Macmillan/McGraw-Hill

Grade 2

Retelling Cards
A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in Mexico 1 2 3 4 5 6 7 8 9 10 078 13 12 11 10 09 978-0-02-206475-4 MHID: 0-02-206475-3

Read Retell Write
Use the Retelling Cards to help children develop: • Oral Language • Comprehension • Vocabulary • Writing Skills

Retelling Routine

1 Introduce the Retelling Cards

2 Model Retelling
Modeled Retelling
This is Little Red Hen. She is planting wheat. Wheat is a grain that we use to make bread. Little Red Hen asks her friends if they will help her.

Display the first card. Model the retelling with the Think Aloud on the back of the card.
Little Red Hen
Guided Retelling
Who is this? What is she doing? What is wheat used for?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is this? Is she planting wheat or corn?

Intermediate
What is Little Red Hen doing in this picture? What can you use wheat for?

Advanced/ Advanced High
What is Little Red Hen doing? What might she do with the wheat? What does she ask her friends?

©Macmillan/McGraw-Hill

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Grade 1 • Unit 2 • Week 2

3 Guide Retelling
Modeled Retelling
This is Little Red Hen. She is planting wheat. Wheat is a grain that we use to make bread. Little Red Hen asks her friends if they will help her.

Use the leveled language acquisition prompts on the back of the cards to guide children in retelling the complete selection.
Little Red Hen
Guided Retelling
Who is this? What is she doing? What is wheat used for?

4 Practice Retelling

Children can do cumulative retellings or paired retellings. Children can also use the retelling activities found on the Treasures Reading and Writing Workstation Flip Charts.

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is this? Is she planting wheat or corn?

Intermediate
What is Little Red Hen doing in this picture? What can you use wheat for?

Advanced/ Advanced High
What is Little Red Hen doing? What might she do with the wheat? What does she ask her friends?

©Macmillan/McGraw-Hill

1

Grade 1 • Unit 2 • Week 2

ELL

ENGLISH LANGUAGE LEARNERS

Retelling Cards provide concrete prompts for English Language Learners. Beginning: Have children name the objects pictured on the cards. Intermediate: Have children place the cards in the correct sequence and complete the following sentence patterns. First _______________. Next ________________. Last ________________. Advanced/Advanced High: Have children order the Retelling Cards and retell the selection in their own words.

Retell and Write
Use the Retelling Cards as writing prompts.

Writing Activities
• Sequence the Retelling Cards in order and write a summary. • Write a new story ending. • Write about a favorite part of the story. • Compare and contrast two Retelling Cards.
Write about what is the same and what is different on the two cards.

Retelling Rubric for Assessment
Retelling Rubric

4

Excellent
The reader clearly retells the story using detailed information.

3

Good
The reader retells the story using some detailed information.

2

Fair
The reader retells the story using limited detail with some inaccuracies.

1

Unsatisfactory
The reader is unable to provide information related to the story.

David’s New Friends
Modeled Retelling
This is David. He is wearing a backpack. It looks as if he’s all set for school.

Guided Retelling
Who is this? Why do you think he is wearing a backpack?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is the boy’s name? Is David wearing a backpack? Point to David’s backpack.

Intermediate
What is David wearing on his back? Where do you think David is going? How can you tell from the picture?

Advanced/ Advanced High
What is David about to do? What do you think David is carrying in his backpack? Why do you think this?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 1 • Week 1

David’s New Friends
Modeled Retelling
David and his sister, Linda, are eating breakfast. A book is on the table. David reads to his sister about lizards. David doesn’t like lizards. He thinks they are creepy.

Guided Retelling
Who is seated at the table with David? Which meal are they eating? How can you tell? What does David do for his sister? What is the book about? How does David feel about lizards?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is David sitting with his sister or his brother? Are they eating breakfast or lunch? Who is reading?

Intermediate
What meal are David and his sister eating? What does David want to read about? What does David think about as he reads?

Advanced/ Advanced High
What are David and Linda doing? What else is David doing? How does David feel about what he is reading?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 1 • Week 1

David’s New Friends
Modeled Retelling
David hugs his grandmother good-bye. I think his grandmother is excited for David. He is starting second grade today. David is excited, too. But he’s also a little nervous.

Guided Retelling
Who is hugging David? How can you tell that they care about each other? Where is David going? How does he feel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who does David hug? Is David going to school? What grade is David starting?

Intermediate
Why are the people waving and hugging? What is David starting today? Why is the grandmother smiling?

Advanced/ Advanced High
Who do you see? Why do you think David is excited? Why do you think he is nervous?

©Macmillan/McGraw-Hill

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Grade 2 • Unit 1 • Week 1

David’s New Friends
Modeled Retelling
Ron, Josie, and David are near the fish tank. There is a lizard inside. I can tell from David’s face that he does not like what he sees.

Guided Retelling
Who is near the fish tank? What is inside the tank? How does this make David feel? How can you tell?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is in the picture? Are David and his friends near to or far from the fish tank? Does David like the lizard?

Intermediate
Where are David and his friends? What are they doing? How does David feel about the lizard?

Advanced/ Advanced High
What can you tell by looking at David’s face? How do you think his friends feel about lizards? Why do you think so?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 1 • Week 1

David’s New Friends
Modeled Retelling
David’s new teacher, Mr. Roy, is showing his students the lizard. The lizard is named Slim. The teacher holds Slim carefully. This way, Slim does not get hurt.

Guided Retelling
What is Mr. Roy showing the students? How does he hold the lizard? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is David’s new teacher? Point to the lizard in Mr. Roy’s hands. What is the lizard’s name?

Intermediate
What is Mr. Roy doing? What are the students doing? Why does Mr. Roy hold Slim carefully?

Advanced/ Advanced High
Why do you think the lizard’s name is Slim? What may happen if Mr. Roy does not hold Slim carefully? How do you think David feels?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 1 • Week 1

David’s New Friends
Modeled Retelling
Oops! Slim slips out of Mr. Roy’s hands! I think David looks worried to see that the lizard has escaped.

Guided Retelling
Why is Mr. Roy not holding Slim anymore? Why is everyone upset?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is Mr. Roy still holding Slim, the lizard? Who has escaped? Does David look happy or upset that Slim has escaped?

Intermediate
What does Slim do? How do you think Mr. Roy feels? Why does David look worried?

Advanced/ Advanced High
How did Slim escape from Mr. Roy? Why do you think everyone is worried? What could happen to Slim now?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 1 • Week 1

David’s New Friends
Modeled Retelling
David catches Slim and is holding him carefully. David’s friends can get a close look at the lizard. I think they want to make sure Slim is okay.

Guided Retelling
What did David do? Who is standing around him? What are they thinking?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who catches the lizard? What does David hold in his hands? Who is standing near David?

Intermediate
Where is Slim now? How does David hold Slim? Why do David’s friends look closely at Slim?

Advanced/ Advanced High
How did David help? Why do you think the other students stand around David? How does David feel about lizards now?

©Macmillan/McGraw-Hill

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Grade 2 • Unit 1 • Week 1

David’s New Friends
Modeled Retelling
Mr. Roy waves to David as he meets his grandmother and sister after school. David hoped he would make new friends at school. He has! Not only is Mr. Roy a new friend, but so is Slim.

Guided Retelling
Did David make any new friends at school? Who is waving to him? Who did David meet after school? How does David feel about Slim, the lizard?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Point to David’s grandmother. Who are David’s new friends? Does David like or dislike Slim now?

Intermediate
Who are the new friends that David made at school? Who meets him after school? How do you think David feels now?

Advanced/ Advanced High
What is happening in the picture? How have David’s feelings about second grade changed? What do you think David will do next with Slim?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 1 • Week 1

Mr. Putter & Tabby Pour the Tea
Modeled Retelling
Mr. Putter lives all by himself. Look at him eating alone at his table. I think Mr. Putter looks lonely. He has no one to share his tea and muffins with. He needs company! He wants a cat.

Guided Retelling
Who is this? Why is he eating alone? How do you think he feels?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Point to Mr. Putter. Is Mr. Putter eating alone or with a cat? Does Mr. Putter want a cat or a muffin?

Intermediate
Who lives with Mr. Putter? What does Mr. Putter eat and drink? What does Mr. Putter want?

Advanced/Advanced High
What is Mr. Putter doing? How does Mr. Putter feel about living alone? What does Mr. Putter want to do with a cat?

©Macmillan/McGraw-Hill

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Grade 2 • Unit 1 • Week 2

Mr. Putter & Tabby Pour the Tea
Modeled Retelling
Mr. Putter is talking to the pet store lady. Young kittens are climbing all over her. Mr. Putter asks if she has any cats. Mr. Putter wants a cat for a pet, but the pet store only has young kittens.

Guided Retelling
Who is Mr. Putter talking to? What do you see climbing all over her? Does Mr. Putter want a kitten for a pet? Why not? Does the pet store have what he is looking for?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is Mr. Putter talking to? Does Mr. Putter want a kitten or a cat? Point to the kittens in the picture.

Intermediate
Where is Mr. Putter? What does he ask the pet store lady? Why didn’t the lady sell Mr. Putter a kitten?

Advanced/Advanced High
What problem does Mr. Putter have? Why do you think Mr. Putter wants an older cat? Why do you think there are only kittens at the pet store?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 1 • Week 2

Mr. Putter & Tabby Pour the Tea
Modeled Retelling
Mr. Putter is going to the animal shelter. The pet store lady told him he would find a cat there. I think he has a good chance of finding one at the shelter.

Guided Retelling
Where is Mr. Putter going? Why is he going there?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is the man in the picture? Is this the pet store or the animal shelter? What does Mr. Putter want to find there?

Intermediate
What is the name of this place? What animals do you see in the picture? Where do you think the cats are?

Advanced/Advanced High
Why is Mr. Putter going to the animal shelter? What is an animal shelter? Why does Mr. Putter have a good chance of finding a cat there?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 1 • Week 2

Mr. Putter & Tabby Pour the Tea
Modeled Retelling
Mr. Putter and the old yellow cat are a lot alike. They are both old and a little deaf. They both have bones that creak. They both have thinning hair, too. Mr. Putter is taking the old yellow cat home. I think Mr. Putter has found himself some good company!

Guided Retelling
How are Mr. Putter and the old yellow cat alike? Do you think the cat will be good company for Mr. Putter? What do you think will happen next?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Are Mr. Putter and the yellow cat alike? Do you think Mr. Putter and the old cat will be happy together?

Intermediate
How is the cat like Mr. Putter? Why do you think Mr. Putter and the old yellow cat will be happy together? What do you think they will share?

Advanced/Advanced High
How are Mr. Putter and the cat similar? Why does Mr. Putter want this cat as his pet? Why will they be good company for each other?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 1 • Week 2

Mr. Putter & Tabby Pour the Tea
Modeled Retelling
Now Mr. Putter has someone to share his English muffin with in the morning. Mr. Putter eats his English muffin with jam. Tabby, his old yellow cat, eats her English muffin with cream cheese.

Guided Retelling
Who has Mr. Putter brought home? What do they do together in the morning?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is Mr. Putter’s cat named Tabby? Does Mr. Putter like jam or cream cheese on his muffin? Does Tabby like jam or cream cheese on her muffin?

Intermediate
Who does Mr. Putter share his English muffin with? How does Mr. Putter like to eat his English muffin? How does Tabby like to eat her English muffin?

Advanced/Advanced High
What is different at Mr. Putter’s house now? What do Mr. Putter and Tabby eat for breakfast? How do you think Mr. Putter feels about Tabby?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 1 • Week 2

Mr. Putter & Tabby Pour the Tea
Modeled Retelling
In the evening, Mr. Putter tells Tabby wonderful stories. And Tabby likes Mr. Putter’s stories. Each story makes Tabby purr.

Guided Retelling
What is Mr. Putter doing? Does Tabby enjoy it? How do you know?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is telling a story? Who listens to Mr. Putter’s story? Does Mr. Putter tell Tabby stories in the morning or in the evening?

Intermediate
What does Mr. Putter do in the evening? How does Tabby feel about the stories? What does Tabby do when she hears Mr. Putter’s stories?

Advanced/Advanced High
How have Mr. Putter’s evenings changed? Why does Mr. Putter enjoy telling his stories to Tabby? How have Tabby’s evenings changed?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 1 • Week 2

Mr. Putter & Tabby Pour the Tea
Modeled Retelling
There are many fun things Mr. Putter and Tabby can do together. They look like they enjoy listening to opera music together. On winter days they turn it up very loud. I don’t think Mr. Putter feels lonely anymore!

Guided Retelling
How does Mr. Putter’s life change after he has Tabby? How do you know?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Are Mr. Putter and Tabby listening to opera music? Are Mr. Putter and Tabby happy or sad? Who makes Mr. Putter feel happy now?

Intermediate
What do Mr. Putter and Tabby like to do on winter days? Do they listen to loud or soft opera music? How do you think Mr. Putter feels now?

Advanced/Advanced High
How can you tell that Mr. Putter and Tabby are happy? How can you tell that they are enjoying the opera music? Why do you think they like to play opera music very loud?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 1 • Week 2

Mr. Putter & Tabby Pour the Tea
Modeled Retelling
Mr. Putter and Tabby look happy together. I can tell that they truly enjoy each other’s company. I think they are best friends.

Guided Retelling
What kind of relationship do Mr. Putter and Tabby have? How can you tell?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who sits next to Mr. Putter? Are Mr. Putter and Tabby happy together? Do they like or dislike each other’s company?

Intermediate
How can you tell that Mr. Putter and Tabby are happy together? Why is Tabby a good pet for Mr. Putter? Why is Mr. Putter a good owner for Tabby?

Advanced/Advanced High
How does Mr. Putter’s life change after he has Tabby? Why do they seem happy just to sit and do nothing together? Why do you think they are they such good friends?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 1 • Week 2

Hi!

Meet Rosina
Modeled Retelling
This is a girl named Rosina. This is how she says “Hi!” She uses her hands to show letters and words because she is deaf. This way of talking is called signing.

Guided Retelling
Who is this story about? What is she doing? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who do you see? Is Rosina talking with her hand? What does she say with her hand?

Intermediate
How does Rosina talk? What is Rosina saying with her hands? Why does Rosina use her hands to talk to others?

Advanced/Advanced High
How does Rosina say “Hi!”? Why does Rosina use her hands to talk to others? What is this way of talking called?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 1 • Week 4

Meet Rosina
Modeled Retelling
Rosina’s teacher is signing to her students. She is teaching in a language called American Sign Language. Rosina studies many subjects at her school, such as math, writing, reading, and art.

Guided Retelling
What is Rosina’s teacher doing? What is the special language called? What subjects does Rosina study at school?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Where is Rosina? Is Rosina’s teacher signing or singing to her students? Does Rosina’s teacher use her hands to talk?

Intermediate
How does Rosina’s teacher talk to her class? What language is used in Rosina’s school? What does Rosina study in school?

Advanced/Advanced High
How does Rosina’s teacher teach her class? What are some of the subjects Rosina studies? What is American Sign Language?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 1 • Week 4

Meet Rosina
Modeled Retelling
Rosina paints a picture in art class. Her second-grade class also wrote and illustrated a story together. Her school seems a lot like our school.

Guided Retelling
What is Rosina doing? Is this something you do at school?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is Rosina painting a picture? What grade is Rosina in? What did Rosina’s class write and illustrate?

