RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Demonstrates the ability to read and use context to confirm or self-correct word recognition and understanding, rereading as necessary. Sample Objectives (I can): Build, blend, and decode sounds in words with long vowels. Distinguish long vowels when reading one syllable Read decodable text with long and high frequency words. Mice Can Race Performance Assessments Journeys Progress Monitoring, Lesson 3 Journeys Grab-and-Go, Lesson 3 Journeys Cold Reads, Lesson 3 Teacher-created Literacy Station Activities Phonics/word study station: Journeys Word Study flip chart, Lesson 3, build, write words with long vowels, review previously taught skills, additional optional activities: Fluency station (optional): performance reading, timed readings, high-frequency word practice, decodable readers Reading Literature and Informational Text RI.2.3-Describe the connection between a series of historical events, scientific or steps in technical procedures in a text. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how images contribute to and clarify text. Provides a description of the connection between a series of scientific concepts or steps in technical procedures in a text. Provides an identification of the main purpose of a text, including what the author wants to answer, explain, or describe. Provides an explanation of how specific images contribute to and/or clarify a text. Sample Objectives (I can): Identify the author’s main purpose in a text. Use pictures from the text to help understand the text. Performance Assessments Journeys Progress Monitoring, Lesson 3 Journeys Grab-and-Go, Lesson 3 Teacher-created Text Dependent Questions Explain the importance of dog collars and leashes. (key details) How do chew toys help dogs? (general understanding) Why did the author use the comparisons on page 81 to describe the size of a dog? (vocabulary and text structure) What does the word “fetch” mean on page 89? (vocabulary and text structure) Why did the author write the passage Dogs? What does the author want us to know? Use evidence from the text for your answer. (author’s purpose) Give examples from the text and illustrations on page 76-77 that helped you determine what kind of pet the author is describing. (inference) Literacy Station Activities
Identify and write frequently occurring irregular plural nouns. Use context as a clue to the meaning of new words and phrases. Use commands appropriately. Language Arts Journeys More Plural Nouns Projectables 6.2, 6.5 Journeys Reader’s Notebook, Lesson 6 Performance Assessments Journey’s Weekly Assessment, Lesson 6 Journeys Reader’s Notebook, Lesson 6 Journeys Grab-and-Go, Lesson 6 Week 7- Lesson 7 Reading Selection(s) The Ugly Vegetables (Lexile 590) They Really Are Giant? (Lexile 790) Essential Question: What do plants need in to survive? Reading Foundational Skills 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. RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Demonstrates the ability to recognize and read appropriate high frequency words. Demonstrates the ability to read and comprehend grade appropriate text. Demonstrates the ability to fluently read grade level appropriate text with expression. Demonstrates the ability to read and use context to confirm or self-correct word recognition and understanding, rereading as necessary. Sample Objectives (I can): Blend, build and decode regularly spelled words with double medial consonants. Read grade level texts. Read high frequency Phonics and Fluency Phonics: Double Consonants and ck Double Consonants (CVC) Fluency: Accuracy: Connected Text High Frequency Words: air, pictures, car, cried, funny, pretty, told, try, window Read Decodable Readers: Jill and Mack Rabbit’s Muffins Performance Assessments Journeys Weekly Assessment, Lesson 7 Journeys Reader’s Notebook, Lesson 7 Journeys Progress Monitoring, Lesson 7 Journeys Grab-and-Go, Lesson 7 Journeys Cold Reads, Lesson 7 Teacher-created Literacy Station Activities Phonics/word study station: Journeys Word Study flip chart, Lesson 7, sort by category, review previously taught skills, additional optional activities: skill 4, ck
Day 1 Day 2 Day 3 Day 4 Day 5 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 The Readers’ Notebook (independent reading and written response to text) Choose one of the following based on the type of writing to be highlighted: Describe how storms can be dangerous using the pictures and the text. Choose one type of super storm from the text. Explain the storm using facts from the text and the dangers it has. Imagine you were in a super storm, write some way you could stay safe and protected from danger. Use evidence from the text to support your answer. Reading and Writing Standards Reading: Informational Text RI.2.1, RI.2.2, RI.2.3, RI.2.7, RI.2.10 Writing W.2.2 Week 9