The Map Gr2 Q4.docx · Web viewFor more detailed information see the teacher’s ... WIDA Standard 2: English ... -Write opinion pieces in which they introduce the topic or book

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 4th Nine Weeks Grade 2

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM)

Shelby County Schools2016/2017

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and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts, which often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills previously learned.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.


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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.


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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.



Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read Alouds, Shared Reading, Guiding Reading

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Guide to planning interactive read alouds.

http://www.k12reader.com/category/balanced-literacy/ Teachers can use this resource to learn about the components of a Balanced Literacy Program.

Literacy Work Stations

https://pals.virginia.edu/literacy-workstations.html Teachers can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations.


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http://www.readingrockets.org/strategies The library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy in the library includes instructions on how to use the strategy, downloadable templates, examples, recommended children's books to use with the strategy, differentiation for second language learners, students of varying reading skill, students with learning disabilities, younger learners and supporting research.

Additional Phonemic Awareness/Phonics Resources

http://www.mayersonacademy.org.previewdns.com/online-digital-solutions/orton-gillingham-card-deck-app/

For each grapheme, this App offers the multisensory experience of: Hearing the corresponding phoneme and key word; Watching a video clip showing the articulation of the phoneme; Practicing the phoneme with a voice recording/playback option.

http://www.readingrockets.org/article/phonics-and-word-recognition-instruction-early-reading-programs-guidelines-accessibility

In this article, the authors provide guidelines for determining the accessibility phonics and word recognition programs.

http://www.readingrockets.org/reading-topics/phonics-and-decoding This section provides information about how to teach children to sound out words, and what to do if a child is having difficulty linking letters and sounds.

Using the Curriculum Maps, Grades K-2

Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

o CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

o CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own

objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).


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http://www.readingrockets.org/reading-topics/phonics-and-decoding





http://www.readingrockets.org/strategies



Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.

When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

Remember to include differentiated activities for small group instruction. When planning keep in mind that foundational skills are taught both explicitly and implicitly. Also keep in mind that that the reading

foundations strand includes print concepts, phonological awareness, phonics and word recognition and fluency. To help guide your instruction the maps include a weekly Reading Foundations section in all K-2 maps. This section contains a five-day plan for foundational skills instruction. For further support on foundational skills instructional practices see the following links:

http://www.readingrockets.org/article/phonics-watch-learn https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/index.html

Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year, the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country. For further information regarding grade level TWAGs see the following: http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036

Extended Texts Weeks


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http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/index.html

http://www.readingrockets.org/article/phonics-watch-learn



In further efforts to build knowledge in harmony with literacy shift 3, Extended Text Weeks have been added to the maps. Like the TWAG, Extended Text Weeks allow more time to dig deeply into a high-quality, complex anchor text from the Journeys series. In order to build student knowledge around the topic of the anchor text, links to a variety of text/media have been included. By studying a high-leverage topic over two weeks or more, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Key Terms:

• Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

• Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

• Foundational Skills: The Foundational Skills are focused on developing students’ understanding and working-knowledge of print concepts, phonological awareness, phonics and word recognition and fluency. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.

• Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.

• Evidence Statements: Statements taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important


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to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

• Essential Questions: Specific questions to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.

Skills Based and Meaning Based CompetenciesShelby County Schools

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In early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.


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K-2 Foundational Skills

Beginning in the 2nd semester of the 2016-17 school year, the K-2 curriculum maps will include daily activities under the subheading Foundational Skills. This addition is meant to highlight the recommended daily phonemic awareness/phonic activities called out in the Journeys curriculum. Additionally, this new section outlines the importance of explicitly teaching foundational skills daily. The daily lessons noted in the maps contain the gist of the information found in the Journeys teacher edition. For more detailed information see the teacher’s edition pages referenced. It is important to note that foundational skills instruction requires differentiation and attention to students’ individual needs. For this reason it is often delivered in small groups, it may also be integrated across the literacy block, which would include whole group instruction.

In the early grades, different types of texts are used for different purposes. The decodable texts align with skills based competencies and are meant to help students build automaticity. Complex texts align with meaning based competencies and support students in building knowledge. Both text types are outlined below:


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Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.


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Reading Foundational Skills * See TWAG in the AppendixWEEKs 1 & 2: UNIT 6 LESSON 26ANCHOR TEXT The Mysterious Tadpole

Decodable Texts: The New Moose pp. 1-8Follow the Clues pp. 9-16

Reading Foundational Skills Standards

RF.2.3d-Decode words with common prefixes and suffixes.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.RF.2.4b-Read grade-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.DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Opening Routines

Phonemic Awareness

Opening Routines, T12-13 Phonemic Awareness High Frequency Words

Phonemic Awareness, T16








Fluency

Phonics

Fluency: Accuracy, T14

Phonics Words with oo, ew, ue, ou

T16-18


Phonics, Words with oo, ew, ue, ou T42-43


Phonics, Words with oo, ew, ue, ou T52


Phonics, Review, T62-63


Phonics, Review, T78

Literacy Station Activities to Reinforce Foundational Skills Phonics/word study station: Journeys Word Study flip chart Lesson 26, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities:

https://www.engageny.org/ccls-ela/rf23ehttp://www.fcrr.org/curriculum/PDF/G2-3/2-3PA_1.pdf

Fluency station (optional): Journeys Cold Reads-Cold Reads are leveled passages that can be used to practice and monitor fluency.


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Weeks 1 & 2 Lesson 26 *See TWAG in the AppendixReading Selection(s) The Mysterious Tadpole (Lexile 590)-Fantasy From Eggs to Frogs (Lexile 580)-Informational Text

Text Complexity Measures, including qualitative information, can be found on page, T2. This information can be useful in planning for parts of the text that may be challenging to students.

Essential Question:Week 1: How did the changes in Alphonse affect the characters in the story?Week 2: What is the life cycle of a frog and how do the changes affect the behaviors (adapting to its environment) of the frog?Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RI.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.7-Explain how images contribute to and clarify text.

WIDA Related StandardRI.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Provides a description of overall structure of a story, including how the beginning introduces the story and how the ending concludes the action.

Provides a statement about differences in the points of view of characters.

Provides identification of the main purpose of a text, including what the author wants to answer, explain, or describe.

Provides an explanation of how specific images contribute to and/or clarify a text.

Sample Objectives (I can): Map the structure of The Mysterious Tadpole

by completing a story map. Discuss the different characters and their points

of views regarding the events in The Mysterious Tadpole.

Identify the main purpose of The Mysterious Tadpole.

Explain how charts, diagrams, or illustrations are helpful in clarifying events in The Mysterious Tadpole.

Performance Assessments Journeys Weekly Assessment, Lesson 26 Journeys Reader’s Notebook, Lesson 26 Teacher-created

Option for Reteaching Progress Monitoring Respond to Assessment- T78

Scaffold Close Reading –T24(Teacher-led Small Group or Whole Group) First Read-Think Through the Text Second Read-Analyze the Text Independent Reading

Text Dependent Questions What does everyone think Alphonse is at the beginning of the story?

(general understanding) How should Louis saying, “Maybe it’s because he only eats

cheeseburgers” be a clue that Alphonse is different? (inference) What does Ms. Shelbert mean when she says that Alphonse is not an

“ordinary frog” on p.392? What evidence supports your answer? (vocabulary)

What events happen in the story that lead to Louis calling Ms. Seevers, the librarian? (general understanding)

How can you tell Alphonse is not a tadpole? (inferences) What was the author’s purpose for writing The Mysterious Tadpole?

