The



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 ready90% of students will graduate on time100% 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) 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. 5467350381000How 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.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 StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): 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 LanguageStudent Achievement Partners Text Complexity Collection: 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: 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 TextStudent Achievement Partners Text-Dependent Questions Resources: 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-fictionStudent Achievement Partners Text Set Projects Sequenced: 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 to planning interactive read alouds. can use this resource to learn about the components of a Balanced Literacy Program. Literacy Work Stations can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations. 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 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. this article, the authors provide guidelines for determining the accessibility phonics and word recognition programs. HYPERLINK "" \t "_blank" 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-2Begin 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: 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 R 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). 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: at a Glance (TWAG) OutlinesBeginning 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: Texts WeeksIn 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 MPIsWIDA 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: Is 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: Are 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 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: Are specific 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 CompetenciesIn 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. K-2 Foundational SkillsBeginning 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: 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. Reading Foundational SkillsWEEK 1: UNIT 4 LESSON 17ANCHOR TEXTLUKE GOES TO B ATDecodable Texts:Beep! Beep!, pp.1-8We Helped, pp. 9-16Reading Foundational Skills StandardsRF.2.3a-Distinguish long and short vowels when reading one-syllable wordsRF.2.3c-Decode two-syllable words with long vowelsRF2.4B-Read on level text with accuracy, appropriate rate, and expressionDAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines, T112-113Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T116Opening Routines, T140-141Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T142Opening Routines, T150-151Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T152Opening Routines, T160-161Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T162Opening Routines, T170-171Phonemic AwarenessHigh Frequency WordsFluencyPhonicsFluency Rate, T114Phonics, Long I (i, igh, ie, y) T116-118Fluency Rate, T143Phonics, Long I (i, igh, ie, y)T142-143Fluency, T153Phonics, Review, T152Fluency, T163Phonics, Review, T162-163Fluency, T179Phonics, Review, T178Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: station (optional): performance reading-focus on stress, timed readings, high-frequency word practiceWeek 1 Lesson 17Reading Selection(s)Luke Goes to Bat (Lexile 430)-Realistic FictionJackie Robinson (Lexile 680)-Informational TextInstructional Resources for Building Knowledge HYPERLINK "" Jackie Robinson Biography videoAll About Baseball videoPlay Ball about Grit about Perseverance Essential Question: Why is it important to keep trying even if something is difficult to do? StandardsEvidence StatementsContent & 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 challengesRL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plotProvides a recounting of stories, including fables, folktales and folktales from 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. Provides a description of how characters in a story respond to challenges.Demonstrate and understanding of characters, setting, or plot of a print or digital text by using information gained form the illustrations and words of the text. Sample Objectives (I can):Retell the story Luke Goes to Bat.Describe how Luke feels in the beginning, middle and end of the story.Use pictures and illustrations to decide what part of the story is real and what parts Luke is imagining. Performance AssessmentsJourneys Weekly Assessment, Lesson 17Journeys Reader’s Notebook, Lesson 17Teacher-created Option for ReteachingProgress Monitoring Respond to Assessment- T178Scaffold Close Reading –T124(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText Dependent Questions How does Luke feel when the other kids won’t let him play? (general understanding)What clues in the text help you understand the meaning of the word practice. (vocabulary)Look back at pages 66-71. How do the pictures show you what is real and what Luke is imagining? (inference)On page 60, it says that Luke was sure they’d never let him play again. Why does he feel that way? (key detail)Leveled ReadersAdvanced: The New Field, (Lexile 660)On-Level: Take Me Out to the Ballpark, (Lexile 440)Struggling Readers: The Winning Kite-Building Knowledge and InterventionVocabulary Reader: The Brooklyn Dodgers (Lexile, 570)English Language Support: The Summer of Baseball Parks (Lexile 460)Literacy Station ActivitiesComprehension station: Journeys flip chart, retelling cards, graphic organizer of character’s feelings, additional ideas for activities: StatementsContent & 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-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.Recounts a well-elaborated event in a narrative writing.Recounts a short sequence of events in a narrative writing. Includes details to describe actions, thoughts, and feelings in a narrative writing.Provides writing that is focused on a topic.Strengthens writing as needed when revising and editing.Sample Objectives (I can):I can write about how Luke was inspired by Jackie Robinson. I can retell the important events and summarize what happens in Luke Goes to Bat.Routine WritingWrite simple sentences in response to literatureParticipate in shared writing experiencesDaily Proofreading PracticeJourneys Projectables 17.3, 17.7, 17.9, 17.10Performance Tasks-Culminating Luke sees Jackie Robinson nearly strike out in Luke Goes to Bat. Using evidence from the text, explain in writing how this helps Luke not give up. Write about the important events and summarize what happens in Luke Goes to Bat. StandardsEvidence StatementsContent & 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 read aloud, information presented orally, or through other media.