English Language Development
First Grade English Only
Day 1
Comprehension
Focus: Guided Drawing Capture the feelings of the character
Fluency
Expand Vocabulary
Day 2
Comprehension
Focus: Guided drawing, Bubble map describe the character
Fluency
Expand Vocabulary
Day 3
Comprehension
Focus: Write 3 sentences about the character
Fluency
Expand Vocabulary
Day 4
Comprehension
Focus: Add a similie or analogy to descriptive writing
Fluency
Expand Vocabulary
Day 5
Comprehension
Focus: Go back and re read writing.Edit and revise
Fluency
Expand Vocabulary
Back packs
Entry Question: Sight words on ipad
Homework binders
Classroom Jobs/ Question of the day
Banker: Counts the Classroom Points
Colors fraction graph writes fraction, decimal, and percent
Payroll: Gets marker and begins to add points for Following Directions Quickly
9:00-9:45
Writing Workshop
Interactive Student Objectives:
Unit of Study: Personal Narrative ( Authors as Mentors)
Day 1
Second Grade Writers will use use prior knowledge of a familiar text to understand authors techniques of stretching out a small moment.
Re read: Chyrsanthamum
Re read the page where Chyrsanthamum friends make fun of her name.
Compare telling the story with the dialogue and details the same thing could be told in two sentences.
Chrysanthamum's friends at school did not like her name. They made fun of her.
Apply and Check for Understanding: Turn and teach you partner about one piece of dialogue or detail you heard in the story that made the story more interesting and entertaining.
Synthesize: Second Grade Writers today I want you to go back to your re read piece and see if you can add a detail or dialogue to your piece to make it more entertaining. If you do not like your piece or you think it is finished. You need to start a new one with details.
Small Group: Ideas
Day 2
Second Grade Writers use use what they know to about Peter Reynolds writing craft to add a comeback line to their narrative to help organize and progress their story.
Re read: I'm Here
highlight the comeback line I'm Here post the text from the book
Share a piece I had written a small moment about Halloween
It was cold and dark. I put on my jacket and went outside. My daughter said" Hurry up mom!." Her cape was flying in the air as she ran back and forth in the front yard. I hear other goblins and monsters running down the sidewalk giggling. I smiled and started to walk toward my daughter. I handed her a bag and she smiled. We were not scared of the dark or the goblins we wanted to be a part of the fun and excitement. We both started walking in the cold dark night excited and cold.
Teach how to add a comeback line;
1. First I need to find a phrase that sounded right and carried the main idea of my story.
re read my story
2. Then Make a list of how the day made me feel
Excited and cold
Spooky Halloween
Fun Halloween
Halloween Excitement
Halloween smiles
3. Next Pick one of my feeling phrases
4. Then re read text with the phrase
5. Decide if you like it.
Turn and Teach: Your partner the steps we went through to add a comeback line.
Synthesize: Second Grade Writers today I want you to go back to your re read piece and see if you can add a comeback line to your personal narrative.
Strategic Groups/Conferences: Week 1 -Conventions Week 2- Voice
Day 3
Second Grade Writers will add words to their pieces that are small bits of real information based on research into the subject. Kevin Henkes could have written Sheila Raes story.
Sheila gets lost.She goes the wrong way and she does not know where she is.
But instead he wrote it like this: re read excerpt from text. Sheila Rae the Brave
This information comes from Kevin senses from research he has done about getting lost.
Maybe when Kevin was going to write this book he went back to a place he lived when he was little and had gotten lost. He probably looked around to find the details of what was there like the spooky trees or scary bushes.
Review life cycle of a plant circle map and story
Turn and Talk: Now that we have done more research on pumpkins and other plants. Tell your partner what details we could add now that we have done some research.
Synthesize: Second Grade Writers today I want you to go back to your re read your piece do some research visualize your story or find a book that connects to your piece then add something to your writing.
Strategic Groups/Conferences: Week 1 -organization
Day 4
Second Grade Writers will use prior knowledge or authors Peter Reynolds, Mo Willems, and Kevin Henkes
Teach: We are going to do an Author observation as a group.
We can learn alot of thing from reading one book if we slow down and really study it. This is how any book we love can be a teacher.
Author observation chart
Where? What do you see? Why is he doing this. We call it other books
Read from Sheila Rae and fill out form
Read from Chyrsanthumum fill out form
Read from Peter Reynolds I'm Here.
Turn and talk: Discuss in your group reread chart
2 minutes
Strategic Groups/Conferences: word choice
Day 5
Second Grade Writers will spell high frequency words correctly in order to ensure the reader can understand his or her writing.
Active Engagement: Write sight words on white boards
Strategic Groups/Conferences: Sentence fluency
9:45- 10:00
RECESS
10:00-10:30
Reading Workshop
Transition 1
Fluency
Mini Lesson Focus: Reading Fluency
Day 1
Second Grade Readers will practice reading high frequency words.
Second Grade Readers read fluently reading high frequency words in a snap
Introduce Homework Fluency Passage
Teach how the difference between reading quickly vs speed reading.
Model both types of reading
Active Engagement:Pass out passage ask students to read fluently
Students follow with finger while teacher reads
Echo Read
Time it 1 minute
Second Grade Readers today I want you to time how long it takes you to read your AR book with a partner. Then record your fluency rate in your Reading note book under the title of the AR book.
Use a sticky to store information
Strategic Groups/Conferences: Levels Group 4 Running Record
Day 2
Second Grade Readers Readers will voraciously read poetry/passages fluently with expression and purpose.
Introduce Poetry Fluency Passage
Week 1 Word Study Group 1
Week 2 Word Study Group 2
Week 3 Word Study Group 3
Week 4 Word Study Group 4
Teach how the difference between reading quickly vs speed reading.
Model both types of reading
Active Engagement:Pass out passage ask students to read fluently
Students follow with finger while teacher reads
Echo Read
Time it 1 minute
Second Grade Readers today I want you to look for conventions of poetry in your book box books such as rhyming words, comeback lines, line ends, use of space.
Strategic Groups/Conferences: Levels Group 3 Running Record
Day 3
Second Grade Readers be able to read identify and divide words into syllables within poetry
Homework Fluency Passage
Chorally Read All together
Accuracy to Build Fluency
Lessons: end marks . ?! question marks? comma, elipses ... "quotation marks" phrasing
Teacher Reads
Read Independently
Time it one minute time with a partner mark your reading
Second Grade Readers today I want you to look forend marks . ?! question marks? comma, elipses ... "quotation marks" phrasing.
Strategic Groups/Conferences: Levels Group 2 Running Record
Day 4
Second Grade Readers use word attack skills to read fluently.
Review Poetry Fluency Passage
Week 1 Word Study Group 1
Week 2 Word Study Group 2
Week 3 Word Study Group 3
Week 4 Word Study Group 4
Choral practice
Accuracy to build Fluency Lessons
Multisyllabic words
HFW
Contractions
Compound Words
Antonyms/synonyms
Read off Games( girls vs boys, dramatic read, teams, read it like someone else, mom dad etc...)
Day 5
Second Grade Readers read and re-read with partners in order to increase fluency and understanding through self reflection and peer analysis.
Final Read
Partner Read
Flip Camera Record your reading.
10:30-11:00
Reading Workshop
Interactive Student Objectives
Transition 2
Mini Lesson Focus: Accuracy (Word Study)
Day 1
Second Grade Readers will cross check and ask
Do the pictures and or words look right?
Do they sound right?
Do they make sense?
in order to read words accurately.
Second Grade Readers will recognize identify and use double consonants in their writing.
Interactive lesson on whiteboards
Write the following words
bell mess off add all hill well egg bell grass
What do all these words have in common?
Apply and Check for Understanding:
Erase the word that has a double consonant ll
Scream the word that has a double consonant dd
Whisper to your friend one word that has a double consonant gg.
Second Grade Readers today in word study groups I want you to focus on finding patterns in your word lists.
Group 1 - Guided sort
Group 2 - Spelling City Word study game
Group 3 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 4- Word Hunt in book boxes make a list in your Word Study notebook
Day 2
Second Grade Readers will use be able to spell high frequency words correctly.
Interactive lesson on whiteboards
Write the following words
Apply and Check for Understanding:
Sentence dictation. Dictate a sentence that contains a sight words to see if the students spell it correctly
Second Grade Readers today in word study groups I want you to look for and find high frequency words and post them.
Post it
Group 4 - Guided sort
Group 1 - Spelling City Word study game
Group 2 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 3- Word Hunt in book boxes make a list in your Word Study notebook
Day 3
Second Grade Readers will "flip the sound" as needed during reading in order to read words accurately.
Second Grade Readers will use be able to spell high frequency words correctly.
Interactive lesson on whiteboards
Write the following words
Apply and Check for Understanding:
Sentence dictation. Dictate a sentence that contains a sight words to see if the students spell it correctly
Second Grade Readers today in word study groups I want you to look for and find high frequency words and post them.
Post it
Group 3 - Guided sort
Group 4 - Spelling City Word study game
Group 1 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 2- Word Hunt in book boxes make a list in your Word Study notebook
Day 4
Second Grade Readers will chunk words into letter sounds letters sounds.
