mount vernon city school district

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Mount Vernon City School District

Second Grade ELA Pacing Guide

2018-2019


Superintendent of Schools

Dr. Kenneth R. Hamilton

Board of Education

Wanda White

President

Arlene Torres

Vice President

Board Trustees

Serigne Gningue

Rosemarie Jarosz

Micah J.B. McOwen

Darcy Miller

Stanley Russo

Adriane Saunders

Israel Williams

MARK REPORTING SCHEDULE

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MARKING

PERIOD

MARKING PERIOD

BEGINS

INTERIM PROGRESS

REPORTS

MARKING PERIOD ENDS

MP 1 September 5, 2018 October 12, 2018 November 9, 2018

MP 2 November 13, 2018 December 14, 2018 January 25, 2019

MP 3 January 28, 2019 March 8, 2019 April 26, 2019

MP 4 April 29, 2019 May 23, 2019 June 26, 2019

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Curriculum Maps Forward

Common Core Learning Standards

The framers of the Common Core State Standards were intent on better preparing our students for the demands of an

increasingly competitive and technologically advanced society. This push to equip students for college and career

readiness meant that students, as early as kindergarten through sixth grade, must be able to acquire, apply, and integrate

knowledge and skills in real-life contexts across the disciplines such that they are able to problem-solve and think more

critically. As a means of accomplishing this goal, the ELA Alignment Committee recognized the importance of designing

units of study in ELA that were not only rigorous and standards-based, but culturally-responsive and engaging.

Instruction: Implementing Journeys into the ELA Block

The MVCSD will continue in its efforts to meet the imperatives outlined in the ELA Common Core Learning Standards.

In fact, this year we are thrilled to be embarking on a new reading program from Houghton-Mifflin called

Journeys. Journeys is based on the latest scientific research about what makes literacy instruction effective as it helps

readers to become more “empowered by skill mastery; inspired by authentic texts, and confident that they are building the

skills needed for college and careers.” With this in mind, the ELA Alignment Committee worked to tailor the various

components of the program to meet the specific needs of our students, while supporting a modified balanced literacy

approach. For instance, during the ELA instructional block, teachers will move through each respective unit of instruction

in Journeys engaging in word study, read alouds, guided reading, shared reading, independent reading and daily writing

using the following framework to guide them.

First, teachers will begin the day with vocabulary words from the text. Initially students will be introduced to the words prior to

engaging in the reading selection to familiarize them with the words while scaffolding their prior knowledge. They will continue to

work with these words each morning using various approaches, such as having read-alouds, projecting flashcards, using the frayer

model, playing word splash and doing other word study exercises that not only unlock the nuances of these words, but help to impart

a deeper understanding of the text in general.

From this, teachers launch into critical reading in which they conduct three reads of the text. The first read covers the entire text with

a specific focus on citing text based evidence, questions and prompts. The first reading can take the form of a read aloud, guided

reading, shared reading, and so forth. The second read is designed to focus on a section of the text where key ideas are explored in

connection with a specific skill and strategy, such as text structure and point-of-view. The third reading focuses on the sections of

the text in which students will do independent reading tasks. And lastly, the writing portion of the block coheres with the reading

tasks, prompting students to engage in initial “quick writes” around an “essential question” as they progress toward a fully-developed

short response.

To make the writing portion of the lesson more meaningful and culturally relevant for our students, the ELA Alignment Committee

carefully reviewed the paired reading selections from each of the units in Journeys and subsequently designed essential questions

that are not only thought-provoking and intriguing, but are also aligned to the 2-point short response questions students will have to

craft on state assessments. In fact, to extend their writing opportunities, students will also have an additional period outside of the

one (1) hour block to engage in a writers’ workshop model where they will fully engage in the writing process as they work on

narrative, persuasive, and opinion pieces that cohere with the 4-point extended response also found on state assessments.

We strongly believe that our work in aligning Journeys to an instructional framework that is balanced, relevant and rigorous will

continue to move us in the right direction as we look to make tremendous academic gains. It is our sincere hope that these ELA

http://www.hmhco.com/classroom/evaluate-and-sample/hmh-efficacy

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curriculum maps will go far toward targeting the higher learning standards our students must achieve and ultimately gain mastery of,

while creating a more meaningful and rewarding learning experience for both students and teachers alike. It is with great pleasure

that I welcome you to the 2018-2019 school year. A new school year presents opportunities for various beginnings-new classes,

new faces, sometimes new courses, and often new materials.

Newness alone, however, cannot produce transformation. Starting a new year gives us the opportunity to make new plans, design

new strategies, and implement new ideas. There is a special kind of joy and satisfaction in planning lessons and activities for a

new class; for although the subject or grade level is the same, the students are new, and they appreciate the planning that is done

for them

We can be proud of what we achieve in the Mount Vernon City Schools. This year, as in the past, we must concentrate on the

processes that spur continuing advancement: evaluating what we have, determining what we can do to improve, and identifying

what we need to make those improvements. The Curriculum and Instruction Department has taken a close look at district-wide data,

survey data, walk-through data, and teacher input to make amendments to our curriculum. In order to ensure all stake-holders have

clear expectations for the 2018-2019, please find an outline of the expectations that include past practices and new initiatives.

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EXPE CTATI ON S


Small Group Instruction Protocols 3-5

The Small Group Instruction/Floating and RTI Period are designed to

ensure all students receive practice, intervention, remediation, and

enrichment.

Small Groups: Comprehension: Students engage in a variety of comprehension activities such as; annotating,

answering questions, and close reading.

Guided Reading: Teacher works with a small group of readers. During the lesson, the teacher

provides a text that students can read with support, coaching the learners as they use problem-

solving strategies to read the text

Technology: iReady, Waterford, Envisions 2.0.

Teacher Directed: Write in Reader (Level 2), Quick Reads (Level 1), Guided Reading (Level 3-4),

Decoding Power (Special Education).

Independent Reading: Students reading novels, guided reading texts, and short passages on their

independent reading levels. Reading levels are measured in Lexile Scores obtained from iReady.

Vocabulary/Word Study: Students in grades 3-5 engage in a variety of activities to increase their

spelling, vocabulary and word knowledge. Student word lists are derived from the Journeys Lesson

Vocabulary and Word Study (Grade 3 ONLY).

Writing: Students in grades 3-5 engage in a variety of activities to support the art of writing.

Student may compose responses to texts read, sharpen foundational skills, or engage in the writing

process for an extended writing piece. Writing Activities in the Journeys Literacy Centers Tab will

support this work.

Format: 35 minute uninterrupted period

o 5 minutes: review of Workstation/small group tasks and transition to designated

areas

o Option A: Two fifteen minute rotations of all groups

o Option B: All groups work on a task for 35 minutes and teacher-led group rotates for

15 minutes only

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Classroom Environment: Students are placed in Literacy Workstation Groups

Group names and members are clearly posted in a chart

Students are placed in differentiated Math Groups

Literacy Workstation Schedule is interactive and clearly posted in the classroom

Word Walls are up-to-date in Math, ELA, Science, and Social Studies and are used for

small group

Protocols and procedures are put in place to ensure student accountability

Small Group Stations: All workstations are clearly labeled with a description of the task (s)

Activities are prepared with consideration of student data, student interests, and student

ability

All workstations have materials prepared beforehand

o Pens, pencils

o Handouts (graphic organizers, questions, writing prompts

o Books

o Bins

o folders

Parent Communication-

Communicate with parents on a regular basis to provide them with information on

students' progress both positive and constructive comments

• iReady pre assessment, mid-year, and end-of-year results

Parent Reports

• iReady progress monitoring results for students in Tier 2 and Tier3

Progress Monitoring Reports

• Common Assessment Results

Exam Results

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Portfolios-

Each student must have a folder/binder designated as an ELA Portfolio

The district coversheet must be adhered to the folder and completed by the

teacher of record

The portfolio is a live document, therefore, artifacts must be placed in the

portfolio as soon as they are completed

Waiting until the end of the academic year does not give students and teachers the

opportunity to critically look at student work to inform instruction.

All student work must be graded using the prescribed rubric from the Journeys.

All rubrics must be attached to student work

If the teacher chooses to send student work home, a copy must be placed in

the student's portfolio

The portfolio and all contents must be transferred to the 2018-2019 teacher of

record

Samples of portfolios will be collected by the Curriculum and Instruction

Department for review

Bulletin Boards-

Standards-Based Bulletin Boards should be changed every month.

Bulletin Boards must reflect current up-to-date student work. Commercial instructional

aides are not authentic reflections of the curriculum. Instructional aides should be

created with the students using chart paper and other medium.

Bulletin Boards must contain the following;

Title - Each board has a title that describes the big picture. Teachers sometimes use

catchy phrases or a play on words to entice someone walking by the board to stop and read.

Standard - The standard is reproduced exactly like it is written in the Standards

book or comes directly from the New York State Standards.

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Task - The task is an explanation of what the class or student was asked to do.

Pieces of student work - Pieces of student work are posted that often show a range of

work. Work should reflect full potential of student.

Commentary - Each piece of student work includes a commentary written by the

teacher or by the student that explains why the particular piece meets the

standard or does not. Sometimes the commentary includes "next steps" to show

where the student should go next. The commentary can take many forms: written

in paragraph form, bulleted or in writing, can be in the same form found in the

rubric book

Rubric- The bulletin board will display the rubric and criteria used to assess student work

Assessments-

Administer iReady digital assessment at the beginning of the year, middle of the

year, end of the year, three times for progress monitoring, and three times for

Standards Mastery according to the dates stipulated in memos and/or district

calendar

Administer all Weekly Assessments in the Journeys Program

Formative Assessments should be used daily to gauge student understanding (see

Curriculum Guides)

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Opportunities for Struggling Learners- support for struggling learners must occur daily.

Below you will find a variety of ways to support struggling learners.

a. Utilize ELL Supports and Differentiation Supports located in the Journeys’

Teacher Manual to support struggling learners

b. Utilize iReady Assessment Data, Mid-Module Unit Assessments, End of Unit

Assessments, formative assessments, and anecdotes to diagnose students'

areas of improvement

c. Provide students with strategies and focused instruction during the

scheduled Literacy Work Stations time and RTI Periods. This can serve as

both Tier 1 and Tier 2 support

d. Provide students with strategies and focused instruction during pull out

periods with the Reading Specialists. This can serve as both a Tier 2 and

Tier 3 support

e. Utilize the Ready NY workbooks and resources on various grade levels to

provide students with scaffolded support for those students in Tier1 and Tier

2

f. Utilize prescribed lessons from iReady Instruction to provide students with

online support in phonics, phonemic awareness, high frequency words, and

comprehension for Tier 2 students

g. Provide students with additional homework assignments to provide

spiraling and extra practice

Opportunities for Enrichment- Support for students above grade level must occur

daily. Below you will find a variety of ways to support these learners.

a) Utilize iReady Assessment Data, End of Unit Assessments, End of Domain

Assessments, formative assessments, and anecdotes to gauge student proficiency

b) Provide students with strategies and focused instruction during the scheduled

Guided Reading time. This may include independent reading and guided reading

activities on students' instructional level. During Guided Reading time students

may engage in a variety of games, research projects, writing assignments, and

problem-solving activities to extend learning

c) Integrate Project Based Learning and Performance Tasks from Journeys Program

LITE RACY

PORTFOLI O

STUDENT’S NAME: ___________________________________________ DATE: ________20_____

SCHOOL: _________________________TEACHER: ___________________ GRADE LEVEL: SECOND

Literacy Portfolio Contents (see below) * Please attach supporting documents. Indicate Score and Date when inserted. Attach Student Profile Detail Report for End of Year Assessment ONLY

Independent Reading Number of Books Read: _______________ Attach Reading Log

NYSESLAT o Entering o Emerging o Transitioning o Expanding o Commanding

IEP Yes No 504

Benchmark Assessment: CKLA Assessment Assessments: CKLA Assessment Placement Story 1___________ Story 2___________ Story 3____________ Story 4___________ Story 5__________ Instructional Group_____

Beginning of Year

Mid -Year

Date Score Date Score

September January __________ ________ May __________

X Indicate Level o Strategic Intervention o On Grade Level o Advanced

Indicate if child has been promoted or retained o Promotion o Retention Did child receive additional services?

o Yes (indicate type of service) o No

Comments:

High Frequency Word Checklist (see attached)

iReady SCORES

Writing Samples: Include writing sample and attach rubric for each performance task and genre piece.

Indicate Date Rubric score (attach rubric)

Unit 1: Performance Task: Write a Story Look back at My Family and Dogs. Think about who makes up a family. Think about what you learned about caring for dogs. Write a story about a family who welcomes a pet family member into its home.

Unit 2: Genre Piece Informative Writing: Instructions

Unit 3: Performance Task: Write an Opinion Essay Look back at Ah, Music! and Schools Around the World. Do you think it is important to learn about music in school? Why or why not? Write an essay to the principal of your school to explain your opinion and your reasons. Use information from the texts to support your opinion and reasons.

Unit 4: Genre Piece Narrative Writing: Fictional Story

Unit 5: Performance Task: Look back at Gloria Who Might Be My Best Friend and Half-Chicken. Think about how the author of each story shows that Julian and Half-Chicken are good friends to others. Write a response to literature for your

classmates. In your writing, use examples from the two stories to explain what it means to be a good friend.

Social Studies: Dec. Jan. Big Idea Project Make a museum display. Choose one of the Native

American regions from the unit. Then make a model

showing some examples of daily life in the region.

Big Idea Rubric from Networks

Literacy Block

Word Study:

(Vocab vs Phonics)

Mini Lesson:

Small Group:

Variety of Exposure

Readers

Visuals/ Video

Stations

Interactive Read Aloud

Shared Reading

Access to Grade

Level Text

Independent Reading Text

Written Response

Word Work

Guided Reading

iReady ( Online)

Conferencing

Writing:

(30 minutes)

Mini Lesson

Shared Writing/ Modeling

Conferencing

Independent Writing

Classroom Environment Expectations

Word Wall-

English Language Arts Word Wall with Vocabulary words for the current story

Vocabulary Strategy explanation and example

Word Study- Word Study Word Wall for Grade 3 with current rule and sample

words

Reading-

Chart Paper for Skill

Chart Paper for Strategy

Chart Paper with Graphic Organizer

Writing-

Chart Paper of Exemplar

Chart Paper of Rubric

Instruction

Time Frame

Vocabulary/Phonics Critical Reading Writing Accountable Talk and

Discussion

Double

Period

15 minutes

Daily work with vocabulary

from the text

Day 1: Projection of Vocabulary

Cards review of words

Day 2: Read Aloud Text use of

words in context

Day 3: LLG Activity

Day 4: LLG Activity

Day 5: LLG Activity

30 minutes

Mini lessons on the Skill

Interactive Whiteboard Lessons

Ready Books: Introduction Portion of

Lesson (First Read Days)

Ready Books: Modeled and Guided

Portion of the Lesson (Second Read

Days)

First Read of Text: Read of the entire

text, with a focus on the Cite Text

Evidence Questions and Prompts. Shared

Reading Occurs at this time. First read

could be in the form of shared reading,

read aloud, paired reading, guided

reading, audio recording reading, and/or

Lit Circle Format.

Second Read: Read of the targeted

sections of the text, with a focus on the

Analyze Text Questions and Key Ideas

from Text X-ray.

Third Read: Read of the targeted sections

of the text, with a focus on the sections of

the text needed to engage in the

Independent Reading Task.

Paired Reading:

Using the Close Reader

Ready Book: Standards Based Practice

15 minutes

Daily Writing in Response to Text or

Response from Text

First Read: Writing on a day where

students engage in the first read will be a

Quick Write about the Essential Question.

Students may also engage in writing

based on the skill (i.e. summarizing)

Second Read: Writing on a day where

students engage in the second read

focuses on Analyzing the Text, a short

response from the text, completing the

graphic organizer for the skill/strategy, or

students may engage in the Performance

Task.

Third Read: Writing on a day where

students engage in the third read focuses

on the writing contained in the

Independent Reading Task. Students may

also engage in construction a response for

the Performance Task.

Paired Reading:

Close Reader

Ready Book: Standards Based Practice

10 minutes

Throughout the lesson students should

engage in accountable talk and

discussion about the text.

First Read: Discussion prompts and

opportunities are centered around the

essential question and text based

evidence.

Second Read: Discussion prompts and


Your Turn Activity and prompts that

require students to analyze the text.

Third Read: Discussion prompts and


Independent Reading Task.

Paired Reading:

Close Reader

Ready Book: Standards Based

Practice

Instruction

Time Frame

Vocabulary Critical Reading Writing Accountable Talk and

Discussion

Floating

Period

Third Grade: Word Study

Instruction (phonics) 10-15

minutes

Tier 2 students may work with the

teacher in small group using the

Write in Reader. (as needed)

Extended Writing Pieces Mini

lessons and Instruction (25)

REQUIRED

Brainstorming, drafting, and

editing writing about or from

text.

Response to

Intervention

(RTI) Period

Vocabulary Workstation: Students engage in activities to support the development and usage of vocabulary words. Word Study: Third Grade students engage in word study activities (phonics) students who need assistance with phonics in grades 4-6 may

also engage in Word Study activities. Writing: Students work on scaffolded writing activities to support the writing pieces for the unit. Students work on writing skills. Comprehension: Students work on target comprehension skill and strategy work. Ready books independent practice. Independent Reading: Students independently choose books from the classroom libraries are their independent level to engage in reading,

discussion, and writing activities. Technology: Students complete prescribed iReady Lessons Teacher Led Station: Tier 2 students work with the teacher in small group using the Write in Reader. Students in Tier 1 may work with

teacher on guided reading text, Ready, or Standards Mastery text.

Assessments Weekly Selection Tests are Mandatory Weekly Standards Based Assessments are optional for students after Unit 1 End of Novel Assessment is mandatory

Homework Grab and Go Resources Reader’s Notebook Guiding Questions

7 Day Instructional Cycle

Journeys (Non-integrated classes)

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

• Word Work/Vocabulary Language Support Cards

• Skill/Strategy Instruction

• Scaffolding and Background Knowledge



• Close Reading of Anchor Text


• Close Reading of Anchor Text

• Phonics • Paired Text

(Whole Group)

• Write in Reader (small group)


• Paired Text (Whole Group)


• Close Reader (Whole Group and Independent)


• Writing- Analyzing the Anchor Text

• Writing/Performance Assessments

Time Frame: September 12 – 21, 2018

Unit: 1

Lesson: 1

Grade Level: 2 Essential Question: What is a perfect pet like?

Standards: Reading:

RL.2.2, RL.2.5, SL.2.1a, SL.2.1c, SL.2.3

Writing:

W2.3, W2.4, W2.10

Listening and Speaking:

RL.2.1, SL.2.1; 2.2

RL,W, SL.

Assessment(s):

Formative:

Summative:

Formative: Weekly Tests

Phonics: Rule: Short Vowels a, i ; CVC Syllable Pattern

Activity: Word Sort

Decodable Reader: We Camp, The Picnic Ants

Reading Skill:

Reading Skill: Sequence of Events

Definition: The order of events in a story is called the sequence of events

Graphic Organizer: Flow Chart

Reading Strategy:

Title of Lesson Selection: Henry and Mudge

Strategy: Infer/Predict: Use clues or text evidence, to figure out more about story parts

Skill: Sequence of Events

Text (s):

Anchor:

Paired:

Anchor Text: Henry and Mudge: The First Book

Paired Text: All in the family

Paired Text Skill: Headings are titles for different parts of a selection

Paired Text Activities: Allow students to choose activity or assign based on knowledge of students

Text to Text: Comprare and Contrast

Text to Self: Make a List

Text to World: Connect to Science

Vocabulary Strategy:

Alphabetical Order

Vocabulary Words:

curly weighed

straight stood

floppy collars

drooled row

Materials:

"The Perfect Pet" read aloud

Vocabulary in context cards

(1-8)

TIER 1

curly weighed

straight stood

floppy collars

drooled row

TIER 2

infer

Predict

Sequence

events

TIER 3

trait

offspring

inherit

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What is a perfect pet like?

Weekly Skill: Sentences that tell a True Story

Short Response CHOOSE 1

1. Explain how Henry's feelings changed throughout the story. Use two details from the story to support your

response.

2. Why did Henry want a pet? Use two details from the story to support your answer.

Performance Task: Write a Story * See Lesson 5

Genre Writing Narrative Writing: Sentences That Tell a True Story

Writing Trait: Elaboration

Teach/Model:

Day 1: Introduce the model T33 (Projectable 1.3 & Reader's Notebook)

Day 2: Focus Trait Elaboration T43 (Connect to Literature & Reader's Notebook)

Day 3: Prewrite T55 (Connect to Literature, Projectable 1.7 & Reader's Notebook)

Day 4: Draft T65 (Projectable 1.8 & Reader's Notebook)

Day 5: Revise and Edit T72 (Analyze the Model Projectable, Writing Checklist/Rubric, Student Book & Make a clean

copy)

Writing Essential Question: What makes great true story sentences?

• 1. Sentences use words such as I and me.

• 2. Events are told in an order that makes sense.

• 3. Details and adjectives help your reader picture what you are telling.

• 4. Interesting words show how you feel.

RTI/Small Group

Instruction

Technology Word Study Writing Independent

Reading

Teacher Led

iReady students

complete

prescribed iReady

lessons.

Advanced

Students read the selection Pet

Rabbits with a partner.

Stopping to disccus the

meanings of unknown words

(or phrases) as necessary.

Students complete the Write

About It activity on p. 11.

On Grade Level

Vocabulary Reader

Pet Rabbits

Students alternate reading

pages of the selection aloud.

Guide them to use context to

determine the meanings of the

unfamiliar words. As

necessary use the Vocabulary

in Context cards to review

how to target Vocabulary

Words.

Below Level

Phonics

Words with short vowels a, i

Advanced

Have students

write out a list of

events for Student

Book pp.16-24.

Ask them to

include inferred

and stated events.

Using colored

pencils to

underline all the

events that were

inferred. Have

them work in pairs

to compare their

lists.

On level

Have children use

index cards to list

the events on

Student Book

pp.16-24. Ask

them to write one

inferred or stated

Below

Leveled Reader

Ben and Scooty

Leveled Practice,

Student Reader 1.3

On Level

Leveled reader

Lucy ad Billy or

Billy, the Pet Bird

Complete Reader's

Notebook, pp. 7-

11

Or Leveled

Practice, EL1.3

Advanced

Leveled Reader

A Pet That Fits

Leveled Practice,

A1.3

Dictionary Skills

Below

Vocabulary Reader

Pet Rabbits

Differentiated

Instruction, p. T82

Target Vocabulary curly

drooled

stood

straight

Have children

alternate reading

pages of the selection

aloud. Guide students

to write vocabulary

words in alphabetical

order.

On Level

Vocabulary Reader ,

Pet Rabbits

Target Vocabulary

Taking turns using letter cards

to build words with short

vowels a and i

Have children record words

they build and read to a

partner.

event on each card.

Students take turns

reading the

sentences on their

cards in sequence.

Then shuffle card

and put them in

order.

Below

Have students

review Student

Book pp.21-24.

Have them make a

flow chart of the

stated events on

these pages.

Root raw road

rocket Rodent rotten

Dictionary skills

Have children write

the words in

alphabetical order.

Advanced

Vocabulary Reader

Pet Rabbits

Write the words pail

and park on the

board. Have students

write at least three

words that would be

listed between pail

and park on an

alphabetical list.

Week of: September 12 –

21, 2018

Unit: 1

Lesson: 1

Fountas and Pinnell Level:

Below Level (Circle)


On Level (Triangle)


Above Level (Square)


Vocabulary

Title of Text:

Ben and Sooty Lucy and Billy A Pet that Fits Pet Rabbits

Target Vocabulary: Collars

Curly

Drooled

Floppy

Stood

Straight

Row

weighed

Collars

Curly

Drooled

Floppy

Stood

Straight

Row

weighed

Collars

Curly

Drooled

Floppy

Stood

Straight

Row

weighed

Collars

Curly

Drooled

Floppy

Stood

Straight

Row

weighed

Text Preview Activity: Ben and Sooty is a story

about a boy named Ben and

his new kitten, Sooty. One

morning Ben can’t find

Sooty, but Sooty turns up in

a cozy place. Have students

make a prediction: Where

do you think Ben finds

Sooty?

