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2nd Grade Start Smart Whole Group (Grade Level Text)

30-45 Minutes Direct Instruction Treasures Core Reading Program Modeled/Shared Reading

Read Aloud Anthology Day 1

Read Aloud: “The Lion and the Mouse” p S4 Day 2

Read Aloud: “The Story Telling Stone” p S8 Day 3

Read Aloud: “A Special Trade” p S12 Day 4

Read Aloud: “The Bremen Town Musicians” p S16 Day 5

Read Aloud: “Johnny Appleseed” p S20 Shared Reading: Individual Smart Start Reader “I Can Plant” pp S35-36

Oral Language

Story Responses

Day 1 Talk About It, p S4

Ask children to give their reactions to the fable and tell what they liked best about it.

Day 2

Talk About It, p S8 Encourage students to give their reactions to the tale.

Day 3

Oral Language

Talk About It, p S12

Ask children to respond to the story and tell their favorite part.

Day 4

Talk About It, p S16

Word Work

Phonics

Day 1 Short /a/a Words, p S5

Day 2 Short /i/I Words, p S9

Day 3 Short /o/o Words, p S13

Word Work

Day 4 Short /e/e Words, p S17

Day 5 Short /u/u Words, p S21

Reading

Comprehension Strategy: Analyze Story Structure

Day 1 Genre: Fable

Skill: Identify Character and Setting Day 2

Genre: Native American Tale Skill: Identify Character and Setting

Day 3 Genre: Realistic Fiction

Skill: Identify Plot (beginning, middle, end) Day 4

Reading Genre: Folk Tale

Skill: Identify Plot (beginning, middle, end) Day 5

Genre: Folk Tale Skill: Sequence

http://activities.macmillanmh.com/reading/treasures/stories/story_lessonlist/2101040.html

http://www.pinterest.com/OKCPS_ELA/2nd-grade-smart-start/

Ask children to respond to the folktale and tell their favorite part.

Day 5

Talk About It, p S20 Ask children to give their reactions to the legend and tell

what they liked most about it.

Phonemic Awareness

Day 1, p S5 Phoneme Isolation

Day 2, p S9 Day 3, S13

Phoneme Blending Day 4, p S17 Day 5 p S21

Phoneme Categorization

Shared Reading Routine “The Lion and the Mouse” p S4 “The Story Telling Stone” p S8

“A Special Trade” p S12 “Bremen Town Musicians” p S16

“Johnny Appleseed” p S20

Fluency Model Fluent Reading Daily through Anthology

Read Alouds Day 5

Practice Fluent Reading with Individual Smart Start Reader, “I Can Plant”

Vocabulary

High Frequency Works

Day 1 are, do, the, you p S6

Day 2 to, come, where, of p S10

Day 3 little, said, one, two p S14

Day 4 could, some, three, away p S18

Day 5 our, again, there, they p S22

Small Group Differentiated Instruction Expected Start Date September 8 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction

Group 1 Above / On-Level

Establishing Differentiated Instruction Routine

Group 2 Approaching / Strategic


Group 3 Intensive / Below


Group 4 Intensive / Far Below


http://treasures.macmillanmh.com/national-2011-full/teachers/balanced-literacy/routines


Literacy Centers Computer Literacy Activity

15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills

Phonemic Awareness

Establishing Literacy Center Procedures

FCRR

Comprehension


FCRR

Vocabulary


FCRR

Phonics


FCRR

Writing


FCRR

Fluency


FCRR

Whole Group Wrap-Up 10 Minutes Review

Closure to lesson Ticket Out - Check for Understanding

Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties

Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties

Writing

Day 1: Brainstorm Personal Narrative “First Day at School”, p S7 (Shared Writing)

Day 2: Prewrite, Draft Personal Narrative, p S11 (Guided/Independent Writing)

Day 3: Revise Personal Narrative, p S15 (Guided/Independent Writing)

Day 4: Revise and Proofread Personal Narrative, p S19 (Guided/Independent Writing)

Day 5: Publish, Present, View Personal Narrative, p S23 (Independent Writing)

http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx

http://activities.macmillanmh.com/reading/treasures/stories/teachcls.html

http://www.fcrr.org/for-educators/sca_k-1_rev.asp






http://www.thecurriculumcorner.com/thecurriculumcorner456/wp-content/pdf/classroommanagement/ticketoutthedoor.PDF

ELA Standards: P.A.S.S. standards Identify and list standards and objectives

http://ok.gov/sde/sites/ok.gov.sde/files/C3langartsPASS.pdf

2nd Grade Unit 1 Week 1 David's New Friends

Whole Group (Grade Level Text)

30-45 Minutes Direct Instruction Treasures Core Reading Program Modeled/Shared Reading

Oral Language

Day 1 Read Aloud: Oral Vocabulary Cards 1, p 10T

Shared Reading: Decodable Reader, Kids Can Go!, p 11D Read Aloud: “School is Starting”, p 13A-13B

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 13E Read Aloud: David’s New Friends, pp 14-29

Read Aloud: “Meet New Friends Pat and Ed”, p 30

Day 3 Read Aloud: Read Aloud Anthology (pp 9-13), “The First Day of School” and “The Art Lesson” p 31E

Shared Reading: Reread David’s New Friends, 31I

Day 4 Read Aloud: Read Aloud Anthology (pp 9-13), Reread “The First Day of School” and “The Art Lesson” p 31E

Read Aloud: “Who’s Who at School” pp 31R-35A

Day 5 Choral Reading: Reread David’s New Friends, p37E


http://activities.macmillanmh.com/reading/treasures/stories/olteachres/2101053.html

http://www.pinterest.com/OKCPS_ELA/2nd-11-davids-new-friends/

Oral Language Focus Questions

Day 1 Talk About It, p 11

What is it like to start a school year? Build Background, p 10T

Oral Language

Day 2 David’s New Friends, pp 14-29

What is David like?

Day 3 Which parts of the story could have

happened in your life? Explain. Day 4

If David wanted to learn more about lizards, which school workers would he

see? Why? Day 5

How will analyzing story structure, character and setting help you read and

understand another selection?

Phonemic Awareness

Day 1, p 11a Identify and Blend Onsets and Rimes

Day 3, p 31F Day 5, 37B

Phoneme Segmentation Day 2, p 13F Day 4, p 31O


Word Work Phonics

Day 1 Blend with /a/a, /i/i, p 11A

Day 2 Blend and Build with /a/a, /i/i, p 13F

Day 3 Blend and Build with /a/a, /i/i, p 31F

Word Work

Day 4 Build with /a/a, /i/i, p 31O

Inflectional Endings, p 31P Day 5

Blend with /a/a, /i/i, p 37B

For Spelling, Decodable, and High-Frequency Words see p T26

Spelling Activities

Reading Comprehension

Analyze Story Structure Character and Setting

Text Features (Photos and Captions)

Reading Shared Reading Routine “School Is Starting”, p 130

Choral Reading Student Book p 8 Decodable Reader,

Kids Can Go!, p 11D Reading Genres, p 31-36

David’s New Friends, p 14-29

Fluency Word Automaticity, p 11D

Echo Read, p 31A Repeated Reading, p 31I Word Automaticity, p 31Q

Timed Reading, pp 10R, 37AA-37BB

Vocabulary (also see p T26)

Oral Vocabulary, p 10T: anger, knowledge, attempt, expert, lesson

Day 1: Oral Vocabulary Card, p 10T Day 2: Oral Vocabulary Review, p 13E Day 3: Oral Vocabulary Review, p 31D Day 4: Oral Vocabulary Review, p 31N Day 5: Oral Vocabulary Review, p 37a

Vocabulary: carefully, different, excited, groan,

tomorrow, whisper, Content Vocabulary: librarian, nurse,

principal Day 1: Strategy: Use a Dictionary

Day 2: Review Words in Context, p 13H Day 3: Use a Dictionary, p 31H

Day 4: Review Words in Context, p 31Q Day 5: Review Vocabulary Words, p 37D

http://activities.macmillanmh.com/reading/treasures/html/teacher_spelling.html


Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction


Leveled Reader Day 1-Day 5: Sprouts

Day 1-Day 5: Get Well Wall

Above/On-Level Passages

Library Resources

Research Activity


Leveled Reader Day 1: Kids Can Go!

Day 2-Day 5: School Star

High Frequency Words

see p T26


Phonics Blend and Build with /a/a, /i/i

Link to West Virginia Phonics

Lessons


Phonemic Awareness

Phonemic Awareness Lessons,

Ideas, and Other Support

Support for ELL’s found on pp 11,11B, 11E, 13B, 13D, 13F, 13H, 19, 31C, 31E, 31I, 31M, 31R, 34, 35D, 37E, 37H

Literacy Centers 15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills

Phonemic Awareness

FCRR

Comprehension FCRR

Independent Reading

Read/Respond p 140

Independent Workstations, pp 10R-10S

Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR

Candyland: Site

Word Edition

Sight Word Connect Four





http://www.readworks.org/books/passages

http://destiny.okcps.org/

http://activities.macmillanmh.com/reading/treasures/stories/teachres/21010125.html

https://sites.google.com/a/wvde.k12.wv.us/reading-first-information/phonics-lessons


http://oklahomaphonologicalawareness.weebly.com/










http://firstgraderatlast.blogspot.com/2010/11/candy-land-sight-word-edition.html


http://www.momto2poshlildivas.com/2012/09/play-to-learn-sight-word-connect-four.html?m=1




Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 10T (Shared Writing) Brainstorm a Personal Narrative, p 13D (Guided Writing)

Day 2: Daily Writing Prompt Write a list of what you usually do on a school day. Write the events in order, p13E (Interactive Writing)

Prewrite a Personal Narrative, p 31C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Suppose that you are David. Write a journal entry that tells about the first day of school, p 31D (Shared Writing) Writer’s Craft Topic Sentence, p 31L (Large Group)

Draft a Personal Narrative, p 31M (Independent Writing) Day 4:

Daily Writing Prompt Imagine you meet a new student at your school. Write what you would say about your school, p 31N (Shared/Guided Writing) Revise and Proofread a Personal Narrative, p 35D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Write about your favorite school subject, p 37A (Shared/Guided Writing ie prompts, sentence starters, etc)

Publish and Present a Personal Narrative, p 37G (Independent Writing)

Writing & Grammar Activities


http://activities.macmillanmh.com/reading/treasures/html/teacher_exercises.html


2nd Grade Unit 1 Week 2 Mr. Putter and Tabby Pour the Tea

Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program

Modeled/Shared Reading

Day 1 Read Aloud: Oral Vocabulary Cards 2, p 38K

Shared Reading: Decodable Reader, Len and Gus!, p 39D Read Aloud: “Making Muffins and a Friend”, p 40-41T

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p41E Read Aloud: Mr. Putter and Tabby Pour Tea, pp 42-63

Read Aloud: “Cat Mews”, p 64

Day 3 Read Aloud: Read Aloud Anthology (pp 14-16), “The Lion and the Mouse” p 65E

Shared Reading: Reread Mr. Putter and Tabby Pour the Tea, p65J

Day 4 Read Aloud: Paired Selection pp 66-67 “Rules of Friendship” 66-67T

Day 5

Choral Reading: Reread Mr. Putter and Tabby Pour the Tea, p65J


http://www.pinterest.com/OKCPS_ELA/2nd-12-mr-putter-and-tabby-pour-the-tea/

Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt pp 38-39 What does being a friend mean to you?

Build Background, p 38K

Day 2 What happens to Mr. Putter at the

beginning, middle, and end of this story?

Day 3 Could the events in this story really

happen? Why or why not?

Day 4 Which rules do Mr. Putter and Tabby

follow Day 5

How did the reading strategy help you?

Phonemic Awareness

Day 1, p 39a Rhymes

Day 2, p 41F Phoneme isolation

Day 3, 65F Phoneme Blending

Day 4, p 65O Phoneme Isolation

Day 5, p 69B Phoneme Blending

Word Work

Phonics

Day 1 Short Vowel /e/ /o/ /u/ p 39A

Day 2 Blend and Build with /e/o/ /u/, p 41G

Day 3 Blend and Build with /e/ /o/ /u/, p 65F

Word Work

Day 4 Blend with short /e/ /o/ /u/ 65P

Inflectional Endings, p 65Q

Day 5 Blend with /e/ /o/ /u/ 69B

For Spelling, Decodable, and High-Frequency

Words see p T26


Analyze Story Structure Plot

Text Features (Photos and Captions)

Reading Shared Reading Routine

“Len and Gus”, p 39D Choral Reading Student Book p 42-63

Decodable Reader, Len and Gus!, p 39D

Reading Genres, p 31-36 David’s New Friends, p 14-29

Fluency

Word Automaticity, p 39D Echo Read, p 65A

Repeated Reading, p 65I Word Automaticity, p 65R

Timed Reading, pp 38I

Vocabulary (also see p T10)

Oral Vocabulary, p 10T: appreciate, companion, agreed, loyal, fond

Day 1: Oral Vocabulary Card, p 10T Day 2: Oral Vocabulary Review, p 13E Day 3: Oral Vocabulary Review, p 38K Day 4: Oral Vocabulary Review, p 65N Day 5: Oral Vocabulary Review, p 69A

Vocabulary: company, delighted, enjoyed, share, thinning, wonderful

Content Vocabulary: trust, friendship, promises

Day 1: Strategy: Use a Dictionary Day 2: Review Words in Context, p 13H

Day 3: Use a Dictionary, p 31H Day 4: Review Words in Context, p 31Q Day 5: Review Vocabulary Words, p 37D




Leveled Reader Day 1-Day 5: Over a Fence Day 1-Day 5: Garden Park

Above/On-Level Passages Library Resources


Leveled Reader Day 1-5: City Garden


see p T26


Phonics Blend and Build with short /e/o/ /u/

Link to West Virginia Phonics Lessons


Phonemic Awareness

Phonemic Awareness Lessons, Ideas, and Other

Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond p 140 Independent Workstations,

pp 38I-38J

Vocabulary FCRR

Independent Workstations,

pp 38I-38J

Phonics FCRR


pp 38I-38J

Writing FCRR


pp 38I-38J

Fluency FCRR

Candyland: Site Word

Edition



pp 38I-38J
























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 38K (Shared Writing) Brainstorm a Description , p 41D (Guided Writing)

Day 2: Daily Writing Prompt Write about how you and a friend are alike and different, p41E (Interactive Writing)

Prewrite a Description, p 65C (Guided/Independent Writing) Day 3:

Daily Writing Prompt How would you make a new friend in a new town, p 65D (Shared Writing) Writer’s Craft A Good Paragraph, p 65L (Large Group)

Draft a Description, p 65M (Independent Writing) Day 4:

Daily Writing Prompt Write a conversation between two children meeting for the first time, p 65N (Shared/Guided Writing) Revise and Proofread a Description, p 67D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Write a poem about friendship, p 69A (Shared/Guided Writing ie prompts, sentence starters, etc)

Publish and Present a Description, p 69G (Independent Writing)



Unit 1 Week 3 2nd Grade Fighting the Fire


Modeled/Shared Reading Day 1

Read Aloud: Oral Vocabulary Cards 3, p 70K Shared Reading: Decodable Reader,You Can Bake a Cake!, p 71D

Read Aloud: “Firehouse Friendships”, p 72-73

Day 2 Read Aloud: Reread Oral Vocabulary Cards, p 73E

Read Aloud: Fighting the Fire, pp 74-77

Day 3 Read Aloud: Read Aloud Anthology (pp 14-16), “No Dragons for Tea” p 77E

Shared Reading: Reread Fighting the Fire, p 74-77

Day 4 Read Aloud: Paired Selection pp 78-79 “Different Ways to Put Out Fire” pp78-79T

Day 5

Choral Reading: Reread Fighting the Fire, pp 74-77


Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt pp 70K

How do firefighters help people? Build Background, p 70K

Day 2

What happens when a fire breaks out in the forest?

Day 3 How do the photographs and captions

help you learn about how fire in Firefighters?

Day 4

How do firefighters put out fires? Day 5

How will summarizing and identifying the main idea and details help you read

another selection?

Phonemic Awareness

Day 1, p 71A Phoneme Categorization

Day 2, p 73F

Phoneme Substitution


Day 4, p 77P


Day 5, p 81F Phoneme Blending

Word Work

Phonics

Day 1 Short Vowel /a/ and Long /a-e/ p 71A

Day 2

Blend and Build short /a/ and Long /a-e/ p 73F & 73G

Day 3 Blend and Build with short /a/ and Long /a-e/ p 77F

Day 4 Build with short /a/ and Long /a-e/77Q

Suffixes er and est, p 77R

Day 5 Blend with short /a/ and long /a-e/ 81F


Words see p T26


Summarize Main Idea and Detail

Text Features (Research and Study Skills, Part of a Book)

Reading

Shared Reading Routine “You Can Bake a Cake”, p 71D

Choral Reading Student Book p 74-77 Decodable Reader,

You Can Bake a Cake, p 39D


Echo Read, p 77A Repeated Reading, p 77I Word Automaticity, p 77S

Timed Reading, pp EE81FF

Vocabulary (also see p 70K)

Oral Vocabulary, p 70K: brave, escape, glow, prevent, surround Day 1: Oral Vocabulary Card, p 7oK

Day 2: Oral Vocabulary Review, p 73E Day 3: Oral Vocabulary Review, p 77D Day 4: Oral Vocabulary Review, p 77P Day 5: Oral Vocabulary Review, p 81E

Vocabulary: flames, heat, safe, tell

Content Vocabulary: N/A

Day 1: Strategy: Word Parts and Word Families Day 2: Review Words In Context, p 73H

Day 3: Use a Word Parts and Families Day 4: Review Words in Context, p 77S Day 5: Review Vocabulary Words, p 81H




Leveled Reader Day 1-Day 5: Beyond Wildfires

Day 1-Day 5: How We Use Fires Above/On-Level Passages

Library Resources


Leveled Reader Day 1-5:Call 911

High Frequency Words see p T26





Phonemic Awareness Phonemic Awareness

Lessons, Ideas, and Other Support


Literacy Centers


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond p 70 I-70J


pp 70I-70J

Vocabulary FCRR


Pp70I-70J

Phonics FCRR


pp 70I-70J

Writing FCRR


pp 70I-70J

Fluency FCRR


Edition



pp 70I-70J

Whole Group Wrap-Up 10 Minutes

Review























Writing Day 1:


Day 2: Daily Writing Prompt Imagine you are a firefighter, what do you do in an emergency? P 73E (Interactive Writing)

Prewrite a Report, p 77C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Write a news report telling about something that happened during a firefighters day at work, p 77D (Shared Writing) Writer’s Craft Precise Words, p 77N (Large Group)

Draft a Report, p 77O (Independent Writing) Day 4:

Daily Writing Prompt Imagine you are interviewing a firefighter, write the questions and answers a firefighter may give, p 77P (Shared/Guided Writing) Revise and Proofread a Report, p 81C (Guided/Independent Writing)

Day 5: Daily Writing Prompt Explain why you think a firefighters job is important, p 81E (Shared/Guided Writing ie prompts, sentence starters, etc)

Publish and Present a Report, p 81K (Independent Writing)



2nd Grade Unit 1 Week 4 Meet Rosina



Day 1 Read Aloud: Oral Vocabulary Cards 3, p 82K

Shared Reading: Decodable Reader, Mikes Big Bike, p 83D Read Aloud: “A Special Camp”, p 84-85

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 85E Read Aloud: Meet Rosina, pp 86-105

Day 3

Read Aloud: Read Aloud Anthology (pp 14-16), “I Wish I Were a Butterfly” p 107E Shared Reading: Reread Meet Rosina, pp 86-105

Day 4

Read Aloud: Paired Selection “You-Tu’” pp 108-109T

Day 5 Choral Reading: Reread Meet Rosina, pp 86-105


Oral Language

Focus Questions


What makes you special? p 82K

Day 2 Who is Rosina; tell what you find out

about her?

Day 3 How did the photos work with the text to

tell about Rosina?

Day 4 How do you think Rosina would feel about

you to? Day 5

How might summarizing help you understand another selection?

Phonemic Awareness

Day 1, p 83A Segment and Blends

Onsets and Rimes

Day 2, p 85F Phoneme Categorization

Day 3, 107F

Phoneme Blending

Day 4, p 107O Phoneme Categorization

Day 5, p 111B

Phoneme Blending

Word Work

Phonics

Day 1 Introduce Blend with long /i-e/ and review short /i/

p 83A

Day 2 Blend and Build with short /i/ and Long /i-e/ p 85F &

85G

Day 3 Blend and Build with short /i/ and Long /i-e/ p 107F

Day 4

Inflection ending /ing/, /ed/107Q

Day 5 Blend with short /i/ and long /i-e/ 111B


Words see p T26

Reading

Comprehension Summarize

Main Idea and Detail Text Features (Character & Setting)

Fluency

Word Automaticity, p 83D Choral Reading &Repeated Reading, p 107A

Repeated reading 107I Word Automaticity, p 107R

Timed Reading, p82I


Oral Vocabulary,p 82K remarkable, skill, amusement, entertain, magnificant

Day 1: Oral Vocabulary Card, p 82K Day 2: Oral Vocabulary Review, p 85E

Day 3: Oral Vocabulary Review, p 107D Day 4: Oral Vocabulary Review, p 107NP Day 5: Oral Vocabulary Review, p 111A

Vocabulary: celebrate, cultures, deaf, language, relatives, signing p

83E


Day 1: Strategy: Use disctonary and new meaning p 83E Day 2: Review Words In Context, p 85H Day 3: Use dictionary and new meanings 107H Day 4: Review Words in Context, p 107R Day 5: Spiral Review, p 111D



Leveled Reader Day 1-Day 5: Signing a Language

Day 1-Day 5: Technology That Helps


Library Resources


Leveled Reader Day 1-5:Guide Dogs


see p T26





Phonemic Awareness


Support


Literacy Centers


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond p 82 -82J


pp 82I-82J

Vocabulary FCRR


P82I-82J

Phonics FCRR


pp 82I-82J

Writing FCRR


pp 82I-82J

Fluency FCRR


Edition



pp 82I-82J


Review























Writing Day 1:


Day 2: Daily Writing Prompt Imagine you are writing to a new pen pal. P 85E (Interactive Writing)

Prewrite a Personal Introduction, p 107C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Imagine you are Rosina, what skills have you developed as a result of being hearing impaired?, p 107D (Shared Writing) Writer’s Craft Important Details, p 107L (Large Group)

Draft a Personal Introduction, p 107M (Independent Writing) Day 4:

Daily Writing Prompt Write a paragraph with a classmate about how you are alike and different?, p 107N (Shared/Guided Writing) Revise and Proofread, p 109B (Guided/Independent Writing)

Day 5: Daily Writing Prompt If you and a classmate could switch one thing for a day; what would it be and why?, p 111A (Shared/Guided Writing ie prompts, sentence

starters, etc) Publish and Present a personal Introduction, p 111G (Independent Writing)



2nd Grade Unit 1 Week 5 My Name is Yoon



Read Aloud: Oral Vocabulary Cards Statue of Liberty, p 112K Shared Reading: At Home in Nome, p 113D

Read Aloud: “My New Home”, p 114-115

Day 2 Read Aloud: Reread Oral Vocabulary Cards, p 112K

Read Aloud: My Name is Yoon, pp 116-141

Day 3 Read Aloud: Read Aloud Anthology, “The American Wei” p 143E

Shared Reading: Reread My Name is Yoon, p 116-141

Day 4 Read Aloud: Paired Selection “New Americans” pp144-145T

Day 5

Choral Reading: Reread My name is Yoon, pp 116-141


Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt pp 112K Why do you think many people move to

America? 112K

Day 2 Do you think Yoon will make new friends

at her new school?

Day 3 How is Miguel like Yoon; how is he

different?

Day 4 How does the number of immigrants from

Yoon’s country compare with the other countries on the graph?

Day 5 How will summarizing help you understand

other stories?

Phonemic Awareness


Day 2, p 73F



Day 4, p 77P



Word Work

Phonics

Day 1 Introduce short and long /o/ /o-e/ p 113A

Day 2

Blend and Build short /o/ and Long /o-e/ p 115F & 115G

Day 3 Blend and Build with short /o/ and Long /o-e/ p 143F

Day 4

Build words with short /o/ and Long /o-e/1430 Inflection Endings /s/ and /es/, p 143P

Day 5 Blend with short /o/ and long /o-e/ 149B


Words see p T26

Reading


Making and Confirm Predictions Text Features (Graphics 143R)


Echo Read, p 143A Repeated Reading, p 143I Word Automaticity, p 143Q

Timed Reading, pp112I


Oral Vocabulary, p 112K journey, liberty, custom, greet, varied Day 1: Oral Vocabulary Card, p 112K

Day 2: Oral Vocabulary Review, p 112K Day 3: Oral Vocabulary Review, p 143D Day 4: Oral Vocabulary Review, p 143N Day 5: Oral Vocabulary Review, p 149A

Vocabulary: cuddle, favorite, patient, practiced, settled, wrinkled 113E

Content Vocabulary: context, countries, cultures, immigrants pp144-

145

Day 1: Strategy: Word Parts and Word Families Day 2: Review Words In Context Day 3: Use a Word Parts and Families 144-145 Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader Day 1-Day 5: Eva’s Home

Day 1-Day 5: Daniel’s New Home


Library Resources


Leveled Reader

Day 1-5:Remember Me

High Frequency Words see p T26





Phonemic Awareness


Support


Literacy Centers


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond p 112 I-112J


pp 70I-70J

Vocabulary FCRR

Independent Workstations, PP112I-112J

Phonics FCRR

Independent Workstations, pp 112I-112J

Writing FCRR


Fluency FCRR


Edition


Independent Workstations, pp 112-112J


Review























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 112K (Shared Writing) Brainstorm a Journal Entry, p 115D (Guided Writing)

Day 2: Daily Writing Prompt Imagine you made a new friend who is from another country, explain how you would make them feel at home in America? P 115E (Interactive

Writing) Prewrite a Journal Entry, p 143C (Guided/Independent Writing)

Day 3: Daily Writing Prompt Describe a time when you felt like Yoon did in the story, p 77D (Shared Writing)

Writer’s Craft Varied sentences, p 143L (Large Group) Draft a Journal Entry, p 143M (Independent Writing)

Day 4: Daily Writing Prompt Partner with a classmate and tell how your family traditions are alike or different, p 143N (Shared/Guided Writing)

Revise and Proofread a Journal Entry, p 147D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Imagine you are moving to another country, what would be the hardest part about leaving America, (Shared/Guided Writing ie prompts, sentence starters, etc)

Publish and Present a Journal Entry, p 149E (Independent Writing)



2nd Grade Unit 2 Week 1 The Tiny Seed



Read Aloud: Oral Vocabulary Cards, Jack and the Beanstalk, p 154T Shared Reading: Decodable Reader Luke’s Tune, p 155D

Read Aloud: “Plant Power”, p 156-157


Read Aloud: The Tiny Seed, pp 158-181

Day 3 Read Aloud: Read Aloud Anthology, “Johnny Appleseed” p 183E

Shared Reading: Reread The Tiny Seed, p 158-181

Day 4 Read Aloud: Paired Selection “Plant Parts” pp184-185T

Day 5

Choral Reading: The Tiny Seed, pp 158-181


Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt pp 154T What does a plant need to grow? 154T

Day 2

How does being tiny help the seed?

Day 3 The tiny seed tells facts about how something happens; what is it?

Day 4 Can you draw a picture of the giant flower at the end of the tiny seed and label all of

its parts?


another selection?

