ELA G2:S4:C23:L115

Decoding, Fluency, and Spelling: Mid-Module 4 Assessment

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Daily Learning Targets

Opening A: I can review the sound-spelling patterns from Cycles 20-23 (RF.2.3): generalizations for making plurals with words ending in "-y," schwa sound for "a," "e," and "o," words ending with "a-t-e" making the long "a" or schwa sound, and contractions with "are."

I can use knowledge of vowel sounds to help me decode words with different spelling patterns.
I can decode words with other vowel patterns.
can identify spelling patterns based on vowel sounds.

Extended Differentiated Small Group Instruction: I can apply what I've learned to read and write words in isolation and in text. (RF.2.3, RF.2.4, L.2.2)

I can decode a two-syllable word that contains the CVCe vowel pattern.
I can decode words with common prefixes.
I can decode words with common suffixes.
I can identify common spelling patterns for adding affixes to words.
I can decode words with differently spelled word endings.
I can read second-grade words that "don't play fair" in isolation.
I can read second-grade words that "don't play fair" in text.
I can read with appropriate phrasing while paying attention to punctuation.
I can read with expression and meaning.
I can read accurately, with few or no decoding mistakes.
I can reread when something doesn't make sense or sound right.
I can identify spelling patterns based on syllable type.
I can identify spelling patterns based on vowel sounds.

Ongoing Assessment

Mid-Module 4 Assessment

Agenda

Agenda
1. Opening (5-7 minutes) A. Review (optional) B. Setting Purpose for the Assessment 2. Work Time (50 minutes) A. Extended Differentiated Small Group Instruction: Assessment and Goal Setting 3. Closing and Assessment (3 minutes) A. Reflecting on Learning 4. Differentiated Small Groups: Work with Teacher (40 minutes)

In Advance

Prepare the Mid-Module 4 Assessment.

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)

decode, feedback, goal, suffix (L)

Materials

Mid-Module 4 Assessment (one per student)

Opening

Opening	Meeting Students' Needs
A. Review (optional) (Suggested transition song, sung to the tune of "The Muffin Man"): "Do you know why we learn to read, we learn to read, we learn to read? Do you know why we learn to read? It's a great question indeed." "Do you know why we learn to spell, we learn to spell, we learn to spell? Do you know why we learn to spell, let's come together and tell!" Consider using steps 1-10 to review content from Cycles 20-23 or skipping ahead to Opening B. Begin the Review instructional practice: 1. Teacher writes the following words on the board: "along," "some," "garden." 2. Teacher pronounces each word and says: "These are some examples of words that have a schwa sound in them. In those words, some of the vowels sound a little like /u/ or /i/." 3. Teacher writes the following words on the board: "bunny," "monkey." 4. Teacher says: "These are two-syllable words that end in 'y.' The letter 'y' makes the long 'e' sound at the end of these words." 5. Teacher writes "bunnies" under the word "bunny" and says: "If we want to make the singular noun 'bunny' into the plural noun 'bunnies,' we have to change the 'y' to 'ie' before we add the 's.'" 6. Teacher adds an "s" to the word "monkey" and says: "If the word ends with '-ey,' we don't have to change anything. We just go ahead and add the 's.'" 7. Teacher writes the following words in a list and reads them aloud: "they," "you," and "we." 8. Teacher writes the word "are" to the far right of that list and reads it aloud. 9. Teacher asks: "If we want to make contractions with these words using 'are,' what letter will the apostrophe replace?" (the "a" in "are") 10. Teacher writes "'re" next to each of the words in the list to spell "they're," "you're," and "we're" and invites students to read the words aloud.	If students are unfamiliar with the term "feedback," consider providing a metaphor, such as an athlete looking at video of his or her performance with a coach in an effort to improve future performance.
B. Setting Purpose for the Assessment 1. Teacher explains to students that today they will meet with him or her in small groups to take an assessment and that at some point today or in the next few days they will meet with him or her to look at the assessment and set goals. 2. Teacher asks: "How does getting feedback from an assessment help us set goals?" "How does setting goals help us become more proficient readers and writers?" "What responsibility does each of us (teacher and student) have in this process?"

Meeting Students' Needs

A. Review (optional)

(Suggested transition song, sung to the tune of "The Muffin Man"):

"Do you know why we learn to read, we learn to read, we learn to read? Do you know why we learn to read? It's a great question indeed."

"Do you know why we learn to spell, we learn to spell, we learn to spell? Do you know why we learn to spell, let's come together and tell!"

Consider using steps 1-10 to review content from Cycles 20-23 or skipping ahead to Opening B.
Begin the Review instructional practice:

1. Teacher writes the following words on the board: "along," "some," "garden."

2. Teacher pronounces each word and says: "These are some examples of words that have a schwa sound in them. In those words, some of the vowels sound a little like /u/ or /i/."