Review Magic Rimes
Interactive lesson on whiteboards
Write the following words embedded magic rimes
Apply and Check for Understanding:
Erase the word that has the chunk
circle the word that has the chuck
Second Grade Readers today in word study groups I want you to look big words with chunks and show us how you found the chunks.
Post it
Group 1 - Guided sort
Group 2 - Spelling City Word study game
Group 3 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 4 Word Hunt in book boxes make a list in your Word Study notebook
11:30 -12:10
Reading Workshop
Transition 3
Mini Lesson Focus: Interactive Read Aloud with Accountable Talk (Comprehension)
Day 1
Second Grade Readers will be able to catagorize and classify
Read Aloud: Around the Pond: Who's Been Here?
Active Engagement: Literacy Notebooks to draw a tree map sorting the animals in the story animals they like and animals they don't like
Apply and Check for Understanding: What would you put on top of the catagories to label your choices: like dont like happy face sad face
Second Grade readers I want you to go back and re read the story Around the Pond and under your list add 1 detail to each animal.
Independent Reading: Around the Pond
Day 2
Second Grade Readers Understand the genre of realistic fiction?
Read Aloud: Around the Pond: Who's Been Here?
Active Engagement: Literacy Notebooks to brace map of details of realistic fiction
hint: the people and events in the story are similar to those children might encoutner in real life even though the author created them
The story characters look speak act and feel like real people do and have similar experiences.
The girl looks real, the setting
Apply and Check for Understanding: Can you think of any other books you/we have read that may be realistic fiction.
Second Grade readers I want you to go back and re read the story Around the Pond try to find one detail that is realistic.
Day 3
Second Grade Readers can begin to understand how to draw conclusions from text and illustrations?
Apply and Check for Understanding: Re read the story and make two catagory tree map with the title
Where are the animals? in the pond and near the pond
Second Grade readers I want you to go back and re read the story Around the Pond and under your list add 1 detail to each animal.
Independent Reading: Around the Pond
Day 4
Second Grade Readers can begin to synthesize learning into something new comparing?
Read Aloud: Around the Pond: Who's Been Here? 194 195
Active Engagement: Literacy Notebooks double bubble describe the snake and snake skin
Second Grade readers I want you to go back and re read the story Around the Pond try find and write a sentence.
Apply and Check for Understanding: Write one sentence using the words " alike" and "different"
Day 5
Second Grade Readers recognize and begin to understand authors craft.
Read Aloud: Around the Pond
Active Engagement: Literacy Notebooks students will answer the comprehension questions.
Why do you think the author describes the late afternoon sky?
Why do you think the otter in the picture is holding a mussel shell?
Why are some of the shells empty?
Second Grade readers I want you to go back and re read the story Around the Pond and find the same pages that gave you the clues to answer these question and write the page numbers next to each problem.
Independent Reading: Around the Pond
Apply and Check for Understanding: Write page number next to each question.
12:10-12:50
LUNCH
MATH 12:50-1:25
Day 1
Focus: Number Sense, Geometry, Operations (communicative property, fact family). Algebraic Thinking Word Problem, Data Measurement
NUMBER SENSE: Students use their Math binders to circle numbers counting by 2s 5s 10s and palindromes.
Apply and Check for Understanding: Erase the number that is
10+10+10 25+25 50+50 6+6 8+8 12+12 44-10 33-3 77-2
Then have student draw a horizontal and a vertical line. Say aloud the number 789 tell them in the four boxes they need to write the number in expanded form, standard form, written form, picture form
GEOMETRY: Have student draw all the 2d and 3d shapes they can remember
Apply and Check for Understanding: Erase the shape that has
3 vertices 4 vertices 0 vertices
circles for faces
triangle for faces
squares for faces
OPERATIONS; Have the students write the following
56-10=
10+46+
46+ =56
10+ =56
Apply and Check for Understanding: The students should be able to solve all of these problems mentally
ALGEBRAIC THINKING: Read the word problem on the Math wall in the red word problem pocket chart on the Math Wall.
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
Independent Practice
Chapter 3 Test
Day 2
Warm Up
What is the value of the 4 in 42?
Why do you compare tens before ones?
When do you use the = sign.
Write is greater than or is less than Then write <> or =
24 ____28
24 28
Write the number 9 tens 0 ones
Complete the doubles facts
8+8=
Which could be the missing number
__>47
a.45 b.49 c. 47 d. 41
ocus: Number Sense, Geometry, Operations (communicative property, fact family). Algebraic Thinking Word Problem, Data Measurement
NUMBER SENSE: Students use their Math binders to circle numbers counting by 2s 5s 10s and palindromes.
