Fundations: Unit Two – Week Two: Day Two

Teacher: Emily Wilson

Grade: 2nd
Content Area: ELA

1. Content and Standards:

a. CCSS.ELA.LITERACY.RF.2.3 – know and apply grade-level phonics and word
analysis skills in decoding words

2. Prerequisites: Students should know their alphabet, letter sounds (long and short),
and be able to sound out 3-4 letter words.

3. Essential Questions: N/A

4. Materials and Equipment:

a. Echo/Baby Echo
b. Large sound cards
c. Standard sound cards
d. Trick Word Flashcards
e. R-Controlled Vowels poster
f. Picture summary poster of “Skip is Sick”
g. Student notebook
h. Student dry erase writing tablet

5. Instructional Objective: Students will be able to use their fingers to tap out CVC
words and words with digraphs, blends, and glued sounds. Students will also recall
information using a picture summary of a story we read the week before.

6. Instructional Procedures:

Before:
- Teacher or student will be the drill leader. The leader points to the standard
sound card with the Baby Echo pointer and says the letter name-keyword-sound
(for vowels and new or challenging sounds) or letter name-sound (for other
consonants). Students repeat. Always include all vowels, any new or challenging
sounds, and 4-5 other consonants for review.
o Do all the vowels, digraphs, and select from consonants. Include qu, x,
and y.

During:
Word of the Day
- Build the word of the day and discuss the word’s meaning.
- ASK: “How big would a chunk of fudge be?”
Review Concepts
- Reteach the concept of glued sounds using the word of the day. Have a student
mark up the word by boxing the glued sound and marking it as a closed syllable:
Ch ŭnk

Make Words
- Use the standard sound cards to make several unit words. Have the students tap
and read each word.
Champ van sting stink
Student Notebook Entry
- Show the students the word of the day card and have several of them use the
word in a sentence, prompting them as needed. Write a short sentence on the
board, scoop it into phrases, and read it. Have students add the word of the day
and the sentence to the vocabulary section.

Dictation (Dry Erase)

- Dictate 3 sounds, 3 current words, 1 review word, 2 trick words, and 1 sentence
from the unit resources. Be sure students repeat each dictation. Have one
student write on the large dictation grid and all students write on their dry erase
writing tablet.

Storytime
Part 3: Digging Deeper: Close Reading (10 minutes)
- Be sure students have a copy of Skip is Sick. Provide some cues to direct
students to re-picture the story. Then have a student use that “movie” in their
mind to retell it, referring to illustrations from Part 2, only as needed.
- Ask comprehension questions that require the students to dig deep into the text.
Have students indicate the exact words of the text that led them to their answers
- ASK:
o How many paragraphs are there in this story?
o Which paragraphs tells the reader about the things Skip did to get better?
o Why didn’t Skip wants to miss school?
o Why did Skip say he was not having much luck in the last paragraph?
o Why did Skip fall off the swing? Read aloud the sentence that tells us.
o Find a sentence in the first paragraph that tells how Skip’s mom knew he
was sick.
- Have students find a word with a blend, a digraph, and a word with a “buddy”
letter in the first paragraph. Students write the words on a piece of composition
paper and mark them up.

After: N/A
7. Assessment: Teacher will assess by listening to which letter and letter sounds the
class has trouble with and doing more practice with them.

8. Differentiated Instruction:

- For students who find recalling consonant letters challenging, form questions so
that the response does not require word retrieval. For example, ask “Is this a
digraph or a blend?” rather than “What do you call this?”
- Most students will be familiar with the skills and words from Unit 1. Many will
be known by sight. Use this Unit to encourage students to look at the English
language metacognitively. Get them excited about dissecting words and learning
the vocabulary that describes the structures of the English language
- Challenge students with nonsense syllables for both reading and spelling