Shelby County Schools



Background: Two-Weeks at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year the ELA K-5 SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. ESL has opted to develop TWAGs for the entire year, 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. 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. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country. How to Use the Literacy Curriculum Maps5143500635Our 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. Elements of Lesson Planning with Attention to Language:Effective lesson planning for ELLs begins with, and includes all 6 of the following components (in no particular order):Identify student’s language strengths and other assets using WIDA’s CAN DO philosophy.Attend to sociocultural contexts of language use.Create contexts for meaningful use of language.Recognize language development processes (current proficiency level within a domain and context).Identify language embedded in content standards (Features of Academic Language).Use language supports (e.g., word banks, sentence frames, and/or paragraph models).Incorporate all 4 language domains (listening, reading, speaking, writing).Using the WIDA MPIsWIDA English Language Development (ELD) standards and links to Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. 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.Used in conjunction with a WIDA Can Do Name Chart and WIDA Can Do Key Uses booklet found within the ESL Teacher notebook, the ESL teacher can also discuss reasonable expectations for each ELL with classroom teachers for mainstream classroom instruction.Sample MPI for grade 1 Reading for Information Model Performance Indicators (MPIs) Reading for Information #1Ask and answer questions about key details in a text.Reading Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging Identify answers to yes/no or WH- questions about informational text with labeled visual support. Answer questions about key details from illustrated informational texts written in repetitive sentence patterns with labeled visual support. Ask and answer questions about key details in illustrated texts written in simple and compound sentence structures while working with a partner. Ask and answer questions about key details in illustrated/non-illustrated texts written in compound sentence structures while working with a partner. Ask and answer questions about key details in a text written in compound and complex sentence structures while working with a partner. Using the Curriculum Maps, Grade K-5 ESL TWAG Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task 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 and related MPIs at the end of each week. 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 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 Model Performance Indicators (MPIs) 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 culminating activity at the end of each week, and match them to your objectives. Consider how tasks best target the essential question and content for the week, as well as alignment to standards. Develop a writing rubric, which encompasses weekly skills students are required to display within their writing (vocabulary, grammar, syntax, etc.)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 you choose for your ELLs.Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. Review how the two weeks work together to build knowledge by previewing suggested (linked) resources.Remember to include differentiated activities for small group instruction and literacy stations- based on MPIs and student English Language Proficiency. Reference “SWAG” documents for resources within literacy work stations. Please reference the ESL K-5 Lesson Plan template for assistance in arranging Literacy Stations during week 1 and Text Stations during week 2 for each TWAG.The following cross-reference to SCS ELA curriculum is provided to assist in making decisions about how best to use this ESL curriculum document in conjunction with ELA. Realizing that ESL students benefit from more time to develop knowledge of vocabulary and concept development within a particular topic, ESL teachers are advised to use the TWAG format to assist in doing so.Quarter 3 ELA Quarter 3 ESLWeek 1Luke Goes to BatWeeks 1 & 2Never Give Up (Luke Goes to Bat, My Name is Gabriella)Week 2My Name is GabriellaWeek 3The Signmaker’s AssistantWeeks 3 & 4Animal Development (Penguin Chick & Where do Polar Bears Live?)Weeks 4 & 5Penguin Chick & Where do Polar Bears Live (Building KnowledgeWeeks 5 & 6The Arts (Goat in the Rug, Half Chicken)Week 6The Goat in the RugWeeks 7 & 8Life Cycles (From Seed to Plant)Week 7Half ChickenWeek 9Formative Assessment/ Writing DevelopmentWeek 8 & 9From Seed to PlantUnit Topic: Never Give UpGrade 2 Weeks 1-2 Week 1Essential Questions: Why is it important to keep trying even when something is difficult to do?StandardsWIDA 1, 2, & 4: SIL, LoLA, LoSSRL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RL.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 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.