Intermediate
What is Rosina painting? What did Rosina do with her second-grade class? How is her school like yours?

Advanced/Advanced High
What does Rosina use to paint her picture? What did her class do together? How was Rosina’s class project similar to projects you do with your classmates?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 1 • Week 4

Meet Rosina
Modeled Retelling
Rosina also likes to play sports. She plays rugby at school. Rosina’s team played other schools at the end of the year. Her team beat all the other teams and won a trophy. It looks like they have a lot of fun.

Guided Retelling
What sport is Rosina playing? How do you think the game is played? Why did Rosina’s team win a trophy?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does Rosina play? Who did her team beat? What did her rugby team win?

Intermediate
What does Rosina like to play at school? When did Rosina’s team play other schools? Which team beat the others?

Advanced/Advanced High
What sport does Rosina enjoy at school? What did her team do? Why do you think they had fun?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 1 • Week 4

Meet Rosina
Modeled Retelling
After school Rosina helps to make dinner. She is cutting vegetables. Her brother, Emilio, helps her father make guacamole. They are all helping Rosina’s mother make a Mexican meal.

Guided Retelling
What is Rosina doing with her family? How does she help?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is Rosina’s family making dinner? What is Rosina cutting? Who does Emilio help?

Intermediate
What is Rosina doing with the vegetables? What are Rosina’s father and brother making? Who are Rosina, Emilio, and their father helping?

Advanced/Advanced High
What is Rosina doing with the vegetables? How are Emilio and his father making guacamole? What is the family preparing?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 1 • Week 4

Meet Rosina
Modeled Retelling
This is Rosina’s big family. She has lots of uncles, aunts, cousins, grandpas, and grandmas. Rosina has relatives who are also deaf. Her whole family speaks together using sign language. I think Rosina looks like she is having fun with her family.

Guided Retelling
Who are these people? How do they speak together? Does Rosina do things that you do? Do you think she is like you?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Whose family is this? Does Rosina have a big or small family? What language can the family speak together?

Intermediate
Who are the people in the picture? How do Rosina’s relatives speak together? How do you think Rosina feels when she is with her family?

Advanced/Advanced High
Who is in Rosina’s family? Why does Rosina’s whole family speak sign language? What can you tell about Rosina’s family from the picture?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 1 • Week 4

My Name Is Yoon
Modeled Retelling
This is Yoon and her father. She is from Korea. Her family just moved to America. Soon Yoon will go to a new school. Her father teaches her to write her name in English. Yoon does not like the way her name looks in English.

Guided Retelling
Who is this girl? Where is she from? What is her father teaching her?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is this girl’s name? Did her family move to Korea or to America? Who is teaching her to write her name in English?

Intermediate
Who do you see in the picture? Where does Yoon’s family come from? What does Yoon’s father teach her to write?

Advanced/Advanced High
What did Yoon’s family do? Why does her father teach her to write in English? Why doesn’t Yoon look happy?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 1 • Week 5

My Name Is Yoon
Modeled Retelling
Yoon is at school. Her teacher reads a story about CAT. Yoon writes CAT on her paper instead of her name. Yoon thinks about being a cat. I do not think Yoon likes being in America. Everything is new and she has just started to learn English.

Guided Retelling
Where is Yoon? Who is standing with her? What has she written on her paper? Is what she has written correct? Do you think she likes being in America? Why or why not?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is Yoon at school or at home? What does Yoon’s teacher read? Does Yoon write her name or Cat on her paper?

Intermediate
Where is Yoon sitting? What did her teacher do? What does Yoon think about?

Advanced/Advanced High
What are Yoon and her teacher doing? Why do you think Yoon writes CAT on her paper? How do you think Yoon feels about her new school and America?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 1 • Week 5

My Name Is Yoon
Modeled Retelling
Yoon draws a bird for her teacher. Yoon likes the drawing. Her father teaches her how to write BIRD under the picture.

Guided Retelling
What does Yoon draw? Does she like her picture? What does her father teach her to write?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who draws? Does Yoon draw a bird or a cat? Who teaches Yoon to write BIRD?

Intermediate
Who does Yoon draw the bird for? How does Yoon feel about her drawing? What does her father do?

Advanced/Advanced High
What does Yoon do? Why do you think she draws for her teacher? Why does her father teach her to write BIRD?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 1 • Week 5

My Name Is Yoon
Modeled Retelling
Yoon tells her mother about her day at school. Yoon thinks her teacher likes her, but she wishes her family could go back to Korea. Yoon’s mother tells her to be patient.

Guided Retelling
Who is Yoon talking to? What does she tell her mother? What does her mother tell her?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who tells her mother about her day? Does Yoon want to stay in America or go back to Korea? Who tells Yoon to be patient?

Intermediate
What does Yoon think about her teacher? What does Yoon wish her family could do? What does Yoon’s mother tell her to do?

Advanced/Advanced High
What does Yoon do with her mother after school? How is Yoon feeling about school and America? Why does Yoon’s mother tell her to be patient?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 1 • Week 5

My Name Is Yoon
Modeled Retelling
A girl gives Yoon a cupcake. Yoon sees CUPCAKE written on its wrapper. I think the girl wants to be Yoon’s friend.

Guided Retelling
What does the girl give Yoon? What do you think this means?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who gives Yoon a cupcake? What does the girl hold in her hand? Does the girl want to be Yoon’s friend?

Intermediate
What does the girl do? What word does Yoon see written on the wrapper? Why do you think the girl gives Yoon a cupcake?

Advanced/Advanced High
Why do you think the girl is smiling? Why does she give Yoon a cupcake? How does Yoon learn the word CUPCAKE?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 1 • Week 5

My Name Is Yoon
Modeled Retelling
Yoon imagines herself as a cupcake. She thinks the children would like her as a cupcake. Yoon has written CUPCAKE on her paper instead of her name. Her teacher smiles at her.

Guided Retelling
What is Yoon imagining herself as? Why? What does her teacher do?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is in the cupcake? What does Yoon write? Who smiles at Yoon?

Intermediate
What does Yoon think the children would like? Why does Yoon write CUPCAKE on her paper? What does the teacher do?

Advanced/Advanced High
How do you know that Yoon is imagining herself as a cupcake? What does Yoon want? Why do you think Yoon’s teacher smiles at her?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 1 • Week 5

My Name Is Yoon
Modeled Retelling
Yoon’s teacher gives her a big hug. Yoon wrote her own name on her paper.

Guided Retelling
What does Yoon’s teacher do? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who gives Yoon a big hug? What did Yoon write? Is Yoon’s teacher happy?

Intermediate
What did Yoon do? What does Yoon’s teacher give Yoon? How do you think Yoon feels?

Advanced/Advanced High
Why is Yoon’s teacher hugging her? Why did Yoon write her own name? Why is Yoon’s teacher happy?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 1 • Week 5

My Name Is Yoon
Modeled Retelling
Yoon writes her name in English now. Yoon is learning English. I think she will like her new school and living in her new home.

Guided Retelling
What does the paper say? Do you think Yoon is happy to be able to write her name? Do you think she will like America?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is Yoon learning English? What did Yoon write in English? Who is happy in the picture?

Intermediate
What did Yoon do? Why do you think Yoon is smiling? Why do you think she may like America now?

Advanced/Advanced High
What can Yoon do now? How does Yoon feel about writing her name in English? How do you think Yoon feels about America now?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 1 • Week 5

Babu’s Song
Modeled Retelling
This is Bernardi. He is playing soccer with some boys from the local school. He is the only boy not wearing a school uniform. Bernardi kicks the soccer ball and scores a goal.

Guided Retelling
Who is this? What is he doing?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is the boy’s name? What does Bernardi play? What does Bernardi score?

Intermediate
Who does not wear a school uniform? What game is Bernardi playing? Who is Bernardi playing soccer with?

Advanced/ Advanced High
What are Bernardi and the boys doing? Why do you think Bernardi is not wearing a school uniform? What happens when Bernardi kicks the ball?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 2 • Week 1

Babu’s Song
Modeled Retelling
Bernardi does not go to school with the other boys. He lives with his grandfather. They do not have enough money to pay for school. I think Bernardi wishes he could go to school with the other children.

Guided Retelling
Why doesn’t Bernardi go school with the other boys? Who does he live with? What does Bernardi wish?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does Bernardi go to school? Who does Bernardi live with? What does Bernardi need to pay for school?

Intermediate
Where do the other boys go? What does Bernardi need? How do you think Bernardi feels about school?

Advanced/ Advanced High
How is Bernardi different from the other boys? What does Bernardi need money for? Why do you think Bernardi wishes he could go to school?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 2 • Week 1

Babu’s Song
Modeled Retelling
Bernardi sees a new soccer ball in a shop window. He has always wanted to buy a new soccer ball. He looks at its price. It costs too much. The soccer ball costs more than it does to go to school! I think this makes Bernardi sad.

Guided Retelling
What does Bernardi see in a shop window? Why can’t he buy it? How does that make Bernardi feel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Where is the soccer ball? What does Bernardi want? Which costs more, the soccer ball or school?

Intermediate
Where does Bernardi see a new soccer ball? Does it cost more to go to school or to buy the soccer ball? How does Bernardi feel about that?

Advanced/ Advanced High
What has Bernardi always wanted? What problem does Bernardi have? Why does the price make him sad?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 2 • Week 1

Babu’s Song
Modeled Retelling
Bernardi’s grandfather, Babu, makes toys. He makes a music box for Bernardi. It plays the song Bernardi loves. Before Babu lost his voice, he used to sing the song to Bernardi. I think this is a very special gift.

Guided Retelling
What does Babu do? What has he made? Does Bernardi like it? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is the name of Bernardi’s grandfather? What does Babu make? What does the music box play?

Intermediate
What did Babu make for Bernardi? What song does the music box play? What happened to Babu?

Advanced/ Advanced High
What does Bernardi love? Why doesn’t Babu sing to Bernardi anymore? Why do you think the music box is a special gift?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 2 • Week 1

Babu’s Song
Modeled Retelling
Bernardi sells the toys Babu makes. A tourist wants to buy the music box. Bernardi does not want to sell it. The tourist offers to pay a lot of money for it. Bernardi could buy the soccer ball if he sells the music box.

Guided Retelling
What is Bernardi doing? What does the woman want to buy? Why? What do you think Bernardi will do?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does Bernardi sell? Who wants to buy the music box? Does the tourist offer to pay a little or a lot of money for the music box?

Intermediate
What is Bernardi selling? What does the tourist want? What could Bernardi do if he sells the music box?

Advanced/ Advanced High
What is Bernardi’s job? Why doesn’t Bernardi want to sell the music box?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 2 • Week 1

Babu’s Song
Modeled Retelling
Bernardi sells the music box, but he doesn’t buy the soccer ball. He looks very sad. I think he feels badly that he sold Babu’s music box. He tries to give the money to Babu.

Guided Retelling
Does Bernardi sell the music box? How does this make him feel? What does Bernardi try to give to Babu?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does Bernardi sell or keep the music box? Does Bernardi look happy or sad? Who does he give the money to?

Intermediate
What did Bernardi do with the music box? Why does Bernardi look sad? What does he do with the money?

Advanced/ Advanced High
What happened to the music box? Why do you think Bernardi did not buy the soccer ball? Why do you think Bernardi wants to give Babu the money?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 2 • Week 1

Babu’s Song
Modeled Retelling
Babu gives Bernardi a school uniform and a soccer ball he has made. Bernardi is very happy because he gets to go to school. He is also happy because Babu is not mad at him.

Guided Retelling
What does Babu give Bernardi? Why? How does this make Bernardi feel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who can go to school, Bernardi or Babu? What can Bernardi wear to school? Is Babu happy or mad?

Intermediate
What does Babu do for Bernardi? How does Bernardi feel about Babu’s gifts? What else has made Bernardi happy?

Advanced/ Advanced High
What can Bernardi do with the uniform? What is special about the soccer ball? How does Babu feel?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 2 • Week 1

Babu’s Song
Modeled Retelling
Bernardi does not go to school with the other boys. He lives with his grandfather. They do not have enough money to pay for school. I think Bernardi wishes he could go to school with the other children.

Guided Retelling
Why doesn’t Bernardi go to school with the other boys? Who does he live with? What does Bernardi wish?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does Bernardi go to school? Who does Bernardi live with? What does Bernardi need to pay for school?

Intermediate
Where do the other boys go? What does Bernardi need? How do you think Bernardi feels about school?

Advanced/ Advanced High
How is Bernardi different from the other boys? What does Bernardi need money for? Why do you think Bernardi wishes he could go to school?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 2 • Week 1

Doña Flor
Modeled Retelling
This is Doña Flor. She is very large. Long ago, when Doña Flor was a baby, her mother sang to her corn plants and sang to her sweet flower, Doña Flor. The corn plants grew and grew and so did Doña Flor.

Guided Retelling
Who is in this picture? How did Doña Flor get so big? How do you think Doña Flor feels? How can you tell?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who do you see? Is Doña Flor large or small? Who sang to the corn plants?

Intermediate
Who is this? What happened when Doña Flor’s mother sang? What else grew big?

Advanced/Advanced High
What do you see in this picture? What did Doña Flor’s mother do? Why did Doña Flor grow so big?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 2 • Week 2

Doña Flor
Modeled Retelling
The children enjoy using Doña Flor’s tortillas as rafts to float around the pond. I think her tortillas were the biggest and best in the whole world. Some neighbors even used them as roofs for their homes.

Guided Retelling
Who uses Doña Flor’s tortillas to float on? How large do you think the tortillas were? Do you think a tortilla would make a good roof for a home?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this a tortilla? Who made the tortilla? Who floats on the tortilla?

Intermediate
What are the children floating on? Where is the tortilla? What else do people use the tortillas for?

Advanced/Advanced High
What do you see in the picture? How are Doña Flor’s tortillas special? What do people do with her tortillas?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 2 • Week 2

Doña Flor
Modeled Retelling
Doña Flor bends down to peer into her neighbor’s house. She asks why they are hiding. They whisper “¡El puma!” They are afraid of a huge mountain lion.

Guided Retelling
Whose house does Doña Flor peer into? How do you think the people feel? What are they hiding from?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who peers into the house? Who does Doña Flor look at? What are the people afraid of?

Intermediate
What does Doña Flor do? Who else is in this picture? Why are the people hiding?

Advanced/Advanced High
Why don’t you see Doña Flor’s whole body? What does Doña Flor want to know? What are the people doing?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 2 • Week 2

Doña Flor
Modeled Retelling
Doña Flor holds her tired animal friends. They looked and looked for the huge cat. The gato roars again and the animals are scared. Doña Flor gives each shivering animal a comforting kiss.

Guided Retelling
Who is Doña Flor holding? Why are her friends tired? How does Doña Flor make them feel better?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does Doña Flor hold animals or people? What did they all look for? Is the cat huge or little?

Intermediate
Who is in this picture? Who did Doña Flor and her friends look for? Why are the animals scared?

Advanced/Advanced High
Why is Doña Flor holding the animals? What did Doña Flor and her friends do? Why does Doña Flor kiss the animals?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 2 • Week 2

Doña Flor
Modeled Retelling
Doña Flor scratches a new riverbed for her friends with her thumb. She thinks this will make them happy again. Doña Flor’s friends are still worried about the mountain lion.

Guided Retelling
Can you point to the new riverbed? How does Doña Flor make the new riverbed? Do you think her friends will be happy again?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who scratches a new riverbed? What does Doña Flor use to make the riverbed? Who is worried?