Apply and Check for Understanding: Erase the number that is
10+10+10 25+25 50+50 6+6 8+8 12+12 44-10 33-3 77-2
Then have student draw a horizontal and a vertical line. Say aloud the number 789 tell them in the four boxes they need to write the number in expanded form, standard form, written form, picture form
GEOMETRY: Have student draw all the 2d and 3d shapes they can remember
Apply and Check for Understanding: Erase the shape that has
3 vertices 4 vertices 0 vertices
circles for faces
triangle for faces
squares for faces
OPERATIONS; Have the students write the following
56-10=
10+46+
46+ =56
10+ =56
Apply and Check for Understanding: The students should be able to solve all of these problems mentally
ALGEBRAIC THINKING: Read the word problem on the Math wall in the red word problem pocket chart on the Math Wall.
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
1:25-1:45
Independent practice
pg 73-74
Day 3
Warm up
The address of Paul's new house is greater than 34. It is less than 46. The ones digit is 7.
What is Pauls address?
How many days are in Feb. March April.
List the number of days in order from greatest to least.
Independent practice
Engage Explore
Review comparing 2 digit numbers
Write on board draw in picture form or ten blocks and put in order.
34 43 44
23 31 27
Apply and Check for Understanding; How did you know 31 was the greatest number out of 23 31 and 27?
How did you know 23 was the least?
Synthesize: Write the numbers 37 32 28 using greater than or less than symbols put them in order.
ocus: Number Sense, Geometry, Operations (communicative property, fact family). Algebraic Thinking Word Problem, Data Measurement
NUMBER SENSE: Students use their Math binders to circle numbers counting by 2s 5s 10s and palindromes.
Apply and Check for Understanding: Erase the number that is
10+10+10 25+25 50+50 6+6 8+8 12+12 44-10 33-3 77-2
Then have student draw a horizontal and a vertical line. Say aloud the number 789 tell them in the four boxes they need to write the number in expanded form, standard form, written form, picture form
GEOMETRY: Have student draw all the 2d and 3d shapes they can remember
Apply and Check for Understanding: Erase the shape that has
3 vertices 4 vertices 0 vertices
circles for faces
triangle for faces
squares for faces
OPERATIONS; Have the students write the following
56-10=
10+46+
46+ =56
10+ =56
Apply and Check for Understanding: The students should be able to solve all of these problems mentally
ALGEBRAIC THINKING: Read the word problem on the Math wall in the red word problem pocket chart on the Math Wall.
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
Day 4
Warm Up
Fill in greater than is less than or is equal to <> =
16________61
16 61
37_______37
37 37
How do you know which number is the greatest?
If three 2-digit numbers have different tens digits, can you order them without looking at the ones digits? Why
Write the numbers in order from greatest to least. Then write <>=
49 54 50
Write <>=
87 79
circle the value of the blue digit 45
5 50
Which of these shows numbers ordered form least to greatest
43 47 51 42 45 39 45 42 40 55 43 47
Vocabulary Power
greatest Least
ocus: Number Sense, Geometry, Operations (communicative property, fact family). Algebraic Thinking Word Problem, Data Measurement
NUMBER SENSE: Students use their Math binders to circle numbers counting by 2s 5s 10s and palindromes.
Apply and Check for Understanding: Erase the number that is
10+10+10 25+25 50+50 6+6 8+8 12+12 44-10 33-3 77-2
Then have student draw a horizontal and a vertical line. Say aloud the number 789 tell them in the four boxes they need to write the number in expanded form, standard form, written form, picture form
GEOMETRY: Have student draw all the 2d and 3d shapes they can remember
Apply and Check for Understanding: Erase the shape that has
3 vertices 4 vertices 0 vertices
circles for faces
triangle for faces
squares for faces
OPERATIONS; Have the students write the following
56-10=
10+46+
46+ =56
10+ =56
Apply and Check for Understanding: The students should be able to solve all of these problems mentally
ALGEBRAIC THINKING: Read the word problem on the Math wall in the red word problem pocket chart on the Math Wall.
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
1:25-1:45
Independent practice 75-76
Day 2 and Day 4
Social Studies.
Unit of Study: Unit 2 The Land Around Us
Focus: Big Idea
1:45-2:00
Day 1 Mondays
We are going to learn about Maps
Maps give us information
What kinds of maps have you used?
Create a brace map to describe location
America California Pomona Lexington Room 6
Analyze the picture:
Social Studies Journal
What interesting details do you see?
Why is it important for all Americans to be able to visit Yosemite?
Grand Conversation:
Why are the children holding these objects?
Why do you think the girl is pointing to a feature on the map?
