Interactive Read-Alouds

Grade 2

First Nine Weeks

2 Days 1 Day 7 Days 2 Days

1 Day 2 Days 3 Days 1 Day

Alexander Who Used to Be Rich Last SundayJudith ViorstLexile: 570Readability: Grades 2-3Days: 2 (not including rereading)Grade 2

Develop or Activate Background KnowledgeHave you ever had a little bit of money and suddenly it all disappears and you're not sure where you spent it? That's what happened to the boy in the story, whose name is Alexander. You might know another book about Alexander, the one about his very bad day. This book is called Alexander Who Used to Be Rich Last Sunday, and it was written by Judith Viorst. She tells about how Alexander tries to save his money for a walkie-talkie, but he just can't seem to be able to do it.

Day 1Through Page with Garage Sale

Model Comprehension Strategies and Ask Questions During ReadingAs I read about the things Alexander bought, decide whether you would have bought them. Later you can write and tell me.

[End of third page]Bus tokens look like coins but you can only use them to ride the bus. Why do you think Alexander says it's unfair that his brothers have more money?

So let's see if we can summarize so far. Alexander had a lot of money last Sunday and he spent it all. And now he says that even when he is very rich the same thing will happen. Raise your hand if you agree with Alexander – that no matter how much money you have you will just end up spending it all.

[End of the page with dollar bills]So now we know why Alexander thinks he was rich last Sunday. Of course, he wasn’t really rich, but I suppose it might seem that way if you don't have any money now.

[End of page with dollar tree]So everyone is giving him funny suggestions about what to do. But next his mother gives him real advice. What do you think she will tell him to do? Now, let’s find out what advice his mother gives him.

[End of walkie-talkie page]Raise your hand if you agree with Alexander that saving money is hard. Is there any way to make saving money easier? What advice could you give Alexander? Talk it over with your partner.

[In middle of page with drugstore, after reading the second identical sentence]Wait a minute. Did you notice anything strange? Did I read that wrong? When good readers come to something that doesn't make sense, the first thing they do is read it again.

So let me start from the top of this page. Sure enough, the same sentence is in there twice. Why do you think the author repeated that sentence?

[End of page with drugstore]This is the first time Alexander has spent some of the dollar. Let's make a list of what he spends it on and how much he has left. [Begin list on marker board or chart paper.]

[End of page with mom]So he loses three bets. Each bet cost him five cents. [Continue subtracting]

[End of page with snake. Continue your tally]What does he have to show for his money so far? You can see that the illustrator, Ray Cruz, draws wings around the money. Why does he do that?

[End of page with scissors]So now he has only 45 cents left and he still has nothing to show for his money.

[End of page with magician. Continue tally]Has Alexander learned his lesson about saving money?

[End of page with kicking]Another fine. Let’s see how much he has left now.

[End of garage sale page]Now he's buying more things that he doesn't need.

DiscussionDo you think Alexander has learned any lessons from his experiences this week?

Teach Tier 2 Words After Both ReadingsOne word from our book is positively. What word? Positively means without any doubt. When the sun comes out after a storm, it is positively wonderful. In our book Alexander says, "I positively was saving the rest of my money." Positively means without doubt. What word?

Another word from this book is stoop. What word? A stoop is a porch with steps in front of a house. Sometimes people like to sit on their stoop in the evening. In our book, Alexander bets his brother he can jump off their stoop and land on his feet. A stoop is a porch with steps in front of a house. What word?

Sentence ComposingExpandI got more gum.

ImitateI know because I used to be rich.I know because I used to be ______.I ______ because I used to be ______.

Written ResponseDid Alexander buy anything that you would have bought? Tell why.

The Girl Who Loved Wild HorsesPaul GobelLexile: 670Grade Level Band: Grades 2-3Days: 1 (not including rereading)Grade 2

Develop or Activate Background KnowledgeOur book today is called The Girl Who Loved Wild Horses, by Paul Gobel. This book won a prize for its illustrations and I think you’ll like them. The book tells the story of a Native American girl who lived long ago in the western United States. [Point to map if available.] In those days, her people tamed wild horses and rode them, but there were still many wild horses that had never been tamed. Wild horses are horses no one owns. They live together in herds. The girl in this story loves wild horses most of all.

Model Comprehension Strategies and Ask Questions During ReadingAfter we finish the book, I’ll give you a chance to write a new ending. I’ll put you in the author’s place.

[Before First Reading]Sometimes when we read we come to a place where the story doesn't make sense. When that happens, we have to reread to make sure we didn’t make a mistake, or read ahead to find a clue, or just stop and think. This morning we will come to a place like that in this book, so be ready!

[Before Second Reading]This time when I read the book, there will be a good chance to infer. Remember that when we infer, we take the facts we know, think about them together, and come up with a fact that we didn't know before.

[End of page with buffalos]Tipi was their name for the tents they lived in. Why do you think they lived in tents and not houses?

[End of page with red sun]Have you ever known anyone who just seems to understand animals? I have too, but I don't know how they do it. This girl has that wonderful gift.

[End of page with tipis]You can see what the tipis looked like. First, they tied long sticks together and then they covered them with buffalo hide. It was easy to take down the tipis when they decided to follow the buffalos. Raise your hand if you think these pictures deserve a prize. Some of the illustrations are very unusual. These black things are dark clouds!

[End of page that ends with “jumped on his back"]Let's think about that. What would you have done? Was it a good idea to jump on a horse? Or would it have been better to stay there on the blanket. Talk to your partner. Let's find out if it was a good idea for the girl.

[End of page with the moon]Everything is slowing down on this page, isn't it? It starts with the horses running and then they are stopping because they’re so tired. We don't know how far they've gone, do we? We don't know how far the girl is from her home. Do you think they will find her?

[In middle of page with rainbow, after reading the sentence beginning “He told her …”]This is the place I was telling you about. Does this make sense? This is a story about Native Americans and wild horses. So far, everything might really have happened. Now all of a sudden the horses are talking. Did I read that right? Remember that when something doesn’t make sense I have to reread, then read ahead, and then think about it. [Reread, then read to end of page.] I think I have to decide that in the story the horses talk. That means this story could not really have happened. It is a fantasy.

[End of page with waving]Why do you think the stallion drove the horses and the girl away? Talk to your partner.

[Bottom of page ending with “and she fell"]These are three different pictures of the stallion. He is in different positions trying to keep the people from reaching the girl. Do you think the girl wanted her people to reach her? Talk to your partner about it.

[End of paragraph that begins "she was glad"]So now we know that she was happy at first but then she grew sad.

[End of that page]Put your fist on your chest. When I say “go,” show me one finger if you think her parents should let her go with the horses, or two fingers if you think they should say no. Go! Why?

[Bottom of page that ends, "Everyone was joyful."]It looks like the people and the wild horses are friends, doesn't it? Now do you think it's a good idea for the girl to go with the horses?

[Bottom of last page]The author calls these the Horse People. How many of you think that was a good name for them?

Here is our chance to infer. The big question is whether the girl really turned into a horse. Let's see if we can infer the answer. We know she was living with the horses and that she came back every year and then she stopped coming. We know that a new horse, a mare, was seen with the stallion. A mare is a female horse. We also know that the girl was never seen again. One other thing we know is that these horses could talk, so it's not a real story. So those are the facts we know. If you think the girl turned into a horse, raise your hand. Talk to your partner about why or why not.