Students can use flow chart

to help them organize events

in the story. It will also help

them make an inference

Lucy and Billy is about a

girl who tries to teach her

pet bird to talk. When he

finally speaks, Billy has

something surprising to say.

Have students make a

prediction: What do you

think Billy finally said?

Remind students that

authors do not always

describe every event in a

story. Good readers add

what they already know to

A Pet That Fits is about a

girl named Ella. She goes to

the pet store to find just the

right pet to fit her family's

small apartment.


authors do not include every

detail about characters and

events. They sometimes

have readers use what they

already know to predict

what will happen next.

Preview selection by having

students scan the text. Have

students describe the

photographs using target

vocabulary when possible.

about an unstated event in a

sequence.

clues in the story to infer

unstated events.

Skill/Focus: Sequence of Events

Infer/Predict

Sequence of Events

Infer/Predict

Sequence of Events

Infer/Predict

Sequence of Events

Infer/Predict

Questions: What does Ben do after he

brings Sooty home from the

pet store?

Why does Ben put an old

sweater in Sooty's basket?

What does Billy do before

he talks to Lucy?

Why does Billy say 'Don't

do that!"?

How do you predict Lucy

will change the way she

teachers Billy?

What does Ella do after she

arrives at the pet store?

Why do you think the other

children on the bus smiled at

Ella's bird?

What do you predict Ella

will do with Sunny?

Why do rabbits make good

pets?

How are outside rabbits

different from inside

rabbits?

What does a rabbit need to

survive?

Time Frame: September 24 – October 2, 2018

Unit: 1

Lesson: 2

Grade Level: 2 Essential Question:

What are some things that families like to do

together?

Standards: Reading:

RI.2.1,RI.2.7, RI.2.10 SL.2.1,

SL.2.3

Writing:

W.2.1, W.2.3, L.2.2


SL.2.2, 2.3

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Short Vowels o, u, e; CVC Syllable Pattern

Activity: Word Sort

Decodable Reader: Bud, Ben, and Roz ; The Funny Hat Contest

Reading Skill:

Reading Skill: Compare and Contrast

Definition: When you think about how things are alike, you compare them. When you think about how

things are different, you contrast them.

Graphic Organizer: Venn Diagram

Reading Strategy:

Title of Lesson Selection: My Family

Strategy: Question – ask questions about what you are reading

Skill: Compare and Contrast

Text (s):

Anchor:

Paired:

Anchor Text: My Family

Paired Text:Family Poetry

Paired Text Skill: Notice that some poems have words that show feeling; Rhythm


Text to Text: Slect a Poem

Text to Self: Selecta n Activity

Text to World: Connect to Social Studies


Using the Glossary

Vocabulary Words:

Remembered

Porch

Crown

Spend

Stuck

Visit

Cousin

piano

Materials:

“More Than a Best Friend” read

aloud

Vocabulary in context cards 9-

16

TIER 1

Remembered

Porch

Crown

Spend

Stuck

Visit

Cousin

piano

TIER 2

Compare

Contrast

Informational text

Question

TIER 3

Conflict

Related

Siblings

Unity

interact

Writing to Text:

Skill Genre: Short Response

CHOOSE 1:

Performance Task:

Essential Question: What are some things that families like to do together?

Weekly Skill: Friendly Letter/Development


1. Explain how Camilia’s family feels about music? Use two details from the text to support your

answer.

2. Explain how the photographs in the text help the reader understand that Camilia’s family

members love each other? Use two details from the text to support your response.


Genre Writing Narrative Writing: Friendly Letter

Writing Trait: Development

Teach/Model:

Day 1: Introduce the model T131 (Projectable 2.3 & Reader’s Notebook)

Day 2: Focus Trait: Development T141 (Connect to Literature & Reader’s Notebook)

Day 3: Prewrite T153 (Projectable 2.7 & Reader’s Notebook)

Day 4: Draft T163 (Projectable 2.3 & Reader’s Notebook)

Day 5: Revise and Edit T170 (Analyze the model, Projectable 2.10, Writing Checklist/Rubric, Editing

Checklist, Student book & Make a clean copy)

Writing Essential Question: What makes a great friendly letter?

• 1. It uses the five parts of a letter: date, greeting, body, closing and signature.

• 2. A comma is used after the greeting and closing.

• 3. The body tells about something that happened to the writer.

• 4. Events are told in the order they happened.

5. The writer tells interesting details.

6. It shares the writer’s feelings.

RTI/Small

Group

Instruction

Technology Word Study Writing Independent Reading Teacher Led

iReady students

complete

prescribed iReady

lessons.

Below Word Building: Build and read spelling words Leveled Practice, SR2.1 On Level Word Building: Build and read short o, short u, and short e words using Letter cards Complete: Reader’s Notebook pp.16-17 or Leveled Practice, EL2.1 Advanced

Think and Write Below Who would you invite to a family party? Draw a picture of some of your guests. Label your drawing On level Write an invitation to your family party. Advanced

Below

Partners: Choose

among stories for this

week to reread.

On Level

Reread The Funny Hat

Contest

Complete Reader’s

Notebook, pp. 27-29

Advanced

Below

Write-In Reader

Pages 4-7

Best Friends

Preview selection with

children using the Think

Aloud to predict what

the story will be about.

Guide children to use

the title and illustrations

to make predictions.

On Level

Vocabulary in Context Cards 9-16 Talk it Over Activities Leveled Practice, A2.1

Write about a time that you and your family went somewhere.

Where did you go?

What did you do

there?

Partners: Reread

leveled reader How to

Make a Family Tree

Self-select reading

Differentiate

Vocabulary Strategies

Using a glossary

Write stuck on the

board. Have children

use the glossary to

determine the meaning

of stuck. Tell children to

write a sentence that

makes the meaning of

stuck clearing.

Advanced

Skill: compare and

contrast; Question

My Family

Have children retell a

summary of the text.

Work with students to

list activities that they

can do outside, inside, in

the morning, at night, at

home, and away from

home. Work together to

compare and contrast

these activities in one or

more Venn diagrams.

Week of: September 24 –

October 2, 2018

Unit: 1

Lesson: 2




On Level (Triangle)




Vocabulary

Title of Text:

Let’s Make Music Happy Birthday, Everyone How to Make a Family Tree Who Is In Your Family?

Target Vocabulary: Remembered

Porch

Crown

Spend

Stuck

Visit

Cousin

piano

Remembered

Porch

Crown

Spend

Stuck

Visit

Cousin

piano

Remembered

Porch

Crown

Spend

Stuck

Visit

Cousin

piano

Remembered

Porch

Crown

Spend

Stuck

Visit

Cousin

piano

Text Preview Activity: Explain that Let’s Make

Music shows and tells about

many kinds of musical

instruments.

Discuss that two things,

such as musical instruments,

can be the same of different

in many ways. A Venn

diagram shows how things

are alike and different.

Explain that Happy

Birthday, Everyone shows

and tells how birthdays are

celebrated in other parts of

the world.

Review with children what it

means to compare and

contrast. Have children tell

what each term means, in

their own words. Use a

venn diagram to help them

sort out how things are alike

and different.

Explain that this book is

about making a family tree,

a map that helps organize

information about the people

in your family, past and

present.

Remind students that they

can compare and contrast

things in a text to their own

lives. Review how a Venn

diagram helps children to

compare and contrast.

Explain that a family is a

group of people who are

related. There are many

different kinds of families.

Guide students to preview

the selection by discussing

the pictures and using the

target vocabulary.

Skill/Focus: Compare and Contrast

Question

Compare and Contrast

Question


Question


Question

Questions: Look at the photos on page

2-3. What looks the same

about the flute and a

clarinet?

What is different about the

instruments?

What question might you

ask yourself to understand

why someone would use

sticks to hit the drums?

How are a violin and a

guitar alike? How are a

violin and a guitar different?

What is similar about the

way girls and boys in China

and Ghana celebrate

birthdays? What is

different?

Why do you think the author

ask you questions about

your birthday?

Look at the picture on page

8-9. In this picture the girl

is wearing a fancy dress and

a crown. What questions do

you have about this picture?

Look at the example of the

family tree on page 10.

How would yours compare

to it?

What questions might you

ask yourself to help you

better understand Step 7?

What types of things do

families like to do together?

Where do families like to

spend their time?

Time Frame: October 3 – 12, 2018

Unit: 1

Lesson: 3

Grade Level: 2 Essential Question: What do Pets need to be healthy and happy?

Standards: Reading:

RI.2.6, RI.2.10

Writing:

W.2.3, W.2.8, L.2.1


SL.2.1, SL.2.2, SL.3

RL, W, SL

Assessment(s):

Formative:

Summative:

Formative: Weekly Test

Phonics: Rule: Long a, i Sounds for c

Activity: Word Sort

Decodable Reader: City Ride; Mice Can Race

Reading Skill:

Reading Skill: Authors Purpose

Definition: The reason an author writes a selection is called author’s purpose

Graphic Organizer: Inference Map

Reading Strategy:

Title of Lesson Selection: Dogs

Strategy:Analyze/Evaluate

Skill: Author’s Purpose

Text (s):

Anchor:

Paired:

Anchor Text:Dogs

Paired Text: Helping Paws

Paired Text Skill: Text and Graphic Features: Captions


Text to Text: Write a Paragraph

Text to Self: Share Experiences

Text to World: Share Ideas


Multiple-Meaning Words

Vocabulary Words:

Hairy

Mammals

Litter

Stayed

Canned

Chews

Clipped

Coat

Materials:

“Choosing a Pet” Read Aloud

Vocabulary in Context Cards 17-

24

TIER 1

Hairy

Mammals

Litter

Stayed

Canned

Chews

Clipped

Coat

TIER 2

Author’s purpose

Compare

Contrast

Analyze

Evaluate

TIER 3

Domain: Life Science

Animal traits

Reproduce

Characteristic

Canine

Adapt

Writing to Text:


CHOOSE 1:

Performance Task:

Essential Question: What do pets need to be healthy and happy?

Weekly Skill: Sentences that describe/Elaboration


1. How do the headings on pages 80-83 help the author organize the text? Use two details to support your

response.

2. How does the photograph on page 7 help you understand the text? Use details from the text to support your

answer.


Genre Writing Narrative Writing: Sentences that Describe


Teach/Model:

Day 1: Introduce the Model T229 (Projectable 3.3 & Reader’s Notebook)


Day 3: Prewrite T251 (Projectable 3.7 & Reader’s Notebook)

Day 4: Draft T261 (Projectables 3.7 & 3.9 & Reader’s Notebook)

Day 5: Revise and Edit T268 (Analyze the model, Projectable 3.10, Writing Checklist/Rubric, Editing Checklist,

Student book & Make a clean copy)

Writing Essential Question: What Makes a Great Description?

• 1. It tells about one thing, place or event.

• 2. It uses sense words that tell details about how things look, smell, feel, sound and taste.

• 3. It uses exact words that tell what the writer means.

• 4. It groups similar details together

RTI/Small Group Instruction Technology Word Study Writing Independent

Reading

Teacher Led

iReady

students

complete

prescribed

iReady

lessons.

Below

Word Building:

Build and read

spelling words

Leveled Practice,

SR3.1

On Level

Word Building:

Build and read long

a and long I words

using Letter cards

Complete: Reader’s

Notebook pp.31-32

or Leveled Practice,

EL3.1

Advanced

Vocabulary in

Context Cards

Think and Write

Write Directions to

a Location

Below

Think of a place.

Draw a map

Label your map.

On Level

Think of a place.

Draw a map

Label your map.

Write directions

from one place to

another on your

map.

Advanced

Below

Partners: Choose

among stories for

this week to reread.

On Level

Reread Caring for

Cats or Cats

Complete Reader’s

Notebook, pp. 45

Advanced

Partners: Reread

leveled reader

Talking with Birds

Self-select reading

Below

The Best Pet

Write-in Reader pages 24-30

Target vocabulary: coat, hair, litter,

mammals

Skill: Prediction

On Level

Differentiate Vocabulary Strategies:

Multiple Meaning Words

Reread Mice Can Race

Remind students that some words have

more than one meaning. Generate a list of

multiple meaning words with children.

Then, have students select a word from

list and write sentences to demonstrate

their understanding of each definition of

the word.

17-24

Talk it Over

Activities Leveled

Practice, A3.1

Think of a place.

Draw a map

Label your map.

Write directions

from one place to

another on your

map.

Find a partner.

Exchange maps and

directions.

Can you find your

way?

Advanced

Have partners identify a word that has

multiple meanings, and list its different

definitions. Then have them check a print

or digital dictionary to confirm that their

defintions are correct.

Have each partner write a sentence for

each meaning of the word. Then have

partners exchange sentences and figure

out which mearning was used in each

sentence.

Week of:

October 3 – 12, 2018

Unit: 1

Lesson: 3

Fountas and Pinnell

Level:



On Level (Triangle)




Vocabulary

Title of Text:

Hamsters Make Great

Pets

Caring for Cats Talking with Birds Pets at the Vet

Target Vocabulary: Hairy

Mammals

Litter

Stayed

Canned

Chews

Clipped

Coat

Hairy

Mammals

Litter

Stayed

Canned

Chews

Clipped

Coat

Hairy

Mammals

Litter

Stayed

Canned

Chews

Clipped

Coat

Hairy

Mammals

Litter

Stayed

Canned

Chews

Clipped

Coat

Text Preview Activity: Explain that Hamsters

Make Great Pets is a

book for those who are

thinking about getting a

hamster, already have

one, or are just curious

about them. The author

shows how to care for a

pet hamster.

Using an inference map

can help students figure

out what the author’s

purpose is for the story.

Explain that the author of

Caring for Cats wants to

educate people about taking

care of cats. She tells what to

do for them, but also what not

to do. The author seems to be

saying that the more you

know, the better prepared

you’ll be to deal with any

situation that arises.

Remind students that using as

inference map can help them

figure out what they author’s


Explain that although Talking

with Birds is written for

people who might be

considering getting a parrot, it

is also a fascinating look into

the world of talking birds.

The author chooses details

that any reader would find

amazing.

Remind students that using as


figure out what they author’s


Ask students if they have

ever been to an animal clinic.

Explain that the doctors that

work there are called

veterinarians or vets for

short. Vets are specially

trained to work with animals.

Brainstorm things that vets

do.

Skill/Focus: Author’s Purpose

Analyze /Evaluate

Author’s Purpose

Analyze /Evaluate

Author’s Purpose

Analyze /Evaluate

Author’s Purpose

Analyze /Evaluate

Questions:

How does the author

tell you that hamsters

make good pets on

page 3?

Do you think including

information on page 7

was a good idea? Why

or why not?

Why do you think the author

put this information in a chart

form on page 5?

What information on this page

might make someone think

twice about getting a pet cat?

Why did the author include

this section on page 3 about

parakeets?

How does this page suggest

that taking care of a parrot is a

lot of work?

How do vets help sick pets

get better?

What does the photograph

and caption on page 8 help

the reader understand?

Time Frame: October 15 – October 24

Unit: 1

Lesson: 4

Grade

Level:

2

Essential Question: How do good friends

act?

Standards: Reading:

RI.2.7, SL.2.1, RL.2.3, RL.2.10

Writing:

W.2.3, W.2.5,

W.2.8

Listening

and

Speaking:

SL.2.2,SL.

2.1, L.2.6

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Long Vowels o, u, e Sounds for g

Activity: Word Sort

Decodable Reader: A Bed of Roses , Swim Like a Frog

Reading Skill:

Reading Skill: Cause and Effect

Definition: When one event in a story makes another one happen. The first event is the cause, and the second one is the

effect.

Graphic Organizer: T-Map

Reading Strategy:

Title of Lesson Selection: Diary of a Spider

Strategy: Summarize

Skill: Cause and Effect

Text (s):

Anchor:

Paired:

Anchor Text: Diary of a Spider

Paired Text: A Swallow and a Spider

Paired Text Skill: The Moral of the story


Text to Text: Compare and Contrast

Text to Self: Think about the Moral



Context Clues

Vocabulary Words:

Insects

Dangerous

Scare

Sticky

Rotten

Screaming

Breeze

Judge

Materials:

“Bats: Beastly or

Beautiful?” Read Aloud

Vocabulary in Context

Cards 25-32

TIER 1

Insects

Dangerous

Scare

Sticky

Rotten

Screaming

Breeze

Judge

TIER 2

Cause

Effect

Context clues

TIER 3

Domain: Social

Relationships

Appreciate

Compliment

Cooperate

Peer

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How do good friends act?

Weekly Skill: True Story/Development


1. What clues from the story let you know Grampa visited Paris? Use details from the story to support your answer.

2. How do the illustrations and words on pages 126 and 127 work together to show how scared Spider is? Use

examples from the story to support your response.


Genre Writing Narrative Writing: True Story


Teach/Model:

Day 1: Introduce the Model T331 (Projectable 4.3 & Reader’s Notebook)


Day 3: Prewrite T353 (Reader’s Notebook)

Day 4: Prewrite T363 (Projectables 4.8 & Reader’s Notebook)

Day 5: Prewrite T370 (Analyze the model, Projectable, Writing Checklist/Rubric, Editing Checklist, Student book & Make

a clean copy)

Writing Essential Question: What Makes a Great True Story?

• 1. It uses I and me.

• 2. It is about only one main idea: an important thing that happened to the writer.

• 3. Details help the reader picture what happened.

• 4. Events are told in order (first, next, last)

5. It has a beginning, middle and ending.

6. It has a mix of long and short sentences.

7. The lead sentence begins in an interesting way and the ending tells how the story ends or how the writer felt.

RTI/Small Group

Instruction


iReady students

complete

prescribed

iReady lessons.

Below

Build and read

spelling words

Leveled

Practice, SR4.1

On Level

Word Building:

Build and read

long o and long

u and long e

words using

Letter cards

Complete:

Reader’s

Think and Write

Below

1. Make one of the characters

from Diary of a Spider

2. Draw one of your

character’s scenes from

the story.

3. Tell about your character.

Write a sentence about

your character.

On Level

1. Make one of the characters

from Diary of a Spider

Below

Partners: Choose


week to reread.

On Level

Reread Fly to the

Rescue!

Complete Reader’s

Notebook, pp. 60

Self-selected reading

Advanced

Below

Word Building: Build and

read spelling words

Words with Long vowels o,

u, e

Display Picture cards cube,

flute, hose, mule, rope, and

note. Have partners take turns

using Letter Cards to build

and read each picture name.

On Level

Differentiate Vocabulary

Strategies: Context Clues

Notebook pp.

46-47 or

Leveled

Practice, EL4.1

Advanced

Vocabulary in

Context Cards

25-32

Talk it Over

Activities

Leveled

Practice, A4.1

Then add a new diary entry

featuring your character.

Partners: Reread

leveled reader

Ferdinand Saves the

Day

Self-select reading

Remind students that they can

look for context clues in the

same sentence or nearby

sentences. Model writing a

list of context clues from two

sentences. Write: I am

reading about a faraway land.

I wonder how long it would

take to get there. Then, have

students write a list of context

clues that help them to

understand the meaning of

faraway. Then have them

each write a definition for

faraway.

Advanced

Differeniate Vocabulary

Strategies

Context Clues

Choose one of the weekly

readings and have children

find unfamiliar words in the

reading.

Have children work with

partners to find context clues

for the unfamiliar words.

Then have them write a

definition and an example

sentence for each word.

Have them check a print or

digital dictionary ro confirm

their understanding of each

word.

Week of:

October 15 – October

24

Unit: 1

Lesson: 4

Fountas and Pinnell

Level:



On Level (Triangle)




Vocabulary

Title of Text:

Cub Saves the Day Fly to the Rescue Ferdinand Saves the Day Along Came a Spider

Target Vocabulary: Insects

Dangerous

Scare

Sticky

Rotten

Screaming

Breeze

Judge

Insects

Dangerous

Scare

Sticky

Rotten

Screaming

Breeze

Judge

Insects

Dangerous

Scare

Sticky

Rotten

Screaming

Breeze

Judge

Insects

Dangerous

Scare

Sticky

Rotten

Screaming

Breeze

Judge

Text Preview Activity: Explain that Cub Saves

the Day is a humorous

story about many different

animals in school. Their

teacher is giving them a

lesson about how to be

safe.

Remind students that a

cause is what makes

something happen and an

effect is what happens. A

T-map can help organize

this information.

Explain that Fly to the

Rescue is a story of Flora, a

fly who does not fit in at her

school. One-day Flora gets a

chance to show how special

she really is.

Remind children that an

effect is what happens and a

cause is what makes it

happen. Point out that a

cause can make more than

one things happen.

Explain that monarch butterflies

travel each year to the warmer

climate of southern California. Tell

children if they were to travel to the

southern part of California during

winter months, they would see

these butterflies.

Remind children that a cause makes

something – an effect – happen.

Explain that a cause can have

multiple effects and that an effect

can have multiple causes.

Explain to students that

spiders are unique creatures

with a special way of

catching their food. Preview

the photographs in the text

and have them use

vocabulary words to describe

the images.

Skill/Focus: Cause and Effect

Summarize

Cause and Effect

Summarize

Cause and Effect

Summarize

Cause and Effect

Summarize

Questions: Why does Cub’s honey

pot fall to the floor?

Summarize what Cub’s

teacher teaches the class.

Why doesn’t Flora like

school?

Summarize what happens

after the breeze blows into

Flora’s classroom.

Why does Henry say it is time to

migrate to southern California?

Summarize what happens after the

butterflies leave the meadow to

start their migration.

How does the photograph on

page 5 help the reader

understand the word sticky?

What are some ways a spider

uses its silk?

Time Frame: October 25 – November2

Unit: 1

Lesson: 5

Grade Level: 2 Essential Question: How is a school like a community?

Standards: Reading:

RL.2.7, SL.2.1, SL.2.6 RI.2.10

Writing:

W.2.3, W.2.5, L.2.2


SL.2.2, L.2.6

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Consonant Blends with r, l, s

Activity: Word Sort

Decodable Reader: Flint Cove Clambake, the Stop and Spend Sale

Reading Skill:

Reading Skill: Story Structure

Definition: Story Structure: The characters are the people or animals in the story, The setting is a place and time and the plot

is what is happening in the story

Graphic Organizer: Story Map

Reading Strategy:

Title of Lesson Selection: Teacher’s Pet

Strategy: Visualize

Skill: Story Structure

Text (s):

Anchor:

Paired:

Anchor Text: Teacher’s Pet

Paired Text: See Westburg by Bus!

Paired Text Skill: How an autor tells steps in order. A map is a drawing


Text to Text: Make Decisions

Text to Self: Write About School

Text to World: Research an Animal


Base Words and Endings

-ed, -ing

Vocabulary Words:

Wonderful

Noises

Quiet

Sprinkled

Share

Noticed

Bursting

suddenly

Materials:

“Lester” Read Aloud


Cards 33-40

TIER 1

Wonderful

Noises

Quiet

Sprinkled

Share

Noticed

Bursting

suddenly

TIER 2

Story structure

Author’s word choice

visualize

TIER 3

Domain: Community

Community

Diagram

Suburb

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How is a school like a community?

Weekly Skill: True Story/Organization


1. What are some disadvantages of having these kinds of pets? Use two details from the story to support your response.

2. How is Miss Fry’s classroom different from most classrooms? Use details from the story to support your response.

3. How is Moe feeling at the party? Use details from the story to support your answer.

Performance Task: Write a Story T476

Look back at My Family and Dogs. Think about who makes up a family. Think about what you learned about caring for dogs.

Then use what you learned to write a story for your classmates. Your story should be about a family who welcomes a pet

family member into its home.