Phonemic Awareness


Day 2, p 157F



Day 4, p 183O



Word Work

Phonics

Day 1 Introduce short and long /u/ /u-e/ p 155A

Day 2

Blend and Build short /u/ and Long /u-e/ p 157F & 157G

Day 3 Blend and Build with short /u/ and Long /u-e/ p 183F

Day 4 Build words with short /u/ and Long /u-e/ p183P

Add /er/ and /est/ to form comparatives and superlatives/, p 183Q

Day 5 Blend with short /u/ and long /u-e/ 187B


Words see p Teachers Edition

Reading


Drawing Conclusion Text Features (Diagrams & Labels)


Echo Read, p 183A Repeated Reading, p 183I Word Automaticity, p 183R Timed Reading, pp154R

Vocabulary

(also see p 112K) Oral Vocabulary, p 154T, appear, thrive, expect, fertile, sprout

Day 1: Oral Vocabulary Card, p 154T Day 2: Oral Vocabulary Review, p 157E Day 3: Oral Vocabulary Review, p 183D Day 4: Oral Vocabulary Review, p 183N Day 5: Oral Vocabulary Review, p 187A

Vocabulary: burst, desert, drifts, drowns, gently, neighbor 155E

Content Vocabulary: seed, sunlight, minerals pp183S

Day 1: Strategy: Context Clues Day 2: Review Words In Context Day 3: Context Clues 144-145 Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Power Packed Plants Day 1-Day 5: Amazing plants


Library Resources


Leveled Reader

Day 1-5:Plants You Can Eat


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond PP 154 R-154S Independent Workstations,

pp 70I-70J

Vocabulary FCRR


pp 154RI-154S

Phonics FCRR


Writing FCRR


Fluency FCRR


Edition




Review























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 154T (Shared Writing) Brainstorm a How To Poster, p 157D (Guided Writing)

Day 2: Daily Writing Prompt Describe how you would use the plants you find on a small island? P 157E (Interactive Writing)

Prewrite a How To Poster, p 183C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Imagine you are the seed, describe how you feel as you grow. p 183D (Shared Writing) Writer’s Craft Important Details, p 183L (Large Group) Draft a How To Poster, p 183M (Independent Writing)

Day 4: Daily Writing Prompt Suppose your plants could grow anything, tell about your plants, p 183N (Shared/Guided Writing)

Revise and Proofread a How To Poster, p 185D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write a poem to tell how feel when you see your garden, (Shared/Guided Writing ie prompts, sentence starters, etc) Publish and Present a How To Poster Entry, p 187G (Independent Writing)



2nd Grade Unit 2 Week 2 A Harbor Seal Pup Whole Group (Grade Level Text)

30-45 Minutes Direct Instruction Treasures Core Reading Program


Day 1 Read Aloud: Oral Vocabulary Cards, the Women, The Tiger and the Jackal, p 188K

Shared Reading: Decodable Reader To the Rescue, p 189D Read Aloud: “A Whale is Saved”, p 190-191

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 191-192 Read Aloud: A Harbor seal Pup Grows Up, pp 192-211

Day 3

Read Aloud: Read Aloud Anthology, “A Thousand Pails of Water” Shared Reading: A Harbor Seal Pup Grows Up, p 192-211

Day 4

Read Aloud: Paired Selection “The Puppy” pp214-215

Day 5 Choral Reading: A Harbor Seal Pup Grows Up, pp 192-211


Oral Language

Focus Questions


How do people help animals that are sick or injured? 188K

Day 2

How is Sidney found, helped and released to her ocean home?

Day 3

Do you think a story of a real seal would have been more interesting than a story about of an imaginary seal?

Day 4

How is caring for a seal puppy like caring for a puppy or a dog?

Day 5

How will summarizing help you understand another selection?

Phonemic Awareness

Day 1, p 189A Phoneme deletion

Day 2, p 191F

Phoneme Segmentation


Day 4, p 213O



Word Work

Phonics

Day 1 Introduce medial final consonant blends 189A

Day 2

Blend and Build with consonant blends 189A & 189B

Day 3 Blend and Build with initial, medial, and final consonant

blend 213F

Day 4 Form compound words. Build words with blends.

213P-213Q

Day 5 Blend with initial, medial and final consonants. 217B



Reading


Sequence and Events Text Features N/A

Fluency


Repeated Reading, p 213I Word Automaticity, p 213R



Oral Vocabulary, p 188K, daring, survive, baffled, compassion, lunge,

Day 1: Oral Vocabulary Card, p 188K Day 2: Oral Vocabulary Review, p 191E Day 3: Oral Vocabulary Review, p 213D Day 4: Oral Vocabulary Review, p 213N Day 5: Oral Vocabulary Review, p 217A

Vocabulary: examines, hunger, mammal, normal, rescued, young

189E


Day 1: Strategy: Context Clues Day 2: Review Words In Context Day 3: Context Clues 144-145 Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Bald Eagle Alert Day 1-Day 5: Save the Tigers


Library Resources


Leveled Reader

Day 1-5:Whale Watch


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond PP 188I-188J


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition




Review Closure to lesson

Ticket Out - Check for Understanding






















Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 188K (Shared Writing) Brainstorm How to Explain, p 157D (Guided Writing)

Day 2: Daily Writing Prompt Imagine you are a rescued ocean animal, write a paragraph or a poem about your experience? P 191E (Interactive Writing)

Prewrite How to Explain, p 183C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Imagine you are Sidney, tell how you feel. p 2113D (Shared Writing) Writer’s Craft Important Details, p 213L (Large Group)

Draft a How To Paragraph, p 213M (Independent Writing) Day 4:

Daily Writing Prompt Create a poster telling why this is an important job, p 213N (Shared/Guided Writing) Revise and Proofread a How To Explanation P, p 185D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Write a journal entry on how you helped animals one day on the job 217A, (Shared/Guided Writing ie prompts, sentence starters, etc)

Publish and Present a How To Paragraph, p 217G (Independent Writing)



2nd Grade Unit 2 Week 3 A Trip to the Emergency Room



Read Aloud: Little Red Riding Hood, p 218K Shared Reading: Decodable Reader The main Ways to Get Food, p 219D

Read Aloud: “A Ride to Help” pg. 220 “A Time for an X-Ray, p 221


Read Aloud: A Trip to the Emergency Room, pp 222-224

Day 3 Read Aloud: Read Aloud Anthology, “A Special Trade” p225E Shared Reading: A Trip to the Emergency Room, p 222-224

Day 4

Read Aloud: Paired Selection “A Visit to the Dentist” pp226-227

Day 5 Choral Reading: A Trip to the Emergency Room, pp 222-224


Oral Language

Focus Questions


Who works in a hospital? 218K

Day 2 Who works in the Emergency Room?

Day 3 What are some of the emergency room workers you have learned about in the article?

Day 4

What can you learn from your dentist?


another selection?

Phonemic Awareness

Day 1, p 219A Segments and Blends

Onsets and Rimes

Day 2, p 221F Phoneme Substitution

Day 3, 225F

Phoneme Blending

Day 4, p 225P Phoneme Substitution

Day 5, p 229F

Phoneme Blending

Word Work

Phonics

Day 1 Introduce /ai/ /ay/ 219A

Day 2

Blend and Build with/ai/ /ay/ 221F &221G

Day 3 Blend and Build with /ai/ ay/ 225F

Day 4

Build words with /ai/ /ay/. 225Q

Day 5 Blend with /ai/ /ay/. 229F



Reading


Sequence and Events Text Features N/A


Echo Read, p 225A Repeated Reading, p 225I

Partner Read, p 218J Timed Reading, pp218I

Vocabulary

Oral Vocabulary, p 218K, recuperate, urgent, clever, comfort,

sympathy Day 1: Oral Vocabulary Card, p 218K


Vocabulary: broken, heal, informs, personal, serious 219E


Day 1: Strategy: Context Clues Day 2: Review Words In Context Day 3: Context Clues Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: It’s Easy to Be Healthy Day 1-Day 5: Stay Healthy, Stay Happy


Library Resources


Leveled Reader

Day 1-5:Hospital Helpers


see p T26





Phonemic Awareness

Phonemic Awareness



Literacy Centers


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading



Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition




Review























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 218K (Shared Writing) Generate questions and determine sources, p 221D (Guided Writing)

Day 2: Daily Writing Prompt Write about what you would see and hear in the emergency room in a hospital p 221E (Interactive Writing)

Prewrite a nonfiction article, p 225C (Guided/Independent Writing) Day 3:

Daily Writing Prompt What is it like to be a paramedic? p 225D (Shared Writing) Writer’s Craft Time Order Words, p 213L (Large Group) Draft a nonfiction article, p 225O (Independent Writing)

Day 4: Daily Writing Prompt Create Write what you would tell a friend about the hospital so he/she won’t be nervous, p 225P (Shared/Guided Writing)

Revise and Proofread draft of a nonfiction article, p 229C (Guided/Independent Writing) Day 5:

Daily Writing Prompt Which hospital worker do you want to be? 229E, (Shared/Guided Writing ie prompts, sentence starters, etc) Publish and Present a nonfiction article, p 229K (Independent Writing)



2nd Grade Unit 2 week 4 Farfallina & Marcel Whole Group (Grade Level Text)



Read Aloud: From Tadpole to Frog, p 230K Shared Reading: Decodable Reader Monarchs Take Flight, p 231D

Read Aloud: “Leo Grows UP”,p 232-233


Read Aloud: Farfallina & Marcel p. 234-255

Day 3 Read Aloud: Read Aloud Anthology, “The Ugly Duckling” p257E

Shared Reading: Farfallina & Marcel p. 234-255, 257J

Day 4 Read Aloud: Paired Selection “Butterflies” p. 258-261

Day 5

Choral Reading: Farfallina & Marcel p. 234-255, 263E




How do animals change as they get older? 230K

Day 2

How do you know Farfallina & Marcel are good friends?

Day 3

How do you think Farfallina and Marcel feel about each other? Why?

Day 4

Think about this article and Farfallina an Marcel. Explain why Marcel does not

know who Farfallina is?

Day 5 How will generating questions help you read and understand another selection?

Phonemic Awareness

Day 1, p 231A Identify and Generate Rhymes

Day 2, p 233F



Day 4, p 257O



Word Work

Phonics

Day 1 Introduce /i/ I, igh, ie, y / 231A

Day 2

Blend and Build with/i/ I, igh, ie, y 233G/H

Day 3 Blend and Build with /i/ i, igh, ie, y 257F

Day 4

Build words with /i/I, igh, ie, y 257O

Day 5 Blend with /i/ I, igh, ie, y. 263B



Reading

Comprehension Generate Questions

Make Inferences Text Features Illustrations and Captions


Echo Read, p 257A Repeated Reading, p 257I

Partner Read/Word Automaticity, p 257Q Timed Reading, pp230I

Vocabulary

Oral Vocabulary, p 230K, hatch, develop, mature, occur, sturdy Day 1: Oral Vocabulary Card, p 230K

Day 2: Oral Vocabulary Review, p 233E Day 3: Oral Vocabulary Review, p 257D Day 4: Oral Vocabulary Review, p 257N Day 5: Oral Vocabulary Review, p 263A

Vocabulary: fluttered, giggled, peered, recognized, snuggled,

vanished 231E

Content Vocabulary: patterns, stages, hatches p. 257R

Day 1: Use a Thesaurus/Synonyms Day 2: Review Words In Context Day 3: Use a Thesaurus/Synonyms Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Hermie the Hermit Crab Day 1-Day 5: Pip the Penguin


Library Resources


Leveled Reader Day 1-5:Little Bat


see p T26





Phonemic Awareness

Phonemic Awareness




Phonemic Awareness

FCRR

Comprehension FCRR

Independent Reading

Read/Respond PP

230I-230J Independent Workstations, pp 230I-230J

Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR

Candyland: Site

Word Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 230K (Shared Writing) Brainstorm a Letter to a Friend, p 230K (Guided Writing)

Day 2: Daily Writing Prompt Write a party invitation for an animal’s first birthday p 233E (Interactive Writing)

Prewrite a Letter to a Friend p 257C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Imagine you are an adult frog. Tell a pond friend how you grew up from a tadpole. p 257D (Shared Writing) Writer’s Craft Vary Words 257L (Large Group)

Draft a Letter to a Friend 257M (Independent Writing) Day 4:

Daily Writing Prompt Think of an imaginary baby animal and the big animal it grows into p 257N (Shared/Guided Writing) Revise and Proofread letter to a Friend, p 261D (Guided/Independent Writing)

Day 5: Daily Writing Prompt If you could have any animal as a pet, which would you choose? Explain why 263A, (Shared/Guided Writing ie prompts, sentence starters,

etc) Publish and Present a Letter to a Friend, p 263G (Independent Writing)



2nd Grade Unit 2 week 5 There’s Nothing Like Baseball



Day 1 Read Aloud: John Henry, p 264K

Shared Reading: Decodable Reader Three Goats and a Troll, p 265D Read Aloud: “Brian Gets Fit on the Field” ,p 266-267

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 267E Read Aloud: There’s Nothing Like Baseball, p. 268-283

Day 3

Read Aloud: Read Aloud Anthology, “Max” p285E Shared Reading: There’s Nothing Like Baseball, p. 268-283, 285J

Day 4

Read Aloud: Paired Selection “Students Stay Fit at School” p. 286-289

Day 5 Choral Reading: There’s Nothing Like Baseball, p. 268-283, 291E



Playing a sport is one way to stay fit. What are some other ways you like to be

active? 264K

Day 2 Why do you think baseball is important to

Emma?

Day 3 What parts of the story could happen in your life? Explain

Day 4

If Emma and Jamal had attended the Get Fit Fair, what do you think they could have

learned to get healthier?