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 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.Performance AssessmentsParticipating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesClassroom routines and proceduresResponsive Classroom activities such as Morning MeetingRecount key ideas from the textGuided Retelling: p. T136Classroom Conversation: p. T146StandardsEvidence StatementsContent & TasksLanguageL.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 determine or clarify the meaning of unknown and multiple-meaning words and phrases by using sentence-level context as a clue to the meaning of a word or phrase.Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using glossaries and beginning dictionaries.Sample Objectives (I can):Use context as a clue to the meaning of a word or phrase.Identify synonyms and discuss which one fits best in a sentence.Use verbs in present time.Use a dictionary to determine meanings of word.VocabularyDaily Vocabulary BoostAntonymsLesson Vocabulary (taught within context)Practice, hurried, position, roared, curb, finalAcademic Vocabularyphrase, determine, events, strike (Supplemental Resources, click Vocabulary Quadrant)Language ArtsAntonymsSubjects and VerbsPerformance Assessments for bothJourney’s Weekly AssessmentJourneys Reader’s NotebookTeacher CreatedVocabulary Station ActivitiesJourneys Literacy Language Guide-Vocabulary-Lesson 17This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: Foundational SkillsWEEK 2: REFER TO UNIT 4 LESSON 18ANCHOR TEXTMy Name is GabrielaDecodable Texts:Bunny and the Penny, pp.33-40Puppies, pp.41-48Reading Foundational Skills StandardsRF.2.3b-Know spelling-sound correspondences for additional common vowel teams.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 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 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines T212-213Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T216Opening Routines T238-239Phonemic AwarenessHigh Frequency wordsPhonemic Awareness, T240Opening Routines, T248-249Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T250Opening Routines, T260-261Phonemic AwarenessHigh Frequency wordsPhonemic Awareness, T262Opening Routines, T270-271Phonemic AwarenessHigh Frequency wordsFluencyPhonicsFluency, Expression T214Phonics, The Long e Sound for y.T216-218Fluency, Expression T241Phonics, The Long e Sound for y. T240-241Fluency, T253Phonics, Changing y to i, T250-251Fluency, Expression,T263Phonics, Review, T262-263Fluency, Expression T279Phonics, Review, T278Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: station (optional): performance reading-focus on stress, timed readings, high-frequency word practiceWeek 2 Lesson 18Reading SelectionsMy Name is Gabriela, (Lexile 830)- (Biography)Poems About Reading and Writing (Poetry)Instructional Resources for Building KnowledgeThank you Mr. Falker Wheatley Grace about Reading Question: What is the importance of learning to read and write?StandardsEvidence StatementsContent & TasksReading Literature and Informational TextR.I.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.R.I.2.7-Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.R.L.2.4-Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.Related WIDA StandardsR.I.2.6-Identify the main purpose of a text, including what the author wants to answer, explain, or describe.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. Provides a description of how words and phrases supply rhythm and meaning in a story, poem, or song. Sample Objectives (I can):Identify the main purpose of the biography My Name is Gabriela.Explain how the images like the ones on pages 95 and 96, contribute to the biography My Name is Gabriela.Describe how words and phrases used in the text Poems About Reading and Writing supply a rhythm or beat. Performance AssessmentsJourneys Weekly Assessment, Lesson 18Journeys Reader’s Notebook, Lesson 18Teacher-createdPerformance Task-OptionalHave children discuss something that they “pretend” to do as a child that they could really do as an adult.Option for ReteachingProgress Monitoring Respond to Assessment- T278Scaffold Close Reading –T224(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-dependent QuestionsWho is this story about? (general understanding)What things did Gabriela like to do when she was a little girl? (key detail)What does the author want you to know about how Gabriela feels about teaching and learning? How do you know? (Author’s Purpose)Based on the text and images on pages 95 and 96, how do you know Gabriela is imaginative? (inference)Based on the text, do you think reading and writing is important to Gabriela? Explain using text evidence. (key detail)Based on page 109, what do you think the Gabriella means when she says ‘all of the stories that still need to be told’? (inference)In the text Poems About Reading and Writing, how do the words and phrases supply a rhythm or beat as you read them? (text structure)Leveled ReadersAdvanced: The Life of Langston Hughes, (Lexile 660)On-Level: The Life of Jack Prelutsky, (Lexile 540)Struggling Readers: Beatrice Potter-Building Knowledge and InterventionVocabulary Reader: All About Chile (Lexile, 550)English Language Support: Jack Prelutsky (Lexile 500)Literacy Station ActivitiesComprehension station: Journeys flip chart, retelling cards, graphic organizer of character’s feelings, additional activities: 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.ReadingLevel 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:North Carolina Livebinder Click on Transformed MPIs/ELAsStandardsEvidence StatementsContent & 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, Recounts a well-elaborated event in a narrative writing.Recounts a short sequence of events in a narrative writing.Includes details to describe actions, thoughts, and feelings in a narrative writing.Uses temporal words to signal event order in a narrative writing.Strengthens writing as needed when revising and editing.Uses 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):. State an opinion regarding Gabriela using linking words and text evidence.Work with a peer to edit and revise my writing.Routine WritingWrite simple sentences in response to literatureParticipate in shared writing experiencesDaily Proofreading PracticeJourneys Projectables 18.3, 18.7Performance Tasks-CulminatingIn My Name is Gabriela, Gabriela loved to read and write. When we look at “Poems about Reading and Writing” which poem might Gabriela like the best? Cite your evidence from My Name is Gabriela to support your answer. Use linking words to connect your opinion and reason. (intertextual connections)Based on the anchor text My Name is Gabriela, as well as, other text that focused on reading and writing what is the importance of learning to read and write? Support your answer with information from My Name is Gabriela and other passages read this week.StandardsEvidence StatementsContent & 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 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 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 rules for discussions.Retell/recount facts in complete sentences.Listen attentively.Retell key ideas from text read aloud.Performance AssessmentsParticipating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesClassroom routines and proceduresResponsive Classroom activities such as Morning MeetingRecount key ideas from the textGuided Summary: p. T235Classroom Conversation: p. T244StandardsEvidence StatementsContent & TasksLanguageL.