A Closer Look Inside |Short Reads Decodables Teacher Card
GRADE 2 • SHORT READS DECODABLES • TEACHER CARD
LIVING THINGS: LIFE SCIENCE Features of Creatures Card 3 Animal Characteristics Essential Question How do animals survive in nature?
on the Let’s see how some animals use their bodies to move from place to place.
Animals on the Move Genre: Informational Text
Phonics and word study instruction and practice are built on a research-based scope and sequence, aggregating skills sequentially to provide abundant opportunities for students to practice and apply skills. Each Teacher Card includes a list of skills covered by the decodable text as well as featured Content Words (informational text) or Story Words ( ction) and High-Frequency Words .
Wiggle and Slither Snakes have no arms, legs, or wings to help them move. They just have their super strong bodies! Snakes are so strong that they are able to pick up their bodies and push or pull forward on their bellies. This wiggling moves them forward and lets them slither across the ground. Hop, Jump, Dive, and Swim Frogs are travel masters on land and in water. On land, a frog uses its strong back legs to propel itself forward. It can hop or jump. When a frog is scared or startled, it may quickly dive into a pond, lake, or river. With its webbed feet, a frog can swim well.
Discover the amazing ways animals move—from wiggling snakes and diving frogs, to flipping spiders and hopping kangaroos. Learn how animals use their unique features to move and stay safe.
Flip and Tumble The flic-flac spider
lives in sandy places, where crawling over dunes can be
impossible. But this spider can flip and tumble. It flips its long legs over its body to propel itself up and down the tall sand dunes. Its acrobatic legs help it tumble across the sand, moving twice as fast as most spiders!
KL_SSRC_G2_SCI_C3_Animals_OntheMove.indd 1
8/13/24 8:28 AM
Targeted Sound-Spellings Consonant + le : able, impossible, little, startled, tumble, wiggle • Consonant + al : animals, bipedal • Consonant + el : travel Content Words forward move penguins water High-Frequency Word Review: from Write this sentence and focus on the high-frequency word from : Let’s see how animals move from place to place. • Say from . Ask children to repeat it and say the four sounds in the word: /f/ /r/ /u/ /m/. • Note the beginning and ending sound-spellings: /f/ f /r/ r and /m/ m . • Identify the tricky spelling of the vowel sound. The letter o spells the /u/sound instead of the letter u . • Have children write the word. • Consonant + • • • •
Review Sound-Spellings Consonant + le, al, el Syllables
Tell children that in this story they will see words ending with consonant + le , consonant + al , and consonant + el spellings. Note that a consonant usually comes before the endings le, al, and el in words. Point out that words that end with the consonant + /әl/ sound have more than one syllable. Write these words for children: little animals travel • Have a volunteer underline the letters that spell the /әl/ sound in little . • Next, have a volunteer underline the letters that spell the /әl/ sound in animals . • Finally, ask a volunteer to underline the letters that spell the /әl/ sound in travel . Practice Reading Decodable Words Write these words for children. Guide them to break each word into syllables and then read the word. Remind children that the /әl/ sound following a consonant can be spelled le, al, or el . able animals bipedal impossible little startled travel tumble wiggle MLs Help children understand the words they are reading. Pronounce and define each word and show how to use it in a sentence. Preview the Text Engage Together, look at the photos of the animals in action on the front of the card. Read aloud the title and have children point to the word move . Preview the heads that tell about the amazing ways that animals move. • Introduce the content phrase “move forward” by writing the phrase and reading it together. Point out that when animals move forward they move ahead. • Call attention to the photo of the frog and note that frogs can swim in water. Write the word water and have children read the word. Then find the photo of the penguin. Write the word penguins and have children read the word. First Reading • For children who may be ready to read independently, read the first paragraph to model the reading. Then, have children whisper-read the text on their own. • For children needing more support, have them echo-read the card with you as they follow along with the text. Second Reading • After reading the title, have children whisper-read independently or invite them to take turns reading to a partner. Encourage children to read with expression. Give help as needed. Some children will benefit from retelling the text at key points. • For children needing more support, have them continue to echo-read the card with you as they follow along with the text.
Across Grades K–5, all cards include
instruction for a First Reading and Second Reading . Each read is accompanied by discussion prompts for continuing to build comprehension and knowledge, as well as Multilingual Learner supports.
SHORT READS DECODABLES • TEACHER CARD
KL_TSRC_G2_SCI_C3_Animals_AnimalsOntheMove.indd 1
8/13/24 3:20 PM
8
Made with FlippingBook - Online catalogs