Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 2

Unit 4: Making Inferences (Fiction)3 Weeks

Students should understand and be able to:Comprehension Focus

Students make inferences to understand character’s feelings, motivations, and actions. Students informally explore text structure in narrative texts, including character and plot. Students read independently.

Social Development Focus Students take responsibility for their learning and behavior. Students develop the group skill of explaining their thinking. Students participate in a check-in class meeting.

Mentor Texts What Mary Jo Shared Erandi’s Braids Chester’s Way

Making MeaningWeek 1

Day 1: Read-aloud – What Mary Jo Shared

Pair students and get ready to work together

Introduce and read the story aloud Discuss the story IDR: Document IDR conferences

Day 2: Strategy Lesson

Discuss explaining thinking clearly Reread the story Introduce the “What Mary Jo

Shared” chart IDR: Document IDR conferences

Assessment: make inferences, using text to support thinking

Day 3: Class Meeting

Gather for class meeting Discuss taking responsibility IDR: Document IDR

conferences/write in IDR journals

Common Core State StandardsL.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose and understanding.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c Use context to confirm or self-

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose and understanding.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c Use context to confirm or self-

and understanding.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.3 Describe how characters in a story respond to major events and challenges.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.SL.2.1c Ask for clarification and further

correct word recognition and understanding, rereading as necessary.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.3 Describe how characters in a story respond to major events and challenges.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.SL.2.1b Build on others' talk in conversations by linking their comments to the of remarks of others.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.SL.2.2 Recount or describe key ideas or

correct word recognition and understanding, rereading as necessary.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

explanation as needed about the topics and texts under discussion.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

details from a text read aloud or information presented orally or through other media.

Making Meaning VocabularyWeek 8

Vocabulary Words: routine, expert, fade, flapDay 1: Ongoing Review

Play “Finish the Story” Introduce and define new words Talk about the words Extension: Discuss compound

words

Assessment: word choice, using words during informal conversations

Day 2 Review words Introduce and define new words Discuss the words Act out the words

Day 3 Review words What do you think about?

Individual Progress Assessment: Word Check 2 (BLM2)

Students Self-Assessment: (BLM7)

Common Core State StandardsL.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

Making MeaningWeek 2

Day 1: Read-aloud – Erandi’s Braids

Get ready to work together Introduce and read the story aloud Discuss the story IDR: Document IDR

conferences/discuss main characters

Day 2: Strategy Lesson

Get ready to work together Reread the story aloud Discuss and complete the “Erandi’s

Braids” chart Add to the “Reading

Comprehension Strategies” chart IDR: Document IDR

conferences/write in IDR journals Extension: Revisit visualizing

Day 3: Independent Strategy Practice

Review making inferences about characters

Read independently Model making inferences about

characters Reread independently and talk to a

partner Reflect

Assessment: make inferences, identify clues to support inferences

Common Core State StandardsL.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose and understanding.RF.2.4b Read on-level text orally with

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose and understanding.RF.2.4b Read on-level text orally with

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose and understanding.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.3 Describe how characters in a story respond to major events and challenges.

accuracy, appropriate rate, and expression on successive readings.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.3 Describe how characters in a story respond to major events and challenges.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

accuracy, appropriate rate, and expression on successive readings.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.3 Describe how characters in a story respond to major events and challenges.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Making Meaning VocabularyWeek 9

Vocabulary Words: reluctant, ponder, introduce, uniqueDay 1: Ongoing Review Play “Which Word Am I?” Introduce and define new words Discuss the words Act out the words

Day 2 Review words Introduce and define new words Practice Introductions Vocabulary activities

Day 3 Review words Discuss what you would say or do

Common Core State StandardsL.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes,

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in

demonstrate understanding of key details in a text.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

repeated lines) supply rhythm and meaning in a story, poem, or song.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

Making MeaningWeek 3

Day 1: Read-aloud – Chester’s Way

Reflect on partner work Introduce and read the story aloud Discuss the story IDR: Document IDR

conferences/infer about characters

Day 2: Strategy Lesson

Revisit the story and reread Reread and infer about main

characters Connect reading to partner work IDR: Document IDR

conferences/infer about characters

Day 3: Independent Strategy Lesson

Review making inferences about characters

Read independently Reread independently Discuss characters Reflect on taking responsibility

during independent reading

Assessment: make inferences, identify

clues to support inference

Individual Comprehension Assessment: making inferences

Common Core State StandardsL.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose and understanding.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.3 Describe how characters in a story respond to major events and challenges.RL.2.5 Describe the overall structure of a

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose and understanding.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson,

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.RF.2.4a Read on-level text with purpose and understanding.RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.3 Describe how characters in a story respond to major events and challenges.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about

story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

or moral.RL.2.3 Describe how characters in a story respond to major events and challenges.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

Making Meaning VocabularyWeek 10

Vocabulary Words: prepare, embarrass, grip, huddleDay 1: Ongoing Review Play “Make a Choice” Introduce and define new words Use context clues Talk about the words Extension: Discuss compound

words

Assessment: comprehension of word meaning, challenging words, interest in learning new words

Day 2 Review words Introduce and define new words Act out the words Think about the words

Day 3 Review words Play “Finish the Story”

Common Core State StandardsL.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g.,

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.SL.2.1 Participate in collaborative

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe

describe foods that are spicy or juicy).L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

(e.g., When other kids are happy that makes me happy).SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.

Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together during the unit. Label a sheet of chart paper “What Mary Jo Shared.” Under this title, create two columns labeled “What does Mary Joe do?”

and “What does this tell us about Mary Jo?” (Example on p. 113). Label a sheet of chart paper “Erandi’s Braids.” Create two columns labeled “What does Erandi do?” and “What does this tell

us about Erandi?” (Example p. 124). Collect a variety of narrative texts for students to read independently throughout the unit. Make multiple copies of the “IDR Conference Notes” record sheet (BLM16). Prepare to model making an inference about a character in independent reading (p. 126, 139). Make copies of the Unit 4 Parent Letter to send home at the end of the unit.

Making Meaning Vocabulary Collect the following word cards for ongoing review: 1, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, and 33 Write context sentences from Erandi’s Braids on the board. (Step 1, on p. 144.) Collect a set of house keys, a coffee mug, or some other personal items to act out the word grip (Step 3, p. 149.)