(author’s purpose) Based on the text on pages 390-391 what differing points of view doe


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Louis and his parents have regarding Alphonse? (text structure) Look back at the chart in the illustration on page 387. How does image

in comparison to the other illustrations in the text help us to draw conclusions about Alphonse? (inference)

Uncle McAllister gives Louis a “curious stone” from Scotland for his birthday. When the stone cracks, what can you predict may happen with the animal inside based on what happened with Alphonse? (inference)

Leveled Readers-For Building Knowledge and Intervention Advanced: Katy’s Inventions, (Lexile 390) On-Level: Planet Zogo, (Lexile 430) Struggling Readers: Larry the Singing Chicken-(Lexile, 300) Vocabulary Reader: The Loch Ness Monster (Lexile, 630) English Language Support: Jason and the Space Creature (Lexile

330)

Literacy Station Activities Comprehension Station: Journeys Comprehension flip chart Lesson

26, prediction, conclusions, retell using sequence cards, review of previously taught skills, additional optional activities: http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdfhttp://www.busyteacherscafe.com/printables/reading.htmlhttp://www.fcrr.org/studentactivities/c_041c.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Reading Level 1: EnteringIdentify whether the author’s purpose is to explain or describe by pointing to pictures that represent an explanation or description.

Level 2: EmergingIdentify whether the author’s purpose is to answer, explain, or describe by using matching phrases and short sentences with pictures and purpose.

Level 3: DevelopingIdentify whether the author’s purpose is to answer, explain, or describe producing simple sentences using repetitive structures and key, content-based vocabulary.

Level 4: ExpandingIdentify whether the author’s purpose is to answer, explain, or describe, producing expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.

Level 5: BridgingIdentify whether the author’s purpose is to answer, explain, or describe using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:Shelby County Schools

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http://www.fcrr.org/studentactivities/c_041c.pdf

http://www.busyteacherscafe.com/printables/reading.html

http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf



North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Standards Evidence Statements Content & TasksWriting/ResearchW.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.5-Focus on a topic and strengthen writing by revising and editing.W.2.8-Recall information from experiences or gather information to answer a question.

Introduces a topic in an information or explanatory text.

Uses facts and definitions to develop points in an informational or explanatory text.

Provides a concluding statement or section in an informational or explanatory text.

Provides writing that is focused on a topic. Recalls information from provided sources to

answer a question in writing. Gathers information from provided sources to

answer a question in writing.

Sample Objectives (I can): Write to inform about a specific topic. Retell the important events that occurred in the

story, The Mysterious Tadpole. Gather information from text to answer a

question in writing.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Daily Proofreading Practice Journeys Projectables, Lesson 26

Writing Task/Culminating Task See TWAG in Appendix

Standards Evidence Statements Content & TasksSpeaking and ListeningSL.2.1a-Follow rules for discussion (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 remarks of others.SL.2.2-Recount or describe key ideas or details from text read aloud, information presented orally, or through other media.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Demonstrates the ability to participate in collaborative conversations with diverse partners on grade 2 topics and texts in both small and large groups.

Demonstrates the ability to follow agreed-upon rules for discussion.

Demonstrates ability to build on others’ talk in conversations by linking their comments to the remarks of others.

Demonstrates ability to ask for clarification and further explanation as needed about topics and texts discussed.

Demonstrates ability to recount or describe key ideas or details from text read aloud.

Demonstrates ability to recount or describe key ideas or information presented orally or through

Performance Assessments Participating in discussions, read alouds and q/a sessions Speaking in complete sentences Classroom routines and procedures Responsive Classroom activities such as Morning Meeting Recount key ideas from the text

Guided Retelling: p. T36 Classroom Conversation: p. T46


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http://www.livebinders.com/play/play?id=1089921%20



other media.

Sample Objectives (I can): Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from text read aloud.

Standards Evidence Statements Content & TasksLanguageL.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.

Demonstrates the ability to use an apostrophe to form contractions.

Demonstrates the ability to determine or clarify the meaning of unknown words and phrases by using context clues.

Demonstrates the ability to determine or clarify the meaning of unknown words and phrases by using print and digital glossaries and dictionaries.

Sample Objectives (I can): Use apostrophes in contractions. Use context clues to figure out the meaning of

multiple meaning words. Use glossaries and dictionaries to determine

the meanings of words.

Vocabulary Daily Vocabulary Boost Antonyms

Lesson Vocabulary (taught within context) shocked, solve, problem, sensible, develop

Academic Vocabulary mysterious, confused, ordinary, abbreviation, topic http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-

detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts Contractions with NOT Projectable 26.2 Contractions with Pronouns Projectable 26.5

Performance Assessments for both Journey’s Weekly Assessment Journeys Reader’s Notebook Teacher Created

Vocabulary Station Activities


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http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf



Journeys Literacy Language Guide-Vocabulary-Lesson 26This five-day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.

Additional Vocabulary Activities: http://learningtasks.weebly.com/vocabulary-strategies.html

http://www.fcrr.org/studentactivities/v_012c.pdf

Performance Assessments Journeys Progress Monitoring, Lesson 26 Journeys Grab-and-Go, Lesson 26 Teacher Created

Reading Foundational SkillsWEEK 3: REFER TO UNIT 6 LESSON 27ANCHOR TEXT: The Dog That Dug for Dinosaurs

Decodable Texts: Woody Woodchuck and the Mysterious Ball, pp.17-24One or More, pp. 25-32


RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read irregularly spelled words.RF2.4a-Read grade-text with purpose and understanding.

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines

Phonemic Awareness

Opening Routines T112-113 Phonemic Awareness High Frequency Words

Phonemic Awareness,T116








Fluency Fluency: Intonation T114 Fluency: Natural Pauses T237

Fluency: Natural Pauses T247

Fluency: Natural Pauses,T257

Fluency: Natural Pauses T275


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http://learningtasks.weebly.com/vocabulary-strategies.html



Phonics Phonics:

Words with oo, T116-T118

Phonics:Words with oo, T140-T141

Phonics: Review, T150-151

Phonics: Review, T162-163

Phonics: Review, T178


https://www.engageny.org/ccls-ela/rf23ehttp://www.fcrr.org/studentactivities/F_006c.pdf


Week 3- Lesson 27Reading Selections The Dog That Dug for Dinosaurs, (Lexile 590)- (Biography) La Brea Tar Pits, (Lexile 640)-(Informational Text)

Text Complexity Measures, including qualitative information, can be found on page, T102. This information can be useful in planning for parts of the text that may be challenging to students.

Instructional Resources for Building Knowledge OptionsDinosaur World? http://www.readworks.org/passages/dinosaur-worldThe Age of Dinosaurs (640L) http://www.readworks.org/passages/fossils-dinosaurs-age-dinosaursVideo of anchor text https://www.youtube.com/watch?v=8hkGYL2vA4kDinosaur Facts-http://www.search4dinosaurs.com/http://www.enchantedlearning.com/subjects/dinosaurs/http://www.thedinosaurmuseum.com/dino-factsDinosaur Science-http://www.sciencekids.co.nz/sciencefacts/dinosaurs.htmhttp://www.sciencekids.co.nz/sciencefacts/dinosaurs/fossilseggs.html

Essential Question:Standards Evidence Statements Content & TasksReading Literature and Informational TextRI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.7-Explain how images contribute to and clarify text.RI.2.8-Describe how reasons support specific points the

Provides a description of the connection between a series of historical events in a text.

Provides a description of the connection between a series of scientific concepts or steps in technical procedures in a text.