DiscussionNow let's map our story. It takes place out west, very long ago. The main character is the girl, but we never learn her name. She lives with her people and she loves wild horses. Everything is all right until the storm comes and she rides off with the horses. What is her first problem? I think her first problem is how to get back to her people. But after she does get back, there is a new problem. What is it? Yes, she wants to go back to the horses and live. How did she solve the problem? Then what happened?

Teach Tier 2 WordsOne word from this book is pursue. What word? Pursue means to chase for follow. I might say, the policeman pursued the thief. In our book it says, "the horses galloped faster and faster pursued by the thunder and lightning.” Pursue means to chase or follow. What word?

Another word is joyfully. What word? Joyfully means very, very happily. If a dog is happy to see you, he might run up to you joyfully. In our book it says, "She was glad, and all the horses lifted their heads and neighed joyfully." Joyfully means very, very happily. What word?

Sentence ComposingImitateShe clung on, afraid of falling under the drumming hooves.She clung on, afraid of ________ under the ________.She _______, afraid of falling under the __________.

Unscramblethey might never – have caught – the girl – except her horse – stumbled and fell

Written ResponseWe are not really sure the girl turned into a horse. Write a new ending for this book in which she is still a girl.

Alexander Who Used to Be Rich Last SundayDay 2

Review and Share Written Responses[Ask partners to share what they wrote. Review the story to this point.]When we left off, Alexander had spent all of his money. Here is the list we made of everything Alexander spent his money on. [Review the list with them.]

Model Comprehension Strategies and Ask Questions During ReadingAs we finish the book today, be thinking about some advice you might be able to give Alexander for saving money. Later you can write a list of suggestions for him.

[End of page where he is making a sign]Now he's out of money. In this part of the book Alexander thinks about ways to make money. This is the first idea. Would you pay someone to rent a toy?

[End of tooth page]Would you try to pull out a tooth that’s not loose just to make a little money? Alexander must be desperate. He really does want money. Can you suggest any ways he might get some money without pulling teeth or renting his toys? Talk with your partner.

[End of page with Friendly Market]These are two more ideas, and they didn't work either. Too bad Alexander doesn't have you around to give him suggestions!

[End of grandma page]Why does he hope they'll come back soon?

[End of last page]Do you think Alexander has learned any lessons from his experiences this week?

DiscussionNow let's map our story. Where does the story take place? Part of it takes place in Alexander's house and the rest of it in Alexander's town. And of course, the main character in the story is... What is Alexander's problem? I have a question for you. Is Alexander's problem that he doesn't know how to save money or is his problem simply that he does not have any money? Those are two different kinds of problems. Does he have both problems to solve? Does he solve either one of the problems in this story?

Teach Tier 2 Words After Both ReadingsOne word from our book is positively. What word? Positively means without any doubt. When the sun comes out after a storm, it is positively wonderful. In our book Alexander says, "I positively was saving the rest of my money." Positively means without doubt. What word?Another word from this book is stoop. What word? A stoop is a porch with steps in front of a house. Sometimes people like to sit on their stoop in the evening. In our book, Alexander bets his brother he can jump off their stoop and land on his feet. A stoop is a porch with steps in front of a house. What word?

Sentence ComposingCombineAlexander was positively certain he could do it. Alexander looked down from the stoop.[Prompt use of the temporal words as, when, and while.]

ImitateThey bought plants because my mother likes to grow plants.They bought _______ because my mother likes to ________.

Written ResponseToday I want you to make a list. I want you to list all of the things that Alexander might do to help him save his money for a walkie-talkie. We’ve already talked about a few possibilities. Number each item on your list and try to give me at least three things he could do.

Gooney Bird GreeneLois LowryLexile: 590Readability: Grades 2-3Days: 7Grade 2

DAY 1: Chapter 1Develop or Activate Background Knowledge

Today I am going to begin reading a new book, called Gooney Bird Greene, by Lois Lowry. Gooney Bird is a strange name for a girl, isn’t it? But we’ll find out why she’s called that and we’ll learn much more about her as well. Gooney Bird arrives at Mrs. Pidgeon’s second-grade classroom one day. As you can see from the cover, she is dressed strangely. She also has strange stories to tell. Let’s find out more about her.

Model Comprehension Strategies and Ask Questions During ReadingAs we read our opening chapter, we will meet a character called Keiko. Later I will ask you to make up a story about Keiko. You’ll have to use your imagination. But notice any details that might help you as I read.

[End of page 1]Good readers make connections with their own lives as they read. It helps them understand the book better. When I read this first page, I wondered what I would say if a student like Gooney Bird showed up at our door and said that? What do you think I would say? Talk to your partner. Let's find out what Mrs. Pidgeon said.

[Page 5, after “then Barry sat down”]The class has gotten off the subject, hasn't it? How would you answer Mrs. Pidgeon’s question? She asked what a story needs. How would you have answered her? [Write their responses on the board.] Let's compare what you told me with what Mrs. Pidgeon’s students say that a story should have.

[Page 6, after “and then an R”]What word do you think she is going to write?What do you think Mrs. Pidgeon will write next? [Prompt “setting”] So what do we know about the setting of this book so far?

[End of page 6]Why do you think Malcolm put a star in his nose?

[Page 8, after “Babe Ruth is a possibility”][Make sure the students know who Babe Ruth was.] Who would like to make a prediction about which character the students will choose? Talk your partner.

[End of page 9]Why do you think the class wanted to hear a story about Gooney Bird?

DiscussionHelp me summarize so far. If your parent or brother or sister asks you what happened in the book today, what would you tell them?

Teach Tier 2 Words after Each SessionOne of the words for today is admiration. What word? Admiration comes from the word admire. Admiration means looking up to someone. We think about George Washington with admiration. In the book it says, “The class stared at the new girl with admiration.” That means they admired her, they looked up to her. Admiration means looking up to someone. What word?

Another word for today is provided. What word? Provide means to give something. Chickens provide us with eggs. In our book it says, “she sat down at the desk Mrs. Pidgeon provided.” Provide means to give something. What word?

Sentence ComposingUnscrambleKeiko had – shown them – how to make – origami stars – out of small – strips of paper

CombineAll of the second-graders reached into their desks. The reached into their pockets and their lunch boxes. [Use also]

Written ResponseGooney Bird is about to tell an “absolutely true” story about herself. In one paragraph, tell me an absolutely true story about Keiko. Of course, you’ll have to make it up, but you already know a little about Keiko.

Gooney Bird GreeneDay 2

Chapter 2Review and Share Written Responses

[Have partners share their stories about Keiko. Briefly review previous chapter.]Model Comprehension Strategies and Ask Questions During Reading

After we finish today, I want you to make a list of other two-word phrases that have the initials G. B. You'll need to be creative. But right now let's get back to our book.

[End of page 11]Do you think those things really happened? Talk to your partner.

[Near the end of page 13, after “she looked around the room, thinking.”]Which of these stories would you like her to tell first? Why?

[Middle of page 14, after “baby girl”]Why does Gooney Bird’s story start 8 years ago?

