Setting Purpose: From Engagement Text to Decodables | EL Education Curriculum

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ELA G2:S3:C14:L67

Setting Purpose: From Engagement Text to Decodables

In this Lesson

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Daily Learning Targets

  • Opening A: I can retell the events from the current edition of the Sunnyside Community Public Notice: "Trash and Pest Control."
  • Opening B (optional): Using evidence from the text, I can answer questions about the current edition of the Sunnyside Community Public Notice: "Trash and Pest Control."
  • Work Time A: I can read high-frequency words: "to," "two," "too," "friends," "let's," "people," "together," "none," "finally." (RF.2.3f)
    • I can read second-grade words that "don't play fair" in isolation.
  • Work Time B: I can read the decodable text: "No Food to Be Found: Part 2." (RF.2.3)
    • I can use knowledge of vowel sounds to help me decode words with different spelling patterns.
    • I can decode words with C-le syllable patterns.
    • I can read second-grade words that "don't play fair" in text.

Ongoing Assessment

  • Observe students during Work Time A.
    • Determine whether they can read high-frequency words.
    • Also determine why the words are regularly or irregularly spelled.
  • Observe students during Work Time B.
    • Determine whether they can independently find a given word.
    • Also determine whether they can decode words containing C-le syllable patterns and irregularly spelled high-frequency words.
  • Exit ticket (see Differentiated Small Groups: Work with Teacher).

Agenda

Agenda

1. Opening (3-5 minutes)

A. Engagement Text Read-aloud: Sunnyside Community Public Notice: "Trash and Pest Control"

B. Comprehension Conversation (optional)

2. Work Time (10 minutes)

A. Snap or Trap: "to," "two," "too," "friends," "let's," "people," "together," "none," "finally"

B. Decodable Reader: Partner Search and Read: "No Food to Be Found: Part 2"

3. Closing and Assessment (2 minutes)

A. Reflecting on Learning

4. Differentiated Small Group Instruction and Rotations (40-45 minutes)

In Advance

  • Prepare:
    • Snap or Trap T-chart
    • Snap or Trap Word Cards (write the following words on index cards: "to," "two," "too," "friends," "let's," "people," "together," "none," "finally")
    • Interactive Word Wall
    • Comprehension Conversation questions (if different from suggested questions)
  • Pre-determine partnerships for retelling during Opening A and Work Time B.
  • Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

  • comprehension, grapple, responsibility, retelling (L)
  • offense, containment, notice (T) 

Materials

  • Enlarged Engagement Text: Sunnyside Community Public Notice: "Trash and Pest Control"
  • Snap or Trap Word Cards (see Teaching Notes, "In Advance" above)
  • Snap or Trap T-chart (on white board or chart paper; Snap on one side and Trap on the other; from Lesson 62)
  • Enlarged Decodable Reader: "No Food to Be Found: Part 2" (one for display)
  • Interactive Word Wall (one to display)
  • Decodable Reader: "No Food to Be Found: Part 2" (one per student)
  • Highlighters (one per student and one for teacher)
  • Highlighting tape (for the teacher to use to highlight the Decodable Reader; optional)
  • Tape, magnet, or other material to fasten Snap or Trap Word Cards to the Snap or Trap T-chart

Opening

OpeningMeeting Students' Needs

A. Engagement Text Read-aloud: Sunnyside Community Public Notice: "Trash and Pest Control"

  • (Suggested transition song, sung to the tune of "The More We Get Together"):

"Gather round together, together, together. It's time to hear a story, a story, a story. It's time to hear a story and say what you've learned."

  • Display Enlarged Engagement Text: Sunnyside Community Public Notice: "Trash and Pest Control."
  • Begin a read-aloud of the Enlarged Engagement Text: Sunnyside Community Public Notice: "Trash and Pest Control":

1. Teacher says: "Listen carefully as I read a Sunnyside Community Public Notice: 'Trash and Pest Control.' After I am finished reading, you will retell the story to a partner and answer some questions about it."

2. Teacher reads text without interruption, pointing out the accompanying illustrations.

3. Students turn to an elbow partner and each partner retells the events in the Sunnyside Community Public Notice: "Trash and Pest Control."
  • For students who need additional support, including ELLs: Provide picture cards of nouns in "Trash and Pest Control" to support comprehension.
  • Consider explaining to students that the Engagement Text is written in a different format. Instead of a newspaper article, it is a notice or letter from the city directed at people who live in Sunnyside.

B. Comprehension Conversation (optional)

  • Teacher asks the following suggested comprehension questions:
    • Recall:

"Who sent the notice?" (the mayor of Sunnyside)

"What does it say?" (to put all items in trash and close trash lid tightly at all times.)

    • Vocabulary and Language:

"The notice says residents should be 'informed of new rules regarding containment of trash.' What does 'containment' mean?" (to control the trash; keep trash from harming community)

    • Digging Deeper: Extension Questions:

"Why is it important to keep cities clean?" (Answers will vary.)

Work Time

Work TimeMeeting Students' Needs

A. Snap or Trap: "to," "two," "too," "friends," "let's," "people," "together," "none," "finally"

  • Begin the Snap or Trap instructional practice:

1. Teacher says: "We know some words can be hard to read and spell because they don't look and sound like they should. We say those words 'don't play fair.' Today we're going to look at words like this and figure out what makes them hard to read and spell."

2. Teacher shows students a list of Snap or Trap Word Cards ("to," "two," "too," "friends," "let's," "people," "together," "none," "finally") and a Snap or Trap T-chart.

3. Teacher says: "All of these words are high-frequency words, which means we see them a lot when we read and use them a lot when we spell. Some of them are regularly spelled; they 'play fair.' Some of them are irregularly spelled, so they 'don't play fair.' We will figure out which ones should go in the Trap column (words that 'don't play fair') and which ones go in the Snap column (words that do 'play fair')."

4. Teacher reads all words aloud.

5. Teacher reads "none."

6. Teacher says: "I notice the letter 'e' ends the word 'none,' but the vowel 'o' doesn't say its name. Instead, we hear the /u/ sound. This word isn't spelled like we would expect, so it goes in the Trap column."

7. Teacher puts the "none" card in the Trap column.

8. Teacher asks:

"Can anyone see any other trap words?"

9. Teacher says: "This is a difficult job because we will need to use all that we know about letters and sounds to figure out if the word is trap or snap. You may be unsure about the answer. That's okay! We will help each other as a class think about the words and back up our ideas with evidence."

10. Student volunteer selects a trap word: "through."

11. Teacher asks:

"Why do you think it's a trap word?" (Answers will vary based on word selected.)

12. Teacher says: "Right! _____ is a trap word because it doesn't sound like it is spelled. It belongs in the Trap column."

13.Teacher adds selected word to the Trap column.

14. Students and teacher complete steps 8-13 until all words are identified as snap or trap.

15. Students and teachers chorally read list of snap and trap words together.
  • Encourage students to grapple with their knowledge of letter sounds to decide whether a high-frequency word is a snap or trap word.
  • Encourage students to define the homonyms (words that sound the same but don't mean the same thing): "too," "to," and "two."
  • Encourage students to read each high-frequency word first and then analyze the word after reading it.
  • Encourage students to share their thinking when identifying words as snap or trap. This analysis supports future learning in morphology.

B. Decodable Reader: Partner Search and Read: "No Food to Be Found: Part 2"

  • (Suggested transition song, sung to the tune of "The More We Get Together"):

"Now you will read a story, a story, a story. Now you will read a story with words that you know."

  • Begin the Decodable Reader: Partner Search and Read instructional practice:

1. Teacher displays the Enlarged Decodable Reader: "No Food to Be Found: Part 2."

2. Teacher says: "First we read an article from the Sunnyside Gazette: Sunnyside Community Public Notice: 'Pest and Food Control.' Now we will read a story about characters from Sunnyside: 'No Food to Be Found: Part 2.' This story is filled with words that YOU can read! There are decodable words, and there are some words that 'don't play fair,' like 'none' and 'finally.'"

3. Teacher draws students' attention to words on the Interactive Word Wall.

4. Teacher distributes the Decodable Reader: "No Food to Be Found: Part 2" and highlighters to each student.

5. Teacher says: "Before you read the book with your partner, we are going to be detectives. We are going to look for some of the high-frequency words. Remember, some of these words 'don't play fair,' which means they are not easily decodable and so we identified them as 'trap' words."

6. Teacher models with Enlarged Decodable Reader and thinks aloud as she notices one of the high-frequency words. Teacher highlights it with a highlighter or highlighter tape. Model again as needed.

7. Partners search for high-frequency words in the Decodable Reader: "No Food to Be Found: Part 2" together and highlight in their own book.