Genre Writing Narrative Writing: True Story

Writing Trait: Organization

Teach/Model:

Day 1: Draft T433 (Projectable 4.8 & Reader’s Notebook)

Day 2: Focus Trait: Organization T443 (Connect to Literature & Reader’s Notebook)

Day 3: Draft T453 (Connect to Literature & Reader’s Notebook)

Day 4: Draft and Revise T463 (Reader’s Notebook)

Day 5: Revise, Edit and Publish Focus Trait: Conventions T470 (Analyze the Model, Projectable 5.8, Writing

Checklist/Rubric, Editing Checklist, Student Book)

Writing Essential Question: What Makes a Great True Story?

• 1. It uses I and me.

• 2. It is about only one main idea: an important thing that happened to the writer.

• 3. Details help the reader picture what happened.

• 4. Events are told in order (first, next, last)

5. It has a beginning, middle and ending.

6. It has a mix of long and short sentences.

7. The lead sentence begins in an interesting way and the ending tells how the story ends or how the writer felt.

RTI/Small Group

Instruction


iReady students complete

prescribed iReady lessons.

Below

Build and read spelling

words

Leveled Practice,

SR5.1

On Level

Word Building: Build

and read words with

consonant blends r, l,

and s using Letter cards


Notebook pp. 61-62 or

Leveled Practice, EL51

Think and Write

Below

Picture Cards and

Word cards: ant, bug,

goat, lion, otter, seal,

yak, zebra

Look at the picture.

Talk about the pictures.

On Level

Picture Cards and

Word cards: ant, bug,

goat, lion, otter, seal,

yak, zebra

Below

Partners: Choose


week to reread.

On Level

Foster’s Farm or

Foster’s famous

Farm

Complete Reader’s

Notebook, pp. 75


Below

The New Playground

Write-in Reader pages

44-50

Target Vocabulary

Noticed, quiet, share,

wonderful

Skills: Story structure

Visualize

On Level

Differentiate

Vocabulary

Advanced


Cards

Talk it Over Activities

Leveled Practice, A5.1

Look at the picture.

Talk about the pictures.

Draw and write about

the animals you know.

Would any of them

make good pets?

Which one would make

the silliest pet?

Advanced

Pick one of the animals

to keep as a pet. Where will it sleep?

What will it eat?

Write a daily feeding

and walking schedule

for your new pet.

Advanced

Partners: Reread

leveled reader Where

is Gus-Gus?

Self-select reading

Strategies: Base

words and endings -

ed, -ing,

Remind students that -

ed shows that an

action happened in the

past, The ending -ing

shows that an action

is happening now.

Write: cooking and

washed. Then have

children write a

sentence for each

word and illustrate

their sentences. Have

children read their

sentences aloud.

Advanced

Differentiate

Comprehension:

Visualization

Read aloud Student

Book pp. 154-156

State that paying close

attention to the

illustrations, helps a

reader visualize the

story better. Then the

reader better

understands it.

Sts. Read student book

pages pp164-165

independently

Have children

complete a story map

describing the main

events in the selection

Share their

visualization with the

group. .

Week of:

October 25 –

November 2

Unit: 1

Lesson: 5




On Level (Triangle)




Vocabulary

Title of Text:

Caty the Caterpillar Foster’s Farm Where is Gus-Gus? Fun Pets

Target Vocabulary: Wonderful

Noises

Quiet

Sprinkled

Share

Noticed

Bursting

suddenly

Wonderful

Noises

Quiet

Sprinkled

Share

Noticed

Bursting

suddenly

Wonderful

Noises

Quiet

Sprinkled

Share

Noticed

Bursting

suddenly

Wonderful

Noises

Quiet

Sprinkled

Share

Noticed

Bursting

suddenly

Text Preview Activity: Explain that Caty the

Caterpillar is a realistic

story about Davy and his

friends in the Kid’s Club.

Remind children that

every story has a

beginning, a middle and

an end. Point out that

students can keep track of

the events that happen

throughout a story by

using a story map.

Explain that Foster’s Farm

tells about Miss Green’s

class and their visit to

Farmer Foster’s farm. They

discover that Farmer Foster

has a problem. Can they

help him solve it?

Remind children that story

events happen in order from

beginning to middle to end.

Explain that a story map can

help children keep track of

these events, which may

Explain that many older

people live in places like

Gentle Creek Home, where

they can get help when

they need it. Children

often visit, like the children

do in Where is Gus-Gus?

Remind children that they

story events, or plot,

happen in order from

beginning to middle to end.

Explain that there is often a

problem in the story that


people have many different

types of pets, some quiet,

and some loud.

Skim/scan the text and

have students describe the

photographs using target

vocabulary when possible.

help them understand the

story better.

the character resolve by the

end of the story.

Skill/Focus: Story Structure Story Structure Story Structure Story Structure

Questions: What happens first in the

story?

Visualize what has been

happening to Caty while

Davy has been looking for

her. What do you see?

Who are the main characters

in Foster’s Farm?

What did you visualize

when you read that the

children saw some strange

animals at the farm?

Who are the main

characters in the story?

What is the problem?

How is the problem

solved? (Solution)

What do you visualize in

Grandma’s room when all

the kids come in to see

Gus-Gus?

What makes a good pet?

How are the pets in this

selection alike? How are

they different?

Time Frame: November 26 – November 30

Unit: 2

Lesson: 6

Grade Level: 2 Essential Question: What are animal homes like?

Standards: Reading:

RI.2.5, RI.2.7, RI.2.9, RI.2.10 SL.2.1

Writing:

W.2.2, W.2.5


SL.2.2, SL.2.3

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Common Final Blends nd, ng, nk, nt, ft, xt, mp

Activity: Word Sort

Decodable Reader: A Job for Bob, Baby Animals

Reading Skill:

Reading Skill: Text and Graphic Features

Definition: Text and graphic features are used in informational text to help you find information quickly and conveys what the

author thinks is important. Graphic features are photos and charts. Text features are headings and words in bold print.


Reading Strategy:

Title of Lesson Selection: Animals building Homes

Strategy: Question: Ask questions about what you are reading.

Skill: Text and Graphic Features

Text (s):

Anchor:

Paired:

Anchor Text: Animals building Homes

Paired Text: Whose Home Is This?

Paired Text Skill: Compare and Contrast


Text to Text: Alike and Different

Text to Self: Shared Experiences

Text to World: Classify Animals


Base Words and Prefixes

Un-, re-

Vocabulary Words:

Shaped

Branches

Pond

Beaks

Deepest

Break

Hang

winding

Materials:

“City Life is for the Birds”

Read Aloud


Cards 41-48

TIER 1

Shaped

Branches

Pond

Beaks

Deepest

Break

Hang

winding

TIER 2

Text feature

Graphic feature

Context

TIER 3


Habitat

Shelter

Pasture

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What are animal homes like?

Weekly Skill: Informational Writing (informational paragraph)/Purpose


1. Why is a burrow a good home? Use two details from the text to support your response.

2. Why does the author use the heading “Home Improvement” on page 203? Use details from the text to support your

answer.

Performance Task: Write an Informational Paragraph * See Lesson 10

Genre Writing Informational Writing: Informational Paragraph

Writing Trait: Purpose

Teach/Model:

Day 1: Introduce the model T35 (Projectable & Reader’s Notebook)

Day 2: Focus Trait: Purpose T45 (Connect to Literature & Reader’s Notebook)

Day 3: Prewrite T55 (Connect to Literature, Projectable, Reader’s Notebook)

Day 4: Draft T67 (Projectable & Reader’s Notebook)

Day 5: Revise and Edit T74 (Analyze the model, Projectable, Writing Checklist/Rubric, Editing Checklist, Student book,

Make a clean copy)

Writing Essential Question: What makes a great informational paragraph?

1. The topic sentence clearly states the main idea.

2. Supporting details give facts that tell more about the main idea.

3. Writers tell facts using their own words.

RTI/Small Group

Instruction




Below

Build and read spelling

words

Leveled Practice,

SR6.1

On Level


and read words with

common blends nd, ng,

nk, nt, ft,ct, mp using

Letter cards



Leveled Practice,

EL6.1

Advanced

Think and Write

Below

Talk about animals

building homes.

Draw some other

animal homes you

know.

Write words to go with

their picture.

On Level

Write another page to

the selection Animal

Homes.

Advanced

Students develop

strategies to select

books based on

difficulty, content,

and interest.

Children practice the

five-finger method

and how take a book

walk while reading

selected reading

material.

Below

Partners: Choose


week to reread.

Below

A Busy Beaver

Target Skill: Text and

Graphic Features

Strategy: question

Vocabulary:

Beaks branches break

deepest hang pond

shaped winding After

they discuss the book,

have them read the

instructions on the top

half of Responding p.

11 in A Busy Beaver

On Level

Leveled Readers

Skill: Text and Graphic

Busy Bees,


Cards


Leveled Practice, A6.1

Think of all the animal

homes you read or

wrote about. Which

one would you like to

visit?

Write about it.

On Level

Foster’s Farm or

Foster’s famous

Farm

Complete Reader’s

Notebook, pp. 75


Advanced

Partners: Reread

leveled reader Where

is Gus-Gus?

Self-select reading

Activity: p 11 Have

children work

individually to use the

graphic features,

pictures, and captions to

complete task.

Advanced

Differentiate

Comprehension: Text

and Graphic Features;

Question

Read sloud Student

Book pp.198-199

Week of:

November 26 –

November 30

Unit: 2

Lesson: 6

Fountas and Pinnell

Level:



On Level (Triangle)

Fountas and Pinnell

Level:



Vocabulary

Title of Text:

A Busy Beaver Busy Bees The Lives of Ants Amazing Nests

Target Vocabulary: Shaped

Branches

Pond

Beaks

Deepest

Break

Hang

winding

Shaped

Branches

Pond

Beaks

Deepest

Break

Hang

winding

Shaped

Branches

Pond

Beaks

Deepest

Break

Hang

winding

Shaped

Branches

Pond

Beaks

Deepest

Break

Hang

winding

Text Preview

Activity:

Why do we call them

“busy beavers? It is

because they have so

much to do! They cut

down trees, build dams,

build their homes and

take care of their young

and gather food.

Explain that this book

includes pictures to help

children better

understand the text. A

column chart can

Bees are busy insects!

Depending on the jobs of

the bees, they might be

laying eggs, feeding the

other bees, gathering food,

or building cells in the

hive.

Remind the students that

books often use pictures to

give information and to

help readers understand

what they read. Using a

column chart can help

readers match the

Explain that although

there are many types of

ants, they are all basically

alike. They live, work

and help each other in

their community.


sometimes the author uses

pictures to help readers

understand what they are

reading and to give

additional information.

That is why it is important

to look at pictures and

read labels and captions.

Explain to children that some

animals make a kind of home

called a nest. Many kinds of

nests can be found in nature.

Guide children to preview the

selection.

organize the information

given by the picture.

information in the text to

the pictures and captions.

Skill/Focus: Text and Graphic

Features

Question

Text and Graphic Features

Question


Question


Question

Questions: How does the picture on

page 3 help you

understand more about a

beaver’s dam?


ask yourself to help you

understand more about

what a beaver eats?

The author explains what

the inside of a beehive

looks like, but how does

the picture help you better

understand this?


ask to understand more

about a hive?

How do the pictures and

labels help you

understand the words the

author uses to describe the

ant’s body?

What might you ask

yourself to understand

more about what a forager

ant does?

Why are nests important?

What are the different types of

nests that animals make?

Time Frame: December 3 – December 10

Unit: 2

Lesson: 7

Grade Level: 2 Essential Question: What can you learn from planting a garden?

Standards: Reading:

RL.2.5, RL.2.7, RL2.10

Writing:

W.2.2, W.2.5


SL.2.2, SL.2.6

RL, W, SL

Assessment(s):

Formative:

Summative:

Weekly Tests

Phonics: Rule: Double Consonants and ck , Double Consonants (CVC)

Activity:

Decodable Reader:

Reading Skill:

Reading Skill: Conclusions

Definition: Conclusions: make smart guesses about what the author does not say. Find clues in words and pictures.

Graphic Organizer: Column Chart

Reading Strategy:

Title of Lesson Selection: The Ugly Vegetables

Strategy: Analyze/Evaluate

Skill: Conclusions

Story Structure

Text (s):

Anchor:

Paired:

Anchor Text: The Ugly Vegetables

Paired Text: They Really Are Giant!

Paired Text Skill: Text Features - Words and pictures used to give information






Homophones

Vocabulary Words:

Blooimg

Shovels

Scent

Tough

Wrinkled

Plain

Muscles

nodded

Materials:

“Trouble in the Lily

Garden” Read Aloud


Cards 49-56

TIER 1

Blooimg

Shovels

Scent

Tough

Wrinkled

Plain

Muscles

nodded

TIER 2

Conclusions

Story structure

Analyze

evaluate

TIER 3

Domain: Life Sciences

Nutrients

Seedling

Solar energy

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What can you learn from planting a garden?

Weekly Skill: Informative Writing (Informational Paragrapgh)/Organization


1. In what ways is the narrator’s garden different from the neighbor’s garden? Use details to support your response.

2. How does the picture on page 237 show the same details that the text tells? Use two details to support your answer.


Genre Writing Informative Writing: Informational Paragraph


Teach/Model:

Day 1: Introduce the Model T137 (Projectable, Reader’s Notebook)

Day 2: Focus Trait: Organization T147 (Connect to Literature and Reader’s Notebook)

Day 3: Prewrite T159 (Connect to Literature, Projectable and Reader’s Notebook)

Day 4: Draft T169 (Projectable and Reader’s Notebook)

Day 5: Revise and Edit T176 (Analyze the model, Projectable, Writing Checklist/Rubric, Editing Checklist, Student Book and

make a clean copy)

Writing Essential Question: What Makes a Great Summary Paragraph?

• 1. It describes the story’s plot, characters, and setting.

• 2. The details tell the most important events in the plot.

• 3. The events are told in the order in which they happen.

• 4. Writers use their own words to tell what happens.

RTI/Small Group

Instruction

Technology Word Study Writing Independent

Reading

Teacher Led



Below

Build and read

spelling words

Leveled Practice,

SR7.1

On Level


and read Double

Consonant and ck

words using Letter

cards



Leveled Practice,

EL7.1

Advanced


Cards


Leveled Practice,

A7.1

Students develop

strategies to select

books based on

difficulty, content,

and interest.

Children practice the

five-finger method

and how take a book

walk while reading

selected reading

material.

Below

Partners: Choose

among stories for

this week to reread.

On Level


Advanced

Below

Rosa’s Garden

Write-In Reader pages 64-70

Target Vocabulary: blooming

Plain

Scent

Shovels

Skill: Predictions

On Level

Differentiate Comprehension

Skill: Conclusions;

Analyze/Evaluate

Student Book pp. 233-236

Explain that in order to draw

conclusions the reader must

analyze the text, which means

thinking about the characters’

feelings, thoughts, and words.

Have children reread Student

Book pp. 233-236. Ask them

to draw a conclusion about the

girls’ feeling about the garden

Partners: Reread

leveled reader

Where is Gus-Gus?

Self-select reading

at the beginning of the story.

Then have them draw a

conclusion about how her

feelings toward the garden

change at the end of the story.

Advanced

Differentiate Comprehension:

Conclusions;Analyze/Evaluate

Student Book pp.245-247

Have children work in pairs to

create an Idea-Support map

based on the story.

Have children write a

paragraph about at least one

conclusion they can draw

from the text or illustrations.

Week of:

December 3 –

December 10

Unit: 2

Lesson: 7




On Level (Triangle)

Fountas and Pinnell

Level:



Vocabulary

Title of Text:

Grandma’s Surprise The Community Garden

Cross-Country Cousins The Three Sisters

Target Vocabulary: Blooimg

Shovels

Scent

Tough

Wrinkled

Plain

Muscles

nodded

Blooimg

Shovels

Scent

Tough

Wrinkled

Plain

Muscles

nodded

Blooimg

Shovels

Scent

Tough

Wrinkled

Plain

Muscles

nodded

Blooimg

Shovels

Scent

Tough

Wrinkled

Plain

Muscles

nodded

Text Preview Activity: Explain to the students that in

the story, Grandma calls all the

cousins on the phone and asks

them to bring vegetables to her

house. She is going to make

them a surprise!

Remind the students that authors

sometime give us details so we

can make conclusions about what

is happening in the story. An

inference map helps readers draw

conslusions.

Explain that in The Community

Garden, people live in the city

where there usually aren’t

places to have gardens at their

houses. Instead, people share a

large garden called a

community garden.

Remind children that authors

give us details to draw

conclusions about what is

happening in the text. Using an


organize the details in order to

draw conclusions.

Explain that in Cross-

Country Cousins, Chris

and Jessie communicate

by e-mail and discuss

their gardens. Then

Chris’s family plans a

surprise.


authors give details

when they write a story,

and readers can analyze

these details to draw

conclusions.

Tell children they are going to

read a story about planting

vegetables. Preview selection by

looking at the pictures and

briefly discussing the vegetables.

Skill/Focus: Conclusions Conclusions Conclusions Conclusions

Questions: What conclusion can you draw

after you read that Grandma

chopped the vegetables, put them

in a pot and everyone smelled

something wonderful?

Does the author do a good job of

telling us why Grandma needed

the vegetables? Why or why not?

When Luz looks at the back of

the apartment building and sees

a parking lot, what conclusion

do you think she makes?

Do you think the author does a

good job of showing what a

community garden is like? Why

or why not?

Chris tells Jessie that his

parents are planning a

big surprise for his

birthday in the fall.

Jesse giggles. What

conclusion can you draw

about the surprise after

you read this clue?

Do you think the author

does a good job of

telling us about the two

different parts of the

country? Why or why

not?

Why do some plants have a scent

to keep bugs away?

Why are corn, bean and squash

plants called “the three sisters”?

Time Frame: December 11 – December 18

Unit: 2

Lesson: 8

Grade Level: 2 Essential Question: How can some storms be dangerous?

Standards: Reading:

RI.2.2, RI.2.3, RI.2.4, RI.2.10

Writing:

W.2.2, W.2.5


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:

Weekly Tests

Phonics: Rule: Consonant Digraphs th, sh, wh, ch, tch, ph

Base Words and Engings –s, -ed, -ing

Activity: Word Sort

Decodable Reader: Splish! Slash! Whales, Drifting Up, Up, Up

Reading Skill:

Reading Skill: Main Ideas and Details

Definition: Main ideas are the most important ideas about the topic. Details tell more about each main idea

Graphic Organizer: Idea-Support Map

Reading Strategy:

Title of Lesson Selection: Super Storms

Strategy: Visualize

Skill: Main Idea and Details

Text (s):

Anchor:

Paired:

Anchor Text: Super Storms

Paired Text: Weather Poems

Paired Text Skill: Words in the Poem create the rhythm, Repetition


Text to Text: Understanding Poems

Text to Self: Make a Plan

Text to World: Observe Local Weather


Compound words

Vocabulary Words:

Beware

Damage

Bend

Flash

Pounding

Prevent

Reach

equal

Materials:

“Floods: Dangerous

Water” Read Aloud


Cards 57-64

TIER 1

Beware

Damage

Bend

Flash

Pounding

Prevent

Reach

equal

TIER 2

Main idea

Details

Cause

Effect

visualize

TIER 3

Domain: Earth Science

Lightning

Precipitation

Water vapor

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How can some storms be dangerous?

Weekly Skill: Informational Paragraph/Evidence


1. What clues in the text and photograph help you figure out the meaning of the word flash? Use details from the text to

support your answer.

2. What is the main idea of the first paragraph on page 271? Use details from the text to support your response.

3. Explain how blizzards and hurricanes are different. Use two details from the text to support your answer.



Writing Trait: Evidence

Teach/Model:


Day 2: Focus Trait: Evidence T245 (Connect to Literature and Reader’s Notebook)




make a clean copy).

Writing Essential Question: What Makes a Great Informational Paragraph?

1. It tells about one main idea.

2. The topic sentence names the main idea and usually starts the paper.

3. Supporting sentences tell more about the main idea.

4. Supporting sentences include facts that tell more about this one main idea.

5. The first sentence is indented.

6. A conclusion ends the paper.

RTI/Small Group

Instruction




Below

Say Sounds and Words chick,

sheep, thumb, whale

Say the name, Say the sound.

Say the letters, Put the cards in

the box. Take turns. Shake the

box. Choose a card.

Say 3 words that start or end

with the sound.

On Level

Put the cards face down. Take

turns. Turn two over. Take the

Think and

Write

Below

Think

about

Super

Storms.

What kind

of storms

do you

have

where you

live? Draw

them.

Teacher Edition

T207

Book talks and

reviews

Children work in

small groups to talk

about their books.

They show the book,

give the title, author,

and a short summary.

They tell what they

liked or didn’t like

and if they would

Below

Write-In Reader pages

74-80

Target Vocab beware,

damage, pounding,

prevent

Skill:Main idea

cards if they match Turn them

back over if they don’t match.

Advanced

Write the base word add three

times on a shet of paper. Then

add the endings -s, -ed, and -

ing. Which other words can you

add -s, -ed, and -ing without

changing the spelling of the

base word.

Label your

pictures.

On Level

Write a

letter. Ask

a local

weather

reporter

how he or

she

predicts

the

weather in

your area.

Advanced

What did

you do

during the

last storm?

Write

about it.

recommend this

book.

Partner Reading

Partners read the

same book. They

alternate reading

aloud sentences.

Week of:

December 11 – December 18

Unit: 2

Lesson: 8



Fountas and Pinnell

Level:

On Level (Triangle)




Vocabulary

Title of Text:

A Snowy Day What Is in the Wind?

Lessons About Lightning Let It Rain!

Target Vocabulary: Beware

Damage

Bend

Flash

Pounding

Prevent

Reach

equal

Beware

Damage

Bend

Flash

Pounding

Prevent

Reach

equal

Beware

Damage

Bend

Flash

Pounding

Prevent

Reach

equal

Beware

Damage

Bend

Flash

Pounding

Prevent

Reach

equal

Text Preview Activity: A Snowy Day explains how

a snowstorm can bring

different things: hard work,

danger and fun activities.

Remind students to think

about the main idea and

supporting details as they

read. A web helps identify

main idea and details.

Explain that What is in

the Wind? Tells us about

the things wind can do.

Explain that good

readers find the main

idea of the text as they

are reading, and then

they look for details that

support the main idea.

Explain that in Lessons About

Lightning we learn that

lightning is dangerous and

about how to protect ourselves

in lightning storm.

Remind children that headings

and picture captions can give us

clues about main idea and

supporting details.


there are different kinds of

rain. Rain is important for

people, plants and animals

to survive.

Preview text by asking

them to look at the title,

cover and photos. Discuss

these elements using target

vocabulary words.

Skill/Focus: Main idea and details

Visualize

Main idea and details

Visualize


Visualize


Visualize

Questions: When you read pages 6-7,

what helps you know what

the main idea is?

What do you picture in your

head as you read page 7

about schools closing on a

snowy day?

After reading the

headings on pages 5-7,

can you tell what the

main idea of the book is?

How?

When you read page 7

what did you picture

about windstorm

damage?

How do the heading, picture,

caption and text on page 7 help

you figure out what the main

idea is?

What do you visualize when

you read page 8?

Why is rain good for the

earth?

Time Frame: December 19 – January 3

Unit: 2

Lesson: 9

Grade Level: 2 Essential Question: How can stories help you learn a lesson?

Standards: Reading: Writing:


RL, W, SL RL.2.2, RL.2.3, RL.2.10, SL.2.1,

SL.2.6

W.2.2, W.2.5 SL.2.1, SL.2.2

Assessment(s):

Formative:

Summative:


Phonics: Rule: Base Words and Endings –ed, -ing

CV Syllable Pattern

Activity: Word Sort

Decodable Reader: Maybe So, Racing Away!

Reading Skill:

Reading Skill: Understanding Characters

Definition: Understanding Characters: reading the author’s words to understand what the charcter’s say, think and do when

something happens to them in the story.


Reading Strategy:

Title of Lesson Selection: How Chipmunk Got His Stripes

Strategy: Summarize

Skill: Understanding Characters

Text (s):

Anchor:

Paired:

Anchor Text: How Chipmunk Got His Stripes

Paired Text: Why Rabbits Have Short Tails

Paired Text Skill: The Moral of the story


Text to Text: Compare Stories

Text to Self: Act Out a Lesson

Text to World: Exploe Traditional Tales


Synonyms

Vocabulary Words:

Tunnel

Curled

Height

Direction

Toward

Healed

Brag

tease

Materials:

“On Thin Ice” Read

Aloud


Cards 65-72

TIER 1

Tunnel

Curled

Height

Direction

Toward

Healed

Brag

tease

TIER 2

Characters

Authors word choice

Summarize

TIER 3

Domain: Cultures

Tradition

Culture

Literature

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How can stories help you learn a lesson?

Weekly Skill: Informative Writing – Instructions/Purpose


1. What kind of character is Bear? Use two details from the story to support your answer.

2. Explain how Bear changes by the end of the story? Use two details from the story to support your response.


Genre Writing Informative Writing: Instructions


Teach/Model:


Day 2: Focus Trait: Purpose T347 (Connect to Literature and Reader’s Notebook)


Day 4: Prewrite T369 (Projectable and Reader’s Notebook)

Day 5: Prewrite T369 (Analyze the model, Writing Rubric, Student Book)

Writing Essential Question: What Makes Great Instructions

1. Explain what you will make or do in the introduction, or opening.

2. List the things you need.

3. Include all the important steps in order

4. Use time-order words to tell when to do each step.

5. Use details and exact words to make each step clear.

6. End with a conclusion that tells readers why they should follow your instructions.

•

RTI/Small Group

Instruction


iReady students

complete prescribed

iReady lessons.

Below

Vocabulary in Context Cards: 65-72

Letter Cards: f,I,n,s,h,:w,a,g

Put the Context cards in a box. Choose

a Card. Say the word. Read the

sentence.

On Level

Make word parts. Then use the word

parts to build whole words Write the

words.

Think and

Write

Below

Word

Cards:

bug,

zebra

Talk

about

How

Chipmunk

Got His

Stripes

Draw

your

TE T307

Writing in Response

to Books

Book Reviews

Children draw

posters or make

bookmarks to tell

others about their

books.

Self-Selected

Reading

Children practice

taking picture walks

Below (S37)

Write-In reader

Pages 84-90

Target Vocabulary: curled,

direction, height, toward

Understanding characters

Summarize

On Level

Vocabulary Reader

Native American

Folktales. Differentiated

Instruction. p. T386

favorite

part.

Tell about

your

drawing.

On Level

How do

you think

ladybug

got his

spots?

How did

Zebra get

his

stripes?

Choose

one and

write a

short

folktale

about it.

in order to find “just

right” books.

Partner Reading

Have partners take

turns reading to each

other from their self-

selected books.

Advanced

Differentiate

Comprehension:

Understanding Characters;

Summarize, p. T389

Week of:

December 19 –

January 3

Unit: 2

Lesson: 9




On Level (Triangle)




Vocabulary

Title of Text:

Camel’s Hump How Coyote Stole Fire Uncle Rabbit Native American Folktales

Target Vocabulary: Tunnel

Curled

Height

Direction

Toward

Healed

Brag

tease

Tunnel

Curled

Height

Direction

Toward

Healed

Brag

tease

Tunnel

Curled

Height

Direction

Toward

Healed

Brag

tease

Tunnel

Curled

Height

Direction

Toward

Healed

Brag

tease

Text Preview Activity: Explain that Camel’s

Hump is a folktale about

Camel, who always

answers “Humph!” when

others ask him to work.

Using a column chart can

help organize information

about the main character

and other characters in the

story.

How Coyote Stole Fire is a

folktale about Coyote, who

steals fire so people can be

warm.


authors tell what characters

do and say, how they act

with other characters and

what problems and solutions

they face. This information

helps readers understand the

characters and the text.

Explain that Uncle Rabbit

is a folktale about a rabbit

who always gets what he

wants by tricking people.

Remind students to think

about character traits as

they read. Once they decide

what a character is like,

they can go back and find

details from the story to

support their ideas.

Explain that folktales teach

lessons, tell how the world

works or show ways that

people behave. Preview

text by skimming and

scanning the text.

Skill/Focus: Understanding Characters

Summarize

Understanding Characters

Summarize


Summarize


Summarize

Questions: What do you learn about

Camel and Horse on pages

2-3?

Summarize the important

events from pages 4-5.

After reading page 2 say

whether you think Coyote is

a kind or unkind character.

Summarize what you read

on page 7 and 8.

After reading page 4,

explain what you can tell

about Uncle Rabbit. What

details support your

answer?


on pages 12 and 13.

What types of lessons do

folktales teach?

Summarize what you read

on page 2 and 3.

Time Frame: January 4 – January 10

Unit: 2

Lesson: 10

Grade Level: 2 Essential Question: What is special about animals that live in the

ocean?



RL, W, SL RI.2.5, RI.2.7, RI.2.8, RI.2.10, SL.2.1 W.2.2, W.2.5 SL.2.1, SL.2.2

Assessment(s):

Formative:

Summative:


Phonics: Rule: Contractions

Activity: Word Sort

Decodable Reader:Let’s Have Fun, I’m Going to Win

Reading Skill:

Reading Skill: Fact and Opinion

Definition: A Fact is something that can be proved true. An opinion is a belief or feeling


Reading Strategy:

Title of Lesson Selection: Jellies: The Life of Jellyfish

Strategy: Monitor/Clairfy

Skill: Fact and Opinion

Text (s):

Anchor:

Paired:

Anchor Text: Jellies: The Life of Jellyfish

Paired Text:Splash Photography

Paired Text Skill: Author’s Purpose



Text to Self: Think About Jobs



Base words and suffixes

-er, -est

Vocabulary Words:

Millions

Choices

Drift

Simple

Weaker

Wrapped

Disgusting

decide

Materials:

“Sharks on the Run!”

Read Aloud


Cards 73-80

TIER 1

Millions

Choices

Drift

Simple

Weaker

Wrapped

Disgusting

decide

TIER 2

Fact

Opinion

Author’s purpose

Monitor

Clarify

TIER 3


Oceanography

Gulf

Current

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What is special about animals that live in the ocean?

Weekly Skill: Informative Writing (Instructions)/Elaboration


1. What is the main topic of the paragraphs on pages 342-343? Use two details from the text to support your answer.

2. Based on the information on the last page, how do you think the author feels about jellyfish? Use two details from the

text to support your answer.

Performance Task: Write an Informational Paragraph T479

Look back at Animals Building Homes and Jellies. Read about coral polyps and jellyfish. Use the text and the pictures to help

you think about how these animals are alike and how they are different. Then write an informational paragraph for young

scientists. Explain how the animals are alike and how they are different.

Genre Writing Informative Writing: Instructions


Teach/Model:


Day 2: Focus Trait: Elaboration T447 (Connect to Literature and Reader’s Notebook)

Day 3: Draft T457 (Reader’s Notebook)


Day 5: Revise, Edit, and Publish Focus Trait: Conventions T474 (Analyze the Model, Projectable, Writing Checklist/Rubric,

Editing Checklist, Student book)

Writing Essential Question: What Makes Great Instructions

1. Explain what you will make or do in the introduction, or opening.

2. List the things you need.

3. Include all the important steps in order

4. Use time-order words to tell when to do each step.

5. Use details and exact words to make each step clear.

6. End with a conclusion that tells readers why they should follow your instructions.

RTI/Small Group

Instruction

Teacher’s Edition

(T406)




Make More Words

Build the words

wrapped and

disgusting with letter

cards

On level

Students read a list of

words then sort them

by ending sounds.

Advanced

Think and Write

Word cards: bell,

blue, lion, man,

snow, sun, whale

Below

Students think about

Jellies

Then they draw their

favorite jellyfish

from the selection.

T452-T453

Self-Selected

Reading

Students practice

finding an

informational text to

read on a topic that

interests them.

Recommend

informational texts

for children to read

Below

Write-In Reader

At the Beach

pp. 94-100

Target Vocabulary:

choices, disgusting,

millions, weaker

Fact and Opinion

Monitor/Clarify

On Level

Vocabulary Reader

Students use words

from their list to

write a recipe for a

truly disgusting dish.

Then draw a picture

to illustrate the meal.

On Level

Word Cards blue,

snow, lion, man, sun,

whale

Use the words to

write about some of

the jellyfish

described in Jellies.

Advanced

Students create a new

jellyfish. Then write

about it .

based on their topics

of interest.

Coral Reefs

Differentiated

Instruction, p. T488

Advanced

Differentiate

Comprehension:

Fact and Opinion;

Monitor/Clarify

p. T491

Week of:

January 4 – January 10

Unit: 2

Lesson: 10




On Level (Triangle)




Vocabulary

Title of Text:

Animals at the Aquarium Life in Tide Pools Bottlenoses Dolphins Coral Reefs

Target Vocabulary: Millions

Choices

Drift

Simple

Weaker

Wrapped

Disgusting

decide

Millions

Choices

Drift

Simple

Weaker

Wrapped

Disgusting

decide

Millions

Choices

Drift

Simple

Weaker

Wrapped

Disgusting

decide

Millions

Choices

Drift

Simple

Weaker

Wrapped

Disgusting

decide

Text Preview Activity: Explain that Animals at

the Aquarium shows us

different sea animals and

gives us information about

each one.

Remind children that a

fact is something that can

be proven. An opinion is a

feeling. A T-Map can

help organize facts and

opinions.

Explain that tide pools can

found by the oceans shores

and contain different

animals and plants. It is

hard for these animals and

plants to live there because

the waves push and pull

them., and birds like to eat

them.

Remind children they

should try to distinguish fact

from opinion as they read.

Using a T-Map can help

Explain that Bottlenose

Dolphins is a text that

describes dolphins and how

they live, eat, play, talk,

and hunt.


informational texts may

include opinions as well as

facts. Remind them to be

are of what is fact and what

is opinion.

Explain to children that

coral reefs are colonies of

life forms in the ocean.

Tell them that sometimes

people do things that hurt

coral reefs. Guide students

to preview the selection.

them organize facts and

opinions.

Skill/Focus: Fact and Opinion

Monitor/Clarify

Fact and Opinion

Monitor/Clarify

Fact and Opinion

Monitor/Clarify

Fact and Opinion

Monitor/Clarify

Questions: Name one fact and one

opinion on page 3.

Explain your answer.

Is there anything you

don’t understand on this

page? How can you clarify

what you’ve read?

Which sentences on page 4

are opinions? Explain your

answer.

What is a sea anemone?

How can you tell?

Is there anything you don’t

understand on page 11?

How could you clarify the

part you don’t understand?

What information is face

and what information is

opinion in the last

paragraph on page 14?

Explain.

How does the photograph

on page 8 help the reader

understand the information

about coral reefs?

How can people help to

save coral reefs?

Time Frame: January 22 – January 28

Unit: 3

Lesson: 11

Grade Level: 2 Essential Question: How can people and animals help each

other?

Standards: Reading:

RL.2.7, SL.2.1, RI.2.5, RI.2.10

Writing:

W.2.1, W.2.5, L.2.2


SL.2.1, SL.2.2, SL.2.3

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Base Words and Endings –s, -es

Activity: Word Sort

Decodable Reader: Jess Makes Gifts, Cooking with Mom Fox

Reading Skill:

Reading Skill: Drawing Conclusions

Definition: Drawing conclusions- Use story clues and your own experience to make a guess about what the author does not say.


Reading Strategy:

Title of Lesson Selection: Click Clack Moo: Cows That Type

Strategy:Infer/Predict

Skill: Conclusions

Text (s):

Anchor:

Paired:

Anchor Text: Click Clack Moo: Cows That Type

Paired Text: All About Smart Animals!

Paired Text Skill: Text Structure: Headings tell about each section


Text to Text: Compare Stories

Text to Self: Write a Letter



Prefixes

Pre- and mis-

Vocabulary Words:

Understand

Gathered

Impatient

Impossible

Believe

Problem

Demand

furious

Materials:

“Don’t Play Cards with a

Dog in the Room” Read

Aloud


Cards 81-88

TIER 1

Understand

Gathered

Impatient

Impossible

Believe

Problem

Demand

furious

TIER 2

Conclusions

Author’s word choice

Infer

predict

TIER 3

Domain: Social Relationships

Notify

Announce

companion

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How can people and animals help each other?

Weekly Skill:


1. Explain how Farmer Brown feels when the cows and hens won’t give milk or eggs? Use two details from the text to


2. Why does Farmer Brown decide to make a deal with the cows? Use details to support your answer.

Performance Task: Write an Opinion Essay * See Lesson 15

Genre Writing Opinion Writing: Persuasive Letters


Teach/Model:






make a clean copy).

Writing Essential Question: What Makes a Great Persuasive Letter?

1. It starts by stating the goal. The goal is what the writer wants the reader to do.

2. It gives a strong reason or reasons that support the goal.

3. It backs up the reasons with details and examples.

4. The ending repeats the goal in different words.

5. A confident, polite voice shows the writer’s feelings.

RTI/Small Group

Instruction

Teacher Edition

Pages T6, T80




Below

Using word cards to

make the question.

Leave a blank space

before the question

mark.

Use a combination of

Word Cards and

Letter Cards to build

a new word to fill in

the blank.

Have a partner

answer your

question. Then have

your partner make a

question for you.

Think and Write

Below

Task: Talk about

Click, Clack, Moo

Cows That Type

Draw your favorite

part.

Tell about your

drawing. Then write

a sentence about it.

On Level

Write or type a note

to Farmer Brown.

Tell him whatever or

not you think he

should give the ducks

a diving board.

Students reread

Click, Clack, Moo

Cows That Type

Self-Selecting

Reading

Students practice

select books that are

“just right.”

Below

Write-In Reader

Pages 104-110

Target Vocabulary:

believe, furious,

impossible, problem

Conclusions

Infer/Predict

On Level

Vocabulary Reader,

From Typewriters to

Computers

Differentiated

Instruction, p. T84

On level

Look at the endings

of words built. Sort

the words.

Advanced

Students write the

name of their favorite

type of animals.

Write about the

animals and tell what

you like about them.

Advanced

Write or type a note

to Farmer Brown.

Tell him whatever or

not you think he

should give the ducks

a diving board.

Find a partner.

Exchange notes.

Write a response

from Farmer Brown.

Week of:

January 22 – January

28

Unit: 3

Lesson: 11




On Level (Triangle)




Vocabulary

Title of Text:

Zoo Party Pay Attention! Emails from the Teacher From Typewriters to

Computers

Target Vocabulary: Understand

Gathered

Impatient

Impossible

Believe

Problem

Demand

furious

Understand

Gathered

Impatient

Impossible

Believe

Problem

Demand

furious

Understand

Gathered

Impatient

Impossible

Believe

Problem

Demand

furious

Understand

Gathered

Impatient

Impossible

Believe

Problem

Demand

furious

Text Preview Activity: Explain that Zoo Party

features talking animals

and that it is a funny story

that will make readers

think a little differently

about zoo animals.

Use an inference map to

help them draw

conclusions about what

happens in the story. An

inference map shows how

details or clues added

together can support a

conclusion about the story.

Explain that Pay Attention!

Is about some funny, clever

pets that want more

attention from their owners.

Remind students that good

readers draw conclusions

about what is happening in

the story as they are reading.

To make an accurate

conclusion, readers need to

be able to find details that

support that conclusion.

Explain to children that the

pets in Ms. Monroe’s class

need some things and

Mouse tries to get them by

impersonating Ms. Monroe

in emails!

Remind the students that

drawing conclusions is an

important part of reading.

As they read, they should

stop to think about the

details of the story.


before computers, many

people used typewriters to

write letters and other

documents. Preview

selection by skimming and

scanning the text

Skill/Focus: Conclusions

Infer/Predict

Conclusions

Infer/Predict

Conclusions

Infer/Predict

Conclusions

Infer/Predict

Questions: Why wont the animals

come out to greet the

visitors to the zoo?

When the zookeeper tells

the visitors he will solve

the problem, what do you

think he will do?

The pets want time and

attention from Sam and

Carol. Why do they think

they don’t have their

owners’ attention?

What do you think the

Smith’s will do to show the

animals attention?

Why does Ms. Silva decide

she has to talk to Ms.

Monroe?

What do you think Philip

and his classmates will do

for the animals now?

How are typewriters

similar to computers that

we use today?

Why did people become

frustrated with

typewriters?

Time Frame: January 29 – February 4

Unit: 3

Lesson: 12

Grade Level: 2 Essential Question: What are different ways to enjoy music?

Standards: Reading:

RL.2.4, RL.2.10, RI.2.5, RI.2.7, SL.2.1,

SL.2.6

Writing:

W.2.1, W.2.5


SL.2.1, SL.2.2, SL.2.3

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Vowel Digraphs ai, ay

Activity: Word Sort

Decodable Reader: Trains, The Waiting Game

Reading Skill:


Definition: Text and graphic features help an organize information in a selection.


Reading Strategy:

Title of Lesson Selection: Ah, Music!

Strategy: Question- ask questions about what you are reading. Answer using text evidence.


Text (s):

Anchor:

Paired:

Anchor Text: Ah, Music!

Paired Text:There’s a Hole at the Bottom of the Sea

Paired Text Skill: Rhythm


Text to Text: Compare Rhythm

Text to Self: Play an Instrument

Text to World: Using Text Features


Figurative Language/Idioms

Vocabulary Words:

Vibration

Tune

Volume

Expression

Creative

Performance

Concentrate

relieved

Materials:

“Music in the Snow” Read

Aloud


Cards 89-96

TIER 1

Vibration

Tune

Volume

Expression

Creative

Performance

Concentrate

relieved

TIER 2

Text features

Graphic features

Fact

Opinion

question

TIER 3

Domain: The Arts

Pitch

Percussion

creativity

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What are different ways to enjoy music?

Weekly Skill:


1. How do the pictures on page 412 help you understand that music is sound? Use details from the text to support your

response.

2. How do the illustrations on page 421 relate to what you have learned about music in this selection? Use details to



Genre Writing Opinion Writing: Opinion Paragraph


Teach/Model:




Day 4: Draft T 161 (Projectable and Reader’s Notebook)


make a clean copy).

Writing Essential Question: What Makes a Great Opinion Paragraph?

1. It begins with an opinion that clearly states what the writer does or does not like.

2. It gives strong reasons that explain why the writer thinks or feels this way.

3. It uses linking words, such as because and also to link an opinion to a reason.

4. The ending sentence repeats the opinion using different words.

•

RTI/Small Group

Instruction

Teacher Edition

Pages T104, T174




Below (Materials

listed on page T104)

Using Context Cards

Students choose a

card. Say the word

and read the

sentence.

On Level

Put each word card

under the correct

letter card.

Advanced

Think and Write

Below

Task; Think about

Violet’s Music. Make

a new page for the

story.

Write about the page.

Then tell about your

page.

On Level

Draw something that

you like to do all day

long.

Label it.

Below

Revisit the anchor

text Ah, Music!

On Level/ Advanced

Self-Selected

Reading


before they select a

book they should

learning something

about the book.

Guide students in

selecting a book

Below

Musical Instruments

Write-In Reader

Pages 114-120

Target Vocabulary:

concentrate,

performance, tune,

volume

On Level

Vocabulary Reader,

Bongos, Maracas and

Xylophones,

Differentiated


Put each word card

under the correct

letter card.

Write a sentence for

each of the words.

Advanced

Draw something that

you like to do all day

long.

Label it.

Write a sentence or

two to go with your

picture. Act out your

picture for a friend.

based on reading a

summary.

Advanced

Differentiate

Comprehension: Text

and Graphic Features;

Question

p. T181

Week of:

January 29 – February 4

Unit: 3

Lesson: 12



Fountas and Pinnell

Level:

On Level (Triangle)




Vocabulary

Title of Text:

Make Your Own Music! Musical Families Talking Drums Bongos, Maracas, and

Xylophones

Target Vocabulary: Vibration

Tune

Volume

Expression

Creative

Performance

Concentrate

relieved

Vibration

Tune

Volume

Expression

Creative

Performance

Concentrate

relieved

Vibration

Tune

Volume

Expression

Creative

Performance

Concentrate

relieved

Vibration

Tune

Volume

Expression

Creative

Performance

Concentrate

relieved

Text Preview Activity: Make Your Own Music! like most

how-to books, relies on text

features such as labeled diagrams

and numbered instruction that

make the information clear and

easier to understand.

Using a column chart can help

them keep track of text and

graphic features so that they can

better understand the selection.

Musical families

relies on graphic

elements such as

labeled photos and

photos with

captions to explain,

support and

reinforce the text.

Remind students

they will get more

information and

better understand a

Explain that Talking Drums uses

text features such as photos,

captions, labels and a location map

of West Africa. This adds context

and a feeling of authenticity to the

text.

Remind students that graphic

features can provide important

details that help them understand

and remember information from the

selection.

.

text if they look at

the graphic features

and captions. A

column chart can be

used to record the

text and graphic

feature.

Skill/Focus: Text/Graphic Features

Question

Text/Graphic

Features

Question

Text/Graphic Features

Question

Text/Graphic Features

Question

Questions: What is the purpose of the picture

of a girl on this page?

What questions might you have

about the photo on page 10?

What questions

might you have

about drums after

reading page 8?

Why don’t the

photos on page 10

have labels to

identify them?

What do the photographs help the

reader?

What is the main idea of the text?


and label on page 6 help the

reader?


have about the photo on page

4?

Time Frame: February 5- February 11

Unit: 3

Lesson: 13

Grade Level: 2 Essential Question: How are some schools different from each

other?

Standards: Reading:

RI.2.2, RI.2.7, RI.2.10, SL.2.1

Writing:

W.2.1


SL.2.1, SL.2.2, SL.2.3

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Vowel Digraphs ee, ea

Activity: Word Sort

Decodable Reader: The Shell Sheep, Reef Sees the Wide World

Reading Skill:

Reading Skill: Main Idea and Details

Definition: The main idea is the most important idea about the topic. Details tell more about the main idea.

Graphic Organizer: Idea-Support Map

Reading Strategy:

Title of Lesson Selection: Schools Around the World



Text (s):

Anchor:

Paired:

Anchor Text: Schools Around the World

Paired Text: An American School

Paired Text Skill: Compare and Contrast


Text to Text: Write Interview Questions

Text to Self: Draw and Label



Using a Dictionary

Vocabulary Words:

Culture

Community

Languages

Transportation

Subjects

Lessons

Special

wear

Materials:

“One –Room

Schoolhouse” Read

Aloud


Cards 97-104

TIER 1

Culture

Community

Languages

Transportation

Subjects

Lessons

Special

wear

TIER 2

Main idea

Details

Text features

Graphic features

TIER 3

Domain: Cultures

Education

Public

Schedule

Tutor

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How are some schools different from each other?

Weekly Skill:


1. What do you think the author’s purpose is for writing this selection? Use details from the text to support your response.

2. Explain the similarities and differences between your school and the school described on page 445. Use details to

support your response.


Genre Writing Opinion Writing: Persuasive Paragraph


Teach/Model:






make a clean copy).

Writing Essential Question: What Makes a Good Persuasive Paragraph?

1. It has a strong topic sentence that tells the readers what you want them to think or do.

2. It gives strong reasons that are important to the reader.

3. Reasons are supported with facts and examples.

4. The writer uses exact words to make the writing more interesting and to help persuade the reader.

5. The concluding sentence sums up the goal.

•

RTI/Small Group

Instruction

Teacher Edition

T198,


iReady students

complete

prescribed iReady

lessons.

Word cards: jeans, leaf, peach,

queen, seal, sheep, street

Below

Find the sound/spelling cards that

show an eagle and an acorn.

Write these words on cards: clay,

beach, sneeze, paint, free, raisin,

please, birthday

Put each word under the correct

Sound/Spelling Card.

On Level

Think and Write

Below

Talk about Schools

Around the World

Pretend you are

opening a new

school. What

subjects are you

going to teach?

Plan your class

schedule.