[End of page 15]Can you think of a name for the baby? Talk to your partner.

[End of page 16]Why do you think her classmates had so many things to say about names?

[Middle of page 17, after “they thought and thought”]What do you think they are trying to remember? Talk to your partner. Let’s see if you are right.

[End of page 19]What do you think the common ordinary name for this bird might be?

DiscussionWhy is Gooney Bird a good name for the baby?Was she telling the truth about how she got her name?

Teach Tier 2 Words after Each SessionOne of the words for today is tidied. What word? Tidy means to straighten something up, like a room or your desk. Someone might tidy up after making a mess. In our book it says, “She reached down and tidied her socks.” Her socks must have been in a mess! Tidy means to straighten something up. What word?

Another word from our book is absolutely. What word? Absolutely means without any doubt. If you absolutely want to do well in school, it means there is no doubt about it and that you want to do well no matter what. In our book, Gooney Bird says, “I like to be absolutely the center of attention.” That means she definitely wanted everyone's attention on her. Absolutely means without any doubt. What word?

Another word from our book is suspense. What word? Suspense is the feeling that something is about to happen but you're not sure what or when. Some writers like to build suspense by making us wait to see what happens. In our book, it says that “her story is full of suspense.” Suspense is the feeling that something is about to happen but you're not sure what or when. What word?

Sentence ComposingImitateI want to hear about the diamond earrings.I want to ______ about the ______ ______.I want to hear about the ______ ______.

UnscrambleGooney Bird – had already – opened – her arithmetic – book.

Written ResponseMake a list of other names with the initials G.B. Be creative!

Gooney Bird GreeneDay 3

Chapter 3Review and Share Written Responses

[Have partners share their lists of G. B. names. Briefly review previous chapter.]Model Comprehension Strategies and Ask Questions During Reading

[End of page 22, after reading title]Gooney Bird is about to tell the story of the flying carpet. Raise your hand if you know what a flying carpet is. Long ago, thousands of miles from here, the people who lived in the Middle East liked to tell stories about how a person could sit on a small carpet or rug, and the carpet would magically lift itself off the ground and carry the person wherever he wanted to go. And that is what people think of when you say a flying carpet. So, do the students believe that is what the story will be about? [Project image if you wish, and perhaps relate to Aladdin.]After we read today, I will ask you to write a short note to Gooney Bird. In your note you will tell her what story you would like to hear.

[End of page 26]What question would you ask if you were in Mrs. Pidgeon’s class?

[End of page 27]Why does Gooney Bird want an atlas? [Consider demonstrating with a globe]Let’s take a vote. How many think Gooney Bird is telling the truth?

[Middle of page 28]What does Mrs. Pidgeon think of Gooney Bird’s story now?

[End of page 29]Remember what story Gooney Bird said she would tell next? Does anything she said give you an idea?

[Near top of page 31]Why did Keiko think she would faint?

[End of page 33]What do you think now about Gooney Bird saying she rode on a flying carpet?

DiscussionCan you think of a story that might explain what happened to the cat?What does consumed mean?

Teach Tier 2 Words after Each SessionOne of the words from our book is intermission. What word? An intermission is a timeout during a play or concert. If you go to a concert, you might be able to get something to eat or drink during the intermission. In our book, Gooney Bird says, “I’ll have an intermission now, for questions.” That means she was taking a timeout from telling her story. An intermission is a timeout during a play or concert. What word?Another word from our book is research. What word? Research is what we do to find answers to important questions. Scientists do research to discover new knowledge. In our book, Mrs. Pidgeon asks, “Why don't we take a few minutes for research?” She then suggests that the students look in an atlas, which is a book of maps. Research is what we do to find answers to important questions. What word?

Sentence ComposingImitateShe looked around, and almost all of the children nodded.She looked ______, and almost all of the children ______.She ______ around, and almost all of the ______ nodded.

ExpandTheir furniture was loaded onto a moving van.

Written ResponseWrite a short note to Gooney Bird. Tell her what story you would like to hear.

Gooney Bird GreeneDay 4

Chapter 4Review and Share Written Responses

[Have partners share their notes to Gooney Bird.] So far the stories that Gooney Bird tells are interesting because the children are thinking she means something else – something that couldn't be true. Like driving a truck across the ocean from China. I was thinking of my own Gooney Bird story. It's about the day I drove to school and George Washington was in the seat beside me. Now how could that possibly be true? [a quarter!]

Model Comprehension Strategies and Ask Questions During ReadingMost people don't like being interrupted. Neither does Gooney Bird. After we read today, I will ask you to write some suggestions for what Gooney Bird should do if she is interrupted.

[End of page 37]Why is Keiko always complimenting Gooney Bird?

[End of page 38]Who do you think Napoleon is? Why is Gooney Bird looking impatiently at her classmates?

[Near middle of page 42, after “we understand, Tricia”]How did Mrs. Pidgeon know what the children wanted to say?

[Bottom of page 43]What clues did Gooney Bird find?

[Near bottom of page 45]Why are some kids bored?

[Near bottom of page 47]Why did Keiko think it was strange for a gumball machine to be in palace?[Consider explaining “flash forward,” using a time line]

DiscussionLet’s look back at some things so far in the story that may have confused us.

China/foreign country, town in Texas, lake in CaliforniaPrince/PrinnsPalace/Ice Cream Shop

Teach Tier 2 Words after Each SessionOne of the words from our book today was announced. What word? Announce means to say something that is very important. A doctor might announce that a new baby has been born. Here is a quote from our book: “My grandma's house as doorknobs that look like that,” Tricia announced. That means she thought she was saying something very important. And, of course, it was important to Tricia. Announce means to say something that is very important. What word?

Another word from our book is glamorous. What word? Glamorous means beautiful and wearing beautiful things. We usually use this word to describe girls. We might say that a movie star is glamorous. In our book, it says, “Gooney Bird shook her head a little so that the earrings moved and sparkled in a glamorous way.” Glamorous means beautiful and wearing beautiful things. What word?

Sentence ComposingImitateEvery child knows a poodle who does interesting tricks.Every child knows a ______ who does interesting tricks.Every ______ knows a ______ who does ______ tricks.

ExpandSeven more hands were lowered when _____

Written ResponseWrite down a suggestion or two for what Gooney Bird should do when she is interrupted.

Gooney Bird GreeneDay 5

Chapter 5Review and Share Written Responses

[Have partners share their suggestions for Gooney Bird. Briefly review previous chapter.]Model Comprehension Strategies and Ask Questions During Reading

It's always a good idea to write a thank-you note when someone does something really nice for you. Later I will ask you to pretend that you are in Mrs. Pidgeon’s class. You will write a thank-you note after you see what happens today.

[End of page 55]Why were the children so happy to see Gooney Bird?

[End of page 58]How many of you think she was just listening to a CD and pretending to direct the orchestra? Why?

[End of page 59]Can you think of a story that starts out ordinary and then becomes exciting? Share it with your partner.

[After the first sentence on page 64]Now do you understand what Gooney Bird meant when she said she directed the orchestra?

[End of 65]What do you think she whispered to the trombone player? Share with your partner.

DiscussionHow does each of Gooney Bird’s stories end?[Prompt: Sarabande is a dance, what about the others?]

Teach Tier 2 Words after Each SessionOne of the words from our book today was scurried. What word? Scurry means to run quickly from one place to another. Students who are almost late might scurry across the room to get to their seats. In our book, it says that the gerbils “usually scurried noiselessly around in their cage.” That means they ran quickly from here to there. Scurry means to run quickly from one place to another. What word?

Another word from our book is allegiance. What word? Allegiance means being faithful to your country. If I traveled to another country, my allegiance would still be to the United States. In our book, it says, “Everyone in the school said the Pledge of Allegiance together.” Allegiance means being faithful to your country. What word?

Sentence ComposingUnscramblethe conductor – holding – a baton – stepped to – the center – and lifted – his arms

ExpandMrs. Pidgeon opened the windows so that _______

Written ResponsePretend that you are in Mrs. Pidgeon’s class. Pretend that she asks you to write a thank-you note to the orchestra. Write that note for me.

Gooney Bird GreeneDay 6

Chapter 6Review and Share Written Responses

[Have partners share their thank-you notes to the orchestra. Briefly review previous chapter.]

Model Comprehension Strategies and Ask Questions During ReadingRaise your hand if you have a dog or a cat. Well even if you don't, I want you to write and tell me what you would do if what happens in our book today happened to your pet.

[End of page 73]The cow is eating grass and flowers. Do cows eat cats? How will Gooney Bird make this story make sense? Tell your partner if you have an idea.

[End of page 76]What bad part is Keiko talking about?

[Middle of page 78]Now, we see that consumed has two meanings. What are they?

[Top of page 80, after they sing “Farmer in the Dell”]How do you think this story will end?

DiscussionHow does Gooney Bird get her stories?

Teach Tier 2 Words after Each SessionOne of the words from our book today was contentedly. What word? Contented means happy. If you do something contentedly, you are happy while you do it. In our book, it says that the carpet landed “near a large brown and white cow who was contentedly eating wildflowers.” That means the cow was happy while she ate the flowers. Contented means happy. What word?

Another word from our book is strolled. What word? Stroll means to walk along slowly without being in a hurry. I might stroll through a park and look at the trees and the birds. In our book, it says that the cow “strolled away toward a corner,” where she could eat more flowers. Stroll means to walk along slowly without being in a hurry. What word?

Sentence ComposingExpandShe’s a careful cow, but _______

Unscramblethey brought / him a / bowl of / tuna fish / and gave / it to / him in / the barn

Written ResponseWrite and tell me what you would do if this had happened to your cat (or dog).

Gooney Bird GreeneDay 7

Chapter 7Review and Share Written Responses

[Have partners share what they would do if it had happened to their own pet. Briefly review previous chapter.]

Model Comprehension Strategies and Ask Questions During ReadingIn this last chapter we will read about a dance called the Tarantella. Think about what it probably looked like when the students were dancing the Tarantella. You'll get a chance to write about it later.

[After first 2 paragraphs on page 82, before showing illustration on page 83]This last chapter begins with a description of Gooney Bird. You know, good readers always try to make pictures in their mind to help them understand a story. They do that by noticing details about what is happening and how things look. I noticed details as I read this page just now. Close your eyes and think about the details with me. I noticed that Gooney Bird is carrying a purse made of cowhide and that she puts it on the floor under the terrarium. I noticed that she is wearing a jacket made of orange fur and that she puts it on a chair. She is wearing a blue plaid skirt, a white blouse, black tights, and brown shoes with laces. I noticed that she has blue ribbons in her red hair and that her hair is nicely brushed. Are you picturing what everything looked like? You can do it even when the book does not have pictures. But this book does have a few illustrations, and this is one of them. So let’s compare. Here is the illustration by Middy Thomas. She drew on paper her own mental picture, and it probably looks a little different than yours and mine. But that’s OK! [Point out details and the fact that the picture is in black and white]

[End of book]Now that we’ve finished the book, it’s a good time to think back about why Lois Lowry wrote it. Think with me about the author’s main purpose. She wants to entertain us, doesn’t she? But how does she do it? Each chapter tells a different story, and each story is about how words can have more that one meaning. If we’re thinking about the wrong meaning, the result can be very funny. [Review a few of the confusions.]

DiscussionNow that we’ve finished the book, let’s pretend that Lois Lowry, the author, were visiting our classroom. What are some good questions you’d like to ask?

Teach Tier 2 Words after Each SessionOne of the words from our book today was expression. What word? The word expression can mean the look on your face. Sometimes your face might have a friendly expression; at other times you might have an angry expression. In our book, it says that Gooney Bird’s face was “scrunched into a quiet, thinking expression.” That means she had a very thoughtful look on her face. Do it with me – let’s give our faces a scrunched up expression. The word expression can mean the look on your face. What word?

Another word from our book is dignified. What word? Dignified means formal and serious. In church we must act in a dignified way. In a courtroom, the judge is always

dignified. In our book, we find that that Gooney Bird was nicely dressed and that her hair was brushed. It says, “She looked dignified. She looked wise.” Dignified means formal and serious. What word?

Sentence ComposingUnscrambleall the – second-graders – had taken out – paper – and pencils

CombineA name my mom suggested was lima bean. A name my dad suggested was jellybean.[Prompt the use of contrast words, such as but and although.]

Written ResponseTell me what you think it looked like when the students danced the tarantella.

A Street through TimeAnne Millard, illustrated by Steve NoonLexile: IG680Grade Level Band: 2-3Days: 4Grade: 2

Planning Notes Anne Millard was careful not to identify the city. There are a few clues: She works in

London, the signs are in English, and London was once invaded by Vikings. But it’s probably better to allow the setting to be a generic European city.

This book is more complicated than it looks! It has many features that may not work well in a whole-class read-aloud, such as small labels in pictures and instructions to spot certain things in the wrap-around text. There are several ways to take advantage of these features. You could use a document camera so that students can see small features on each page. Or the document camera could be used for a second read. The features could also be used in later revisits by partners. There are many possibilities.

Be selective about which parts of the marginal text you will read. Some of it may prove distracting, and some of it may work better during a second read.

This plan extends through page 31.Day 1

Pages 1-9Introduce Book and Preview Technical Vocabulary

Have you ever noticed a big change on the street where you live? Maybe a new house was built. Maybe a neighbor put up a fence. Maybe someone painted their house a different color. Or maybe workers came and put new pavement on the street. In only a very short time, changes like these make the street look different, don’t they? But just imagine how a street might change over many, many years. This book is called A Street through Time. It was written by Anne Millard and was illustrated by Steve Noon.We don’t know which city it is, but it is located in Europe. [Locate on globe or world map.] Three groups of people come to the town over time. I have started a chart. The Romans came first. [Indicate Rome on map] They were educated and had powerful armies. Next came the barbarians. They were not educated and they attacked and destroyed. They came by land. Next came the Vikings. They also attacked and destroyed. They came by sea.Group Educated Destroyed Came by LandRomans + – +Barbarians – + +Vikings – + –

Text StructureThis book is organized by time. Let’s make a timeline to show how the author planned this book. It starts 12,000 years ago and ends right now. We’ll add a few events to our timeline as I read. A timeline can help us think about the order of events.[Suggestions: (1) Use BC and AD rather than “years ago,” (2) start with a bare-bones timeline like the one below, and (3) point out the timeline at the bottom of pp. 2-3 without going into detail.]

Ask Questions During Reading and Model Comprehension StrategiesAs I read, think about whether you would rather have lived with the Stone Age hunters or with the first farmers. Later you can write and tell me your reasons.

[As you read page 3, have the children assist in placing key dates on the timeline. Don’t read about Henry Hyde.]

[End of page 4]When will the tribe leave? Is there a clue in the picture that these people might not stay long?

[End of page 6][Explain that the fronts of some buildings are missing just so that we can see inside.]Permanent means it is there to stay. The people will not be moving away. Are there clues in the picture that these people plan to live there permanently? Why did they build a high fence around the town? Tell your partner.

[End of page 8]Now we know why they built the fence, don’t we? Why didn’t they build the fence on the edge of the river also, so that it would go all the way around?

DiscussionLet’s review our timeline so far.

Sentence ComposingImitateThe tribe has just found a place to spend the winter.The ______ has just found a place to spend the winter.The ______ has just found a place to spend the ______.

Expand[Same sentence]

Written ResponseWould you rather have lived with the Stone Age hunters or with the first farmers? Tell why?

A Street through TimeDay 2

Pages 10-15Review and Share Written Responses

[Ask partners to share what they wrote about which group they would have chosen to live with. Review using time line.]

Ask Questions During Reading and Model Comprehension StrategiesAs I read today, think about some of the good things about living in Roman times. Later, you can write and tell me some of them.

[End of page 10]Was it good for the people that the Romans came? Talk to your partner.

[End of page 12]What happened to the bridge? Think about the town and the way it used to be when the Romans were there. Now do you think it was good to have the Romans around?

[End of page 14]What happened to the fence?

DiscussionToday it’s your turn to ask the questions. Think about what we’ve read today and think of a good question – a good “teacher question”!

Sentence ComposingExpandThe chief has the biggest hut.

CombineWood is used for cooking. Wood is used for heating. Wood is used for building.[Prompt creating a series and using the word and before the last item.]

Written ResponseTell why it was good to live in Roman times.

A Street through TimeDay 3

Pages 16-23Review and Share Written Responses

[Ask partners to share what they wrote about living in Roman times. Review using time line.]

Ask Questions During Reading and Model Comprehension StrategiesLater today, I’ll give you a chance to write and tell me two good things about life in a medieval town. Be thinking as I read.

[End of page 16]Why did people lose some of their freedom to get the lord’s protection?

[End of page 18]Why has it taken so long to build a new bridge?

[End of page 20]Why didn’t the people just kill all the rats?

[End of page 22]What would you do if you lived in the town? Discuss it with your partner.

DiscussionHelp me summarize so far. What are the most important facts we’ve learned?

Sentence Composing After Day 3CombineThe town has large stone and brick buildings and shops. The town has a temple and a school. The town has a bridge across the river.[Prompt creating a series and using the word and before the last item.]

Unscramblein part / animals are / often / stabled / of the house

Written ResponseWhat are two good things about life in a medieval town?

A Street through TimeDay 4

Pages 24-31Review and Share Written Responses

[Ask partners to share the good things about living in a medieval town. Review using time line.]

Ask Questions During Reading and Model Comprehension StrategiesAs we read today, be thinking about some of the things you might put in a museum about this city. Later you can write and tell me.

[End of page 24]Would you have liked to live in the town in the 1700s? Why didn’t the people tear down the old castle?

[End of page 26]Why does life seem worse in the early 1800s?

[End of page 28]How will the town keep changing because of the train?

[End of page 30]Why do you think the air is cleaner in the town now?

DiscussionGood readers make connections as they read. They think about their own lives. Let’s review the time periods. Think about which time period you would choose to live in. [Review the time periods by flipping back through the book and reading the titles.]

[Consider visiting this CNN site, which shows the Thames and St. Paul’s in present-day London contrasted with a painting of the same view in the 1740s. You can drag the vertical partition left or right. It’s truly astonishing. And perfect follow-up to this book!]http://www.cnn.com/2012/06/03/world/europe/canaletto-jubilee-river-pageant/index.html

Sentence ComposingUnscramblethe king – has given land – to a lord – who has built – a castle – to protect the people – from Viking Raiders

ImitateThe town has large stone buildings and a bridge.The town has large ______ buildings and a ______.The ______ has large ______ ______ and a ______.

Written ResponseThere is a museum in the last picture. Now that you know the history of the town, think about the things you would put in the museum. Write a paragraph and tell three things you would choose and why.

Creatures Yesterday and TodayKaren PatkauLexile: Not availableReadability:Days: 1 (not including rereading)Grade: 2

Planning Notes Notice that inside the back cover is a glossary of some of the terms used in this book.

You may want to review it in advance so that you can scaffold the meanings of these terms as you encounter them while reading.

Note that vocabulary words are introduced in the chart, which also signals the text structure.

Introduce Book and Preview Technical VocabularyThis book is called Creatures Yesterday and Today. It was written and illustrated by Karen Patkau. This book is about how animals have changed over millions of years. The animals we see today had relatives that lived long ago. You can see some of the ways that they are alike and some of the ways that they are different. When Karen Patkau uses the word yesterday, she doesn’t mean ___, of course. She means very long ago.

Text StructureHere is how Karen Patkau organized this book. [Indicate the chart that you have already drawn and displayed. It is located at the end of this lesson plan.] She talks about 10 groups of animals and then gives two examples from each group. The animal today is descended from the one yesterday. I'm not sure if she began with a chart like this and then wrote the book. I know that I made it to help me understand how she organized her ideas.

Ask Questions During Reading and Model Comprehension StrategiesLater today, I’ll ask you to write some sentences telling me the most important facts you learn from listening to this book. So pay close attention. And as I read about each pair of animals, I want you to decide whether they are getting bigger or smaller over time. Or maybe you can’t decide. That’s what this last column is for.

[After skylark]Let's vote. How many think birds are dinosaurs? Many scientists now believe that birds are descended from dinosaurs. But of course, that doesn't mean that birds are really dinosaurs anymore.Bigger or smaller?

[After octopus]How many arms does the octopus have? Is that more or less than Cameroceras? Let's count. Look at the cone. Does it remind you of an ice cream cone? I know that's silly, but good readers try to make connections between what they already know and what they find in a book. And when I think of a cone, I think of ice cream cones. But I certainly wouldn’t want to find this guy in my ice cream cone!Bigger or smaller?

[After chameleon]

Do you think that Hylonomus could change colors like a chameleon? Do you think it had a prehensile tail?Bigger or smaller?Do you think the rest of the examples will be like this? That is, will the rest of the animals get smaller? Scientists would call that a hypothesis, which is a prediction about how the facts will turn out. Then they would gather information to see if it is true. We can gather information just by turning the pages and reading the rest of the book. This is also what good readers do. They think about the facts they have and infer new facts.

[After sergeant major]Smaller or bigger?

[After scorpion]These two look the same, don't they?  Bigger or smaller?

[After jelly]Do you think a scientist could tell from a fossil whether Rhizostomites had bioluminescence?Bigger or smaller?