Phonemic Awareness


Day 2, p 267F



Day 4, p 285O



Word Work

Phonics

Day 1 Introduce long o—oa, ow, oe 265A

Day 2

Blend and Build with/o/o, oa, ow, oe 267F

Day 3 Blend and Build with /o/o, oa, ow, oe 285F

Day 4

Build words with /o/o, oa, oa, oe 285O Contractions with ‘ll, ‘ve 285PQ

Day 5 Blend with /o/o, oa, ow, oe. 291B



Reading


Make Inferences Text Features graph

Fluency

Word Automaticity, p 265D Choral Read, p 285A

Repeated Reading, p 285I Partner Read/Word Automaticity, p 285Q

Timed Reading, p264I

Vocabulary

Oral Vocabulary: energetic, physical, conquer, exhausted, hero 264K


Vocabulary: coach, imaginary, practices, starting, tryouts,

uniform 265E

Content Vocabulary: active, exercise, healthful

Day 1: Context Clues Day 2: Review Words In Context Day 3: Context Clues Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader Day 1-Day 5: Harry’s Game

Day 1-Day 5: The Laughter Club


Library Resources


Leveled Reader Day 1-5: Tom’s Tryout


see p T26





Phonemic Awareness

Phonemic Awareness




Phonemic Awareness

FCRR

Comprehension FCRR

Independent Reading

Read/Respond PP

264I-264J Independent Workstations, pp 264I-264J

Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR

Candyland: Site

Word Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 264K (Shared Writing) Brainstorm an Explanation, p 267D (Guided Writing)

Day 2: Daily Writing Prompt Write an advertisement for a team tryout p 267E (Interactive Writing)

Prewrite an Explanation p 285C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Write at least two things you can do each day to stay fit. p 285D (Shared Writing) Writer’s Craft Precise Words 285L (Large Group) Draft an Explanation 285M (Independent Writing)

Day 4: Daily Writing Prompt Plan healthful meals for breakfast, lunch, and dinner p 285N (Shared/Guided Writing)

Revise and Proofread an Explanation, p 289D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Make a poster that encourages other kids to stay fit. 291A, (Shared/Guided Writing) Publish and Present an Explanation p 291G (Independent Writing)



2nd Grade Unit 3 week 1 Head, Body, Legs: A Story from Liberia



Read Aloud: Why the Moon is in the Sky, p 296T Shared Reading: Decodable Reader It Won’t Be Easy!, p 297D

Read Aloud: “The Story of the Giant Carrot” ,p 298-299


Read Aloud: Head, Body, Legs: A Story from Liberia p. 300-325

Day 3 Read Aloud: Read Aloud Anthology, “The Storytelling Stone” p327E

Shared Reading: Head, Body, Legs: A Story from Liberia p. 300-325, 327J

Day 4 Read Aloud: Paired Selection “Telling Tales” p. 328-329

Day 5

Choral Reading: Head, Body, Legs: A Story from Liberia p. 300-325, 331E





Leveled Reader

Day 1-Day 5: Three Wishes from a Fish Day 1-Day 5: Three Dog Wishes


Library Resources


Leveled Reader

Day 1-5: Wasted Wishes


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent Reading

Read/Respond PP

296R-264S Independent Workstations, pp 296R-296S

Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR

Candyland: Site

Word Edition
























Strategic Intervention

30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties


Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 296T (Shared Writing) Brainstorm a Persuasive Poster, p 299D (Guided Writing)

Day 2: Daily Writing Prompt Imagine that you could be a character ins any story. What character would you be? p 299E (Interactive Writing)

Prewrite a persuasive poster p 327C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Write about how plant parts or something in nature came together. p 327D (Shared Writing) Writer’s Craft Unimportant details 327L (Large Group) Draft a persuasive poster 327M (Independent Writing)

Day 4: Daily Writing Prompt Write a book review of Head, Body and Legs p 327N (Shared/Guided Writing)

Revise and Proofread a persuasive poster, p 329D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write a description of your favorite story 331A, (Shared/Guided Writing) Publish and Present a persuasive poster p 291G (Independent Writing)



2nd Grade Unit 3 week 2 Officer Buckle and Gloria



Read Aloud: Tikki Tikki Tembo p 332K Shared Reading: Decodable Reader Rules to Fight the Flu, p 333D

Read Aloud: “Safety at School ” ,p 334/335

Day 2 Read Aloud: Reread Oral Vocabulary Cards, p 335E Read Aloud: Officer Buckle and Gloria p. 336-359

Day 3

Read Aloud: Read Aloud Anthology, “Police Patrol” p361E Shared Reading: Officer Buckle and Gloria p. 336-359, 361J

Day 4

Read Aloud: Paired Selection “Fire Safety” p. 362-365

Day 5 Choral Reading: Officer Buckle and Gloris p. 336-359, 367E


Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt pp332K What do you do to stay safe when you

play outside? 332K

Day 2 How do the illustrations help make the

story funny?

Day 3 How is Gloria like dogs you know? How is she different?

Day 4

What are some other safety tips that firefighters might try to teach students and

families?

Day 5 How will reading ahead help you read and


Phonemic Awareness


Day 2, p 335F



Day 4, p 361O



Word Work

Phonics

Day 1 Introduce long u- u, u_e 333A

Day 2

Blend and Build with/u/ u, u_e 335F

Day 3 Blend and Build with /u/u, u_e 361F

Day 4

Build words with /u/ u, u_e p.361P

Day 5 Blend with /u/ u, u_e 367B



Reading

Comprehension Read ahead

Use illustrations t

Text Features floor plan Fluency

Word Automaticity, p 333D Echo-Reading and Repeated Reading, p 361A



Vocabulary

Oral Vocabulary: advice, secure, hesitate, panic, vowed 332K Day 1: Oral Vocabulary Card, p 332K


Vocabulary: accident, attention, buddy, enormous, obeys, tips

333E

Content Vocabulary: calm, hazards, route

Day 1: Context Clues Day 2: Review Words In Context Day 3: Context Clues Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader Day 1-Day 5: Road Safety Day 1-Day 5: Water Safety


Library Resources


Leveled Reader

Day 1-5: Home Safety High Frequency Words

see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading



Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition




Review























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 332K (Shared Writing) Brainstorm a Persuasive Speech, p 335D (Guided Writing)

Day 2: Daily Writing Prompt Tell which safety rule is most important for one place you go. p 335E (Interactive Writing)

Prewrite a persuasive speech p 361C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Describe a safety problem you had and how you solved it. p 361D (Shared Writing) Writer’s Craft strong opening 361L (Large Group)

Draft a persuasive speech 361M (Independent Writing) Day 4:

Daily Writing Prompt Describe how you and your friends stay safe during your favorite sport of outdoor activity p 361N (Shared/Guided Writing) Revise and Proofread a persuasive speech, p 365D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Write a list of questions that you would ask a firefighter or police officer during an interview 367A, (Shared/Guided Writing)

Publish and Present a persuasive speech p 367G (Independent Writing)



2nd Grade Unit 3 week 3 Meet the Super Croc



Read Aloud: Sharks! p 368K Shared Reading: Decodable Reader Check Out the Whale Show p 369D

Read Aloud: “A Very Old Fish” and “Boy Finds Fossils” p. 370-371


Read Aloud: Meet the Super Croc p. 372-375

Day 3 Read Aloud: Read Aloud Anthology, “Buried in the Backyard” p375E

Shared Reading: Meet the Super Croc p. 372-375, 375J

Day 4 Read Aloud: Paired Selection “Some Strange Teeth” p. 376-377

Day 5 Choral Reading: Meet the Super Croc p. 372-375, 379I


Oral Language

Focus Questions


How do we learn about animals that live long, long ago? 368K

Day 2

Did a crocodile the size of a school bus once live on Earth?

Day 3 How do illustrations and facts help in giving information about the Super Croc?

Day 4

What did fossil hunters find?

Day 5 How will adjusting your reading rate help

you read and understand another selection?

Phonemic Awareness


Day 2, p 371F


Day 3, 375D Phoneme Addition

Day 4, p 375O



Word Work

Phonics

Day 1 Introduce ch, sh, th, wh 369A

Day 2

Blend and Build with ch, sh, th, wh 371F/G

Day 3 Blend and Build with ch, sh, th, wh, 375F

Day 4 Build words with consonant digraphs, 375P Prefixes re,un, and dis 375R

Day 5 Blend with consonant digraphs 379F



Reading

Comprehension Monitor comprehension/adjust reading rate

summarize Text Features N/A

Fluency


Repeated Reading, p 375I Partner Read/Word Automaticity, p 375S


Vocabulary

Oral Vocabulary: immense, research, ruthless, harmless, prior p 368K

Day 1: Oral Vocabulary Card, p 368K Day 2: Oral Vocabulary Review, p 371E Day 3: Oral Vocabulary Review, p 375D Day 4: Oral Vocabulary Review, p 375P Day 5: Oral Vocabulary Review, p 379E

Vocabulary: ancient, confirm, hopeful, unable, valid 369E

Content Vocabulary:

Day 1 prefixes/suffixes Day 2: Review Words In Context Day 3: prefixes/suffixes Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Extinct Animals Day 1-Day 5: Living Fossils


Library Resources


Leveled Reader

Day 1-5: 100 Year-Old Animals


see p T26


Phonics Blend and Build with short /e/o/

/u/


Lessons


Phonemic Awareness

Phonemic Awareness Lessons, Ideas, and Other Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent Reading

Read/Respond 368I-

368J Independent Workstations, pp 368I-386J

Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR

Candyland: Site

Word Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 368K (Shared Writing) General questions/Determine Sources, p 371D (Guided Writing)

Day 2: Daily Writing Prompt Write questions that you would ask a fossil scientist during an interview p 371E (Interactive Writing)

Prewrite a report p 375C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Write Describe an animal that you might see if you lived in prehistoric times. p 375D (Shared Writing) Writer’s Craft a good paragraph 375N (Large Group)

Draft a report p. 375O(Independent Writing) Day 4:

Daily Writing Prompt Write about what you would see and do if you lived when the dinosaurs did p 375P (Shared/Guided Writing) Revise and Proofread a report, p 329D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Write about your favorite prehistoric creature 379E, (Shared/Guided Writing)

Publish and Present a report p 379K (Independent Writing)



2nd Grade Unit 3 week 4 The Alvin Ailey Kids: Dancing as a Team



Day 1 Read Aloud Emperor’s New Clothes p 380K

Shared Reading: Decodable Reader Watch the Birch Tree p 381D Read Aloud: “A Little Symphony” p. 382-383

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 383E Read Aloud: Alvin Ailey Kids: Dancing as a Team p. 384-401

Day 3

Read Aloud: Read Aloud Anthology, “Boy, Can He Dance” p403E Shared Reading: Alvin Ailey Kids: Dancing as a Team p. 384-401, 403J

Day 4

Read Aloud: Paired Selection “You’ll Sing a Song” p. 404-405

Day 5 Choral Reading: Alvin Ailey Kids: Dancing as a Team 384-401 , 407E


Oral Language

Focus Questions


How do we learn about animals that live long, long ago? 368K

Day 2

Did a crocodile the size of a school bus once live on Earth?

Day 3 How do illustrations and facts help in giving information about the Super Croc?

Day 4

What did fossil hunters find?

Day 5 How will adjusting your reading rate help

you read and understand another selection?

Phonemic Awareness


Day 2, p 371F


Day 3, 375D Phoneme Addition

Day 4, p 375O



Word Work

Phonics

Day 1 Introduce ch, sh, th, wh 369A

Day 2

Blend and Build with ch, sh, th, wh 371F/G

Day 3 Blend and Build with ch, sh, th, wh, 375F

Day 4

Build words with consonant digraphs, 375P Prefixes re,un, and dis 375R

Day 5 Blend with consonant digraphs 379F



Reading

Comprehension Monitor comprehension/adjust reading rate

summarize Text Features N/A

Fluency




Vocabulary

Oral Vocabulary: immense, research, ruthless, harmless, prior p 368K


Vocabulary: ancient, confirm, hopeful, unable, valid 369E

Content Vocabulary:

Day 1 prefixes/suffixes Day 2: Review Words In Context Day 3: prefixes/suffixes Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Extinct Animals Day 1-Day 5: Living Fossils


Library Resources


Leveled Reader

Day 1-5: 100 Year-Old Animals


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond 368I-368J


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 368K (Shared Writing) General questions/Determine Sources, p 371D (Guided Writing)

Day 2: Daily Writing Prompt Write questions that you would ask a fossil scientist during an interview p 371E (Interactive Writing)

Prewrite a report p 375C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Write Describe an animal that you might see if you lived in prehistoric times. p 375D (Shared Writing) Writer’s Craft a good paragraph 375N (Large Group)

Draft a report p. 375O(Independent Writing) Day 4:

Daily Writing Prompt Write about what you would see and do if you lived when the dinosaurs did p 375P (Shared/Guided Writing) Revise and Proofread a report, p 329D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Write about your favorite prehistoric creature 379E, (Shared/Guided Writing)

Publish and Present a report p 379K (Independent Writing)



2nd Grade Unit 3 week 5 Click, Clack Moo: Cows that Type



Day 1 Read Aloud Oral Vocabulary Cards p 408K

Shared Reading: Decodable Reader The Missing String Beans p 409D Read Aloud: “Iggy Pig Saves the Day” p 410-411

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 409E Read Aloud: Click, Clack, Moo: Cows that Type p 412-435

Day 3

Read Aloud: Read Aloud Anthology, “Barnyard Lullaby” p437E Shared Reading: Click, Clack, Moo: Cows that Type p 412-435

Day 4 Read Aloud: Paired Selection “Farming Corn” p 438-441

Day 5

Choral Reading: Click, Clack, Moo: Cows that Type p 412-435


Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt p 409K

Why do we need farms? 408K

Day 2 How do the cows get Farmer Brown to do

what they want?

Day 3 How were the animals in this story like farm

animals in real life?

Day 4 What other things might Farmer Brown

have to do besides take care of the cows?

Day 5

How will visualizing help you read and understand another selection?

Phonemic Awareness

Day 1, p 409A Phoneme Addition and

Deletion

Day 2, p 411F Identify and Generate Alliteration

Day 3, 437F

Phoneme Blending

Day 4, p 437O Phoneme Addition and Deletion

Day 5, p 443B

Phoneme Blending

Word Work

Phonics

Day 1 Introduce initial Triple Consonant Blends scr-, spr-,

str-, p409C

Day 2 Blend and Build with scr-, spr-, str-, p411F/411G

Day 3

Blend and Build with scr-, spr-, str-, p437F

Day 4 Build words with scr-, spr-, str-, p437O

Possessives, p437P

Day 5 Blend with consonant digraphs 379F Blend with

scr-, spr-, str-, p443B

For Spelling, Decodable, and High-Frequency Words see pT29 Teachers Edition

Reading

Comprehension Strategy: Visualize

Skill: Cause and Effects Text Features: Calendar

Fluency

Word Automaticity, p 409D Echo Read and Repeated Reading, p 437A

Repeated Reading, p 437I Word Automaticity, p 437Q

Timed Reading, p408I Vocabulary

Oral Vocabulary, p 408K, produce, supply, modern, operate,

depend Day 1: Oral Vocabulary Card, p 408K

Day 2: Oral Vocabulary Review, p 411E Day 3: Oral Vocabulary Review, p 437D Day 4: Oral Vocabulary Review, p 437O Day 5: Oral Vocabulary Review, p 443B

Vocabulary: demand, emergency, furious, impatient, sincerely,

snoop, p 409E


Day 1: Introduction p409E Strategy: Use a Thesaurus/Synonyms Day 2: Review Words In Context, p411H

Day 3: Strategy: Use a Thesaurus/Synonyms, p437H Day 4: Review Words in Context, p437Q

Day 5: Review Vocabulary Words, p443D Spiral Review, p443D



Leveled Reader

Day 1-Day 5: What Good is a Goat? Day 1-Day 5: Knitwits and Wooly Sweaters


Library Resources


Leveled Reader

Day1: The Missing String Beans Day 2-5:Eggcellent


see p T29


Phonics Blend and Build with scr-, spr-, str-



Phonemic Awareness


Support

Support for ELL's found on pp 409, 409B, 409E,411B, 411D,411F, 411H, 414, 428, 430, 437C,437E,437M, 437R,440,441D, 443E,443H


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: What do you think a typical day on a farm is like?, p 409 (Shared Writing) Brainstorm a Persuasive Letter, p 411D (Guided Writing)

Day 2: Daily Writing Prompt What kind of job on a farm do you think you would enjoy most? p 411E (Interactive Writing)

Prewrite a Persuasive Letter p 437C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Write an ad telling what skills a farmer must have to do the job well. p 437A (Shared Writing) Writer’s Craft Precise Words 437L (Large Group)

Draft a Persuasive Letter p. 437M (Independent Writing) Day 4:

Daily Writing Prompt Imagine that you work on a farm. Write a journal entry to tell what you did today. (Shared/Guided Writing) Revise and Proofread a Persuasive Letter, p 441D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Imagine that you are a child who lives on a farm, (Shared/Guided Writing)

Publish and Present a Persuasive Letter p 443G (Independent Writing)



2nd Grade Unit 4 week 1 Splish! Splash!



Day 1 Read Aloud N/A

Shared Reading: Decodable Reader All Sorts of Sharks p 11D Read Aloud: “Animals Need to Eat” p. 12/13

Day 2

Read Aloud: N/A Read Aloud: Splish! Splash! p. 14-36

Day 3

Read Aloud: Read Aloud Anthology, “The Great Kapok Tree” p37E Shared Reading: Splish! Splash! p. 14-36, 37J

Day 4

Read Aloud: Paired Selection “Ant and Grasshopper” p. 38/39

Day 5 Choral Reading: Splish! Splash! 10F, 41E


Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt pp 10T What do animals and humans need to

live? 10T

Day 2 How do the different animals clean themselves?

Day 3

How did looking at the photographs help you understand the information in the article?

Day 4

How do the animals in the play and Splish!Splash! meet their needs?

Day 5

How will generating questions help you read and understand another selection?

Phonemic Awareness

Day 1, p 11A Phoneme Identify

Day 2, p 13F



Day 4, p 37O



Word Work

Phonics

Day 1 Introduce r-controlled vowels ar, or- 11A/B

Day 2

Blend and Build r-controlled vowels ar, or - 411F/H

Day 3 Blend and Build with ar and or, 37F

Day 4

Build words with ar and or , 37P Syllables 37Q

Day 5 Blend with ar and or- p. 41B



Reading


Compare and Contrast Text Features N/A

Fluency


Repeated Reading, p 37I Partner Read/Word Automaticity, p 37R

Timed Reading, p10R

Vocabulary

Oral Vocabulary N/A Day 1: Oral Vocabulary Card,

Day 2: Oral Vocabulary Review, Day 3: Oral Vocabulary Review, Day 4: Oral Vocabulary Review, Day 5: Oral Vocabulary Review,

Vocabulary: beasts, preen, handy, itches, nibble, puddles 11E


Day 1 words parts/inflected nouns Day 2: Review Words In Context Day 3 words parts/inflected nouns Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader Day 1-Day 5: Giraffes of the Savanna Day 1-Day 5: Sloths of the Rainforest


Library Resources


Leveled Reader Day 1-5: Yaks of the Mountains


see p T26





Phonemic Awareness


Support


Literacy Centers


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond 10R-10S


Vocabulary FCRR


Phonics FCRR


Writing FCRR

Independent Workstations, pp 10R-!0S

Fluency FCRR


Edition




Review























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 10T (Shared Writing) Brainstorm a Summary, p 13D (Guided Writing)

Day 2: Daily Writing Prompt Pretend you are a spider. Tell about your next web. 13F (Interactive Writing)

Prewrite a Summary 37C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Pretend you are a new pet. Write to you new owner telling what your needs are 37D. (Shared Writing) Writer’s Craft Conventions, 37L (Large Group) Draft a Summary 37M (Independent Writing)

Day 4: Daily Writing Prompt Pretend you are a squirrel. Write about what you will do to find a home. 37N (Shared/Guided Writing)

Revise and Proofread a Summary, 39B (Guided/Independent Writing) Day 5:

Daily Writing Prompt Imagine you are an animal we listed this week. Tell how you will eat, drink, get warm, clean yourself, and where you will rest, 41A(Shared/Guided Writing)

Publish and Present a Summary p 41G (Independent Writing)



2nd Grade Unit 4 week 2 Goose’s Story




Shared Reading: Decodable Reader p 43D Read Aloud: “Bill Helps Geese Survive” p. 44/45

Day 2

Read Aloud: N/A Read Aloud: Goose’s Story, p. 46-71

Day 3

Read Aloud: Read Aloud Anthology, “Nail Soup” p73E Shared Reading: Goose’s Story p. 46-71,

Day 4

Read Aloud: Paired Selection :Baby Owl Rescue” p. 74-77

Day 5 Choral Reading: Goose’s Story 42I, 79E


Oral Language

Focus Questions


How do animals survive in the wild? 42K

Day 2 How do the illustrations help tell the story?

Day 3 What are some events in this story that could happen in real life?

Day 4

How are the newspaper article and Goose’s Story alike? How are they

different?


Phonemic Awareness

Day 1, p 11A Phoneme Identify

Day 2, p 13F



Day 4, p 37O



Word Work

Phonics

Day 1 Introduce r-controlled vowels er, ir, ur- 43A/B

Day 2

Blend and Build r-controlled vowels er, ir, ur- 45F/G

Day 3 Blend and Build with er, ir, ur 73F

Day 4

Build words with er, ir, ur , 73P

Day 5 Blend with er, ir, ur p. 79B



Reading

Comprehension Generate Questions Identify Cause/Effect Text Features maps

Fluency

Word Automaticity, p 43D Echo-Read, p 73A


Timed Reading, p42I

Vocabulary



Vocabulary: beasts, preen, handy, itches, nibble, puddles 11E


Day 1 words parts/inflected nouns Day 2: Review Words In Context Day 3 words parts/inflected nouns Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: The Last Pond Day 1-Day 5: The Lost Elephant


Library Resources


Leveled Reader

Day 1-5: Dolphin Rescue


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent Reading

Read/Respond 42I-J


pp 42I-J

Vocabulary FCRR


pp 42I-J

Phonics FCRR


pp 42I-J

Writing FCRR


pp 42I-J

Fluency FCRR

Candyland: Site

Word Edition



pp 42I-J


Review























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 42K (Shared Writing) Brainstorm a News Story, p 45D (Guided Writing)

Day 2: Daily Writing Prompt Imagine you are a bird. Describe what kind of bird you are, where you live, and what you eat. 45E (Interactive Writing)

Prewrite a News Story 73C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Imagine you are a goose. Tell what you have done during the fall and winter 73D. (Shared Writing) Writer’s Craft Ideas 73L (Large Group)

Draft a News Story, 73M (Independent Writing) Day 4:

Daily Writing Prompt Imagine you are the parent of a baby geese. Tell what you do to make sure your babies survive 73N (Shared/Guided Writing) Revise and Proofread a News Story, 77D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Imagine you are an animal from one of the concept webs. Write about what you do in a typical day in order to survive, 79A(Shared/Guided

Writing) Publish and Present a News Story p 79G (Independent Writing)



2nd Grade Unit 4 week 3 A Way to Help Planet Earth




Shared Reading: Decodable Reader We Should Look at Fishing p 81D Read Aloud: “Prairie Problem”, “Be Careful We’re Almost Gone” p. 82/83

Day 2

Read Aloud: N/A Read Aloud: A Way to Help Planet Earth, p. 84-87

Day 3

Read Aloud: Read Aloud Anthology, “This Is Our Earth”, p87E

Shared Reading: A Way to Help Planet Earth p. 84-87, 87J/K

Day 4 Read Aloud: Paired Selection :” Water Troubles” p. 88/89

Day 5

Choral Reading: A Way to Help Planet Earth 80I, 91I





Day 2 What can everyone do to help keep Earth clean?

Day 3 What information did you learn by reading this article?

Day 4

Why should you save water?


Phonemic Awareness

Day 1, p 81A Generate Rhymes

Day 2, p 83F

Initial Sound Substitution


Day 4, p 87P

Initial sound substitution


Word Work

Phonics

Day 1 Introduce variant vowels oo, ou- 81A

Day 2

Blend and Build with variant vowels oo,ou- 83F/G

Day 3 Blend and Build with variant vowels oo, ou 87F

Day 4

Build words with variant vowels oo, ou , 87P

Day 5 Blend with variant vowels oo, ou p. 91F



Reading


Description Text Features changes in print

Fluency


Repeated Reading, p 87I Partner Read/Word Automaticity,

Timed Reading, p80I

Vocabulary



Vocabulary: conservation, extinct, hardest, remains, trouble

91H


Day 1 context clues/ comparative and Superlatives Day 2: Review Words In Context Day 3 context clues/comparative and superlatives Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Spoiled by a Spill Day 1-Day 5: Simple Ideas to Save the Earth


Library Resources


Leveled Reader

Day 1-5: What Happens to the Trash?


see p T26





Phonemic Awareness


Support


Literacy Centers


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond 80I-J Independent Workstations,

pp 80I-J

Vocabulary FCRR


pp 80I-J

Phonics FCRR


pp 80I-J

Writing FCRR


pp 80I-J

Fluency FCRR


Edition



pp 80I-J


Review























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 80K (Shared Writing) Brainstorm –Generate Questions/Determine Sources, p 83D (Guided Writing)

Day 2: Daily Writing Prompt - Write about one thing you can do to make Earth a cleaner place. Tell how it will help Earth. 83E (Interactive Writing)

Find Information/Prewrite a Non-fiction article 87C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Thinks about the things that hurt Earth. Write about one thing and describe how it hurts Earth. 87D. (Shared Writing)

Writer’s Craft Organization, 87N (Large Group) Draft a Nonfiction Article, 87O (Independent Writing)

Day 4: Daily Writing Prompt Write a paragraph about simple things kids can do to help keep Earth clean and healthy 87P (Shared/Guided Writing)

Revise and Proofread a Nonfiction Article, 91C (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write to explain why we need to keep Earth clean and healthy, 91E(Shared/Guided Writing) Publish and Present a Nonfiction Article, 91K (Independent Writing)



2nd Grade Unit 4 week 4 Super Storms




Shared Reading: Decodable Reader Soon the North Wind Blew p 93D Read Aloud: “Wild Weather Hits Florida” p. 94/95

Day 2

Read Aloud: N/A Read Aloud: Super Storms, p. 96-117

Day 3

Read Aloud: Read Aloud Anthology, “Cloudy with a Chance of Meatballs”, p119E

Shared Reading: Super Storms p. 96-117, 119J/K

Day 4 Read Aloud: Paired Selection :” It Fell in the City” p. 120/121

Day 5

Choral Reading: Super Storms 92I, 123I





Day 2 What is it like when there is a super storm?

Day 3

Did you find it interesting to read about storms that really happened? Why or why not?

Day 4

Which kind of storm is the storm in the

poem most like? Explain why.

Day 5 How will rereading help you read and


Phonemic Awareness

Day 1, p 93A Phoneme Segmentation

Day 2, p 95F

Phoneme Blending,

Day 3, 119F Identify and work with syllables

Day 4, p 119O

Phoneme Blending

Day 5, p 123B Identify and work with syllables

Word Work

Phonics

Day 1 Introduce variant vowels oo, ui, ew, oe, ue- 93A

Day 2

Blend and Build with variant vowels oo, ui, ew, oe, ue 95F/G

Day 3

Blend and Build with variant vowels oo, ui, ew, oe, ue 119F

Day 4

Build words with variant vowels oo, ui, ew, oe, ue , 119O

Day 5 Blend with variant vowels oo, ui, ew, oe, ue p. 91F



Reading

Comprehension Monitor Comprehension/reread

Make and confirm predictions Text Features repetition and word choice

Fluency


Repeated Reading, p 119I Partner Read/Word Automaticity,119P

Timed Reading, p92I

Vocabulary



Vocabulary: beware. Destroy, grasslands, prevent, uprooted,

violent 93H


Day 1 context clues/ comparative and Superlatives Day 2: Review Words In Context Day 3 context clues/comparative and superlatives Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: That’s Wild! Day 1-Day 5: Storm Riders


Library Resources


Leveled Reader

Day 1-5: The Snowed-Under Sled


see p T26


Phonics Blend and Build with short /e/o/

/u/


Lessons


Phonemic Awareness

Phonemic Awareness Lessons, Ideas, and Other Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond 92I-J Independent Workstations,

pp 92I-J

Vocabulary FCRR


pp 92I-J

Phonics FCRR


pp 92I-J

Writing FCRR


pp 92I-J

Fluency FCRR


Edition



pp 92I-J
























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 80K (Shared Writing) Brainstorm –Generate Questions/Determine Sources, p 83D (Guided Writing)

Day 2: Daily Writing Prompt - Write about one thing you can do to make Earth a cleaner place. Tell how it will help Earth. 83E (Interactive Writing)

Find Information/Prewrite a Non-fiction article 87C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Thinks about the things that hurt Earth. Write about the one thing and describe how it hurts Earth. 87D. (Shared Writing)

Writer’s Craft Organization, 87N (Large Group) Draft a Nonfiction Article, 87O (Independent Writing)

Day 4: Daily Writing Prompt Write a paragraph about simple things kids can do to help keep Earth clean and healthy 87P (Shared/Guided Writing)

Revise and Proofread a Nonfiction Article, 91C (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write to explain why we need to keep Earth clean and healthy, 91E(Shared/Guided Writing) Publish and Present a Nonfiction Article, 91K (Independent Writing)



2nd Grade Unit 4 week 5 Nutik, the Wolf Pup Whole Group (Grade Level Text)



Day 1 Read Aloud Coral Reefs ,124K

Shared Reading: Decodable Reader Paul Saw Arctic Foxes p 125D Read Aloud: “My Home in Alaska” p. 126/127

Day 2

Read Aloud: Coral Reefs, 127E Read Aloud: Nutik, the Wolf Pup, 128-147

Day 3

Read Aloud: Read Aloud Anthology, “Slowly Does It”, p149E

Shared Reading: Nutik, the Wolf Pup, 128-147, 149J

Day 4 Read Aloud: Paired Selection :” Wolves” p. 150-153

Day 5

Choral Reading Nutik, the Wolf Pup, 124I, 155E


Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt pp. 124K How are habitats different for animals

and humans? 124K

Day 2 How do you know the boy and the wolf pu have a close friendship?