On Level

Self-Selected

Reading

Genres of Interest

Children choose a

book keeping in

mind the kind of

book, or a genre, that

they enjoy.

Below


124-130

Game Time!

Target Vocabulary:

Community, culture,

special, wear

Main Idea

On Level

Vocabulary Reader,

One Room Schools

Differentiated

Instruction. p.T276

Pick a word. Say the word. Write

the word. Then write a sentence

with the word.

Advanced

Find all the word cards that have

the letter pairs: ay, ee, or ea

Sort all the words into piles.

Will the students

at your new school

wear uniforms?

Will they have

chores to do?

Make a list of

rules.

Advanced

What’s your

favorite subject?

Write about it?

Advanced

Differentiate

Comprehension: Main

Idea and Details;

Analyze/Evaluate. p.

T279

Week of:

February 5- February

11

Unit: 3

Lesson: 13




On Level (Triangle)




Vocabulary

Title of Text:

Guide Dog School School Long Ago A School in a Garden One Room Schools

Target Vocabulary: Culture

Community

Languages

Transportation

Subjects

Lessons

Special

wear

Culture

Community

Languages

Transportation

Subjects

Lessons

Special

wear

Culture

Community

Languages

Transportation

Subjects

Lessons

Special

wear

Culture

Community

Languages

Transportation

Subjects

Lessons

Special

wear

Text Preview Activity: Explain that Guide Dog

School tells about a

special school where some

dogs learn tohelp people

who are visually impaired

get around.

Remind children that it is

helpful to use a graphic

organizer to record main

ideas and details as they

read. An idea-support

map can help them record

their ideas.

Explain that School Long

Ago describes what school

was like for children who

lived a long time ago in

ancient Greece.


finding the main idea of a

story helps them to be sure

they understand it. An idea-

support map can help them

remember the main idea and

the details that support it.

Explain that A School in a

Garden tells about a school

where the children learn to

take care of a garden and to

grow and cook their own

food.


keeping track on main

ideas and details can help

them better understand a

story as they read.

Reinforce that identifying a

text’s main idea and

supporting details in an


long ago some schools had

only one room and one

teacher.


the selection by describing

the images and using the

target vocabulary when

possible.

idea-support map can help

readers summarize a

selection.

Skill/Focus: Main idea and details

Analyze/Evaluate


Analyze/Evaluate


Analyze/Evaluate


Analyze/Evaluate

Questions: What is the main idea?

Guide dogs must learn

many things. Summarize

what they must learn.

What is the main idea?

What are some details that

support the main idea that

boys wrote on blocks of

wax?

What does the author tell

you the children will do

with the new garden?

The main idea on pages 12-

13 is that students take

cooking classes. What

details support this main

idea?

What is the main idea?

The main idea on page 3 is

that students get to school

by different modes of

transportation. What

details support this main

idea?

Time Frame: February 12- February 25

Unit: 3

Lesson: 14

Grade Level: 2 Essential Question: How can you communicate in different

ways?

Standards: Reading:

RI.2.5, RI.2.6, RI.2.7, RI.2.10SL.2.1,

SL.2.3

Writing:

W.2.1, W.2.5


SL.2.1, SL.2.2, L.2.6

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Long o (o, oa, ow)

Activity: Word Sort

Decodable Reader: Bill E. Goat and Wise Crow, Mud Bugs

Reading Skill:

Reading Skill: Author’s Purpose

Definition: Author’s Purpose – Understanding why the author wrote a selection can help understand the story.


Reading Strategy:

Title of Lesson Selection: Helen Keller

Strategy:Summarize

Skill: Author’s Purpose

Text (s):

Anchor:

Paired:

Anchor Text: Helen Keller

Paired Text: Talking Tools

Paired Text Skill: Text Structure - Pictures


Text to Text: Discuss Tools


Text to World: Making Changes


Suffix -ly

Vocabulary Words:

Knowledge

Curious

Motion

Silence

Illness

Imitated

Darkness

behavior

Materials:

“Whale of a Lesson” Read

Aloud


Cards 105-112

TIER 1

Knowledge

Curious

Motion

Silence

Illness

Imitated

Darkness

behavior

TIER 2

Author’s purpose

Biography

Summarize

TIER 3

Domain: Communication

Nonverbal

Communicate

visual

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How can you communicate in different ways?

Weekly Skill:


1. What is the most important thing that happened because of Helen’s experience at the water pump? Use details to


2. What is the authors purpose for writing about Helen Keller? Use details from the text to support your response.


Genre Writing Opinion Writing: Persuasive Essay


Teach/Model:





Day 5: Prewrite T364 (Analyze the model, Projectable, Writing Checklist/Rubric, Student Book).

Writing Essential Question: What Makes a Great Persuasive Essay?

1. The goal is clearly stated.

2. Reasons explain why readers should support the goal.

3. Interesting facts or examples support each reason.

4. The writer uses exact words, including words that tell when.

5. The closing restates the goal and wraps up the essay.

•

RTI/Small Group

Instruction

Teacher Edition

T296, T370




Sound Spelling

Cards: acorn, eagle,

ocean

Below

Say the name. Say

the sound. Say the

letters. Put the cards

in the box. Take

turns. Shake the box.

Choose a card. Say

the words that have

the same long vowel

sound spelled with

two letters.

Think and Write

Picture cards: baby,

cow, doll, hand, lip,

well

Below

Look at the picture

cards. What do they

have to do with the

selection Helen

Keller?

Use each picture card

to tell about

something that

happened to Helen

Keller.

Self-Selected

Reading

Topic of Interest

Students choose a

biography of interest

to read about a

person that interests

them.

Recommend

biographies for

children to read

based on their topics

of interest.

Below

Write-In Reader,

Pages 134-140

Louis Braille

Target Vocabulary:

curious, darkness,

knowledge, motion

Author’s Purpose

Summarize

On Level

Vocabulary Reader,

Special Tools

Differentiated


On Level

Use the Context

Cards for Helen

Keller. Write a new

sentence for each of

the vocabulary

words.

Advanced

Find five words in a

book that have the

long o sound spelled

in different ways.

Use the words to

write a story.

On Level

Make a new picture

card that shows

something or

someone in Helen

Keller’s life.

Advanced

Make a matching

word card for your

picture card. Share

your cards with a

friend.

Advanced

Differentiate

Vocabulary Strategies:

Suffix –ly, p. T385

Week of:

February 12- February

25

Unit: 3

Lesson: 14




On Level (Triangle)




Vocabulary

Title of Text:

Anne Sullivan Alexander Graham Bell The Adventures of Erik Special Tools

Target Vocabulary: Knowledge

Curious

Motion

Silence

Illness

Imitated

Darkness

behavior

Knowledge

Curious

Motion

Silence

Illness

Imitated

Darkness

behavior

Knowledge

Curious

Motion

Silence

Illness

Imitated

Darkness

behavior

Knowledge

Curious

Motion

Silence

Illness

Imitated

Darkness

behavior

Text Preview Activity: Explain that Anne

Sullivan is a true story

about a girl’s life. When

she grew up, she taught a

blind and deaf child

named Helen Keller how

to use sign language.

Anne and Helen both

became very famous.

Explain that every author

writes for a reason. Some

authors want to inform or

tell readers about a topic.

Children can use an

Explain that Alexander

Graham Bell is a story about

a man who invented many

important things that we use

today, including the

telephone.

Explain that every author

has a reason for writing a

book or selection. When we

understand the author’s

reason, or purpose, it is

easier for us to understand

what we’re reading.


The Adventures of Erik is

about someone who does

not let his blindness stop

him from having exciting

adventures.

Tell children that every

author has a purpose for

writing every text or story.

He or she may want to

inform, to persuade or to

entertain.


sometimes people have

trouble hearing or seeing.

These people have

different tools to help them

understand information.


Special Tools by skimming

and scanning the text.

inference map to help

them decide what the

author’s purpose is.

Skill/Focus: Author’s Purpose

Summarize

Author’s Purpose

Summarize

Author’s Purpose

Summarize

Author’s Purpose

Summarize

Questions: Why did the author write

about the sad things that

happened to Anne as a

child?

Why do you think the

author wrote about the

things that Anne and

Helen did to make the

world a better place?

Alexander Graham Bell is

famous for inventing the

telephone. Why do you

think the author wrote that

he invented a different

machine when he was

eleven years old?


information about

Alexander’s father?

What is the author’s

purpose on pages 2-3?

What did Erik finally have

to accept? Does the author

make Erik’s change sound

easy?

How do special tools help

people who cannot hear or

see?

What is the author’s main

purpose on page 8?

Time Frame: February 26 – March 4

Unit: 3

Lesson: 15

Grade Level: 2 Essential Question: Why is it important to follow safety rules?

Standards: Reading:

RL.2.1, RL.2.3, RL.2.6, RL.2.7,

RL.2.10, SL.2.1

Writing:

W.2.1, W.2.5

Listening and Speaking: SL.2.1, SL.2.2,

SL.2.3

RL, W, SL

Assessment(s):

Formative:

Summative:


Phonics: Rule: Compound Words, the Schwa Vowel sound

Activity: Word Sort

Decodable Reader: What Does It Say?, In the Grove

Reading Skill:


Definition: Cause and Effect- the first event is the cause. The event that happens because of the cause is the effect


Reading Strategy:

Title of Lesson Selection: Officer Buckle and Gloria

Strategy: Monitor /Clarify


Text (s):

Anchor:

Paired:

Anchor Text: Officer Buckle and Gloria

Paired Text: Safety at Home

Paired Text Skill: Parts of a play - Dialogue



Text to Self: Write a Caption



Root Words

Vocabulary Words:

Obeys

Safety

Attention

Buddy

Station

Speech

Shocked

Enormous

Materials:

“Adventures at Scout

Camp” Read Aloud


Cards 113-120

TIER 1

Obeys

Safety

Attention

Buddy

Station

Speech

Shocked

Enormous

TIER 2

Cause

Effect

Humor

Monitor

clarify

TIER 3

Domain: Health and Safety

Risk

Protection

Hazard

inform

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: Why is it important to follow safety rules?

Weekly Skill: Opinion Writing (Persuasive Essay)/Organization


1. How is Officer Buckle’s character different from Gloria’s character? Use two details to support your answer.

Performance Task: Write an Opinion Essay

Look back at Ah, Music! and Schools Around the World. Do you think it is important to learn about music in school? Why or

why not? Write an essay to the principal of your school to explain your opinion and your reasons. Use information from the

texts to support your opinion and reasons.

Genre Writing Opinion Writing: Persuasive Essay


Teach/Model:



Day 3: Draft T449 (Connect to Literature and Reader’s Notebook)

Day 4: Draft and Revise T459 (Reader’s notebook)

Day 5: Revise, Edit, and Publish Focus Trait: Conventions T466 (Analyze the Model, Projectable, Writing Checklist/Rubric,

Editing Checklist and Student Book)

Writing Essential Question: What Makes a Great Persuasive Essay?

1. The goal is clearly stated.

2. Reasons explain why readers should support the goal.

3. Interesting facts or examples support each reason.

4. The writer uses exact words, including words that tell when.

5. The closing restates the goal and wraps up the essay.

RTI/Small Group

Instruction

Teacher Edition

p. T394, T476




Build Longer words

Word cards: bell,

blue, boy, cow, desk,

doll, egg, foot, house,

light, plant, sun, top,

under

Below

Make the compound

word. Write the

word. Now try

cowboy and

underfoot.

Say a sentence with

one or more of the

Think and Write

Below

Talk about Officer

Buckle and Gloria

Draw your favorite

part. Talk about your

drawing. Then write


On Level

Write an email to

Officer Buckle.

Invite him to visit

your class. Remind

him to bring Gloria.

Reader’s Guide

Revisit the Anchor

Text

Children read Officer

Buckle and Gloria

again. Using the

Reader’s Notebook

pages 222-223

children complete

pages independently.

Self-Selected

Reading

Below

Fire Safety Day

Write-In Reader

Pages 144-150

Target Vocabulary:

buddy, safety, speech,

station

Cause and Effect

Monitor/Clarify

new compound

words.

On Level

Use the word cards to

make compound

words. How many

compound words can

you make?

Advanced

Write a paragraph

using the compound

words you make.

Advanced

Choose a book from

your reading log.

Write about it.

What is the book

about?

Week of:

February 26 – March 4

Unit: 3

Lesson: 15




On Level (Triangle)




Vocabulary

Title of Text:

Firedog Good Citizen A Well-Trained Dog Police in the Community

Target Vocabulary: Obeys

Safety

Attention

Buddy

Station

Speech

Shocked

Enormous

Obeys

Safety

Attention

Buddy

Station

Speech

Shocked

Enormous

Obeys

Safety

Attention

Buddy

Station

Speech

Shocked

Enormous

Obeys

Safety

Attention

Buddy

Station

Speech

Shocked

Enormous

Text Preview Activity: Picture walk through

Firedog! Explain that

doing chores can help

other people. What chores

do you do to help your

family?


Good Citizen is about Jet

the dog. He picks up the

teacher’s pencil, leads the

fire drill, and votes.

Remind children that a

cause is the reason why

something happens and an

effect is what happens. A

T-Map can help children

identify causes and effects

in the story.

Explain to children that A

Well-Trained Dog is a

funny story about a very

helpful dog. King learns

how to make a bed, clean a

room and more!


will find cause-effect

relationships in many texts.

Tell them to notice all the

different cause-effect

relationships in this story.


police officers help the

community in many ways.

Their job is to keep people

safe.

Guide children to preview

the selection and ask them

to describe the photos,

using Target Vocabulary

words when possible.


Monitor/Clarify

Cause and Effect

Monitor/Clarify

Cause and Effect

Monitor/Clarify

Cause and Effect

Monitor/Clarify

Questions: Why do the firefighters

leave quickly every time

the alarm bell rings?

Who is doing the chores?

How do you know this?

Why are the students proud

of Jet?

How does Ms. Pratt feel

about Jet?

Why does Robin teach

King special commands?

What could you ask

yourself to figure out what

deceive means?

How do police officers

help the community?

Time Frame: March 12 – March 18

Unit: 4

Lesson: 16

Grade Level: 2 Essential Question: How can helping others make you

feel good?

Standards: Reading:

RL2.5, SL.2.1, RI.2.5, RI.2.10

Writing:

W.2.3, W.2.5, L.2.2


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:


Summative: Standard Based

Phonics: Rule: Base Words and Endings –ed, -ing

Activity: Word Sort

Decodable Reader: Beep! Beep! , We Helped

Reading Skill:


Definition: Story Structure- Stories have characters, setting, and a plot.


Reading Strategy:

Title of Lesson Selection: Mr. Tanen’s Tie Trouble

Strategy: Infer/Predict


Text (s):

Anchor:

Paired:

Anchor Text: Mr. Tanen’s Tie Trouble

Paired Text: The Jefferson Daily News

Paired Text Skill: State important information/ text features: captions


Text to Text:Compare and Contrast

Text to Self: Write a Description



Homographs

Vocabulary Words:

Received

Account

Budget

Disappointed

Chuckled

Staring

Repeated

fund

Materials:

“A Better Way to Save” Read Aloud

Vocabulary in Context Cards 121-

128

TIER 1

Received

Account

Budget

Disappointed

Chuckled

Staring

Repeated

fund

TIER 2

Story structure

Characters

Infer

predict

TIER 3

Domain: Civics

Duties

Citizen

responsibility

Writing to Text:


CHOOSE 1:

Performance Task:

Essential Question: How can helping others make you feel good?

Weekly Skill: Narrative Writing (Story Paragraph)/Elaboration


1. What does Mr. Tanen do to help raise money for the playground? What do his actions tell you about him? Use

two details from the story to support your response.

2. How do you think Mr. Tanen feels about selling ties? Use details from the story to support your answer.

3. How does Mr. Tanen feel about the townspeople using his ties to make a ribbon? Use evidence from the text

to support your response.


Genre Writing Narrative Writing: Story Paragraph


Teach/Model:

Day 1: Introduce the model T39 (Projectable & Reader's Notebook)

Day 2: Focus Trait Elaboration T49 (Connect to Literature & Reader's Notebook)

Day 3: Prewrite T59 (Projectable & Reader's Notebook)

Day 4: Draft T69 (Projectable & Reader's Notebook)

Day 5: Revise and Edit T76 (Analyze the Model, Projectable, Writing Checklist/Rubric, Student Book & Make a

clean copy)

Writing Essential Question: What Makes a Great Story Paragraph?

1. It has an interesting beginning sentence.

2. It has interesting details.

3. There is action. Something interesting happens.

4. The events are in an order that makes sense.

•

RTI/Small Group Instruction

Teacher Edition

Pages T6, T82




Find the Base Word

Below

Write these words:

running, wanted,

packing, stopped,

hopping, missed

Underline the base

word in each word

on your list. Add

more

-ed and –ing words

to your list.

On Level

Write these words

on a sheet of paper:

running, wanted,

packing, stopped,

hopping, missed.

Then circle the

Think and Write

Below

Think about Mr.

Tanen’s Tie Trouble

Which was your

favorite from the

story? Draw it.

Label your picture.

Write sentences to

describe your

picture.

On Level

Write an invitation

to a party. Choose a

theme. Draw a

picture. Write the

title, date, time, and

place on your

Self-Selected

Reading

What is a “Just

Right” book?


they should choose

books to read that

are neither too easy,

nor too difficult.

Partners practice

reading and

rereading aloud to

each other from their

self-selected books.

Below

Write-In Reader

Pages pages

154-160

Kate’s Helping

Day

Target

Vocabulary:

chuckled,

disappointed,

received, staring

Story structure

Infer/predict

On Level

Differentiate

Comprehension:

Story Structure;

Infer/Predict, p.

T88

words in which the

final consonant was

doubled.

Advanced

Make a chart on a

sheet of paper with

these headings: -ed

and –ing

Sort the following

words an add them

to your chart:

clapped, telling,

batted, tricked,

sitting, pulled,

digging

invitation. Add a

note to your guests.

Advanced

What are some

things children

collect?

Write about a

collection you would

like to have. Draw a

picture of one of the

items in your

collection.

Advanced

Differentiate

Vocabulary

Strategies:

Homographs, p.

T97

Week of:

March 12 – March 18

Unit: 4

Lesson: 16




On Level (Triangle)




Vocabulary

Title of Text:

Our Library The Bake Sale The Town Auction Raising Funds

Target Vocabulary: Received

Account

Budget

Disappointed

Chuckled

Staring

Repeated

fund

Received

Account

Budget

Disappointed

Chuckled

Staring

Repeated

fund

Received

Account

Budget

Disappointed

Chuckled

Staring

Repeated

fund

Received

Account

Budget

Disappointed

Chuckled

Staring

Repeated

fund

Text Preview Activity: Explain that the children are

getting a new children’s

room at their town library.

When it opens they are

disappointed because there

are only a few books.

Using a story map can help

them organize information

about the setting, characters,

events and story details.

Explain that they children in

Ms. Hawkin’s class need

money to go on a field trip.

They want to have a bake

sale, but their baking skills

are terrible. After Ms. Wells

gives them a baking lesson,

their bake sale is a success.

Using a story map can help


about the characters, setting,

events and story details.

Explain that a town needs to

raise money to build a pool.

People donate items for an

auction so other people can

buy them. The town will use

money raised from the

auction to pay for the pool.

Remind children that as they

are reading they should think

about the story structure,

including characters, setting

and events.


students can help to raise

funds for special school

events.


the selection and ask them to

describe what they think the

selection is about using the

target vocabulary.

Skill/Focus: Story Structure

Infer/Predict

Story Structure

Infer/Predict

Story Structure

Infer/Predict

Story Structure

Infer/Predict

Questions: Which character takes care

of the library and what is the

setting for this page?

What can you infer about

how Mr. Moore feels?

Which clues help you?

What can you tell about the

setting?

Where does the story take

place?


Ms. Well’s baking skills?

Which two characters get an

idea that will allow the

children to help with the

auction? What is their idea?


how much Carl wants to

have the town pool?

What are some ways to raise

money?


the chart on page 7?

Time Frame: March 19 – March 26

Unit: 4

Lesson: 17

Grade Level: 2 Essential Question: Why is it important to keep trying even if

something is difficult to do?

Standards: Reading:

RL.2.2, SL.2.1, SL.2.3, RI.2.5, RI.2.10

Writing:

W.2.3, W.2.5


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:

Formative: Weekly Assessments


Phonics: Rule: Long i (I, igh, ie, y)

Activity: Word Sort

Decodable Reader: Bright Lights, Wild Cats

Reading Skill:


Definition: Sequence of Events: events are things that happen in a story


Reading Strategy:

Title of Lesson Selection: Luke Goes to Bat

Strategy: Visulaize


Text (s):

Anchor:

Paired:

Anchor Text: Luke Goes to Bat

Paired Text: Jackie Robinson

Paired Text Skill: Text Feature – Dates and clue words help you think about the order of what happens


Text to Text: Share Differences

Text to Self: Write a Story

Text to World: Connect to Technology


Antonyms

Vocabulary Words:

Practice

Hurried

Position

Roared

Extra

Curb

Cheered

final

Materials:

“The Crowd Roared”

Read Aloud


Cards 129-136

TIER 1

Practice

Hurried

Position

Roared

Extra

Curb

Cheered

final

TIER 2

Sequence

Events

Formal language

Informal language

Visualize

TIER 3

Domain: Values

Determined

Morals

Respect

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: Why is it important to keep trying even if something is difficult?

Weekly Skill: Narrative Writing (Story Paragraph)/Development


1. What is Luke imagining on the roof? Use details from the story to support your answer.

2. Why do you think will happen the next time Luke gets to play baseball? Use details from the text to support your

answer.


Genre Writing Narrative Writing: Story Paragraph


Teach/Model:


Day 2: Focus Trait: Development T149 (Connect to Literature & Reader's Notebook)



Day 5: Revise and Edit T176 (Analyze the Model, Projectable, Writing Checklist/Rubric, Student Book & Make a clean copy)

Writing Essential Question: What Makes a Great Story?

1. There is action. Something interesting happens.

2. Dialogue tells what the characters are like.

3. Events are told in an order that makes sense.

4. Exact words tell how the characters feel.

5. The sentences read smoothly.

RTI/Small Group

Instruction

Teacher Edition

Pages T106,




Make Context Cards

Below

(Materials listed on

page T106)

Put the context cards

in a box. Choose a

card say the word.

Read the sentence.

Write the word.

Write a new

sentence. Draw a

picture.

On Level

Put each word card

under the correct

Letter Card.

Advanced

Find five words in a

book that have the

Think and Write

Below

Think about Luke

Goes to Bat. Make a

new page for the

story. Write about

your page. Then tell

about your page.

On Level

Write sentences

about your partner’s

page.

Advanced

Write about a time

when something was

difficult for you to

do. Tell how you got

better at it.

Book talks

Children work in

small groups to talk

about their self-

selected books.

Book Sharing

Children will place

books they think

others may like in an

area of the library for

sharing.

Partner Reading

Partners read the

same book. They

alternate reading

aloud sentences,

paragraphs, or pages.

Then discuss what

they have read.

Below

Write-In Reader

Pages 164-170

True Heroes

Target Vocabulary:

cheered, extra, final,

hurried

Sequence of Events

Visualize

On Level

Differentiate

Comprehension:

Sequence of Events;

Visualize, p. T188

Advanced

Differentiate

Comprehension:

Sequence of Events;

Visualize, p. T189

long I spelled in

different ways.

Use the words to

write a story

together.

Week of:

March 19 – March 26

Unit: 4

Lesson: 17




On Level (Triangle)




Vocabulary

Title of Text:

The Winning Hit Take Me Out to the Ballpark The New Field The Brooklyn Dodgers

Target Vocabulary: Practice

Hurried

Position

Roared

Extra

Curb

Cheered

final

Practice

Hurried

Position

Roared

Extra

Curb

Cheered

final

Practice

Hurried

Position

Roared

Extra

Curb

Cheered

final

Practice

Hurried

Position

Roared

Extra

Curb

Cheered

final

Text Preview Activity: Explain that Andy and

Liz always practice

baseball together, but only

Andy plays on the team.

When Andy gets hurt, Liz

gets to show her skills.


using a Flow Chart can

help them organize the

sequence of events and

infer unstated events.

Explain that sometimes old

baseball parks are torn down

so new ones can be built.

Many people go to games at

old parks because they like

the history of the parks.



describe every event in a

sequence. Good readers use

their knowledge and clues

from the text to visualize

events.

Explain that Miguel and his

friends will have their

dream come true when

Pedro Sanchez their hero

returns to his hometown to

fix up the ball field.


keeping track of the

sequence of events will

help them better understand

the story. Readers can also

visualize what happens

before, after or between the

events the author describes

to get a better picture of

Explain to children that the Brooklyn

Dodgers were one of the first

professional baseball teams. In 1947,

Jackie Robison joined the Dodgers,

becoming the first African American

major league player.

As students preview the selection, tell

them that they must find some unfamiliar

words in the text, including the target

vocabulary. Encourage them to use

context, the words, phrases and sentences

around the unfamiliar word to find clues

as to the meaning of the unfamiliar word.

what is going on in the

story.


Visualize

Sequence of Events

Visualize

Sequence of Events

Visualize

Sequence of Events

Visualize

Questions: What happens after

Andy’s team is winning?

When you read the words

on page 7, ‘It went up and

up and up. Andy ran to

catch it, “what do you

picture in your mind?

What picture can you see in

your head when Grandpa

and Evan watch a night

game at Wrigley Field?

What happens after Grandpa

and Evan return home from

Chicago?

What happened after Pedro

left the Dominican

Republic to become a

baseball player?

Picture in your mind what

the new baseball field looks

like. What do you see?

What made Jackie Robinson one of the

best baseball players ever?

Why did the author include the

photograph on page 7?

Time Frame: March 27 – April 5

Unit: 4

Lesson: 18

Grade Level: 2 Essential Question: Why are reading and writing important?

Standards: Reading:

RI.2.6, SL.2.1, RI.2.4, RL.2.10

Writing:

W.2.3, W.2.5


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Long e sound for y, changing y to i

Activity: Word Sort

Decodable Reader: Bunny and the Penny, Puppies

Reading Skill:


Definition: Understanding Characters- Paying attention to what the characters say, feel, and do help readers understand

characters’ traits, or qualities


Reading Strategy:

Title of Lesson Selection: My Name is Gabriela



Text (s):

Anchor:

Paired:

Anchor Text: My Name is Gabriela

Paired Text: Poems About Reading and Writing

Paired Text Skill: Words in a poem make pictures in your mind


Text to Text: Connect to Poetry

Text to Self: Tell a Story

Text to World: Find Facts


Suffixes –y and -ful

Vocabulary Words:

Accepted

Express

Taught

Grand

Pretend

Prize

Wonder

Fluttering

Materials:

“Doctor Salk’s Treasure”

Read Aloud


Card 137-144

TIER 1

Accepted

Express

Taught

Grand

Pretend

Prize

Wonder

Fluttering

TIER 2

Characters

Analyze

Evaluate

TIER 3


Print

Journalist

Exchange

publish

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: Why are reading and writing important?

Weekly Skill: Descriptive Paragraph


1. What is the main idea of the text? Use details to support your answer.

2. Does it surprise you that Gabriela grows up to become a teacher? Use evidence from the text to support your response.


Genre Writing Narrative Writing: Descriptive Paragraph


Teach/Model:


Day 2: Focus Trait: Elaboration T247 (Connect to Literature & Reader's Notebook)



Day 5: Revise and Edit T276 (Analyze the Model, Projectable, Writing Checklist/Rubric, Student Book & Make a Clean Copy)

Writing Essential Question: What Makes a Great Descriptive Paragraph?

1. A lead sentence clearly tells what you are describing.

2. Details show your readers what it was like to be there.

3. Sense words tell what you saw, heard, felt, tasted, or smelled.

4. Some words compare what you are describing to someone else.

•

RTI/Small Group

Instruction

Teacher Edition

T 206, T282




Make More Words

Below

Build the word

fluttering with Letter

Cards.

Use the Letter Cards.

Build a smaller word.

Write the word.

Build and write

another word. How

many words can you

make?

On Level

Look at the first letter

in each of the words

you made in the Get

Think and Write

Below

Talk about My Name

Is Gabriela

Draw the best part.

Write about your

page. Then talk about

your page.

On Level

Think about a place

you visited or want to

visit. Write a

postcard from that

place. Draw a picture

on the front. Write a

message on the back.

Self-Selected

Reading

Have partners

practice reading to

each other from their

selected reading

books. Focus on

reading with

expression.

Rereading to improve

accuracy, rate, and

expression.

Below

Write-In Reader

Pages 174-180

Pat Mora

Target Vocabulary:

express, pretend,

prize,taught

Understanding

Characters

Analyze/evaluate

On Level

Vocabulary Reader.

All About Chile,

Differentiated


Started activity. Sort

the words.

Advanced

Use words that start

with the letter f or I

to write a story about

a fluttering butterfly.

Draw a picture to

illustrate your story.

Advanced

Write a poem about

an imaginary place.

Draw a picture to

illustrate your poem.

Advanced

Vocabulary Reader.

All About Chile,

Differentiated


Week of:

March 27 – April 5

Unit: 4

Lesson: 18




On Level (Triangle)




Vocabulary

Title of Text:

Beatrix Potter The Life of Jack Prelutsky The Life of Langston Hughes All About Chile

Target Vocabulary: Accepted

Express

Taught

Grand

Pretend

Prize

Wonder

Fluttering

Accepted

Express

Taught

Grand

Pretend

Prize

Wonder

Fluttering

Accepted

Express

Taught

Grand

Pretend

Prize

Wonder

Fluttering

Accepted

Express

Taught

Grand

Pretend

Prize

Wonder

Fluttering

Text Preview Activity: Explain that Beatrix Potter

was a children’s author

who loved to write stories

about animals and draw

her own pictures.


using a column map can

help them keep track of

information about

characters.

Explain that Jack Prelutsky is a

poet who loves to write funny

poems for children and adults.


should look for and keep track

of information that will help

them better understand the

person in the biography better.

Explain that Langston Hughes

was a poet who wrote about the

people in the neighborhoods,

cities, and other places where

he lived and visited.

As students are reading they

should look for and record

information about the subject to

help them better understand the

person’s life and personality.

Explain to children that Chile is

a unique country with many

beautiful landscapes. Guide

children to preview the selection.

Remind children that context

clues can help them determine

the meaning of an unfamiliar

word or phrase.


Analyze/Evaluate


Analyze/Evaluate


Analyze/Evaluate


Analyze/Evaluate

Questions: Think about the facts you

read on pages 4-5. Do you

think the author did a good

job of telling about

Beatrix Potter’s life?

Why?

Why do you think Beatrix

Potter moved to the

country and lived on a

farm?

Why didn’t Jack like poetry

when he was growing up?

What does this tell you about

him?

What do these pages tell us

about Jack Prelutsky? Did the

author do a good job of

introducing you to this poet?

Explain.

How does the author help you

get to know Langston Hughes

better by writing about his trip

to Africa?

When do these events happen in

Langston’s life? Do you think

the author did a good job by

including these events? Why?

What is the main idea of the

selection?

How does the map on page 2

help the reader?

Time Frame: April 8– April 12

Unit: 4

Lesson: 19

Grade Level: 2 Essential Question: How are signs helpful?

Standards: Reading:

RL.2.1, SL.2.1, RL.2.6, RL.2.10

Writing:

W.2.3, W.2.5


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule:Words with ar

Activity: Word Sort

Decodable Reader: Darling Starling

Reading Skill:


Definition: Text and Graphic Features – Pictures in a story are kinds of graphic features which help readers better understand

what they read.


Reading Strategy:

Title of Lesson Selection: The Signmaker’s Assistant

Strategy: Question


Text (s):

Anchor:

Paired:

Anchor Text: The Signmaker’s Assistant

Paired Text: The Trouble with Signs

Paired Text Skill: Parts of a play


Text to Text: Talk about Signs

Text to Self: Make a Sign



Shades of Meaning

Vocabulary Words:

Assistant

Agreed

Polite

Failed

Tearing

Wisdom

Cleared

Trouble

Materials:

“Wild Friends, Wow!”

Read Aloud


Cards 145-152

TIER 1

Assistant

Agreed

Polite

Failed

Tearing

Wisdom

Cleared

Trouble

TIER 2

Text features

Graphic features

Point of view

Question

TIER 3


Advertise

Announcement

Post

Beacon

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How are signs helpful?

Weekly Skill:


1. How does the principal feel about school being closed? Use two details from the text to support your response.

2. Why do you think author wrote the Signmaker’s Assistant? Use details to support your answer.


Genre Writing Narrative Writing: Fictional Story


Teach/Model:

Day 1: Introduce the Model T339 (Projectable 19.3 and Reader’s Notebook)

Day 2: Focus Trait: Organization T349 (Reader’s Notebook)


Day 4: Prewrite T369 (Connect to Literature, Projectable 19.8 and Reader’s Notebook)

Day 5: Revise and Edit T376 (Analyze the Model, Writing checklist/rubric)


1. It has a beginning, middle, and end.

2. It has interesting details about the setting, characters and their problems.


•

RTI/Small Group

Instruction

Teacher Edition

p. T306, T382




Build Words

Below

Use letter cards to build

these words: dark, star,

party, hard, spark

Build more words. How

many ar words can you

make? Write a sentence

for each of the words

you build.

On Level

Put the cards face down.

Take turns. Turn two

over. Take the cards if

they match. Turn them

back over if they don’t

match.

Think and Write

Below

Think about a sign

that would tell

people to do

funny things.

Make the sign.

Cut the sign into

the appropriate

shape.

On Level

Tell about your

sign.

Then write a

sentence about it.

Advanced

Self-Selected

Reading

Children practice

learning about a book

before they select it

based on reading a

summary.

Self-Correction

Strategies

Partners practice

reading aloud to each

other from their self-

selected books. They

should practice

rereading parts of the

text they do not

understand to self-

Below

Write-In Readers

Pages 184-190

The Big City

Target Vocabulary:

Agreed, failed, polite,

trouble

Text and Graphic

Features

Question

On Level

Vocabulary Reader,

Signs are Everywhere,

Differentiated

Instruction, T387

Advanced

Advanced

Find these word cards

with the r-controlled

vowel ar:scarf, yarn, jar,

car, yard, farm

Use the words to write a

story.

Draw a picture of

people obeying

your sign. Write a

sentence or two to

go with your

picture.

correct word

recognition and

understanding.

Vocaulary Reader,

Signs are Everywhere,

Differntiated

Instruction, T 387

Week of:

April 8– April 12

Unit: 4

Lesson: 19




On Level (Triangle)




Vocabulary

Title of Text:

Aldo and Abby Finding the Party Too Many Signs! Signs Are Everywhere

Target Vocabulary: Assistant

Agreed

Polite

Failed

Tearing

Wisdom

Cleared

Trouble

Assistant

Agreed

Polite

Failed

Tearing

Wisdom

Cleared

Trouble

Assistant

Agreed

Polite

Failed

Tearing

Wisdom

Cleared

Trouble

Assistant

Agreed

Polite

Failed

Tearing

Wisdom

Cleared

Trouble

Text Preview Activity: Abby is Aldo the painter’s

assistant. One day she

makes a mistake that ends

up helping Aldo. Remind

students that using a graphic

organizer to record clues and

the page numbers of

important pictures will help

them better understand what

happens in the story.

Explain that the children are

using a map to find Phil’s

house. Why won’t anyone

listen to Sam?

Remind students that authors

often use pictures to give

clues so readers know what is

happening in the story.

Sometimes readers know

more than the characters in

the story because readers see

the clues in the pictures.

Explain that the people of

Happytown find out what

happens when they don’t

follow the signs and what

happens when they don’t have

any signs at all.

Remind students that authors

use text and pictures to give

information about what is

happening in a story. When

readers use the pictures to

help them read, they

understand he story better.

Explain to children that signs can

use words, numbers, and pictures.

Tell them that some signs tell us

what to do and some tell us what

not to do. Guide students to

preview the selection.

Skill/Focus: Text and Graphic Features

Question


Question


Question


Question

Questions: How does the picture on

page 7 help you understand

what happened to Aldo’s

paintings?

What question would you

ask yourself to figure out

why the dogs got their paw

prints on the paintings?

When you look at the picture

on pages 6-7, what do you

and Sam see that the other

characters do not see?

What question would you ask

yourself to figure our whey no

one is listening to Sam?

Look at the picture on page 8.

What happens when there

aren’t any signs?

What would you ask yourself

to figure out why the

townspeople want to meet

with the mayor?

How do signs help you?

Why did the author include the

photograph on page 4

Time Frame: April 23– April 29

Unit: 4

Lesson: 20

Grade Level: 2 Essential Question: What makes someone a hero?

Standards: Reading:

RL.2.3, RL.2.4, RL.2.7, SL.2.1, RL.2.7,

RI.2.10

Writing:

W.2.3, W.2.5


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Words with or, ore

Activity: Word Sort

Decodable Reader: A Sporty Game, My Story

Reading Skill:


Definition: Compare and Contrast – compare things that are the same and contrast things that are different


Reading Strategy:

Title of Lesson Selection: Dex: The Heart of a Hero

Strategy: Monitor/Clarify


Text (s):

Anchor:

Paired:

Anchor Text: Dex: The Heart of a Hero

Paired Text: Heroes Then and Now

Paired Text Skill: Text Features: Charts provide information


Text to Text: Discuss Heroes

Text to Self: Share a Story

Text to World: Dog Heroes


Prefix over-

Vocabulary Words:

Depended

Sore

Sprang

Studied

Gazing

Hero

Exercise

overlooked

Materials:

“Ordinary Heroes” Read

Aloud


Cards 153-160

TIER 1

Depended

Sore

Sprang

Studied

Gazing

Hero

Exercise

overlooked

TIER 2

Compare

Contrast

Figurative language

Monitor

clarify

TIER 3

Domain: Civics

Charity

Grant

Improve

figure

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What makes someone a hero?

Weekly Skill:


1. What does the author mean when she says that Dex’s hero suit “fits like a glove”?

2. How does Dex change from the beginning of the story? Use details to support your answer.

3. How does helping others make Dex feel? Use details to support your answer.

4. How do the animals feel when they bang on Dex’s door? Use evidence from the text to support your answer.

Performance Task: Write a Story

Look back at My Name Is Gabriela and Heroes Then and Now. Gabriela Mistral and Amelia Earhart took adventures around

the same time in history. Imagine you lived at that time and went on an adventure together. Write a story telling about your

adventure to share with your classmates. Use information from both texts to help you.

Genre Writing Narrative Writing: Fictional Story


Teach/Model:



Day 3: Draft T459 (Reader’s Notebook)

Day 4: Draft and Revise T469 (Connect to Literature and Reader’s Notebook)

Day 5: Revise, Edit and Publish Focus Trait: Conventions T476 (Analyze the Model, Projectable, Writing Checklist/Rubric.

Editing Checklist, Student Book


1. It has a beginning, middle, and end.

2. It has interesting details about the setting, characters and their problems.


RTI/Small Group

Instruction

Teacher Edition

p. T406, T407, T486




Sort Words

Below

Find the sound spelling

cards or/ore and ar. Put

each word card you made

under the correct

Sound/Spelling Card.

On Level

Use the Context Cards

for Dex; The Heart of a

Hero. Write a new

sentence for each of the

vocabulary words.

Advanced

Think and Write

Below

Look at the

picture. Think

about how she

helps children.

Read these

words. Use each

word to tell about

the picture.

On Level

Draw a blue

ribbon prize for

helping. Write

which helper you

Self-Selected

Reading

Genres of Interest

Children choose

books to read from

genres of interest.

Below

Write-In Reader

Pages 194-200

Sue and the Tired

Wolf

Target Vocabulary:

Gazing, sore, sprang,

studied

Compare/Contrast

Monitor/Clarify

On Level

Vocabulary Reader,

Everyday Hero,

Differentiated


Find the words in a book

that have the r-controlled

vowels or or ore.

Use the words to write a

story.

would give this

blue ribbon to.

Write why that

helper should get

this picture.

Advanced

Write a story for

a newspaper.

Write about

someone that you

think is a hero.

Tell why he or

she is a hero to

you.

Advanced

Vocabulary Reader,

Everyday Hero,

Differentiated


Week of:

April 23– April 29

Unit: 4

Lesson: 20




On Level (Triangle)

Fountas and Pinnell

Level:



Vocabulary

Title of Text:

Two Heroes Superheroes to the Rescue The Mysterious Superhero Everyday Hero

Target Vocabulary: Depended

Sore

Sprang

Studied

Gazing

Hero

Exercise

overlooked

Depended

Sore

Sprang

Studied

Gazing

Hero

Exercise

overlooked

Depended

Sore

Sprang

Studied

Gazing

Hero

Exercise

overlooked

Depended

Sore

Sprang

Studied

Gazing

Hero

Exercise

overlooked

Text Preview Activity: Explain that the animals in Two

Heroes talk and behave like humans.

They argue about who is better and

who should save fox.

Remind children that using a Venn

diagram can help them organize

information about how characters are

alike and different.

Ask children what

superhero power they would

like to have. Explain that

the characters in this story

all wake up with superhero

powers and use their powers

to help other people.



describe all the ways

characters are alike and

different. Good readers use

their own knowledge and

clues from the text and the

Explain that this selection

is about a superhero who

people cannot identify.


authors do not include

every details about

characters and events.

Sometimes readers must

infer or use their

imagination to figure out

details about story

characters and events.


heroes can be people of any

age or gender. A hero is a

person who leads by example.


selection and talk about how

they think the people in the

illustration might lead by

example.

pictures to help them

compare and contrast

characters.


Monitory/Clarify


Monitory/Clarify


Monitory/Clarify


Monitory/Clarify

Questions: How can you figure out that Lion

and Bear are not sure how to save

Fox?

How are Bear and Lion alike?

What are some ways you

can figure out that Raj and

Diana didn’t know that

Mekea had a superpower?

On page 11, how is Diana

different from Raj and

Mekea?

How are the good deeds at

the zoo and in town on

page 2 and 3 alike and

different?

How can you be sure that

the girls really know who

the mysterious superhero

is?


text?

What details support the main

idea?

Time Frame: April 30– May 6

Unit: 5

Lesson: 21

Grade Level: 2 Essential Question: How do animals care for their young?

Standards: Reading:

RI.2.2, SL.2.1, SL.2.3, RI.2.5, RI.2.10

Writing:

W.2.2, W.2.5


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Words with er, ir, ur

Activity: Word Sort

Decodable Reader: Mustangs, Time to Move

Reading Skill:

Reading Skill: Main Idea and Details

Definition: Main Idea and Details – The topic is what the whole selection is about. The main idea tells more about the topic.

Details give the reader more information about the main idea.

Graphic Organizer: Web

Reading Strategy:

Title of Lesson Selection: Penguin Chick



Text (s):

Anchor:

Paired:

Anchor Text: Penguin Chick

Paired Text: Emperor Penguins

Paired Text Skill: Text Feature – Headings and other special features help to locate information


Text to Text: Discuss Penguins

Text to Self: Discuss Changing



Dictionary Entry

Vocabulary Words:

Webbed

Waterproof

Steer

Whistle

Otherwise

Junior

Slippery

finally

Materials:

“From Duckling to Duck”

Read Aloud


Cards 161-168

TIER 1

Webbed

Waterproof

Steer

Whistle

Otherwise

Junior

Slippery

finally

TIER 2

Main idea

Details

Cause

Effect

Infer

Predict

TIER 3


Development

Life cycle

climate

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How do animals care for their young?

Weekly Skill: Informative Writing/Problem-Solution Paragraph


1. What is the main idea on page 217? Use two details to support your answer.

2. How does the photograph on page 216 help you understand what the text describes as tobogganing?

Performance Task: * See Lesson 25

Genre Writing Informative Writing: Problem/Solution Paragraph


Teach/Model:

Day 1: Introduce the Model T37 (Projectable and Reader’s Notebook)


Day 3: Prewrite T59 (Connect o Literature, Projectable and Reader’s Notebook)


Day 5: Revise and Edit T76 (Analyze the Model, Projectable, Writing Checklist/Rubric, Editing Checklist, Student Book,

make clean copy)

Writing Essential Question: What Makes a Great Problem/Solution Paragraph?

1. The problem tells readers what needs to be fixed. It is clearly stated at the beginning.

2. Details tell more about the problem.

3. The solution tells how to fix the problem. It comes at the end.

4. Exact words help the reader understand the problem and the solution.

RTI/Small Group

Instruction

Teacher Edition

Pages T6, T82




Below

Find the Word Cards.

Read them aloud.

Make a chart with

three columns. Write

the words under the

correct heading.

On Level

Pick a picture card.

Say the word. Write

the word. Then write

a sentence with the

word.

Advanced

Think and Write

Below

Talk about Penguin

Chick. Draw your

favorite part. Write a

sentences to go with

your picture.

On Level

Tell about your

drawing. Write a

sentence about your

partner’s drawing.

Advanced

Self-Selected

Reading

Children choose

books that are

appropriate for them

to read

independently.

Below

Write-In Reader

Pages 204-210

Joe and Trig and the

Target Vocabulary:

finally, otherwise,

slippery, webbed

Main ideas and details

Infer/predict

On Level

Vocabulary Reader,

Antarctic Animals

Differentiated

Instruction, p. T86

Use all the words to

write a fairytale

about a girl who lives

under a fern or a

nurse who lives

under a purse.

What are some things

you learned how to

do when you were

younger? Write about

them.

Advanced

Vocabulary Reader,

Antarctic Animals

Differentiated

Instruction, p. T87

Week of:

April 30– May 6

Unit: 5

Lesson: 21




On Level (Triangle)




Vocabulary

Title of Text:

Penguins Exploring Antarctica McMurdo Station Antarctic Animals

Target Vocabulary: Webbed

Waterproof

Steer

Whistle

Otherwise

Junior

Slippery

finally

Webbed

Waterproof

Steer

Whistle

Otherwise

Junior

Slippery

finally

Webbed

Waterproof

Steer

Whistle

Otherwise

Junior

Slippery

finally

Webbed

Waterproof

Steer

Whistle

Otherwise

Junior

Slippery

finally

Text Preview Activity: Explain that this book tells about

many kinds of penguins that can

be found all over the world. Some

penguins live where it is hot;

others live where it is cold.

Remind students that using an

idea-support map can help them

identify main ideas and supporting

details in the text.

Explain that explorers made

dangerous trips in the

1900’s to get to Antarctica.

Remind students that as

they are reading, they

should think about the main

idea of the book. Good

Readers use supporting

details to help them identify

the main idea.

Explain that McMurdo Station

is in Antarctica and is the

coldest workplace on Earth.

Remind children that authors

sometimes give background

knowledge and supporting

details about a topic before

they state the main idea in a

selection.


many kinds of animals live

in Antarctica. These animals

are able to survive in the

extreme cold.

Remind students that some

words can have more than

one meaning. To learn the

meaning of a word as it is

used in the book, children

may need to use a print or

digital dictionary to

determine the meanings of

unknown words.

Skill/Focus: Main Idea and Details

Infer/Predict

Main Idea and Details

Infer/Predict


Infer/Predict


Infer/Predict

Questions: What do the heading and first

sentence on page 3 tell you about

the main idea?

What can you tell about how long

scientists have been studying

penguins?

What is the main idea of

page 3? List two details

that support the main idea.

After reading about the

dangerous exploration to

Antarctica in the 1900’s

what can you tell about trips

made to Antarctica today?

Tell the main idea of pages 4-5

and give two supporting

details.

What can you predict would

happen if all the krill in

Antarctica died?


text?

How do the photographs help

the reader?

Time Frame: May 7 – May 13

Unit: 5

Lesson: 22

Grade Level: 2 Essential Question: How do Friends Help each other?