[After bird of paradise]Let’s see if we can infer a fact here. How tall was Phorusrhacos? Let me read what it says again. I know that its name means “terror bird,” but that doesn’t tell me how tall it was. I know that it couldn’t fly and that it could run fast and that it had big bones. But these facts still don’t tell me how tall it was. Sometimes we can’t infer a fact we want to know.Bigger or smaller?

[After newt]Bigger or smaller?

[After cheetah]If a cheetah is the fastest runner on earth, is it faster than Smilodon? [Prompt uncertainty]Bigger or smaller? It's hard to compare the sizes. Smilodon certainly had larger front teeth! What shall we write?

[After krill]Bigger or smaller?

[After skimmer]Bigger or smaller? And look at this prefix, mega. It always means big.

DiscussionLet's see if we can make a decision about our hypothesis. How many animals became smaller overtime? Can we say that all animals have become smaller over time, even the ones not in this book? Why not?

[Use the “History of Life” table at your discretion, but you may find it difficult to

follow.]Sentence Composing

ImitateI have a wishbone, scaly feet, and hard-shelled eggs.I have a ______, ______ feet, and ______ ______.

CombineI have a soft body. I have eight arms. I have suction cups on my arms.[Prompt “eight arms with suction cups” to avoid repeating the word arms.]

Written ResponseWrite two sentences telling the most important things you have learned.

Yesterday Today Getting Smaller?Mollusks Cameroceras Blue-ringed OctopusReptiles Hylonomus Panther ChameleonFish Dunkleosteus Sargeant MajorArachnids Brontoscorpio Fat-tailed ScorpionSea Jellies Rhizostomites Atolla JellyBirds Phorusrhacos Bird in ParadiseAmphibians Ichthyostega Emperor NewtMammals Smilodon CheetahCrustaceans Canadaspis Antarctic KrillInsects Meganeura Scarlet Skimmer

Story of Ruby BridgesRobert ColesLexile: 730Grade Level Band: 2-3Days: 2 (plus 1 day for rereading)Grade 2

Planning Note It is a good idea to have a US map on display for quick reference to some of the

places mentioned.Develop or Activate Background Knowledge

I'm going to ask you a question and you don't have to tell me the answer. But I want you to think the answer to yourself. Here's the question. Have you ever been somewhere that nobody likes you? I know I have and it's not a very good feeling. Our book today is called The Story of Ruby Bridges. It was written by Robert Coles and illustrated by George Ford. Ruby Bridges was an African American child who went to elementary school in the 1950s. One day she had to start going to a different school, a school for white children, where almost no one liked her. As you listen to her story, you will find out just what a brave little girl she was. Because she and others like her were brave, black and white children get along very well in school today.

Model Comprehension Strategies and Ask Questions During ReadingSometimes it helps us understand what we read when we can put ourselves in the place of the main character. We think about what has happened to us in our own lives. We ask ourselves if something like that has happened to us? Then we imagine what we might do. As we read this book, think about what you would do if you were in Ruby's place. From time to time I will stop and ask you. And later you can write about what you would do.

Because this book tells the story of a real person, we can make a timeline to help us keep track of events. You can help me add events as we learn about Ruby's story. I will start it by adding one year that is not in the book. In 1954, Ruby was born in Mississippi.

[End of first page]Here is Mississippi, where Ruby was born. Why did they have to move from their home?

[End of page with goodnight kiss]Here is New Orleans, which is a big city. This is where they moved. Sometimes people have to move to find work. Now we can add to our timeline. Do you remember what year they moved? [Add 1957 to timeline.]

[End of page with judge]Do you remember what year this was? [Add 1960 to timeline.] Do you think Ruby could have gone to a black school if her parents had wanted her to? It says the judge ordered her to go to the white school. Maybe she had no choice. Why did they want Ruby to go to a white school? Tell your partner what you think.

[End of page with church]Why did the family pray? What were they afraid of?

[End of page with shouting woman]Now we can see why the family was afraid and why they thought Ruby would need so much courage.

[Next page after first sentence]Let's stop there for just a second. Put yourself in Ruby's place. How would you like to go to school every day for six weeks with people shouting at you and trying to hurt you all the way too school. Talk to your partner about how you would feel. Remember that we can understand what we read better when we put ourselves in the place of the people we read about.

DiscussionDo you think Ruby did the right thing by not saying anything? Raise your hand if you would have shouted back when people said mean things. What about when Ruby got to school? Do you think the other children treated Ruby in a mean way? What you think happened when she walked into her classroom? Talk to your partner and make a prediction.

Teach Tier 2 Words After Both ReadingsOne of the words in this book is credit. What word? Credit is a person or thing that's worth a lot. If you study hard then you're a credit to this class. In our book Ruby's mother says they prayed that "Ruby would be a good girl and she'd hold her head up high and be a credit to her own people and a credit to all the American people." A credit is a person or thing that is worth a great deal. What word?

Another word in this book is threaten. What word? Threaten means to warn someone that you might do something they don't like. If a storeowner thought you might steal something he might threaten to call the police. In our book it says that when the people came toward her "the marshals kept them from Ruby by threatening to arrest them." Threaten means to warn someone you might do something they don't like. What word?

Sentence ComposingUnscramblemarching up – and down – the street – as Ruby approached – the school – she saw – a crowd – of people

ExpandThere were times when we didn’t have much to eat.

Written ResponseWhat would you have done if you’d been in Ruby’s place? Write and tell me. And be sure to give your reasons!

Story of Ruby BridgesDay 2

Review and Share Written Responses[Have partners share the interesting things they identified about Ruby. Review the narrative so far, referring to the timeline.]

Model Comprehension Strategies and Ask Questions During ReadingAs we finish our book today, think about questions you would like to ask Ruby. You can write them down later.

When we read a story, it’s important that we make pictures in our mind of what we read. To do that, we pay attention to the details the author gives us and we try to picture what the author sees. I’ll give you a chance to do that right now.

[Before showing next page]Now I'm not going to show you the illustration on the next page until I read what it says. What I want you to do is make a mental picture of what this page might look like. Making pictures in our mind while we read is a great way to help us understand. But to do that, we need to pay close attention to details. Ready?

[End of page with the classroom]Does the classroom look the way you thought it would? How many of you pictured the teacher, Mrs. Henry? You can see that the illustrator, George Ford, decided to draw the picture from behind the teacher's desk. So it is almost as though we are looking through Mrs. Henry's eyes. How interesting!

How do you think Ruby felt about being the only child in class?

[End of page with Mrs. Henry's hand on her chin]Why was Mrs. Henry worried about Ruby?

[End of page with Mrs. Henry at the window]What do you think Ruby was saying to the angry people? What would you have said to them? Talk to your partner.

[End of page with Ruby in the crowd]It looks like we will have to wait one more page to find out what Ruby said. But first, tell me: Why were the marshals afraid?

[End of page with Ruby carrying lunchbox]Were you surprised? I know I was. I think it would be hard to pray for people who hate you. Ruby is a rare person.

[End of page with Ruby praying]What do you think Ruby meant by what happened a long time ago?

[Before turning page]There's only one page left in our book. What do you think will happen next? Make a prediction. Ruby is on her way home and the crowd is way behind her. How would you finish the book? Are you ready to see how it really ends?