Provides an identification of the main purpose of the text, including what the author wants to answer, explain, or describe.

Provides a description of how the reasons in a


Performance Task-Optional Have students move the way they believe the dinosaurs from The Dog

that Dug for Dinosaurs would have moved when they were living. Have them explain why they chose their movement.


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http://www.sciencekids.co.nz/sciencefacts/dinosaurs/fossilseggs.html

http://www.sciencekids.co.nz/sciencefacts/dinosaurs.htm

http://www.thedinosaurmuseum.com/dino-facts

http://www.enchantedlearning.com/subjects/dinosaurs/

http://www.search4dinosaurs.com/

https://www.youtube.com/watch?v=8hkGYL2vA4k

http://www.readworks.org/passages/fossils-dinosaurs-age-dinosaurs

http://www.readworks.org/passages/dinosaur-world

http://www.fcrr.org/studentactivities/F_006c.pdf



author makes in a text. text support specific points made by the author.Sample Objectives (I can): Ask and answer questions from The Dog that

Dug Dinosaurs to demonstrate understanding of key details.

Determine the meaning of words and phrases in a The Dog that Dug Dinosaurs.

Identify the main purpose from The Dog that Dug Dinosaurs.

Explain how images contribute to and clarify text in The Dog that Dug Dinosaurs.

Describe how reasons support points the author makes in The Dog that Dug Dinosaurs.



Text-dependent Questions What can fossils tell us about dinosaurs according to the text? (general

understanding) What details does the author give about Tray and why does she

include them? (key details) How does the text explain what an Ichthyosaur is? (key

details/vocabulary) What does the picture on page 425 show? How does the illustration

support the details in the text? (key details) On page 431 the author describes what the men and women wore.

What was the author’s purpose in including those details? (author’s purpose)

Why does the author write this story? Does she want to persuade, inform, or entertain? (author’s purpose)

Why does the painting of Mary Anning show her holding a chisel and a basket? (inference)

Look at the painting on page 439. Keeping the text in mind, why do you think the painting of Mary Anning shows her holding a chisel and a basket? (opinions)

How does the location of the fossils on the coast of England in The Dog that Dug for Dinosaurs compare to the La Brea Tar Pits? What conclusions can you draw? (intertextual connections)

Leveled Readers Advanced: Sir Hans Sloane, (Lexile, 600) On-Level: Sue Hendrickson, (Lexile, 680) Struggling Readers: The Mysterious Bone-Building Knowledge and

Intervention Vocabulary Reader: Dinosaur Fossils (Lexile, 660) English Language Support: Sue Hendrickson: Fossil Hunter (Lexile

690)


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27, fact/opinion chart, retell using sequence cards, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_013b.pdfhttp://www.fcrr.org/studentactivities/c_030c.pdfhttp://www.fcrr.org/studentactivities/c_031c.pdfhttp://www.busyteacherscafe.com/printables/reading.html

Standards Evidence Statements Content & TasksWriting/ResearchW.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5-Focus on a topic and strengthen writing by revising and editing.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing.W.2.7-Participate in shared research and writing project (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.8-Recall information from experiences or gather information from provided sources to answer a question.

Introduces a topic in an information or explanatory text.


Provides a concluding statement or section in an informational or explanatory text.

Provides writing that is focused on a topic. Uses a variety of digital tools to produce and

publish writing. Participates in shared research and writing

project. Recalls information from provided sources to



Sample Objectives (I can): Draft an informative writing that includes facts

about a topic. Participate in a shared research and writing

experience. Provide information from sources about a single

topic.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences that focus on word choice,

voice, and ideas Short and/or daily/weekly writing Projectables 27.3, 27.7, 27.9, 27.10

Writing Tasks/Culminating Task Using the information gained from this week’s texts, resources shared

in the Building Knowledge section, and/or additional research, students will write a report about dinosaurs. Add a visual display to your report. Share your writing with the class.

Standards Evidence Statements Content & TasksSpeaking and Listening Demonstrates the ability to follow agreed-upon Performance Assessments


Page 20 of 45



http://www.fcrr.org/studentactivities/c_013b.pdf



SL.2.1a-Follow rules for discussion (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 remarks of others.SL2.3-Ask and answer questions about what a speaker says in order to clarify comprehension gather additional information or deepen understanding of a topic of issue.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

rules for discussion. Demonstrates ability to build on others’ talk in

conversations by linking their comments to the remarks of others.

Demonstrates ability to ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Demonstrates the ability to produce complete sentences appropriate to task and situation in order to provide requested detail or clarification.

Sample Objectives (I can): Follow the agreed upon rules for discussion. Build on other’s talk in conversations by linking

comments and remarks. Ask questions about what a speaker says. Answer questions about what a speaker says.

Classroom routines and procedures Participate appropriately in classroom discussions Share an experience

Standards Evidence Statements Content & TasksLanguageL.2.1d-Form and use past tense of frequently occurring irregular verbs (e.g., sat, hit, told).L.2.1e-Use adjectives and adverbs, and choose between them depending on what it is to be modified.L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.L.2.5 a-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).

Demonstrate the ability to form and use past tense irregular verbs.

Demonstrate the ability to use adjectives and adverbs correctly.

Demonstrate the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using glossaries and beginning dictionaries.

Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.

Provides a statement showing understanding of the shades of meaning among closely related verbs and adjectives.

Sample Objectives (I can): Identify and use adverbs that tell how.

Vocabulary Daily Vocabulary Boost

Vocabulary for Explicit Instruction pupils, tense, likely, represent, identify http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-


Vocabulary Station Activities Journeys Literacy Language Guide-Vocabulary-Lesson 27

This five-day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.

Vocabulary Station: concept map, use context to illustrate selected vocabulary words, review previously taught skills, additional optional


Page 21 of 45






Identify and use adverbs that tell when. Use adjectives with a and an. Use adjectives with –er and –est. Distinguish shades of meanings among

adjectives.

activities:http://www.fcrr.org/studentactivities/v_025b.pdfhttps://www.engageny.org/ccls-ela/l21e

Language Arts Adverbs Adverbs Projectables 27.2, 27.5


Reading Foundational SkillsWEEK 4: REFER TO UNIT 6 LESSON 28ANCHOR TEXT Yeh Shen

Decodable Texts: Howie’s Big Brown Box, pp.33-40What A Surprise!, pp.41-48


RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read irregularly spelled words.RF2.4a-Read grade-text with purpose and understanding.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5Opening Routines

Phonemic Awareness



Opening Routines T234-235 Phonemic Awareness High Frequency words




Opening Routines, T254-255 Phonemic Awareness High Frequency words



Fluency Fluency: Natural Pauses Fluency: Natural Pauses Fluency: Natural Pauses Fluency: Natural Pauses, Fluency: Natural Pauses


Page 22 of 45

https://www.engageny.org/ccls-ela/l21e

http://www.fcrr.org/studentactivities/v_025b.pdf



Phonics

T214

Phonics:Vowel Diphthongs ow, ou,T216-218

T237

Phonics,Vowel Diphthongs ow, ou,

T236-237

T247

Phonics: ReviewT2246

T257

Phonics: Review,T256-257

T275

Phonics: Review,T274

Literacy Station Activities to Reinforce Foundational Skills Phonics/word study station: Journeys-Word Study flip chart Lesson 28, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities:

http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/ *phonics skill 7http://www.fcrr.org/studentactivities/P_020b.pdf


Week 4- Lesson 28Reading Selections Yeh-Shen, (Lexile 630)- (Fairy Tale) Cinderella, (Lexile 580)-(Fairy Tale)

Text Complexity Measures, including qualitative information, can be found on page, T202. This information can be useful when planning for parts of the text that may be challenging to students.