Standards: Reading:

RL.2.1, RL.2.3, RL.2.7, RI.2.3, RI.2.7,

RI.2.10

Writing:

W.2.2, W.2.5, L.2.2


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Homophones; Base Words and Endings –er, -est

Activity: Word Sort

Decodable Reader: What’s That?, Get Smarter!

Reading Skill:


Definition: Understanding Characters- Using what the character says, thinks, and does to figure out the character’s traits and

feelings.

Graphic Organizer: T-Chart

Reading Strategy:

Title of Lesson Selection: The Stories Julian Tells

Strategy: Question


Text (s):

Anchor:

Paired:

Anchor Text: The Stories Julian Tells

Paired Text: How to Make A Kite

Paired Text Skill: How to do or make something


Text to Text:Talk About Directions

Text to Self: Talk About Making Friends



Idioms

Vocabulary Words:

Knot

Copy

Planning

Lonely

Heavily

Seriously

Answered

Guessed

Materials:

“The Middle Seat” Read

Aloud


Cards 169-176

TIER 1

Knot

Copy

Planning

Lonely

Heavily

Seriously

Answered

Guessed

TIER 2

Characters

Figurative language

Question

TIER 3

Domain: Recreation and Travel

Force

Flight

pressure

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How do friends help each other?

Weekly Skill: Informative Writing/Compare and Contrast Paragraph


1. What do you learn about Gloria from what she says and does after Julian does a cartwheel? Use details to support your

response.

2. Use the illustrations on page 254-255 to figure out where Gloria and Julian are making their kites? How can you tell?

3. Why does the author describe the kite’s tail as “like a long white snake”?


Genre Writing Informative Writing: Compare and Contrast Paragraph


Teach/Model:


Day 2: Focus Trait: Evidence T147 (Connect to Literature and Reader’s Notebook)




make clean copy)

Writing Essential Question: What Makes Great Compare and Contrast Paragraphs?

1. One paragraph compares the two subjects or tells how they are alike.

2. One paragraph contrasts the two subjects or tells how they are different.

3. A topic sentence gives the main idea for each paragraph.

4. Supporting details tell exactly how the two subjects are alike and different.

5. Transition words help readers move from one idea to the next.

6. A conclusion paragraph sums up the ideas in the compare and contrast paragraphs.

•

.

RTI/Small Group

Instruction

Teacher Edition

Pages T106, 182




Make Context Cards

Below

Put the Context

Cards in a box.

Choose a card. Say

the word. Read the

sentence.

On Level

Put the cards face

down. Take turns.

Turn two over. Take

the cards if they

match. Turn them

back over if they

don’t match.

Advanced

What are some more

word pairs that sound

the same but are

spelled differently?

Keep a list.

Think and Write

Below

Create a kite. Cross

two sticks in a kite

shape. Glue them

together. Wrap the

sticks in a

newspaper. Punch a

hole and tie a string.

Write a sentence

about your kite.

On Level

Write one more

wishes on a small

piece of paper.

Advanced

Draw a picture of

yourself flying your

kite.

Self-Selected

Reading

Students choose

“just-right” books.

Below


214-220

Flood on River Road

Target Vocabulary:

answered, heavily,

planning, seriously

Understanding

Characters

Question

On Level

Vocabulary Reader,

Friendship Rules!

Differentiated


Advanced

Differentiate

Comprehension:

Understanding

Characters; Question

p. T 189

Week of:

May 7 – May 13

Unit: 5

Lesson: 22




On Level (Triangle)




Vocabulary

Title of Text:

The Kite Contest Every Kind of Wish Sand Castle Contest Friendship Rules

Target Vocabulary: Knot

Copy

Planning

Lonely

Heavily

Seriously

Answered

Guessed

Knot

Copy

Planning

Lonely

Heavily

Seriously

Answered

Guessed

Knot

Copy

Planning

Lonely

Heavily

Seriously

Answered

Guessed

Knot

Copy

Planning

Lonely

Heavily

Seriously

Answered

Guessed

Text Preview Activity: Explain that The Kite

Contest is about Sarah and

Lena, who build kites for the

summer kite contest.

Remind children that using a

column chart can help them

organize information about

characters’ speech and

actions. This will help them

answer questions they have

about the characters.

Explain that in Every Kind of

Wish. Elena makes every kind

of wish she can think of

because she doesn’t want to

move to a new town.

Remind children that using a

column chart can help them

organize information about

characters. This can help them

answer questions they have

about characters’ feelings and

traits.

Explain that Sand Castle is

about a boy who just moved

and misses his friends. Then

his mom takes him to a sand

castle building contest.

Remind children that asking

questions about the thoughts,

actions, and words of the

characters helps readers

better understand them.


friends can do many things

together. Guide children in

previewing the selection.


can use context clues to

determine the meanings of

unfamiliar words.


Question


Question


Question


Question

Questions: What can you figure out

about how Sarah and Lena

are alike?



what happened on page 6-7?

The author says that Elena’s

new wishes didn’t matter.

Moving day still arrived. What

inference can you make about

Elena’s new wishes?

What questions might you ask

yourself to understand how

Elena feels?

What words in the book help

you understand how

Bernardo feels?

What questions would you


what Mama is going to do?


text?

How can you be a good

friend?


Unit: 5

Lesson: 23

Grade Level: 2 Essential Question: How is art connected to the past?

Standards: Reading:

RI.2.1, RI.2.7, SL.2.1, RI.2.3, RI.2.10

Writing:

W.2.2, W.2.5


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:


Summative: Standards Based

Phonics: Rule: Suffixes –y, -ly, -ful

Activity: Word Sort

Decodable Reader: Fraidy Cat, Bugs In Action

Reading Skill:

Reading Skill: Conclusions

Definition: Conclusions- making a smart guess


Reading Strategy:

Title of Lesson Selection: The Goat in the Rug

Strategy: Summarize

Skill: Conclusions

Text (s):

Anchor:

Paired:

Anchor Text: The Goat in the Rug

Paired Text: Basket Weaving

Paired Text Skill: Text Structure – Directions are used to share information


Text to Text:Talk ABout Topics

Text to Self: Discuss a Skill



Compound Words

Vocabulary Words:

Yarn

Strands

Spinning

Dye

Weave

Sharpening

Duplicated

Delicious

Materials:

“Nothing but a Quilt”

Read Aloud


Cards 177-184

TIER 1

Yarn

Strands

Spinning

Dye

Weave

Sharpening

Duplicated

Delicious

TIER 2

Conclusions

Sequence of events

summarize

TIER 3

Domain: The Arts

Craft

Fiber

Loom

Textile

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What Makes a Great Informational Paragraph?

Weekly Skill: Informational Paragraph/Elaboration


1. Why do you think the author titled this story The Goat in the Rug? Use details to support your response.

2. Why do you think Navajo rugs are so special? Use details to support your response.

Performance Task: *See Lesson 25



Teach/Model:






make clean copy)

Writing Essential Question: What Makes a Great Informational Paragraph?

1. An interesting topic sentence tells the main idea.

2. Supporting sentences tell facts about the main idea.

3. The facts are told in a clear order that makes sense to the reader.

4. The writer uses his or her own words to tell about the topic.

5. The writer avoids repeating the same word too many times.

RTI/Small Group

Instruction

Teacher Edition

Pages T206, T282




Build Words

Make each word part.

Make the word. Say a

sentence with two or

more of the words.

Write the sentence.

Draw the picture.

On Level

Write each word

under its suffix. Then

write more words in

each list.

Advanced

Write the kind of

winter activity you

like best. Ask six

friends what winter

activity they like

best.

Think and Write

Below

Think about the Goat

and the Rug

Make a new page.

Tell about your page.

On Level

What do you like to

make that takes a

long time? Draw a

picture of you

making it?

Advanced

Write a paragraph to

go with your picture.

Act out your picture

for a friend.

Self-Selected

Reading

Below


224-230

I Made It Myself

Target Vocabulary:

duplicated, dye,

strands, yarn

Conclusions

Summarize

On Level

Vocabulary Reader,

Weaving,

Differentiated


Advanced

Vocabulary Reader,

Weaving,

Differentiated


Week of:

May 14 – May 20

Unit: 5

Lesson: 23




On Level (Triangle)




Vocabulary

Title of Text:

From Sheep to Sweater Wool Textiles from Around the

World

Weaving

Target Vocabulary: Yarn

Strands

Spinning

Dye

Weave

Sharpening

Duplicated

Delicious

Yarn

Strands

Spinning

Dye

Weave

Sharpening

Duplicated

Delicious

Yarn

Strands

Spinning

Dye

Weave

Sharpening

Duplicated

Delicious

Yarn

Strands

Spinning

Dye

Weave

Sharpening

Duplicated

Delicious

Text Preview Activity: Explain that the process

of turning the wool from a

sheep into a sweater

involves several steps.


using an inference map

can help them organize

information and draw

conclusions as they are

reading the story.

Tell children that wool can

come from sheep, but it can

also come from many other

animals such as goats and

rabbits.

Remind children that as they

read, they should look for

details about how wool is

made so that they can draw

conclusions.

Explain that different

textiles are created in

different ways by many

people all over the world.

These textiles can be

beautiful and colorful.

Remind children there may

be many different

conclusions to be drawn

from a text. Summarizing

the information, they read

will help them draw those

conclusions.


weaving is a craft. People

weave to make things that

they use such as blankets

and baskets, but they also

might weave to make art.

Remind children to look

for context clues as they

come across words that are

unfamiliar. Some context

clues will be in the same

sentence as the unknown

word while others will be

in the sentence before or

after.

Skill/Focus: Conclusions

Summarize

Conclusions

Summarize

Conclusions

Summarize

Conclusions

Summarize

Questions: Summarize what you just

read.

What conclusions can you

draw about the name of

the tool the farmer uses?

Summarize the important

ideas that you read on page

4.

After reading about the

Cashmere goat, what

conclusions can you draw

about how many goats a

farmer needs to have?

What conclusions can you

draw about weavers who

put geometric patterns and

shapes in their weaving?

Summarize the information

you read on page 8.

Explain how the labels and

photographs on page 4-5

help the reader?


Unit: 5

Lesson: 24

Grade Level: 2 Essential Question: Why are some stories told over and over

again?


W.2.2, W.2.5


SL.2.2

RL.2.1, RL.2.2, RL.2.7, RL.2.10,

SL.2.1

RL, W, SL

Assessment(s):

Formative:

Summative:


Summative: Standards Based

Phonics: Rule: Prefixes re-, un-, pre-, mis- Silent Consonants

Activity: Word Sort

Decodable Reader:The Unreal Party, Knick and Knack

Reading Skill:


Definition: Cause and Effect – the first event is the cause and the second event is the effect


Reading Strategy:

Title of Lesson Selection: Half-Chicken

Strategy: Visulaize


Text (s):

Anchor:

Paired:

Anchor Text: Half-Chicken

Paired Text: The Lion and the Mouse

Paired Text Skill: Moral of the story


Text to Text:

Text to Self:

Text to World:


Antonyms

Vocabulary Words:

Tumbling

Flung

Tangled

Empty

Swift

Peacefully

Stream

blazed

Materials:

“A Tiger in the Water: A

Folktale from Malaysia”

Read Aloud


Cards 185-192

TIER 1

Tumbling

Flung

Tangled

Empty

Swift

Peacefully

Stream

blazed

TIER 2

Cause

Effect

Point of view

Visualize

TIER 3

Domain: Cultures

Customs

Classic

Honor

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What Makes a Great Research Report?

Weekly Skill: Informative Writing/Research Report


1. How does the cook feel about using Half-Chicken in the soup? Use details to support your response.


Genre Writing Informative Writing: Research Report


Teach/Model:

Day 1: Introduce the Model T337 (projectable and Reader’s Notebook)

Day 2: Focus Trait: Evidence T347 (connect to Literature and Reader’s Notebook)



Day 5: Prewrite T376 (Analyze the Model, Writing Checklist/Rubric and Student Book)

Writing Essential Question: What Makes a Great Research Report?

1. The opening tells what they report is bout in an interesting way.

2. Each paragraph starts with a topic sentence that names the main idea.

3. Facts and other details tell more about the main idea.

4. The closing sums up the main idea.

•

RTI/Small Group

Instruction

Teacher Edition

pages T306, 382




Build Words

Below

Make each word part.

Make the word.

Build more re- and –

over- words

Write sentences for

the words.

On Level

Add the prefix un-to

the front of each

word card. Write the

new antonyms that

are formed.

Advanced

Think and Write

Pick and Write

Below

Put the word cards in

the box.

Choose three cards.

Use the words to

write a paragraph.

On Level

Use the picture cards

to tell about things

that happened to

Half-Chicken.

Advanced

Write a poem about

Self-Selected

Reading

Below

Write-In Reader

Pages 234-240

The Contest

Target Vocabulary:

flung, peacefully,

stream, swift

Cause and effect

Visualize

On Level

Vocabulary Reader

Clever Animals,

Differentiated


Advanced

Write a sentence

using each of the new

words.

Half-Chicken and his

adventures. Draw a

picture to match the

poem.

Differentiated

Comprehension:

Cause and Effect,

Visualize T 389

Week of:

May 21 – May 29

Unit: 5

Lesson: 24




On Level (Triangle)




Vocabulary

Title of Text:

Favorite Fables Coyote and Rabbit Groundhog’s New Home Clever Animals

Target Vocabulary: Tumbling

Flung

Tangled

Empty

Swift

Peacefully

Stream

blazed

Tumbling

Flung

Tangled

Empty

Swift

Peacefully

Stream

blazed

Tumbling

Flung

Tangled

Empty

Swift

Peacefully

Stream

blazed

Tumbling

Flung

Tangled

Empty

Swift

Peacefully

Stream

blazed

Text Preview Activity: Explain that Favorite

Fables is a collection of

three fables. Remind

children that fables are

traditional stories that

have a moral of teach a

lesson.

Explain that Coyote and

Rabbit is about two animals

who are always trying to

trick each other. One-day

Coyote thinks he has finally

outsmarted Rabbit, but

Rabbit is still too clever for

Coyote.

Explain that when

Groundhog needs a new

burrow, Fox offers to trade

homes. Groundhog thinks

Fox is really just planning

to play a trick on him.


different animals have

different clever ways to

solve problems and to

survive problems and to

survive in the wild.


using a T-map can help


when reading about causes

and effects in a story.

Remind children that good

readers look for cause and

effect relationships as they

are reading. Using a t-map

can help them organize the

information.

Remind children that when

authors write, they do not

always state causes and

effects. Sometimes readers

have to infer them.

Visualizing can help

readers imagine these

unstated cause and effect

relationships.


context clues can help

them figure out the

meaning of an unfamiliar

word. Tell then to use

context clues to confirm

their understanding of how

the Target vocabulary

words are used and to learn

the meaning of other

unfamiliar words.


Visualize

Cause and Effect

Visualize

Cause and Effect

Visualize

Cause and Effect

Visualize

Questions: The lion lets the mouse go

free. What effect does this

have on the lion?

How do you visualize the

fancy food at City

Mouse’s house?

Lightening hit a tree and

caused it to catch fire. What

effect did the lightening

have on the big rock?

What do you visualize when

Coyote falls off the edge of

the canyon?

An event or cause on page

4 is a man and his dog

move to the farm. What

effect does this have on

Groundhog?

How do you visualize

Groundhog’s new burrow?

How do the photographs

on page 4-5 help the

reader?

Explain how spiders catch

food?

Time Frame: May 30 – June 5

Unit: 5

Lesson: 25

Grade Level: 2 Essential Question: How do plants grow and change?

Standards: Reading:

RI.2.5, RI.2.7, RI.2.10, SL.2.1

Writing:

W.2.2, W.2.5


RF.2.4, SL.2.1, SL.2.2, SL.2.3

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule:Words with au, aw, al, o, a

Activity: Word Sort

Decodable Reader: A Spring Walk, The Softball Game

Reading Skill:


Definition: Text and Graphic Features – An author includes text and graphics to help the reader understand the text. Labels are

an example of text features and pictures, charts and diagrams are examples of graphic features.


Reading Strategy:

Title of Lesson Selection: From Seed to Plant

Strategy: Monitor/Clarify


Text (s):

Anchor:

Paired:

Anchor Text: From Seed to Plant

Paired Text: Super Soil

Paired Text Skill: Charts


Text to Text: Discuss Text and Graphic Features

Text to Self: Talk About Gardens



Using Context

Vocabulary Words:

Grain

Pod

Soak

Soften

Root

Shoot

Nutrition

tasty

Materials:

“Johnny Appleseed and

His Apples” Read Aloud


Cards 193-200

TIER 1

Grain

Pod

Soak

Soften

Root

Shoot

Nutrition

tasty

TIER 2

Text and graphic features

Cause

Effect

Monitor

Clarify

TIER 3


Process

Bud

sprout

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What Makes a Great Research Report?

Weekly Skill: Research Report


Performance Task: Look back at Gloria Who Might Be My Best Friend and Half-Chicken. Think about how the author of each story shows that

Julian and Half-Chicken are good friends to others. Write a response to literature for your classmates. In your writing, use

examples from the two stories to explain what it means to be a good friend.

Genre Writing Informative Writing: Research Report

Writing Trait: Elaboration & Conventions

Teach/Model:



Day 3: Draft T455 (reader’s notebook)


Day 5: Revise, Edit, and Publish Focus Trait: Conventions T472

Writing Essential Question: What Makes a Great Research Report?

1. The opening tells what they report is bout in an interesting way.

2. Each paragraph starts with a topic sentence that names the main idea.

3. Facts and other details tell more about the main idea.

4. The closing sums up the main idea.

RTI/Small Group

Instruction

Teacher Edition

p. T406, T482




Make More Words

Below

Build the word

fortunate with Letter

Cards. Use the letter

card. Build a smaller

word. Write the

word. Build and

write another word.

How many words can

you make?

On Level

Count the letters in

each word you build

from the word

fortunate. Sort the

words.

Think and Write

Below

Invite guests to a

garden party. Serve

food grown in a

garden. Plan your

menu. Write a list of

garden fruits and

vegetables.

On Level

Write an invitation to

your garden party.

Write the date, time,

place, and two menu

items on the

invitation. Draw a

picture

Self-Selected

Reading

Below

Write-In Reader

Pages 244-250

Growing Sprouts

Target Vocabulary:

soak, nutrition, tasty,

grain

Text and Grpahic

Features

Monitor/Clarify

On Level

Vocabulary

Reader,Grow a Bean

Plant! Differentiated


Advanced

Advanced

Use words with four

or more letters to

write a paragraph

about a time you felt

fortunate. Draw a

picture to illustrate

your writing.

Advanced

Would you like to

grow a garden? Write

about the garden you

would like to have.

Draw a picture of it.

Differentiated

Comprehension, Text

and Graphic

Features;

Monitor/Clarify

p.T489

Week of:

May 30 – June 5

Unit: 5

Lesson: 25




On Level (Triangle)




Vocabulary

Title of Text:

Plant and Animal Partners The Life Cycle of a Tree Desert Plants Grow a Bean Plant!

Target Vocabulary: Grain

Pod

Soak

Soften

Root

Shoot

Nutrition

tasty

Grain

Pod

Soak

Soften

Root

Shoot

Nutrition

tasty

Grain

Pod

Soak

Soften

Root

Shoot

Nutrition

tasty

Grain

Pod

Soak

Soften

Root

Shoot

Nutrition

tasty

Text Preview Activity: Explain that Plant and

Animal Partners has text

features such as labeled

photographs and diagrams

that support the text and

make the information

easier to understand.


can use a column chart to

list the book’s graphic

features and describe what

each row shows. This will

help their understanding of

Explain that the Life Cycle

of a Tree relies on graphic

elements such as labeled

photos, diagrams, and

captions to suggest and

reinforce the text.

Tell children that

completing a chart listing

graphic features and what

they show will help them

understand the topic better.

Remind them that the

features include

Explain that Desert Plans

use text and graphic

features such as

photographs, captions and

labels to enrich the text,

giving children a glimpse

of these plants as they

appear in nature.


can complete a chart listing

graphic features and what

they show. This will help

them get the most out of

Ask children if they have

ever grown a plant in a

garden, a window box or

indoors. Have them

discuss what they had to

do, if anything, to care for

it. If they use the target

vocabulary in their

responses write the words

on the board and underline

them.

the facts that are

presented.

photographs, diagrams,

labels, and captions.

the information that is

presented in the book.

Skill/Focus: Text and Graphic Features

Monitor/Clarify


Monitor/Clarify


Monitor/Clarify


Monitor/Clarify

Questions: What is the purpose of the

diagram on page 2?

Suppose you read page 4

but couldn’t get the

meaning. What could you

do?

Let’s say you didn’t

understand what you read

on page 12. What could you

do to increase your

comprehension?

What do you think the

purpose is for the photo on

page 13?

What can you do if you

don’t understand the

description of the cactus on

page 4?


on page 7 help you to

understand the cactus

plant?

How do the photographs

on page 2-3 help the

reader?


the text?

Time Frame: June 6 – June 12

Unit: 6

Lesson: 26

Grade Level: 2 Essential Question: How do some animals change as they grow?

Standards: Reading:

RL.2.5, Rl.2.7, RI.2.10,SL.2.1

Writing:

W.2.1, W.2.5


SL2.2

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Words with oo, ew, ue, ou

Activity: Word Sort

Decodable Reader: The New Moose, Follow the Clues

Reading Skill:


Definition: Story Structure – Stories have characters, a setting and a plot.


Reading Strategy:

Title of Lesson Selection: The Mysterious Tadpole



Text (s):

Anchor:

Paired:

Anchor Text: The Mysterious Tadpole

Paired Text: From Eggs to Frogs

Paired Text Skill: Text Features - Diagrams


Text to Text: Examine Author’s Purpose

Text to Self: Tell About a Gift



Multiple-Meaning Words

Vocabulary Words:

Ordinary

Control

Cage

Upset

Sensible

Confused

Training

Suspiciously

Materials:

“Diego’s Double

Surprise” Read Aloud


Cards 201-208

TIER 1

Ordinary

Control

Cage

Upset

Sensible

Confused

Training

Suspiciously

TIER 2

Story structure

Conclusions

Infer

predict

TIER 3


Larva

Biology

organism

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What Makes a Great Response Poem?

Weekly Skill:


1. How do the illustrations give you clues that Alphonse is not a tadpole? Use details to support your answer.

2. How does Louis feel about Alphonse? Use details to support your response.


Genre Writing Opinion Writing: Response Poem


Teach/Model:




Day 4: Draft T69 ( Projectable and Reader’s Notebook)

Day 5: Revise and Edit T76 (Analyze the Model, Projectable, Writing Checklist/Rubric, Editing checklist, student book and

make a clean copy)

Writing Essential Question: What Makes a Great Response Poem?

1. Sense words and details help the reader picture what is being described.

2. Powerful language shows the writer’s opinion, or how the writer feels.

3. Sentences have rhythm.

4. Words rhyme at the end of lines.

•

RTI/Small Group

Instruction

Teacher Edition

p. T6, T82




Sort Words

Below

Find the Word Cards.

Read them aloud.

Make a chart with

four columns. Write

the words under the

correct heading.

On Level

Pick a Picture Card.

Say the word. Write

the word. Then write

a sentence with the

word.

Think and Write

Below

Think about the

Mysterious Tadpole

Make a new page for

the story. Write about

your page.

On Level

Write an invitation to

your garden party.

Draw a picture on the

invitation.

Advanced

Self-Selected

Reading

Below

Write-In Reader

Pages 254-260

Mr. Reed’s Last Day

Target Vocabulary:

confused, ordinary,

sensible, training

Infer/Predict

On Level

Vocabulary Reader,

The Loch Ness

Monster,

Differentiated

Instruction, p. T86

Advanced

Use all the words to

write a recipe. Draw

a picture to illustrate

your recipe.

Would you like to

grow a garden? What

would you grow?

Write about the

garden. Draw a

picture of it.