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).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 (e.g., describe foods that are spicy or juicy).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 determine or clarify the meaning of unknown and multiple-meaning words and phrases by using a known root word as a clue to the meaning of the unknown word with the same root.Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.Sample Objectives (I can):Use the correct form of be. Use resources to determine the meanings of words.Use known root words to determine unknown word with same root.VocabularyDaily Vocabulary BoostLesson Vocabulary (taught within context)locate, express, taught, grand, pretend, prize, wonder, flutteringAcademic Vocabulary characteristics, fact and opinion, compare and contrast, oceanography, graphic features (Supplemental Resources, click Vocabulary Quadrant)Language Arts:The verb ‘be’’Vocabulary Station ActivitiesVocabulary station: Journeys flip chart, use context to illustrate selected vocabulary words, word match forms of be Journeys Literacy Language Guide-Vocabulary-Lesson 18This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: Foundational SkillsWEEK 3: REFER TO UNIT 4 LESSON 19ANCHOR TEXTThe Signmaker’s AssistantDecodable Texts:Darling Starling, pp.49-56Going to the Farm, pp.57-64Reading Foundational Skills StandardsRF.2.3b-Know spelling-sound correspondences for additional common vowel teams.RF.2.3.c-Decode regularly spelled two-syllable words with long vowels.RF.2.3.e-Identify words with inconsistent but common spelling-sound correspondences.RF.2.3f-Recognize and read irregularly spelled words.RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines T312-313Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T316Opening Routines T340-341 Phonemic AwarenessHigh Frequency WordsPhonemic Awareness,T342Opening Routines, T350-351Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T352Opening Routines, T360-361Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T362Opening Routines, T370-371Phonemic AwarenessHigh Frequency WordsFluencyPhonicsFluency, Phrasing: Punctuation, T314PhonicsWords with ar, T316-318Fluency, Phrasing: Punctuation, T343PhonicsWords with ar, T342-343FluencyPhrasing, Punctuation, T353PhonicsPhonics Review, T352FluencyPhrasing, Punctuation, T363PhonicsPhonics Review, T362-363FluencyPhrasing, Punctuation, T379PhonicsPhonics Review, T378Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: station (optional): performance reading-focus on stress, timed readings, high-frequency word practiceWeek 3 – Lesson 19Reading SelectionsThe Signmaker’s Assistant (Lexile 810)- (Humorous Fiction)The Trouble with Signs (Play)Instructional Resources for Building KnowledgeTraffic Signs How to Make A Shop SignEssential Question: How can signs be helpful to us?StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.2.3-Describe how characters in a story respond to major events and challenges.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.RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.Provides a description of how characters in a story respond to major events. Provides a description of how characters in a story respond to challenges.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.Demonstrates knowledge and use of text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text.Sample Objectives (I can): Describe how different characters respond to the challenges caused by the Norman’s signs.Use different voices when reading different characters.Use illustrations and other graphic features to help make meaning in the text The Signmaker’s Assistant.Performance AssessmentsJourneys Weekly AssessmentJourneys Reader’s NotebookTeacher-createdPerformance Task-OptionalShow students a variety of signs and have them demonstrate what they mean. Option for ReteachingProgress Monitoring Respond to Assessment- T378Scaffold Close Reading –T324(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-Dependent QuestionsWhat kinds of words did the signmaker put on his signs? (general understanding)What does ordinary mean on page 128? (vocabulary)How does the principal’s response to school being closed differ from the students’ responses? (text structure)Based on the illustrations on and text on page 145, how is Norman feeling at this point in the story? (inference)On page 147, the townspeople say that they were fools for obeying the signs without thinking. What do you think they meant by that? Support your response with examples from the text. Leveled ReadersAdvanced: Too Many Signs, (Lexile 450)On-Level: Finding the Party, (Lexile 300)- Building Knowledge and InterventionStruggling Readers: Aldo and Abby-Building Knowledge and InterventionVocabulary Reader: Signs Are Everywhere (Lexile 380)- Building Knowledge and InterventionEnglish Language Support: Sam Finds the Party (Lexile 460)Literacy Station ActivitiesComprehension station: Journeys flip chart, retelling cards, graphic organizer of signs, cause and effect organizer, illustrate sign meanings, review of previously taught skills, additional activities: StatementsContent & 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-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.Recounts a well elaborated event in a narrative writing.Recounts a short sequence of events in a narrative writing.Includes details to describe actions, thoughts, and feelings in a narrative writing.Uses temporal word to signal event order in a narrative writing. Sample Objectives (I can):Write a narrative about The Signmaker’s Assistant that includes details around events that occurred in the text.Routine WritingWrite simple sentences in response to literatureParticipate in shared writing experiencesDaily Proofreading PracticeProjectables 11.3,11.9Writing Tasks-Culminating Compare, in writing, Norman’s actions at the beginning of the story to his actions at the end of the story. How has he changed? How do you know?StandardsEvidence StatementsContent & 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.2.1c-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 mediaSL.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 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 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 other media.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 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.Performance AssessmentsParticipating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesClassroom routines and proceduresResponsive Classroom activities such as Morning MeetingRecount key ideas from the text Guided Summary: p. T337Classroom Conversation: p. T346StandardsEvidence StatementsContent & TasksLanguageL.2.2b-Use commas in greetings and closings of letters. L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases.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 use commas in greetings and closings of letters.Demonstrates 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 the shades of meaning among closely related verbs and adjectives.Sample Objectives (I can):Use commas correctly.Use resources to determine meanings of words.VocabularyDaily Vocabulary BoostLesson Vocabulary-(taught within context) Assistant, polite, agreed, cleared, tearing , failed, wisdom, trouble Academic Vocabulary Distinguish, provide, orally, also, sensible, list, synonym (Supplemental Resources, click Vocabulary Quadrant)Language ArtsCommas in Dates and PlacesLiteracy Station ActivitiesVocabulary station: Journeys flip chart, sentence building, practice commas in dates and word sortJourneys Literacy Language Guide-Vocabulary-Lesson 19This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: Foundational SkillsWEEK 4 & 5: REFER TO UNIT 5 LESSON 21ANCHOR TEXTPenguin ChickDecodable Texts:Mustangs, pp.1-8Time to Move, pp.9-16Reading Foundational Skills StandardsRF.2.3e-Identify words with inconsistent but common spelling-sound correspondences.RF2.3f –Recognize and read irregularly spelled words.RF.2.4a-Read on-level text with purpose and understanding.DAY 1DAY 2DAY3DAY 4DAY 5Opening Routines Phonemic AwarenessOpening Routines T12-13Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T16Opening Routines T38-39Phonemic AwarenessHigh Frequency WordsPhonemic Awareness,T40Opening Routines, T48-49Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T50Opening Routines, T60-61Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T62Opening Routines, T70-71Phonemic AwarenessHigh Frequency WordsFluencyPhonicsFluency, Phrasing: Natural Pauses, T14PhonicsWords with er, T16-18Fluency, Phrasing: Natural Pauses, T41PhonicsWords with er, T40-41Fluency, Phrasing: Natural Pauses, T53PhonicsWords with ir, ur, T50-51Fluency, Natural Pauses, T63PhonicsReview, T62-63Fluency, Natural Pauses, T79PhonicsReview, T78Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: station: Performance reading-focus on stress, timed readings, high-frequency word practiceWeek 4-5 Lesson 21 Reading SelectionsPenguin Chick (Lexile 690)-Narrative NonfictionWhere Do Polar Bears Live? (Lexile 690)Instructional Resources for Building KnowledgePenguins Hatching That Teach Their Young Sea Turtle’s Life Story Bird Feeds Her Young Do Polar Bears Live? (video) Animal Names Question: How do animals care for their young?StandardsEvidence StatementsContent & 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.2.5-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.2.9-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 main purpose of a text, including what the author wants to answer, explain, or describe.Demonstrates knowledge and use of text features (e.g. captions, bold print, subheading, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text. Provides an identification of the main purpose of a text, including what the author wants to answer, explain, or describe. Sample Objectives (I can): Identify the main topic, main idea, and details in Penguin Chick.Tell what the author is trying to explain or answer in Penguin pare and contrast important points, on a speci?c topic, from different texts.Performance AssessmentsJourneys Weekly AssessmentJourneys Reader’s NotebookTeacher-createdOption for ReteachingProgress Monitoring Respond to Assessment- T78Scaffold Close Reading –T24(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-dependent QuestionsBased on what the author tells us on page 213, why is keeping the egg snug and warm important? (inference)What is a brood patch similar to? (vocabulary)What is the main idea of page 217, which details support the main idea? (key details)Why does the mother penguin have to leave? (text feature)What are some ways the mother penguin supports her chick? (key details)What is the author’s purpose in writing Penguin Chick? (author’s purpose)In the text Where do Polar Bears Live, why didn’t the cub leave the den before it was four months old? (key detail)What does the author say about polar bear mothers? (general understanding)Unlike the penguin father what role does the polar bear father play in taking care of its young? (key detail)Leveled ReadersAdvanced: McMurdo Station, (Lexile 700)On-Level: Exploring Antarctica, (Lexile 500)Struggling Readers: Penguins -Building Knowledge and InterventionVocabulary Reader: Antarctic Animals (Lexile, 660)English Language Support: Going to The South Pole (Lexile 460)Literacy Station ActivitiesComprehension station: Journeys flip chart, cause and effect organizer, review of previously taught skills, additional activities: StatementsContent & 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-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8-Recall information from experiences or gather information from provided sources to answer a question.Introduce 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 information or explanatory text.Provides writing that is focused on a topic.Strengthens writing as needed when revising and editing.Retails information from experiences to answer a question in writing.Gathers information from provided sources to answer a question in writing. Sample Objectives (I can):Write an informational writing based on Penguin Chick that tells about how penguins care for their young. Write for informative purposes about the phases of a penguin’s life cycle.Routine WritingWrite simple sentences in response to literatureParticipate in shared writing experiencesDaily Proofreading PracticeProjectables 21.3, 21.9, 21.10Performance Task-CulminatingBased on Penguin Chick, the mother and father penguin help to take care of their young. Complete a Venn diagram comparing and contrasting how the mother and father penguin care for their young. Use your organizer to write an informative paragraph about how they both care for their young. (RI 2.9)Using facts from Penguin Chick, write about the phases of a penguin’s life pare and contrast Penguin parents to Polar Bear parents. Write about the efforts both animals take to care for their young.StandardsEvidence StatementsContent & 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.2.2-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. Demonstrate the ability to follow the agreed upon rules for discussion. Demonstrates ability to recount or describe key ideas or details from text read aloud. 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.Sample Objectives (I can):Participate actively in discussions.Retell key ideas from text read aloud.Performance AssessmentsClassroom routines and proceduresResponsive classroom activities such as Morning MeetingGuided Summary: p. T34Classroom Conversation: p. T44StandardsEvidence StatementsContent & TasksLanguageL.2.1.c-Use reflexive pronouns (e.g., myself, ourselves).L.2.1e-Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.2d-Generalize leaned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).L.2.2e-Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.Demonstrates the ability to use reflexive pronouns.Demonstrates the ability to use adjectives and adverbs based on what is being modified. Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using glossaries and beginning dictionaries.Sample Objectives (I Can…)Recognize and use adjectives.Spell words I don’t know by using spelling patterns I have learned.Use glossaries and dictionaries to determine the meanings and spellings of words.Use words and phrases that I learn through listening and reading. Use formal English when participating in discussions.VocabularyDaily Vocabulary BoostLesson Vocabulary (taught within context)Webbed, waterproof, steer, whistle, junior, otherwise, slippery, finallyAcademic Vocabulary cause/effect, rookery, huddle, trumpet call, compare, describe (Supplemental Resources, click Vocabulary Quadrant)Language Arts:Projectables 21.1, 21.5Journeys Weekly AssessmentJourneys Reader’s NotebookVocabulary Station ActivitiesVocabulary station: Journeys flip chart, sentence building with adjectives, use context to illustrate selected vocabulary words, word matching of nouns to reflexive pronouns.Journeys Literacy Language Guide-Vocabulary-Lesson 21This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: Foundational SkillsWEEK 6: REFER TO UNIT 5 LESSON 23ANCHOR TEXTThe Goat in the RugDecodable Text:Fraidy Cat, pp.33-40Bugs in Action, pp. 41-48Reading Foundational Skills StandardsRF.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.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines T212-213Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T216Opening Routines T216-217Phonemic AwarenessHigh Frequency wordsPhonemic Awareness, T240Opening Routines, T248-249Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T250 Opening Routines, T260-261Phonemic AwarenessHigh Frequency wordsOpening Routines, T270-271Phonemic AwarenessHigh Frequency wordsFluencyPhonicsFluency, Adjust Rate to Purpose, T214PhonicsSuffixes–y, -ly, -ful, T216-218Fluency, Adjust Rate to Purpose, T241PhonicsSuffixes–y, -ly, -ful, T240-241Fluency, Adjust Rate to Purpose, T253PhonicsFinal Stable Syllables –tion,-ture, T250-251Fluency, Adjust Rate to Purpose, T263PhonicsPhonemic Awareness, T262-263Fluency, Adjust Rate to Purpose, T279PhonicsPhonemic Awareness, T278Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: station (optional): performance reading-focus on stress, timed readings, high-frequency word practiceWeek 6 Lesson 23Reading SelectionsThe Goat in the Rug (Lexile 820)- (Narrative Fiction)Basket Weaving (Lexile 750)- (Informational Text)Instructional Resources for Building KnowledgePictures of the Year Sticks Question: What can be learned about the Native American Culture based on their art?StandardsEvidence StatementsContent & 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.2.9-Compare and contrast the most important points presented by two texts on the same topic.Related WIDA StandardsRI.2.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.Related Social Studies Standard2.1.03a. Identify and explain the significance of selected stories, poems, statues, paintings, and other examples of local and state cultural knowledge.Provides an identification of the main topic of a multi-paragraph text. Provides identification of the focus of specific paragraphs within a multi-paragraph text.Provides a description of the connection between a series of historical events in a text.Provides comparison and contrast of the most important points presented by two texts on the same topic. Sample Objectives (I can): Have you read this? Can we be more specific like how does the captions etc. Explain the main topic of the text The Goat in the Rug.Explain the connection pare and Contrast the procedures/steps taken to create the art in The Goat in the Rug and Basket Weaving.Performance AssessmentsJourneys Weekly AssessmentJourneys Reader’s NotebookTeacher-createdOption for ReteachingProgress Monitoring Respond to Assessment- T278Scaffold Close Reading –T224(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-dependent QuestionsWho is Geraldine? How do you know? (general understanding)What does the word “dye” mean on p. 286? (vocabulary)What does Geraldine mean on page 284, when she says “I felt like a little bit of me was hung up in the sun to dry”? (inference)Based on the information on pages 280-285, what steps have Glenmae taken so far in order to make the rug? (text structure)Why doe Geraldine think she will turn red, brown, and black? (inference)Based on the text on 293, what does Glenmae do like other Navajo weavers before her? (key detail)According to the text, Basket Weaving, why do some Native Americans weave baskets? (key detail)How is basket weaving like rug weaving? (text structure)Leveled ReadersAdvanced: Textiles from Around the World, (Lexile 880)On-Level: Wool (Lexile 750)Struggling Readers From Sheep to Sweater -Building Knowledge and InterventionVocabulary Reader: Weaving (Lexile, 510)English Language Support: How We Use Wool (Lexile 620)Literacy Station ActivitiesComprehension station: Journeys flip chart, retelling cards, writing a summary, graphic organizer, review previously taught skills, additional activities: 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.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text..ReadingLevel 1: EnteringDescribe connections between a series of historical events in L1 and/or match pictures with information using single words or phrase patterns and general, content-related vocabulary.Level 2: EmergingDescribe connections between a series of historical events in L1 and/or identify important information from using phrases and short sentences with formulaic patterns and general, content-based vocabulary.Level 3: DevelopingDescribe connections between a series of historical events using simple sentences with repetitive structures and key, content-based vocabulary.Level 4: ExpandingDescribe connections between a series of historical events using expanded and some complex sentences with a variety of grammatical structures and content-based vocabulary.Level 5: BridgingDescribe connections between a series of historical events 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:North Carolina Livebinder Click on Transformed MPIs/ELAsStandardsEvidence StatementsContent & 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-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.Recalls information from experiences to answer a question in writing. Gathers information from provided sources to answer a question in writing.Sample Objectives (I can):Explain why the author titled the selection The Goat in the pare and contrast in writing the steps taken to create the art featured in The Goat in the Rug and Basket Weaving.Routine WritingWrite simple sentences in response to literatureParticipate in shared writing experiencesShort and/or daily/weekly writing; journalingDaily Proofreading PracticeProjectables 23.3, 23.7, 23.9Performance Tasks - Culminating The title of the story is The Goat in the Rug. When you first read the title, what did you think the story would be about? Now that you have read the story, how did the author show us that the goat was in the rug? Cite your evidence from the text to support your pare and Contrast the steps taken to create the art in The Goat in the Rug and Basket Weaving. Explain in writing what’s the same and different. (RI 2.3 and 2.9)StandardsEvidence StatementsContent & 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.2.2-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 the ability to follow agreed-upon rules for discussion.