Instructional Resources for Building Knowledge OptionsCinder Edna (610L) http://www.readworks.org/lessons/grade2/compare-and-contrast/lesson-3Comparing an Italian Cinderella Story with a Native American Cinderella Storyhttps://macmillanmh.com/ccssreading/treasures/grade2/pdf/ccslh_g2_rl_1_3b_link_2.pdfMulticultural Cinderella http://asiasociety.org/twice-upon-time-multi-cultural-cinderellaInteractive Website that teaches elements of a story through the story Cinderella. http://www.learner.org/interactives/story/index.html

Essential Question: What can you learn from reading different versions of the same story?Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.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.2.5-Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.6-Acknowledge differences in the point of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information from illustrations and words in a print

Provides a recounting of stories, including fables, folktales and folktales form diverse cultures.

Provides an identification of the central message, lesson or moral in a text.

Provides a description of how characters in a story respond to major events.



Demonstrates understanding of characters, setting, or plot of a print or digital text by using

Performance Assessments Journeys Weekly Assessment, Lesson 28 Journeys Reader’s Notebook, Lesson 28 Teacher-created

Performance Task-Optional Have students discuss what they can learn from reading fairy

tales.


Scaffold Close Reading –T224(Teacher-led Small Group or Whole Group)


Page 23 of 45

http://www.learner.org/interactives/story/index.html

http://asiasociety.org/twice-upon-time-multi-cultural-cinderella

https://macmillanmh.com/ccssreading/treasures/grade2/pdf/ccslh_g2_rl_1_3b_link_2.pdf

http://www.readworks.org/lessons/grade2/compare-and-contrast/lesson-3

http://www.fcrr.org/studentactivities/P_020b.pdf

http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/



or digital text to demonstrate understanding of characters, setting, or plot.RL.2.9-Compare and contrast two or more versions of the same story by different authors or from different cultures.

Related WIDA StandardsRL.2.3-Describe how characters in a story respond to major events and challenges.

information gained from the illustrations and words of the text.

Provides a comparison and contrast of two or more versions of the same story written by different authors.

Sample Objectives (I can): Recount Yeh-Shen and determine the

message, lesson, or moral. Discuss what happens to the main character in

the beginning, middle and end of the story Yeh-Shen.

Discuss the different points of view of the characters in the text Yeh-Shen.

Use information from illustrations and words to demonstrate understanding of characters, setting and plot in Yeh-Shen.

First Read-Think Through the Text Second Read-Analyze the Text Independent Reading

Text-dependent Questions Why does Yeh-Shen live with her stepmother and stepsister?

(general understanding) At the beginning of the story, what does the stepmother do to

Yeh-Shen’s friend the fish and why? (general understanding) How does Yeh-Shen react to what happens to the fish? (key

detail) How does the stepmother treat Yeh-Shen and Jun-li differently?

(key details) What caused Yeh-Shen to be overjoyed on page 462?

(vocabulary/text structure) What does the word concealed mean on page 463 in the text?

(vocabulary) Based on what you know about Yeh-Shen, why does she hide her

clothing after the ball? (inference) What lesson is the author trying to teach from reading Yeh-Shen?

(author’s purpose) What does Yeh-Shen learn by the end of the story? (key

understanding) Compare what happened with the slipper in Yeh-Shen to what

happened in Cinderella. What are some of the similarities and differences in the two stories? (intertextual connections)

Leveled Readers Advanced: The Shoemaker, (Lexile 760) On-Level: The Three Princes, (Lexile 790) Struggling Readers: The Youngest Brother-Building Knowledge

and Intervention Vocabulary Reader: Festival Fun in China (Lexile, 670) English Language Support: The King and the Princess (Lexile

690)

Literacy Station Activities Comprehension Station: Journeys Comprehension flip chart

Lesson 28, retell using sequence cards, Venn diagram, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_008c.pdf


Page 24 of 45




http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_1.pdfhttp://www.fcrr.org/studentactivities/c_010b.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.2.3: Describe how characters in a story respond to major events and challenges.Reading Level 1: Entering

Match illustrated characters’ traits or feelings to characters from a simple illustrated story.

Level 2: EmergingMatch phrases or simple sentences that describe characters’ traits, motivations and/or feelings to the correct character from an illustrated story.

Level 3: DevelopingMatch sentences with specific content language that describe characters’ traits, motivations and/or feelings to the correct character from an illustrated story.

Level 4: ExpandingMatch sentences with specific content language that describe characters’ traits, motivations and/or feelings to the correct character from a story.

Level 5: BridgingMatch paragraphs with technical or abstract content language that describe characters’ traits, motivations and/or feelings to the correct character.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsStandards Evidence Statements Content & TasksWriting/ResearchW.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons and provide a concluding statement or section.W.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.2.7-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

States an opinion in writing. Includes the topic of the book they are writing

about when sharing an opinion in writing. Supplies supportive reasons when sharing an

opinion in writing. Uses linking words to connect an opinion with

reasons when sharing an opinion in writing Provides a concluding statement or section

when sharing opinion writing. Uses a variety of digital tools to produce and

publish writing. Participates in shared research and writing

project.

Sample Objectives (I can):. State an opinion in writing and use text

evidence to support the opinion. Write a narrative that recounts the sequence of

events that occurred in the story Yeh-Shen. Write a comparison of texts on a single topic

using this week’s anchor text Yeh-Shen and the

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Daily Proofreading Practice Journeys Projectables 28.3, 28.7, 28.10

Writing Tasks/Culminating Task Compare and contrast Yeh-Shen and Cinderella. After reading the

two different fairy tales, record responses in a Venn diagram. Then write a paragraph about the similarities and differences. Remember to use details from both texts and include the lessons learned from both texts. (RL. 2.9)

Based on the events that happened in Yeh-Shen, do you think the king was right in not allowing the stepmother and stepsister to come to the castle? Support your response with evidence from the text.

What happened first, next, and last to Yeh-Shen? What lesson can be learned from these events?

Opinion WritingsInformation about opinion writing strategies (POW + TREE) http://iris.peabody.vanderbilt.edu/module/pow/cresource/q2/p04/


Page 25 of 45

http://iris.peabody.vanderbilt.edu/module/pow/cresource/q2/p04/

http://www.livebinders.com/play/play?id=1089921%20


http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_1.pdf



paired text Cinderella.

Standards Evidence Statements Content & TasksSpeaking and ListeningSL.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 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 details from a text read aloud or information presented orally or through other media.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations).




Demonstrates ability to ask for clarification and further explanation as needed about topics and texts discussed.

Demonstrates the ability to recount or describe key ideas or details form text read aloud.


Sample Objectives (I can): Follow rules for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key ideas from text read aloud.

Performance Assessments

Participating in discussions, read alouds and q/a sessions Speaking in complete sentences Classroom routines and procedures Responsive Classroom activities such as Morning Meeting Recount key ideas from the text

Guided Summary: p. T230-231 Classroom Conversation: p. T240

Standards Evidence Statements Content & TasksLanguageL.2.1d-Form and use past tense of frequently occurring irregular verbs (e.g., sat, hit, told).L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil).L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.

Demonstrates the ability to form the past tense of irregular verbs that occur frequently.

Demonstrates the ability to use an apostrophe when forming contractions and/or possessives.

Demonstrates the ability to use learned spelling patterns when writing.