Intermediate
What does Doña Flor make for her friends? How does she do this? What are her friends worried about?

Advanced/Advanced High
What is Doña Flor doing in this picture? Why does she make a riverbed? Does this make her friends happy? Explain.

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 2 • Week 2

Doña Flor
Modeled Retelling
Doña Flor stomps off to try and find the puma. I think she is unhappy. Once again, she cannot find it. She goes home to sit in her garden and think.

Guided Retelling
What does Doña Flor want to find? How does she go to look for the puma? Why do you think Doña Flor goes home to think?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who does Doña Flor look for? Is she happy or unhappy? Where does she go to think?

Intermediate
What is Doña Flor doing? How does she feel? Why is she unhappy?

Advanced/Advanced High
Why does Doña Flor stomp off? What happens when she does not find the puma? What might Doña Flor think about?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 2 • Week 2

Doña Flor
Modeled Retelling
Doña Flor follows the roaring sound up the tallest mesa. She hears the roar again and jumps very high. Look at the sun’s eye. She gives the sun a black eye. Doña Flor sees a little puma making a big sound in a long, hollow log.

Guided Retelling
Where does Doña Flor go? Why does the sun have a black eye? What does Doña Flor find? Do you think Doña Flor’s friends will continue to be afraid?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does Doña Flor jump very high or very low? What does she give the sun? Is the puma big or little?

Intermediate
What sound does Doña Flor follow? What makes her jump so high? Who makes the roar?

Advanced/Advanced High
Where is Doña Flor? What happens when she jumps too high? Where does the sound come from?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 2 • Week 2

Doña Flor
Modeled Retelling
Doña Flor shapes the clouds into a soft bed with puffy pillows. I think she is tired from her adventure. All the animals snuggle with her — even Pumito.

Guided Retelling
What does Doña Flor make a bed out of? Who snuggles up with her? Why do you think Doña Flor is tired?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does Doña Flor make? What is the bed made of? Who snuggles?

Intermediate
What does Doña Flor do with the clouds? How does Doña Flor feel? What animal is on her toe?

Advanced/Advanced High
Where is Doña Flor? How did she make her bed? Where is the puma sleeping?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 2 • Week 2

One Grain of Rice
Modeled Retelling
The people in the raja’s province are rice farmers. They must give most of their rice to the raja. He promises to store it for them. If there is a famine and the farmers have nothing to eat, he will give the rice back so no one will go hungry.

Guided Retelling
Can you point to the farmers in the picture? Why do the farmers need to give most of their rice to the raja? What will the raja do with the rice?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who are the people in the raja’s province? What do the farmers grow? Who do the farmers give rice to?

Intermediate
What do the people in the raja’s province grow? What do they do with most of their rice? When will the raja give the rice back?

Advanced/ Advanced High
What do you know about the people in the raja’s province? What does the raja want? What does the raja promise?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 2 • Week 4

One Grain of Rice
Modeled Retelling
There is a famine, but the raja does not give rice to the people. The raja orders a feast for himself. The raja thinks he is wise and fair, but I don’t think this is fair. This elephant is carrying baskets of rice to the feast. A girl named Rani is catching the rice falling from one of the baskets. She is thinking of a plan.

Guided Retelling
What is the raja doing in this picture? Does the raja help feed the people? What do you think Rani is planning to do?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does the raja give the people rice or have a feast for himself? What animal carries baskets of rice? Who catches the rice that falls?

Intermediate
Why do the people need rice now? What has the raja ordered for himself? What does Rani do?

Advanced/ Advanced High
Why do the people need rice when there is a famine? What is the elephant doing? Why does Rani catch the rice that falls?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 2 • Week 4

One Grain of Rice
Modeled Retelling
Rani gives the raja the rice that has fallen. The raja wants to give her a reward for her good deed. She asks for one grain of rice. The raja wants to give her more. He agrees to double the grains of rice he gives her each day for thirty days. The raja still thinks this is not very much.

Guided Retelling
What does Rani do with the rice? What does she ask of the raja? Why do you think the raja thinks it is not very much?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who does Rani give the rice to? Who gets a reward? Does Rani ask for one grain of rice or two grains of rice?

Intermediate
Why does the raja want to give Rani a reward? What does Rani ask for? What does the raja think about this reward?

Advanced/ Advanced High
What does Rani do for the Raja? What does the Raja agree to give Rani? Why do you think she wants the raja to double the rice each day?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 2 • Week 4

One Grain of Rice
Modeled Retelling
Each day Rani gets double the amount of rice she received the day before. She is given one grain of rice the first day. The second day she receives two grains of rice. On the third day she receives four grains of rice. The raja still thinks this is not very much.

Guided Retelling
How much rice does Rani get each day? Why do you think the raja still thinks it is not very much? Do you think Rani’s plan is working?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does Rani get one grain of rice or two grains of rice the first day? Does she get one grain or two grains of rice the second day? Who does not think this is very much?
©Macmillan/McGraw-Hill

Intermediate
What does Rani get on the first day? What does she get on the third day? What does the raja think about what Rani gets?

Advanced/ Advanced High
What happens to the amount of rice that Rani gets each day? What do you think of Rani’s plan? What do you think the raja thinks about Rani’s plan?

4

Grade 2 • Unit 2 • Week 4

One Grain of Rice
Modeled Retelling
On the sixteenth day, Rani is presented with a bag of rice. This is more than the raja thought the reward would become. On the twenty-fourth day, she is given enough rice to fill eight baskets. These baskets are carried to her by eight royal deer.

Guided Retelling
What does Rani get on the sixteenth day? How much rice does Rani get on the twenty-fourth day? How do you think the raja feels now about Rani’s reward?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is in the bag that Rani gets? What does Rani get on the twenty-fourth day? Who carries the baskets of rice?

Intermediate
How much rice does Rani get on the sixteenth day? What does the raja think about the reward on the sixteenth day? How does Rani get the rice on the twenty-fourth day?

Advanced/ Advanced High
What happens to Rani on the sixteenth day? How does the raja feel about giving Rani a whole bag of rice? What happens to Rani on the twenty-fourth day?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 2 • Week 4

One Grain of Rice
Modeled Retelling
On the twenty-ninth day, Rani is presented with all the rice in two royal storehouses! Look at all the camels it takes to carry that much rice! The raja has been worried about how much rice Rani is getting. But he will keep his promise and give her all the reward.

Guided Retelling
Can you point to all of the bags of rice? What is the raja worried about? Do you think there is any rice left for the raja?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What do all these camels carry? Who do they bring the rice to? Will the raja keep his promise to Rani or not?

Intermediate
How much rice does Rani receive on the twenty-ninth day of the reward? Why is the raja worried? What promise is the raja keeping?

Advanced/ Advanced High
What happens to Rani on the twenty-ninth day? How does the raja feel about it? What is the raja going to do about it?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 2 • Week 4

One Grain of Rice
Modeled Retelling
It’s the thirtieth and last day of Rani’s reward. Look at all these elephants carrying the rice! This is all the rice that was left in the royal storehouses. Doubling the rice each day has grown to a huge amount!

Guided Retelling
What are all the elephants doing in the picture? What day of the reward is it? How much rice does Rani now have? Do you think Rani’s plan worked?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is it the first day or the last day of Rani’s reward? What animal carries all the rice? Is this a little or a lot of rice?

Intermediate
What is special about this day of the reward? How much rice do the elephants carry? How much rice is left for the raja?

Advanced/ Advanced High
Why are there so many elephants? Why was Rani’s plan a good one? How do you think the raja feels now?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 2 • Week 4

One Grain of Rice
Modeled Retelling
Rani gets more than a billion grains of rice in thirty days! The raja has no more rice. Rani is giving all the rice to the hungry people. She agrees to give one basket of rice to the raja, and he promises to take only as much rice as he needs from now on.

Guided Retelling
What does Rani do with the rice? How much rice does she give the raja? Do you think the raja has learned a lesson? What is the lesson learned?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who does Rani give most of the rice to? Who does Rani give one basket of rice to?

Intermediate
What does Rani give the people? What does she give the raja? How much rice will the raja take from now on?

Advanced/ Advanced High
Why do you think the people are happy now? What does the raja promise to do from now on? What lesson do you think the raja has learned?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 2 • Week 4

African-American Inventors
Modeled Retelling
Benjamin Banneker wrote an almanac. An almanac is a book that lists information about the Sun, Moon, and planets for every day of the year. Farmers used the almanac to know when to plant crops. Benjamin wrote a new almanac every year for six years.

Guided Retelling
What did Benjamin Banneker do? What is an almanac? How did his invention help farmers?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who wrote this almanac? Who used the almanac? When did Benjamin write a new almanac?

Intermediate
What did Benjamin Banneker write? Why did farmers use the almanac? What did Benjamin do every year for six years?

Advanced/ Advanced High
How did Benjamin’s almanac help farmers? What does an almanac list? Why do you think Benjamin wrote a new almanac every year?

©Macmillan/McGraw-Hill The Granger Collection

1

Grade 2 • Unit 6 • Week 5

African-American Inventors
Modeled Retelling
Sarah E. Goode is shown here. She was the first African American woman to receive a patent for an invention. The patent stops others from copying an invention.

Guided Retelling
Who is shown? Why is she famous? Why would an inventor want to get a patent?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is this? Did Sarah get a patent or copy an invention? What did Sarah get a patent for?

Intermediate
What is this woman’s name? What did Sarah get for her invention? What does a patent stop people from doing?

Advanced/ Advanced High
What was one of Sarah E. Goode’s achievements? What does a patent do? Why did Sarah want to get a patent?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 2 • Week 5

African-American Inventors
Modeled Retelling
This is a folding bed. It is a bed that folds up to fit in a small space. It is similar to the one that Sarah E. Goode invented. Her cabinet bed helped people make more space in their homes. People could use the cabinet bed as a desk when it was folded up.

Guided Retelling
How would you describe Sarah E. Goode’s invention? Who would find it useful? What did Benjamin Banneker and Sarah E. Goode have in common?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does this bed do? What did Sarah E. Goode invent? What did the cabinet bed turn into?

Intermediate
What did Sarah E. Goode figure out? How did Sara’s cabinet bed become a desk? How did her invention help people?

Advanced/ Advanced High
What was Sarah E. Goode’s invention? What did the cabinet bed do? How were the achievements of Sarah E. Goode and Benjamin Banneker similar?

©Macmillan/McGraw-Hill CORBIS

3

Grade 2 • Unit 2 • Week 5

African-American Inventors
Modeled Retelling
This is George Washington Carver. People called him the Plant Doctor. He studied plants and helped farmers choose better crops to grow. He also discovered, or invented, many ways to use crops such as potatoes and peanuts. He made soap, coffee, and glue from sweet potatoes. He made peanut butter, ice cream, and shampoo from peanuts.

Guided Retelling
Who is this? How did he come up with his ideas? What are some of his inventions?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is this man’s name? Did George Washington Carver study plants or people? What is one thing he made from peanuts?

Intermediate
What did George Washington Carver study? How did he help farmers? What did he make from peanuts?

Advanced/ Advanced High
Why did people call George Washington Carver the Plant Doctor? What did he discover by studying plants? How did his work help people?

©Macmillan/McGraw-Hill Lars Klove/Getty Images, Inc.

4

Grade 2 • Unit 2 • Week 5

African-American Inventors
Modeled Retelling
Dr. Patricia Bath grew up in Harlem, New York. In medical school she decided to study eye diseases. She invented an instrument that removes cataracts. Cataracts are like clouds on the lens of the human eye. Cataracts can blind people. She has invented many other medical instruments that are used to care for people’s eyes.

Guided Retelling
What is shown here? Who grew up there? What did she invent? How did her inventions help people?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Where did Dr. Patricia Bath grow up? What did she study? What eye disease can blind people?

Intermediate
What did Dr. Patricia Bath study? What medical instrument did she invent? What do her inventions do?

Advanced/ Advanced High
What did Patricia Bath decide to do in medical school? What are cataracts? How has Dr. Patricia Bath’s work helped people?

©Macmillan/McGraw-Hill Time Life Pictures/Getty Images, Inc.

5

Grade 2 • Unit 2 • Week 5

African-American Inventors
Modeled Retelling
Some inventors are scientists, such as George Washington Carver and Dr. Patricia Bath. Other inventors, such as Sarah E. Goode and Benjamin Banneker, create things that make people’s lives easier.

Guided Retelling
Who is shown in this picture? What kinds of work did they do? How was their work useful to people in the past? How is it useful today?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who are these people? Did their inventions make life easier or harder? Which inventor is a scientist?

Intermediate
Who do you see in this picture? How did the inventions of Sarah E. Goode and Benjamin Banneker help people? How did George Washington Carver’s work help people?

Advanced/ Advanced High
What are the names of these inventors? How is the work of these inventors different from one another? How is the work of all these inventors the same?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 2 • Week 5

The Alvin Ailey Kids: Dancing As a Team
Modeled Retelling
This is Jasper and Whitney. They are two of the many kids who went to the Alvin Ailey dance school in 2004. They started studying dance when they were very young.

Guided Retelling
Who are the two children in the picture? Where did they go to school? What did they study?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What are the names of these kids? What is the name of their school? In what year did the kids go to the dance school?

Intermediate
Who is in the picture? What do Jasper and Whitney study? When did they start to study dance?

Advanced/ Advanced High
What do you see in the picture? How do the kids learn to dance? What did they do when they were very young?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 3 • Week 1

The Alvin Ailey Kids: Dancing As a Team
Modeled Retelling
This is Whitney’s ballet class. The girls are practicing for their performance. Teamwork is a big part of the dance. The girls dance together as a group. Everyone has to learn how to do the same steps at the same time.

Guided Retelling
What type of dance class is this? Why are the girls practicing together?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is in the class? What dance is this? Do the girls dance together or alone?

Intermediate
What kind of dance does Whitney study? What are the girls practicing for? What do the dancers have to learn?

Advanced/ Advanced High
Who do you see in the picture? What are the girls doing? Why is teamwork a big part of the girls’ ballet dance?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 3 • Week 1

The Alvin Ailey Kids: Dancing As a Team
Modeled Retelling
The girls are now taking a tap class. They are wearing special tap shoes that make a lot of tapping noise. The teacher is helping the girls practice for the performance. It is important that they remember the steps and stay together.

Guided Retelling
What type of dance class is this? What’s special about this type of dance? What is the teacher doing? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this Whitney’s tap class or ballet class? Do the tap shoes make noise or are they quiet? Who helps the girls practice?

Intermediate
What do the girls have to wear when they tap dance? Why are the shoes special? What do the girls need to remember?

Advanced/ Advanced High
What are the girls doing? How are the tap and ballet classes similar? How are they different?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 3 • Week 1

The Alvin Ailey Kids: Dancing As a Team
Modeled Retelling
This is Jasper’s favorite class, the capoeira class. Capoeira is a dance from Brazil. Dancers sing and clap in a circle and take turns dancing in the middle.

Guided Retelling
What type of dance class is this? How is the dance done?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What class is this? Where does capoeira dance come from? Where do the dancers sing and clap?

Intermediate
Who is in the picture? What country is capoeira from? What do the dancers take turns doing?