Advanced

Differentiate

Comprehension: Story

Structure;

Infer/Predict, p. T89

Week of:

June 6 – June 12

Unit: 6

Lesson: 26



Fountas and Pinnell

Level:

On Level (Triangle)




Vocabulary

Title of Text:

Larry the Singing Chicken Plane Zogo Katy’s Inventions The Loch Ness Monster

Target Vocabulary: Ordinary

Control

Cage

Upset

Sensible

Confused

Training

Suspiciously

Ordinary

Control

Cage

Upset

Sensible

Confused

Training

Suspiciously

Ordinary

Control

Cage

Upset

Sensible

Confused

Training

Suspiciously

Ordinary

Control

Cage

Upset

Sensible

Confused

Training

Suspiciously

Text Preview Activity: Explain that when Larry

comes out of his egg, we

know that things are not the

way they would be in a real

henhouse. The fun really

begins when Larry starts to

sing!

Explain that the characters,

the setting and the plot are

all needed to make a story.

A story map can help

organize this information.

Explain that in Planet

Zogo, an astronaut

meets two interesting

characters just before

liftoff. Captain Jason

tries to decide if the two

creatures can go to Earth

with him.

Remind children they

will understand the story

better if they can

identify the characters,

setting, and plot of a

story.

Explain that Katy’s Inventions is a

funny story about a young inventor.

Katy invents some unusual things.

Not all of Katy’s inventions work very

well.

Remind children that keeping story

details organized is an important part

of reading. As they read, they should

stop to think about characters, setting

and plot of the story.

Explain to children that the

Lock Ness Monster is a

mysterious creature that some

people think exists in

Scotland’s Loch Ness, but no

one has been able to prove that

it is read.


selection.

Skill/Focus: Story Structure

Infer/Predict

Story Structure

Infer/Predict

Story Structure

Infer/Predict

Story Structure

Infer/Predict

Questions: Who are the main

characters?

What do you think might

have happened if Rose had

made Larry leave the

henhouse right away?

Why is Jason surprised

to find Zenon on his

spaceship?

What would have

happened if Jason had

not let Zenon bring

Zaggy with him?

What was Katy’s first successful

invention?

What do you think Fluffy will do if

Katy tries to put something on her

again?

How does the illustration on

page 7 help the reader?

What is the main idea of pages

2-3?


Unit: 6

Lesson: 27

Grade Level: 2 Essential Question: How can you learn about animals that live

long ago?

Standards: Reading:

RI.2.1, RI.2.8, SL.2.1, SL.2.3, RI.2.3,

RI.2.7

Writing:

W.2.1, W.2.5, L.2.2


SL2.2, SL.2.3

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Words with oo (book)

Activity: Word Sort

Decodable Reader: Woody Woodchuck and the Mysterious Ball, One or More

Reading Skill:

Reading Skill: Fact and Opinion

Definition: Fact and Opinion- A fact is something that can be proved to be true or false. An opinionis what someone believes or

feels.


Reading Strategy:

Title of Lesson Selection: The Dog That Dug for Dinosaurs

Strategy: Fact and Opinion

Skill: Question

Text (s):

Anchor:

Paired:

Anchor Text: The Dog That Dug for Dinosaurs

Paired Text: La Brea Tar Pits

Paired Text Skill: Text Feature – Time line


Text to Text: Think About Fossils

Text to Self: Tell About a Discovery



Shades of Meaning

Vocabulary Words:

Exact

Discovered

Remove

Growled

Amazed

Explained

Guard

souvenirs

Materials:

“Epperson’s Icicle” Read

Aloud


Cards 209-216

TIER 1

Exact

Discovered

Remove

Growled

Amazed

Explained

Guard

souvenirs

TIER 2

Fact

Opinion

Author’s purpose

question

TIER 3

Domain: Earth Science

Impression

Remains

Organic

material

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: How can you learn about animals that lived long ago?

Weekly Skill: Opinion Writing


1. Explain how the photograph of the fossil helps the reader. Use details to support your answer.

2. What is Mary’s opinion about what she finds? Use details to support your response.


Genre Writing Opinion Writing: Opinion Paragraph


Teach/Model:


Day 2: Focus Trait Organization T147 (Connect to Literature and Reader’s Notebook)



Day 5: Revise and Edit T176 (Analyze the Model, Projectable, Writing Checklist/Rubric, editing checklist, student book and

make a clean copy)

Writing Essential Question: What Makes a Great Shared Book Report?

1. The introduction tells the title of the book and an opinion.

2. Reasons support the opinion.

3. Linking words connect the opinion and the reasons.

4. The paragraph has a conclusion that retells the opinion.

•

RTI/Small Group

Instruction

Teacher Edition

p. T106, T182


iReady students

complete prescribed

iReady lessons.

Sort Words

Below

Find the Sound/Spelling

Cards that show a moon

and a cook.

Find the word cards.

Read them aloud.

Put the Word Cards

under the correct

Sound/Spelling Cards.

On Level

Use the Context Cards

for The Dog That Dug

for Dinosaurs. Write a

Think and Write

Make a Fossil

Below

Flatten a big ball of

play clay.

Press a small object into

the clay. Remove the

object to reveal its

fossil.

Repeat with another

object.

On Level

Self- Selected

Reading

Below

Write-In Reader

Pages 264-270

Discovering the Past

Target Vocabulary:

amazed, discovered,

exact, remove

Fact and Opinion

Question

On Level

Vocabulary Reader,

Dinosaur Fossils,

Differentiated


new sentence for each of

the vocabulary words.

Advanced

Use the Context cards

for The Dog That Dug

for Dinosaurs.

Draw a picture for each

of the vocabulary words.

Tell about what you

made. Then write a

sentence about it.

Advanced

Write a paragraph about

dinosaurs. Share your

writing with a friend.

Advanced

Differentiate

comprehension: Fact

and Opinion:

Question, p. T189

Week of:

June 13 – June 19

Unit: 6

Lesson: 27




On Level (Triangle)




Vocabulary

Title of Text:

The Mysterious Bone Sue Hendrickson Sir Hans Sloane Dinosaur Fossils

Target Vocabulary: Exact

Discovered

Remove

Growled

Amazed

Explained

Guard

souvenirs

Exact

Discovered

Remove

Growled

Amazed

Explained

Guard

souvenirs

Exact

Discovered

Remove

Growled

Amazed

Explained

Guard

souvenirs

Exact

Discovered

Remove

Growled

Amazed

Explained

Guard

souvenirs

Text Preview Activity: Tell children that the first

scientist to study dinosaur bones

pieced together different fossils

like a puzzle.

Remind children that a fact is

something that is true. An

opinion is something that tells a

feeling or belief. Review signal

words such as think, feel and

believe. Explain how a T-map

can help organize facts and

opinions.

Explain that Sue

Hendrickson is a woman

who hunts for fossils and

sunken treasure. She even

found a nearly whole

skeleton of a Tyrannosaurus

rex!

Remind children that it is

important to know the

difference between facts and

opinions in a selection. A

fact is something that is

true. An opinion is

Explain that Hans Sloane

was a curious man who

was a scientist and

collector. His collections

were so large that they

filled two museums!

Remind children of the

difference between facts

and opinions. Point out

that understanding the

difference can help them

better understand what they

read.


fossils are bones or footprints

that are set in rock. They

come from plants and

animals that lived a very

long time ago.

Guide children to preview

the selection. Remind them

to use context clues to help

them determine the meaning

of an unfamiliar word.

something that tells a

feeling or belief.

Skill/Focus: Fact and Opinion

Question

Fact and Opinion

Question

Fact and Opinion

Question

Fact and Opinion

Question

Questions: Reread the second sentence on

page 2. What was the people’s

belief about the big bone?

What questions might you ask

yourself to better understand why

the picture shows Buckland with

a fly?

Reread the last sentence on

page 3. Why is this

sentence an opinion?

What question would you


more about T rex Sue?



more about Sloane’s stay

in Jamaica?

Sloane thought the

Jamaican chocolate tasted

better with milk. Was that

his opnion? Why?

Explain how the photograph

on page 3 helps the reader.

What is the main idea on

pages 6-7?


Unit: 6

Lesson: 28

Grade Level: 2 Essential Question: What can you learn from reading a fairy

tale?

Standards: Reading:

RL.2.2, SL.2.1, RL.2.7, RL.2.10

Writing:

W.2.1, W.2.5


SL.2.2, SL.2.3

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Vowel Diphthongs ow, ou

Activity: Word Sort

Decodable Reader: Howie’s Big Brown Box, What a Surprise!

Reading Skill:


Definition: Sequence of Events – The order in which the events happen in a story

Graphic Organizer: Flow Chart

Reading Strategy:

Title of Lesson Selection: Yeh-Shen



Text (s):

Anchor:

Paired:

Anchor Text: Yeh-Shen

Paired Text:Cinderella

Paired Text Skill: Squence of Events, Illustrations



Text to Self: Make Decisions



Classify/Categorize

Vocabulary Words:

Task

Glimmering

Served

Content

Worn

Overjoyed

Concealed

valuable

Materials:

“Cinderella Stories” Read

Aloud


Cards 217-224

TIER 1

Task

Glimmering

Served

Content

Worn

Overjoyed

Concealed

valuable

TIER 2

Sequence

Compare

Contrast

Analyze

evaluate

TIER 3

Domain: Cultures

Oral tradition

Multicultural

Generation

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What can you learn from reading a fairy tale?

Weekly Skill:


1. Does the stepmother treat Jun-li and Yeh-Shen in the same way? Explain your answer using text evidence.

2. What does Yeh-Shen learn at the end of the story? Use details to support your answer.


Genre Writing Opinion Writing: Response Paragraph


Teach/Model:


Day 2: Focus Trait Evidence T 243 (Connect to Literature and Reader’s Notebook)


Day 4: Draft T265 (Connect to Literature, Projectable and Reader’s Notebook)

Day 5: Revise and Edit T272 (Analyze the Model, Projectable, Writing Checklist/Rubric, editing checklist, student book and

make a clean copy)

Writing Essential Question: What Makes a Great Response Paragraph?

1. The writer states an opinion about a story or an article.

2. The writer includes details and examples from the story or article to tell more about the opinion.

3. The writer leaves out details and examples that do not tell more about the opinion.

RTI/Small Group

Instruction

Teacher Edition

p. T 206, T278




Say Sounds and Words

Below

Say the name. Say the sound.

Say the letters. Put the cards in

the box.

Take turns. Shake the box.

Choose a card. Say three words

that have the same sound.

On Level

Put the cards face down. Take

turns. Turn two over. Take the

cards if they match. Turn them

back over if they don’t match.

Advanced

Find five words in a book that

have the vowel sound in owl

spelled in different ways. Use

the words to write a story.

Think and

Write

Below

Talk about

Yeh-Shen

Draw your

favorite part

of the story.

Tell about

your drawing.

Then write a

sentence about

it.

On Level

Write a letter

to the fish in

Yeh-Shen.

Ask the fish to

grant your

wish. Draw a

picture of your

wish on the

Self-Selected

Reading

Students choose just-

right books.

Below

Write-In Reader

Pages 274 -280

The Twelve Months

Target Vocabulary:

concealed, overjoyed,

task, valuable

Sequence of Events

Analyze/Evaluate

On Level

Vocabulary Reader,

Festival Fun in China,

Differentiated


Advanced

Differentiate

Comprehension:

Sequence of Events;

Analyze/Evaluate,

p.T285

front of the

card.

Advanced

What would

you do if your

wish came

true? Write

about it.

Week of:

June 20 – June 26

Unit: 6

Lesson: 28



Fountas and Pinnell

Level:

On Level (Triangle)




Vocabulary

Title of Text:

The Youngest Brother The Three Princes The Shoemaker Festival Fun in China

Target Vocabulary: Task

Glimmering

Served

Content

Worn

Overjoyed

Concealed

valuable

Task

Glimmering

Served

Content

Worn

Overjoyed

Concealed

valuable

Task

Glimmering

Served

Content

Worn

Overjoyed

Concealed

valuable

Task

Glimmering

Served

Content

Worn

Overjoyed

Concealed

valuable

Text Preview Activity: Tell children that The Youngest

Brother, like most fairy tales, is

made up of a series of events

that happen in a certain order.

Point out that knowing what

happens first, next and last can

help children follow the story.

Explain that The Three

Princes is made up of a

serious of events that

happen in a certain

order. Point out that in

stories with a lot of plot

details, it is important

to keep track of the

sequence of events.


using a flow chart can

help them keep track of

the sequence of events

in the story. This helps

Explain that this fairy tale is made

up of events that happen in a certain

order. Tell children that knowing

what happens first, next and last

will help them follow the story and

remember what they read.

Remind children that using a flow

chart can help them understand and

remember what happens first, next

and last in the story.

Ask children if they celebrate

any holiday with their

families and, if they do, to

describe something about it.

If they use the Target

Vocabulary in their responses

write the words on the board

and underline them.

them understand and

remember what they

read.


Analyze/Evaluate

Sequence of Events

Analyze/Evaluate

Sequence of Events

Analyze/Evaluate

Sequence of Events

Analyze/Evaluate

Questions: Why was the youngest brother

able to pick up all the pearls?

What happens after the Ogre

refuses to turn the brothers back

into men?

Why does the King

punish all his sons

when only Carlos

misbehaves? Do you

think this is fair?

What happens after the

kind sees how happy

Carlos and Marisol are

together?

.

Why does the shoemaker take on

such an impossible task? Do you

think he was right to do so?

What happens after the shoemaker

falls asleep?

Explain how the headings

help the reader?


pages 7-8?

Time Frame: ***

Unit: 6

Lesson: 29

Grade Level: 2 Essential Question: What good things happen when people work

together?

Standards: Reading:

RL.2.3, RL.2.7, SL.2.1, RL2.2, RL.2.10

Writing:

W.2.1, W.2.3, W.2.5


SL.2.2

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Reading longer words with long vowels a and I, Vowel Diphthongs oi, oy

Activity: Word Sort

Decodable Reader: Not So Alike, Corduroy and Will

Reading Skill:


Definition: Understanding Characters – A characters words, actions and thoughts help you to infer, or figure out what the

character is like and why the character does or says something


Reading Strategy:

Title of Lesson Selection: Two of Everything

Strategy: Summarize


Text (s):

Anchor:

Paired:

Anchor Text: Two of Everything

Paired Text: Stone Soup

Paired Text Skill: Folktale to entertain or explain


Text to Text: Have a Discussion

Text to Self: Write a Paragraph

Text to World: Connect to Traditional Tales


Antonyms

Vocabulary Words:

Search

Contained

Startled

Odd

Leaned

Tossed

Grateful

village

Materials:

“A Lesson in Happiness”

Read Aloud


Cards 225-232

TIER 1

Search

Contained

Startled

Odd

Leaned

Tossed

Grateful

village

TIER 2

Characters

Point of view

Summarize

TIER 3

Domain: Cultures

Tale

Values

beliefs

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: What good things happen when people work together?

Weekly Skill: Response Essay



Genre Writing Opinion Writing: Response Essay


Teach/Model:


Day 2: Focus Trait Evidence T343 (Connect to Literature and Reader’s Notebook)

Day 3: Prewrite T355 (Connect to Literature and Reader’s Notebook)


Day 5: Prewrite T372 (Analyze the Model, Writing Checklist/Rubric and Student book)

Writing Essential Question: What Makes a Great Response to Literature?

1. The opening clearly states an opinion about a story or article.

2. Reasons support the opinion. Linking words connect opinions and reasons.

3. Details and examples from the story or article tell more about the reasons.

4. The closing sums up the opinion.

•

RTI/Small Group

Instruction

Teacher Edition

p. T302, T378




Make Context Cards

Below

Put the context cards

in a box. Choose a

card. Say the word.

Read the sentence.

Write the word. Write

a new sentence. Draw

a picture.

On Level

Put each word card

under the correct letter

card.

Advanced


each of the words.

Think and Write

Below

Look at the picture

cards. What do they

have to do with the

folktale Two of

Everything? Use

each picture card to

tell about something

that happened to

Mr. and

Mrs.Haktak?


each word.

On Level

Make a new picture

card that shows

something or

someone in Two of

Everything.

Advanced

Self-Selected

Reading

Students choose

“just-right” books to

read independently.

Below

Write-In Reader

Pages 284-290

Fluff, Gus, and Bob

Target Vocabulary:

grateful, odd, search

startled

Understanding

Characters

Summarize

On Level

Vocabulary Reader,

Take a Trip to China,

Differentiated


Advanced

Differentiated

Comprehension:

Understanding

Characters:

Summarize, p. T385

Find a picture.

Exchange your new

picture cards.

Week of:

Unit: 6

Lesson: 29




On Level (Triangle)




Vocabulary

Title of Text:

Brer Rabbit at the Well Mouse and Crocodile Wali Dad’s Gifts Take a Trip to China

Target Vocabulary: Search

Contained

Startled

Odd

Leaned

Tossed

Grateful

village

Search

Contained

Startled

Odd

Leaned

Tossed

Grateful

village

Search

Contained

Startled

Odd

Leaned

Tossed

Grateful

village

Search

Contained

Startled

Odd

Leaned

Tossed

Grateful

village

Text Preview Activity: Explain that Brer Rabbit

tries different ways to get

out of doing his work.

While he thinks he is

smart, Brer Fox is smarter.


characters show readers

what they are like by the

way they act, speak and

feel. A column chart can

help readers to organize

information about

characters.

Explain that in this folktale,

Mouse wants to get the fruit,

but it is across a river full of

crocodiles. Clever Mouse

wants to trick Crocodile.

Remind children the story

gives clues about what

characters are like. Have

children look for

information about the way

characters’ act and speak to

better understand the story.

Explain that this folktale is

about a man who works

hard and leads a simple

life. One day, he discovers

he has more money than he

needs.


paying attention to the way

characters think, speak and

act can help them better

summarize what the

characters are like.


books give them an

opportunity to learn about

places and cultures they

may not get to visit in real

life. Guide children in

previewing the selection.


Summarize


Summarize


Summarize


Summarize

Questions: What are some things you

could say about Brer

Rabbit after reading these

pages?


when Brer Fox arrives at

the well.

How would you describe

Crocodile?

Summarize house Mouse is

able to cross the river.

Based on pages 2-3 what

would you say about

Wali’s dad?

What happens after walk

dad sends the bracelets to

the princess?

How does the map on page

3 help the reader?


Life in Cities?

Time Frame: ***

Unit: 6

Lesson: 30

Grade Level: 2 Essential Question: Why might a person from long ago still be

important today?

Standards: Reading:

RI.2.3, SL.2.1, RI.2.10, L.2.3

Writing:

W.2.1, W.2.3, W.2.5


SL.2.2, SL2.3, SL.2.1

RL, W, SL

Assessment(s):

Formative:

Summative:



Phonics: Rule: Long Vowel o and e, Final Stable Syllable -le

Activity: Word Sort

Decodable Reader: A Picnic Problem, Polly Poodle

Reading Skill:


Definition: Compare and Contrast – How details are similar to and different from other details.


Reading Strategy:

Title of Lesson Selection: Now and Ben The Modern Inventions of Ben Franklin

Strategy: Visualize


Text (s):

Anchor:

Paired:

Anchor Text: Now and Ben The Modern Inventions of Ben Franklin

Paired Text: A Model Citizen

Paired Text Skill: Using Context



Text to Self: Write a Poem



Root Words

Vocabulary Words:

Inventions

Remarkable

Designed

Amounts

Accomplishments

Achieve

Composed

Result

Materials:

“Steve Jobs: Inventor”

Read Aloud

Vocabulary In Context

Cards 233-240

TIER 1

Inventions

Remarkable

Designed

Amounts

Accomplishments

Achieve

Composed

Result

TIER 2

Compare

Contrast

Context

Visualize

TIER 3

Domain: Civics

Patriot

Pioneer

Symbol

histrical

Writing to Text:

Skill Genre: Short

Response CHOOSE 1:

Performance Task:

Essential Question: Why might a person from long ago still be important today?

Weekly Skill: Response Essay


1. What about the invention on page 527 is the same today as it was when Ben invented it? What is different about it?

2. How is life different now from when Ben Franklin lived? How is it the same? Use evidence from the text to support

your response.

Performance Task: Look back at The Mysterious Tadpole. What do you like about the story? What do you dislike? Write an essay explaining your

opinion of the story for other children to read.

Genre Writing Opinion Writing: Response Essay

Writing Trait: Elaboration and Conventions

Teach/Model:


Day 2: Focus Trait Elaboration T443 (Connect to Literature and Reader’s Notebook)

Day 3: Draft T455 (Connect to Literature and Reader’s Notebook)


Day 5: Revise, Edit and Publish Focus Trait: Conventions T472 (Analyze the model, projectable, writing checklist/rubric,

editing checklist and student book)

Writing Essential Question: What Makes a Great Response to Literature?

1. The opening clearly states an opinion about a story or article.

2. Reasons support the opinion. Linking words connect opinions and reasons.

3. Details and examples from the story or article tell more about the reasons.

4. The closing sums up the opinion.

RTI/Small Group

Instruction

Teacher Edition

T402, 482




Build Longer Words

Below

Use Letter Cards to

build these longer

words; steepest,

beaver, snowplow,

reason, soapsuds,

bowling, coastal

Build more words.

How many longer

words can you make?

Write sentences for

the words.

On Level

Say the words. Write

the words, Circle the

–le ending in each

word. Write a

Think and Write

Below

Think about the

selection Now and

Ben. Draw your

favorite invention

from the selection.

Tell about your

drawing. Then write


On Level

Write a letter to Ben

Franklin. Tell him

what you think about

one or more of his

inventions.

Advanced

Self-Selected

Reading

Students choose “just

right” books to read

independently.

Below

Write-In Reader

Pages 294-300

Cyrus McCormick and

his Reaper

Target Vocabulary:

achieve, designed,

remarkable, result

Compare/Contrast

Visualize

On Level

Vocabulary Reader,

Philadelphia, 1756

Differentiated


Advanced

Differentiated

Comprehension:

sentence for each of

the words.

Advanced

Look through a book

you ar May 30 – June

6e reading. How

many words can you

find that end in the –

le syllable? Use some

of the words to write

a story.

Choose a book from

your reading log.

Write about: your

favorite character,

what is the book

about, would you tell

a friend to read this

book?

Compare and

Contrast; Visualize, p.

T489

Week of:

Unit: 6

Lesson: 30




On Level (Triangle)




Vocabulary

Title of Text:

Making a Newspaper American’s First

Firefighters

From Trails to Highways Philadelphia 1756

Target Vocabulary: Inventions

Remarkable

Designed

Amounts

Accomplishments

Achieve

Composed

Result

Inventions

Remarkable

Designed

Amounts

Accomplishments

Achieve

Composed

Result

Inventions

Remarkable

Designed

Amounts

Accomplishments

Achieve

Composed

Result

Inventions

Remarkable

Designed

Amounts

Accomplishments

Achieve

Composed

Result

Text Preview Activity: Explain that newspapers

were made differently in

the 1700s. The printing

process then was much

more difficult than it is

now.

Remind children they can

use a Venn diagram as

they think about how

making newspapers today

is similar to and different

from making them long

ago..

Explain that fighting fires

has improved greatly since

the first fire departments in

the 1700s?

Remind children that it

often helps readers fully

understand text if they use a

Venn diagram to track

similarities and differences.

Explain that traveling from

city to city in colonial

times was very different

from traveling today.

Roads in colonial times

were different from today’s

streets and highways.


visualizing details and

thinking about similarities

and differences within a

topic will help them

understand the selection.


many colonists came to

Philadelphia and worked

hard to make it an

important city, including

Ben Franklin.

Mention to children that

they will see the Target

Vocabulary words they just

learned in this book. Have

them preview the selection.


Visualize


Visualize


Visualize


Visualize

Questions: What is one difference

between printing now and

printing in the 1700s?

How does visualizing help

you understand the

printing process in the

1700s?

How is firefighting today

the same as in the 1700s?


you understand what

happens at the fire station

when someone dials 911?

Compare travel in the early

1700s with travel in the late

1700s. How was it the

same? How was it

different?


you understand what

turnpikes were like in

colonial times?


you understand what it was

like to sail to American

from other countries?

mount vernon city school district

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