Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 2

Unit 6: Wondering (Fiction and Narrative Nonfiction)2 Weeks

Students should understand and be able to:Comprehension Focus

Students explore the difference between fiction and nonfiction texts. Students identify what they learn from nonfiction text. Students use wondering to make sense of text. Student read independently.

Social Development Focus Students relate the value of responsibility to their behavior. Students develop the group skill of contributing ideas that are different from other people’s ideas.

Mentor Texts The Tale of Peter Rabbit Beatrix Potter The Art Lesson “Draw, Draw, Draw”: A Short Biography of Tomie dePaola

Making MeaningWeek 1

Day 1: Read-aloud – The Tale of Peter Rabbit

Pair students and get ready to work together

Introduce the story and read aloud

Discuss the story Wonder about Beatrix Potter Reflect IDR: Teach Self-monitoring

Day 2: Read-aloud/Strategy Lesson – Beatrix Potter

Introduce nonfiction Introduce the story and build

background knowledge Read the story aloud with brief

section introductions Discuss what students learned

and wonder Reflect on working together IDR: Practice Self-monitoring

Day 3: Read-aloud/Strategy Lesson

Introduce and briefly model contributing different ideas

Read the rest of the story aloud with brief section introductions

Discuss the book and what students wonder

Reflect on contributing different ideas

IDR: Practice Self-monitoring/write in IDR journals

Extension: Read other tales by Beatrix Potter, Learn more about Beatrix Potter

Assessment: contributing ideasCommon Core State Standards

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.2.4a Read on-level text with purpose and understanding.

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.4a Read on-level text with purpose and understanding.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to

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.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.2.7 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.

demonstrate understanding of key details in a text.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, 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.

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, 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 14

Vocabulary Words: host, hospitality, gratitude, overjoyedWord-learning Strategy: Using context to determine word meaningsDay 1: Ongoing Review

Play “Finish the Story” Introduce and define new words Explore context clues Vocabulary activities Talk about the words

Assessment: word choice, explain reasoning, using new words learned during informal conversations

Day 2 Review words Introduce and define new words Talk about the words

Day 3 Review words Discuss “What Would We Do or

Say?”

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.2.5 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

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

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

(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, 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.

(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.

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 – The Art Lesson

Review Biographical Nonfiction and build background knowledge

Introduce the story and read aloud and wonder

Discuss the story and make connections

Reflect on working together IDR: Practice

Self-monitoring/Document IDR conferences

Extension: Read other Autobiographical stories by Tomie dePaola

Day 2: Read-aloud/Strategy Lesson – “Draw, Draw, Draw”

Review The Art Lesson Introduce “Draw, Draw, Draw,”

read aloud, and wonder Discuss what students learned

and wonder Reflect on working together IDR: Practice

Self-monitoring/Document IDR conferences

Extension: Learn more about Tomie dePaola

Assessment: making connections, contributing idea

Individual Comprehension Assessment: wondering to understand text

Day 3: Class Meeting

Gather for a class meeting Reflect on the reading

community Adjourn the class meeting IDR: Review

Self-monitoring/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

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

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.

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.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.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

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.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.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

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.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.

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.

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 15

Vocabulary Words: occasionally, encourage, disapprove, approveWord-learning Strategy: Recognizing antonymsDay 1: Ongoing Review

Play “Which Word Am I?” Introduce and define new words Vocabulary games Talk about the words

Day 2 Review words Introduce and define new words Vocabulary activities Extension: Discuss the prefix -

dis

Day 3Review wordsVocabulary activities

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.2.6 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.

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.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).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

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

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 throughout the unit. Prepare the “Thinking About My Reading” chart for self-monitoring during IDR. Collect nonfiction texts that the students can examine and read independently. Collect books written or illustrated by Tomie dePaola for students to read independently. Prepare a chart with the title “What We Wonder About Tomie dePaola.” Make copies of the Unit 6 Parent Letter to send home at the end of the unit.

Making Meaning Vocabulary Use the following word cards for ongoing review: 6, 13, 25, 47, 48, 49, 50, 51, 52, and 56.