Day 3 How were the characters in this story like people in real life?

Day 4

How would Nutik’s life have been different

if he never left his pack? Day 5

How will adjusting your reading rate help you read and understand another

selection?

Phonemic Awareness

Day 1, p 125A Syllables

Day 2, p 127F

Phoneme Categorization,


Day 4, p 149O



Word Work Phonics

Day 1 Introduce variant vowels au, aw, 125A

Day 2 Blend and Build with variant vowels au, aw 127F/G

Day 3

Blend and Build with variant vowels au, aw 149F

Day 4 Build words with variant vowels au, aw 149O, 119O

Day 5 Blend with variant vowels au, aw, 155B



Reading

Comprehension Monitor Comprehension

Adjust Reading Rate/Make Inference Text Features Heads

Fluency


Repeated Reading, p 149I Partner Read/Word Automaticity,149Q


Vocabulary

Oral Vocabulary: encounter, locate, defend, positive, react Day 1: Oral Vocabulary Card, 124K

Day 2: Oral Vocabulary Review,127E Day 3: Oral Vocabulary Review, 149D Day 4: Oral Vocabulary Review, 149N Day 5: Oral Vocabulary Review, 155A

Vocabulary: beloved, glanced, gleamed, noble, promised,

wiggled


Day 1 Word Parts/Inflected Verbs Day 2: Review Words In Context Day 3 Word Parts/Inflected Verbs Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader Day 1-Day 5: The Coral Reef

Day 1-Day 5: Grasslands


Library Resources


Leveled Reader Day 1-5: The Rainforest


see p T26





Phonemic Awareness

Phonemic Awareness




Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading

Read/Respond 124I-J


pp 124I-J

Vocabulary FCRR


pp 124I-J

Phonics FCRR


pp 124I-J

Writing FCRR


pp 124I-J

Fluency FCRR


Edition



pp 124I-J


Review























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 124K (Shared Writing) Brainstorm a Book Report, p 127D (Guided Writing)

Day 2: Daily Writing Prompt Choose a habitat. Write a journal entry about what you find after a day of exploring. 127E (Interactive Writing)

Prewrite a Book Report, 149C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Imagine you are Amaroq or Nutik. Describe what you would need to keep your home warm in the cold Artic 149D. (Shared Writing)

Writer’s Craft A Strong Conclusion, 149L (Large Group) Draft a Book Report, 149M (Independent Writing)

Day 4: Daily Writing Prompt Write a description of one animal home. Tell how it helps the animal survive, 149N (Shared/Guided Writing)

Revise and Proofread a Book Report, 153D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write a fantasy about two animals from different habitats who meet. Talk about how they are alike and different, 155A (Shared/Guided Writing)

Publish and Present a Book Report, 155G (Independent Writing)



2nd Grade Unit 5 week 1 Dig, Wait, Listen: A Desert Toad’s Tale



Day 1 Read Aloud The Desert Is Their Home, p. 160T

Shared Reading: Decodable Reader Southwest Flowering Plants p 161D Read Aloud: “The Coatis of the Sonora Desert” p. 162-163

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 163E Read Aloud: Dig, Wait, Listen: A Desert Toad’s Tale p. 164-185

Day 3

Read Aloud: Read Aloud Anthology, “The Desert Is Theirs” p187E Shared Reading: Dig, Wait, Listen: A Desert Toad’s Tale p.164-185, 187J

Day 4

Read Aloud: Paired Selection “ The Sonoran Desert” p. 188-191

Day 5 Choral Reading: Dig, Wait, Listen: A Desert Toad’s Tale p.160R , 193E



Oral Language

Focus Questions

Day 1 Talk About It/Picture Prompt pp 160T

What is life like in the desert? 160T

Day 2 What do you learn about the toad?

Day 3

How did the author tell facts in an interesting way in this story?

Day 4 How is the spadefoot toad like the other

animals of the Sonoran Desert?

Day 5 How will the author’s purpose help you

read and understand another selection?

Phonemic Awareness

Day 1, p 161A Phoneme Identity

Day 2, p 163F



Day 4, p 187O

Sound Substitution

Day 5, p193B Phoneme Blending

Word Work Phonics

Day 1 Introduce diphthongs ow and ou161A

Day 2

Blend and Build with ou and ow 163F/G

Day 3 Blend and Build with ou and ow 187F

Day 4

Build words with diphthongs ou and ow , 187O Synonyms, antonyms 187P

Day 5 Blend with diphthongs ou and ow 193B




summarize author’s purpose

Text Features chart Fluency

Word Automaticity, p 161D Echo-read, p 187A


Timed Reading, p160R

Vocabulary

Oral Vocabulary: temperature, vast, harsh, scenery, strategy p 160T

Day 1: Oral Vocabulary Card, p 160T Day 2: Oral Vocabulary Review, p 163E Day 3: Oral Vocabulary Review, p 187D Day 4: Oral Vocabulary Review, p 187N Day 5: Oral Vocabulary Review, p 193A

Vocabulary: beyond, burrow, distant, lengthy, ranger’s, warning

161E

Content Vocabulary: adapted, nocturnal, temperature

Day 1 context clues/possessives Day 2: Review Words In Context Day 3: context clues/possessives Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Australian Desert Animals Day 1-Day 5: Kalahari Desert Animals


Library Resources


Leveled Reader

Day 1-5: Sonoran Desert Animals


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent Reading

Read/Respond 160R-

160S Independent Workstations, pp 160R-160S

Vocabulary FCRR


Phonics FCRR


pp. 160R-160S

Writing FCRR


pp. 160R-160S

Fluency FCRR

Candyland: Site

Word Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 160T (Shared Writing) Brainstorm a Fictional Dialogue, p 163D (Guided Writing)

Day 2: Daily Writing Prompt Imagine you are one of the animals that lives in the desert. Write a description of a typical day in the desert for this animal as it finds what it

needs to survive p 187C (Interactive Writing) Prewrite a Fictional Dialogue p 187C (Guided/Independent Writing)

Day 3: Daily Writing Prompt Write a poem about a desert toad. Use words that will help your readers create pictures in their minds. 187D (Shared Writing)

Writer’s Craft Dialogue, 187L (Large Group) Draft a Fictional Dialogue p. 187M (Independent Writing)

Day 4: Daily Writing Prompt Compare and contrast what the desert looks like before a rainstorm and what it looks like after a rainstorm. p 187N (Shared/Guided Writing)

Revise and Proofread a Fictional Dialogue p 191D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write about your favorite prehistoric creature 379E, (Shared/Guided Writing) Publish and Present a report p 379K (Independent Writing)



2nd Grade Unit 5 week 2 Pushing Up the Sky Whole Group (Grade Level Text)



Day 1 Read Aloud La Cucarachita Martina Gets Married, p. 194K

Shared Reading: Decodable Reader Let’s Join Jay’s Show p 195D Read Aloud: “Why Sun and Moon Live in the Sky” p. 196-197

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 197E Read Aloud: Pushing Up the Sky p. 198-211

Day 3

Read Aloud: Read Aloud Anthology, “Albert’s Play” p213E Shared Reading: Pushing Up the Sky, p. 198-211, 213J

Day 4

Read Aloud: Paired Selection “ Getting to Know Joseph Bruchac” p. 214-215

Day 5 Choral Reading: Pushing Up the Sky p.194I , 217E


Oral Language

Focus Questions


How do different people work together to put on a play? 194K

Day 2

What is the people’s problem? How do they solve it?

Day 3 How is a play different from a book?

Day 4

Do you think this is one of Joseph Bruchac’s favorite stories? Explain why or

why not.

Day 5 How did the reading strategy help you

read and understand another selection?

Phonemic Awareness


Day 2, p 221F



Day 4, p 225P

Syllables, 225P

Day 5, p193B Phoneme Blending 229F

Word Work

Phonics

Day 1 Introduce diphthongs oi and oy 195A

Day 2

Blend and Build with dipthongs oi and oy 197 F/G

Day 3 Blend and Build with oi and oy 213F

Day 4

Build words with oi and oy 213P Homophones 213Q

Day 5 Blend with oi and oy217B



Reading

Comprehension Visualization

Problem and Solution Text Features interview

Fluency


Repeated Reading, p 213I Partner Read/Word Automaticity, p 213R


Vocabulary

Oral Vocabulary: gesture, exaggerate, attractive, depart, soothing p 194K


Vocabulary: agreed, gathered, jabbing, randomly, signal 195E

Content Vocabulary: append, author, interviewed

Day 1 word parts/inflected endings Day 2: Review Words In Context Day 3: word parts/inflected endings Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Why the Sky is Far Away Day 1-Day 5: Sky Seeds


Library Resources


Leveled Reader

Day 1-5: Sky Colors


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading



Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 194K (Shared Writing) Brainstorm a Play p 197D (Guided Writing)

Day 2: Daily Writing Prompt Design and make a poster for a play. Include the title and what the play is about. p 197E (Interactive Writing)

Prewrite a Play p 213C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Imagine you are one of the characters in the play who helped push the sky up higher 213D (Shared Writing) Writer’s Craft Beginning, Middle, and End, 213L (Large Group)

Draft a Play p. 213M(Independent Writing) Day 4:

Daily Writing Prompt Add an eight chief character to the play Pushing Up the Sky. Write some lines for the new character in each scene p 213N (Shared/Guided Writing)

Revise and Proofread a Play p 215D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write a story about a class play. 217A, (Shared/Guided Writing) Publish and Present a Play p 217G (Independent Writing)



2nd Grade Unit 5 week 3 Columbus Explores New Lands



Day 1 Read Aloud Half-chick, p. 218K

Shared Reading: Decodable Reader Antarctica p 219D Read Aloud: “Continents and Oceans” and “Record Holders” p. 220-221

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 221E Read Aloud: Columbus Explores New Lands p. 222-225

Day 3

Read Aloud: Read Aloud Anthology, “Lewis and Clark: A Prairie Dog for the President” p225E Shared Reading: Columbus Explores New Lands, p. 222-225, 225J

Day 4

Read Aloud: Paired Selection “ The Roof of the World” p. 226-227

Day 5 Choral Reading: Dig, Wait, Listen: A Desert Toad’s Tale p.218I , 229I



Day 1 Talk About It/Picture Prompt pp 218K Why do people explore new places?

218K

Day 2 What was Columbus looking for when he set sail across the Atlantic Ocean? What

did he find?

Day 3 How do the illustrations and captions help in giving information about Christopher Columbus and exploration?

Day 4

What is Mt. Everest?

Day 5 How will summarizing help you read and


Phonemic Awareness


Day 2, p 221F



Day 4, p 225P

Syllables, 225P

Day 5, p193B Phoneme Blending 229F

Word Work

Phonics

Day 1 Introduce schwa 219A

Day 2

Blend and Build with schwa 221 F/G

Day 3 Blend and Build with schwa 225F

Day 4

Build words with schwa 225Q Derivations, Base Words 225R

Day 5 Blend with schwa 229F



Reading


Main Idea and Details Text Features N/A

Fluency



Timed Reading, p160R

Vocabulary

Oral Vocabulary: adventurous, route, anxious, inquisitive, significant p 218K


Vocabulary: areas, oceans, planet, vast, voyage 219E

Content Vocabulary:

Day 1 context clues Day 2: Review Words In Context Day 3: context clues Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: Exploring the South Pole Day 1-Day 5: Discovering Lost Cities


Library Resources


Leveled Reader

Day 1-5: Discovering Shipwrecks


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent Reading

Read/Respond 218I-

218J Independent Workstations, pp 218I-218J

Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR

Candyland: Site

Word Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 218K (Shared Writing) Generate Questions/Determine Sources, p 221D (Guided Writing)

Day 2: Daily Writing Prompt Imagine you are an explorer and you are packing for a voyage. Tell where you are going and write about what you will bring. p 221E

(Interactive Writing) Prewrite a Report p 225C (Guided/Independent Writing)

Day 3: Daily Writing Prompt Imagine that you are an explorer. Write a journal entry about what you do in a typical day. 225D (Shared Writing)

Writer’s Craft Transition Words, 225N (Large Group) Draft a Report p. 225O(Independent Writing)

Day 4: Daily Writing Prompt Imagine that you were on Columbus’s Voyage. Write about what you did .. p 225P (Shared/Guided Writing)

Revise and Proofread a Report p 229C-D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write a poem about what it is like to explore a new place 229E, (Shared/Guided Writing) Publish and Present a Report p 229K (Independent Writing)



2nd Grade Unit 5 week 4 Ugly Vegetables



Day 1 Read Aloud Rabbit in Mr. Man’s Garden, p. 230K

Shared Reading: Decodable Reader What Gnu Knew p 231D Read Aloud: “City Garden” p. 232-233

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 233E Read Aloud: Ugly Vegetables p. 234-255

Day 3

Read Aloud: Read Aloud Anthology, “Kate and the Beanstalk” p257E Shared Reading: Ugly Vegetables, p. 234-255, 257J

Day 4

Read Aloud: Paired Selection “ Soups from Around the Globe” p. 258-261

Day 5 Choral Reading: Ugly Vegetables p.230I, 263E



Day 1 Talk About It/Picture Prompt pp. 230K Why do people grow gardens? What is

needed to grow a garden? 230K

Day 2 How does the garden change from

beginning to the end?