3. Teacher writes the following words on the board: "bunny," "monkey."

4. Teacher says: "These are two-syllable words that end in 'y.' The letter 'y' makes the long 'e' sound at the end of these words."

5. Teacher writes "bunnies" under the word "bunny" and says: "If we want to make the singular noun 'bunny' into the plural noun 'bunnies,' we have to change the 'y' to 'ie' before we add the 's.'"

6. Teacher adds an "s" to the word "monkey" and says: "If the word ends with '-ey,' we don't have to change anything. We just go ahead and add the 's.'"

7. Teacher writes the following words in a list and reads them aloud: "they," "you," and "we."

8. Teacher writes the word "are" to the far right of that list and reads it aloud.

9. Teacher asks:

"If we want to make contractions with these words using 'are,' what letter will the apostrophe replace?" (the "a" in "are")

10. Teacher writes "'re" next to each of the words in the list to spell "they're," "you're," and "we're" and invites students to read the words aloud.

If students are unfamiliar with the term "feedback," consider providing a metaphor, such as an athlete looking at video of his or her performance with a coach in an effort to improve future performance.

B. Setting Purpose for the Assessment

1. Teacher explains to students that today they will meet with him or her in small groups to take an assessment and that at some point today or in the next few days they will meet with him or her to look at the assessment and set goals.

2. Teacher asks:

"How does getting feedback from an assessment help us set goals?"

"How does setting goals help us become more proficient readers and writers?"

"What responsibility does each of us (teacher and student) have in this process?"

Work Time

Work Time
A. Extended Differentiated Small Group Instruction: Assessment and Goal Setting (Assessment and Goal Setting transition song, sung to the tune of "The More We Get Together"): "It's time to spell and decode to show what we're learning. It's time to spell and decode to show what we've learned." Teacher helps students transition to their differentiated small groups, telling them they will complete the Mid-Module 4 Assessment during their rotation.

A. Extended Differentiated Small Group Instruction: Assessment and Goal Setting

(Assessment and Goal Setting transition song, sung to the tune of "The More We Get Together"):

"It's time to spell and decode to show what we're learning. It's time to spell and decode to show what we've learned."

Teacher helps students transition to their differentiated small groups, telling them they will complete the Mid-Module 4 Assessment during their rotation.

Closing & Assessments

Closing	Meeting Students' Needs
A. Reflecting on Learning Teacher says: "Now that you've taken the assessment on the knowledge and skills we've been working on, you may have already given yourself some feedback. In other words, as you were working, you may have realized what is automatic or clear for you and what might need some practice or might still be confusing." Teacher explains that this is an important way to take responsibility for our own learning. Teacher invites students to consider for a moment any feedback they may have realized as they were taking the assessment and then invites a student(s) to share. If time allows, consider asking the same questions from the end of Opening A: "How does getting feedback from an assessment help us set goals?" "How does setting goals help us become more proficient readers and writers?" "What responsibility does each of us (teacher and student) have in this process?"	For students who need additional support: Provide sentence frames. Example: "When I was working on the _____ part of the assessment, I realized _____."

Closing

Meeting Students' Needs

A. Reflecting on Learning

Teacher says: "Now that you've taken the assessment on the knowledge and skills we've been working on, you may have already given yourself some feedback. In other words, as you were working, you may have realized what is automatic or clear for you and what might need some practice or might still be confusing."
Teacher explains that this is an important way to take responsibility for our own learning. Teacher invites students to consider for a moment any feedback they may have realized as they were taking the assessment and then invites a student(s) to share.
If time allows, consider asking the same questions from the end of Opening A:

"How does getting feedback from an assessment help us set goals?"

"How does setting goals help us become more proficient readers and writers?"

"What responsibility does each of us (teacher and student) have in this process?"

For students who need additional support: Provide sentence frames. Example:

"When I was working on the _____ part of the assessment, I realized _____."

Differentiated Small Groups: Work with Teacher

Suggested Plan: An extended differentiated small group instruction time today will allow the teacher to meet with each group. Begin by administering the cycle assessment to each group. If time allows, score the assessment right away and guide students to create goals based on assessment results. If time is a concern, teacher may only meet with one or two groups per cycle for goal setting. (Refer to Assessment Overview for more information.) Suggestions are provided for additional work with the Pre-Alphabetic group if time allows.

Partial Alphabetic:

If using a cycle from the Grade 1 curriculum, use the assessment from that cycle.

If choosing to use the Mid-Module 4 Assessment in the supporting materials in this lesson, follow the suggestions for which parts to use for the Partial Alphabetic group.

Full Alphabetic:

Assessment:

Administer Mid-Module 4 Assessment.

Consolidated Alphabetic:

Assessment:

Administer Mid-Module 4 Assessment.

EL Education Curriculum