WIDA Related Standard RI.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Map the structure of The Mysterious Tadpole by completing a story map. Discuss the different characters and their points of views regarding the events in The Mysterious Tadpole. Identify the main purpose of The Mysterious Tadpole. Explain how charts, diagrams, or illustrations are helpful in clarifying events in The Mysterious Tadpole. Text Dependent Questions What does everyone think Alphonse is at the beginning of the story? (general understanding) How should Louis saying, “Maybe it’s because he only eats cheeseburgers” be a clue that Alphonse is different? (inference) What does Ms. Shelbert mean when she says that Alphonse is not an “ordinary frog” on p.392? What evidence supports your answer? (vocabulary) What events happen in the story that lead to Louis calling Ms. Seevers, the librarian? (general understanding) How can you tell Alphonse is not a tadpole? (inferences) What was the author’s purpose for writing The Mysterious Tadpole? (author’s purpose) Based on the text on pages 390-391 what differing points of view doe Louis and his parents have regarding Alphonse? (text structure) Look back at the chart in the illustration on page 387. How does image in comparison to the other illustrations in the text help us to draw conclusions about Alphonse? (inference) Uncle McAllister gives Louis a “curious stone” from Scotland for his birthday. When the stone cracks, what can you predict may happen with the animal inside based on what happened with Alphonse? (inference) Leveled Readers-For Building Knowledge and Intervention Advanced: Katy’s Inventions, (Lexile 390) Planet Zogo, (Lexile 430) Struggling Readers: Larry the Singing Chicken-(Lexile, 300) Vocabulary Reader: The Loch Ness Monster (Lexile, 630) English Language Support: Jason and the Space Creature (Lexile 330) Literacy Station Activities Comprehension Station: Journeys Comprehension flip chart Lesson 26, prediction, conclusions, retell using sequence cards, review of previously taught skills, additional optional activities:
Standards Evidence Statements Content & Tasks Speaking and Listening SL.2.1a-Follow rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.1b-Build on others’ talk in conversations by linking their comments to the remarks of others. SL.2.2-Recount or describe key ideas or details from text read aloud, information presented orally, or through other media. SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Demonstrates the ability to participate in collaborative conversations with diverse partners on 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 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 Assessments Participating in discussions, read alouds and q/a sessions Speaking in complete sentences Classroom routines and procedures Responsive Classroom activities such as Morning Meeting Recount key ideas from the text Guided Retelling: p. T36 Classroom Conversation: p. T46 Standards Evidence Statements Content & Tasks Language L.2.2c-Use an apostrophe to form contractions and frequently occurring possessives. L.2.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases. Demonstrates the ability to use an apostrophe to form contractions. Demonstrates the ability to determine or clarify the meaning of unknown and phrases by using context clues. Demonstrates the ability to determine or clarify the meaning of unknown words and phrases by using print and digital glossaries and dictionaries. Sample Objectives (I can): Vocabulary Vocabulary Boost Antonyms Lesson Vocabulary (taught within context) shocked, solve, problem, sensible, develop Academic Vocabulary mysterious, confused, ordinary, abbreviation, topic
Reading Foundational Skills Standards RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3e-Identify words with inconsistent but common spelling-sound correspondences. RF.2.3f-Recognize and read irregularly spelled words. RF2.4a-Read grade-text with purpose and understanding. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Opening Routines Phonemic Awareness Opening Routines T112-113 Phonemic Awareness High Frequency Words Phonemic Awareness, T116 Opening Routines T138-139 Phonemic Awareness High Frequency Words Phonemic Awareness, T140 Opening Routines, T148-149 Phonemic Awareness High Frequency Words Phonemic Awareness, T150 Opening Routines, T160-161 Phonemic Awareness High Frequency Words Phonemic Awareness, T162 Opening Routines, T170-171 Phonemic Awareness High Frequency Fluency Phonics Fluency: Intonation T114 Phonics: Words with oo, Fluency: Natural Pauses T237 Phonics: Words with oo, T140-T141 Fluency: Natural Pauses T247 Phonics: Review, Fluency: Natural Pauses, T257 Phonics: Review, Fluency: Natural Pauses T275 Phonics: Review, T178 Literacy Station Activities to Reinforce Foundational Skills Phonics/word study station: Journeys Word Study flip chart Lesson 27, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities: Fluency station (optional): Journeys Cold Reads-Cold Reads are leveled passages that can be used to practice and monitor fluency. Week 3- Lesson 27 Reading Selections The Dog That Dug for Dinosaurs, (Lexile 590)- (Biography) La Brea Tar Pits, (Lexile 640)-(Informational Text) Instructional Resources for Building Knowledge Options Dinosaur World? The Age of Dinosaurs (640L) Video of anchor text Dinosaur Facts-