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.Demonstrate ability to recount or describe key ideas or details form text read aloud. 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 rules for discussions.Retell/recount facts in complete sentences.Listen attentively.Retell key ideas from text read aloud.Performance AssessmentsClassroom routines and proceduresResponsive classroom activities such as Morning MeetingParticipate appropriately in classroom discussionsGuided Summary: p. T235Classroom Conversation: p. T244StandardsEvidence StatementsContent & TasksLanguageL.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil).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).Demonstrates the ability to use the past tense of frequently occurring irregular verbs.Demonstrates command of the conventions of Standard English of learned spelling patterns when writing words.Demonstrates the ability to determine or clarify the meaning of unknown and multiple meaning words and phrases by using a known root word as a clue to the meaning of the unknown word with the same root.Sample Objectives (I Can…)Use the past tense of irregular verbs.Use learned spelling patterns when writing words.Use root words as a clue to the meaning of unknown words with the same root. VocabularyDaily Vocabulary BoostLesson Vocabulary (taught within context)Yarn, strands, spinning, weave, duplicated, dye, delicious, sharpeningAcademic Vocabulary tradition, weave, conclude, visuals, steps, summarize (Supplemental Resources, click Vocabulary Quadrant)Language ArtsIrregular Verbs Vocabulary Station ActivitiesVocabulary station: Journeys flip chart, word sorts, and word buildingJourneys Literacy Language Guide-Vocabulary-Lesson 23This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: Foundational SkillsWEEK 7: REFER TO UNIT 5 LESSON 24ANCHOR TEXTHalf-ChickenDecodable TextsThe Unreal Party, pp.49-56Knick and Knack, pp. 57-64Reading Foundational Skills StandardsRF.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.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines T312-313Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T316Opening Routines T338-339Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T340Opening Routines, T348-349Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T350Opening Routines, T360-361Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T362Opening Routines, T370-371Phonemic AwarenessHigh Frequency WordsFluencyPhonicsFluency, Expression, T314PhonicsPrefixes re, un, over, pre, mis, T316-318Fluency, Expression, T341PhonicsPrefixes re, un, over, pre, mis, T340-341Fluency, Expression, T353PhonicsSilent Consonants, T350-351Fluency, Expression, T363PhonicsPhonics Review, T362-363Fluency, Expression, T379PhonicsPhonics Review, T378Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: station (optional): performance reading-focus on stress, timed readings, high-frequency word practiceWeek 7- Lesson 24Reading Selection: Half-Chicken (Lexile 680)-(Folktale)The Lion and the Mouse (Lexile 320 paired text for Building Background)- (Traditional Tale)Instructional Resources for Building KnowledgeThe Lion and the Hare Boy and the Wolf Stonecutter Who was Never Satisfied and Fables video Weather Vanes Question: What can be learned from folktales and fables? StandardsEvidence StatementsContent & 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.2.6-Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.RL.2.9-Comprae and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.Related WIDARL.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.Provides a recounting of stories, including fables, folktales and folktales from diverse cultures.Provides an identification of central message, lesson or moral in a text.Provides a description of how characters in a story respond to major events.Provides a description of how characters in a story respond to challenges.Provides a statement about the differences in the points of view of characters.Speaks in a different voice for each character when reading dialogue aloud to show understanding of the difference in the point of view of characters.Provides a comparison and contrast of two or more versions of the same story written by different authors. Sample Objectives (I can):Tell the central message, lesson, or moral of Half Chicken and The Lion and the Mouse.Describe how different characters respond to the events in Half Chicken.Discuss how the cook and Half-Chicken had different points of views in the text Half-pare and contrast the texts Half Chicken and The Lion and the Mouse.Performance AssessmentsJourneys Weekly Assessment Teacher-created Option for ReteachingProgress Monitoring Respond to Assessment- T378Scaffold Close Reading –T324(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText Dependent QuestionsWhat makes the Half-Chicken so unique? (key details)Why does Half-Chicken leave the ranch? (general understanding)What does Half-Chicken do for the stream of water, the fire and the wind? (key details)What do the stream of water, the fire, and the wind do for Half-Chicken and why?(text structure)What problem does half chicken encounter once he reaches the gate of the viceroy’s palace? (text structure)How does the cook feel about using Half-Chicken in the soup? How does Half-Chicken feel about it? (text structure)What do both Half-Chicken and the lion learn based on what happened in the stories?(inference)What problem is the mouse experiencing in The Lion and the Mouse? (key detail)How does the mouse convince the lion to help him?What does the mouse do for the lion?Leveled ReadersAdvanced: Ground Hog’s New Home, (Lexile 740)On-Level: Coyote and Rabbit (Lexile 500)Struggling Readers Favorite Fables –(Lexile 430)Vocabulary Reader: Clever Animals (Lexile, 550)English Language Support: The Trick (Lexile 330)- Building Knowledge and InterventionLiteracy Station ActivitiesComprehension station: Journeys flip chart, retelling cards, writing a summary, graphic organizer, review previously taught skills, additional activities: 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.