Day 2 Tuesdays
Unit of Study: Unit 2 The Land Around Us
Interactive Reading:
Read the words on page 66 - 67
Create a list of vocabulary words. Add one word to the Expand Vocab wall
1. Connect have you used a Directory map like at the mall or Disneyland. Why people use maps like this?
2. What area of land does this map show
3. Describe the shape of this landform
4. N S E W on the weather van
5. What are the people in the picture doing
How is this family different from your family? How are they alike
What might they a have in their luggage?
Mutiple meaning words: Country and country
Day 4 Thursdays
Compare and Contrast
Words to compare and contrast- and both each but however)
Create a tree map to compare places where people live
What is an activity that people can do in both cities?
Post it
Day 2 Mondays
Study Skills
Use visuals to understand text and obtain information
Photo by Ansel Adams
Social Studies Journal
Does this land look like the place where your live.
How is it the same?
How is it different?
How do you think people use this land?
Apply and Check for Understanding: Preview the visuals of this unit and ask questions?
Post it
Test Talk Team
Day 1 Wednesdays 1:00-1:25
Language arts/writing
Dipthongs
Syllables
Decode 2 syllable words
Titles and streets
Plurals
Synonyms
Distinguish compound word from multi syllable words
Match prefixes and suffixes with meanings
Words with two meanings
Facts in non fiction text
Generate alternative endings
Rhythm and rhyme
Circular story
Complete and incomplete sentences
Group related ideas, writing
Conventions word order
Subject verb agreement
Purpose of resource materials
Short and long vowels
Math
Day 5 Fridays 2:00-2:25
Adding and subtracting with money
Telling Time to hour
Measuring
Classify shapes number and shape of vertices edges and faces
Put shapes together
Counting patterns
Expand Vocabulary
Day 1
Vocabulary Sort by syllables
Second Grade Readers expand their vocabulary by understanding and using syllables to build accurate reading skills and build vocabulary.
Interactive Lesson: Reading Notebooks, Students look at an illustration and create a descriptive word sort list. Sorting by syllable count
Apply and Check For Understanding:
Circle a word with ___ syllables that begins with the letter
Circle a word with ___ syllables and has the ___letter at the end
Add a word with syllables.
Second Grade Readers when you read in your book boxes I want you to find words ___ syllables and post it.
Day 2
Vocabulary Sort by syllables
Second Grade Readers expand their vocabulary by understanding and using syllables to build accurate reading skills and build vocabulary.
Interactive Lesson: Reading Notebooks, Students look at an illustration and create a descriptive word sort list. Sorting by syllable count
Apply and Check For Understanding:
Circle a word with ___ syllables that begins with the letter
Circle a word with ___ syllables and has the ___letter at the end
Add a word with syllables.
Second Grade Readers when you read in your book boxes I want you to find words ___ syllables and post it.
Text Talk
| Picture/Book: | Vocab Words: | |||||
| Contextualize the word Tell how it was used in the story reread sentence | Say the word together Put the word in the childs phonological processor | Give a student friendly definition Define word in your own words w example | Use in other contexts Give example in contexts other thatn the one used in the story | Engage Students Students interact with target words | Say the word together Repeat the word again to reinforce the phonological processor | |
|
|
|
|
| Questions reasons and Es why and why not | Making Choices examples vs non examples |
|
| Use the words together: All words taught during the lesson are brought together by relating words. One context for all the words or same format | ||||||
| What’s the word? Say a sentence that has a word. Missing. Tell them that either _____ or ______ will fit. Fore each sentence explain why Repeat 3 times | Word Association What’s the word that describes? What’s the word that means something that? What’s the word that means? | |||||
| Confirm: I have some sentences that need endings.
| ||||||
Interactive Student Objectives
Daily 5 Transition 1
Fluency
Mini Lesson Focus: Reading Fluency
Second Grade Readers will practice reading high frequency words.
Second Grade Readers read fluently reading high frequency words in a snap
Introduce Homework Fluency Passage
Teach how the difference between reading quickly vs speed reading.
Model both types of reading
Active Engagement:Pass out passage ask students to read fluently
Students follow with finger while teacher reads
Echo Read
Time it 1 minute
Second Grade Readers today I want you to time how long it takes you to read your AR book with a partner. Then record your fluency rate in your Reading note book under the title of the AR book.
Use a sticky to store information
Strategic Groups/Conferences: Levels Group 4 Running Record
Second Grade Readers Readers will voraciously read poetry/passages fluently with expression and purpose.
Introduce Poetry Fluency Passage
Week 1 Word Study Group 1
Week 2 Word Study Group 2
Week 3 Word Study Group 3
Week 4 Word Study Group 4
Teach how the difference between reading quickly vs speed reading.
Model both types of reading
Active Engagement:Pass out passage ask students to read fluently
Students follow with finger while teacher reads
Echo Read
Time it 1 minute
Second Grade Readers today I want you to look for conventions of poetry in your book box books such as rhyming words, comeback lines, line ends, use of space.
Post it
Strategic Groups/Conferences: Levels Group 3 Running Record
Second Grade Readers be able to read identify and divide words into syllables within poetry
Homework Fluency Passage
Chorally Read All together
Teacher Reads
Read Independently
Time it one minute time with a partner mark your reading
Second Grade Readers today I want you to look forend marks . ?! question marks? comma, elipses ... "quotation marks" phrasing.
Post it
Strategic Groups/Conferences: Levels Group 2 Running Record
Second Grade Readers use word attack skills to read fluently.
Review Poetry Fluency Passage
Week 1 Word Study Group 1
Week 2 Word Study Group 2
Week 3 Word Study Group 3
Week 4 Word Study Group 4
Accuracy to build Fluency Lessons
Multisyllabic words
HFW
Contractions
Compound Words
Read off Games( girls vs boys, dramatic read, teams, read it like someone else, mom dad etc...)
Second Grade Readers read and re-read with partners in order to increase fluency and understanding through self reflection and peer analysis.
Final Read
Partner Read
Flip Camera Record your reading.
Interactive Student Objectives
Daily 5 Transition 2
Mini Lesson Focus: Accuracy (Word Study)
Day 1
Second Grade Readers will cross check and ask
Do the pictures and or words look right?
Do they sound right?
Do they make sense?
in order to read words accurately.
Second Grade Readers will recognize identify and use double consonants in their writing.
Interactive lesson on whiteboards
Write the following words
bell mess off add all hill well egg bell grass
What do all these words have in common?
Apply and Check for Understanding:
Erase the word that has a double consonant ll
Scream the word that has a double consonant dd
Whisper to your friend one word that has a double consonant gg.
Second Grade Readers today in word study groups I want you to focus on finding patterns in your word lists.
Group 1 - Guided sort
Group 2 - Spelling City Word study game
Group 3 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 4- Word Hunt in book boxes make a list in your Word Study notebook
Day 2
Second Grade Readers will use be able to spell high frequency words correctly.
Interactive lesson on whiteboards
Write the following words
Apply and Check for Understanding:
Sentence dictation. Dictate a sentence that contains a sight words to see if the students spell it correctly
Second Grade Readers today in word study groups I want you to focus on finding patterns in your word lists.
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Day 3
Second Grade Readers be able to read identify and divide words into syllables within poetry
Homework Fluency Passage
Chorally Read All together
Accuracy to Build Fluency
Lessons: end marks . ?! question marks? comma, elipses ... "quotation marks" phrasing
Teacher Reads
Read Independently
Time it one minute time with a partner mark your reading
Second Grade Readers today I want you to look forend marks . ?! question marks? comma, elipses ... "quotation marks" phrasing.
Post it
Strategic Groups/Conferences: Levels Group 2 Running Record
Day 4
Second Grade Readers use word attack skills to read fluently.
Review Poetry Fluency Passage
Week 1 Word Study Group 1
Week 2 Word Study Group 2
Week 3 Word Study Group 3
Week 4 Word Study Group 4
Choral practice
Accuracy to build Fluency Lessons
Multisyllabic words
HFW
Contractions
Compound Words
Antonyms/synonyms
Read off Games( girls vs boys, dramatic read, teams, read it like someone else, mom dad etc...)
Day 5
Second Grade Readers read and re-read with partners in order to increase fluency and understanding through self reflection and peer analysis.
Final Read
Partner Read
Flip Camera Record your reading.
10:30-11:00
Reading Workshop
Interactive Student Objectives
Daily 5 Transition 2
Mini Lesson Focus: Accuracy (Word Study)
Day 1
Second Grade Readers will cross check and ask
Do the pictures and or words look right?
Do they sound right?
Do they make sense?
in order to read words accurately.
Second Grade Readers will recognize identify and use double consonants in their writing.
Interactive lesson on whiteboards
Write the following words
bell mess off add all hill well egg bell grass
What do all these words have in common?
Apply and Check for Understanding:
Erase the word that has a double consonant ll
Scream the word that has a double consonant dd
Whisper to your friend one word that has a double consonant gg.
Second Grade Readers today in word study groups I want you to focus on finding patterns in your word lists.
Group 1 - Guided sort
Group 2 - Spelling City Word study game
Group 3 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 4- Word Hunt in book boxes make a list in your Word Study notebook
Day 2
Second Grade Readers will use be able to spell high frequency words correctly.
Interactive lesson on whiteboards
Write the following words
Apply and Check for Understanding:
Sentence dictation. Dictate a sentence that contains a sight words to see if the students spell it correctly
Second Grade Readers today in word study groups I want you to look for and find high frequency words and post them.
Post it
Group 4 - Guided sort
Group 1 - Spelling City Word study game
Group 2 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 3- Word Hunt in book boxes make a list in your Word Study notebook
Day 3
Second Grade Readers will "flip the sound" as needed during reading in order to read words accurately.
Second Grade Readers will use be able to spell high frequency words correctly.
Interactive lesson on whiteboards
Write the following words
Apply and Check for Understanding:
Sentence dictation. Dictate a sentence that contains a sight words to see if the students spell it correctly
Second Grade Readers today in word study groups I want you to look for and find high frequency words and post them.
Post it
Group 3 - Guided sort
Group 4 - Spelling City Word study game
Group 1 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 2- Word Hunt in book boxes make a list in your Word Study notebook
Day 4
Second Grade Readers will chunk words into letter sounds letters sounds.
Review Magic Rimes
Interactive lesson on whiteboards
Write the following words embedded magic rimes
Apply and Check for Understanding:
Erase the word that has the chunk
circle the word that has the chuck
Second Grade Readers today in word study groups I want you to look big words with chunks and show us how you found the chunks.
Post it
Group 1 - Guided sort
Group 2 - Spelling City Word study game
Group 3 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 4 Word Hunt in book boxes make a list in your Word Study notebook
11:30 -12:10
Reading Workshop
Daily 5 Transition 3
Daily 5 Word Work
Interactive Student Objectives
Mini Lesson Focus: Interactive Read Aloud with Accountable Talk (Comprehension)
Day 1
Second Grade Readers will be able to catagorize and classify
Read Aloud: Around the Pond: Who's Been Here?
Active Engagement: Literacy Notebooks to draw a tree map sorting the animals in the story animals they like and animals they don't like
Apply and Check for Understanding: What would you put on top of the catagories to label your choices: like dont like happy face sad face
Second Grade readers I want you to go back and re read the story Around the Pond and under your list add 1 detail to each animal.
Independent Reading: Around the Pond
Day 2
Second Grade Readers Understand the genre of realistic fiction?
Read Aloud: Around the Pond: Who's Been Here?
Active Engagement: Literacy Notebooks to brace map of details of realistic fiction
hint: the people and events in the story are similar to those children might encoutner in real life even though the author created them
The story characters look speak act and feel like real people do and have similar experiences.
The girl looks real, the setting
Apply and Check for Understanding: Can you think of any other books you/we have read that may be realistic fiction.
Second Grade readers I want you to go back and re read the story Around the Pond try to find one detail that is realistic.
Day 3
Second Grade Readers can begin to understand how to draw conclusions from text and illustrations?
Apply and Check for Understanding: Re read the story and make two catagory tree map with the title
Where are the animals? in the pond and near the pond
Second Grade readers I want you to go back and re read the story Around the Pond and under your list add 1 detail to each animal.
Independent Reading: Around the Pond
Day 4
Second Grade Readers can begin to synthesize learning into something new comparing?
Read Aloud: Around the Pond: Who's Been Here? 194 195
Active Engagement: Literacy Notebooks double bubble describe the snake and snake skin
Second Grade readers I want you to go back and re read the story Around the Pond try find and write a sentence.
Apply and Check for Understanding: Write one sentence using the words " alike" and "different"
Day 5-
Second Grade Readers recognize and begin to understand authors craft.
Read Aloud: Around the Pond
Active Engagement: Literacy Notebooks students will answer the comprehension questions.
Why do you think the author describes the late afternoon sky?
Why do you think the otter in the picture is holding a mussel shell?
Why are some of the shells empty?
Second Grade readers I want you to go back and re read the story Around the Pond and find the same pages that gave you the clues to answer these question and write the page numbers next to each problem.
Independent Reading: Around the Pond
Apply and Check for Understanding: Write page number next to each question.
12:10-12:50
LUNCH
Day 1
Independent Practice
Chapter 3 Test
Day 2
Warm Up
What is the value of the 4 in 42?
Why do you compare tens before ones?
When do you use the = sign.
Write is greater than or is less than Then write <> or =
24 ____28
24 28
Write the number 9 tens 0 ones
Complete the doubles facts
8+8=
Which could be the missing number
__>47
a.45 b.49 c. 47 d. 41
Independent practice
pg 73-74
Day 3
Warm up
The address of Paul's new house is greater than 34. It is less than 46. The ones digit is 7.
What is Pauls address?
How many days are in Feb. March April.
List the number of days in order from greatest to least.
Independent practice
Engage Explore
Review comparing 2 digit numbers
Write on board draw in picture form or ten blocks and put in order.
34 43 44
23 31 27
Apply and Check for Understanding; How did you know 31 was the greatest number out of 23 31 and 27?
How did you know 23 was the least?
Synthesize: Write the numbers 37 32 28 using greater than or less than symbols put them in order.
Day 4
Warm Up
Fill in greater than is less than or is equal to <> =
16________61
16 61
37_______37
37 37
How do you know which number is the greatest?
If three 2-digit numbers have different tens digits, can you order them without looking at the ones digits? Why
Write the numbers in order from greatest to least. Then write <>=
49 54 50
Write <>=
87 79
circle the value of the blue digit 45
5 50
Which of these shows numbers ordered form least to greatest
43 47 51 42 45 39 45 42 40 55 43 47
Vocabulary Power
greatest Least
Independent practice 75-76
Social Studies.
Unit of Study: Unit 2 The Land Around Us
Focus: Big Idea
We are going to learn about Maps
Maps give us information
What kinds of maps have you used?
Create a brace map to describe location
America California Pomona Lexington Room 6
Analyze the picture:
Social Studies Journal
What interesting details do you see?
Why is it important for all Americans to be able to visit Yosemite?
Grand Conversation:
Why are the children holding these objects?
Why do you think the girl is pointing to a feature on the map?
Day 2
Unit of Study: Unit 2 The Land Around Us
Interactive Reading:
Read the words on page 66 - 67
Create a list of vocabulary words. Add one word to the Expand Vocab wall
1. Connect have you used a Directory map like at the mall or Disneyland. Why people use maps like this?
2. What area of land does this map show
3. Describe the shape of this landform
4. N S E W on the weather van
5. What are the people in the picture doing
How is this family different from your family? How are they alike
What might they a have in their luggage?
Mutiple meaning words: Country and country
Day 3
Compare and Contrast
Words to compare and contrast- and both each but however)
Create a tree map to compare places where people live
What is an activity that people can do in both cities?
Post it
Day 4
Study Skills
Use visuals to understand text and obtain information
Photo by Ansel Adams
Social Studies Journal
Does this land look like the place where your live.
How is it the same?
How is it different?
How do you think people use this land?
Apply and Check for Understanding: Preview the visuals of this unit and ask questions?
Post it
Test Talk Team
Day 1 Language arts/writing
Dipthongs
Syllables
Decode 2 syllable words
Titles and streets
Plurals
Synonyms
Distinguish compound word from multi syllable words
Match prefixes and suffixes with meanings
Words with two meanings
Facts in non fiction text
Generate alternative endings
Rhythm and rhyme
Circular story
Complete and incomplete sentences
Group related ideas, writing
Conventions word order
Subject verb agreement
Purpose of resource materials
Short and long vowels
Day 2 Math
Adding and subtracting with money
Telling Time to hour
Measuring
Classify shapes number and shape of vertices edges and faces
Put shapes together
Counting patterns
Expand Vocabulary
Day 1
Vocabulary Sort by syllables
Second Grade Readers expand their vocabulary by understanding and using syllables to build accurate reading skills and build vocabulary.
Interactive Lesson: Reading Notebooks, Students look at an illustration and create a descriptive word sort list. Sorting by syllable count
Apply and Check For Understanding:
Circle a word with ___ syllables that begins with the letter
Circle a word with ___ syllables and has the ___letter at the end
Add a word with syllables.
Second Grade Readers when you read in your book boxes I want you to find words ___ syllables and post it.
Day 2
Vocabulary Sort by syllables
Second Grade Readers expand their vocabulary by understanding and using syllables to build accurate reading skills and build vocabulary.
Interactive Lesson: Reading Notebooks, Students look at an illustration and create a descriptive word sort list. Sorting by syllable count
Apply and Check For Understanding:
Circle a word with ___ syllables that begins with the letter
Circle a word with ___ syllables and has the ___letter at the end
Add a word with syllables.
Second Grade Readers when you read in your book boxes I want you to find words ___ syllables and post it.
Text Talk
| Picture/Book: | Vocab Words: | |||||
| Contextualize the word Tell how it was used in the story reread sentence | Say the word together Put the word in the childs phonological processor | Give a student friendly definition Define word in your own words w example | Use in other contexts Give example in contexts other thatn the one used in the story | Engage Students Students interact with target words | Say the word together Repeat the word again to reinforce the phonological processor | |
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| Questions reasons and Es why and why not | Making Choices examples vs non examples |
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| Use the words together: All words taught during the lesson are brought together by relating words. One context for all the words or same format | ||||||
| What’s the word? Say a sentence that has a word. Missing. Tell them that either _____ or ______ will fit. Fore each sentence explain why Repeat 3 times | Word Association What’s the word that describes? What’s the word that means something that? What’s the word that means? | |||||
| Confirm: I have some sentences that need endings.
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