Advanced/ Advanced High
What kind of dance do the boys do? What do the dancers do in a circle? How do the boys work together to perform capoeira?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 3 • Week 1

The Alvin Ailey Kids: Dancing As a Team
Modeled Retelling
Here is the ballet class having a dress rehearsal. A dress rehearsal is the final practice before the performance. The dress rehearsal takes place on the same stage where the performance will take place. These girls are learning how to dance and move on the big stage.

Guided Retelling
What are these girls doing? What is a dress rehearsal? How is a dress rehearsal different from a performance?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What dance is this? Where are the girls? Is this the dress rehearsal or the performance?

Intermediate
What is the ballet class doing? Where is the dress rehearsal? What do the girls learn in the dress rehearsal?

Advanced/ Advanced High
What is happening in this picture? Why do you think the girls need to practice on the big stage? How is a dress rehearsal similar to a performance?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 3 • Week 1

The Alvin Ailey Kids: Dancing As a Team
Modeled Retelling
Performance day has finally come! This is the capoeira performance. All the students have worked so hard together. The students, their families, and their teachers are very proud of the great performance.

Guided Retelling
What is going on in this picture? What does it take to put together a great performance?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What day is this? What dance do they perform? Who worked hard?

Intermediate
What kind of performance is this? How do the students feel about their performance? Why do you think the students felt proud?

Advanced/ Advanced High
What are the kids doing? Why do you think the performance was so great? Why do you think everyone is so proud of it?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 3 • Week 1

Abuelo and the Three Bears
Modeled Retelling
This is Emilio and Abuelo, his grandfather, sitting on the front porch. They’re waiting for Emilio’s cousins to arrive for dinner. Emilio hopes they come soon. I think he’s excited to see them. Maybe he’s hungry too.

Guided Retelling
Who is Emilio talking to in the picture? Who are they waiting for? Why is Emilio excited?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is the boy’s name? Is he sitting with his grandfather or his grandmother? Where do they sit?

Intermediate
Who is sitting on the front porch? Who is coming to dinner? What does Emilio hope for?

Advanced/ Advanced High
What is Emilio doing? How does he feel? Why do you think Emilio calls his grandfather “Abuelo”?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 3 • Week 2

Abuelo and the Three Bears
Modeled Retelling
Abuelo is telling his grandson a story. The story is about three bears who live in the woods: Papá Bear, Mamá Bear, and little Osito. Mamá Bear is cooking frijoles, or beans, for breakfast. I think Papá Bear and Osito look like they’re hungry.

Guided Retelling
Can you point to Mamá bear? What is Mamá bear doing? Do you think Papá bear is hungry? Why do you think so?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who tells his grandson a story? Is the story about two bears or three bears? What is the name of the little bear?

Intermediate
What is Abuelo telling his grandson? What are the names of the bears? What is Mamá Bear cooking?

Advanced/ Advanced High
What is Abuelo’s story about? What is Mamá Bear cooking for breakfast? What do Papá Bear and Osito want to do?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 3 • Week 2

Abuelo and the Three Bears
Modeled Retelling
Papá Bear starts to eat the frijoles, but they are still too hot. He jumps out of his chair because the beans are so hot! The three bears have to let the frijoles cool. They decide to go out for a walk.

Guided Retelling
What are the bears eating? Why don’t the bears eat the frijoles? What do the bears decide to do?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who starts to eat the frijoles? Does Papá Bear eat the frijoles or not? Are the frijoles too hot or too cold?

Intermediate
What does Papá Bear do? What is wrong with the frijoles? What do the bears do while the frijoles cool?

Advanced/ Advanced High
What do you see in the picture? Why does Papá Bear jump? Why do the bears decide to go for a walk?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 3 • Week 2

Abuelo and the Three Bears
Modeled Retelling
Trencitas is walking to visit her friend, Osito. She has long black braids. Emilio thinks the girl in this story should have blond hair and be called Goldilocks. But this is Abuelo’s story.

Guided Retelling
What is the girl’s name in this picture? Who is Trencitas going to visit? Why does Emilio think Trencitas should have blond hair and be called Goldilocks?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is the girl’s name? What is the name of her friend? Does Trencitas have blonde hair or black hair?

Intermediate
Who is in the picture? Where is Trencitas going? What does her hair look like?

Advanced/ Advanced High
What is Trencitas doing? What does Emilio think about her? Why isn’t Trencitas called Goldilocks?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 3 • Week 2

Abuelo and the Three Bears
Modeled Retelling
Trencitas arrives at Osito’s house. She notices the three bowls of beans. The little bowl is not too hot or too cold. It is just right. Trencitas finishes all the beans in the little bowl. She sits in the little chair. It is very comfortable, but it breaks.

Guided Retelling
What does Trencitas find on the bears’ table? Why does she eat the beans in the little bowl? What happens to Osito’s chair?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who arrives at Osito’s house? Does Trencitas eat all the beans in the big bowl or the little bowl? Which chair does Trencitas break?

Intermediate
What is on the table? Is the little bowl of beans too hot, too cold, or just right? What happens when Trencitas sits in the little chair?

Advanced/ Advanced High
What does Trencitas notice at Osito’s house? What does Trencitas do with the beans in the little bowl? After she finishes the beans, what does Trencitas do?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 3 • Week 2

Abuelo and the Three Bears
Modeled Retelling
The bears come home. They notice that someone has eaten their breakfast. Osito is looking at his little bowl. There’s only one single bean left. The bears also notice that someone has sat in their chairs. Look at Osito’s broken chair all over the floor.

Guided Retelling
What do the bears find when they come home? Do you think Mamá and Papá bear notice only Osito’s breakfast has been eaten and his chair broken?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who comes home? Who ate Osito’s breakfast? Whose chair is broken?

Intermediate
What do the bears notice? What is Osito looking at in the picture? What do the bears notice about their chairs?

Advanced/ Advanced High
What do the bears notice about their breakfast? What is left in Osito’s bowl? What else do the three bears see in their home?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 3 • Week 2

Abuelo and the Three Bears
Modeled Retelling
Mamá Bear and Papá Bear notice that someone has been sleeping in their beds. Osito finds Trencitas sleeping in his bed! He wakes her up and they laugh together.

Guided Retelling
Can you point to who is sleeping in Osito’s bed? Why do you think Trencitas goes to sleep in Osito’s bed? What do you think Osito and Trencitas laugh about?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is sleeping in Osito’s bed? Does Osito wake Trencitas or let her sleep? Does Trencitas laugh or cry?

Intermediate
What do Mamá Bear and Papá Bear notice? Where is Trencitas? Why do you think Osito wakes Trencitas up?

Advanced/ Advanced High
What did Trencitas do before she fell asleep in Osito’s bed? What happens when the bears come home? Why do you think the two friends laugh?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 3 • Week 2

Abuelo and the Three Bears
Modeled Retelling
The three bears walk Trencitas home. Trencitas invites them to eat with her family. Her parents, grandparents, uncles, aunts, and cousins are all there. The bears waited a long time to eat, but it looks like they are having a delicious meal and lots of fun.

Guided Retelling
Who are the bears sharing a delicious meal with? Can you point out Trencitas and the three bears? Do you think the bears are having lots of fun? Why do you think so?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Whose house is this? Who shares the meal with Trencitas’s family? Is the meal delicious or not delicious?

Intermediate
Who is at Trencitas’s home? What do the bears do there? How long did the bears wait to eat?

Advanced/ Advanced High
What did Trencitas invite the bears to do? What do you see in the picture? Why do you think Abuelo told Emilio this story?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 3 • Week 2

Click, Clack, Moo: Cows That Type
Modeled Retelling
This is Farmer Brown. I don’t think he looks very happy. His cows have an old typewriter. They are typing in the barn. I think the cows might be typing a letter.

Guided Retelling
Who is this? What do his cows like to do? What do you think the cows are typing?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this man a farmer or a cow?What is the man’s name? Who has an old typewriter?

Intermediate
Where are the cows? What do the cows have? What are the cows doing?

Advanced/ Advanced High
Why isn’t Farmer Brown happy? What sounds do typewriters make? What is funny about cows typing a letter?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 3 • Week 4

Dear Farmer Brown, The barn is very cold at night. We’d like some electric blankets. Sincerely, The Cows

Click, Clack, Moo: Cows That Type
Modeled Retelling
Farmer Brown will not give the cows electric blankets. So the cows have gone on strike. They won’t give Farmer Brown any milk. I think that will make Farmer Brown mad.

Guided Retelling
What are the cows doing? Did Farmer Brown agree to give them electric blankets? What do you think the cows are going to tell Farmer Brown?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
How many cows do you see? Who does not give them electric blankets? Do the cows give Farmer Brown milk?

Intermediate
Who wrote this note? Why do the cows stop giving Farmer Brown their milk? Whose shadow do you see?

Advanced/ Advanced High
What do you see in the picture? Why do the cows go on strike? How do you think Farmer Brown feels?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 3 • Week 4

Sorry. We’re closed. No milk today.

Click, Clack, Moo: Cows That Type
Modeled Retelling
Farmer Brown will not give the cows electric blankets. So the cows have gone on strike. They won’t give Farmer Brown any milk. I think that will make Farmer Brown mad.

Guided Retelling
What are the cows doing? Did Farmer Brown agree to give them electric blankets? What do you think the cows are going to tell Farmer Brown?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
How many cows do you see? Who does not give them electric blankets? Do the cows give Farmer Brown milk?

Intermediate
Who wrote this note? Why do the cows stop giving Farmer Brown their milk? Whose shadow do you see?

Advanced/ Advanced High
What do you see in the picture? Why do the cows go on strike? How do think Farmer Brown feels now?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 3 • Week 4

Click, Clack, Moo: Cows That Type
Modeled Retelling
The cows use their hooves to type. They must be typing another note. Farmer Brown still does not agree to give them electric blankets. I wonder what the cows want now.

Guided Retelling
What does the sign say? Why won’t the cows give Farmer Brown any milk? Do you think he will be mad?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is in the picture? Do the cows use their hooves or their hands? What is name of the machine in the picture?

Intermediate
Why do you think the cows are looking at the typewriter? Why are they typing another note? How do cows type on a typewriter?

Advanced/ Advanced High
What do you think causes the cows to type again? What do you think they are writing? How will Farmer Brown feel?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 3 • Week 4

Click, Clack, Moo: Cows That Type
Modeled Retelling
The cows use their hooves to type. They must be typing another note. Farmer Brown still does not agree to give them electric blankets. I wonder what the cows want now.

Guided Retelling
What does the sign say? Why won’t the cows give Farmer Brown any milk? Do you think he will be mad?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is in the picture? Do the cows use their hooves or their hands? What is the name of the machine in the picture?

Intermediate
Why do you think the cows are looking at the typewriter? Why are they typing another note? How do cows type on a typewriter?

Advanced/ Advanced High
What do you think causes the cows to type again? What do you think they are writing? How will Farmer Brown feel?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 3 • Week 4

Click, Clack, Moo: Cows That Type
Modeled Retelling
I think Farmer Brown is furious. He types a letter to the cows and hens. He says that he will not give them electric blankets. He also demands their milk and eggs. I think the cows and hens will be mad.

Guided Retelling
What is Farmer Brown doing? What does his letter say? Do you think the cows and hens will be mad?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is typing? Is Farmer Brown happy or furious? Does he want milk or eggs from the cows?

Intermediate
How is Farmer Brown feeling? What does Farmer Brown demand? What do you think the cows and hens will do about Farmer Brown’s letter?

Advanced/ Advanced High
What causes Farmer Brown to write his own letter? What does he demand in his letter? How do you think the animals will respond?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 3 • Week 4

Click, Clack, Moo: Cows That Type
Modeled Retelling
The cows and hens trade their typewriter for electric blankets. The animals look like they are warm and sleeping well. I think they must be happy with the trade.

Guided Retelling
What do the cows and hens have? How did they get these things? How does that make them feel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What do the cows trade? Who has electric blankets now? Do the cows and hens look warm or cold?

Intermediate
What are the cows and hens doing? How did the animals get the electric blankets? How do the cows and hens look?

Advanced/ Advanced High
What is happening in the picture? What caused Mr. Brown to give the animals electric blankets? What do you think about this trade?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 3 • Week 4

Click, Clack, Moo: Cows That Type
Modeled Retelling
Duck was supposed to take the typewriter to Farmer Brown. Instead, Duck types a note. The ducks want a diving board for their pond.

Guided Retelling
What was the duck supposed to do? What does he do instead? What does he ask Farmer Brown for?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who did not give Farmer Brown the typewriter? What does Duck type? What do the ducks want?

Intermediate
Who was supposed to give Farmer Brown the typewriter? What are the ducks doing? What do they want Farmer Brown to give them?

Advanced/ Advanced High
Why didn’t Duck give Farmer Brown the typewriter? What do the ducks ask for in their note? What do you think Farmer Brown will do when he gets the note?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 3 • Week 4

Stirring Up Memories
Modeled Retelling
This is Pam Muñoz Ryan at one of her childhood birthday parties. Pam is now grown up and an author. Photos are a great way to stir up memories. They help us remember special times. Photos can also give authors ideas for stories.

Guided Retelling
Who is shown in this picture? How do photos help an author?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is this girl? Is Pam a young girl or an author in the picture? Is Pam an author or a young girl now?

Intermediate
What is Pam doing in the picture? What is Pam now? Why do you think she likes looking at old photos of herself?

Advanced/ Advanced High
What is happening in this picture? How do you think photos stir up memories? How do you think photos help Pam?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 3 • Week 5

Stirring Up Memories
Modeled Retelling
I can tell that Pam grew up in a large family. I see many children in this picture and remember that Pam is one of 23 cousins. Pam liked to pretend that she and her cousins were in the circus or jungle. She says that this was like creating stories.

Guided Retelling
What might this picture tell you about the author’s family? Does the picture tell you anything about where Pam grew up?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Whose family is this? How many cousins does Pam have? Is it a large family or a small family?

Intermediate
Who is in this picture? What does the picture tell you about Pam’s family? What did Pam and her cousins do?

Advanced/ Advanced High
How would you describe this family? What did Pam like to do with her cousins? Why is pretending like creating a story?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 3 • Week 5

Stirring Up Memories
Modeled Retelling
Pam is in a school. She is visiting a group of students. The author talks to students about how she gets her ideas for stories and about being a writer.

Guided Retelling
Where is Pam in this picture? How can you tell? What might the author talk to the students about?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Which person is Pam? Who is Pam visiting? Where are Pam and the students?

Intermediate
Who is in this picture? How can you tell Pam is in a classroom? What does she talk about with students?

Advanced/ Advanced High
What is happening in the picture? Why do you think Pam is invited to schools to talk about writing? How do you think Pam feels about her visits to schools?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 3 • Week 5

Stirring Up Memories
Modeled Retelling
The picture on the left shows Pam’s grandmother holding her when she was a baby. The picture on the right shows the grandmother in Pam’s story “Mice and Beans.” The title of the story comes from the food rice and beans, which Pam’s grandmother often cooked.

Guided Retelling
Who is shown in the picture on the left? Who is in the picture on the right? How did Pam’s family and the food they ate work their way into Pam’s writing?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is holding Pam when she was a baby? What is the name of Pam’s story? Who is the character in the story?

Intermediate
Who do you see in the picture on the left? Who do you see in the picture from Pam’s story? What is Pam’s story about?

Advanced/ Advanced High
How are the two pictures alike? Why do you think Pam titled her story “Mice and Beans?” How do you think Pam’s real life helped her write her story?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 3 • Week 5

Stirring Up Memories
Modeled Retelling
This is a picture of Pam’s son Tyler. Pam has organized a party to celebrate Tyler’s birthday. The grandmother in Pam’s story “Mice and Beans” organizes a birthday party for her youngest grandchild.