[Turn the page]Is that really an ending? Let’s think about the author’s main purpose. Why do you think the author ended the book that way?

DiscussionLook at our timeline. There's not much on it, is there? That's because most of the book happened in the same year, 1960. But you know what? I was very curious about what happened next, so I read more about Ruby Bridges. And here is what I found. By the end of the year, many white children returned to the school and the crowds of angry people disappeared. By the next year things had returned pretty much to normal. Ruby was accepted by most people.[Add dates]In 1995 Robert Coles wrote this book about Ruby. When Mrs. Henry saw the book, she called Ruby, and they appeared together on TV. [Oprah]In 2006 a new school was named after her in California.Today she gives talks about how people of different colors can get along together.

Teach Tier 2 WordsOne of the words in this book is credit. What word? Credit is a person or thing that's worth a lot. If you study hard then you're a credit to this class. In our book Ruby's mother says they prayed that "Ruby would be a good girl and she'd hold her head up high and be a credit to her own people and a credit to all the American people." A credit is a person or thing that is worth a great deal. What word?

Another word in this book is threaten. What word? Threaten means to warn someone that you might do something they don't like. If a storeowner thought you might steal something he might threaten to call the police. In our book it says that when the people came toward her "the marshals kept them from Ruby by threatening to arrest them." Threaten means to warn someone you might do something they don't like. What word?

Sentence ComposingImitate:There were times when we didn’t have much to eat.There were times when we didn’t have much to ______.There were ______ when we didn’t have ______ to eat.

CombineThe marshals were frightened. The marshals tried to persuade Ruby to move along.[Prompt use of the causal word because.]

Written ResponseI want you to write and tell me this. If you could meet Ruby today, what would you like to know? What questions would you ask her?

The Flag We LovePam Muñoz Ryan, illustrated by Ralph MasielloLexile: NP (main text is in verse)Grade Level Band: 2-3Days: 3Grade: 2

Planning Notes Note that reading the poem on each page aloud will require scaffolding certain words.

Be sure to read it closely in advance to identify spots where you can scaffold your second graders.

Also, consider reading the poem portion of each page on a different day than the prose portion, perhaps has an additional reading.

Day 1Beginning through page with Night Battle

Introduce Book and Preview Technical VocabularyWhat do we say every morning as we face the flag? We have said the Pledge so many times that we might forget what the flag stands for. Our book today reminds us of what the flag means to all Americans. The book is called The Flag We Love. It was written by Pam Muñoz Ryan and illustrated by Ralph Masiello. This book tells the story of our flag and what it stands for. It is an unusual book because at the top of each page is a short poem, and at the bottom is information about the flag.[Draw or refer to diagram as you speak]Our flag is a symbol of our country. When people see it, they think of the United States. Our country has other symbols too, like the bald eagle. The flag isn’t just a symbol. There are symbols inside the flag too! There are 50 stars, which are symbols for the 50 states. There are 13 stripes, and they are symbols of the first 13 states. The 3 colors of the flag are also symbols. Red is for courage, white is for purity, and blue is for fairness.

Text StructureThe author has organized this book so that she can write about many different topics, one after another. There is a main topic, our flag, and many subtopics. I’ve made a diagram to show the organization.[Trace your way around the diagram as you speak] She starts with how the flag was first designed–why it looks the way it does–and she next tells about how flags came to be flown at schools, then about The Star Spangled Banner, …

Model Comprehension Strategies and Ask Questions During ReadingWhat if you were asked to make a flag? As I read about our flag, think about your own flag. What would it look like? Later you can show me and write about it.

[End of page with barn][Refer back to tree diagram and remind them there’s another symbol, the bald eagle.]Connotations are what the flag means to different people. What do you think of when see the flag? Tell your partner.

[End of page with seamstress]Why did the first flag have only 13 stars? How many points are on each star? Why did some flags have stars with four points, or six points, or seven?[Draw some examples: ]

[End of page with books]A custom is something we do again and again as a tradition. It is part of our culture. Saying the Pledge of Allegiance is one of our customs at school. What custom is described here? Have American schools always flown the flag? Is there a law that says we have to have a flag?

[End of page with hand over heart]Why do we put our hand over our heart? Tell your partner why you think we do.

Columbus Day is October 12th. He arrived on October 12, 1492. [Do the math on white board] If we add 400 years, we get … 1892. If we add another 100 years, we get … 1992. October 12, 1992, was the 500th anniversary. This year is 20— and we can add __ years since 1992. So this year is/was the __th anniversary.

[Read page with night battle before showing the page]You know, good readers always try to make pictures in their mind to help them understand a story. I noticed details as I read this page just now. Close your eyes and see if you can make your own mental picture. I noticed that Francis Scott Key watched the British bombing a fort. I read that it was night and that he was watching from a boat. I read that there was lots of smoke and light from the bombs. Can you picture what it looked like? You can do it even when the book does not have pictures. But this book has illustrations, so let’s compare. Here is the illustration by Ralph Masiello. He drew on paper his own mental picture, and it probably looks a little different than yours and mine. But that’s OK! [Point out details]

[After showing page with night battle]This is how the real flag looks. The flag that was really in the battle. You can see it if you go to Washington. Why is the flag so torn up and battered?

DiscussionHelp me summarize so far. What are the most important facts we’ve learned?

Sentence ComposingCombineAmericans stand together before ceremonies. Americans promise their allegiance with their hands across their hearts.[Prompt use of the temporal words when, while, and as.]

ExpandIt measured thirty feet by forty-two feet.

Written ResponseImagine you were a flag maker in the early days of our country. Design a flag, but remember to include the right number of stripes and stars. Write about why you designed it the way you did.

The Flag We LoveDay 2

Page with Train through Page with AstronautReview and Share Written Responses

[Have partners share their flag designs. Review the book so far, referring to the diagrams.]

Ask Questions During Reading and Model Comprehension StrategiesAs I read today, pay close attention to details. Later, I’ll give you a chance to write some sentences that contain those details.

[End of page with Lincoln train]One day you might come to school and instead of seeing the flag at the top of the flagpole, it would be only halfway up. What would that mean? Is the flag flown at half-mast for anyone who dies?

[End of page with the airplane]Flags don’t grow! What do you think it means to “plant” a flag? The author says that an American was the first person to fly over the South Pole. But if you went to the South Pole today you would find the flag of Norway planted there. Why do you think that is? Talk to your partner.

[End of page with children marching]Why do people like parades on July 4th? And in the evening on July 4th, they like fireworks. The fireworks are to remind us of something in our history. What do you think it is? [Prompt by turning back to page with Fort McHenry bombardment]

[End of page with track star]So when an American wins, we feel good, because it’s as if we are winning two. Do you see this runner? He is an American. Good readers make connections as they read. They think about their own lives. Imagine that you are at the race watching him. The race is almost over, and then suddenly you see a runner from another country coming up fast from behind. It is going to be very close. How would you feel as you watched them reach the finish line?

[End of page with passenger ship]A port of entry is a city by the sea where newcomers arrive. Why is it important to have our flag there?Now close your eyes and imagine this scene. You are standing on the beach beside the ocean. You are looking at ships on the sea through binoculars. You notice that all of the ships have American flags. Then you notice that on one ship the American flag is flying upside down. What would that tell you? What would you do?

