clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations) 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 for discussions. Retell/recount facts in complete sentences. Listen attentively. Retell key from text read aloud. Standards Evidence Statements Content & Tasks Language L.2.1d-Form and use the past 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 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 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. Vocabulary Daily Vocabulary Boost Lesson Vocabulary (taught within context) locate, express, taught, grand, pretend, prize, wonder, fluttering Academic Vocabulary characteristics, fact and opinion, compare and contrast, oceanography, graphic features (Supplemental Resources, click Vocabulary Quadrant) Language Arts: The verb ‘be’’ Vocabulary Station Activities Vocabulary station: Journeys flip chart, use context to illustrate selected vocabulary words, word match forms of be Journeys Literacy Language 18 This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation. Additional Vocabulary Activities: Reading Foundational Skills WEEK 3: REFER TO UNIT 4 LESSON 19 ANCHOR TEXT The Signmaker’s Assistant
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 challenges. Demonstrates understanding of characters, setting, or plot of a 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 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. Teacher-created Performance Task-Optional Show students a variety of signs and have them demonstrate what they mean. Option for Reteaching Progress Monitoring Respond to Assessment- T378 Scaffold Close Reading –T324 (Teacher-led Small Group or Whole Group) First Read-Think Through the Text Second Read-Analyze the Text Independent Reading Text-Dependent Questions What 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 for obeying the signs without thinking. What do you think they meant by that? Support your response with examples from the text. Leveled Readers Advanced: Too Many Signs, (Lexile 450) On-Level: Finding the Party, (Lexile 300)- Building Knowledge and Intervention Struggling Readers: Aldo and Abby-Building Knowledge and Intervention Vocabulary Reader: Signs Are Everywhere (Lexile 380)- Building Knowledge and Intervention English Language Support: Sam Finds the Party (Lexile 460) Literacy Station Activities
Phonemic Awareness High Frequency Words Phonemic Awareness, T16 High Frequency Phonemic Awareness, T40 High Frequency Words Phonemic Awareness, T50 High Frequency Phonemic Awareness, T62 High Frequency Words Fluency Phonics Fluency, Phrasing: Natural Pauses, T14 Phonics Words with er, T16-18 Fluency, Phrasing: Natural Pauses, T41 Phonics Words with er, T40-41 Fluency, Phrasing: Natural Pauses, T53 Phonics Words with ir, ur, T50-51 Fluency, Natural Pauses, T63 Phonics Review, T62-63 Fluency, Natural Pauses, T79 Phonics Review, T78 Literacy Station Activities to Reinforce Foundational Skills Phonics/word station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Fluency station: Performance reading-focus on stress, timed readings, high-frequency word practice Week 4-5 Lesson 21 Reading Selections Penguin Chick (Lexile 690)-Narrative Nonfiction Where Do Polar Bears Live? (Lexile 690) Instructional Resources for Building Knowledge Penguins Hatching Animals That Teach Their Young A Sea Turtle’s Life Story Mommy Bird Feeds Her Young Where Do Polar Bears Live? (video) https://vimeo.com/118663439 Baby Animal Names Essential Question: How do animals care for young? Standards Evidence Statements Content & Reading Literature and Informational Text RI.2.2-Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Provides an identification of the main of a multi-paragraph text. Performance Assessments Journeys Weekly Assessment Journeys Reader’s Notebook
WEEK 8 & 9: REFER TO UNIT 5 LESSON 25 ANCHOR TEXT From Seed to Decodable Texts: A Spring Walk, pp. 65-72 The Softball Game, pp.73-80 Reading Foundational Skills Standards RF.2.3e-Identify 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 1 DAY 2 DAY3 DAY 4 DAY 5 Opening Routines Phonemic Awareness Opening Routines T412-413 Phonemic Awareness High Frequency Words Phonemic Awareness, T416 Opening Routines T436-437 Phonemic Awareness High Frequency Phonemic Awareness, T438 Opening Routines, T446-447 Phonemic Awareness High Frequency Words Phonemic Awareness, T448 Opening Routines, T456-457 Phonemic Awareness High Frequency Words Phonemic Awareness, T458 Opening Routines, T466-467 Phonemic Awareness High Frequency Fluency Phonics Fluency, Phrasing, Punctuation, T414 Phonics Words with au, aw, al, o, a, T416-418 Fluency, Phrasing, Punctuation, T439 Phonics Words with au, aw, al, o, a, T438-439 Fluency, Phrasing: Punctuation, T449 Phonics Phonics Review, 448 Fluency, Phrasing Punctuation T459 Phonics Phonics Review, T458-459 Fluency, Phrasing: Punctuation, T475 Phonics Phonics Review, T474 Literacy Station Activities to Reinforce Foundational Skills Phonics/word station: Journeys flip chart, build/sort/write words using phonics patterns that have been taught, additional activities: Fluency station (optional): performance on stress, timed readings, high-frequency word practice Week 8-9 Lesson 25 *See TWAG in Appendix Reading Selections From Seed to (Lexile 690)- (Informational Text) Super Soil (Lexile 720)- (Informational Text) Essential Question: How do seeds evolve into food? Standards Evidence Statements Content & Tasks
Week 2 Lesson 25, From Seed to Plant DAYS Essential Question: How do evolve into food? 1 2 3 4 5 Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities Writing Response to text Culminating task Aligned with the EQ and Continue /revise flip book writing activity from previous week. Complete the formal writing process for one of the other writing tasks. Standards List Reading and Writing standards related to the questions and tasks. Reading: Informational Text RI.2.1 RI.2.3 RI.2.4 RI.2.10 Writing W.2.2 Language L.2.4a For further information regarding grade level TWAGs see the following: