flag/highlight the
evidence.
Graphic Organizer – Beginning, Middle, End
Supplemental
Texts
RACE Anchor Chart on finding evidence in text
Writing Tasks
Vocabulary Journal from words from “The Milk”.
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
10
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)
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)
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)
Acknowledge differences in the points of view of characters, including by speaking in
a different voice for each character when reading dialogue aloud (RL.2.6)
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)
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 2 Lesson 4
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11
Priority
Vocabulary
Tale – a narrative of real or imaginary events
Stream – a small, narrow river
Compete – to try to get or win something that someone else is trying to get
Problem – something that is difficult to deal with
Scaffolds
and Supports
Warm – Up – Contraction Review Game.
http://www.carlscorner.us.com/Contractions/Contraction%20Action%20Match.pdf
Tricky Words - Students have their own personal tricky word bags, students write words
as they are learning them. Access to dry erase board may be helpful. For Kinesthetic
Learners, students may enjoy spelling their Tricky words incorporated with a
movement.
Grammar - https://www.youtube.com/watch?v=Bea_2ANKJ5o Quotation Marks
Practice – Adapted Assessment CKLA G2 U2 L4, Quotation Marks. Students place
quotation marks in the correct spot in the sentence.
Reading Time - As the level of Reading progresses, the students would benefit from the
teacher reading the text to them and then working as a group to fill out a graphic
organizer about the text. If there are phrases or sentences within the story, the
teacher could highlight these parts of the passage to have the students read,
specifically looking for quotation marks. Adapted Assessment CKLA U2 Lesson 4 – The
Jumping Frog. Teacher should also lead discussion about the comprehension
questions in this section.
Supplemental Materials/Decodable Words and Phrases - Students can work on
decoding these words and phrases with partners.
Checks for
Understanding
During Questions, when students find the evidence in the text, they flag/highlight the
evidence.
Graphic Organizer – Beginning, Middle, End
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
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Supplemental
Texts
Quotation Marks Anchor Chart * Contractions Anchor Chart
RACE Anchor Chart
Adapted
Assessments
See Adapted Assessments Packet for Unit 2 Lessons - link on table. U2 Lesson 4 - Quotation Marks.
U2 Lesson 4 - The Jumping Frog
Writing Tasks
Vocabulary Journal from words from “The Jumping Frog”.
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
13
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_e’ >
/ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/(RF.2.3a)
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 the following Tricky Words: no, go, so (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)
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)
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)
Acknowledge differences in the points of view of characters, including by speaking in
a different voice for each character when reading dialogue aloud (RL.2.6)
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 2 Lesson 5
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Priority
Vocabulary
Hitch – to lift up slightly
Provide visual for this vocabulary word. Have students “hitch” up their pants.
Scaffolds
and Supports
Spelling – Students should have spelling words from their ARG levels.
Today’s Spelling – Students should have a separate lesson, possibly working on the skills
previously taught. Decide this based on data. (long vs short vowel, contractions, short
vowel sounds)
Practice - Students can identify syllables in a word. Have students listen and break
apart the syllables they hear on a word.
Tricky Word - Students have their own personal tricky word bags, students write words
as they are learning them. Access to dry erase board may be helpful. For Kinesthetic
Learners, students may enjoy spelling their Tricky words incorporated with a
movement.
Reading Time - As the level of Reading progresses, the students would benefit from the
teacher reading the text to them and then working as a group to fill out a graphic
organizer about the text. If there are phrases or sentences within the story, the
teacher could highlight these parts of the passage to have the students read,
specifically looking for quotation marks. Teacher should also lead discussion about
the comprehension questions in this section.
Supplemental Materials/Decodable Words and Phrases - Students can work on
decoding these words and phrases with partners.
Checks for
Understanding
During Questions, when students find the evidence in the text, they flag/highlight the
evidence.
Graphic Organizer – Beginning, Middle, End
Supplemental
Texts
RACE Anchor chart on finding evidence in text
Writing Tasks
Vocabulary Journal from words from “The Jumping Frog.”