[End of page with astronaut]Why was Neil Armstrong's spaceship called the Eagle? [Prompt by referring back to symbol diagram] The two houses of Congress are the House of … Representatives and the … Senate. Why did each house want to fly a flag that the astronauts brought back?

DiscussionToday it’s your turn to ask the questions. Think about what we’ve read today and think of a good question – a good “teacher question”!

Sentence ComposingExpandThere is a flag on the moon.

ImitateOne of our flag’s colors is white.One of our flag’s colors is ______.One of our ______ colors is _______.

Written ResponseComplete these sentences:If I needed help, I would fly the flag _________.If someone important died, I would fly the flag _________.

The Flag We LoveDay 3

Page with Wreath through EndPlanning Note

Consider showing this YouTube video of U.S. marines folding an American flag in Arlington Cemetery (1:37). Point out how careful and respectful they are, as well as how the flag ends up in its triangular shape. https://www.youtube.com/watch?v=ZVYYdOQ8RvM

Review and Share Written Responses[Have partners check their sentences. Review the book so far, referring to the diagrams.]

Ask Questions During Reading and Model Comprehension StrategiesAfter we finish our book today, I’ll ask you write about some of the most interesting facts about our flag.

[End of page with wreath]When you fold a flag in the proper way, it is in the shape of a triangle. Someone has place a folded flag at the Viet Nam Memorial. When a soldier dies a folded flag is given to his wife or mother. It’s very sad. Why do you think we have that custom?

[End of page with e pluribus unum banner]Let's look at that phrase again: E pluribus unum. [Write it out] It is the motto of our country. These are Latin words. That’s the language the Romans spoke thousands of years ago. Many of the words in English today come from Latin. Which of these three Latin words do you think means more than one? Talk to your partner. [Write the word plural under pluribus] Which word in Latin means one? [Under unum write unit, union, unite, and perhaps unicycle and the Spanish un] So e pluribus unum means “out of the many, one.” Out of many states, one country.

[End of page with fireworks]Let's think about some of those words.

Red means hardiness and courage. Hardiness means strength and courage means bravery.

White means purity and innocence. Purity means unspoiled and innocence means without guilt.

Blue means vigilance, perseverance, and justice. Vigilance means watchfulness, perseverance means never giving up, and justice means following the law. The word justice is in the ending of the Pledge of Allegiance, isn’t it? – “with liberty and … justice for all.”

[End of page with lapel pin]So, if you see two people both wearing a small American flag, the flag may mean different things to each person. If you wore an American flag, what would it mean for you? Talk to your partner.

DiscussionNow that we’ve finished the book, let’s pretend that Pam Muñoz Ryan, the author, were visiting our classroom. What are some good questions you’d like to ask?

Sentence ComposingUnscramblethe government of – the United – States is based – on democracy – or government – by the people

ExpandHe asked them to save pennies and _________

Written ResponseMake a list of the most interesting facts about our flag.

Wolf IslandCelia GodkinLexile: 550Readability: 2-3Days: 1 (not including rereading)Grade: 2

Develop or Activate Background KnowledgeThe book I will read today is a story, but it is based on events that really happened. The book is called Wolf Island, and it was written and illustrated by Celia Godkin.

Model Comprehension Strategies and Ask Questions During Reading[End of page 5]So these animals live on the same island. Some eat plants and some eat animals. Let me draw a diagram. I will use an arrow to mean “eats.” So meat eaters eat plant eaters, and plant eaters eat plants. We call this a food chain. Where do wolves belong on the food chain? Yes, they are at the top of the food chain.

After I read today, I will ask you write about what you would do in very a hard situation. You’ll find out what it is as I read.

[After reading pages 6-7 but before showing the illustration]You know, good readers always try to make pictures in their mind to help them understand a story. I noticed details as I read this page just now. I noticed that there was a mother and father wolf and five pups. The mother and father were sleeping. The pups have found a log raft on the beach. The pups are curious about the raft. Can you see those things too? Here is the picture Celia Godkin drew for this page. [Discuss differences]

[End of page 8]What do you think the parents will do? Talk to your partner. Let’s find out?

[End of page10]How will the wolves get back to the island? [Prompt them to conclude that they can’t]What will happen to the food chain without the wolves? This is a place where good readers try to infer. That’s when they think about the facts they know to see if they can figure out new facts. Let me try. I know that the wolves eat plant-eaters. I know that the wolves are gone and can’t come back. I know that if there are no animals to eat the plant-eaters, they will grow in number. Maybe then there will not be enough plants for them to eat. Do you agree with my inference? Let’s read to find out.

[End of page 12]Do we see plant eaters in this picture? If you look close, you can see deer and rabbits.

What about the fox? Remember that a fox lives on the island and here he is. Does a fox eat plants or animals? A fox is smaller than a wolf. Do you think a fox can eat a deer?

[End of page 14]So there is plenty of food for the deer. They will not starve.

[End of page 17]So did I infer correctly? Without wolves at the top of the food chain, there will be more and more plant-eaters like deer. Now it’s your turn to infer what might happen now. Talk with your partner. Start by thinking about what you know. You know that there are more and more deer and you know that there are no animals to eat them.

[Read page 18 without showing it]What do think the island looks like now? What if you were drawing the picture for this page? [Prompt that it would be barer, with fewer plants]

[End of page 20]Rabbits had less to eat. Mice had less to eat, foxes had less to eat, and owls had less to eat. Which of these animals had the best chance of getting enough food? [Prompt that only owls could leave the island]

[End of page 22]Why are all these bad things happening?

[End of page 24]So the wolves had many problems even though there was much more land. What about the owls? Now let’s compare two pictures. This is in winter, and this is the very same picture in summer. [Turn back and forth to pp. 18-19] What do you see that is the same?What do you see that is different?

[End of page 28]What will happen now? Talk to your partner about a prediction.

[End of page 30]Why did the wolves leave the healthy deer alone?

Discussion[Review the students’ predictions from p. 28, about the ice bridge being crossed by wolves. Return to food chain diagram. Prompt discussion of its importance]

Teach Tier 2 WordsOne word from our book is mainland. What word? The mainland is the opposite of an island. It is a large piece of land that is not surrounded by water. We live on the mainland, but we could take a boat to many different islands. In our book it says,“The raft drifted slowly and steadily over to the mainland.” It started on an island and ended up on the mainland. The mainland is a large piece of land that is not surrounded by water. What word?

Another word from our book is balance. What word? There is balance whenever things don’t lean too far one way or another. [Demonstrate by extending your arms] If two children are on a seesaw, they will be balanced if they weigh the same. There is also balance in nature. Plants and animals were balanced on the island before the wolves left. The last sentence of our book is “Life on the island was back in balance.” There is balance whenever things don’t lean too far one way or another. What word?

Sentence ComposingUnscrambleat first – the pups – didn’t – notice anything – wrong

CombineThe wolf pups climbed on the raft. The wolf pups sniffed about.[Prompt use of the temporal word after.]

Written ResponseImagine that you were standing on the mainland and saw the raft and the wolf puppies floating toward you. Tell what you would do.