current SPelling words
current SPelling words
Embedded Files
Skills 6 Lesson 11
revenge large judge
fudge nudge direction
nation attention huge
fraction change range
stations option action
locomotion cottage
addition caption
Tricky Word: caption
**Students will need to be able to put words in alphabetical order
Skills 6 Lesson 16
Madison Washington
president impressment
Congress British troops
cannon death Death
merchants support navy
paved hawks painting
monarchy battle march
Tricky Word: Ironsides
**Students will need to be able to put words in alphabetical order
SKILLS
SKILLS
Unit 6:
This unit is devoted to introducing several new spelling alternatives for vowel and consonant sounds. In this unit you will introduce the following:
Spelling Alternatives for Vowel Sounds
• /er/ > ‘ar’ (dollar) • /er/ > ‘or’ (work) Tricky Spellings for Vowel Sounds
• ‘ea’ > /e/ (head) • ‘i’ > /ee/ (ski)
• ‘a’ > /o/ (lava) Spelling Alternatives for Consonant Sounds
• /f/ > ‘ph’ (phone)
• /k/ > ‘ch’ (school)
Tricky Spellings
The tricky spellings ‘ea’, ‘ar’, ‘or’, ‘i’, and ‘a’ are explicitly addressed in this unit. Remember that as more and more tricky spellings are introduced, it increases the challenge that students face when reading. Remind them to use their puzzling skills, such as chunking words into syllables, trying alternative sounds for specific spellings, referring to the Individual Code Chart and Spelling Trees, and using context when they encounter challenging words. If you find that students still need additional practice decoding these tricky spellings, you can choose among tricky spelling activities listed in the Additional Support activities at the end of the lessons and in the Pausing Point.
Code Knowledge
Students who have mastered the letter-sound correspondences taught in CKLA™ up to this point have learned most of the important letter-sound correspondences they need to read English writing. The ones they have not explicitly studied are relatively rare letter-sound correspondences that come up perhaps once in every 2,000–3,000 words. Most students will be able to decode the occasional unusual spelling by using the puzzling strategies that you have taught them. At this point in Grade 2, many students are already reading trade books and other publications that are not controlled for decodability.
KNOWLEDGE
KNOWLEDGE
Domain 12: Why is important to Fight for a Cause?
In this unit, students will learn about several ordinary people who stood up for what they believed in and who fought for a cause, even when faced with immeasurable odds. What's the story? Students will learn about some key historical figures who fought for various causes, such as the abolition of slavery, the right for women to vote, and the welfare of migrant workers. They helped change many laws, and they all practiced nonviolence. What will my student learn? Students will learn how historical figures, including Cesar Chavez, Eleanor Roosevelt, and Jackie Robinson, impacted the ability of others in the United States to exercise their individual rights. They will also learn the terms civil rights and human rights and what they mean. Students will explore the connection between ideas and actions, and how ordinary people can do extraordinary things. In this domain, students will have the chance to write free verse poetry to express their thoughts and opinions. They will also revise, edit, and publish one of their poems.
Conversation starters to ask your student questions about the unit to promote discussion and continued learning:
1. What are some of the civil rights we are guaranteed by the United States?
Follow up: Why were certain groups of people excluded from some of these rights throughout American history? What do you think it means to fight for what you believe in?
2. Who was Susan B. Anthony? (also Eleanor Roosevelt, Martin Luther King Jr., Jackie Robinson, Mary McLeod Bethune, Rosa Parks, and Cesar Chavez)
Follow up: How did he/she help people? What causes did he/she fight for? What did he/she accomplish? What do you admire about him/her?
3. In what ways was Jackie Robinson similar to Susan B. Anthony, Eleanor Roosevelt, and Mary McLeod Bethune?
Follow up: How was the way Jackie Robinson fought for civil rights different from the way the others did?
4. Can you think of or share a time you had to fight for something that you believed in?
Follow up: Tell me about it. How did it feel? What did you accomplish?
Math
Math
Module 5:
Topic A
Problem Solving with Coins and Bills
Topic A
Problem Solving with Coins and Bills
Topic A extends the work of module 4 as students engage in a real-world application of place value strategies and properties of operations to solve problems with coins and bills. After organizing, counting, and representing a collection of coins, students manipulate different combinations of coins to make the same total value. Ultimately, students use the fewest number of coins to make a given value, seeing that just as they exchange 10 ones for 1 ten in module 1, they can exchange coins of a lesser value for coins of a greater value.
Students find the total value of a group of coins or bills in the context of one- and two-step word problems. They use models and drawings to represent part–total relationships and apply place value strategies and skip-counting skills to find an unknown value. Students also make 1 dollar or make change from 1 dollar by using various simplifying strategies, such as counting on to a benchmark number or using related addition to solve a subtraction problem. An optional lesson provides students with the opportunity to solve word problems with coins and bills, which supports real-world experiences with mixed units of money.
Topic B
Use Customary Units to Measure and Estimate Length
Topic B
Use Customary Units to Measure and Estimate Length
Topic B focuses on customary units to reinforce the measurement concepts and skills students learned by using metric units in module 1. Here, students iterate a 1-inch square tile to make inch rulers, relating 12 inches to a new unit, the foot. As students use their rulers to measure classroom objects to the nearest inch, they find the difference between the lengths. Students estimate and then select the appropriate measurement tool and unit to measure various classroom objects to the nearest inch, foot, or yard. Next, students measure the same object twice, by using centimeters and inches and describe how the two measurements relate to the size of the length units. Then, students measure to create a space creature and compare differences in length, finding the difference using the relationship between addition and subtraction. Students apply their knowledge of the ruler to a number line diagram. They use the distance between points and their ability to skip-count by fives and tens to identify unknown numbers on a number line with a given interval.
Topic C
Use Measurement and Data to Solve Problems
Topic C
Use Measurement and Data to Solve Problems
Students apply place value strategies and the properties of operations to solve measurement problems. They find the total length around a football field, for example, and use geometric reasoning to find unknown side lengths. This work prepares them for understanding perimeter in grade 3. Students also use the Read–Draw–Write process to solve addition and subtraction two-step word problems that involve length. They use the more abstract tape diagram to model the relationships in the problem. Students then generate measurement data by measuring to the nearest inch and by representing data with a line plot, where the horizontal or vertical scale is marked off in whole-number units, drawn as a number line diagram. Students see that the scale on their line plot corresponds to the scale on their measuring tools. Finally, students use line plots to ask and answer questions about measurement data.
SCIENCE
SCIENCE
Quarter 3 Standards:
2-PSI-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object
Social studies
Social studies
Quarter 3 Standards:
Identifying and Analyzing Public Issues
Clearly states a problem as a public policy issue, analyzes various perspectives and generates and evaluates possible alternative resolutions
2-P3.1.1, 2-P3.12, 2P3.1.3 -Discuss a community issue-pros/cons and its effects to the people in the community
Persuasive Communication about a Public Issue
Communicates a reasoned position on a public issue 2
-P3.3.1 -Takes a stand on a public community issue and provides reasons to support it.
Structures and Functions of Government
Describe the structure of government in the United States and how it functions to serve citizens.
2.C3.0.1 Give examples of how local governments make, enforce, and interpret laws in the local community
2.C3.0.2 Use examples to describe how local government affects the lives of its citizens
2.C3.0.3 Identify services commonly provided by local governments
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