Lesson Vocabulary (taught within context) task, glimmering, served, worn, concealed, valuable, overjoyed and

content

Academic Vocabulary summarize, sequencing, transformation, collapse, apostrophe http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-



Page 26 of 45






Sample Objectives (I can): Form and use the past tense of irregular verbs Use apostrophes to form possessives with

nouns that name one. Use apostrophes to form possessives with

nouns that name more than one. Use learned spelling patterns when writing. Use both print and digital glossaries and

dictionaries to determine the meanings of words.

Language Arts: Possessive Nouns Projectable 28.2, 28.5

Vocabulary Station Activities Journeys Literacy Language Guide-Vocabulary-Lesson 28

This five-day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.

Additional Vocabulary Activities: http://learningtasks.weebly.com/vocabulary-strategies.htmlhttp://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_1.pdf


Reading Foundational SkillsWEEK 5: REFER TO UNIT 6 LESSON 29ANCHOR TEXT Two of Everything

Decodable Texts: Not So Alike, pp.49-56Corduroy and Will , pp.57-64


RF.2.3b-Know spelling-sound correspondences for additional vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f-Recognize and read grade-appropriate irregularly spelled words.RF.2.4a-Read grade-level text with purpose and understanding.RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Opening Routines

Phonemic Awareness










Fluency Fluency, Fluency, Fluency, Fluency, Fluency,Shelby County Schools

2016/2017Page 27 of 45

http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_1.pdf




Phonics

Expression, T310

PhonicsLonger Words with Long Vowels a, i, T312-314

Expression, T337

PhonicsLonger Words with Long Vowels a, i, T312-314

Expression, T349

PhonicsWords with Vowel Diphthongs oi, oy, T347

Expression, T359

PhonicsReview, T358-359

Expression, T375

PhonicsReview, T374


https://www.engageny.org/ccls-ela/rf23chttp://www.fcrr.org/studentactivities/P_019b.pdf


Week 5–Lesson 29Reading Selections Two of Everything (Lexile 700)- (Folktale) Stone Soup (Folktale)


Instructional Resources for Building Knowledge OptionsThe Giant Turnip http://www.russianamericancompany.com/the-giant-turnip/Stone Soup http://www.collaborationsoup.com/stone-soup-story/The Three Sticks http://www.uexpress.com/tell-me-a-story/2007/10/14/the-three-sticks-a-folktale-fromOne Grain of Rice by Demihttp://jwilson.coe.uga.edu/EMT668/EMAT6680.F99/Martin/instructional unit/day4.exponential/excel/grainofrice.html

Essential Question: What can folktales teach us about working together?

Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.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.2.6-Acknowledge differences in the point of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding

Provides a description of how characters in a story respond to major events.



Demonstrates understanding of characters, setting, or plot of a print or digital text by using information gained from the illustrations and words of the text.


Performance Task-Optional Have students discuss with a partner how they felt when someone did

not want to share with them? What happened the next time someone asked them to share something?


Page 28 of 45

http://jwilson.coe.uga.edu/EMT668/EMAT6680.F99/Martin/instructional%20unit/day4.exponential/excel/grainofrice.html

http://jwilson.coe.uga.edu/EMT668/EMAT6680.F99/Martin/instructional%20unit/day4.exponential/excel/grainofrice.html

http://www.uexpress.com/tell-me-a-story/2007/10/14/the-three-sticks-a-folktale-from

http://www.collaborationsoup.com/stone-soup-story/

http://www.russianamericancompany.com/the-giant-turnip/


https://www.engageny.org/ccls-ela/rf23c



of its characters, setting, or plot.RL.2.9-Compare and contrast the most important points presented by two texts on the same topic.

Provides a comparison and contrast of two or more versions of the same story written by different authors.

Sample Objectives (I can): Describe how characters respond to events and

challenges in Two of Everything. Describe the overall structure of Two of

Everything. Acknowledge the differences in points of views

in Two of Everything. Use the illustrations and words to understand

the characters, setting, and/or the plot of Two of Everything.

Compare and contrast the events in Two of Everything and Stone Soup that highlight the good things that happen when people work together.



Text-Dependent Questions According to pgs. 488-489, where do Mr. and Mrs. Haktak live and

what do they do each day? (general understanding) Why does Mr. Haktak use the word ‘odd’ on page 490?

(vocabulary/text structure) Why does Mrs. Haktak state that the pot is her best friend on pg. 495?

(key details) What causes Mr. and Mrs. Haktak to begin to feel differently about the

pot? (key details) Compare the illustrations on pages 498-499 to the illustrations on

pages 500-501. How have the characters changed? (inferences) On page 494, Mr. Haktak says that his wife is clever. Do you agree

with Mr. Haktak? (opinion) How did both Mr. and Mrs. Haktak work together to solve their

problem? (inference) In the end, do you think Mr. and Mrs. Haktak made the right choice by

creating two of everything? Why or why not? Use examples from the text to support your claim. (opinion/argument)

What lesson is the author trying to teach in Stone Soup? (author’s purpose)

Leveled Readers Advanced: Wali Dad’s Gifts, (Lexile 830) On-Level: Mouse and Crocodile, (Lexile 630) Struggling Readers: Brer Rabbit at the Well-(Lexile 510) Vocabulary Reader: Take a Trip to China (Lexile 570) English Language Support: The Smart Mouse (Lexile 380) Building

Knowledge and Intervention


29, concept map, retell using sequence cards, review of previously


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taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_010b.pdfhttp://www.fcrr.org/for-educators/sca_cc_rlt_2-3.asphttp://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_1.pdf

Standards Evidence Statements Content & TasksWriting/ResearchW.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons and provide a concluding statement or section.W.2.5-Focus on a topic and strengthen writing by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.





when sharing an opinion writing. Provides writing that is focused on a topic. Recalls information from provided sources to



Sample Objectives (I can): Write an opinion piece regarding Two of

Everything and support the opinion with reasons from the text.

Write in response to a question regarding events in the text Two of Everything and Stone Soup.

Routine Writing Write simple sentences in response to literature. Participate in shared writing experiences. Short and/or daily/weekly writing with a focus on organization and word

choice. Projectables 29.3, 29.8

Writing Tasks/Culminating Task In the end, do you think Mr. and Mrs. Haktak made the right choice by

creating two of everything? Why or why not? Use examples from the text to support your claim.

With the events from both Two of Everything and Stone Soup in mind, write a paragraph in response to the question-what good things happen when people work together? Use examples from the text to support your answer.

Standards Evidence Statements Content & TasksSpeaking and ListeningSL.2.1a-Follow rules for discussion (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 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 details from text




Demonstrates ability to ask for clarification and

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Participating in and conducting discussions, read alouds, and q/a

sessions Speaking in complete sentences Share an experience


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http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_1.pdf

http://www.fcrr.org/for-educators/sca_cc_rlt_2-3.asp




read aloud or information presented orally, or through other media.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

further explanation as needed about topics and texts discussed.

Demonstrates the ability to recount or describe key ideas or details form text read aloud.


Sample Objectives (I can): Listen to fluent reading. Retell important ideas from what you hear. Retell important details from what you hear. Use accountable talk in discussions with others.

Standards Evidence Statements Content & TasksLanguageL.2.1d-Form and use past tense of frequently occurring irregular verbs (e.g., sat, hit, told).L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.L.2.5a-Identify real-life connections between words and their use.L.2.6-Use words and phrases acquired through conversations, reading and being read to, and respond to text.

Demonstrates the ability to form the past tense of irregular verbs that occur frequently.

Demonstrate the ability to use adjectives and adverbs correctly.


Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.

Provides a statement demonstrating the meaning of words and phrases acquired through conversations and reading, including adjectives and adverbs used.

Sample Objectives (I can): Form and use irregular verbs. Use words and phrases acquired through

conversations, reading and being read to, and responding to texts.

Identify real-life connections between words


Vocabulary for Explicit Instruction clarify, odd, search, respond, relate to http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-


Vocabulary Station Activities Vocabulary Station: word web of irregular verbs, use context to

illustrate selected vocabulary words, additional optional activities:http://www.fcrr.org/studentactivities/v_025b.pdfhttp://www.busyteacherscafe.com/printables/reading.htmlhttp://learningtasks.weebly.com/vocabulary-strategies.html

Language Arts Possessive Pronouns Projectable 29.2, 29.5


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http://www.fcrr.org/studentactivities/v_025b.pdf






and their use. Use context clues to determine a word’s

meaning. Performance Assessments Journeys Progress Monitoring, Lesson 29 Journeys Grab-and-Go, Lesson 29 Teacher Created

Reading Foundational SkillsWEEKs 6 & 7: REFER TO UNIT 6 LESSON 30ANCHOR TEXT Now and BenDecodable Texts: A Picnic Problem, pp.65-72

Polly Poodle, pp.73-80Reading Foundational Skills Standards

RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable wordsRF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3c-Decode regularly spelled two-syllable words with long vowels.RF.2.3f-Recognize and read irregularly spelled words.RF.2.4a-Read grade-level text with purpose and understanding.RF.2.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.DAY 1 DAY 2 DAY3 DAY 4 DAY 5

Opening Routines Opening Routines T408-409 Phonemic Awareness High Frequency Words





Fluency

Phonics

Fluency:Rate: Adjust Rate to Purpose, T410

PhonicsLong vowels o and e, T316-318


PhonicsLong vowels o and e, T342-343


PhonicsFinal Stable Syllable -le, T446-447


PhonicsPhonics Review, T458-459


PhonicsPhonics Review, T474


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http://www.fcrr.org/studentactivities/P_035b.pdfhttp://www.fcrr.org/curriculum/PDF/G2-3/2-3PA_1.pdf


Weeks 6 & 7 – Lesson 30Reading Selections Now and Ben (Lexile 810)- (Informational Text) A Model Citizen (Lexile 540)-(Informational Text)


Instructional Resources for Building Knowledge Options Great Americans Benjamin Franklin (from getepic.com free sign up for educators- required)

https://www.getepic.com/app/read/15704 Benjamin Franklin Inventions (from getepic.com free sign up for educators-required)

https://www.getepic.com/app/read/5698 The United States Constitution (660L) http://www.readworks.org/passages/united-states-constitution Now and Ben read aloud https://www.youtube.com/watch?v=XJS29nhoV_Y Now and Then Compare and Contrast http://writingfix.com/WAC/HistoryFix/Now_and_then1.htm Now and Ben Lesson Ideas http://www.genebarretta.com/wp-content/uploads/2014/03/Now-and-Ben-

Lesson-Third-Grade-copy.pdf Ben Franklin Video -https://www.brainpop.com/science/energy/benjaminfranklin/ Watch The “Ben Franklin Story”. Part 1 – “The Inventive Genius”. Part 2 – “America’s Diplomat”

http://www.earlyamerica.com/videos/ben-franklin-story/ Biography: Ben Franklin (Citizen of the World)-video https://youtu.be/YIC8ZZ_TWHc

Essential Question: Why might Ben Franklin and others from long ago still be important today?Standards Evidence Statements Content & TasksReading Literature and Informational TextRI.2.2- Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI.2.3- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.4- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.RI.2.9 -Compare and contrast the most important points presented by two texts on the same topic.

Provides an identification of the main topic of a multi-paragraph text.

Provides an identification of the focus of specific paragraphs within a multi-paragraph text.



Demonstrates the ability to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area.

Provides an identification of the main purpose of text, including what the author wants to

Performance Assessments Journeys Weekly Assessment Journeys Reader’s Notebook Teacher-created

Performance Task-Optional Have students create a list with a partner of things they could not do

today, if electricity was not invented. Share with the class.


Scaffold Close Reading –T420(Teacher-led Small Group or Whole Group)


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https://youtu.be/YIC8ZZ_TWHc

http://www.earlyamerica.com/videos/ben-franklin-story/

https://www.brainpop.com/science/energy/benjaminfranklin/

http://www.genebarretta.com/wp-content/uploads/2014/03/Now-and-Ben-Lesson-Third-Grade-copy.pdf

http://www.genebarretta.com/wp-content/uploads/2014/03/Now-and-Ben-Lesson-Third-Grade-copy.pdf

http://writingfix.com/WAC/HistoryFix/Now_and_then1.htm

https://www.youtube.com/watch?v=XJS29nhoV_Y

http://www.readworks.org/passages/united-states-constitution

https://www.getepic.com/app/read/5698





Related WIDA StandardRI.2.3- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

answer, explain, or describe.

Sample Objectives (I can): Identify the main topic of Now and Ben: The

Modern Inventions of Benjamin Franklin and the focus of specific paragraphs.

Describe the connection between a serious of historical events and scientific events in Now and Ben: The Modern Inventions of Benjamin Franklin.

Determine the meaning of words and phrases in “Now and Ben: The Modern Inventions of Benjamin Franklin.”

Identify the main purpose of Now and Ben: The Modern Inventions of Benjamin Franklin.

Compare and contrast points presented in Now and Ben: The Modern Inventions of Benjamin Franklin and Model Citizen.

Explain how images contribute to and clarify Now and Ben: The Modern Inventions of Benjamin Franklin.

First Read-Think Through the Text Second Read-Analyze the Text Independent Reading

Text-Dependent Questions Why did the author write “It was as if Ben could see into the

future?”(general understanding) According to pg. 524, how have people’s views on electricity changed

from the past? (key details) What is a lighting rod and how do the words and illustrations on page

525 help you understand its purpose. (general understanding) As illustrated on pages 526-527, what about Dr. Franklin’s grabber

invention is the same today as when he invented it?(inference) What does the illustration on page 531 show? Why did the author

include this illustration in the text? (author’s purpose) On pages 536 and 537 the author talks about Ben Franklin’s greatest

accomplishment. What is he referring to? (inference) What conclusions can you draw based on the text and pictures on pgs.

538-539? (inference) Based on the story, which invention do you think was the most

important invention that Ben Franklin created? Why? (opinion) Based on the information in the text, why do you think the author titled

the paired text, A Model Citizen? (author’s purpose)

Leveled Readers Advanced: From Trails to Highways (Lexile 830) On-Level: America’s First Firefighters (Lexile 630) Struggling Readers: Making a Newspaper (Lexile 610) Vocabulary Reader: Philadelphia, 1756 (Lexile 490)- Building

Knowledge and Intervention English Language Support: Firefighters in America (Lexile 500)


30, graphic organizer, retell using sequence cards, review of previously taught skills, additional optional activities:

http://www.fcrr.org/studentactivities/c_031c.pdfhttp://www.busyteacherscafe.com/printables/reading.html


Page 34 of 45





Standards Evidence Statements Content & TasksWriting/ResearchW.2.1 - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.7-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).W.2.8-Recall information from experiences or gather information from provided sources to answer a question.





when sharing an opinion writing. Provides writing that is focused on a topic. Use a variety of digital tools to produce and

publish writing. Collaborates with peers to produce and publish

writing, using a variety of digital tools.