Guided Retelling
What do you see in this picture? How is this party similar to the ones Pam went to as a child?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is having a birthday in the picture? Is Tyler Pam’s son or Pam’s grandchild? Who has a birthday in Pam’s story?

Intermediate
What has Pam organized? What does the grandmother in the story “Mice and Beans” organize? What two children are having birthday parties?

Advanced/ Advanced High
How is this party similar to the ones Pam went to as a child? How are they different? How do you think Pam’s real life gave her ideas for her story?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 3 • Week 5

Stirring Up Memories
Modeled Retelling
This is Pam Muñoz Ryan at her desk at home. This is where she writes her stories. Pam explains how authors use both their memories and imagination to write.

Guided Retelling
Who is in this picture? What does Pam use to help write her books?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is this woman’s name? Where is Pam? What does she do at her desk?

Intermediate
Who is sitting at her desk? What does Pam do there? What two things do authors use to create stories?

Advanced/ Advanced High
What can you tell about Pam from this picture? What do you see on Pam’s desk? What does Pam think authors need to create stories?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 3 • Week 5

Head, Body, Legs: A Story from Liberia
Modeled Retelling
Look at Head. He is all alone. He has no legs, arms, or body. He can only eat what he finds on the ground. He dreams about the sweet cherries high up on the tree.

Guided Retelling
Who is this? Why is he alone? What does he dream about?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this Head or Legs? Is Head alone or with a friend? What can Head do?

Intermediate
What is Head missing? What does Head eat? What does Head dream about?

Advanced/ Advanced High
What can’t Head do? What body parts does Head need? Why does Head dream of the sweet cherries high up on the tree?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 4 • Week 1

Head, Body, Legs: A Story from Liberia
Modeled Retelling
One day, Head sees Arms. But Arms can’t see Head because Arms don’t have eyes. I think Head and Arms should work together.

Guided Retelling
Who does Head meet? What does Arms not have? How can they work together?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who does Head see? What do Arms need to see? Who should work together?

Intermediate
Who does Head talk to? Why can’t Arms see Head? What should Head do?

Advanced/ Advanced High
Who is in the picture? What is Arms’ problem? How can Head solve Arms’ problem?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 4 • Week 1

Head, Body, Legs: A Story from Liberia
Modeled Retelling
Head has an idea. He wants to work together with Arms. Arms agree and attach themselves to Head above the ears. Now Arms and Head have eyes for seeing and hands for picking food to eat. I think working together was a great idea!

Guided Retelling
Why do you think Head and Arms want to work together?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who wants to work with Arms? Who works with Head now? What can Arms and Head pick up?

Intermediate
What is Head’s idea? What do Head and Arms do? What can they do now that they are attached?

Advanced/ Advanced High
What do Head and Arms agree to do? Why do they agree to help each other? Where does Arms attach themselves to Head?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 4 • Week 1

Head, Body, Legs: A Story from Liberia
Modeled Retelling
Body lands on Head and Arms, because he cannot see them. Body almost squashes them. I think Head, Arms, and Body should work together.

Guided Retelling
Who do Head and Arms meet? What happens when they meet?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who comes? Where does Body land? Who should work together?

Intermediate
Why did Body land on top of Head and Arms? What does Body need? How can Head and Arms help Body?

Advanced/ Advanced High
What does Body look like? Why does Body almost squash Head and Arms? What do you think Head and Arms will ask Body?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 4 • Week 1

Head, Body, Legs: A Story from Liberia
Modeled Retelling
Now Head, Arms, and Body have joined together. They swim across the river to get to the mango tree. They cannot reach the mangoes because the fruit is too high in the tree. Then they meet Legs.

Guided Retelling
What do Head, Arms, and Body try to pick from the tree? Who do they meet next? Do you think Legs can help?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who join together? Where do they swim? What fruit do they want?

Intermediate
Where do Head, Arms, and Body swim after they join together? Why can’t they reach the mangoes? Who do they meet next?

Advanced/ Advanced High
What do you notice about how Head, Arms, and Body are attached? What are they doing now that they are attached? How can Legs help them reach the mangoes?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 4 • Week 1

Head, Body, Legs: A Story from Liberia
Modeled Retelling
Head, Body, Arms, and Legs try to join together. But they still cannot reach the mangoes. I think they need to join together in different places.

Guided Retelling
Why do you think Head, Body, Arms, and Legs can’t reach the mangoes? What should they do?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who joins Head, Body, and Arms? Do Arms grab Legs or mangoes? Does Legs attach in the correct place or the incorrect place?

Intermediate
Who does Legs join? What do they try to do? Why can’t they do it?

Advanced/ Advanced High
How are the parts attached to each other? What is their problem? How can they solve it?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 4 • Week 1

Head, Body, Legs: A Story from Liberia
Modeled Retelling
Finally, everyone is in the right place. Legs are tiptoeing. Body is stretching up. Arms are reaching out to pick a mango. Head takes a bite of the mango. I call this teamwork!

Guided Retelling
Why do you think Head, Body, Arms, and Legs are able to pick the mango from the tree?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is everyone in the right place or the wrong place? What can they reach? Who takes a bite of mango?

Intermediate
What is Legs doing? What is Body doing? What does Head finally do?

Advanced/ Advanced High
How did everyone get in the right place? How does each body part help the others? What happens because of their teamwork?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 4 • Week 1

Head, Body, Legs: A Story from Liberia
Modeled Retelling
Look at the entire body sitting under the sun, full from eating so many delicious mangoes! Don’t you think this is perfect?

Guided Retelling
Tell what you learned from this story.

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who sits under the sun? What did the entire body eat? Is the entire body full or not full of mangoes?

Intermediate
Where is the entire body? Why is the entire body full now? How does the entire body feel now?

Advanced/ Advanced High
What do you see in the picture? How did the entire body come together? Why is this perfect?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 4 • Week 1

Officer Buckle and Gloria
Modeled Retelling
Officer Buckle knows many safety tips. He tells Mrs. Toppel, the principal at Napville School, not to stand on a swivel chair. But she doesn’t hear him. He shares his tips with students, too, but they never listen.

Guided Retelling
Who is this? What does he do? Does anyone listen to him?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is the man in the picture? Where is Officer Buckle? Who does not listen to Officer Buckle?

Intermediate
Where does this scene take place? What does Officer Buckle share with students? What is Mrs. Toppel doing?

Advanced/ Advanced High
Why is there a policeman in the school? What safety tip does Officer Buckle tell Mrs. Toppel? What accidents do you see happening here?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 4 • Week 2

Officer Buckle and Gloria
Modeled Retelling
Officer Buckle now has a police dog named Gloria. She goes with Officer Buckle to give the safety speech. Gloria acts out whatever Officer Buckle describes. The students look like they are paying attention now.

Guided Retelling
Who is working with Officer Buckle? What type of animal is Gloria? What does Gloria do during the presentation? How do the students react?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is with Officer Buckle now? Is Gloria a dog or a person? Who pays attention now?

Intermediate
Where is Officer Buckle now? What is Gloria doing during the speech? What are the students doing?

Advanced/ Advanced High
Who do you see in the picture? What is unusual about Gloria? How do you think the students feel?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 4 • Week 2

Officer Buckle and Gloria
Modeled Retelling
Officer Buckle is talking about safety. He tells the students to always clean up spills before someone slips and falls. Gloria is standing on her head! She is acting out an accident. I don’t think Officer Buckle knows what Gloria is doing. When he turns around to look at Gloria, she stops.

Guided Retelling
What is Gloria doing? Why? What are the students doing?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who tells the students an important safety tip? Who do the students watch? Does Gloria stand on her head or does Gloria slip and fall?

Intermediate
Why is Gloria standing on her head? What is Officer Buckle doing? How do the students feel about the safety speech now?

Advanced/ Advanced High
How can you tell that the students like Gloria? Why doesn’t Officer Buckle know what Gloria is doing? What do you think Officer Buckle thinks Gloria is doing?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 4 • Week 2

Officer Buckle and Gloria
Modeled Retelling
Officer Buckle opens an enormous envelope of thank-you letters. The children at Napville School thank Officer Buckle and Gloria for coming to their school. They draw Gloria on their letters.

Guided Retelling
What has Officer Buckle received? Describe what the students have given him. Who did they draw a picture of?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who wrote the thankyou letters? Who opens the enormous envelope of letters? Whose picture is on each letter?

Intermediate
What do the students of Napville School send Officer Buckle and Gloria? Who do they draw on their letters? How do you think Officer Buckle feels about getting the letters?

Advanced/ Advanced High
What is happening in this scene? Why did the students draw Gloria on all their letters? How do you think Officer Buckle and Gloria feel about the students’ letters?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 4 • Week 2

Officer Buckle and Gloria
Modeled Retelling
Officer Buckle watches himself on the television news. He must see what Gloria is doing, because he looks very surprised. He spills popcorn and milk everywhere.

Guided Retelling
What is Officer Buckle doing? Why does he look so surprised?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who watches the news? Does Officer Buckle look happy or surprised? Does Gloria look happy or unhappy?

Intermediate
What does Officer Buckle watch on the television news? How can you tell what he is watching? How do you think Gloria feels now?

Advanced/ Advanced High
What are Officer Buckle and Gloria doing? How can you tell from the illustration that he is surprised by what he sees on the news? Why is Gloria worried?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 4 • Week 2

Officer Buckle and Gloria
Modeled Retelling
Officer Buckle believes no one pays attention to him. Gloria goes to give the safety speech alone. She looks lonely in the picture. She falls asleep. The students of Napville School fall asleep, too!

Guided Retelling
Why is Gloria alone? How does she look? What are the students doing? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does Gloria give the safety speech alone or with Officer Buckle? Who is lonely? Who falls asleep?

Intermediate
Why doesn’t Officer Buckle give the safety speech? How does Gloria feel now? Why do you think everyone falls asleep?

Advanced/ Advanced High
Why does Officer Buckle think that no one pays attention to him? How is the safety speech different now? How would you describe this scene?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 4 • Week 2

Officer Buckle and Gloria
Modeled Retelling
There is a big accident at Napville School! It starts when students slip on a puddle of banana pudding. They knock Mrs. Toppel, the principal, off her swivel chair. Her hammer flies into the air. I think someone could get hurt.

Guided Retelling
What has happened at Napville School? How did it start? What do you think will happen?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this a big accident or a small accident? What makes the students slip? What flies into the air?

Intermediate
What starts this accident? Who do the students knock over? What was Mrs. Toppel doing before she fell?

Advanced/ Advanced High
How would you describe the accident? What safety tips could have prevented this accident? How may someone get hurt?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 4 • Week 2

Officer Buckle and Gloria
Modeled Retelling
Officer Buckle learns about the accident. Officer Buckle and Gloria are back together again! They present their safety tips, and all the students clap. Then Officer Buckle thinks of his best safety tip yet: “ALWAYS STICK WITH YOUR BUDDY!” I think everyone will be safer now.

Guided Retelling
Are Officer Buckle and Gloria working together? Why? How do the students react? What do you think will change at Napville School now that Officer Buckle and Gloria are back together?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does Officer Buckle learn about? Who are back together again? Who claps?

Intermediate
What are Officer Buckle and Gloria doing again? How can you tell that they are happy now? What is Officer Buckle’s best safety tip?

Advanced/ Advanced High
How does everyone feel now? Why is it a good safety tip to stick with your buddy? What may happen at Napville School now?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 4 • Week 2

A Harbor Seal Pup Grows Up
Modeled Retelling
This is Sidney and her mother. They are harbor seals. Sidney is a young pup. She is only 2 weeks old.

Guided Retelling
Who is in this picture? What type of animal are they? Is Sidney young or old?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is the pup young or old? What is the young seal pup’s name? Who is with Sidney?

Intermediate
What type of animal do you see? Which harbor seal is Sidney? How old is Sidney?

Advanced/ Advanced High
Where are the seals? How is Sidney different from her mother? Why does Sidney stay close to her?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 4 • Week 4

A Harbor Seal Pup Grows Up
Modeled Retelling
Sidney’s mother has gone into the water to find food. Sidney stays on shore. Her mother does not come back for days. Sidney is all alone and has not been fed. People come to rescue her.

Guided Retelling
Where is Sidney’s mother? What has happened to her? What happens to Sidney?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is this? Is Sidney alone or with her mother? Who comes to rescue Sidney?

Intermediate
Why did Sidney’s mother go into the water? What did Sidney do? Why do people come to rescue Sidney?

Advanced/ Advanced High
Why is Sidney alone? Why can’t Sidney go into the water? Why do you think people needed to rescue Sidney?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 4 • Week 4

A Harbor Seal Pup Grows Up
Modeled Retelling
Sidney is taken to a sea mammal center. A scientist named Peter takes care of her. Sidney is young and very thin. She is probably very weak from hunger.

Guided Retelling
Where is Sidney? Who takes care of her? What is wrong with Sidney?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this Sidney or her mother? What is happening to Sidney? Is Sidney weak or strong now?

Intermediate
Where did the people take Sidney? How does Sidney look in the picture? Why is Sidney weak and hungry?

Advanced/ Advanced High
How would you describe Sidney now? Why do you think a scientist is taking care of Sidney? What do you think happens at a sea mammal center?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 4 • Week 4

A Harbor Seal Pup Grows Up
Modeled Retelling
Sidney is now healthy. She plays in the water. One day she starts eating fish. That means she is growing up.

Guided Retelling
What does Sidney do? What does she eat?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is Sidney healthy or sick? Where does Sidney play? What food does Sidney eat?

Intermediate
What does Sidney do in the water? What has Sidney started to eat? What does this mean?

Advanced/ Advanced High
How does playing in the water help Sidney? Why does eating fish mean Sidney is growing up? What do you think the scientists will do with Sidney next?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 4 • Week 4

A Harbor Seal Pup Grows Up
Modeled Retelling
It is time for Sidney to go home. She is big enough to go back to the ocean. Peter puts her in a carrying case to bring her on the boat. The smell of the ocean water makes Sidney excited.

Guided Retelling
Why is Sidney in a cage? Who is with her? Is she big enough to go home? Do you think she wants to go home?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is in a carrying case? Where is Sidney going? What makes Sidney excited?

Intermediate
Who is in the boat? What is Peter doing? How does Sidney feel about going home to the ocean?

Advanced/ Advanced High
What is happening in this scene? Why is Sidney going back home to the ocean? Why do you think Sidney is excited to smell the ocean water?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 4 • Week 4

A Harbor Seal Pup Grows Up
Modeled Retelling
Sidney is back in the ocean. She looks happy because she is home!

Guided Retelling
Where is Sidney now? Why is Sidney happy?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Where is Sidney’s home? Who is back in the ocean? Is Sidney happy or sad?

Intermediate
How does Sidney feel now? Who will she find in her ocean home? What will she eat there?

Advanced/ Advanced High
How does Sidney look now? Why is the ocean a good place for Sidney to be? How will Sidney get food there?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 4 • Week 4

Mice and Beans
Modeled Retelling
This is Rosa María. She’s planning a birthday party for her youngest grandchild, Catalina. She’s writing down a very long menu for the party. She doesn’t notice the mice in the picture. I can tell that this story is a fantasy because mice don’t wear clothes in real life. Mice also do not read.