Day 3 What are some events from this story that could happen in real life?

Day 4 Which plants would the characters in The

Ugly Vegetables have to add to their garden to make African peanut soup?

Day 5

How did the reading strategy and skill help you?

Phonemic Awareness


Day 2, p 233F



Day 4, p 257O

Phoneme Deletion,

Day 5, p263B Phoneme Blending

Word Work

Phonics

Day 1 Introduce silent letters in gn, kn, wr, mb 231A

Day 2

Blend and Build with silent letters gn, kn, mb, wr 233 F/G

Day 3

Blend and Build with gn, kn, mb 257F

Day 4 Build words with gn, kn, ur, mb 257P

Day 5 Blend with gn, kn, wr, mb 263B



Reading


Sequence of Events Text Features Written Directions

Fluency




Vocabulary

Oral Vocabulary: abundant, ripe, conceal, edible, scrumptious p 230K


Vocabulary: aroma, blooming, muscles, prickly, scent, trade

231E

Content Vocabulary: append, author, interviewed

Day 1 context clues/homophones Day 2: Review Words In Context Day 3: context clues/homophones Day 4: Review Words in Context Day 5: Review Vocabulary Words



Leveled Reader

Day 1-Day 5: All About Tomatoes Day 1-Day 5: All About Corn


Library Resources


Leveled Reader

Day 1-5: All About Pumpkins


see p T26





Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading



pp 230I-J

Vocabulary FCRR


pp 230I-J

Phonics FCRR


pp 230I-J

Writing FCRR


pp 230I-J

Fluency FCRR


Edition



pp 230I-J
























Writing Day 1:

Picture Prompt Look at the picture: Write about what you, p 230K (Shared Writing) Brainstorm a Realistic Story p 233D (Guided Writing)

Day 2: Daily Writing Prompt Imagine that you are writing a note to a friend who will take care of your garden for a week. Tell your friend everything he or she should do to

keep your garden healthy p 233E (Interactive Writing) Prewrite a Realistic Story p 257C (Guided/Independent Writing)

Day 3: Daily Writing Prompt Think about the main characters’ garden in the Ugly Vegetables, Compare and contrast their garden to the neighbors’ gardens 257D (Shared

Writing) Writer’s Craft Precise Words 257L (Large Group)

Draft a Realistic Story p. 257M(Independent Writing) Day 4:

Daily Writing Prompt Write a description of what you would see, feel, hear, smell, taste, and touch in a garden p 257N (Shared/Guided Writing) Revise and Proofread a Realistic Story p 261D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Pretend you have spent a whole summer growing your garden. Write a paragraph to tell what you will do with the things you have grown

263A, (Shared/Guided Writing) Publish and Present a Realistic Story p 263G (Independent Writing)



2nd Grade Unit 5 week 5 The Moon



Day 1 Read Aloud: Oral Vocabulary Cards, Why the Moon is in the Sky, p. 265D

Shared Reading: Decodable Reader Meg Cage in Space p 265D Read Aloud: “Discover the Moon” p. 266/267

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 264K Read Aloud: The Moon p. 268-287

Day 3

Read Aloud: Read Aloud Anthology, “A Dress for the Moon” p289E Shared Reading: The Moon p. 268-287

Day 4

Read Aloud: Paired Selection “Night Comes” p. 290/291

Day 5 Choral Reading: The Moon p. 268-287



Day 1 Talk About It/Picture Prompt pp 264/265 What do you know about the moon? Is it always look the same? 264K

Day 2

What information have you learned about the moon?

Day 3

What was the main topic of this selection?

Day 4 Think about how the Moon is described

in this poem and The Moon? Why are the descriptions so different?

Day 5

How will summarizing help you to read and understand another selection?

Phonemic Awareness


Day 2, p 267F



Day 4, p 289O



Word Work

Phonics

Day 1 Introduce Hard and Soft Consonants /k/c, /g/g, /s/c, /j/g p

265A

Day 2 Blend and Build with /k/c, /g/g, /s/c, /j/g

p 267F/G

Day 3 Blend and Build with Hard, Soft Consonants /k/c,

/g/g, /s/c, /j/g p 289F

Day 4 Build with Hard, Soft Consonants /k/c, /g/g, /s/c, /j/g p

289O

Day 5 Blend with Hard, Soft Consonants /k/c, /g/g, /s/c, /j/g

p 293B

For Spelling, Decodable, and High-Frequency Words see pT32 Teachers Edition

Reading

Comprehension

Strategy: Summarize Skill: Classify and Categorize

Maintain Skill: Author’s Purpose Literary Element: Personification and Imagery

Fluency


Repeated Reading, p 289A, 289I Word Automaticity, p 289P


Vocabulary

Oral Vocabulary: dazzling, phase, capable, deserve, sphere

p 264K, Day 1: Oral Vocabulary Card, p 264K


Vocabulary: discovered, footprint, lunar, spacecraft,

surface, visible p 265E


Day 1: Strategy: Word Parts/Compound Words

Day 2: Review Words In Context, p267H Day 3: Strategy: Word Parts/Compound Words, p 289H

Day 4: Review Words in Context, p 289H

Day 5: Spiral Review, p 293D



Leveled Reader

Day 1-Day 5: Star Sailor Day 1-Day 5: Watching the Stars


Library Resources


Leveled Reader

Day 1: Meg Cage in Space Day 2-5:Let’s Visit Space


see p T32


Phonics Blend and Build with Hard and Soft

Consonants /k/c, /g/g, /s/c, /j/g



Phonemic Awareness


Support

Support for ELL's found on pp 264/265, 2665B, 267B, 267D, 267F, 267H, 278/279, 284/285, 289C, 289E, 289I, 289M, 291B, 293E, 293H


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see. p 264K (Shared Writing) Brainstorm a Description of a Place, p 267D (Guided Writing)

Day 2: Daily Writing Prompt Write a description about a clear night with a full moon. p 267E (Interactive Writing)

Prewrite a Description of a Place, p 289C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Write an advertisement for a spacecraft company that is selling trips to the moon. p 289D (Shared Writing) Writer’s Craft A Good Paragraph, 289L (Large Group)

Draft a Description of a Place, p 289M(Independent Writing) Day 4:

Daily Writing Prompt Write your own poem about the moon. Tell how it looks, feel, smells, and sounds. p 289N (Shared/Guided Writing) Revise and Proofread a Description of a Place, p 291D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Imagine that you and your family are taking a vacation on the moon. Write about your moon vacation. p 291A, (Shared/Guided Writing)

Publish and Present a Description of a Place, p 293G (Independent Writing)



2nd Grade Unit 6 week 1 Mice and Beans



Day 1 Read Aloud: Oral Vocabulary Cards, The Powwow: A Native American Celebration, p. 298T

Shared Reading: Decodable Reader Judge Marge, p 299D Read Aloud: “Bobo’s Celebration” p. 300/301

Day 2

Read Aloud: Mice and Beans p 302-331

Day 3 Read Aloud: Read Aloud Anthology, “When Elephant Goes to a Party” p333E

Shared Reading: Mice and Beans p 302-331

Day 4 Read Aloud: Paired Selection “Rosa Maria’s Rice and Beans” p 334-337

Day 5

Choral Reading: Mice and Beans p 302-331


Day 1 Talk About It/Picture Prompt pp 299

What kinds of celebrations does your family have? Do you have special

traditions?

Day 2 What do the mice do in the story that they

can’t do in real life?

Day 3 What parts of the story could not happen in

real life?

Day 4 Think about the recipes and Mice and Beans? What food would you like to

have at a party? Write a menu.

Day 5 How will understanding story structure

help you when you read another selection?

Phonemic Awareness

Day 1, p p 299A Rhymes

Day 2, p 301F

Phoneme Deletion


Day 4, p 333O

Phoneme Deletion


Word Work

Phonics

Day 1 Introduce Endings /j/-dge, -ge, -lge, -nge, -rge, p 299A

Blend with Endings /j/-dge, -ge, -lge, -nge, -rge, p 299B

Day 2 Blend with Endings /j/-dge, -ge, -lge, -nge, -rge,

p 301F&G

Day 3

Blend and Build with Endings /j/-dge, -ge, -lge, -nge,

-rge, p 333F

Day 4 Build with /j/-dge, -ge,-lge, -nge, -rge, p 333P

Day 5 Blend with /j/-dge, -ge, -lge, -nge, -rge, p 339B


Words see pT28 Teachers Edition

Reading

Comprehension

Strategy: Analyze Story Structure Skill: Fantasy and Reality

Maintain Skill: Make and Confirm Predictions, 333J Text Feature: Written Directions, p. 333R


Echo-Read, p 333A Repeated Reading, p 333I

Word Automaticity, p 333Q Timed Reading, p 298R

Vocabulary

Oral Vocabulary: annual, festive, cherish, emotion, anticipation,

p 298T

Day 1: Oral Vocabulary Card, p 298T Day 2: Oral Vocabulary Review, 301E Day 3: Oral Vocabulary Review, 333D Day 4: Oral Vocabulary Review, 333N Day 5: Oral Vocabulary Review, 339D Spiral Review, p339D

Vocabulary: assembled, devoured, fetch, forgetting, menu, simmered, p 299E

Content Vocabulary: tablespoons, cup, ounce, p 333R-335

Day 1: Words parts/inflected nouns

Day 2: Review Words In Context, p301I Day 3: Words parts/inflected nouns, p333H

Day 4: Words in Context, p333Q Day 5: Review Vocabulary Words, p339D



Leveled Reader

Day 1-Day 5: A Party and a Half Day 1-Day 5: A Lucky New Year


Library Resources


Leveled Reader

Day 1: Judge Marge Day 2-5: Saving Sofia


see p T33





Phonemic Awareness


Support

Support for ELL's found on pp 298/299, 299B, 299E,301B, 301D, 301F, 301I, 308/309, 312/313, 333C, 333E,333M, 333R, 336/337, 337D, 339E,

339H


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see. p 298T(Shared Writing) Brainstorm a Descriptive Flyer, p 301D (Guided Writing)

Day 2: Daily Writing Prompt Imagine you are having a party. Decide what kind of celebration you will have, then write an invitation to the party. p 301F(Interactive Writing)

Prewrite a Descriptive Flyer, p 333C (Guided/Independent Writing) Day 3:

Daily Writing Prompt Imagine that you were a guest at the party Rosa Maria hosted. Write a thank you to her. p 333D (Shared Writing) Writer’s Craft Vary Words, 333L (Large Group)

Draft a Descriptive Flyer, p 333M(Independent Writing) Day 4:

Daily Writing Prompt Compare and contrast what you celebrate, what you eat, what you wear, and what you do. p 333N (Shared/Guided Writing) Revise and Proofread a Descriptive Flyer, p 337D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Draw and write about an event you have been to at school. Include descriptive details. p 339A, (Shared/Guided Writing)

Publish and Present a Descriptive Flyer, p 339G (Independent Writing)



2nd Grade Unit 6 week 2 Stirring Up Memories



Day 1 Read Aloud: Oral Vocabulary Cards, How Anansi Brought Stories to the Earth, p 340K

Shared Reading: Decodable Reader The Caring King’s Fair Wish, p 341D Read Aloud: “Making Stories Happen” p 342/343

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 340K Read Aloud: Stirring Up Memories p 344-359

Day 3

Read Aloud: Read Aloud Anthology, “If You Were a Writer” p 361E Shared Reading: Stirring Up Memories p 344-359

Day 4

Read Aloud: Paired Selection “Brush and Dance” and Crayons p 362/363

Day 5 Choral Reading: Stirring Up Memories p 344-359


Day 1 Talk About It/Picture Prompt pp 264/265 Do you like using words or pictures to tell

your stories? Explain.

Day 2 How does the author use her own life to

write stories?

Day 3 How is an autobiography different from a

fictional story?

Day 4 Think about the speaker from the poem and

Pam Munoz Ryan? How are they alike?

Day 5 How will understanding text structure to


Phonemic Awareness

Day 1, p 341A Phoneme Addition

Day 2, p 343F Phoneme Segmentation

Day 3, 361F Phoneme Substitution

Day 4, p 361O Phoneme Segmentation


Word Work

Phonics

Day 1 Introduce r-Controlled Vowels /är/ar; /â/r/are,air, p 341A

Blend with /är/ar; /âr/are,air, p 341B

Day 2 Blend with /är/ar; /âr/are,air, p 343F

Build Words with /är/ar; /âr/are,air, p 343G

Day 3 Blend and Build with /är/ar; /âr/are,air, p 361F

Day 4

Blend with /är/ar; /âr/are,air, p 361O Build with /är/ar; /âr/are,air, p 361P

Day 5

Blend with r-Controlled vowels /är/ar; /âr/are,air, p 365B


Words see pT29 Teachers Edition

Reading

Comprehension

Strategy: Text Structure Skill: Draw Conclusions

Maintain Skill: Make Inference Literary Elements: Onomatopoeia and Word Play

Fluency

Word Automaticity, p 341D Choral Reading, p 361A

Repeated Reading, p 361I

Vocabulary

Oral Vocabulary: contemplate, explain, scheme, worthy, 340K

Day 1: Oral Vocabulary Card,

How Anansi Brought Stories to Earth, 340K Day 2: Oral Vocabulary Review, p 343E

Day 3: Oral Vocabulary Review, p 361D

Day 4: Oral Vocabulary Review, p 361N

Day 5: Oral Vocabulary Review, p 365A

Vocabulary: creating, familiar, glamorous, imagination, memories, occasions, p 341E


Day 1: Word Parts/Greek and Latin Roots Day 2: Review Words In Context, p 343H Day 3: Word Parts/Greek and Latin Roots, p 361H Day 4: Review Words in Context, p361P Day 5: Review Vocabulary Words, 365D



Leveled Reader

Day 1-Day 5: Shutter Bugs Day 1-Day 5: A World of Words


Library Resources


Leveled Reader

Day 1: The Caring King’s Fair Wish Day 2-5: Illustrators at Work


see p T26


Phonics Blend and Build with /är/ar; /âr/are,air



Phonemic Awareness


Support

Support for ELL's found on pp 340/341,341B, 341E, 343B, 343D,343F, 343H, 350/351, 356/357,361C, 361E, 361I, 361M, 361Q, 363B, 365E, 365H Literacy Centers


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 343D (Shared Writing) Brainstorm a Descriptive Poem, p 343D (Guided Writing)

Day 2: Daily Writing Prompt Create a main character for a story. Describe what the character looks like and how he or she acts. 343E

(Interactive Writing) Prewrite a Descriptive Poem, p 361C (Guided/Independent Writing)

Day 3: Daily Writing Prompt Think about what you know about the writer Pam Munoz Ryan. Write to tell where she gets the ideas for her stories, p 361D.