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)RL.2.1; SL 2.2,2.6The Crowd Roared TE P. 114 Questions for read aloud- see above linkAnchor Text (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)Luke Goes to Bat (realistic fiction) by Rachel Isadora (Level K; Lexile 430)RL.2.1; RL. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing.P. T126 “How does Luke feel when other kids won’t let him play?”P. T132 “Why does Luke think the ball he finds is the one Jackie Robinson hit?”P. T135 “What do you think will happen the next time Luke plays baseball?” P. T135 “How has Luke changed by the end of the story?”Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)The Basics of Baseball (video)Language Support Cards Lesson 17Take Me Out to the Ballpark (Leveled Reader) Level K; Lexile 440 TE Pg. 193The Summer of Baseball ParksELL reader (Level K; Lexile 460)Jackie Robinson Paired text (biography) Level L; Lexile 680VocabularyDrawn from the textsRL.2.4; L.2.5hurried, practice, position, roared, extra, curbed, cheered, finalTE Pg. 114Vocabulary Reader: The Brooklyn Dodgers Level J (Lexile 570)Foundational SkillsPhonemic Awareness Concepts of PrintFluency/DecodingWord WorkPhonics and high frequency wordsFollow the daily Phonics and Fluency sequence of activities- Long i (i, -igh, -ie, y)RF.2.3e Phoneme Substitution Routine How-To (video clip) (ex. bit becomes bite)RF.2.3, 2.3e, 2.4 HYPERLINK "" \h Bright Lights – decodable reader TE Pg.119RF.2.3, 2.3e, 2.4 Blending with Letter Cards: Long i Phonics Routine TE Pg. 117Imagine Learning Resources for phonics routines (password: imagine) RF.2.4 High Frequency Words: doing, else, blue, turned, room, teacher, any, studied, carry, sureSpelling Words: night, kind, spy, child, light, find, high, right, wild, July, sigh, fryLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activities L.2.3 Subject/Verb agreement English Language Development: Students will understand singular subjects will use verbs that end in –s and plural subjects will use verbs that do not end is –s.L.2.3; SL.2.6 Grammar/Language Objective: Students will use correct subject/verb agreement. Projectable 17.2 WritingResponse to textCulminating task Aligned with the EQ and topic RL.2.1; L. 2.2; W.2.3Complete a sequence chart for Luke Goes to Bat. Discuss ways Luke worked hard and did not give up; give details to support the main idea.On-level: Have you ever worked hard at something the way Luke did? Use a narrative pre-writing graphic organizer to plan a narrative telling about it.Grade 2 Weeks 1-2Week 2Essential Questions: Why are reading and writing important?StandardsWIDA 1, 2, & 4: SIL, LoLA, LoSSSocial Studies GLE’sRI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.RF.2.3c Decode regularly spelled two-syllable words with long vowels.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 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.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.7 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).L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.Social Studies Standards:GLE 2.32 Participate in shared research using biographies to interpret the significance of contributions made by people of the United States, recounting or describing key ideas and details from the texts.GLE 2.33 With guidance and support from adults, use a variety of digital tools to produce and publish a writing piece in collaboration with peers on a famous American to describe how his or her accomplishments were significant.Read Aloud/Main SelectionText based comprehensionText based discussionMy Name is Gabriela (biography); Level N (Lexile 830) TE Pg. 224RI.2.1; RI.2.3; SL 2.2, 2.6 Respond to text questions orally and/or in writingText-dependent questions:“How would you describe Gabriela?” TE Pg. 227“What details support the main idea that Gabriela loves words?” TE Pg. 229“Does it surprise you that Gabriela grows up to be a teacher?” TE Pg. 231Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)I’m Never Alone (poetry)Level I (Reading A-Z)Green Eggs and Ham(video read-aloud)Jack PrelutskyLevel M; Lexile 540 (Leveled reader) Poems About Reading and Writing Paired SelectionT E Pg. 264 VocabularyDrawn from the texts Language Support cards HYPERLINK "" \h EL Vocab Concept PosterRI.2.4; L.2.4 Students determine the meanings of words and phrases My Name is GabrielaTarget Vocab: accepted, express, fluttering, grand, pretend, surprise, wonder, taughtVocab Reader: All About Chile (Level K) Lexile 550Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activities: Long e (-y)RF.2.3, 2,3e, 2.4 Long e sounds for Y words- Sound Spelling Cards TE Pg. 488 The Life of Jack Prelutsky Level M (Lexile 540) ELL ReaderRF.2.4 High Frequency and Spelling Words: HFW: always, anything, been, draw, friends, mother, soon, under, watch, words Spelling: happy, pretty, baby, very, puppy, funny, carry, lucky, only, sunny, penny, cityRF.2.3, 2.3e, 2.4 HYPERLINK "" \h Bunny and the Penny- Decodable reader (256 words)Language/ SyntaxSpelling and GrammarL.2.1e Follow the daily Grammar and Spelling sequence of activities: Verb “to be” Students will practice using the verbs: am, is, and