Guided Retelling
Who is this? What is she doing? What else do you see? What are the mice doing? Is this story fantasy or reality? How can you tell?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is the woman’s name? What is Rosa María planning? Are these real mice or fantasy mice?

Intermediate
Who is Rosa María planning a birthday party for? What is she writing down? How do you know this story is a fantasy?

Advanced/ Advanced High
How does Rosa María plan the party? Why is the menu so long? How are the mice in the picture different from real mice?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 4 • Week 5

Mice and Beans
Modeled Retelling
On Tuesday Rosa María goes to the market. She buys lots of food for the party, including rice and beans. She also buys a piñata and candy! On her way home she stops to order the birthday cake.

Guided Retelling
Where did Rosa María go on Tuesday? What did she buy?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Where does Rosa María go? What does she use to carry the food? What food does Rosa María see in the window?

Intermediate
What is Rosa María doing now? What food does Rosa María buy? What is the special thing she buys that is not food?

Advanced/ Advanced High
What does Rosa María do on Tuesday to get ready for the birthday party? What is she doing in this picture? Who else is in the picture with her?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 4 • Week 5

Mice and Beans
Modeled Retelling
On Wednesday Rosa María starts preparing the food for the party. She notices the piñata is missing some feathers. She decides this isn’t a problem. After dinner she checks the mousetrap, but it’s gone. She thinks she forgot to put out the mousetrap.

Guided Retelling
What is Rosa María doing? What does she notice about the piñata? Where do you think the mousetrap has gone?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does Rosa María prepare? What is missing some feathers? What is gone?

Intermediate
What does Rosa María start preparing on Wednesday? What is missing from the piñata? What do you think happened to the mousetrap?

Advanced/ Advanced High
What do you see in this picture? Why do you think the piñata is missing feathers? Why do you think the mouse is watching Rosa María?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 4 • Week 5

Mice and Beans
Modeled Retelling
Rosa María has been preparing for the party all week. She thinks everything is finished and ready. But the mice discover that she has forgotten to fill the piñata with candy, or dulces in Spanish. If there are no treats, nothing will fall out of the piñata.

Guided Retelling
What is wrong with the piñata? What do you think the mice will do? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What has Rosa María been preparing for all week? Is there candy or no candy in the piñata? Who is looking at the candy?

Intermediate
What does Rosa María think now? What do the mice discover? How do you think the mice will help?

Advanced/ Advanced High
What is Rosa María thinking? What will happen if there is no candy in the piñata? What do you think the mice will do to help Rosa María?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 4 • Week 5

Mice and Beans
Modeled Retelling
The mice have built a tower to reach the piñata. They are filling the piñata with candy! I think Rosa María will be very happy that her piñata is full.

Guided Retelling
What are the mice doing? How did they get up there? How do you think Rosa María will feel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What did the mice build? What can they reach when they climb up the tower? Who fills the piñata with candy?

Intermediate
What did the mice use to make their tower? How do the mice get the candy into the piñata? What do you think Rosa María will do when she sees that the piñata is full?

Advanced/ Advanced High
How do the mice build their tower? Why do you think the mice are helping Rosa María? How can you tell that this is a fantasy story?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 4 • Week 5

Mice and Beans
Modeled Retelling
Little Catalina swings the stick at the piñata. It breaks open and candy falls everywhere! Rosa María is puzzled because she doesn’t remember filling the piñata with candy.

Guided Retelling
What is going on in this picture? How did the treats get there? Why is Rosa María puzzled?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does Catalina swing? What falls everywhere? Who is puzzled?

Intermediate
What does Catalina do? What happens after the piñata breaks? How is Rosa María feeling now?

Advanced/ Advanced High
What is happening now? Why is Rosa María puzzled when candy falls out of the piñata? How is this scene like real life?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 4 • Week 5

Mice and Beans
Modeled Retelling
Rosa María cleans up after her party. She sees candy wrappers outside a mouse hole. I think she has figured out that the mice filled the piñata.

Guided Retelling
What is Rosa María doing? What does she find? Do you think she has figured out who filled the piñata?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this before or after the party? Who cleans up? What does Rosa María find?

Intermediate
What does Rosa María find after the party? Where does she find the candy wrappers? Who do you think put the candy wrappers outside the mouse hole?

Advanced/ Advanced High
What is happening in this scene? What do you think the mice did? What do you think Rosa María will do next?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 4 • Week 5

Mice and Beans
Modeled Retelling
The mice are having a party! I see many things that they have taken from Rosa María. I think it’s nice that Rosa María leaves them cake because they filled her piñata for her.

Guided Retelling
What are the mice doing? Can you find the things that they took from Rosa María? What did she leave for them?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is having a party? Who leaves cake for the mice? Where is the mousetrap?

Intermediate
Where are the mice? Why do you think Rosa María gives the mice cake? Why will Rosa María stop setting mousetraps now?

Advanced/ Advanced High
What is happening in this scene? How do you think Rosa María feels about mice living in her house now? Can you name some of the things the mice have taken from Rosa María?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 4 • Week 5

The Tiny Seed
Modeled Retelling
This is a story about a tiny flower seed that travels with other seeds. A strong wind blows the seeds far away. One seed falls on a mountaintop and cannot grow in the ice. The tiny seed keeps going.

Guided Retelling
What is this story about? What is the tiny seed doing? What happens to one of the seeds?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does tiny mean very small or very big? Who is traveling with the other seeds? What falls on a mountaintop?

Intermediate
What blows the seeds far away? Where does one of the seeds fall? What does the tiny seed do?

Advanced/ Advanced High
What is happening in this picture? What moves the seeds? Why can’t the seed on the mountaintop grow?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 5 • Week 1

The Tiny Seed
Modeled Retelling
The seeds fly over the ocean. One of the larger seeds falls into the ocean and drowns. Now it cannot grow. The tiny seed does not fall into the ocean. It does not go as high as the others, but it keeps going.

Guided Retelling
What happens to one of the larger seeds? Will it be able to grow now? What happens to the tiny seed?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Where does one of the larger seeds fall? Does the seed in the ocean grow or drown? Does the tiny seed go high or low?

Intermediate
Where do the seeds fly now? Why does the larger seed drown? What does the tiny seed do?

Advanced/ Advanced High
What do you see in this picture? How does one of the larger seeds drown? Can you describe how the tiny seed is traveling?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 5 • Week 1

The Tiny Seed
Modeled Retelling
A larger seed falls onto the desert. It is too hot and dry for the seed to grow. The tiny seed is flying very low. I hope it will land somewhere it can grow.

Guided Retelling
What happens to a larger seed? Will it be able to grow?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Where does a larger seed fall? Is the desert hot or cold? Is the desert dry or wet?

Intermediate
Where has one of the larger seeds fallen? Why can’t the seed grow in the desert? What happens to the tiny seed?

Advanced/ Advanced High
What do you see in this picture? Why can’t the larger seed grow into a plant? What do you think will happen to the tiny seed?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 5 • Week 1

The Tiny Seed
Modeled Retelling
The wind stops and all the seeds fall gently to the ground. A bird comes and eats one of the bigger seeds. But the bird does not see the tiny seed. I think the seed is too small for the bird to notice it.

Guided Retelling
What is this bird doing? Does the tiny seed get eaten? Why not?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Where do the seeds fall? What eats one of the seeds? Does the bird eat the tiny seed?

Intermediate
Why are the seeds on the ground? What happens to one of the bigger seeds? Why do you think the bird does not eat the tiny seed?

Advanced/ Advanced High
How would you describe the bird? What happens to the seeds now? How is the tiny seed saved from the bird?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 5 • Week 1

The Tiny Seed
Modeled Retelling
It is now spring and the seeds are growing into plants. One of the new plants can’t grow because a big weed takes all its sunlight and water. The tiny seed finally starts to grow into a tiny plant. The other plants are much bigger than the tiny plant.

Guided Retelling
What season is it now? What has happened to the tiny seed?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is it winter or spring? Is the tiny seed a big plant or a tiny plant now? Are the other plants bigger or smaller than the tiny plant?

Intermediate
What has happened to the seeds? Why can’t the new plant grow next to the big weed? What does the tiny seed do?

Advanced/ Advanced High
Why have the seeds started to grow? Why can’t one of the new plants grow? What do you think will happen to the tiny plant?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 5 • Week 1

The Tiny Seed
Modeled Retelling
One of the larger seeds has grown into a flower. A boy picks the flower to give to a friend. The tiny plant does not get picked, so I think it will continue to grow.

Guided Retelling
What has one of the larger seeds grown into? What has happened to it? Does someone pick the tiny plant? Why not?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What grew into a flower? Who picks the flower? Who will the boy give the flower to?

Intermediate
What happened to one of the larger seeds? What happens to the flower? What happens to the tiny plant?

Advanced/ Advanced High
What do you see in this scene? Why does the flower get picked? Why do you think the tiny plant does not get picked?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 5 • Week 1

The Tiny Seed
Modeled Retelling
The tiny plant has been left alone. The sun shines on it and the rain waters it. It grows taller and taller. It has grown into a giant flower! It is taller than people. It is taller than trees and houses. People come from far away to see the giant flower.

Guided Retelling
What has the tiny plant grown into? How has that happened? Who comes to see the giant flower?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Has the tiny plant grown into a tiny flower or a giant flower? What waters the flower? Who comes to see the flower?

Intermediate
Why did the tiny seed grow taller and taller? How tall is the flower? What happens to the giant flower?

Advanced/ Advanced High
What makes the tiny seed able to grow into a giant flower? How would you describe the flower? Why do you think the people are interested in it?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 5 • Week 1

The Tiny Seed
Modeled Retelling
Fall has come, and the big flower loses all its petals. The flower’s seeds blow away in the wind. This is what happened to the tiny seed in the beginning of the story. Now the seeds will travel and become plants.

Guided Retelling
What season is it now? What does that mean for the flower? Where are the seeds going? What do you think will happen to them?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is it summer or fall? What does the flower lose? What blows the seeds away?

Intermediate
When does the giant flower lose its petals? What happens to its seeds? What do you think will happen to these seeds next?

Advanced/ Advanced High
What happens to the giant flower in fall? What will happen to the seeds that blow away from the flower? How is the end of the story like the beginning of the story?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 5 • Week 1

The Ugly Vegetables
Modeled Retelling
The girl and her mother are planting their garden with large shovels. Their neighbors plant their gardens with small shovels that fit in their hands. The girl and her mother need large shovels because their garden needs more digging.

Guided Retelling
What are the girl and her mother doing? What are they using?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What are the girl and her mother planting? Are they using large shovels or small shovels? Do the neighbors use large shovels or small shovels?

Intermediate
Why are the girl and her mother using shovels? What are their neighbors doing? Why do the girl and her mother use large shovels?

Advanced/ Advanced High
What does the girl’s garden look like? Why do the girl and her mother use larger shovels than their neighbors? How are the two gardens different?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 5 • Week 2

The Ugly Vegetables
Modeled Retelling
The girl and her mother water their garden so that the plants will grow. Their neighbors use watering cans to water their garden, but the girl and her mother need to use a hose. Their garden needs more water.

Guided Retelling
What are the girl and her mother doing? Do they use a watering can? Why not?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who waters the girl’s garden? Do they use a hose or a watering can? What do the girl and her mother want to grow?

Intermediate
What do the girl and her mother do to their garden? What do they use to water their garden? What do their neighbors use to water their garden?

Advanced/ Advanced High
Why do the girl and her mother water their garden? Why do they use a hose? What do their neighbors do that is different?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 5 • Week 2

The Ugly Vegetables
Modeled Retelling
The girl is looking at her garden. The garden is growing! There are stems pushing out of the ground. They look like grass. The plants in her neighbors’ gardens look different. They look like little leaves.

Guided Retelling
What did the girl and her mother do before their garden could grow? What does the girl see in her garden?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who looks at her garden? What is growing? What do the stems look like?

Intermediate
What are pushing out of the ground in the girl’s garden? What do the stems of the plants look like? What do the plants in the neighbors’ gardens look like?

Advanced/ Advanced High
What is happening to the girl’s garden? How is her garden different from the neighbors’ gardens? What does the girl want to know?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 5 • Week 2

The Ugly Vegetables
Modeled Retelling
All of the neighbors have pretty flowers blooming in their gardens. The girl’s garden only has vegetables. The girl thinks her garden is not as nice as the flower gardens.

Guided Retelling
What do the neighbors have in their gardens? Does the girl have those, too? How does she feel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What do you see in the neighbors’ gardens? Are the flowers pretty or not pretty? Does the girl have flowers or vegetables growing in her garden?

Intermediate
What do you see blooming in the neighbors’ gardens? What do you see growing in the girl’s garden? How do you think the girl feels?

Advanced/ Advanced High
What do the neighbors’ gardens look like? How is the girl’s garden different from the others? Why do you think the girl likes the flower gardens more than her garden?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 5 • Week 2

The Ugly Vegetables
Modeled Retelling
The girl and her mother have grown Chinese vegetables. They pick the vegetables and put them into a wheelbarrow. They fill the whole wheelbarrow, and then take the vegetables inside to their kitchen.

Guided Retelling
What happened to the plants? What do the girl and her mother do? What do you think will happen next?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What do the girl and her mother pick? Where do they put the vegetables? Where do they bring the vegetables?

Intermediate
What type of vegetables have the girl and her mother grown? What do the girl and her mother do with the vegetables? Why do you think they carry them to their kitchen?

Advanced/ Advanced High
What do the girl and her mother do with the vegetables they have grown? What do you think the girl’s mother will do with the vegetables next? How do you think the girl feels?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 5 • Week 2

The Ugly Vegetables
Modeled Retelling
The girl’s mother washes and chops the vegetables in the house. The girl goes outside to play. The girl and her neighbors smell a wonderful aroma coming from the girl’s house.

Guided Retelling
What does the girl’s mother do with the vegetables? What do the girl and her neighbors smell outside?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is the girl playing inside or outside? Who washes and chops the vegetables? Who smells a wonderful aroma?

Intermediate
How does the mother prepare the vegetables? What does the girl do? Where does the wonderful aroma come from?

Advanced/ Advanced High
Why do you think the girl’s mother chops the vegetables? What do you think the wonderful aroma is? How do you think the girl feels about her garden now?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 5 • Week 2

The Ugly Vegetables
Modeled Retelling
The girl’s mother makes a special soup from the vegetables. She puts the soup in a big bowl. The special soup is yellow and red and green and pink. It tastes very good!

Guided Retelling
What is in the soup? How does it taste?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does the girl’s mother make? Where are the vegetables? Does the special soup taste very good or very bad?

Intermediate
What did the girl’s mother do? What did she put in the soup? What color is the soup?

Advanced/ Advanced High
What has happened to the vegetables? How would you describe the special soup? Why do you think the soup is special?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 5 • Week 2

The Ugly Vegetables
Modeled Retelling
The soup smells so good the neighbors come over to taste it. They bring flowers from their gardens, and they all enjoy the delicious soup. The girl’s mother tells them how to make the soup and how to grow the vegetables. I think next year everyone will be planting both flowers and the vegetables.

Guided Retelling
What did the neighbors do? What did they bring? How does the girl feel now?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who comes over? What do the neighbors bring? Who tells everyone how to make the soup?

Intermediate
Why do the neighbors come over? What do they bring to the girl’s house? What does the girl’s mother tell them?

