Download Grade 2 Reading Street ... Date: October 27-31

Grade 2 Reading Street
Unit 2
Week: 3
Story: Scarcity
Date: October 27-31
Day 1
Content Knowledge
 Oral Language =Let’s Talk Meeting People’s Needs
 Oral Vocabulary/ Amazing Words (Sing w/ Me Big Book) p. 8 “Shopping Day
Decisions”
 Add to the KWL chart (What can we learn about people’s needs?)
I can identify some things that we can learn about people’s needs.
Phonemic Awareness- Segment and Blend Phonemes (student pages 250-251)
Get Ready
I can substitute initial phonemes.
Phonics/Spelling (r-controlled vowel sound: er, ir, ur)
95%- Routine 17 Predictable Vowel Teams oy/oi “I Do, We Do” (5 minutes)
 Sound Spelling Cards 67, 72, 104- r- controlled vowels er, ir, ur
 Introduce Spelling words (r-controlled vowels er, ir, ur)
 Word Building (student text page 252 TE pg. 252)
Read and Comprehension
Stations- Introduce skills that will be reviewed and practiced at stations
Language
Arts
High Frequency Words (TE pg. 253 Routine and student page 253)
 Say and Spell
 Identify Familiar Letter Sounds
 Show Meaning
Small Group
I can read and spell words with r-controlled vowels.
I can recognize high-frequency words.
Text Based Comprehension
 Comprehension Skill- identify facts and details in expository text
 Teacher Read Aloud- (TE 253b) “Presenting…Breakfast!”
 Reader’s and Writer’s Notebook page 123- optional
I can identify facts and details in expository text.
Technology, Writing, Grammar, Spelling, Fluency, Word Work
On-Level/ Strategic/ Advanced =Phonics
Conventions- Singular and Plural Nouns TE page 253c
I can identify and write singular and plural nouns correctly.
Writing= Read Like a Writer: Writing for Tests (mini lesson) TE 119d
Model and use Routine Quick Write for Fluency as journal entry
I can identify the key features of expository Nonfiction.
Research and Inquiry
 Review the concept chart, What would you like to learn about people’s
needs?
 Ask and answer questions about the desert.
I can ask and answer questions about people’s needs.
Standards
CCSS Language 4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 2 reading and content, choosing flexibly from an array
of strategies.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly
spelled one-syllable words.
CCSS Informational Text 1. Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
CCSS Language 4.a. Use sentence-level context as a clue to the meaning of a word or
phrase.
CCSS Informational Text 2. Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills
in decoding words.
CCSS Literature 1. Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
CCSS Literature 2. Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of deserts
Communicate and collaborate with peers
Informational literacy on information about the desert
Grade 2 Reading Street
Week: 2
Story: A Walk in the Desert
Date: September 8-12
Day 2
Content Knowledge
 Oral Language- Read aloud “Fleece, Fiber, Yarn, Sweater (Read Aloud
Anthology), complete Team Talk discussion on page 254a TE
 Oral Vocabulary/ Amazing Words- Robust Vocabulary Routine pg. 254b TE
 Add to the Concept Web
I can talk about people’s needs. I know what goods and services are. I can tell
what scarcity means.
I can participate in Think, Pair, Share with my peers.
Phonics / Spelling
 Review syllable patterns
95%- Routine 17 Predictable Vowel Teams oy/oi “I Do, We Do” (5 minutes)
I can read and spell words with r-controlled vowels.
High Frequency Words/ Selection Vocabulary
 Review TE page 254e, 254f
I can recognize high-frequency words.
Text Based Comprehension
 Introduce Main Selection: “Scarcity”
 Access Text (1st Read)
 Text-Based Comprehension Check Understanding TE pg.254
I can identify the facts and details in expository text.
Language
Arts
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers: 248h, 248i TE
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions Review pg. 267c
I can identify and write singular and plural nouns correctly.
Research and Inquiry
 Discuss parts of a book such as the title page and table of contents.

I can identify and read chapter headings.
Writing: Lucy Calkins
Students will write about their opinions.
 I can identify the features of an opinion piece and can apply them to my own
writing.
Standards:
CCSS Language 4.a. Use sentence-level context as a clue to the meaning of a word or
phrase.
CCSS Language 4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.
CCSS Writing 2. Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or section.
CCSS Informational Text 1. Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
CCSS Informational Text 2. Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of .space travel
Communicate and collaborate with peers
Informational literacy on space.
Grade 2 Reading Street
Week: 4
Story: A Walk in the Desert
Date September 8-12
Day 3
Content Knowledge
 Oral Language- Read aloud Read aloud “Fleece, Fiber, Yarn, Sweater (Read Aloud
Anthology), and have children listen for the word “strand.”
 Oral Vocabulary/ Amazing Words- pg. 268bTE
 Concept Web- add to KWL chart, 268b TE
I can tell about scarcity.
I can participate in Think, Pair, Share with my peers.
Phonics
 Review- Building words “I do, we do” (students will build words in center)
 Review if needed: 95%- Routine 17- Predictable Vowel Teams oi/oy
 “I Do, We Do” (5 minutes)
 Decodable Book- bring up on SMART Board Fern’s Pitch passage 8B
 Spelling- dictation using r-controlled vowels (er, ir, ur) and high frequency words
I can read and spell words with r-controlled vowels er, ir, and ur.
Text Based Comprehension
 Close Read (2nd Read)
 Think Critically- pg.268-269 student book
 Quick Check- use Look Back and Write
I can answer questions using evidence from the text to support my answers.
I can use text features to help me understand important ideas.
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers: pg. 248h, 248i TE
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
 Let’s Practice It! Pg. 85 DVD 85
I can identify and write singular and plural nouns correctly.
Research and Inquiry
 Gather and Record Info (use later in the day for Social Studies connection) pg.
271b TE
Writing: Lucy Calkins
Students will continue to write about their opinion.
 I can identify the features of an opinion piece and can apply them to my own
narrative writing.
Standards:
CCSS Informational Text 2. Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
CCSS Language 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS Language 1.f. Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched
by the little boy).
CCSS Informational Text 1. Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled
one-syllable words.
CCSS Language 1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in
decoding w
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of space travel.
Communicate and collaborate with peers
Informational literacy on space travel
Grade 2 Reading Street
Week: 4
Story: A Walk in the Desert
Date September 8-12
Day 4
Content Knowledge
 Oral Language- discuss realistic fiction and read “Water Works” in Anthology
 Oral Vocabulary/ Amazing Words
 Concept Web
I can tell what I learned about people’s needs and scarcity.
I can participate in Think, Pair, Share with my peers.
Phonics Review
 Fluent Word Reading
 Decodable Reader (copies in center if needed)
 Spelling Pretest
I can read and spell words with r-controlled vowels er, ir, and ur.
Text Based Comprehension
 Paired Reading
 Reading and Writing Across Texts
I can find facts and details in expository text.
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
10 minutes- Advanced group
Centers: pg. 248h, 248i TE
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
I can write singular and plural nouns correctly.
Listening and Speaking (page 257e TE)
I can participate in conversations with adult and peers and follow procedures for
speaking and listening.
Writing: Lucy Calkins
Students will continue writing about their opinion.
 I can identify the features of an opinion piece and can apply them to my own
narrative writing.
Standards:
CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in
decoding words.
CCSS Informational Text 3. Describe the connection between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text.
CCSS Literature 2. Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
CCSS Literature 3. Describe how characters in a story respond to major events and challenges.
CCSS Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled
one-syllable words.
CCSS Informational Text 2. Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
CCSS Literature 1. Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
CCSS Informational Text 1. Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of space travel
Communicate and collaborate with peers
Informational literacy on space and use of text features
Grade 2 Reading Street
Week: 4
Story: A Walk in the Desert
Date September 8-12
Day 5
Content Knowledge
 Oral Vocabulary/ Review Amazing Words
 Review Concept Web
Phonics
 Review
 Spelling Test
Assessment Weekly assessment
Review
 Vocabulary
 Fluency
 Listening and Speaking
 Text-Based Comprehension
 Genre
Stations/ Independent Work (Reader’s and Writer’s Notebook)
20 minutes-Strategic group
15 minutes-On-Level group
if needed
10 minutes- Advanced group
Centers: pg. 52 h-i TE
Listen Up!
Word Work
Let’s Write
Words to Know
Read for Meaning
Get Fluent
Independent Reading
Conventions
 Sentences Test Practice from Reader’s Writer’s Workbook pg.
Writing: Lucy Calkins
Students will continue writing a personal narrative.
 I can identify the features of a personal narrative and can apply them to my own
narrative writing.
Standards:
CCSS Informational Text 1. Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
CCSS Informational Text 3. Describe the connection between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text.
CCSS Informational Text 7. Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
.
Essential Question:
What do good readers and writers do?
21st Century Skills:
Global Awareness of space travel
Communicate and collaborate with peers
Informational literacy on space travel and use of text features
Program Review Connections:
Writing/Communications- Second grade classes will communicate learning and
understanding of skills learned through the 21st Century Skills using the website
EdModo.
Students will write about people’s needs, goods and services.
Practical Living/Career Studies- Students will write about people’s needs, goods
and services.
Arts & HumanitiesPrimary- centers