Sample Objectives (I can): Write an opinion piece about Benjamin Franklin

and supply reasons from the texts that support the opinion.

Write in response to a question regarding events in the text, Now and Ben.

Compare and contrast some of the inventions described in the text Now and Ben.

Work with a partner to research documents mentioned in the text, Now and Ben.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Daily Proofreading Practice Projectables 30.3, 30.8

Writing Tasks-Culminating Tasks After reading Now and Ben: The Modern Invention of Ben Franklin and

Model Citizen, write an opinion paragraph. Tell why in your opinion, Ben Franklin is considered an important inventor and American citizen. Explain how his inventions still impact the lives of others today. Make sure to use details from the texts to support your opinion.

Using the anchor text Now and Ben as well as other texts and media, write in response to the following question:What do you think is the most important thing that Ben Franklin did during his life? Why? Write a paragraph to explain your answer.

After reading Now and Ben: The Modern Inventions of Ben Franklin, compare and contrast 2 of Ben Franklin’s inventions from past to present. How are they alike? How are they different? Use a Venn diagram to record your response. Then, write a paragraph explaining the similarities and the differences.

At the end of Now and Ben, it refers to Ben Franklin’s role when it comes to developing documents like the American Constitution, the Treaty of the Alliance with France, the Treaty of Peace with England, and the Declaration of Independence. Why are these documents so important today? With a partner research one of the four documents and be prepared to share how Ben Franklin contributed to the development of the document. Social Studies Related Standard-History 2.33)

Standards Evidence Statements Content & TasksSpeaking and ListeningSL.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 remarks of others.SL.2.2-Recount or describe key ideas or details from a text




Demonstrates ability to recount or describe key

Performance Assessments Participating in discussions, read alouds and q/a sessions Speaking in complete sentences Classroom routines and procedures Responsive Classroom activities such as Morning Meeting Recount key ideas from the text


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read aloud or information presented orally or through other media.SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue.SL.2.5-Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations.)

ideas or information presented orally or through other media.


Demonstrates ability to create audio recordings of stories or poems.


Sample Objectives (I can): Follow agreed-upon rules for discussions. Describe good listening skills. Show I understand what I read, hear, and/or

see by retelling and describing key details. Formulate appropriate questions based on

what a speaker says to clarify, gather information or deepen understanding.

Use complete sentences when appropriate.

Guided Summary: p. T431Classroom Conversation: p. T469

Standards Evidence Statements Content & TasksLanguageL.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.3a-Compare formal and informal uses of English.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).L.2.5a-Identify-real life connections between words and their use (e.g., describe foods that are spicy or juicy).

Demonstrate the ability to use frequently occurring irregular verbs.

Demonstrate the ability to use the correct adjective and adverb depending on what is being modified.

Demonstrates ability to compare formal and informal uses of English.

Demonstrate the ability to use context clues to determine meaning.

Sample Objectives (I can): Use adjectives and adverbs and choose

between them. Use words and phrases. Form and use past tense irregular verbs. Use words and phrases acquired through

conversations, reading and being read to, and


Lesson Vocabulary-(taught within context) Inventions, remarkable, designed, accomplishments, composed,

amounts, achieve, results

Academic Vocabulary interest, conclusion, created, century, publicize http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-how-


Language Arts Adjectives and Adverbs


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responding to texts. Identify real-life connections between words

and their use.

Projectables 30.2, 30.5

Literacy Station Activities Vocabulary Station: practice using appropriate adjectives and adverbs

with a partner, use context to illustrate selected vocabulary words Journeys Literacy Language Guide-Vocabulary-Lesson 30

This five-day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities:http://learningtasks.weebly.com/vocabulary-strategies.htmlhttp://www.fcrr.org/studentactivities/v_042c.pdfhttps://www.engageny.org/ccls-ela/l21e

Performance Assessments for both Journeys Progress Monitoring, Lesson 30 Journeys Grab-and-Go, Lesson 30 Teacher Created

Reading Foundational SkillsWEEKS 8 & 9: REFER TO UNIT 6 –Extended Reading-Exploring Space TravelFoundational Skills Review of Unit 6


https://www.engageny.org/ccls-ela/rf23chttp://www.fcrr.org/studentactivities/P_019b.pdf


Weeks 8 & 9-Extended ReadingReading Selections Instructional Resources for Building Knowledge Options


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https://www.engageny.org/ccls-ela/rf23c

https://www.engageny.org/ccls-ela/l21e





Exploring Space Travel (Lexile 620)-Informational Text (Trade Book)


Astronauts Exploring Space (online book from getepic.com -free sign up for educators- required) https://www.getepic.com/app/read/6636How do Space Vehicles Work (online book from getepic.com -free sign up for educators- required)https://www.getepic.com/app/read/6103A Ride in Space http://www.readworks.org/passages/ride-spaceDream Job https://newsela.com/articles/dream-job-flight-director/id/24486/Spaceships and Rockets video https://www.youtube.com/watch?v=UG3w3boGiS8The Importance of Spacesuits video http://www.neok12.com/video/Space-Exploration/zX01750050476b500e7c765d.htmMore about space:http://discoverykids.com/category/space/ http://www.sciencekids.co.nz/space.html https://kids.usa.goc/science/space.index.shtmlhttps://www.nasa.gov/kidsclub/http://www.esa.int/esaKIDSen/

Essential Question: What can we learn from exploring space travel?Standards Evidence Statements Content & TasksReading Literature and Informational TextRI 2.2-Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI 2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI 2.4- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI 2.5- Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI 2.6- Identify the main purpose of a text, including what the author wants to answer, explain or describe.RI 2.7- Use the illustrations and details in a text to describe its key ideas.RI 2.8- Describe how reasons support specific points the author makes in a text.

Related WIDA StandardRI 2.5- Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic

Provides an identification of the main topic of a multi-paragraph text.

Provides an identification of the focus of specific paragraphs within a multi-paragraph text.



Demonstrates the ability to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area.

Provides an identification of the main purpose of text, including what the author wants to answer, explain, or describe.

Provides an explanation of how specific images contribute to and/or clarify a text.

Provides a description of how the reasons in a text support specific points made by the author.

Sample Objectives (I can): Determine the main topic of multi-paragraph

text/chapters in the book Exploring Space Travel.

Performance Assessments Journeys Weekly Assessment Journeys Reader’s Notebook Teacher-created


Text-dependent Questions Reread page 7. What are some of the jobs of an astronaut? (key

details) Explain what someone must do in order to become an astronaut.

(general understanding) Why did the author explain what gravity is on page 8 and what role

does it play in the launch of a spacecraft? How does the lack of gravity affect the lives of astronauts in space? (author’s purpose and general understanding)

Preview the text and look for key text features. What type of story do you think this will be? Fiction or nonfiction? How do you know?


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http://www.esa.int/esaKIDSen/

https://www.nasa.gov/kidsclub/

https://kids.usa.goc/science/space.index.shtml

http://www.sciencekids.co.nz/space.html

http://discoverykids.com/category/space/

http://www.neok12.com/video/Space-Exploration/zX01750050476b500e7c765d.htm

https://www.youtube.com/watch?v=UG3w3boGiS8

https://newsela.com/articles/dream-job-flight-director/id/24486/

http://www.readworks.org/passages/ride-space





menus, icons) to locate key facts or information in a text efficiently.

Determine the meaning of unknown words in the text Exploring Space Travel by using context clues.

Recognize, identify and use text features in the text Exploring Space Travel.

Determine the main purpose of the text Exploring Space Travel including what the author wants to answer, explain or describe.