Advanced/ Advanced High
Why does the girl look so happy? What does the mother do? What do you think the people will plant next year?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 5 • Week 2

Farfallina and Marcel
Modeled Retelling
Farfallina is a caterpillar, and Marcel is a small gray bird. They meet one rainy day. They like each other. I think they will become friends.

Guided Retelling
What type of animal is Farfallina? What type of animal is Marcel? Do you think they like each other? How do you know?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is it rainy or sunny in the picture? Is Farfallina a caterpillar or a bird? Is Marcel a caterpillar or a bird?

Intermediate
Which animal is Farfallina? What is the name of the small bird? How do the animals feel about each other at first?

Advanced/Advanced High
Who meets one rainy day? How old do you think Farfallina and Marcel are? Why do you think so?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 5 • Week 4

Farfallina and Marcel
Modeled Retelling
Farfallina is riding on Marcel’s back. Marcel is taking Farfallina for a ride around the pond. They have become friends and play together every day.

Guided Retelling
What are Farfallina and Marcel doing? How do they spend their time together?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who rides on Marcel? Where is Marcel? Who are friends now?

Intermediate
How does Farfallina take a ride? Where is Marcel taking Farfallina? What else do Marcel and Farfallina do together?

Advanced/Advanced High
What is Marcel doing for Farfallina? What do Farfallina and Marcel do each day? Why?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 5 • Week 4

Farfallina and Marcel
Modeled Retelling
Farfallina has crawled up the tree. Marcel waits and waits for Farfallina to come down. Marcel is worried and lonely. Farfallina is a caterpillar, and I know that caterpillars change into butterflies. Maybe this is what Farfallina is doing.

Guided Retelling
What is Marcel doing? Why? Where is Farfallina? What do you think she is doing up in the tree?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What did Farfallina crawl up? Who waits for Farfallina? Is Marcel happy or worried?

Intermediate
What has Farfallina done? Why do you think she did that? How does Marcel feel?

Advanced/Advanced High
What do you see in the picture? Why is Marcel looking up into the tree? Why do you think Farfallina hasn’t come down from the tree yet?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 5 • Week 4

Farfallina and Marcel
Modeled Retelling
Marcel has not seen Farfallina in weeks. The days are getting longer and warmer. Marcel looks at his reflection in the pond. He is growing and changing. I think he looks very different.

Guided Retelling
How long has Farfallina been gone? Do you think Marcel will ever see Farfallina again? What is Marcel doing? What has changed? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is looking into the pond? Does Marcel see himself or Farfallina? Is Marcel a big duck or a baby duck now?

Intermediate
Where is Farfallina? What is Marcel looking at? What has happened to him?

Advanced/Advanced High
What happens to Marcel as weeks go by? Why are the days getting longer? What does Marcel think about his reflection?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 5 • Week 4

Farfallina and Marcel
Modeled Retelling
Farfallina is coming out of her cocoon with beautiful new wings. But Marcel has given up waiting for her at the bottom of the tree.

Guided Retelling
What is Farfallina doing? Where is Marcel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does Farfallina come out of? What beautiful new things does Farfallina have? Who is not at the bottom of the tree?

Intermediate
What has happened to Farfallina? Where has she been? Why isn’t Marcel waiting for her anymore?

Advanced/Advanced High
What is in the tree? Why isn’t Marcel waiting for Farfallina at the bottom of the tree? How do you think Farfallina feels about herself?

©Macmillan/McGraw-Hil

5

Grade 2 • Unit 5 • Week 4

Farfallina and Marcel
Modeled Retelling
Farfallina is now a butterfly! She comes down from the tree but Marcel is not there. She does not know how long she has been up in the tree. Farfallina sits on a flower and waits for Marcel.

Guided Retelling
What has Farfallina changed into? What is she doing now? Do you think she will find Marcel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What does Farfallina sit on? Is Farfallina a caterpillar or a butterfly now? Is Farfallina waiting for Marcel or waiting for a butterfly?

Intermediate
Where is Farfallina? What does Farfallina want to happen? How does Farfallina feel when Marcel does not come?

Advanced/Advanced High
How is Farfallina different now? How is she still the same? Why does Farfallina want to wait for Marcel?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 5 • Week 4

Farfallina and Marcel
Modeled Retelling
Farfallina is talking to a goose. It is Marcel, but the two of them don’t recognize each other. They both look so different from when they first met.

Guided Retelling
Who is Farfallina talking to? Does she realize it is Marcel? Does Marcel recognize Farfallina? Why not? Do you think Farfallina and Marcel will find out who the other is?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is the name of the goose? What is the name of the butterfly? Are they in the pond or the tree?

Intermediate
What is Farfallina doing? What is Marcel doing? What do they say to each other?

Advanced/Advanced High
Who is in the picture? Why does the goose talk to Farfallina? Why don’t the two friends recognize each other?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 5 • Week 4

Farfallina and Marcel
Modeled Retelling
Farfallina and Marcel realize who the other is! They must be so happy to find each other again. They spend the rest of the summer playing just like before. I think they’ll be friends for a very long time.

Guided Retelling
What have Farfallina and Marcel discovered? How do you think they feel now that they have found each other again? How will they spend the summer?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who are friends again? Are Farfallina and Marcel happy or sad? Will they will be friends for a long time or a short time?

Intermediate
What do Marcel and Farfallina realize? How do you think they feel now? What do Farfallina and Marcel do just like before?

Advanced/Advanced High
What do the two friends finally realize? How do they spend their summer days? How are they nice to each other when they play?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 5 • Week 4

Nutik, the Wolf Pup
Modeled Retelling
This is Julie and her little brother, Amaroq. They are going to take care of two wolf pups, Uquaq and Nutik. The two pups are hungry and sickly. When they grow stronger, the pups will go back to their wolf family. Amaroq will take care of the pup named Nutik.

Guided Retelling
Who is this? What are they going to do? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who is in the picture? Will they take care of two wolf pups or one wolf pup?Are the pups sickly or strong?

Intermediate
Who are the boy and girl in the picture? What are they holding? What are Julie and Amaroq going to do?

Advanced/ Advanced High
How are Julie and Amaroq related? Why are Julie and Amaroq taking care of the wolf pups? When will the pups go back to their wolf family?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 5 • Week 5

Nutik, the Wolf Pup
Modeled Retelling
I think Amaroq is taking good care of Nutik. He feeds Nutik milk and pieces of meat. He also gives him bones to chew. Nutik is growing bigger and stronger. They are running together. I think they have become good friends.

Guided Retelling
What are Amaroq and Nutik doing? What does Amaroq do to take care of Nutik?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is Nutik the wolf or the boy? Is Nutik growing bigger or smaller? Who do you see running together?

Intermediate
What does Amaroq give Nutik to drink? What else does Amaroq give Nutik? What is happening to Nutik?

Advanced/ Advanced High
What do you see in this picture? What does Amaroq do for Nutik? How can you tell that the boy and the wolf pup are becoming friends?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 5 • Week 5

Nutik, the Wolf Pup
Modeled Retelling
Julie tells her brother that the wolf pups will soon go back to live with the wolves. She warns him not to love Nutik too much. I think she is worried for her brother. She doesn’t want his feelings to be hurt when Nutik goes back to his wolf family.

Guided Retelling
What does Julie tell Amaroq not to do? Do you think he will break his promise? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who will have to go back to the wolves soon? Who warns Amaroq? Whose feelings may get hurt?

Intermediate
What does Julie tell her brother? How do you think Amaroq will feel when Nutik leaves? Why do you think so?

Advanced/ Advanced High
Why do you think Julie is concerned, or worried, for her brother? What is Julie’s warning to Amaroq? How does Amaroq respond to Julie’s warning?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 5 • Week 5

Nutik, the Wolf Pup
Modeled Retelling
The wolf pup, Uquaq, returns to her family. Now it is Nutik’s turn. One winter night the wolves call to Nutik. It is time for him to leave Amaroq.

Guided Retelling
Where is Uqaq? What does Nutik have to do now? What do the wolves do?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is it a winter night or a summer night? What animal do you see? Who do the wolves call?

Intermediate
Where did Uquaq go? When do the wolves call Nutik? Why are the wolves calling to Nutik?

Advanced/ Advanced High
What happened to Uquaq? What may Nutik do when he hears the wolves? How do you think Amaroq will feel about this?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 5 • Week 5

Nutik, the Wolf Pup
Modeled Retelling
Nutik hears the wolves calling. He wakes up Amaroq. Nutik wants him to go outside with him. I think Nutik has to go back to the wolves now.

Guided Retelling
What does Nutik hear? What does he do? What do you think the wolves want Nutik to do?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who calls Nutik? Who does Nutik wake up? Does Nutik want Amaroq to go outside or inside?

Intermediate
When does this scene take place? What was Amaroq doing? What does Nutik want Amaroq to do?

Advanced/ Advanced High
How does Nutik wake up Amaroq? Why do you think Nutik wakes him up? What do you think Amaroq will do?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 5 • Week 5

Nutik, the Wolf Pup
Modeled Retelling
Amaroq hugs Nutik good-bye. Nutik must leave him. Amaroq tells Nutik that he cannot go and live with the wolf pup and his wolf family. I think both Nutik and Amaroq feel very sad.

Guided Retelling
What is Amaroq doing? Why? How do you think Amaroq and Nutik feel?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is it night or day now? Does Amaroq hug Nutik hello or goodbye? Who feels sad?

Intermediate
Why is Amaroq hugging Nutik? Where is Nutik going? What does Amaroq tell Nutik?

Advanced/ Advanced High
What is happening in this scene? What do you think Nutik wants Amaroq to do? Why do you think Amaroq is letting Nutik go back to his wolf family?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 5 • Week 5

Nutik, the Wolf Pup
Modeled Retelling
Amaroq leaves Nutik and walks home alone. He tells his sister what has happened. She says he has done the right thing to let Nutik go back to his family. I think Amaroq is very sad anyway.

Guided Retelling
Where is Amaroq going? What do you think will happen?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Does Amaroq walk home alone or with Nutik? Is Amaroq happy or sad? Who tells Amaroq he did the right thing?

Intermediate
What is Amaroq doing in the picture? What does he tell his sister? What does Julie tell her brother?

Advanced/ Advanced High
Why is Amaroq alone? What do you think about Amaroq’s decision to let Nutik go? What do you think Amaroq will do now?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 5 • Week 5

Nutik, the Wolf Pup
Modeled Retelling
Nutik comes back! Amaroq finds Nutik in his sleeping bag. Julie doesn’t scold Amaroq for it. I think she is happy for her brother. She goes outside and tells the wolves that Nutik has joined Amaroq and their family.

Guided Retelling
How does the story end?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who comes back? Who hugs Nutik? Is Julie angry or happy for her brother?

Intermediate
Where does Amaroq find Nutik? How do you think this makes Amaroq feel? What does Julie tell the wolves?

Advanced/ Advanced High
How does Amaroq find Nutik? Why doesn’t Julie scold her brother? What does Julie do when she sees that Nutik has come back?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 5 • Week 5

Dig, Wait, Listen: A Desert Toad’s Tale
Modeled Retelling
This is a spadefoot toad in the desert. She is underground. She waits for the sound of rain. She hears soft sounds above her. These sounds are not from rain but a scorpion crawling slowly past.

Guided Retelling
What animal is this? What is the toad doing? Why do you think she is waiting for it to rain? What is the first sound she hears? Is it rain?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who waits for rain? What animal does she hear? Does the scorpion crawl slowly or quickly?

Intermediate
Where is the spadefoot toad? What is she waiting for? What does she hear instead of rain?

Advanced/ Advanced High
Where does the story take place? What does the spadefoot toad hear above her? Why do you think the spadefoot toad wants it to rain?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 6 • Week 1

Dig, Wait, Listen: A Desert Toad’s Tale
Modeled Retelling
There are animals above the toad. It is a herd of peccaries. The toad hears their hooves above her. Their hooves are hammering, or hitting, the ground. She continues to wait for the sound of rain.

Guided Retelling
What do you see above the toad’s head? What kind of animal are they? Can the toad hear them? Is it the sound she wants to hear?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What animals are above the toad? What does the toad hear? What is the toad waiting for?

Intermediate
What animals are above the toad now? What is the group of peccaries called? What is the toad still waiting for?

Advanced/ Advanced High
What is the toad doing? How are the peccaries different from the toad? What does the toad hear?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 6 • Week 1

Dig, Wait, Listen: A Desert Toad’s Tale
Modeled Retelling
The toad waits and waits for the sound of rain. She hears tap, tap, tap, but it turns out to be a gila woodpecker tapping on a green cactus. The toad has been waiting for months for rain in the dry desert.

Guided Retelling
What is the toad waiting for? What does she hear? Is it rain at last? What is it?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What animal does the toad hear? What sound does the gila woodpecker make? Is the desert dry or rainy?

Intermediate
What sound does the toad want to hear? What does she actually hear? Why does the toad want rain to come?

Advanced/ Advanced High
How is the tap, tap, tap sound made? How long has the toad been waiting for rain? How are the toad and the woodpecker different?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 6 • Week 1

Dig, Wait, Listen: A Desert Toad’s Tale
Modeled Retelling
The toad has finally heard the sound of rain. She’s dug her way up through the ground to the open air. She pops her head out of the ground and into the rain.

Guided Retelling
What do you see? How did the toad know it was finally raining? What is she doing?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What animal do you see? Is it raining or sunny now? Is the toad under the ground or did she pop her head out?

Intermediate
What does the toad hear finally? Where is the toad now? What part of the toad pops out of the ground?

Advanced/ Advanced High
How would you describe the sounds the toad hears now? What is she doing? Why does she do this?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 6 • Week 1

Dig, Wait, Listen: A Desert Toad’s Tale
Modeled Retelling
The spadefoot toad has waited for months for it to rain. She hears male spadefoot toads calling. She hops into a puddle of water to lay her eggs. Her eggs are like little round beads of glass. Look at all the other spadefoot toads in the puddle too.

Guided Retelling
What does the toad hear? What is the toad doing now that it is finally raining? Why do you think she is laying eggs?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Has the toad waited for months or minutes? Where did the toad lay her eggs? Who is also in the puddle?

Intermediate
How long has the toad waited for it to rain? What animal does the toad hear now? What does she do in the puddle?

Advanced/ Advanced High
What else does the toad hear in addition to the rain? What does the toad do about it? When do you think the spadefoot toad will only lay eggs?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 6 • Week 1

Dig, Wait, Listen: A Desert Toad’s Tale
Modeled Retelling
Two days later the spadefoot toad’s eggs hatch. They are now tadpoles, swimming in the puddle. It is their home for now.

Guided Retelling
What happened to the eggs that the toad laid? What will the tadpoles become?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who laid the eggs? What did the eggs do? What is swimming in the puddle?

Intermediate
When do the toad’s eggs hatch? What do the toad’s eggs hatch into? What are the tadpoles doing?

Advanced/ Advanced High
What happens two days after the spadefoot toad lays her eggs? What do the tadpoles do in the puddle? What do you think they will do next?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 6 • Week 1

Dig, Wait, Listen: A Desert Toad’s Tale
Modeled Retelling
I see how a tadpole becomes a toad. It eats and grows. Its legs start to show. Soon the tadpole becomes a young toad and can leave the puddle. It will leap out into the desert.

Guided Retelling
What do you see the tadpole become? What did it need to grow to be able to leap? Where will the toad go when it leaves the puddle?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What do you see in the first picture? What starts to show in the next two pictures? What do you see in the last picture?