are to tell about something that is happening in the present. Projectable 18.2 The Verb “be”WritingResponse to textCulminating taskAligned with the EQ and topic RI.2.1; SL.2.1 From the anchor text, My Name is Gabriela, model how to identify Gabriela’s character traits using a 3-Column Chart TE Pg. 222RI.2.9 Students will research a historical figure and their contribution to society. Use a graphic organizer to list, history, character traits, and contributions.W.2.3; L.2.1e, 2.2 Culminating activity: Write a narrative paragraph describing the life of a historical figure and what he/she achieved through perseverance.ESL Supplemental Work Station and Gradual Release Template Grade 2 Q3 Weeks 1-2STORY INFORMATION : Topic: Never Give UpLuke Goes to Bat /My Name is GabrielaRealistic fictionNarrative non-fictionEssential Question: Why is it important to keep trying even when something is difficult to do?Why are reading and writing important?Gradual Release: *See GRR Example Behaviors at end of document.Culminating TaskW.2.3; L.2.1e,2.2 Write a narrative paragraph to describe something a person achieved through perseverance and not giving up.Stations Activities :WEEK 1RF.2.3 1): Word Work: Starfall Sounds of Y. Y as a Vowel Song (video)Y as a Vowel online games, resources HFW practice (video/chant) Elf Kids Learning - Sight Word Practice (1st 100 words)Online sight words game: Kitten HopLanguage and Literacy Guide Lesson 17 p. 88RL.2.1, 2.42) Comprehension/Building Knowledge: Roll A Question (Comprehension dice game)Shared/Guided Reading group: HYPERLINK "" \h The Summer of Baseball Parks See ELL BLM lesson guide. RL.2.4; L.2.4a3) Vocabulary: Make a Frayer Model for 3 vocabulary words; use it for retelling events in the story, Luke Goes to Bat. Practice retelling the events with a partner.*See Vocab in Context Cards/Sentence Frames: Flash Cards: Quizlet RL.2.44) Fluency- Partner-reading of ELL Reader. Fluency Passage- Baseball Level J (Reading A-Z)Listen to reading: Curious George Plays Baseball by Margaret and H.A. ReyesWEEK 2RF.2.31): Word Work: Long Vowel Phonemes- Roy The (game)Y as a Vowel – Sight Word game- Sight Word BINGO Verb Games- Turtle Language and Literacy Guide Lesson 18 p. 90RI.2.1, 2.42)Comprehension/Building Knowledge: Shared/Guided Reading group: Read How Many Rhymes? Level G (Reading A-Z: poem)Comprehension activity- Reading A-ZW.2.1; L.2.23) Writing/Research: Work on Writing: Conduct research for biography/narrative paragraph. Edit and revise writing. Graphic OrganizerRI.2.2, 2.4; SL.2.44.) Fluency: Fluency Passage- George Washington- Childhood Stories level I Listen to reading: Over in the Meadow by Olive A. Wadsworth (poem: )Other notes For scaffolding- Language frames: Academic Language FunctionsVery simple framesMore framesLinks to leveled standards- for every standard, this resource provides additional support to teachers for creating scaffolded activities. Unit Topic: Animal DevelopmentGrade 2 Weeks 3-4 Week 3Essential Questions: How do animals care for their young?StandardsWIDA 1, 2, & 4: SIL, LoLA, LoSRI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 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.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.L.2.1e. Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.Science:GLE0207.2.3 Identify the basic ways that plants and animals depend on each other.GLE02.07.2.2 Investigate living things found in different places.GLE0207.4.1 Compare the life cycles of various organisms. (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)RI.2.1; SL 2.2,2.6From Duckling to Duck TE P. 14 Animal Dads Reading A-Z; Level F Questions for read aloud see above linksAnchor Text (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)Penguin Chick (narrative non-fiction) by Betty Tatham (Level L; Lexile 450)RI.2.1; RI. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writingP. T26 “Why is keeping an egg snug and warm important?”P. T28 “Why do penguin parents preen their chicks’ coats?”P. T30 “How are junior penguins different from their parents?”Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group) Penguins-Mister Rogers' Neighborhood Discuss the characteristics of penguins and their habitats.Emperor Penguins- National Geographic KidsPenguin Parents National Geographic (video)Penguin Babies (video)Flightless Birds- (photos)Vocabulary Reader Antarctic Animals TE Pg. 87How Animals Care for their babies (National Geographic) Language Support Cards Lesson 21Sea World Penguin Cam (Camera is live 11:00am-7:30pm CST)VocabularyDrawn from the textsRI.2.4; L.2.5webbed, waterproof, steer, whistle, otherwise, junior, slippery, finally*See Vocab Context Cards Resource: Vocab Picture Cards Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activities- R-controlled words (-er, -ir, -ur)RI.2.3e Phoneme Substitution Routine How-To teach R-controlled (video clip) (ex. weed becomes word; pack becomes perk)RF.2.3, 2.3e, 2.4 Blending Routine with Letter Cards R-Controlled Phonics Routine TE P. 18Imagine Learning Resources for phonics routines (password: imagine) *High Frequency Words: across, behind, house, how, move, nothing, one, out, took, voice