(Shared Writing) Writer's Craft Precise Words, p361L (Large Group)

Draft a Descriptive Poem, 361M (Independent Writing) Day 4:

Daily Writing Prompt Write a personal narrative about something that really happened to you, p 361N (Shared/Guided Writing) Revise and Proofread a Descriptive Poem, p 363B (Guided/Independent Writing)

Day 5: Daily Writing Prompt Write a story based on the class outline, p 365A (Shared/Guided Writing)

Publish and Present a Descriptive Poem, p 365G (Independent Writing)



2nd Grade Unit 6 week 3 Music of the Stone Age



Day 1 Read Aloud: Oral Vocabulary Cards, Spider Woman Teaches Navajo How to Weave, p 366K

Shared Reading: Decodable Reader, Three Cheers for the Five Senses!, p 367D Read Aloud: "Frozen Art", "Elephant Artists" p 368/369

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 366K Read Aloud: Music of the Stone Age, p 370-373

Day 3

Read Aloud: Read Aloud Anthology, "The Bremen Town Musicians", p 373E Shared Reading: Music of the Stone Age, p 370-373

Day 4

Read Aloud: Paired Selection, “The Art of Recycling" p 374/375

Day 5 Choral Reading: Music of the Stone Age, p 370-373


Day 1 Talk About It/Picture Prompt

pp 366K What is art? Why do people make art?

Day 2

How do we know that people made music thousands of years ago?

Day 3

How do the photographs, maps, and sidebar help in giving information about

Stone Age flutes?

Day 4 What do the Chromaosaurus and the

helicopter have in common?

Day 5 How will understanding text structure


Phonemic Awareness


Day 2, p 369F

Segmentation and Blending

Day 3, 373F Phoneme Addition and Deletion

Day 4, p 373Q

Phoneme Segmentation and Blending

Day 5, p 377F

Phoneme Addition and Deletion

Word Work

Phonics

Day 1 Introduce /ûr/er, /îr/eer, ere, ear, p367A

Blend with /ûr/er, /îr/eer, ere, ear, p367B

Day 2 Blend with /ûr/er, /îr/eer, ere, ear, p369F

Build with /ûr/er, /îr/eer, ere, ear, p369G

Day 3 Blend and Build with /ûr/er, /îr/eer, ere, ear, p373F

Day 4

Blend Words with /ûr/er, /îr/eer, ere, ear,p373Q

Day 5 Blend with r-Controlled Vowels /ûr/er, /îr/eer, ere, ear,

p377F

For Spelling, Decodable, and High-Frequency Words see pT29-T30 Teachers Edition

Reading

Comprehension

Strategy: Text Structure Skill: Make Judgments Maintain Skill: Classify and Categorize

Research and Study Skills: Choose Research Materials Test Strategy: On My Own

Fluency


Repeated Reading, p 373I

Vocabulary

Oral Vocabulary: craft, represents, decorate, divide, precious,

p366

Day 1: Oral Vocabulary Card, Spider Woman Teaches Navajo How to Weave,p366K


Vocabulary: impossible, pleasant, talent, treasure, watch,

p 367E


Day 1: Strategy: Context Clues/Multiple-Meaning Words Day 2: Words in Context, p 369H Day 3: Strategy: Context Clues/Multiple-Meaning Words, p 373H Day 4: Words in Context, p 373S Day 5: Review Vocabulary Words, p 377H



Leveled Reader

Day 1-Day 5: A Collection of Cats Day 1-Day 5: A World of Puppets


Library Resources


Leveled Reader

Day 1: Three Cheers for the Five Senses! Day 2-5: A World of Colors?


see p T32


Blend and Build with /ûr/er, /îr/eer, ere, ear



Phonemic Awareness


Support

Support for ELL's found on pp 366/367, 367B, 367E, 369B, 369D, 369F, 369H, 373C, 373E, 373I, 373O, 377L


Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 366K (Shared Writing) Brainstorm a Nonfiction Article, p 369D (Guided Writing)

Day 2: Daily Writing Prompt Think about a piece of art your class could make for school. Write to tell about what kind of art you would make, what tools you

would use, and where you would display the art, p 369E (Interactive Writing) Prewrite a Non-fiction Article 373C (Guided/Independent Writing)

Day 3: Daily Writing Prompt Think about a form of art that you would like to try for the first time. Write to tell what you would make and how you would make it, p 373D

(Shared Writing) Draft a Nonfiction Article, p 373O (Independent Writing)

Day 4: Daily Writing Prompt Imagine you are a writer who is interviewing an artist. Write the questions you would ask and the answers the artist would give, p 373P

(Shared/Guided Writing) Revise and Proofread a Nonfiction Article, 37791C-D (Guided/Independent Writing)

Day 5: Daily Writing Prompt Write to explain why it is important to create and share art, p377E(Shared/Guided Writing)

Publish and Present a Nonfiction Article, p 377K (Independent Writing)



2nd Grade Unit 6 week 4 African American Inventors



Day 1 Read Aloud: Oral Vocabulary Cards, Daedalus and Icarus, p 378K Shared Reading: Decodable Reader More Fun Than a Hat!, p 379D

Read Aloud: “Kid Inventors Then and Now” p 380/381

Day 2 Read Aloud: Reread Oral Vocabulary Cards, p 378K Read Aloud: African American Inventors p 382-401

Day 3

Read Aloud: Read Aloud Anthology, “So You Want to be an Inventor” p403E Shared Reading: African American Inventors p 382-401

Day 4

Read Aloud: Paired Selection “Inventors Time Line” p 404-405

Day 5 Choral Reading: African American Inventors p 382-401



Describe some fo the inventions that make your life easier. Do you know who

created them? 378K

Day 2 How are these inventors alike? How are

they different?

Day 3 What does a biography tell you that

another kind of nonfiction piece might not?

Day 4 Choose one inventor form the selection and

make a time line of his or her life.

Day 5 How will rereading help you when you

another selection?

Phonemic Awareness

Day 1, p 379A Segment and Blend Onsets and Rimes

Day 2, p 381F



Day 4, p 403O Phoneme Substitution


Word Work

Phonics

Day 1 Introduce r-Controlled Vowel /ôr/or, ore, oar, p 379A Blend with /ôr/or, ore, oar, p 379B

Day 2

Blend and Build with /ôr/or, ore, oar, p 381F Day 3

Blend and Build with /ôr/or, ore, oar, p 403A

Day 4 Build Words, p 403P Related Words, p 403Q

Day 5

Blend with r-Controlled Vowel /ôr/or, ore, oar

For Spelling, Decodable, and High-Frequency Words see pT30-T31 Teachers Edition

Reading

Comprehension

Strategy: Monitor Comprehension/Reread Skill: Compare and Contrast

Maintain Skill: Draw Conclusions Text Feature: Time Line, p 403S

Fluency


Repeated Reading, p 403I Word Automaticity, p 403R Timed Reading, p 378I

Vocabulary

Oral Vocabulary: devise, investigate, ingenious, superior, wits,

p 378K Day 1: Oral Vocabulary Card, Daedalus and Icarus,

p 378K Day 2 Oral Vocabulary Review, p 381E Day 3: Oral Vocabulary Review, p 403D Day 4: Oral Vocabulary Review, p 403N Day 5: Oral Vocabulary Review, p 407A

Vocabulary: allowed, design, instrument, invented, powerful,

products, p 379E

Content Vocabulary: predict, events, information, pp 404/405

Day 1: Strategy: Word Parts/Suffixes Day 2: Review Words in Context, p 381

Day 3: Strategy: Word Parts/Suffixes, p 403H Day 4: Review Words in Context, p 403R

Day 5: Review Vocabulary Words, p 407D



Leveled Reader

Day 1-Day 5: Cars Then and Now Day 1-Day 5: Computers Then and Now


Library Resources


Leveled Reader

Day 1: More Fun Than a Hat! Day 2-5: Telephones Then and Now


see p T33


Blend and Build with /ôr/or, ore, oar



Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 378K (Shared Writing)

Brainstorm a Biography, p 381D (Guided Writing) Day 2:

Daily Writing Prompt Imagine that you have just invented the first telephone. Write a note to a good friend about your amazing new invention, p 381E (Interactive Writing)

Prewrite a Biography, p 403C (Guided/Independent Writing) Day 3:

Daily Writing Prompt What is an invention that you use every day: Write a short description of a week without it. p 403D. (Shared Writing) Writer's Craft Important Details (Large Group)

Draft a Biography, p 403M (Independent Writing) Day 4:

Daily Writing Prompt Is there an invention that you dislike? Write a paragraph explaining why you wish a certain thing was never invented. p 403N (Shared/Guided Writing)

Revise and Proofread a Biography, pp 405D-406/407 (Guided/Independent Writing) Day 5:

Daily Writing Prompt If you were going to invent a machine name after yourself, what would the machine do? p 407A(Shared/Guided Writing) Publish and Present a Biography, p407G (Independent Writing)



2nd Grade Unit 6 week 5 Babu’s Song



Day 1 Read Aloud: Oral Vocabulary Cards, The Scent of Bread, p 408K

Shared Reading: Decodable Reader How Bird Was Lured Away from Fire, p 409D Read Aloud: “Emails from Other Places” p 410/411

Day 2

Read Aloud: Reread Oral Vocabulary Cards, p 408K Read Aloud: Babu’s Song, p 412-439

Day 3

Read Aloud: Read Aloud Anthology, “Grandma’s Records” p441E Shared Reading: Babu’s Song, p 412-439

Day 4

Read Aloud: Paired Selection “Where in the World is Tanazia?” p 442-445

Day 5 Choral Reading: Babu’s Song, p 412-439



What can you tell about this land? What does the picture give you about the

person? p 408K

Day 2

Who are Babu and Bernard? Why do they get along so well?

Day 3

What are some events from this story that could happen in real life?

Day 4

What new information does the article give you about Bernardi’s life in Tanzania?

Day 5

How will rereading help you when you read another selection?

Phonemic Awareness

Day 1, p 409A Phoneme Awareness

Day 2, p 411F


Day 3, p 411F Segment and Blend Onsets and Rimes

Day 4, p 441O

Phoneme Addition

Day 5, p 447B Phoneme Substitution

Word Work

Phonics

Day 1 Introduce r-Controlled Vowels, /īr/ire, ier; /ûr/ure, p 409A

Blend with, /īr/ire, ier; /ûr/ure, p 409B

Day 2 Blend and Build with, /īr/ire, ier; /ûr/ure, p 411F

Day 3

Blend and Build with, /īr/ire, ier; /ûr/ure, p 441G

Day 4 Build Words, /īr/ire, ier; /ûr/ure, p 441O

Related Words, p 441P

Day 5 Blend r-Controlled Vowels, /īr/ire, ier; /ûr/ure, p 447B


Words see pT31-T32 Teachers Edition

Reading

Comprehension

Strategy: Reread Skill: Character and Setting

Maintain Skill: Fantasy and Reality Text Feature: Map, p 441R

Fluency

Word Automaticity, p 409D Echo-Read and Repeated Reading, p 441A

Repeated Reading, p 441I Word Automaticity, p 441Q Timed Reading, p 408I

Vocabulary

Oral Vocabulary: nation, unique, complaint, privilege, scent,

p 408K Day 1: Oral Vocabulary Card,

The Scent of Bread, p 408K Day 2: Oral Vocabulary Review, p 411E Day 3: Oral Vocabulary Review, p 411D Day 4: Oral Vocabulary Review, p 411N Day 5: Oral Vocabulary Review, p 447A

Vocabulary: collection, concern, exclaimed, figure, goalie,

vendors, p 409E


Day 1: Strategy: Context Clues Day 2: Review Words in Context, p 411H Day 3 Context Clues, p 441H Day 4: Review Words in Context, p 441Q Day 5: Review Vocabulary Words, p 447D



Leveled Reader

Day 1-Day 5: Lions at Last Day 1-Day 5: Jolly Good Hockey!


Library Resources


Leveled Reader

Day 1: How Bird Was Lured Away from Fire Day 2-5: The Rainforest


see p T33


Phonics Blend and Build with, /īr/ire, ier; /ûr/ure,

p 441G



Phonemic Awareness


Support



Phonemic Awareness

FCRR

Comprehension FCRR

Independent

Reading


Vocabulary FCRR


Phonics FCRR


Writing FCRR


Fluency FCRR


Edition


























Writing Day 1:

Picture Prompt Look at the picture: Write about what you see, p 408K (Shared Writing) Brainstorm a Journal Entry, p 411D (Guided Writing)

Day 2: Daily Writing Prompt Imagine going to a new school in a different country. Would it be hard to make new friends? Write a few sentence to explain. p 411E

(Interactive Writing) Prewrite a Journal Entry, p 441C (Guided/Independent Writing)

Day 3: Daily Writing Prompt Imagine you are Bernardi. Describe how you felt after selling the music box. p 441D. (Shared Writing)

Writer's Craft Transitions, p 441L (Large Group) Draft a Journal Entry, 441M (Independent Writing)

Day 4: Daily Writing Prompt Would you like to visit Tanzania? Tell why or why not? p 441N (Shared/Guided Writing)

Revise and Proofread a Journal Entry, p 445D (Guided/Independent Writing) Day 5:

Daily Writing Prompt Write an advertisement for the United States. Tell why people should come to our country on vacation. p 447A (Shared/Guided Writing)

Publish and Present a Journal Entry, p 447G (Independent Writing)



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