Intermediate
What do these pictures show? What grows as the tadpole becomes a toad? Where will the toad go next?

Advanced/ Advanced High
How are the first and last pictures different? How does the tadpole change as it grows and becomes a toad? What do you think the young toad will do now?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 6 • Week 1

Dig, Wait, Listen: A Desert Toad’s Tale
Modeled Retelling
Look at all the tiny toads jumping! The rain has made the desert green with many new plants. But soon the desert will be dry again. Then these young toads will go underground until they hear rain.

Guided Retelling
What do you see? Where are they? What were they before they became toads? Why did the author write this story?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Do you see many or a few tiny toads? Do the toads jump or sleep? Where do the toads go when the desert is dry?

Intermediate
How has the rain changed the desert? What do the toads do when the desert gets dry again? What does the story tell you about?

Advanced/ Advanced High
How is this picture different from the others? Why do you think the toads go underground when the desert is dry? Why do you think the author wrote about the spadefoot toad?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 6 • Week 1

Splish! Splash! Animal Baths
Modeled Retelling
Elephants are in the water splashing around. They clean themselves by spraying water over their backs with their trunks. That sounds like a shower to me!

Guided Retelling
What do you see in this picture? What are they doing? How do they clean themselves? Do you do something similar to get clean?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What animal do you see? What are they spraying? What do they use to spray water?

Intermediate
How are the elephants using their trunks? Why do they spray water on themselves? How are the two elephants different?

Advanced/ Advanced High
How do elephants get clean? How is this similar to the way a person takes a shower? How is it different?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 6 • Week 2

Splish! Splash! Animal Baths
Modeled Retelling
This is a pig. Pigs take baths in mud to cool off and to get rid of itches. I think a pig’s bath is very different from an elephant’s shower.

Guided Retelling
What type of animal is this? What is it doing? Would you do the same thing to keep cool? Does a pig do the same thing that an elephant does?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What animal do you see? Where does the pig take a bath? Does the mud feel cool or warm to the pig?

Intermediate
What is the pig doing? Why does the pig take a bath in mud? How do elephants cool off?

Advanced/ Advanced High
How is the pig’s bath different from an elephant’s shower? How is it similar? How is the pig’s bath different from yours?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 6 • Week 2

Splish! Splash! Animal Baths
Modeled Retelling
These birds have just taken a bath. Now they are preening their feathers. They are making their feathers straight and smooth. This is like brushing your hair!

Guided Retelling
What are these birds doing? How do they get clean? Do you preen? How?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What animal do you see? What are the birds doing? Do the birds get clean or dirty?

Intermediate
What did the birds do? What do the birds do after their bath? What is preening feathers like?

Advanced/ Advanced High
What do the birds do when they are preening? When do they do this? How is this similar to what people do to stay clean?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 6 • Week 2

Splish! Splash! Animal Baths
Modeled Retelling
A lion licks its fur clean. To clean its head, a lion licks its paw and then rubs it over its head and ears. A lion doesn’t have a trunk to spray water like an elephant or feathers to preen like a bird. I think lions clean their fur just like house cats.

Guided Retelling
What is this lion doing? Why? How are lions different from birds? How are they alike?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What animal do you see? What does the lion lick? What does the lion use to rub its head?

Intermediate
What does a lion use to get clean? How is a lion like a house cat? How is a lion’s bath different from a pig’s?

Advanced/ Advanced High
How does a lion clean itself? How is this like how you get clean? How is it different?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 6 • Week 2

Splish! Splash! Animal Baths
Modeled Retelling
Those chimpanzees are cleaning each other. Chimpanzees don’t have combs. They use their fingers to pull bugs and leaves from each other’s fur.

Guided Retelling
What type of animal is in this picture? What are they doing? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What type of animal do you see? Do the chimpanzees use combs or fingers to get clean? Do they pull bugs or combs from their fur?

Intermediate
How do chimpanzees help each other keep clean? What do chimpanzees use to clean each other? What do they clean from their fur?

Advanced/ Advanced High
How do chimpanzees keep clean? Why do you think they help clean each other this way? How is this similar to human families?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 6 • Week 2

Splish! Splash! Animal Baths
Modeled Retelling
This shrimp is inside a moray eel’s mouth. It looks like a pretty dangerous place to be! But this is a cleaner shrimp. The moray eel won’t hurt it. The cleaner shrimp is eating food off the eel’s teeth. It keeps the eel’s teeth clean and healthy.

Guided Retelling
What types of animals are these? What is the shrimp doing? Why? How do you keep your teeth clean and healthy?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is the name of the big animal? What is the name of the small animal? What does the shrimp clean?

Intermediate
What does the shrimp do to the eel’s teeth? How does the shrimp help the eel? What type of doctor helps people keep their teeth healthy?

Advanced/ Advanced High
How does the shrimp clean the moray eel’s mouth? How is this different from the way you clean your teeth? Why do you think the eel does not eat the cleaner shrimp?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 6 • Week 2

Super Storms
Modeled Retelling
There are many types of violent weather, or storms. These clouds look like storm clouds. I think it is raining under the clouds. Thunderstorms are heavy rain showers. During a thunderstorm millions of gallons of rain water can fall in one minute!

Guided Retelling
What can you say about these clouds? What type of weather do you think they bring?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Do you see clouds or the sun? What is under the clouds? Is a thunderstorm a heavy rain shower or a light rain shower?

Intermediate
What kind of clouds are these? What is a thunderstorm? How much rain water falls during a thunderstorm?

Advanced/Advanced High
How can you tell that these are storm clouds? What happens during a thunderstorm? Why may thunderstorms be dangerous?

©Macmillan/McGraw-Hill photo: George Post/Science Photo Library/ Photo Researchers, Inc.

1

Grade 2 • Unit 6 • Week 4

Super Storms
Modeled Retelling
These are lightning bolts during a thunderstorm. A bolt of lightening is incredibly hot and can cause a lot of damage to a house or a tree. Lightning can also cause fires in forests and grasslands.

Guided Retelling
What are these? What do you know about them? What kind of damage can they leave behind?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What is in the sky? Is lightning hot or cold? What type of storm causes lightning?

Intermediate
When do we see lightning bolts? What can lightning damage? What can lightning do to a forest?

Advanced/Advanced High
What does lightning look like? Why is lightning dangerous? Why can lightning cause fires?

©Macmillan/McGraw-Hill photo: Kent Wood/Science Source/ Photo Researchers, Inc.

2

Grade 2 • Unit 6 • Week 4

Super Storms
Modeled Retelling
This is a hailstorm. Balls of ice called hailstones fall like rain in a hailstorm. Hail can be as large as baseballs! A Hailstorm can cause a lot of damage to buildings, cars, and farms. It looks like hailstorms can also be dangerous for people.

Guided Retelling
What is happening in this picture? What do you know about hailstones? Why is a hailstorm dangerous?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What type of storm is this? Is a hailstone a ball of ice or a ball of snow? Is a hailstone hot or cold?

Intermediate
What falls from the sky in a hailstorm? How big can hailstones be? What can hailstorms damage?

Advanced/Advanced High
What happens in a hailstorm? How could a hailstorm damage cars and buildings? Why could it be dangerous to be outside in a hailstorm?

©Macmillan/McGraw-Hill photo: NOAA Central Library, OAR/ERL/National Severe Storms Laboratory

3

Grade 2 • Unit 6 • Week 4

Super Storms
Modeled Retelling
Thunderstorms can also cause tornadoes. A tornado looks like a funnel, or a tube with a wide opening at the top. Tornadoes have dangerously strong winds. They can lift cars off the ground. Tornadoes can also seriously damage homes and other buildings.

Guided Retelling
What type of storm is this? Does it look dangerous? What else do you know about tornadoes?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What do you see in the picture? Do tornadoes have strong winds or weak winds? What can tornadoes lift off the ground?

Intermediate
What is this a picture of? What can cause tornadoes? What can tornadoes damage?

Advanced/Advanced High
What do tornadoes look like? What can happen during a tornado? Why do you think a tornado’s strong winds are so dangerous?

©Macmillan/McGraw-Hill photo: Science VU/Visuals Unlimited

4

Grade 2 • Unit 6 • Week 4

Super Storms
Modeled Retelling
This is a hurricane. Hurricanes have strong winds and a lot of rain. Hurricanes start over the ocean. When hurricanes move over land, strong winds, waves, and heavy rain can damage beaches, boats, and houses. Hurricanes can also cause flooding.

Guided Retelling
What type of storm is this? What happens during a hurricane?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this a picture of a hurricane or a tornado? Is it dangerous or safe to be in a hurricane? Do hurricanes have strong winds or weak winds?

Intermediate
What type of weather do you see? How can you tell by this picture that the winds are very strong? What can hurricanes damage?

Advanced/Advanced High
Where do hurricanes develop, or start? What happens when hurricanes move over land? How do you think a hurricane can damage a house?

©Macmillan/McGraw-Hill photo: Annie Griffiths Belt/National Geographic Image Collection

5

Grade 2 • Unit 6 • Week 4

Super Storms
Modeled Retelling
Look at all this snow! A blizzard is a huge snowstorm with strong winds and very cold temperatures. It can be very dangerous to be outside or to drive a car during a blizzard. Sometimes blizzards also cause the power to go out.

Guided Retelling
What type of storm took place? What happens during a blizzard?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What kind of storm happened here? Do you see a lot of snow or a little snow? Is it safe or dangerous to drive a car in a blizzard?

Intermediate
What is a blizzard? Why isn’t it safe to be outside in a blizzard? What can blizzards cause?

Advanced/Advanced High
Why are blizzards so dangerous? How is a blizzard like a hurricane? How is it different from a hurricane?

©Macmillan/McGraw-Hill photo: AP-Wide World Photos/Richard Drew

6

Grade 2 • Unit 6 • Week 4

Pushing Up the Sky
Modeled Retelling
This is a Snohomish village. Long ago the Snohomish people fished in the ocean and used the wood from the trees to make their homes. I see a totem pole. The pictures carved into wood tell a story. The Snohomish recorded their history and stories on totem poles. The story of “Pushing Up the Sky” is carved into a totem pole in Washington State, where the Snohomish people lived.

Guided Retelling
What do the Snohomish people have all around them? How do they use these things in their daily lives? What do the Snohomish use to tell their stories?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this a village or a city? What people live in this village? Where did they carve their story?

Intermediate
What did the Snohomish people do in the ocean? What did they make from the trees? What do the pictures carved into the totem pole tell?

Advanced/ Advanced High
What do the Snohomish people do? How have they recorded their stories? Why do you think they did that?

©Macmillan/McGraw-Hill

1

Grade 2 • Unit 6 • Week 5

Pushing Up the Sky
Modeled Retelling
I’m used to seeing the clouds up high in the sky. This Snohomish story tells how the sky was once very close to the earth. Here the sky is so low that the totem pole pokes into the clouds.

Guided Retelling
What do you notice about the sky in this picture?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is the sky very close or very far from the earth? What pokes into the clouds? Is the cloud over or under the house?

Intermediate
What is different about this sky? What is poking into the sky? What else do you see in this picture?

Advanced/ Advanced High
What do you see in this scene? How is this sky unusual? How do you think the woman feels about the sky?

©Macmillan/McGraw-Hill

2

Grade 2 • Unit 6 • Week 5

Pushing Up the Sky
Modeled Retelling
Ouch! This tall man hits his head on the sky. The girl wants her ball back, but it is stuck in the sky. A boy is climbing a tree to go into the sky. I think the sky is too close to the earth!

Guided Retelling
Why is the man holding his head? Where is the ball that the girl was playing with? If you wanted to go into the sky, how would you do it?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is the man tall or short? What did the girl lose? What does the boy climb?

Intermediate
What did the tall man do to his head? Where did the girl lose her ball? Why is the boy climbing the tree?

Advanced/ Advanced High
Who is in this scene? What are some of the problems that the low sky causes? What do you think the people will do to solve the problems?

©Macmillan/McGraw-Hill

3

Grade 2 • Unit 6 • Week 5

Pushing Up the Sky
Modeled Retelling
The seven chiefs meet to talk about the sky. The chiefs are the leaders of different nations. They all agree that the sky is too close to the earth. I think they will solve the problem of the low sky.

Guided Retelling
Who do you see in this picture? What are they meeting about? What do they all agree on? What do you think they will do next?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
How many chiefs do you see? Do they talk about the sky or the different nations? Do they think the sky is too close or too far?

Intermediate
Who is meeting here? What do the chiefs lead? What problem will they try to solve?

Advanced/ Advanced High
What do the chiefs look like? Why are they meeting? Why is it good that they all agree?

©Macmillan/McGraw-Hill

4

Grade 2 • Unit 6 • Week 5

Pushing Up the Sky
Modeled Retelling
I see an elk trying to run. But the sky is too close. The elk is getting his antlers caught in the sky.

Guided Retelling
What type of animal is this? What happens when the elk tries to run across the land?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What animal do you see? What is the elk trying to do? What gets caught in the sky?

Intermediate
What animal do you see in the picture? What does the elk want? What happens to the elk’s antlers?

Advanced/ Advanced High
What is the elk doing? What happens to it? How do you think the elk feels?

©Macmillan/McGraw-Hill

5

Grade 2 • Unit 6 • Week 5

Pushing Up the Sky
Modeled Retelling
The sky is also too close for the birds. I see that a bird has hit its wings on the sky. I think the animals also do not like that the sky is so close either.

Guided Retelling
What type of animal is this? Does it have trouble with the low sky? Why?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Is this a bird or an elk? What did the bird hit on the sky? Is the sky close or far?

Intermediate
What animal do you see? What happens to the bird? Why doesn’t it like the close sky?

Advanced/ Advanced High
What is the bird doing? Why is the sky too close for it? Why don’t the animals like the sky so close?

©Macmillan/McGraw-Hill

6

Grade 2 • Unit 6 • Week 5

Pushing Up the Sky
Modeled Retelling
The chiefs suggest that the people and animals work together to solve the problem. They decide to use long poles to jab into the air. They try to push the sky higher, but the sky is very heavy.

Guided Retelling
How are the people and animals trying to solve the problem? What are they using? Why is their plan not working? What do you think they will try next?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
What are the people and animals trying to push? What do they use to jab the air? Is the sky very heavy or very light?

Intermediate
Who is working together to push up the sky? How do they try to do this? What animals do you see in the picture?

Advanced/ Advanced High
How are the people and animals trying to solve their problem? What do you think is good about their plan? What do you think is wrong with their plan?

©Macmillan/McGraw-Hill

7

Grade 2 • Unit 6 • Week 5

Pushing Up the Sky
Modeled Retelling
They all did it! The people and animals decided to all push together at once. Look at the reward for their teamwork. The sky has been pushed up higher, and it is filled with stars. The stars are shining through all the holes poked into the sky by the poles!

Guided Retelling
Did the second plan to push up the sky work? What did they all have to do? What do we now see in the sky as a result?

ELL

ENGLISH LANGUAGE LEARNERS

Beginning
Who pushed up the sky? Is the sky higher or lower now? What shines through the holes?

Intermediate
How did the people and animals push up the sky? How is the sky different now? Why are the stars shining in the sky?

Advanced/ Advanced High
Why did the second plan work? Why are the people happy now? How is the sky different than it was at the start?

©Macmillan/McGraw-Hill

8

Grade 2 • Unit 6 • Week 5

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