8. Teacher circulates to help partners find words as needed, focusing especially on those words that "don't play fair."

9. Teacher says: "Now you are ready to read the Decodable Reader with your partner. Some of the words in the story will be familiar because you have learned them in previous lessons. And some of the words you will see for the first time, but don't worry: Each of the words that you will see for the first time includes only spelling patterns that you have learned. So, you just need to say the sound that goes with each of the letters you see in the word, then blend them together to read the word. You'll see lots of two-syllable words with consonant-le at the end as well!"

10. Students read "No Food to Be Found: Part 2" with a partner. Partners may take turns (by page or whole text), read in unison, or both.
  • If readers in the Pre-Alphabetic or Partial Alphabetic phase need additional support to find the high-frequency words, consider allowing a reader in the Full or Consolidated Alphabetic phase to help them. Or consider asking them to find the beginning letter of the word instead of the whole word.
  • If readers need extra practice with words that "don't play fair," direct them to the Interactive Word Wall. Or have them read the rest of the sentence and think about which high-frequency word would make sense in the blank.

Closing & Assessments

ClosingMeeting Students' Needs

A. Reflecting on Learning

  • Emphasize that in any organization made up of a group of people working toward a common goal, everyone has their own responsibilities, but they also collaborate (work together) so that everyone can "grow and flourish" or "be the best they can be." Consider using a metaphor, such as a sports team, city government, or other group, that may be familiar to students. Invite students to share how the classroom community is such an organization. It is made up of a group of people (students and teachers) working toward a common goal (everyone becoming proficient readers and writers).
  • To support students' reflection of their own role in collaboration, consider inviting them to reflect on one or more of the following questions:

"What can I do today that will help to create a classroom community where all of us can 'grow and flourish' as readers and writers/become proficient readers and writers?" Encourage specificity.

"How can I ask for help so I can 'grow and flourish' as a reader/writer or 'become proficient' as a reader/writer?" (Example: "I can ask someone to look over my work and give me feedback.")

  • Depending on students' comfort level, consider inviting them to share their own personal goals (based on feedback from mid- or end-of-module assessments or self-identified goals based on daily work).
  • For students who need additional support organizing their ideas: Provide sentence frames. Examples:
    • "When I see someone _____, I'll make sure to _____."
    • "If someone asks me to _____, I'll _____."
    • "If I have a question about or need help with _____, I'll _____."

Differentiated Small Groups: Work with Teacher

Suggested Plan: Teacher works with students in the Partial Alphabetic and Full Alphabetic groups. If possible, teacher should also meet with the Consolidated Alphabetic group at least once per week. 

Note: Groups not working with the teacher at a given time should be engaged in purposeful independent rotation work. Refer to the Independent and Small Group Work Guidance document for more details (see K-2 Skills Resource Manual).

All Groups

Either today or another day this week after the Decodable Student Reader has been introduced, follow the Decodable Student Reader routine with each group. Differentiate the routine as needed based on students' microphase. See Lesson 7 or Independent and Small Group Work document for full routine. See Supporting Materials for Decodable Student Reader Planning and Recording Template.

Partial Alphabetic:

  • Students complete exit ticket:
    • Students read the Decodable Reader: "No Food to Be Found: Part 2."
    • Students highlight each word that contains the C-le ending syllable.

OR:

    • Students highlight words with spelling patterns they are working on (CVC, CCVC, etc.).
    • Look over the exit tickets with student(s). Analyze words that were more challenging and discuss why.
  • Use the Assessment Conversion chart to determine appropriate Grade 1 lessons and Activity Bank ideas to use in daily small group instruction.

Full Alphabetic:

  • Students complete exit ticket:
    • Students read the Decodable Reader: "No Food to Be Found: Part 2."
    • Students highlight each word that contains the C-le ending syllable.

OR:

    • Students work with teacher to write a new page in the Decodable Reader: "No Food to Be Found: Part 2," using words that contain the C-le ending syllable.

OR:

    • Students work with teacher or in pairs to provide a written response to the prompt:

Chip and Josh used teamwork to solve their problem. How have you worked in a team before?

    • Look over the exit tickets with student(s). Analyze words that were more challenging and discuss why.

Consolidated Alphabetic:

  • Students complete exit ticket:
    • Students read the Engagement Text: "Trash and Pest Control." Students provide a written response to the prompt:

Where do you throw away trash? What ideas do you have to help other people always throw away their trash? Where do cities and towns need trash cans?

    • Students should try to use words that contain the C-le ending syllable.
    • Students should use a Writing Checklist (example found in supporting materials) to self-check or partner-check writing conventions.
    • Look over the exit tickets with student(s). Analyze words that were more challenging and discuss why.
  • Additional Supporting Materials:
    • Writing Checklist (one per student)

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