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.ReadingLevel 1: EnteringIdentify differences in story characters’ points of view by speaking in a different voice in L1 and/or in an appropriately leveled text by repeating words and using proper voice inflection.Level 2: EmergingDescribe differences in story characters’ points of view by speaking in a different voice in L1 and/or in appropriate leveled text by restating phrases with proper voice inflection.Level 3: DevelopingDescribe differences in story characters’ points of view in appropriate leveled text by speaking in a different voice and matching simple sentences/quotes and voice inflection with characters in the story.Level 4: ExpandingDescribe differences in story characters’ points of view in approaching grade level texts by speaking in a different voice and identifying direct quotes and voice inflection using complete sentences with some content based vocabulary. Level 5: BridgingDescribe differences in story characters’ points of view in grade level texts by speaking in a different voice and identifying direct quotes and voice inflection using complex, detailed sentences with content based vocabulary.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder Click on Transformed MPIs/ELAsStandardsEvidence StatementsContent & TasksWriting/ResearchW.2.2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.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.2.8-Recall information from experiences or gather information from provided sources to answer a question.Introduces a topic in an informational 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.Participates in shared research and writing projects.Sample Objectives (I can)Explain in writing facts about Half-Chicken regarding how he was both vain and pare the events and outcomes in Half-Chicken and The Lion and The Mouse.Routine WritingWrite simple sentences in response to literatureParticipate in shared writing experiencesShort and/or daily/weekly writing; journalingDaily Proofreading PracticeProjectables 24.3, 24.8Performance Tasks-CulminatingHalf-Chicken was described as vain but he was also helpful. Explain why Half-Chicken was thought to be vain as well as how he was helpful. Use the text to support your writing. What similar lesson was learned by the folktale/fable Half Chicken and The Lion and the Mouse? In writing, compare the events and outcomes in Half-Chicken and The Lion and the Mouse. Tell about the similarities and the lesson learned from both text. StandardsEvidence StatementsContent & 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.2.3-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.2.4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.Demonstrate 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 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 ability to tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Performance AssessmentsParticipating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesClassroom routines and proceduresResponsive Classroom activities such as Morning MeetingRecount key ideas from the text Guided Summary: p. T334Classroom Conversation: p. T344StandardsEvidence StatementsContent & TasksLanguageL.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.1f-Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).L.2.2d-Generalize learned spelling patterns when writing.Demonstrates the ability to use past tense irregular verbs.Demonstrates the ability to produce and rearrange simple and compound sentences.Demonstrates the ability to use learned spelling patterns when writing. Sample Objectives (I can): Use past tense irregular verbs.Produce simple and compound sentences.VocabularyDaily Vocabulary BoostLesson Vocabulary (taught within context)Tumbling, flung, tangled, empty, swift, peacefully, stream, blazedAcademic Vocabularymoral, vane, contrast, define, in common, relate toLanguage Arts:Irregular Action VerbsAntonymsVocabulary Station ActivitiesVocabulary station: Journeys flip chart, using a dictionary or glossary, and use context to illustrate selected vocabulary wordsJourneys Literacy Language Guide-Vocabulary-Lesson 24This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: Foundational Skills *See TWAG in AppendixWEEK 8 & 9: REFER TO UNIT 5 LESSON 25ANCHOR TEXTFrom Seed to PlantDecodable Texts:A Spring Walk, pp. 65-72The Softball Game, pp.73-80Reading Foundational Skills StandardsRF.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.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines T412-413Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T416Opening Routines T436-437Phonemic AwarenessHigh Frequency WordsPhonemic Awareness,T438Opening Routines, T446-447Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T448Opening Routines, T456-457Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T458Opening Routines, T466-467Phonemic AwarenessHigh Frequency WordsFluencyPhonicsFluency, Phrasing, Punctuation, T414PhonicsWords with au, aw, al, o, a, T416-418Fluency, Phrasing, Punctuation, T439PhonicsWords with au, aw, al, o, a, T438-439Fluency, Phrasing: Punctuation, T449PhonicsPhonics Review, 448Fluency, Phrasing Punctuation T459PhonicsPhonics Review, T458-459Fluency, Phrasing: Punctuation, T475PhonicsPhonics Review, T474Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: station (optional): performance reading-focus on stress, timed readings, high-frequency word practiceWeek 8-9 Lesson 25 *See TWAG in AppendixReading SelectionsFrom Seed to Plant (Lexile 690)- (Informational Text)Super Soil (Lexile 720)- (Informational Text)Essential Question: How do seeds evolve into food?StandardsEvidence StatementsContent & 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.2.5-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.2.7-Explain how images contribute to and clarify text.Related WIDA StandardRI.2.7-Explain how images contribute to and clarify text.Provides a description of the connection between a series of historical events in a text.Provides a description of the connection between as series of scientific concepts or steps in technical procedures in a text. Demonstrates knowledge and use of text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text.Provides an explanation of how specific images contribute to and/or clarify a text.Sample Objectives (I can):Describe steps involved in going from a seed to a plant based on the text From Seed to Plant.Use text features to locate facts in From Seed to Plant.Explain how the images used in From Seed to Plant help me to better understand.Performance AssessmentsJourneys Weekly Assessment Teacher-createdPerformance Task-OptionalList ways that animals help seeds grow into plants.Option for ReteachingProgress Monitoring Respond to Assessment- T474Scaffold Close Reading –T424(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent Reading Text-dependent QuestionsWhat makes a plant grow? (general understanding)Why do you suppose the author chose a diagram to share this information about a flower’s parts on p. 351? (author’s purpose)After reading both texts, why is soil important for seeds? Cite evidence from both texts to support your answer. (intertextual connections)Leveled ReadersAdvanced: Desert Plants, (Lexile 660)On-Level: The Life Cycle of a Tree (Lexile 410) Building Knowledge and InterventionStruggling Readers Plant and Animal Partners –(Lexile 470)Vocabulary Reader: Grow a Bean Plant (Lexile, 540)English Language Support: How a Tree Grows (Lexile 490)Literacy Station ActivitiesComprehension station: Journeys flip chart, cause and effect, review of previously taught skills, additional activities: 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.