RF.2.3, 2.3e, 2.4 Barb’s Sharp Car – decodable reader (222 words)Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activities – Adjectives and Suffixes –er/-estL.2.1e -er and –est projectable resource English Language Development: Students will compare three objects in the room using adjectives with suffixes –er/-est endings (ex. The chair is big. The beanbag is bigger. The table is the biggest.)L.2.1e; SL.2.6 Grammar/Language Objective: Students recognize adjectives for size, shape, and color. Student will write (list) adjectives to describe baby penguins and their parents and create oral sentences. WritingResponse to textCulminating task Aligned with the EQ and topic RI.2.1; L. 2.2; W.2.2Complete a main idea and details graphic organizer for Penguin Chick. Below level: Students may copy details from teacher-led main idea/details graphic organizer.On-level: Write an informative paragraph telling how baby penguins grow and develop. Students will use adjectives and –er/-est suffixes to compare baby penguins to their parents. Students will use correct capitalization and punctuation in the paragraph.Grade 2 Weeks 3-4Week 4Essential Questions: What do wild animals need to survive?StandardsWIDA 1, 2, & 4: SIL, LoLA, LoSRI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 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.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.L.2.1e. Use adjectives and adverbs, and choose between them depending on what is to be modified.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.Science:GLE0207.2.3 Identify the basic ways that plants and animals depend on each other.GLE02.07.2.2 Investigate living things found in different places.GLE0207.4.1 Compare the life cycles of various organisms.Read Aloud/Main SelectionText based comprehensionText based discussionTrade Book: Where Do Polar Bears Live? By Sarah L. Thomson (Level L; Lexile 490) read-aloud online*Common Core supplemental literature for grades 2-3/Unit 4 Journeys extended reading RL.2.1, 2.3; SL 2.2, 2.6 Respond to text questions orally and/or in writingText-dependent questions found in TE Pg. 508“Where do you think the polar bear’s den is?”“How does the polar bear’s skin help keep the bear warm?” “Why didn’t the cub leave the den before it was 4 months old?”Have students summarize details they’ve learned so far about polar bears. Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)Polar Bear Cubs (video)Plight of the Polar Bear Level Q (Reading A-Z)Polar Bears: What Do All Baby Mammals Need? (Reading A-Z)Going to the South Pole ELL Reader (Level O; Lexile 490) Journey to the South Pole (video) VocabularyDrawn from the textsTundra, den, lemming, cub, Arctic, survive, fierce, extinct, blubber HYPERLINK "" \l "anchor_where-do-polar-bears-live--by-sarah-thomson---vocabulary" \h “Storyboard That” RI.2.4; L.2.4 Students determine the meanings of words and phrases Where Do Polar Bears Live? Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activities- R-controlled words (-or, -ore) RF.2.3, 2,3e, 2.4 R-Controlled words(-or) Sound Spelling Cards TE Pg. 488 RF.2.3, 2.3e, 2.4 Polar Bear, Polar Bear, What Do you Hear? (Lexile 720) Trade bookRF.2.3, 2.3e, 2.4 The Roaring Storm- Decodable reader (256 words)Language/ SyntaxSpelling and GrammarL.2.1e Follow the daily Grammar and Spelling sequence of activities: Adjectives Adjective PPTStudents will practice using adjectives with Adjective Bubble Map describing an arctic animal. WritingResponse to textCulminating taskAligned with the EQ and topic RI.2.1; SL.2.1 From the Read Aloud: Where Do Polar Bears Live? Write about how the polar bears’ habitat is changing. How does it affect their lives?RI.2.1 Pre-writing: Compare how the polar bears and penguins take care of their young (T-Chart).RI.2.9 Students will research an animal and compare it to either a penguin or a polar bear (classroom books, magazines, and internet research). W.2.2; L.2.1e, 2.2 Use a compare and contrast graphic organizer to describe two different animals and how they care for their young.Culminating activity: Students will compose a paragraph to explain how polar bears and penguins take care of their young- emphasizing how the baby animals depend on their parents. Students should use adjectives, proper capitalization, spelling, and punctuation in their paragraphs.ESL Supplemental Work Station and Gradual Release Template Grade 2 Q3 Weeks 5-6STORY INFORMATION : Topic: Animal DevelopmentPenguin ChickNarrative Non-fictionEssential Question: How do animals care for their young?Gradual Release: *See GRR Example Behaviors at end of document.Culminating TaskW.2.2; L.2.1e,2.2 Write a paragraph using information from their research to explain how two different animals take care of their young. They will emphasize how the baby animals depend on their parents. Stations Activities :WEEK 1RF.2.3 1): Word Work: Starfall R-controlled word sort. PBS Kids "Bossy R" song Computer online game for R-controlled practice; HFW practice (video/chant) Elf Kids Learning - Sight Word Practice (1st 100 words)Online sight words game: Kitten HopVocab PPTLanguage and Literacy Guide Lesson 21 p. 96RI.2.1, 2.42) Comprehension/Building Knowledge: Roll A Question (Comprehension dice game)Teacher-led Shared/Guided Reading group; HYPERLINK "" \h Going to the South Pole See ELL BLM lesson guide. RI.2.4; L.2.4a3) Vocabulary: Make a Frayer Model for 3 vocabulary words; use it for retelling events in the story, Penguin Chick. Practice retelling the events with a partner.Quizlet:RI.2.44) Fluency- Partner-reading of ELL Reader. Fluency Passage- Penguins (Reading A-Z) level O (Grade 2)Listen to reading: Penguin, Penguin by Margaret Hiller()WEEK 2RF.2.3L.2.1e 1): Word Work: R-controlled vowels GO FISH! Turtle : R-Controlled words Sight Word game- Sight Word BINGO Adjective activity options:Adjectives and Opposites Memory gameLanguage and Literacy Guide Lesson 22 p. 98RI.2.1, 2.42)Comprehension/Building Knowledge: Guided Reading group: Read Arctic Animals Level E (Reading A-Z)Question Cubes for Comprehension W.2.1; L.2.23) Writing/Research: Conduct research for compare/contrast culminating writing activity. Edit and revise writing.RI.2.2, 2.4; SL.2.44.) Fluency: Listen to Where Do Polar Bears Live? (Listen to Reading). Independent reading of good-fit books with whisper phones to reinforce fluency (Read to Self/Read to Someone).Other notes For scaffolding- Language frames: Academic Language FunctionsVery simple framesMore framesLinks to leveled standards- for every standard, this resource provides additional support to teachers for creating scaffolded activities. Unit Topic: The ArtsGrade 2 Weeks 5-6 Week 5Essential Questions: How is art connected to the past?StandardsWIDA 1, 2, & 4: SIL, LoLA, LoSSRI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 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.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)RI.2.1; SL 2.2,2.6Nothing But a Quilt TE P. 214 Questions for read aloud- see above linkSee ELL Language Support Cards for pre-reading supportAnchor Text (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)The Goat in the Rug (narrative non-fiction) TE p. 224 (Level N; Lexile 820)RI.2.1; RI. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing.P. T226 “What do you think Geraldine means when she says she ‘kicked up her heels’?”P. T227 “Do you think Geraldine knows why Glenmae is using her wool?”P. T228 “How is the step of combining the wool connected to the step of spinning the wool?” P. T232 “Why do you think Glenmae’s rug will never be duplicated?”Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)How to Weave a mat (video)Language Support Cards Lesson 23Wool Leveled Reader (Level M; Lexile 750) TE Pg. 193Art Around Us Level M (Reading A-Z)How We Use Wool ELL reader (Level M; lexile 620)Basket Weaving Paired text (informational text) Level L; Lexile 680VocabularyDrawn from the textsRI.2.4; L.2.5yarn, strands, spinning, dye, weave, sharpening, duplicated, deliciousTE Pg. 220Vocabulary Reader: Weaving Level K (Lexile 510)Foundational SkillsPhonemic Awareness Concepts of PrintFluency/DecodingWord WorkPhonics and high frequency wordsFollow the daily Phonics and Fluency sequence of activities- Suffixes (-y, -ly, -ful)RF.2.3e Introducing HYPERLINK "" \h Suffixes Warm-up What’s my Root? (word play) TE p. 212RF.2.3, 2.3e, 2.4 HYPERLINK "" \h Fraidy Cat – decodable reader TE Pg.203High Frequency Words: knew, idea, though, down, four, give, great, large, write, comingSpelling Words: helpful ,sadly, hopeful, thankful, slowly, wishful, kindly, useful, safely, painful, mouthful, weaklyLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activities L.2.3 Irregular Verbs English Language Development: Students will identify when to use irregular verbs: do, does, did, has, have, and had.L.2.3; SL.2.6 Grammar/Language Objective: Students will use irregular verbs that match the subject and the correct tense. Projectable 23.2 WritingResponse to textCulminating task Aligned with the EQ and topic RI.2.1; L. 2.2Complete a Conclusion Chart for The Goat in the Rug. Discuss what the author wanted you to know or learn from reading the story. W.2.2 What steps did Glenmae take to make the rug? Use a sequence chart to write an informational paragraph about the steps to weaving a rug.Grade 2 Weeks 5-6Week 6Essential Questions: Why are some stories told over and over again?StandardsWIDA 1, 2, & 4: SIL, LoLA, LoSSRL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RL.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 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.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.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).L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meaningsRead Aloud/Main SelectionText based comprehensionText based discussionHalf-Chicken (folktale)Level M (Lexile 680) TE Pg. 302RL.2.1; RL. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writingText-dependent questions:“What is the hen worried about? What does this say about her?” TE Pg. 326“What is surprising about the 13th egg as it hatches?” TE Pg. 327“How can you tell the guards played a joke on Half-Chicken?” TE Pg. 331Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)PBS Kids- Folk Tales and FablesThe 3 Little Pigs (read aloud- Get )Aesop’s Fables(fable)Level M(Reading A-Z)The Tiger in the Water: A Folktale from Malaysia (read-aloud) TE p. 314Jack and the Beanstalk – (Lexile 330)Get The True Story of the 3 Little Pigs –(video read-aloud)*fractured folktaleThe TrickLevel M; Lexile 540 (Leveled reader)The Ant and the Grasshopper –PDF access for read-aloud)The Lion and the Mouse Paired SelectionTE Pg. 364Clever Animals- VocabReader (Level J)Lexile 550VocabularyDrawn from the texts Language Support cards HYPERLINK "" \h EL Vocab Concept Postertumbling, flung, tangled, empty, peacefully, stream, blazed, swiftRI.2.4; L.2.4 Students determine the meanings of words and phrases from Half-Chicken Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activities: PrefixesRF.2.3, 2,3e, 2.4 Prefixes (re-, un-, over-, pre-, mis-) HYPERLINK "" \h Continuous Blending Routine TE p. 340The Trick Level J (Lexile 330) ELL ReaderRF.2.4 High Frequency and Spelling Words: HFW: earth, away, brothers, brown, without, here, learning, began, surprised, there Spelling: unhappy, retell, untangle, unkind, repaint, refill, unlike, remake, unpack, reread, unlock, replayRF.2.3, 2.3e, 2.4 HYPERLINK "" \h The Unreal Party- Decodable reader (256 words)Language/ SyntaxSpelling and GrammarL.2.3 Irregular Action Verbs English Language Development: Students will identify when to use irregular verbs: see, saw, go, and went.L.2.3; SL.2.6 Grammar/Language Objective: Students will use irregular verbs that match present or past tense.Projectable 24.2 WritingResponse to textCulminating taskAligned with the EQ and topic RI.2.1; SL.2.1 From the anchor text, Half-Chicken, model how to tell what happened to Half-Chicken using a Cause and Effect chart TE Pg. 343W.2.2 Students will write a paragraph about how Half-Chicken was thoughtful and helpful using text evidence.W.2.2; L.2.1e, 2.2 Culminating activity: Write a paragraph about one of the folktales from the week and the lesson behind it.ESL Supplemental Work Station and Gradual Release Template Grade 2 Q3 Weeks 1-2STORY INFORMATION : Topic: Never Give UpGoat in the Rug/ Half-ChickenNarrative Non-fictionFolktale Essential Question: How is art connected to the past?Why are some stories told over and over?Gradual Release: *See GRR Example Behaviors at end of document.Culminating TaskW.2.2; L.2.1e,2.2 Write an informative paragraph about a folktale and the lesson behind it.Stations Activities :WEEK 1RF.2.3 1): Word Work: Matching Suffixes (online game)ESL Brainpop- Suffixes HFW practice (video/chant) Elf Kids Learning - Sight Word Practice (1st 100 words)Online sight words game: Kitten HopLanguage and Literacy Guide Lesson 23 p. 100RI.2.1, 2.42) Comprehension/Building Knowledge: Roll A Question (Comprehension dice game)Shared/Guided Reading group: HYPERLINK "" \h How We Use Wool ELL reader (Level M; lexile 620) See ELL BLM lesson guide. RI.2.4; L.2.4a3) Vocabulary: Make a vocabulary cartoon for 3 vocabulary words from Goat in the Rug. Practice acting out the words with a partner.*See Vocab in Context Cards/Sentence Frames: Flash Cards: Quizlet RI.2.44) Fluency- Partner-reading of ELL Reader. Decodable reader- Bugs in Action Listen to reading: Kunu’s Basket (Get )WEEK 2RF.2.31): Word Work: Matching Pre-fixes online game Irregular Verbs game (ESL Games World)Sight Word game- Sight Word BINGO Verb Games- Turtle Language and Literacy Guide Lesson 24 p. 102RL2.1, 2.42)Comprehension/Building Knowledge: The Trick Level J (Lexile 330) ELL Reader See ELL BLM lesson guide. Cause and Effect matching gameW.2.1; L.2.23) Writing/Research: Work on Writing: Informative paragraph. Edit and revise writing. Paragraph HamburgerRI.2.2, 2.4; SL.2.44.) Fluency: Fluency Passage- Anna and the Dancing Goose level HListen to reading: The White Crane: A Japanese Folktale Lexile 700 (Get )Other notes For scaffolding- Language frames: HYPERLINK "" \h Academic Language Functions Very simple frames More frames HYPERLINK "" \h Links to leveled standards- for every standard, this resource provides additional support to teachers for creating scaffolded activities. Unit Topic: Life CyclesGrade 2 Weeks 7-8 Week 7Essential Questions: How do plants grow and change?StandardsWIDA 1, 2, & 4: SIL, LoLA, LoSRI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 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.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)RI.2.1; SL 2.2,2.6Johnny Appleseed and his Apples TE P. 414 Questions for read aloud- see above linkSee ELL Language Support Cards for pre-reading supportAnchor Text (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)From Seed to Plant (informational text) TE p. 424 (Level N; Lexile 690)RI.2.1; RI. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writing.P. T426 “What do the flowers and the vegetables in the picture have in common?”P. T429 “What might happen if the seeds were not scattered?”P. T430 “What happens after the first shoot grows up?” P. T432 “Why do the plants need soil?”Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)Language Support Cards Lesson 25Plant Life Cycle animated lessonHow a Tree GrowsELL reader (Level L; lexile 620)Plants and Animal Partners Leveled Reader (Level I; Lexile 470)VocabularyDrawn from the textsRI.2.4; L.2.5pod, soak, shoot, root, nutrition, tasty, soften, grainLanguage Support cards HYPERLINK "" \h EL Vocab Concept PosterFoundational SkillsPhonemic Awareness Concepts of PrintFluency/DecodingWord WorkPhonics and high frequency wordsFollow the daily Phonics and Fluency sequence of activities- Sound –au/-aw/-alRF.2.3e Introducing HYPERLINK "" \h -au/-aw sound (instructional video) Instructional Routine 7 TE p. 418RF.2.3, 2.3e, 2.4 HYPERLINK "" \h A Spring Walk– decodable reader TE Pg.419High Frequency Words: through, young, leaves, ball, our, done, hear, learn, were, onlySpelling Words: tall, saw, dog, draw, call, fall, soft, paw, ball, yawn, log, smallLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activities L.2.3 Irregular Verbs English Language Development: Students will identify when to use irregular verbs: say, said, eat, ate, give, gave, take, and took.L.2.3; SL.2.6 Grammar/Language Objective: Students will use irregular verbs that match the correct tense. Projectable 25.2 WritingResponse to textCulminating task Aligned with the EQ and topic RI.2.1; L. 2.2Complete a Text and Graphic Feature Chart for From Seed to Plant. Discuss what was learned from the text and graphic features.W.2.2 Write a few sentences to explain what plants need to grow, including text evidence from the selection’s words and pictures to support your answer.Grade 2 Weeks 7-8Week 8Essential Questions: How do plants grow and change?StandardsWIDA 1, 2, & 4: SIL, LoLA, LoSRI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.2.3e. Identify words with inconsistent but common spelling-sound correspondences.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 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.W.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.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.Science:GLE0207.2.3 Identify the basic ways that plants and animals depend on each other.GLE02.07.2.2 Investigate living things found in different places.GLE0207.4.1 Compare the life cycles of various organisms.Read Aloud/Main SelectionText based comprehensionText based discussionSuper Soil Paired text (informational text) Level N; Lexile 720RI.2.1; RI. 2.2; SL 2.2, 2.6 Respond to text questions orally and/or in writingText-dependent questions:“What does the chart tell you about the colors of the three types of soil?” TE Pg. 460“Which soil is best for growing plants?” TE Pg. 460Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)I am Your New PlantLevel E (Reading A-Z)Explore Soil-(Lexile 850) Get How Plants Grow Science Kids (interactive)Why do We Need Soil? (Lexile 610)Get Learn about Plants: Starting to Grow(video clip)Grow Vegetables, Grow!(Level D)Reading A-ZSoils –Get Lexile 140)Step-by-Step ExperimentsWith Soils- Get VocabularyDrawn from the textsRI.2.4; L.2.5Topsoil, clay soil, sandy soilVocabulary Reader: Grow a Bean Plant Level J (Lexile 540)Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activities- Sound –au/-aw/-alRF.2.3e Introducing HYPERLINK "" \h -au/-aw sound (instructional video) Instructional Routine 7 TE p. 418RF.2.3, 2.3e, 2.4 HYPERLINK "" \h A Spring Walk– decodable reader TE Pg.419High Frequency Words: through, young, leaves, ball, our, done, hear, learn, were, onlySpelling Words: tall, saw, dog, draw, call, fall, soft, paw, ball, yawn, log, smallLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activities L.2.3 Irregular Verbs English Language Development: Students will identify when to use irregular verbs: say, said, eat, ate, give, gave, take, and took.L.2.3; SL.2.6 Grammar/Language Objective: Students will use irregular verbs that match the correct tense. Projectable 25.2 WritingResponse to textCulminating taskAligned with the EQ and topic RI.2.1; SL.2.1 From the anchor text, From Seed to Plant and the paired selection, Super Soil, compare the text and graphic features from both texts using a Venn diagram.SL.2.1 Students will research the types of plants that grow in their state. W.2.2; L.2.1e, 2.2 Culminating activity: Write an informative paragraph about the plants that grow in and around Tennessee (Text to World). ESL Supplemental Work Station and Gradual Release Template Grade 2 Q3 Weeks 1-2STORY INFORMATION : Topic: Life CyclesFrom Seed to Plant/ Super SoilsInformational textInformational textEssential Question: How do plants grow and change?Gradual Release: *See GRR Example Behaviors at end of document.Culminating TaskW.2.2; L.2.1e,2.2 Write an informative paragraph describing the types of plants that grow in and around Tennessee (Text to World)Stations Activities :WEEK 1RF.2.3 1): Word Work: -au/-aw sound games and ESL Games Plus- Irregular VerbsHFW practice (video/chant) Elf Kids Learning - Sight Word Practice (1st 100 words)Online sight words game: Sight Word Match Language and Literacy Guide Lesson 25 p. 104RI.2.1, 2.42) Comprehension/Building Knowledge: Shared/Guided Reading group: HYPERLINK "" \h How a Tree Grows ELL reader (Level L; lexile 620) See ELL BLM lesson guide. RI.2.4; L.2.4a3) Vocabulary: Make a grafitti wall