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
15
Priority
Teaching
Points
(Lesson
Objectives)
Read and write words with the following inflectional endings and suffixes: –ed, –
ing (RF.2.3d)
Use both regular and irregular past-, present-, and future-tense verbs orally and in own
writing (L.2.1d)
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 the following Tricky Words: are, were, some (RF.2.3f)
Plan, draft, and edit a narrative retelling of a fiction text, including the title, setting,
characters, and well-elaborated events of the story in proper sequence, including
details to describe actions, thoughts, and feelings, using temporal words to signal
event order, and providing a sense of closure (W.2.3)
Consult the Individual Code Chart to check spelling (L.2.2e)
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)
Priority
Vocabulary
N/A
Scaffolds
and Supports
Spelling – Students are introduced to the concept of –ing. –ing is added at the end of
a word. https://www.youtube.com/watch?v=UjVv0nXPP0c
Tricky Words - Students have their own personal tricky word bags, students write words
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Grade 2 CKLA Skills Strands Unit 2 Lesson 6
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as they are learning them. Access to dry erase board may be helpful. For Kinesthetic
Learners students may enjoy spelling their Tricky words incorporated with a movement.
Writing – This process will be modeled for the students as a think aloud. Students can
work with the teacher to support ideas and thinking. Use CKLA Graphic Organizer
Worksheet 6.2. See next page. Students can choose which story from Unit 2 they
would like to retell to complete the graphic organizer.
Supplemental Materials/Decodable Words and Phrases - Students can work on
decoding these words and phrases with partners.
Checks for
Understanding
Graphic Organizer – Beginning, Middle, End
Supplemental
Texts
Retell Anchor Chart
Optional
Assessment
CKLA Graphic Organizer Worksheet 6.2. See next page.
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
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CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
18
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_e’ >
/ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/(RF.2.3a)
Consult the Individual Code Chart to check spelling (L.2.2e)
Plan, draft, and edit a narrative retelling of a fiction text, including a title, setting,
characters, and well-elaborated events of the story in proper sequence, including
details to describe actions, thoughts, and feelings, using temporal words to signal
event order, and providing a sense of closure (W.2.3)
Scaffolds
and Supports
Warm – Up – Vowel Code Flip Book Review, focus on specific skills students still need
support, i.e. – long vowel sounds with magic e.
Today’s Spellings – Students work on ARG level words during this time. Students may
be ready to work on long vowel sounds with magic e at this point.
Writing – Continue working on writing from lesson 6. Students need more modeling of
the writing process.
Supplemental Materials/Decodable Words and Phrases - Students can work on
decoding these words and phrases with partners.
Checks for
Understanding
Graphic Organizer – Beginning, Middle, End
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Grade 2 CKLA Skills Strands Unit 2 Lesson 7
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CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
19
Supplemental
Texts
Retell Anchor Chart
Optional
Assessment
CKLA Graphic Organizer Worksheet 6.2 (above, pg 17.)
CKLA Grade 2 Skills Strands Unit 2 Lessons 1-8 Special Education Resource Guides
20
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_e’ >
/ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/(RF.2.3a)
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)
Plan, draft, and edit a narrative retelling of a fiction text, including a title, setting,
characters, and well-elaborated events of the story in proper sequence, including
details to describe actions, thoughts, and feelings, using temporal words to signal
event order, and providing a sense of closure (W.2.3)
With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing (W.2.5)
With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers (W.2.6)
Consult the Individual Code Chart to check spelling (L.2.2e)
Capitalize holidays, product names, and geographic names (L.2.2a)
Scaffolds
and Supports
Warm – UP – Vowel Code Flip Book review. Sing songs reviewing taught vowel sounds.
https://www.youtube.com/watch?v=jh11mx9tF9o
SYRACUSE CITY SCHOOL DISTRICT
Grade 2 CKLA Skills Strands Unit 2 Lesson 8
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21
https://www.youtube.com/watch?v=4TjcT7Gto3U
Spelling – Focus on leveled vowel sound spellings.
Chaining – Have students work with magic e to create long vowel sounds. Students
should have access to their own chaining boards during this time.
Writing – Work together as a group writing a draft of the story they chose to retell from
the previous lesson. Students will need to refer to their graphic organizers and use the
8.2 template from CKLA to support the writing process.
Supplemental Materials/Decodable Words and Phrases - Students can work on
decoding these words and phrases with partners.
Checks for
Understanding
Graphic Organizer – CKLA Graphic Organizer 6.2 for stories
Supplemental
Texts
Retell Anchor Chart
Optional
Assessment
If students wish to create their own draft of the retell but are unable to write the words,
they can draw the beginning, middle, and end. Then they can dictate what they
have done.
Writing Tasks
Group work, creating a draft of the retell.
Students can use, Adapted Assessment Grade 2 CKLA U2 L8 – Drawing Story Retell –
located in AA packet – link on table.