Standards Evidence Statements Content & Language L.2.1d-Form and use past of frequently occurring irregular verbs (e.g., sat, hit, told). L.2.1e-Use adjectives and adverbs, and choose between them depending on what it is to be modified. L.2.4e-Use glossaries and dictionaries, both print and digital, to determine or clarify meanings of words and phrases. L.2.5 a-Identify real-life connections between and their use (e.g., describe foods that are spicy or juicy). L.2.5b-Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Demonstrate the ability to form and use past tense irregular verbs. Demonstrate the ability to use adjectives and adverbs correctly. Demonstrate the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using glossaries and beginning dictionaries. Provides a statement showing understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use. Provides a statement showing understanding of the shades of meaning among closely related verbs and adjectives. Sample Objectives (I can): Identify and use adverbs that tell how. Identify and use adverbs that tell when. Use adjectives with a and an. Use adjectives with –er and –est. Distinguish shades of meanings among adjectives. Vocabulary Vocabulary Boost Vocabulary for Explicit Instruction pupils, tense, likely, represent, identify (Supplemental Resources, click Vocabulary Quadrant) Vocabulary Station Activities Journeys Literacy Language Guide-Vocabulary-Lesson 27 This five-day plan can be used for either teacher led small group or in some cases independent vocabulary workstation. Vocabulary Station: concept map, use context to illustrate selected vocabulary words, review previously taught skills, additional optional activities: Language Arts Adverbs Adverbs Projectables 27.2, 27.5 Performance Assessments Journeys Progress Monitoring, Lesson 27 Journeys Grab-and-Go, Lesson 27 Teacher Created Reading Foundational Skills WEEK 4: TO UNIT 6 LESSON 28
ANCHOR TEXT Yeh Shen Decodable Texts: Howie’s Big Brown Box, pp.33-40 What A Surprise!, pp.41-48 Reading Foundational Skills Standards RF.2.3e-Identify with inconsistent but common spelling-sound correspondences. RF.2.3f-Recognize and read irregularly spelled words. RF2.4a-Read grade-text with purpose and understanding. RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Opening Routines Phonemic Awareness Opening Routines T212-213 Phonemic Awareness High Frequency Words Phonemic Awareness, T216 Opening Routines T234-235 Phonemic Awareness High Frequency words Phonemic Awareness, T236 Opening Routines, T244-245 Phonemic Awareness High Frequency Words Phonemic Awareness, T246 Opening Routines, T254-255 Phonemic Awareness High Frequency Phonemic Awareness, T256 Opening Routines, T266-267 Phonemic Awareness High Frequency words Fluency Phonics Fluency: Natural Pauses T214 Phonics: Vowel Diphthongs ow, ou, T216-218 Fluency: Natural Pauses T237 Phonics, Vowel Diphthongs ow, ou, T236-237 Fluency: Natural Pauses T247 Phonics: Review T2246 Fluency: Natural Pauses, T257 Phonics: Review, T256-257 Fluency: Natural Pauses T275 Phonics: Review, T274 Literacy Station Activities to Reinforce Foundational Skills Phonics/word study station: Journeys-Word Study flip chart Lesson 28, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities: *phonics skill 7 Fluency station (optional): Journeys Cold Reads-Cold Reads are leveled passages that can be used to practice and monitor fluency. Week 4- Lesson 28 Reading Selections Yeh-Shen, (Lexile 630)- (Fairy Tale) Cinderella, (Lexile 580)-(Fairy Tale) Instructional Resources for Building Knowledge Options Cinder Edna (610L) Comparing an Italian Cinderella with a Native American Cinderella Story
Performance Assessments Journeys Progress Monitoring, Lesson 28 Journeys Grab-and-Go, Lesson 28 Teacher Created Reading Foundational Skills WEEK 5: REFER TO UNIT 6 LESSON 29 ANCHOR TEXT Two of Everything Decodable Texts: Not So Alike, pp.49-56 Corduroy and Will , pp.57-64 Reading Foundational Skills Standards RF.2.3b-Know spelling-sound correspondences for additional vowel teams. RF.2.3c-Decode regularly spelled two-syllable words with long vowels. RF.2.3f-Recognize and read grade-appropriate irregularly spelled words. RF.2.4a-Read grade-level text with purpose and understanding. RF.2.4b-Read text orally with accuracy, appropriate rate, and expression on successive readings. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Opening Routines Phonemic Awareness Opening Routines T308-309 Phonemic Awareness High Frequency Words Phonemic Awareness, T312 Opening Routines T334-335 Phonemic Awareness High Frequency Words Phonemic Awareness, T336 Opening Routines, T344-345 Phonemic Awareness High Frequency Words Phonemic Awareness, T346 Opening Routines, T356-357 Phonemic Awareness High Frequency Words Phonemic Awareness, T358 Opening Routines, T366-367 Phonemic Awareness High Frequency Words Fluency Phonics Fluency, Expression, T310 Phonics Longer Words with Long Vowels a, i, T312-314 Fluency, Expression, T337 Phonics Longer Words with Long Vowels a, i, T312-314 Fluency, Expression, T349 Phonics Words with Vowel Diphthongs oi, oy, T347 Fluency, Expression, T359 Phonics Review, T358-359 Fluency, Expression, T375 Phonics Review, T374 Literacy Station Activities to Reinforce Foundational Skills Phonics/word study station: Journeys Word Study flip chart Lesson 29, build/sort/write words using phonics patterns, review previously taught phonics patterns, additional optional activities: