Reading Foundations Skills Block / Grade 2: Module 4 Cycle 26: Lesson 126


Poem: “I’m Not Feeling Well”

Sniffle sniffle ... cough cough sneeze.

I’m not feeling well … sniffle cough wheeze.

My brother thinks it’s humorous that my nose is all red

With symptoms this numerous, I must stay in bed.

I heard my mom say “sinus,” “mucus,” and “rest”

As she went to find something in the medicine chest.

She said I must rest and she’ll check my status soon,

So I’ll rest and watch TV for the whole afternoon.

It’s really not joyous to be home with the flu,

I hope to feel better … sniffle cough cough A-CHOOO!


Words Rule Word Cards

famous / campus / ridiculous
bonus / generous / calculus
nervous / Venus / stimulus
cactus / poisonous / hippopotamus
dangerous / status / enormous


T-Chart

“us” / “ous”


Sentence Builders:
Words Spelled with “ous” and “us”

Choose words from the Word List to build sentences with words spelled with “ous” and “us.”

1.  I feel a little ______about our visit to the college ______.

2.  Would it be ______to hug a ______when we get to Arizona?

3.  The ______for the investigation is to find all the ______materials to keep everyone safe.

4.  There is an ______growing on the tree in our yard.

5.  The doctor said that my baby sister has a ______and needs ______care and rest for the rest of the day.

6.  It is a ______idea to ride a ______at the ______.


Word List for Sentence Builders

hippopotamus

fungus

ridiculous

dangerous

cactus

enormous

circus

continuous

focus

hazardous

virus

nervous

campus


Cycle 26 Assessment (Optional)

Name: ______Date: ______

This is an optional assessment. Consider administering all or part of it to any or all students at any point during the cycle to monitor their ability to decode and spell words with the patterns being taught. Included (Part 2) is a blank template that can be used to monitor students’ ability to decode two-syllable words using a combination of known syllable types as practiced in the Syllable Sleuth Instructional Practice. Part 2 could also be used to assess High-frequency words.

Reading Behavior Annotations
Symbol / Meaning
T / Automatic, correct reading of a word.
SC / Student self-corrected (without prompting).
W / Student waited some time before reading the word (quiet word decoding).
/ / Make a slash in between the sounds the student segmented.
For example: c/a/p c/ap cap/tain
? / Student says the word with a questioning voice or asked if they were right.
R / Student repeated the same word, whether right or wrong.
rib
rid / Write incorrect response above the word, if the student substituted a letter, omitted a sound or read the wrong word.
For example: “rib” instead of “rid,” “cup” instead of “cap,” or “dog” instead of “bag.”
X / Student does not attempt the word or says, “I don’t know.” Record incorrect response on the line.
cap
˘ / Student reads the word smoothly but slowly without segmenting the individual phonemes.


Part 1: Decoding words with patterns from the cycle

Directions: Student reads each word. Teacher annotates reading behaviors.

dangerous famous fungus sinus

Part 2: Template for Decoding Two-Syllable (i.e. Syllable Sleuth) and/or High-frequency Words

Directions: Teacher writes 3-5 two-syllable words using known syllable types (e.g. “invite”) and/or high frequency words from the cycle in the box below. Student reads each word and teacher annotates reading behaviors.

Part 3: Spelling words with patterns from the cycle

Directions: Teacher dictates the following words, using each in a sentence. Student(s) write the words on a sheet of lined paper. Teacher writes any incorrect spellings above the word here and uses errors to inform instruction.

focus joyous

/ | Language Arts Curriculum / 2