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.ReadingLevel 1: EnteringDescribe and explain how an image or illustration contributes to the text and/or repeat single words that match a description of the image using general, content-related vocabulary.Level 2: EmergingDescribe and explain how the images contribute to the text using phrases and short sentences in formulaic sentence patterns and general, content-based vocabulary.Level 3: DevelopingDescribe and explain how an image contributes to the text producing simple sentences using repetitive structures and key, content-based vocabulary.Level 4: ExpandingDescribe and explain how an image contributes to the text producing expanded and some complex sentences with an emerging complexity of grammatical structures and content-based vocabulary.Level 5: BridgingDescribe and explain how an image contributes to the text in clear and coherent, 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:North Carolina Livebinder Click on Transformed MPIs/ELAsStandardsEvidence StatementsContent & 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-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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).Introduces a topic in an information or explanatory text.Uses facts and definitions to develop points in an information or explanatory text.Provides a concluding statement or section in an informational or explanatory text. Uses a variety of digital tools to produce and publish writing.Collaborates with peers to produce and publish writing, using a variety of digital tools.Participates in shared research and writing projects. Sample Objectives (I can): Create writing that is informative using facts about seeds. Use digital tools to publish my opinion paragraph.Work with peers to revise my writing.Routine WritingWrite simple sentences in response to literatureParticipate in shared writing experiencesShort and/or daily/weekly writingDaily Proofreading PracticeProjectables 25.3, 25.8Writing Tasks-Culminating See TWAGStandardsEvidence StatementsContent & 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.2.2-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. 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 ask for clarification and further explanation as needed about topics and texts discussed.Demonstrates ability to recount or describe key ideas or information presented orally or through other media.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 rules for discussions.Retell/recount facts in complete sentences.Listen attentively.Retell key ideas from text read aloud.Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Performance AssessmentsParticipating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesClassroom routines and proceduresResponsive Classroom activities such as Morning MeetingRecount key ideas from the text Guided Summary: p. T433Classroom Conversation: p. T442StandardsEvidence StatementsContent & TasksLanguageL.2.1d-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).L.2.2d-Generalize learned spelling patterns when writing.L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase.Demonstrates the ability to use past tense irregular verbs. Demonstrates the ability to use learned spelling patterns.Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using sentence level context as clue to the meaning of a word or phrase. Sample Objectives (I Can…)Use the past tense of irregular verbs.Spell words I don’t know by using spelling patterns I have learned.Use context clues to ?gure out word meanings.VocabularyDaily Vocabulary BoostLesson Vocabulary (taught within context)Grain, pod, soak, soften, root, shoot nutrition, tastyAcademic Vocabulary relationship, results, cause, effect, scatter, tasty (Supplemental Resources, click Vocabulary Quadrant)Language Arts:Irregular Action VerbsVocabulary Station ActivitiesVocabulary station: Journeys flip chart, using a dictionary or glossary, and use context to illustrate selected vocabulary words. Journeys Literacy Language Guide-Vocabulary-Lesson 24This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: - TWO WEEK AT A GLANCE OUTLINES-TWAGUnit 5, Lesson 25, From Seed to PlantWeek 1Lesson 25, From Seed to PlantDAYSEssential Question: How do seeds evolve into food?12345Read AloudText based comprehensionText based discussionMain Selection (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)From Seed to Plant (Informational, 690L)All activities and discussions should be guided by the Text X-rayThink Through the Text Questions #2, 5, 6, 7, 9, 10Respond to text orally/or in writing from the Guided Summary Oral Retelling Cards (1-4)Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)VocabularyDrawn from the textsgrain, pod, soak, soften, root, shoot, nutrition, tasty, ovules, pistil, stigma, pollen, stamensFoundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesWeek 1Lesson 25, From Seed to PlantDAYSEssential Question: How do seeds evolve into food?12345Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textCulminating task Aligned with the EQ and topic Using evidence from the text write a paragraph explaining how seeds evolve into food.Imagine you are a farmer describe how your garden grows into food. Create a flip book to explain how a seed grows. Draw pictures to describe each step in the process. StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.2.1, RI.2.3, RI.2.4, RI.2.10WritingW.2.2 LanguageL.2.4aFor further information regarding grade level TWAGs see the following: 2Lesson 25, From Seed to PlantDAYSEssential Question: How do seeds evolve into food?12345Read AloudText based comprehensionText based discussionMain SelectionText based comprehensionText based discussionBuilding KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)All students experience all texts and resources regardless of levelFrom The Leveled Readers:Plant and Animal PartnersThe Life Cycle of a Tree Other Resources: Insects, animals that pollinate plants are dying off, report says Tiny Seed by Eric Carle a seed grow from the textsComplete the rolling vocabularyWeek 2Lesson 25, From Seed to PlantDAYSEssential Question: How do seeds evolve into food?12345Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textCulminating taskAligned with the EQ and topic Continue /revise flip book writing activity from previous week. Complete the formal writing process for one of the other writing tasks.StandardsList Reading and Writing standards related to the texts, questions and tasks. Reading: Informational TextRI.2.1 RI.2.3 RI.2.4 RI.2.10WritingW.2.2 LanguageL.2.4aFor further information regarding grade level TWAGs see the following: ................
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