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Students practice soft c/soft g sounds, the suffix -er, and word patterns involving oo sounds. Reading comprehension centers on “Abebe Bikila: The Barefoot Winner,” supported by fluency and oral vocabulary routines, shared writing with editing checklists, and targeted homework practice in copybooks. 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Day 5 include?",{"text":122,"@type":114},"Group A meets expectations by re-reading “Abebe Bikila,” Group B exceeds expectations by reading “Catherine, the Great Runner” and/or discussing questions, and Group C needs additional support by reviewing phonics or re-reading “Abebe 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Thursday (Day 4)\u003Cbr>pages 178–181 | Friday (Day 5)\u003Cbr>pages 182–184 |\n| --- | --- | --- | --- | --- | --- |\n| Phonics and\u003Cbr>Word Study | Read compound words with two or more syllables. | Read words with soft c and soft g sounds. | Read words with the suffix-er as “a person who ” | Read words with oo as /ū/ and /oo/ . | • Quiz\u003Cbr>• Differentiated review |\n| Spelling | football, afternoon, sunset, moonlight |  | teacher, runner, driver |  |  |\n| Written Vocabulary/\u003Cbr>Sight Words | barefoot, race, shoes, crowd, gold medal, record, athlete |  | barefoot, race, shoes, crowd, gold medal, record, athlete |  |  |\n| Reading\u003Cbr>Comprehension | “Abebe Bikila: The Barefoot Winner” |  | “Abebe Bikila: The Barefoot Winner” |  | Differentiated review |\n| Reading Fluency Practice |  |  |  | Pairs: “Abebe Bikila: The Barefoot Winner” | Differentiated review |\n| Oral Vocabulary |  | vendor, plain, fancy, keep doing, perfect, agree |  |  |  |\n| Read-Aloud |  | “New Shoes for Korpu” |  | “New Shoes for Korpu” |  |\n| Shared Writing |  | Use an Editing Checklist to edit group stories. |  | Use an Editing Checklist and add adjectives to group stories. |  |\n| Homework | Write spelling and sight words 3 times in copybooks. | • Page 75 in Student Activity Book\u003Cbr>• “Abebe Bikila: The Barefoot Winner” | Write spelling and sight words 3 times in copybooks. | • Page 76 in Student Activity Book\u003Cbr>• “Abebe Bikila: The Barefoot Winner”\u003Cbr>• Study for quiz. | Re-read “Abebe Bikila: The Barefoot Winner.” |\n| Day 5 Review:\u003Cbr>Differentiated Instruction | First Review Activity\u003Cbr>Group A (Meets Expectations): Work in pairs to re-read “Abebe Bikila: The Barefoot Winner.”\u003Cbr>Group B (Exceeds Expectations): Work in pairs to read “Catherine, the Great Runner” or any supplementary reader.\u003Cbr>Group C (Needs Additional Support): Review Phonics and Word Study.\u003Cbr>Second Review Activity\u003Cbr>Group A (Meets Expectations): Work in pairs to read “Catherine, the Great Runner” or any supplementary reader. Group B (Exceeds Expectations): Work in pairs to discuss and answer the questions for “Abebe Bikila: The Barefoot Winner.”\u003Cbr>Group C (Needs Additional Support): Work in pairs to re-read “Abebe Bikila: The Barefoot Winner.” |  |  |  |  |\n| Grade 2 National Standards for Reading and Comprehension\u003Cbr>Learning Outcomes: Read and process information • Demonstrate knowledge of sight words and other vocabulary for improved spelling and writing skills • Use letter-sound associations, word parts, and context to read new words and analyze texts • Improve spelling and writing skills for effective communication • Use basic grammatical features to appropriately compose and respond to texts • Analyze text content and share ideas, information, and messages with others • Predict outcomes and make judgments after careful evaluation offacts and issues • Demonstrate the awareness that speech is made of a sequence of symbols and sounds that can be manipulated to recognize and read words accurately and fluently • Demonstrate a literal comprehension of readings, through identification and analysis of main ideas and supporting details • Analyze text content and share ideas, information, and messages with others • Fluently read grade-level texts • Read grade-level text with speed and accuracy • Correctly respond to questions from texts read. |  |  | Learning Objectives: Identify vowels and recognize consonants • Read words with varied word patterns • Identify beginning, middle, and end of a story • Identify characters, setting, events, and plot in a story • Identify the problem in a story • Construct sentences correctly • Write a story summary • Write sentences using spelling and sight words • Read diverse types of writings • Identify facts from a text • Identify main idea and facts in a nonfiction text • Identify theme in a text • Recognize the elements of dive","cbCaiqUVRu9bFrQD","https://ap.wps.com/l/cbCaiqUVRu9bFrQD","pdf",2185128,"English","# Monday (Day 1)\n## Phonics and Word Study\n## Spelling\n## Written Vocabulary / Sight Words\n## Reading Comprehension\n## Homework\n# Day 5 Review: Differentiated Instruction","[{\"question\":\"What reading and spelling skills does Week 28 target for Grade 2?\",\"answer\":\"Students read and spell compound words with two or more syllables, learn sight words, and practice phonics patterns such as soft c/soft g and the suffix -er.\"},{\"question\":\"Which texts are used for reading comprehension and review?\",\"answer\":\"“Abebe Bikila: The Barefoot Winner” is the main shared text, and “Catherine, the Great Runner” is used as an additional supplementary reader in differentiated review.\"},{\"question\":\"What does differentiated instruction on Day 5 include?\",\"answer\":\"Group A meets expectations by re-reading “Abebe Bikila,” Group B exceeds expectations by reading “Catherine, the Great Runner” and/or discussing questions, and Group C needs additional support by reviewing phonics or re-reading “Abebe Bikila.”\"}]","Week 28 Lesson Planner - Phonics, Spelling, and Reading for Grade 2 | PDF",1790617098]