for vocabulary words from From Seed to Plant. *See Vocab in Context Cards/Sentence Frames: Flash Cards: Quizlet RI.2.44) Fluency- Partner-reading of ELL Reader How a Tree Grows (Level L; Lexile 620)Listen to reading: The Tiny Seed By: Eric Carle WEEK 2RF.2.3L.2.21): Word Work: Letter sound –oo/-ew game (Roy the Zebra) -oo digraph game (Kids Phonics)Irregular Verbs game (ESL Games World)Sight Word game- Sight Word BINGO Language and Literacy Guide Lesson 26 p. 106RL2.1, 2.42)Comprehension/Building Knowledge: Science Lab: Soil (Lexile 790) Get Plant Life Cycle game BrainPopJr.W.2.1; L.2.23) Writing/Research: Work on Writing: Informative paragraph. Edit and revise writing. Paragraph HamburgerRI.2.2, 2.4; SL.2.44.) Fluency: Listen to reading Different Kinds Of Soil (read-aloud) Get Other notes For scaffolding- Language frames: Academic Language FunctionsVery simple framesMore framesLinks to leveled standards- for every standard, this resource provides additional support to teachers for creating scaffolded activities. Gradual Release of Responsibility Example BehaviorsTeacherStudentI do itModeled Instruction Provides direct instructionEstablishes goals and purposeModels the expectationThink aloud Actively listensTakes notes Asks for clarificationWe do itGuided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside othersThey do it togetherCollaborative Practice Provides feedbackMoves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification You do itIndependentlyIndependent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcomeWeek 9: Week 9 affords the opportunity to assess decodable words, high-frequency words, reading sentences, fluency, and comprehension. Skills may be assessed via the use of the Journeys Progress Monitoring Assessment and by using the Reading A-Z and ReadWorks documents listed below. Keeping a portfolio of student progress can assist in helping school personnel to determine if intervention or additional English Language Development scheduling is needed. During week 9, writing should remain an area of focus. For grades K-2, Reading A-Z provides writing center activities, which can reinforce: sentence building, story writing, letter formation, and story creation/ retelling. Journeys Progress Monitoring Assessments: The test should take three to five minutes per lesson set. Prepare a test form for children (pages 1-8) and a teacher’s test form (page xiv) for each child being tested. Use the teacher’s test form to record the child’s responses and scores Assess students through lesson 24 . See pages xi-xii for Scoring and Interpretation of assessment results.Purpose:? ?To check on a child’s growth or problems in learning skills and high- frequency words ? ?To target learning gaps by using these test results combined with test results from the core instructional program Sections on the Test A: Decodable Words This section measures a child’s ability to read decodable words independently. The words target phonics and structural elements taught in the last two lessons. Words in each row target skills from a single week’s lesson.B: High-Frequency Words Items in this section evaluate a child’s ability to recognize high-frequency words (Words to Know) taught in a two-week period. Each row assesses knowledge of words taught in a single week’s lesson. C. Lessons 1–20, C: Reading Sentences measures a child’s ability to read sentences accurately. The sentences are a combination of decodable and familiar high-frequency words and become more complex as the year progresses.Please note: Grade 2 students may need to be assessed via the Journey’s Kindergarten Progress Monitoring Assessment, or a combination of grades 1 & 2. Please review grade 1 week 9 Quarter 2 curriculum for specific areas to be assessed. Grades K & 1 are using lessons 9-18 for Quarter 3.Administering the Grade 2 Tests To administer Decodable Words, High-Frequency Words (Sections A and B), and Reading Sentences (Section C, Lessons 1–20): ? ?Ask the child to read each word or sentence aloud. ? ?Treat each word as a separate item. ? ?If a word is misread, write what the child said above the word. ? ?Draw a line through any words that are skipped, and insert words that the child adds. Mark self-corrections with an SC above the word. Additional resources for week 9 assessment:Fluency: Reading A-Z fluency passages (levels 450-820)Comprehension: ReadWorks Coming to the U.S.A. Lexile 660R.2.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.R.2.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.R.2.10Read and comprehend complex literary and informational texts independently and proficiently.Note to Teacher: Read each question out loud to your students and have each student complete the worksheet independently. For questions 5 A) and 6, you can have students draw their answers, answer orally, or write their answers depending on your students’ progress. If you have them write their answers, you may want to write the word(s) on the board for them to copy. Additional reading passages may be found: ReadWorks Reading Passages (levels 450-820) ................
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