Use illustrations in the text Expl0ring Space Travel as keys to meaning.

(text structure) After reading chapter 4, how would you describe life in space? Use

evidence from the text to support your statements. (opinion) On page 29 the author states, “Thousands of people sign up to

become astronauts. But few are chosen for the job.” What conclusions can you draw from these statements? (inference)

Why did the author write the story? Give details from the story to support your answer. (author’s purpose)

What do you think about space travel? Should we continue to travel in space? Give evidence from the text to support your opinion/argument about space travel. (opinion/argument)

Literacy Station Activities Comprehension Station: Journeys flip chart, list details for author’s

purpose, conclusions, retell using sequence cards, review of previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_011b.pdfhttp://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_3.pdfhttp://www.busyteacherscafe.com/printables/reading.htmlhttp://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.2.5: Know and use text features to locate facts or information.Reading Level 1: Entering

Match to the text features using independent level texts with support from illustrations, environmental print or an illustrated word bank.

Level 2: EmergingIdentify text features from familiar text with a partner.

Level 3: DevelopingLocate information using text features and graphic organizers with a partner.

Level 4: ExpandingAssociate key facts from informational text to appropriate text features with small group support.

Level 5: BridgingLocate information relevant to a given topic using text features using detailed sentences of varying length and content-based vocabulary.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsStandards Evidence Statements Content & TasksWriting/ResearchW.2.1 - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Introduce a topic in an information or explanatory text.


Provides a concluding statement or section in an information or explanatory text.

Routine Writing Write simple sentences in response to literature Participate in shared writing experiences Daily Proofreading Practice


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http://www.livebinders.com/play/play?id=1089921


http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_3.pdf




W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or sectionW.2.5- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Provides writing that is focused on a topic. Strengthens writing as needed when revising and

editing.

Sample Objectives (I can): Write an opinion piece using reasons from text to

tell why you would or would not like to be an astronaut?

Write an informative writing using facts learned from texts/media that tells what it is like to be astronaut.

Write about space explorations based on facts learned from reading the text Exploring Space Travel.

Writing Tasks-Culminating Tasks Based on Exploring Space Travel and other texts/media discussed

would you like to be an astronaut? Why or why not? List at least three reasons from text to support your answer.

After reading the text Exploring Space Travel, draft and informative text that explains what it is like to be an astronaut.

Using facts from Exploring Space Travel and other texts/media discussed over the past two weeks, what you have learned about astronauts and space travel? Write a paragraph explaining what you have learned.

Standards Evidence Statements Content & TasksSpeaking and ListeningSL.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 remarks of others.SL.2.2-Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL.2.3-Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Demonstrate the ability to follow the agreed upon rules for discussion.




Sample Objectives (I can):Participate actively in discussions.Retell key ideas from text read aloud.

Performance Assessments Classroom routines and procedures Responsive classroom activities such as Morning Meeting Participating in and conducting discussions, read alouds, and q/a

sessions Speaking in complete sentences

Classroom Conversation: p. T510

Standards Evidence Statements Content & TasksLanguageL.2.2c-Use an apostrophe to form contractions and frequently occurring possessives.L.2.3a-Compare formal and informal uses of English.L.2.4a- Use sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to use an apostrophe to form contractions and possessives.

Demonstrates the ability to use context clues to determine the meaning of words and phrases.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using glossaries and


Lesson Vocabulary (taught within context) explain, weightless, plane, stores, space (outer)

Academic Vocabulary


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L.2.4e-Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

beginning dictionaries.

Sample Objectives (I Can…) Talk about words that have more than one

meaning. Identify real-life connections between words and

their use.

launch, friction, layer, prepare, landing http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf

http://achievethecore.org/page/61/which-words-do-i-teach-and-how- detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts Multiple Meaning Words

Vocabulary Station Activities Additional Vocabulary Activities:

http://learningtasks.weebly.com/vocabulary-strategies.html http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_5.pdf

APPENDIX - TWO WEEK AT A GLANCE OUTLINES-TWAGUnit 6, Lesson 26, The Mysterious Tadpole

Week 1Lesson 26, The Mysterious Tadpole DAYS

Essential Question: How did the changes in Alphonse affect the characters in the story?

1 2 3 4 5Read Aloud

Text based comprehension Text based discussion


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http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_5.pdf








Main Selection (Read Aloud) Text based comprehension Text based discussion

(Whole and Small Group)

The Mysterious Tadpole Retelling Card #102 Think Through the Text - (Questions- 1, 4, 7 (How did the changes in Alphonse make Louis feel? i.e. frustrated,

upset…), 9, 11, 12, 13, 16, 17,19 Text X-Ray

Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials

(Whole and Small Group)

VocabularyDrawn from the texts

suspiciously, out of control, astounded, ordinary, sensible, confused

Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work

- Phonics and high frequency words

Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities


Essential Question: How did the changes in Alphonse affect the characters in the story?

1 2 3 4 5Language/ Syntax

Spelling and GrammarFollow the daily Grammar and Spelling sequence of activities


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Writing Response to text Culminating task

Aligned with the EQ and topic

Write a paragraph sequencing the changes in Alphonse and how the changes affected the characters in the story.

Create a foldable to illustrate the changes in Alphonse by citing evidence from the text. Create a T chart with a caption on one side of the changes in Alphonse and another caption of how the

characters responded to those changes. Write a narrative explaining what you would do if you had a pet that kept growing.

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: LanguageRL.2.3, RL.2.5, RL.2.7

Reading: Informational TextRI.2.6

WritingW.2.1, W.2.3, W.2.5, W.2.8


Essential Question: What is the life cycle of a frog and how do the changes affect the behaviors (adapting to its environment) of the frog?

1 2 3 4 5Read Aloud

Text based comprehension Text based discussion

Main Selection Text based comprehension Text based discussion


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Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials

(Whole/Small Group, Independent work)All students experience all texts and resources regardless of level

Read worksLife Cycle of a Froghttp://www.readworks.org/passages/life-cycle-frog

A Frog’s Lifehttp://www.readworks.org/passages/frogs-life

getepic.comThe Life Cycle of a Frog (ages 6-8)

Brain PopFrogshttps://www.brainpop.com/science/diversityoflife/amphibians/

Achieve the CoreRead Aloud Project: Frogs by Nic Bishophttp://achievethecore.org/page/2436/frogs

VocabularyDrawn from the texts


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Essential Question: What is the life cycle of a frog and how do the changes affect the behaviors (adapting to its environment) of the frog?

1 2 3 4 5Foundational Skills

Phonemic Awareness Concepts of Print Fluency Word Work

- Phonics and high frequency words

Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities

Language/ Syntax Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities

Writing Response to text Culminating task

Aligned with the EQ and topic

Write a paragraph sequencing the changes of a frog and how the changes affect its behavior(s) (adapting to its environment).

Create a foldable illustrating the changes in a frog during its life cycle by citing evidence from the text. Create a T chart with the headings: Stages of the Life Cycle of a Frog on one side and Stage Effects (how it

adapts to its environment) on the other side.

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: LiteratureRL.2.5

Reading: Informational TextRI.2.3, RI.2.6, RI.2.7

WritingW.2.2, W.2.3, W.2.5, W.2.7, W.2.8

http://www.readworks.org/passages/frogs-life

http://www.readworks.org/passages/life-cycle-frog



For further information regarding grade level TWAGs see the following: http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036


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Documents

The Map Gr2 Q4.docx · Web viewFor more detailed information see the teacher’s ... WIDA Standard 2: English ... -Write opinion pieces in which they introduce the topic or book